AN ABSTRACT OF THE THESIS OF
Robert Lee Metcalf
in
Education
for the degree of
Doctor of Philosophy
presented on
Title: THE FUNCTIONS OF VOCATIONAL, OCCUPATIONAL, AND
CAREER COUNSELING AND GUIDANCE AS PERCEIVED BY
WASHINGTON STATE COMMUNITY COLLEGE DEANS OF
STUDENTS, VOCATIONAL DIRECTORS, AND COUNSELORS
Abstract approved
Redacted for Privacy
Dr. Henry TenPas
/
Purpose of the Study
The purpose of this study was to: (1) outline the scope of
counseling, (2) identify the functions of vocational counseling, and
(3) designate the role and function of counselors and other support
personnel who provide vocational counseling.
Procedures
Data for this study were obtained through a researcl of literatu.re and a questionnaire submitted to deans of students, vocational
directors, and counselors in Washington State community colleges.
The Kolmorogov-Srnirnov statistic was used to test the nll
hypothesis that there is no significant difference among the perceptions of the three population groups relative to the importance' of a
sample of 101 items selected from the literature relating to the scope
of counseling and the functions of vocational counseling. A corn para-
tive analysis of items was made using a rank order of selected
functions, and an analysis was made of the personnel who could be
responsible.
Summary
The data from this study indicated that vocational counseling is
essential for meeting the unique needs of a variety of students who
attend the community college. The literature and research indicated
he following:
A lack of consensus among counselors, students, and other
school personnel concerning the counselors role in relation
to the scope of counseling and the functions of vocational
counseling.
Counselor interest and emphasis is in social/personal
counseling rather than vocational counseling.
Counselors lack the training, background, and in-service
opportunities to help them provide vocational counseling.
Other related specialists and school personnel are identified
as being responsible for the same functions as professional
couiiselors, but limited use is made of para-professionals
and other support personnel for vocational counseling.
Students reported unmet needs in vocational counseling.
Vocational faculty provide vocational counseling as part of
their work to assist students in meeting their needs and to
provide services not provided by counselors.
Vocational counseling is not adequately provided because
of insufficient funds, excessive numbers of counselees, and
lack of trained personnel.
Counselors recognize the importance of providing vocational
counseling but are either unable or unwilling to provide the
services expected of them.
The historical trend and philosophy of counseling has in-
fluenced counselors to move from an emphasis in vocational
counseling to an emphasis in social, personal, and
emotional problem solving as an initial basis for all
counseling.
C onclusions
The following has been concluded from this study:
1.
Deficiencies in vocational counseling are a national
problem.
2,
Vocational counseling should include functions relating to
pre-admission, occupational information, placement, and
follow- up.
Social/personal counseling is not vocational counseling.
Related specialists and support personnel should be used to
supplement the providing of vocational counseling.
The role and functions of general counselors should be
reassessed, and their service and expertise used to provide
in-depth analysis and assistance in social, personal, and
emotional counseling.
Selection and certification of vocational counselors and
para-professionals should be on the basis of their training
and experience as well as their interest in providing
vocational counseling.
Recommendations
Four recommendations were made as a result of this study:
Vocational counseling functions be used to establish guide-
lines for vocational counseling.
The role and function of general and vocatjonal counselors,
para-profes sionals, vocational faculty, and support personnel be identified with regard to the services they will
provide to meet the guidelines for vocational counseling.
Certification and standards for providing vocational
counseling be established using the guidelines established.
4.
Additional research be conducted in Washington State to
determine: (a) the current status and effectiveness of
community college vocational counseling, and (b) the current
status and appropriateness ofgraduate and in-service programs for personnel who would provide vocational counseling,
The Functions of Vocational, Occupational, and Career
Counseling and Guidance as Perceived by Washington
State Community College Deans of Students
Vocational Directors, and Counselors
by
Robert Lee Metcalf
A THESIS
submitted to
Oregon State University
in partial fulfillment of
the requirements for the
degree of
Doctor of Education
June 1978
APPROVED:
Redacted for Privacy
Professor of Education
in charge of major
Redacted for Privacy
Dean of S hoo of Education
Redacted for Privacy
Dean of Graduate School
Date thesis is presented
Typed by lila Atwood for ROBERT LEE METCALF
ACINOWLEDGMENTS
This writer wishes to acknowledge an appreciation for the
support and assistance provided by his major professor Dr. Henry
A. TenPas, and by members of the committee Dr Joel Galloway,
Dr. James Park, Dr. LaVell Saunders, and Dr. Carvel Wood.
For their patience and encouragement, a special thanks to his
wife, Elizabeth, and children, Martin, William, Kelley, and Mary
TABLE OF CONTENTS
Chapter
THE PROBLEM
Introduction
Statement of the Problem
Objectives of the Study
Statement of Hypothesis and Assumption
Definition of Terms
Limitation of the Study
REVIEW OF LITFRATURE
Introduction
The Unique Characteristics of the Community
College and Their Implications for
Counseling
Role of the Counselor
Vocational, Occupational, and Career
Counseling and Guidance Training and
Certification of Counselors
Historical Perspective and Philosophies
of Vocational. Occupational, and Career
Counseling
Functions and Procedures of Vocational and
Career Counseling
Summary of Related Literature
IlL
DESIGN OF THE STtJDY
Participants in the Study
Construction of the Questionnaire
Analysis of Data
Statistical Procedure
IV.
1
1
5
6
7
7
9
10
10
11
14
24
32
41
50
53
53
53
55
55
PRESENTATION AND INTERPRETATION OF
FINDINGS
Survey Procedure
Analysis of Statistical Data Relative to
the Null Hypothesis
Functions Identified as Being Most
Important
58
58
60
61
Table of Contents (Continued)
ChaPter
Pag e
Utilization of Additional Personnel
Summary of Findings
SUMMARY, CONCLUSIONS, AND
RECOMMENDATIONS
Summary
Conclusion
Recommendations
BIBLIOGRAPHY
69
71
77
77
81
82
84
APPENDICES
Appendix A
Appendix B.
Appendix C.
Appendix D.
Que stionnaire
Tabulation of Questionnaire
Responses and Percent of
Respondents Selecting
Personnel
Tabulation of Rank Order
of Means of 101 Items
Supporting Statistical Data
KolmorogovSmirnov
90
102
128
1 37
LIST OF TABLES
Page
Table
Differences between community college counselors,
presidents, and faculty concerning counseling tasks
20
Michigan study of community college counselor
service area and student needs
21
Median scores for counselor and professor ratings
concerning vocational topics extent of coverage
29
The functions of vocational, occupational, and
career counseling and guidance identified by
respondent groups were the value perceived is
limited to considerable importance or greater
63
Rank order of functions identified by deans of
students compared with the rank order of functions
identified by directors of vocational education
and counselors
65
Rank order of functions identified by directors
of vocational education compared with the rank
order of functions identified by deans of
students and counselors
67
Frequency of selection of personnel who could
be responsible for 101 items of vocational and
career counseling and guidance based on highest
percent indicated by three respondent groups
71
THE FUNCTIONS OF VOCATIONAL, OCCUPATIONAL, AND CAREER
COUNSELING AND GUIDANCE AS PERCEIVED BY WASHINGTON
STATE COMMUNITY COLLEGE DEAN OF STUDENTS,
VOCATIONAL DIRECTORS, AND COUNSELORS
CHAPTER 1
THE PROBLEM
Introduction
Increasing attention has been given to the unfulfilled
counseling and guidance needs of children, youth, and
adults. These needs are so extensive and varied that
they cannot be met without comprehensive and effective
school guidance programs (Myrick and Wilkinson, 1976,
p. 224).
In a sense, community colleges are distribution centers
where important educational and career decisions are
made before students move on to immediate employment
or to senior colleges. But for every student who moves
from junior to senior college, there are two who move
directly into the world of work. For some, these outcomes are educational short circuits; for others, the
outcome of redirection through effective counseling
(Medsker, 1960, p. 63).
The community colleges play a unique role in education by pro
viding for lifetime vocational, avocational, and academic needs to
members of the community. Recognition, acceptance, and promotion
of all aspects of counseling and guidance are necessary to assist these
institutions to carry out their role successfully.
The need to establish guidelines for vocational and career
counseling and guidance was reported as being of national concern in
2
the Sixth Report by the National Advisory Council on Vocational Edu'
cation (1972). They noted that some of the problems affecting
counseling were:
1.
Pupil to counselor ratios are too high.
2,
Counselor time is diverted to unrelated duties.
Parents favor academic rather than vocational training.
Counselors lacking knowledge of business and industry.
Counselors have inadequate college preparation in occupa-
tional subject matter.
Lack of financial support.
7,
Counselors who lack initiative.
The Washington State Commission for Vocational Education
(1975) also indicated their concern when they stated:
There is no statewide evaluation system for determining the
effectiveness of career guidance, counseling and place
ment programs. There is no statewide criteria for
developing and implementing career guidance, counseling,
and placement programs (p. 12),
The Commission for Vocational Education recommended that
the State Superintendent for Public Instruction and the State Board
for Community College Education implement a statewide model for a
quality career guidance, counseling, and placement program. They
also recommended that statewide guidelines be developed to evaluate
career guidance, counseling, and placement programs against state
wide indicators of quality. The recommended guidelines should
3
assist community colleges in providing studentswith meaningful pro-
grams of job exposure, information about job availability, placement
coordination with employers, a graduate follow-up system to insure
accurate statewide information, and information to improve counsel-
ing services.
In answer to the commission's concern, various members of the
CounseLing and Guidance Directors Association, Washington Com-
munity Colleges, have in4icated that counseling was being well pro-
vided and that guidelines were being developed for state use. The
counselors indicated that many improvements were apparent in
Washington State community colleges. They noted the establishment
of career centers, use of computerized career information systems,
providing of special career classes, increasing of reference materials
available, and the use of guidance specialists. These improvements
have been obtained even with inadequate funds.
One source of money for counseling programs has been through
federal grants which in turn also specify and define the concept of
vocational education and vocational counseLing, The specifications in
Public Law 90-576, Vocational Education Act of 1963, Amendments
of 1968, state the following:
Sec. 108 (1) The term 'vocational education" means
vocational or technical training or retraining. . . to
prepare individuals for gainful employment. . .; and
such term includes vocational guidance and counseLing
(individually or through group instruction) in connection
with such training (p. 6-7).
4
Sec. 122 (a) Grants to states under this part may be
used, in accordance with State plans approved pursuant
to section 123, for the following purposes; . . . (6) vocational guidance and counseling designed to aid persons
enumerated in paragraphs (1) through (4) of this subsection in the selection of, and preparation for, employment in all vocational areas (p. 9).
Sec. 123 (a) (18) Includes provisions which shall assure
that funds authorized by this title will not be used for
any program of vocational education (except homemaking
programs under Part F) which cannot be demonstrated
to (A) prepare students for employment or (B) be necessary to prepare individuals for successful completion of
such program, or (C) be of significant assistance to
individuals enrolled in making an informed and meaningful occupational choice (p. 13).
Although the Act of 1968 noted that federal funds may be used
for vocational counseling and guidance, the application of these funds
was at the discretion of the receiving institution; schools could expend
received grant funds in vocational programs other than in counseling
and guidance. In this regard, Venn (1970) noted the following:
The present inadequacy of guidance activities is
illustrated by the fact that close to haLf of the states
receiving federal funds for their programs spend less
then one percent of that money on occupational guidance and counseling (p. 66).
In recognition of this inadequate funding, federal legislation
was enacted to increase the funds directed to counseling and guidance.
Public Law 94-482, Section 134, effective October, 1977, specified
that 20 percent of certain funds be applied to program improvement
and supportive services and used for guidance and counseling, The
act also stressed a broader viewpoint of counseling and guidance to
5
include both job placement and continuing education related to entering
professions that require a baccalaureate or higher degree. This
act also required that the existing Washington State Plan for Vocational Education be reviewed. The following concerning vocational
guidance and counseling was in the 1976 state plan and indicated that
community colleges will provide:
Vocational guidance and counseling personnel and
services to provide individuals with information and
skills necessary for making a meaningful and informed
career choice, to assist them while pursuing a program
of vocational instruction, and to aid them in job place-
ment, in addition to the duty of conducting follow-up
procedures on the effectiveness of vocational instruction,
guidance and counseling. Vocational guidance and
counseling services will assist schools to provide a
sequential and coordinated career development process
for their students (p. 3).
Vocational Guidance and Counseling. Vocational education under the State Plan will include vocational guidance
and counseling personnel and services sufficient to
enable the program of instruction to meet and continue
to meet the standards and requirements stated in the
State Plan (Coordinating Council, 1973, p. 74).
Statement of the Problem
A need exists for community college counselors and adminis-
trators to outline the scope of counseling, to identify the functions
of vocational counseling, and to designate the role and function of
counselors and other support personnel who provide vocational
counseling.
6
Objectives of the Study
The problem identified in this study is significant for the following reasons:
1.
The identification of the scope of counseling and the role
and function of counselors and support personnel is necessary to
provide a comprehensive program of counseling and guidance and to
obtain support from all community college personnel in the pursuit
of commonly accepted goals. Among professional educators, the
role and function of counselors have been widely discussed but have
not been firmly identified and accepted by college staff, students, or
counselors particularly in the area of vocational counseling.
Hoyt (1965) and Bradley (1970) noted that most graduate train-
ing programs did not emphasize the vocational aspects of counseling,
nor did institutional in-service programs provide extensive training
in this particular subject. Although some community colleges have
developed their vocational counseling and guidance programs, many
others are having less success because of inadequate funding, lack
of agreement about philosophy, and a lack of consensus about the
role and function of counselors and the functions of vocational
couns eling.
Z.
The identification of vocational counseling functions is impor-
tant to community college administrators as indicated by the following
7
specified in the State Board for Community College Education,
Standard Policy and Procedures Manual, Rules and Regulations
Governing Washington Community Colleges, approved November 8,
1973 (1976),
Each community college vocational director must certify
vocational counselors and maintain documentation that
specifies the professional improvement plans of the
individual certified; the improvement plan is left to the
discretion of each of the community college districts
(WAC 131-16O92).
In addition to certification, vocational administrators are
responsible for administering federal vocational funds as specified
in PL 9O576 and PL 9448Z.
Statement of Hypothesis and Assumption
In relation to the first objective of this study, the null hypothesis
structured for testing was that there is no significant difference
among the perceptions of deans of students, vocational directors,
and counselors relative to the importance of 101 items of vocational,
occupational, and career counseling and guidance. It was assumed
that the perceptions of counseling by the three population groups
would not be different.
Definition of Terms
The following terms were defined for this study. Other terms
8
or phrases were considered to be self-explanatory:
1.
Academic (or Academic Transfer) - Post high schooL
education provided by a community or junior -college primarily
intended as the first two years of a four year educational program
Leading towards a baccalaureate or higher degree.
2,
Career Education - A process of education intended to
serve all individuals from grade one through adult training and which
includes all activities and experiences through which one learns
about work or other life roles, Career training, for work and paid
employment, emphasizes awareness, exploration, and preparation.
3.
Communy College
A public, two-year, post secondary
educational institution that provides vocational, occupational,
academic, personal improvement, and special interest courses or
programs.
4,
Counseling - A process, usually provided by a trained
person, that assists one or more persons with solving or understanding concerns about academic, social/personal, or vocational!
occupational/career problems.
Counselor
A member of the school staff who has had
counselor training, and whose primary function is counseling and
guidance service.
Guidance - The functions of student personnel services that
include: Appraisal, orientation, information dissemination,
9
couns cling, planning, placement, follow- up, and evaluation.
7.
Occupational Counseling - A program of counseling that
relates to the emphasis in providing job entry or job improvement
skill training.
8,
Vocational Counseling - A program of counseling that
relates to the emphasis of making an individual more employable in
one group of occupations than in another. The term is used synony-
mously with that of occupational and career counseling and has as its
objective: (a) to meet the manpower needs of society, (b) to increase
the options available to students, and (c) to serve as a motivating
force to enhance all types of learning.
Limitation of the Study
This study was limited to the vocational, occupational, and
career counseling and guidance programs of the 27 community
colleges in the 22 community college districts in Washington State,
10
CHAPTER II
REVIEW OF LITERATURE
Introduction
This chapter will review the unique characteristics of the com-
munity college, the role of the counselor, counselor training needs,
counseling philosophies, the functions and procedures as they pertain
to vocational, occupational, and career aspects of counseling and
guidance, and the identification of services necessary to provide a
comprehensive counseling program.
In Washington State, post secondary vocational training is avail-
able at either a community college or at a vocational-technical institute, Vocational-technical institutes are administered through the
secondary system by the Superintendent of Public Instruction, and
these institutes emphasize adult education in non-college work skill
training programs that are primarily directed toward the immediate
employment of the student.
In the community colleges, administered through the State
Board for Community College Education, vocational, occupational,
and academic programs are provided for adults as training for entry
level job skills, job improvement skills, personal improvement, and
academic training that will allow the individual to seek immediate
11
employment or to continue on for additional college education leading
to employment in professions requiring a baccalaureate or higher
degree.
This writer believes that an effective counseling and guidance
program in the community colleges that provide a combination of
vocational,academic, and personal interest education to a broad cross
section of society is therefore more complex than counseling and
guidance in the secondary school system or in four-year institutions.
The Unique Characteristics of the Community College
and Their Implications for Counseling
The uniqueness of the community college is based on the type of
educational service it provides and the types of students who are being
served.
Landrith (1971), Collins (1967), and Gibson and Higgins (1966),
identified the diversity of programs, students, and functions when
they observed that community colleges provide single classes, short
courses, and one- or two year programs of personal improvement,
special interest, academic, vocational, and occupational instruction
to full-time and part-time students of age 17 and older, who are
attrated by low tuition, special program offerings, and a nondiscriminatory admission policy. These students come from all
levels of the socio- economic environment, they represent all ethnic
12
and racial groups at all levels of financial, physical, and mental
ability, and they attend day, evening, and week.- end classes by com-
muting from the local community where one-half or more of them
are employed.
Collins (1967) recommended that since community colleges have
assumed the task of educating highly diversified students and have
provided differentiated education programs, they must aid students
in identifying their abilities and aptitudes, assessing their defici-
encies and their potentialities, and rationalizing their aspirations in
selecting from a great variety of future careers.
The need to serve this diverse student population with an appro-
priate vocational counseling emphasis was suggested by the report
that Washington State community colleges offered 600 programs in
1974 that provided entry level employment skills for 144 occupations.
It was also reported that 4000 courses for skill improvement and job
upgrading were available, and that 14, 409 minority and 7000 disadvan-
taged students were being served (Mundt, 1974).
Fourteen years earlier, Clark (1960) had stated that the nondiscriminatory open door' policy of community colleges would
attract substantial numbers of students, and many of these students
would be undecided and would therefore need more counseling. As
pointed out by Gleaser (1968), one of the problems of counseling
would be that too often faculty, counselors, and parents equate
13
transfer with 'good students and "terminal' with "poor" students.
Gleaser also noted that cultural pressures would continue to influence
counselors as well as students to prefer an academic preparation.
Blocker and Anthony (1968) also commented that students place much
emphasis on the prestige value of chosen occupations and frequently
make unrealistic choices. Medsker (1960) had suggested that the
problem was not lack of occupational programs, but the value
system of students that caused them to take transfer programs, and
that counseling seemed to be the weakest part of the program that
assisted students in making choices.
The selection of a program can also be influenced by the age of
the student. Medsker (1971) predicted correctly that there would be
as many adult students in the community colleges as there would be
youth immediately out of high school, and that the implications for
guidance programs would be profound. The Carnegie Commission
(1970) stated that older students have quite different aspirations and
attitudes than younger students. Most adults have had some previous
employment experience, and this plus social maturity, indicates a
need for special counseling.
In the 1976 Operations Report #13, the State Board for Com
munity College Education indicated that in the Fall Quarter of 1975
68 percent of students were over the age of 20, 34 percent were 30
years of age or older, and the average student age was 29.
The
14
report also indicated that the enrollment of students of 20 years of
age or younger had steadily decreased since 1971 from 36 percent to
25 percent in 1975, The increase of student enrollment was reported
to be from 26, 443 in the Fall of 1962, to 159, 386 in the Fall of 1975.
From 1967 to 1976, the full-time equivalent student enrollment in
vocational programs increased from 28.4 to 46,2 percent, while
academic enrollment decreased from 67. 9 to 53. 4 percent, and com-
munity service increased from 1.4 to 3.7 percent.
Reynolds (1969) noted that students, regardless of age, aspira-
tion, or attitude, asked counselors questions that could be classified
into the three cateogires of academic, personal/social, and
voca-
tional. In relation to these three categories, students indicate a
concern about many problems such as finance, health, study habits,
insecurity, educational goals, and work skills. Reynolds also stated
that such concerns, when unresolved, can jeopardize the student's
ability to deal with the curriculum, and that the student's progress
may depend on being relieved of such anxieties, doubts, and inner
conflicts. This concern with students' unresolved personal problems
influences counselors in determining what the counseling role should
be, and what functions should be emphasized.
Role of the Counselor
Many counselors have placed a high priority on assisting
15
students in resolving their anxieties, doubts, and inner conflicts.
If this priority of providing personal/social counseling takes much,
or all, of the counselorts time, then the role of the counselor with
respect to vocational counseling is questioned by students and school
personnel.
In a study of 7, 100 post-secondary students, the following
reported by Dennisonetal. (1975) showed what students considered
to be the most important needs. The report also indicated that job
skills and career counseling were considered to be more important
than personal/social related types of education and counseling.
Although a lesser percent of students saw the need for personal/social
services, it could not be assumed that this service was not important
for those students indicating this particular need.
Student Indication of Education
Considered Most Important
Skills leading to a job
Broad general outlook
Critical thinking skills
Social and emotional adjustment
Student Percent
of Response
30
30
23
17
100
Maor Problems of Students
Financial difficulties
Career problems
Academic problems
Family relationships
Other interpersonal relationships
Emotional problems
Physical illness
24
18
17
13
12
10
7
16
Type of Counseling Desired by Students
Career counseling
Job placement
Academic counseling
Family-social counseling
Psychiatric Services
18
14
13
6
5
(p. 65-67)
Dennison also noted that student dissatisfaction with college
was related to their choice of career rather than to college programs,
and while some restructuring of college curricula might be of value,
more intensive occupational counseling appeared to be a more direct
way of dealing with the problem.
In a study of counselor activities in the community colleges
in Washington State, Hughes (1975) noted the following percentages of
time spent by counselors in various activities:
Percent of
Counselor Time
lig Activity
Individual Counseling: Vocational
Personal/Social
Academic
Group Counseling:
Career (vocational)
Personal/Social
Academic
Guidance:
Admissions, Orientation, Testing
Administration, Advising related
Community Service:
7
12
4
5
9
1.5
21
Consultation, campus
personnel, community
testing (GED, WPCT,
CLEP)
Total direct student contact
Professional and faculty responsibility
11.5
71
29
100
17
Hughes' study indicated that the time spent in individual and
group counseling was 21 percent personal/social, 12 percent vocational, and 5. 5 percent academic. An additional amount of time for
vocational and academic students was also reflected in the guidance
functions shown at 21 and 11. 5 percent. Faculty advising in the
vocational and academic areas most likely contributed to the reduced
time needed by counselors for these two services.
Robinson (1960) noted that historically, early counseling and
advising in the community colleges was done by faculty; Loughary
(1959) stated that small schools had little choice but to employ teacher-
counselors, although larger schools had better options to employ
full-time counselors, Medsker (1960) reported that a survey of 73
community colleges indicated that 67 percent had counseling by
faculty, 23 percent by professional counselors, and 10 percent did not
provide counseling. According to Stansaas (1969), 54 percent of the
community colleges in California used faculty advisors, while
Gartland and Carmody (1970) reported that 11 percent of 689 com-
munity colleges did not provide counseling services.
The use of faculty for advising may detract from the recognition and acceptance of the role and function of counselors, although
the use of faculty may be essential in providing adequate guidance
services that relate to academic and vocational advising. Student
opinion concerning counselor roles was analyzed by DeVolder (1969)
18
from the responses of 75 students and their counselors. He concluded
that students tend to see the counselors role as primarily educational
and occupational, while the counselors saw their role as dealing with
the social/personal area. Although many counselors registered,
scheduled, and checked graduation credits, they did not perceive
these functions as important, whereas the students did see them as
important functions. It was concluded that counselors were working
outside of their defined role, and a recommendation was made that
the role of the counselor be redefined to include more important tasks
that would best meet the indicated needs of students.
A study that identified the most important counseling tasks as
seen by vocational counselors was reported by the Washington State
Vocational Guidance Association (1977). In this study 80 to 94 per-
cent of vocational counselors in the secondary system noted that the
most important tasks were: vocational! educ ational information,
decision-making assistance, job and placement information, occupa-
tional alternative ecploration, vocational testing, resource information, student assessment, apprenticeship information, and other
occupational related counseling functions.
This strong emphasis
and acceptance of vocational counseling tasks was not observed in the
Stansaas (1969) study which listed 15 counseling taks for community
college personnel, but indicated that strong agreement existed for
only four of the tasks. Less agreement was expressed on the
19
relevance of 11 other taks as counselor functions (Table 1). It was
also observed that presidents and faculty showed varying degrees of
acceptance of counselors' roles, thus indicating a lack of consensus
on the part of all three respondent groups.
A Michigan Department of Education study (1969) of 697 students
and their counselors also indicated a lack of consensus among coun
selors and identified students' unmet needs. Counselors were in
strong agreement in six functions concerning testing, appraisal,
professional inservice, educational and social/personal counseling,
and providing career information. In 31 functions, up to 71 percent
of counselors werenot in agreement. Although some counselors
indicated they would provide service in all functions, 22 to 76 percent
of students identified unmet needs in all functions, and 30 to 73 per
cent indicated unmet needs for 14 items that 85 to 100 percent of
counselors identified as their major responsibility (Table 2).
Concern for counselors who would try to provide all guidance
services was expressed by Dennison, etal. (1975) when he stated
that counselors should not overextend their role. Students tended to
see health, family counseling, and psychiatric services as being a
community responsibility rather than a college task. Furthermore,
this writer believes there can be a number of reasons why students
reported unmet needs, and counselors did not accept counseling
tasks. Some of these reasons would be that the institutions lack
20
Table 1, Differences between community college counselors, presidents and faculty concerning
counseling tasks 1
Item
Presidents
Indicated
Indicated
Faculty
Indicated
Yes
No
Yes
No
Yes
No
1.
Administer vocational tests
56
25
64
18
52
25
2,
Administer individual aptitude and
intelligence tests
53
27
63
19
55
22
Administer "psychologicaP'
(Personality) tests
47
33
52
27
47
31
Administer placement tests for
incoming students
48
32
64
17
57
21
Help with job placement services
for students
37
44
49
31
38
39
programs
39
43
54
25
45
30
Help in conducting institutional
research
70
12
76
6
74
4
Conduct follow-up studies of
students
58
22
61
20
60
17
Be consulted about curriculum
development at his own school
77
5
80
2
80
2
Conduct in-service guidance
training for the instructional staff
50
28
67
15
40
36
Teach on a part-time basis
32
48
49
27
51
23
Assist students with educational
problems
82
0
80
2
74
4
Assist students with personal
problems
81
1
80
2
69
9
Assist students with vocational!
occupational problems
80
1
80
2
71
7
Counsel students with serious
emotional problems
37
41
21
57
31
46
6,
7.
8,
12,
13.
14,
15.
1
Counselors
Help in conducting financial aid
Stansaas (1969, p. 38-40)
21
Table 2. Mithigan community college counselor service aeaand student needs 1
Percent of
Percent of
Students
No Emphasis
Given or
Counselors
Need for
More Emphasis
Precollege Information and Orientation
Conferring with students prior to admission
Assisting with orientation
Conducting orientation classes
Providing community information about
college opportunities
Educational Testing and Student Appraisal
Administering tests to incoming students
Interpretation of tests results to students
Student appraisal of strengths and weaknesses
Administering diagnostic tests
Financial Aids and Placement
Securing part-time employment upon request
Securing financial assistance for students
Assisting in placing students in tethnical
programs on jobs
Writing references for students seeking
employment
Co-Curricular Activities
Sponsoring or advising co-curricular activities
Personal and Occupational Counseling
Consulting with students about career plans,
educational goals, and probable chances
for achieving them
Consulting with students about personal or
social problems
Seeking and dispensing up-to-date information
about job opportunities and training
Dispensing career information to students
Helping students develop effective study skills
Transfer, Advising & Follow-Up
Interpreting transfer college requirements for
students
Promoting evaluation of college student services
by maintaining contact with alumni
Conducting surveys for strengthening of services
62
Indicating
Service is
Not a
Counselor
Function
11
30
5
41
26
(NA)
29
22
73
29
0
0
64
5
34
40
40
36
46
61
44
13
39
43
73
0
62
0
64
62
4
56
76
0
22
63
4
56
(NA)
43
16
22
Table 2. (Michigan Study Continued)
Percent of
Students
No Emphasis
Given or
Need for
More Emphasis
Academic Advising
Advising students into appropriate programs
of curricula
Approving course selection for students
Interpreting regulations including probation
and course pre-requisites
Interpreting graduation requirements
Administrative
Working with faculty in planning curricula
Promoting and attending professional
conferences
Promoting coordination among faculty,
students and administration
Student Registration and Records
Assisting student in planning time schedules
Maintaining academic and social records
Evaluating high school or prior transcripts
1Michigan Department of Education (1969, p. 14-18)
69
47
Percent of
Counselors
Indicating
Service is
Not a
Counselor
Function
1
33
44
8
58
15
(NA)
21
(NA)
0
(NA)
4
57
39
45
48
55
71
23
funds and personnel, that personnel do not accept the concept of
providing certain functions, that students have not availed themselves
of services, or that the counseling personnel have insufficient inter-
est, training, background, or time to provide service in all the
guidance areas.
Hoyt (1965) asked five questions relating to vocational coun-
selor interest, training, and background and indicated that the counselor should be able to answer them in order to do their job:
What distinctions are to be drawn among jobs, occupations,
and careers?
How may occupations be classified so that both their
relationships and their major differences become clear?
What major trends exist with respect to the changing nature
of our occupational structure?
What major trends exist with respect to entry occupations?
How can practicing school counselors be kept up-to-date on
changes in occupations and occupational patterns?
Hoyt concluded:
The practicing school counselor who cannot give reasonable
accurate definitive answers to questions such as these is
ill prepared to effectively perform the vocational guidance
function (p. 2223),
Frick (1967), reporting on a Colorado State University project
for vocational counselors, summarized the conclusions of that
project as follows:
1.
Counselors lack greatly in their background knowledge
and understanding about the whole world of work factors
24
including basic information and vocational concepts.
Counselors have a difficult time in defining their "role"
in school to staff, administration, and even to themselves.
Counselors need to be more flexible in working with youth
about vocational objectives; they frequently 'counsel'
students into the direction of occupations in which the
counselor had the most knowledge or toward an occupation
which is more "socially acceptable" to the student's
parents and peers.
CounseLors are truly concerned about "not getting the job
done" in meeting the vocational decision, planning, and
training needs of their students.
School administrators have limited knowledge about the
world of work in general, and particularly in regard to
current trends or demands in the national, regional, or
local labor force(p. l7-l8),
The studies and statement thus far presented indicate that
counselors, administrators, staff, faculty, and students have not
reached a consensus as to the role and function of counselors, and
that counselors, for many reasons, are not able to provide all the
services of counseling and guidance that is being asked of them.
Vocational, Occupational, and Career Counseling
and Guidance Trainin. and Certification of Counselors
Vocational counselors in the community colleges in Washington
State must be certified by each institution to indicate that the coun
selor has adequate education, experience, and training.
Certifica
tion also requires that professional improvement activities are
occurring, and that vocational counseling relates directly to voca
tional education.
25
Vocational counselor education has been defined by Strowig and
Perrone (1965) as follows:
Counselor education refers to the methods, materials,
and programs used to prepare and enhance the preparation of counseling personnel, either during or after their
formal education,
Vocational counseling education may be either separate
from or related to other features of counselor preparation, and they may be called vocational because competent
members of the profession agree that they are significantly related to the work that men do or prepare. Vocational refers to the performance of counseling and guidance
services that have vocational implications for the recipient
of such services, rather than for the counselor who
provides the services (p. 35-36).
Roberts (1971), commenting on counselor training, stated
that:
The specific qualifications for counselors vary among
states. In general, local counselors are expected to
be graduates of an approved four-year teacher education
institution with some graduate work in counselor education, including principles and practices of vocational
guidance, counseling techniques, occupational and
educational information, individual analysis, supervised
practice, and the organization of the program (p. 368),
The need for occupational experience was recommended by
Venn (1964) who suggested that guidance workers be required to
return regularly to industry and commerce for short periods of
time to update their knowledge. Venn also stated that this experience should involve exposure to the problem of employment, placement, and evaluation of personnel in unskilled and technical jobs;
counselors should become fully informed of new occupations and of
26
appropriate post- secondary vocational-technical education oppor-
tunities,
Recognizing that counselors cannot provide all needed services,
inservice training of other school personnel was suggested by Burkett
(1973) who stated:
This may welt be the touchiest area in career education,
The function of guidance and counseling is not limited to
specific personnel but touches on the activities of everyone in the spectrum of education in the community. The
challenge to the counseling profession is as much in
training others to counsel as it is to provide the direct
service (p. 14).
Requirements that relate to vocational counselor education,
training, and experience in Washington State are specified in the
Standard Polic and Procedure Manual by the State Board for Community College Education (1976), Each individual community college
district is responsible for complying with the guidelines which specify
the following:
Scholarship, technical skill, and expertise as a practitioner.
An understanding of the education role of the position.
An understanding of the mission and character of the community college.
Two years of work experience in one or more occupations.
5.
Completion of, prior to or during employment, of a 30-hour
course in occupational analysis and in occupational information or equivalent.
27
6,
Completion of other specified professional development
units, including field work experience, during the employment tenure of the counselor.
Although the guidelines specify vocational counselor training in
general terms, the following statement by Hoyt (1965) is significant:
In the first place, there is far from universal agreement
among counselor educators with respect to any need for
special counselor competencies in the vocational aspect
of guidance and counseling. Second, it would be both
fallacious and foolish to pretend that all practicing school
counselors need competencies in this area in order to
function effectively in their positions. It is certainly
true that many of the competencies prerequisite for
success in vocational aspects of guidance and counseling
are just as essential to success in other aspects of the
counselor's work(p. 91O),
It seems that there is a perpetual and inevitable gap
between what is taught in counselor education courses
and what school counselors need to know in order to
function effectively on the job (p. 19.-ZO),
It can be assumed from Hoyt's statements, that without an
agreement by counselor educators concerning what training should
be offered, it is not ilkely that counselor training programs will
adequately provide for the needs of vocational counseling personnel
in the educational institutions,
Some of the training needs for vocational counseling have been
suggested by Strowig and Perrone (1965) from a national survey of
counselor educators, state guidance supervisors and city directors
of guidance and personnel
They are as follows:
28
I..
Knowing occupational information literature is the single
greatest competency sought in counselors.
2,
The importance of knowing present and future patterns of
work and understanding the complexities of a changing
world is cited by half the respondents.
, ,. counselor educators also stress the importance of
understanding human development, although city directors
and state supervisors are enthused to a lesser degree,
... being informed about educational and training oppor-.
tunities is rather lightly regarded as a competency area,
and the counselor as a consumer of research is almost
completely ignored.
There is much less agreement among educators, directors,
and supervisors regarding counselor skills than about the
kinds of information that counselors should have. Principal
skills sought in counselors are ability to evaluate and organize
occupational information materials. Pupil assessment and
group work receive some attention, but had less agreement
that these were important skills; the suggestion being that
vocational counseling and guidance require few unique skills.
There was no mention of need for skill in planning and
developing a systematic vocational activities program in the
curriculum, nor was research skill mentioned as competency.
The lack of agreement among the respondents as to what the
counselor should be able to do with his knowledge of occupational information literature may imploy that knowing the
literature is enough to guarantee its intelligent use by students. This could be a very shortsighted assumption (p. 394O).
Strowig and Perrone concluded that the competencies that are
important in the vocational aspects of a school counselor1 s work are
inadequately provided in counselor education, and they recommend
guidelines for curriculum supplementation in the vocational aspects
of counseling in counselor education programs.
Bradley (1970), in a study of 197 counselors and counselor
educators (Table 3), evaluated the perceived importance of vocational
29
Table 3, Median scores for counselor and professor ratings concerning vocational topics extent of
Coverage1
Counselor Ratings
Professor Ratings
Real
Ideal
Real
Ideal
Sources of vocational information
7. 29
8. 36
7, 63
8. 55
Developing local sources of occupational information
4. 71
8. 23
6. 33
8. 55
Using career information in counseling
5.70
8.03
7.67
8,70
Occupational trends and availability of jobs
5. 15
8.00
7.38
8. 33
Information about occupational requirements
5. 00
7. 56
6. 33
8. 38
1. 59
7. 52
2.08
5, 75
Referral and placement of students
3. 39
7. 51
4.00
5. 80
Selection and evaluation criteria for vocational
information
4. 84
7. 33
7, 38
7, 88
Follow-up studies
3. 44
7. 27
4. 00
5, 67
Coordinating an information service
3, 87
7,06
4. 63
6, 00
Interpretation of vocational interest inventories or
aptitude tests
3. 57
6. 95
2, 20
4. 88
The value of work to man
5,02
6. 86
7.67
8.75
Economic information about occupations
4. 44
6. 82
6.00
7, 40
Sources of free vocational information
6. 28
6. 81
7,00
6. 86
Theory of occupational and vocational information
5,04
6.65
6.38
8.55
Federal and state agencies as a resource for
consultant personnel
3. 48
6. 60
4,00
6,00
Conducting vocational field trips
3. 43
6. 32
4. 33
6. 38
The teathing of an occupation class
2, 18
6. 28
4. 58
5. 67
Adm inisfration of vocational interest inventories
or aptitude tests
3.58
6.02
2,40
4,00
Current research projects in the vocational field
2.81
5.49
4.67
6,60
Systems for classifying occupations
6,10
5,32
5,80
5.11
Filing vocational information
4,89
5.25
4.67
5,14
State or government monies available for vocational
projects, i, e, "funding"
Bradley (1970, p. 98)
30
instruction content areas in graduate counselor education training
programs. Using a scale of one to nine, counselors and professors
rated the real and 'ideal' offerings. In all subject areas, coun-
selors indicated a greater need, They also indicated that 11 subject
areas out of 22 listed were below the median of 4. 5 as a "real" offering.
Further analysis of the study again indicated that the most
important vocational counseling topics were concerned with sources
and uses of vocational and occupational information, occupational and
job trends and availability, funding, placement, and follow-up. This
study not only suggested an increase for counselor graduate training,
but suggested that in-service programs in vocational counseling
subject areas be provided at various community colleges.
The Standard Policy and Procedures Manual for Washington
State dommunity colleges also included guidelines for services to be
provided in vocational and occupational guidance and counseling pro-
grams. The following list presumed that properly trained and experi-
enced personnel were available, or would be made available, to
supply these services:
The counseling department should be kept informed about
vocational programs.
Counseling personnel should conduct on-going services to
persons interested in occupational programs.
Instructots should be kept informed.
31
4.
Admissions processes should be keyed into vocational
programs.
Needed pre-testing of students should be identified and
provided.
Group orientation presentations for occupational and voca-
tional programs should be provided to interested persons.
7.
Individual counseling of students in program and class
selection and occupational goal progress should be provided.
8, Job placement assistance should be provided to students.
Follow-up studies of job placement and graduate competencies should be provided.
Occupational guidance should be provided to students and
should include interest information, self-analysis, psychological needs, examination of abilities, educational informatiori, occupational information, social patterns of occupations,
occupational choice process, and job placement.
Students shoud be provided with knowledge about occupa.
tions in chosen field, salary opportunities, educational
requirements for job, and advancement opportunities,
In regard to meeting state guidelines, Ronald Berg, Director of
Career Education and Vocational Guidance for Washington State,
commented to this writer that it was his opinion that there are no
counselor education programs in the state, and few if any in the
3Z
nation, that are designed to train vocational counselors to meet the
needs of vocational counseling.
Historial Perspective and Philosophies of Vocational,
Occupational, and Career Couns eling
The history of vocational, occupational, and career counseling
and guidance is one of changing philosophies and processes perceived
and practiced with mixed reactions and various degrees of acceptance
by members of the profession. This in turn has limited the develop.
ment and acceptance of uniformly agreed upon comprehensive coun-
seling and guidance programs having an appropriate emphasis in the
vocational, occupational, and career areas.
Roberts (1971) commented on the early history of the vocational
guidance movement as follows:
Vocational guidance, like vocational education, has its
origin in the changing nature of work and has developed
concurrently with, but independently of, vocational
education (p. 357).
Roberts continued:
Dr. Parsons is said to have been the first person to use
the term vocational guidance, and he paved the way for
organizing vocational guidance in public schools by
suggesting that the educational institutions should untertake the responsibility.
The work of the Vocational Bureau, established by Dr.
Frank Parsons in 1908, and who was preceeded immediately by David S. Wheeler after Parsons death in
1908 as director, took place in the Civic Service House
in Boston. Thus, the vocational guidance movement in
the United States had its origin in voluntary educational,
civic, and social work in the city of Boston (p. 360-361).
33
The status of vocational guidance was strengthened by the
establishment of the National Vocational Guidance Association in 1913,
and the publication of the Vocational Guidance magazine in 1915
(Gibson and Higgins, 1966), Other developments in the period of
1909 to 1935 included improvement of basic vocational techniques
and also growth and advancement of the basic psychological concepts,
principles, methods, and tools now used in vocational guidance,
Examples of some of the developments were: Aptitude Testing by
Hull, Measurement of Interest by Fryer, Analysis of the Individual
by Paterson, Analysis of Occupations by Viteles, Aptitudes and
and Aptitude Testing by Bingham, Minnesota Mech3nic3l Ability by
Paterson, and Vocational Guidance Throughout the World by Keller
and Viteles.
From 1935 on, research vital to the development of a scientific
guidance movement appeared. The application of psychology to
vocational guidance increased the emphasis on research and accomplishments in improving old tools and developing new ones (Viteles,
et al,, 1961).
McDaniels (1974) indicated that an original emphasis in vocational guidance in 1913 grew from the need to assist people who had
moved from a rural to urban setting, to reduce child labor abuses,
and the need for job satisfaction among American workers, The 1917
Smith-Hughes Act gave national emphasis to vocational education,
In
34
the 19ZO's, the war had caused a lapse of interest, but by the l930's
depression period there was renewed support. The U. S. Employment
Service and workoriented programs gave new support to vocational
guidance activities.
Testing and job analysis work during the 1940's
war years, along with development of aptitude test batteries and
psychological evaluations, served the military. After World War II,
vocational guidance was used to assist returned service men, and
use of these methods was made in VA hospitals and at colleges.
From 1901 to the present, the development of community col.
leges resulted in the promotion of the philosophy of comprehensive
education and the increased use and expansion of counseling and
guidance services, that included vocational, academic, social!
personal, and career.
The development of the career education con
cept in the 1970's was seen by some to provide a greater meaning to
vocational education, and seen by others as a reduction of funds and
emphasis in vocational education and counseling, McDaniels (1974)
noted that:
Career education may yet turn out to be one of the most
promising areas of support for vocational guidance in
the second 60 years of the history of NVGA (p. Z53).
The concept of career education was promoted in a publication
entitled, Career Education: A Model for Lm.lementation, issued in
1971 by the Bureau of Adult Vocational and Technical Education and
specified that:
35
Career education is a comprehensive educational program
focused on carers, which begins in Grade 1 or earlier
and continues through the adult years (Marland, 1974, p.
95).
Braden and Krishan (1975) indicated four years later that the definition
of career education was yet to be established.
The distinction between career education and occupational
education is also subtle but important. Whereas occupa
tional education is traditionally concerned with preparation
for a job or an occupation, the career education concept
is broader in scope and aims at human development in the
world of work where people pursue careers for economic
gain. This concept includes awareness about the world of
work, career exploration, and career preparation. In a
way, therefore occupational education can be considered an
important sequence in career education. You should,
however, remember that a precise and universally accepted
definition of career education has not yet emerged, thus
making the task of any specific distinction very difficult,
if not impossible (p. vi),
While support, recognition, and use of vocational counseling
and guidance was growing from 1900 through the 19701s, many other
concepts and philosophies that would influence vocational counseling
were also being promoted. Willingham, etal. (1972) indicated that
there were an indefinite number of ways to describe the dominant
ideas that shaped guidance, and he provided eight for consideration:
TraitFactor (scientific basis of guidance)
Match individual traits (abilities, interests) with
important job factors. Originated by Parsons.
Guidance as primarily personal counseling
Concern for the total individual, selfrealization.
Counselor creates climate in which client solves
own problems.
36
Career Awareness
Make students aware of the world of work.
Career choice and adjustment as a lifelong process
Recognize client maturity at different points
characterized by different values, concerns,
and guidance needs.
Career patterns reflect life styles
Occupational and career patterns basic to life
style and an expression of the individuals seli'
concept.
Develop studentrs decision making skills
Make student aware of alternatives to develop
ability to make rational decisions.
Incorporate career development in the curriculum
To provide a developmental learning activity.
Systems approach to guidance
Complementary and coordinated skills of different
disciplines. An integration of resources.
(p. 3-11)
The first two concepts represent the traditional orientations
having scientific and humanistic values and which have a different
emphasis in training and practice. Many counselors have admin-
istered tests (TraitFactor) and openly prefer personal counseling.
According to some, the traitJactor approach works much better in
theory than in practice because multi-aptitude tests have limited value
in predicting career choice or success. According to others, personal
one to one counseling is preferred as it has important status associations with psychology and psychiatry, although one-to-one counseling
is now widely regarded as impractical for educational and economic
reasons,
37
The next four ideas listed by Willingham were considered by
him as essential for providing information to students about the world
of work and would reduce the imbalance between guidance for college
and vocational orientation.
The last two ideas represent the new movement to alter the
basic orientation of guidance in the schools. Since the l96Ots, some
professional leaders have made efforts to move guidance into the
school curriculum and develop a comprehensive systems approach.
As these movements develop, they could well alter the role of the
counselor in the school and the way guidance services are coordinated.
Crites (1974) also recognized the concepts described by
Willingham but stated that, 'vocational appraisal has gone into an
incipient decline if not fallen into widespread disrepute." Crites sug-
gested a reappraisal and synthesis of five major approaches to vocational and career counseling as well as general counseling:
Trait-and-Factor: Collect and analyze data, synthesis and
summarize, diagnose characteristics and problems.
Client-Centered: Client is active participant in test
selections and interpretation.
Psychodynamic: Discussion give-and-take with client.
Developmental: Career decision processes, attitude scales
and maturity inventories, client scored, evaluated,
suggested experiences.
Behavioral: Counselor delineated response designed to modify
career behavior of client 'modeling," reinforcement
and simulated job experience (p. 275).
38
Crites noted that there were adherents to each approach including
counselors such as Arbuckle (1961) who are client-centered and use
assessment devices as a matter of faith; some, such as Krumboltz
and Baker (1973), are behavior-oriented and speak of 'analysis'
rather than "appraisal;" others, such as Williamson (1939), are
journeyman trait-and-factor counselors disenchanted with the traditional model of vocational appraisal. Administering, scoring, pro-
filing, and interpreting aptitude, interest inventories, and personality tests have shaken their formerly unshaken confidence in these
measures. Ghiselli (1966) concluded that tests are largely invalid
for differentiating jobs according to their requirements. Holland and
Lutz (1967) reported that statements of career choice as predictors
of subsequent occupations chosen are as good as, if not better than,
widely used interest inventories. Bloom (1964) analyzed the reliability
and validity of personality measures and concluded that the stability
of personality cannot be determined with any degree of precision.
Morrill and Forrest (1970) described four types of counseling
practice that they observed in use and in which a continuum is iden-
tified from a focus on specific decisions to a focus on career as a
process in which the individual is a potent force,
Type 1: Counseling which aids the client with a specific
decision by providing information and clarification
of issues.
Type 2: Counseling which aids the client with a specific
39
decision by focusing on decision-making skills
rather than only on the decision at hand. This
has application for the specific situation as well.
as later choice-points.
Type 3: Counseling which views career as a process rather
than an end-point toward which all decisions lead.
Thus, the focus changes from the objective of
making the correct ultimate choice and once-andfor-all pronouncement of identity to the process of
making a continued series of choices.
Type 4: Career process counseling which focuses on
creating in the individual the ability to utilize
his personal attributes to achieve self-determined
objectives and to influence the nature of future
choices rather than merely adapt to external pressures (p. 299-300).
It was the opinion of Morr ill and Forrest that most vocational
counseling is geared to the first type, that of providing information.
This opinion was also shared by Healy (1974) who stated that:
Most agency and school counselors continue to apply
the vocational counseling procedures initiated by Parsons
in 1909 and refined by Williamson in 1939 and 1949. Few
new career counseling procedures are being developed,
and in searching for them, one finds that such approaches
are not widely publicized or well known (p. vii).
The need for a broader perspective, and one that emphasized
personal and social counseling, was suggested by Heiner (1969) who
stated:
A college which meets only the intellectual and vocational
needs of the individual or community is doing only part
of the job, Anyone with an emotional problem will not
function fully either academically or vocationally, and no
academic or vocational problem is without emotional complications (p. 50-52).
40
Boy and Pine (1963) in contrast, stated that:
The proponents of 'vocational guidance" state quite
emphatically that the school counselor's first job is
vocational counseling and that of therapeutic counseling
is purely secondary (p. 225).
Peters (1963) noted that counselors should help students evalu-
ate their development progress, to sense the direction of their life
path with its probable general destination, and assist them to look at
the continuing basic implications of occupational information.
The history and philosophy that have been outlined indicate that
vocational counseling and guidance can be viewed and practiced by
professional counselors from a number of different perspectives.
Counselors can choose from among the various concepts when deter
mining the scope of counseling, but they may select functions in which
they are most effective, and in the process exclude, or reduce, the
amount of vocational counseling provided.
The viewpoint indicated by counseling and guidance professionaLs
in Washington State community colleges is contained in the Manual for
Student Services (Washington State Student Services Commission,
1977) which states that, ".
.
the counseling program concerns
itself primarily, but not exclusively, with personal/social growth and
development, and career decision making." The manuaL also states
that the initial thrust of counseling relates to the individual as a
developing person in the role of student, and that counseling services
41
will be used to help the individual prepare for some future state or
condition. Whether the emphasis of counseling will be personal!
social leading to vocational counseling, or whether it will be vocational
counseling and the providing of personal/social counseling as needed,
will be determined by community college counseling and guidance
administrators and strongly influenced by the individual counselors
and paraprofessionals providing the service.
Functions and Procedures of Vocational
and Career Counseling
Although counselors may identify with different philosophies as
a basis for providing counseling services, the functions and proce.dures of providing vocational counseling have been identified and
should be included with sufficient emphasis in a comprehensive coun
seling program. One definition that can be considered in identifying
vocational counseling was offered by Lofquist (1961):
Vocational counseling is a continuous learning process
involving interaction in a nonauthor itar ian fashion,
between two individuals whose problem solving efforts
are oriented toward vocational planning. The professional
vocational counselor and the counselee with a problem are
concerned not only with solution of the immediate problem
but also with planning new techniques for meeting future
problems. While the counselee has need for anxiety.reduction concerning his vocational problems or set of
problems, psychopathology is not involved, and the
counselee is capable of learning new attitudes and
appraising vocational reality with reference to his unique
assets and liabilities, without first requiring a major
restructuring of his personality. Psychotherapy may
42
result in some measure, but vocational planning, not
psychotherapy, is the primary orientation of the pro.cess, The vocational counselor serves in this learning
process as the reinforcing agent, facilitator of coun
selee activity, resource person, and expert on techniques
for discovering additional data relevant to the vocational
planning (p. 5),
Lofquist' s definition refers to two individuals in the counseling
process, but other experts have questioned the effectiveness of one
toone counseling and recommend group counseling for improved
efficiency. Babcock, etal, (1976) compared group, individual walk-in,
and control individuals on criteria of self-knowledge, knowledge of
occupations and planning, and reported that group counseling was the
most acceptable of the various processes.
While one-to-one counseling would appear to be more effective
in personal/social problem solving situations, Gibson (1966) indicated
that by using either individual or group counseling, guidance is
needed continuously and counselors should evaluate the constant
changes of advisee' s needs. In the case of vocational counseling,
guidance should emphasize employment, provide follow-up, and make
available good information sources, It is the responsibility of coun-
selors to promote information seeking behavior on the part of the
student, to summarize, to restate, to interpret, to clarify, to con--
-
front, to provide alternatives, to provide information, and to persuade.
Parson (1909) provided a process of vocational guidance using
the trait-factor approach to include: Individual analysis, occupational
43
information, community survey, group career training, individual
counseling, placement, and follow-up. His procedures included ob-
taining personal data, a self-analysis, client choices and decision,
couns elor analysis, vocational outlook (information), inducation and
advice, and fitting the client to the work.
The trait-factor process, plus later advances in psychological
testing, and including the work of Williamson (1938, 1949), had as
an objective to get the client to try out an educational program and an
occupational choice that had a potential for success and personal
satisfaction. An earlier system for post secondary counseling was
suggested by Paterson (1925), and although it adopted the trait-factor
method, it also expanded the counseling concept to other personal and
social areas as follows:
1,
Testing and selection of students.
Educational guidance bulletins containing information on
the professions and vocations and the preparation provided
by universities .
.
.
based on extensive job analysis
res earch,
Freshmen orientation courses.
Personnel advice: Preparation of advisors,
Personnel record card for each student beginning with his
freshman year.
Case histories.
44
Health service and mental hygiene.
Vocational consultants.
9,
Provisions for gifted students and probation students.
Personnel research.
Marking system and research into methods of measuring
abilities and interests.
Studies of the efficiency of instruction through such variables
as size of class, student 'mortality', turnover elimination.
Extracurricular activities.
Although many professionals were recognizing a broader per-.
spective of the scope of vocational counseling, Gustad (1951) indicated
a concern that counselors might function by merely providing infor-
mation. He stated the following:
let me say that I do not conceive of counseling as a
mere information-giving function. Nor do I wish to see
clients made dependent so that they come back for more
information every time they face a problem. But I
belive that, in the solution of the critical problems we
face in counseling, whether they deal with largely vocational or "personality" problems, information has a
place (p. 795).
Wrenn (1951) added to the scope of counseling when he recom-
mended that substantial student information be made available to
counselors. This information would include, school history, family
background, social environment, health, interests, aptitudes,
abilities, and economic status. Wrenn further stated that good physical and mental health can be a key to a student's successful progress.
45
Wrenn's recommendations assumed that a comprehensive counseling
program should include health, financial, and housing assistance.
A diagnostic classification developed by Callis (1965) also
indicated a greater emphasis in personal and social problem solving
counseling and provided a means to identify student needs within the
broadened scope of counseling.
Vocational career choice and planning.
Emotional, personal and social adjustment.
Educational-lack of effective study skills and habits.
Lack of understanding about self (and information about).
Lack of information and understanding about environment.
Notivati.onal conflict within self,
Conflict with others,
Lack of basic skills reading, writing, expression.
(p. 238-.243)
Hoyt (1966) also provided guidelines in which he included the
need to identify the prospective vocational student, evaluate alternative educational and employment opportunities, and impart the concept of the worthiness of the individual. Thoroman (1968) recom-
mended a program of admissions orientation, realistic goal selection,
personal adjustment, and employment awareness.
Although the social/personal aspects of counseling were being
identified, promoted, and influencing counselor activities, Graff and
Maclean (1970) indicated that this emphasis would reduce vocational
counselor services, and they further stated what they considered to
be the most critical part of vocational counseling:
46
A critical part of the vocational counselor's task is helping
his client achieve an understanding of the world of work.
A counselee cannot make appropriate decisions or be open
to a full-range of possible alternatives when he either
lacks needed information or possesses inaccurate information. Vocational counseling involves the client's understanding not only of his own strengths and weaknesses but
also of his present or anciticipated environment. Having
at hand an adequate inventory of career information which
client and counselor (or occupational specialist) can consider together is essential. To be maximally useful, the
information must be current, comprehensive, and accessible (p. 571),
Roberts (1971) also dc-emphasized the personal/social and emphasized the vocational aspects of vocational counseling when he provided
his list of purposes, services, duties, and responsibilities of vocational counselors, He specified that vocational functions should
involve the following:
Purpose:
1,
Z.
Provide assistance to individuals.
Provide information concerning counselee's interests,
aptitudes, and abilities,
Provide occupational and employment opportunity
information.
Assist in information interpretation.
Encourage counselee to find solution to problems.
Help teachers to become more proficient in carrying
out their responsibilities,
Services:
1,
2.
Make available to the individual cumulative evidence
about his abilities, interests, and attitudes.
Supply comprehensive factual information about
educational and occupational opportunities.
3, Provide for the counseling of individuals,
4. Provide means for aiding the placement of the individual
and make adjustments in his career.
47
In simple terms the services are: Testing, providing
occupational information, counseling, placement, and
follow up,
Duties and Responsibilities:
Securing and using the individual inventory and other
informational services.
Counseling with the individual.
Assisting in the organization of placement and follow-up
procedures including contacts with employment and
referral agencies.
Providing leadership in curriculum study.
Assisting teachers with student problems.
Conducting surveys and investigations of students
and their problems.
Assisting teachers in securing and utilizing educational
and occupational information.
Evaluating guidance services.
(p. 363-369)
Blocker (1965) and Landrith (1971) also recommended a pro-
cedure for career planning and placement and a model for guidance
services that included testing, information, counseling, job place-
ment, and seminars, Blocker identified the functional relationships
between the academic and student-personnel programs in which coun-
selors can play an important role. He identified areas of specialized
competencies related to counseling and guidance as: Preadmission
and admission, orientation program, testing program, individual
counseling, referral for specialized medical services, supervision
of student activities, recordkeeping, welfare services, financial aid,
placement, follow-up, and research. The areas of mutual cooperation between personnel in counseling and guidance and academic
48
faculty were: Case conferences on academic and disciplinary problems of students, committees for policy and procedural problems,
academic advisement by full-time teachers, sponsorship of student
groups, placement of cooperative work experience students, evaluation of both academic and guidance programs, and institution
research. The areas of specialized cornpetencies for the academic
area included classroom instruction, individual academic advisement, student evaluation and recommendations, referral to guidance
personnel for acute problems, and research techniques.
Recognizing the broadened scope of counseling services to be
provided, the concept of vocational guidance and counseling programs
using generalists, specialists, para-professionals, and other school
personnel was supported by Myrick and Wilkinson (1976).
They sug-
gested a diversification of roles, functions, and levels of responsibility among counselors and support personnel. They also noted
that a relatively new and interesting role has developed through
career guidance: The occupational specialist. California, New York,
and Florida have adopted legislation to provide this position.
The
role and function of occupational specialists was defined as relating
to the following areas:
1.
Z.
Development of career information centers
Job placement
Planning career activities (field trips, career days,
career fairs, assembly programs)
Work with potential or actual early school leavers
49
Identify and use career resource persons
Provide classroom career education
Individual and group counseling
8, Vocational assessment of students
9. Educational placement and follow-up
10, Student orientation and program articulation
Assist registration
Check faculty outlines
Issue work permits
Recruit vocational students
Assign student aides
16. Coordinate work experience
17, Provide occupational and educational information to teachers
And therefore allow time for counselors to provide students with:
Dissemination of information (Guidance)
In- depth analysis of emotional problems
Assistance in curriculum choices
Assisting in academic progress; resolving conflicts
Aid in realizing strengths and weaknesses
6, Resolve interpersonal social conflicts
7. Resolution of ethical and moral conflicts
(p. 244)
1.
The use of paraprofessionals, as recommended by Myrick and
Wilkinson, has been put into practice by many of the community col
leges in Washington State, although expansion of this concept is
limited by funding and identification of the role and function of coun-
seling and guidance personnel. Regardless of the personnel perform-
ing counseling and guidance services, Leaderer (1974) stated that good
vocational guidance would help the student assess vocational poten'-
tialities in relation to occupational possibilities, develop life goals,
and set up a plan of action, It would also reduce the chance of failure
and increase the chance of success in making right vocational
50
decisions. The vocational counseling program should include a
variety of tests administered and interpreted by an expert, and ser
vices should be provided by counselors who are not obsessed with the
notion of a college degree for all students, and who are knowledgeable
about vocational education opportunities.
Summary o Related Literature
The literature indicated that a broad-based comprehensive
counseling and guidance program, with an appropriate emphasis in
vocational counseling functions, is essential for meeting the unique
needs of students in the community college.
The three major areas of student counseling were identified as
vocational, academic, and social/personal; students indicated that
they have unmet needs in these three areas, particularly in vocational
counseling. More intensive vocational counseling was recommended
by the writers, although lack of funds, personnel, and personal com
mittment was seen to restrict this service from being provided by
professional counselors,
Guidelines were provided that defined the scope of counseling
and functions of vocational counseling, but it was shown that the
emphasis on social/personal counseling as a basis for all counseling
has been strongly promoted and accepted by counselors, In this
regard, it was indicated that there was no consensus among counselors,
51
administrators, staff, or students as to the role and function of counselors and support personnel in the community college. The problem
concerning the role of counselors has been influenced by the indica-
tion that vocational counseling requires skills that are not emphasized
in counselor training programs.
The history of counseling and guidance, and its relationship
to vocational counseling, has been one of changing philosophies and
mixed reaction and acceptance by the counseling profession. The
trend in counseling philosophy has moved from the concept of providing
vocational counseling to that of a primary emphasis in social/personal
problem solving. The promotion and acceptance of the second concept,
and the disagreement about the role of counselors and the philosophy
under which they will work, has had a negative effect on the establishment and acceptance of comprehensive counseling programs that
include vocational functions.
The literature recommended the use of para-professionals and
other institutional personnel to assist in providing the counseling and
guidance services. This support would be important and necessary
when professional counselors find that much of their time and exper-
tise is spent assisting students with personal, social, and emotional
problems. The use of support personnel is also necessary to keep
pace with the expanded scope of counseling, the increased numbers of
students, and the increased number of services seen necessary for
52
the community college.
Data from the literature provided vocational counseling functions
and other counseling services from hich 101 items were selected
for the survey in this study.
53
CHAPTER III
DESIGN OF THE STUDY
Participants in the Study
The participants in this study were deans of students, vocational
directors, and counselors representing the 27 community colleges and
22 community college districts in Washington State. They received
a questionnaire (Appendix A) and were asked to indicate their perception of the degree of importance of 101 items pertaining to the scope
and function of counseling.
They were also asked to indicate the
personnel who could be responsible for the items.
Construction of the Questionnaire
The content and structure of the questionnaire were developed
through a study of related literature and research which provided data
to identify the functions and scope of counseling with an emphasis on
vocational counseling. A Likert scale was used to identify levels of
importance for each of 101 items. A five point scale identified values
of "not important, " "slight importance, " "moderate importance,
II
"considerable importance, " and "essential, ' Respondents were asked
to indicate one value of importance for each item.
54
The second part of the questionnaire identified five personnel
groups and Tother' which could be responsible for the item. Respon-
dents were asked to indicate one or more of the personnel groups
identified as (A) professional counselor, (B) para-professional staff,
(C) counseling department clerical staff, (D) director of vocational
education, (E) teacher, and (F) other.
The first draft of the questionnaire was submitted to five
knowledgeable professionals for a critical evaluation. This group
included:
Mr. Ron Berg, Director for Career Education and Vocational Guidance, Washington State Commission for
Vocational Education.
Dr. Ron Frye, Director, Teacher Education and 5th. Year
C ertification, Central Washington State College.
Dr. Harold Heiner, Assistant Director, Student Services,
State Board for Community College Education, Washington
State.
Dr. Kenneth B. Hoyt, Director, Office of Education,
Department of Health, Education, and Welfare, Washington,
D. C
Dr. William P. McDougall, Department of Education,
Washington State University.
55
The consultants recommended improvements and increased the
number of items from 93 to 101. The modified questionnaire was
then submitted to ten counselors for field testing and recommenda.
tions. Following final revisions, the questionnaire was sent to the
population selected for the study
Analysis of Data
After receiving the returned questionnaires, the following steps
were undertaken for analysis of the results.
The data was recorded on IBM cards and an electronic
computer tabulation of responses was obtained (Appendix B)
using the computer services at Washington State University.
A tabulation was made to identify the percentage of respondents selecting personnel who could be responsible
for each item (Appendix B).
A tabulation was rrade to provide a mean rank order of 101
items (Appendix C).
A statistical comparison, using the Kolmogorov-Smirnov
Test, was made of the perceptions of importance (Appendix
Statistical Procedure
As it could not be assumed that the values of importance of
56
items identified by the five-point Likert scale were equidistant in
value, a non-parametric test suited to small samples was selected for
statistical use relative to the null hypothesis of this study.
Blalock (1972) stated that the Kolmorgorov-Smirnov test is a
two-sample, nonparametric test that is designed, and is particularly
suitable, for variables in an ordinal scale where sample groups are
relatively small, and a large number of ties is likely.
Using the null hypothesis that the independent random samples
of the three groups of respondents had been drawn from identical
populations, the cumulative frequency distributions for each group
were expected to be essentially similar.
The test statistic was the maximum difference between cumula-
tive distributions. When the maximum difference was larger than
expected by chance, under the null hypothesis, the gap between dis-
tributions had become so large that the hypothesis was rejected.
This procedure was used for the data in this study as follows. After
determining the cumulative frequency distribution for each sample
pair, the value identified as the greatest difference, regardless of
sign, between percentages of proportion was used to determine the
value of TifliT in the following formula used to compute X2.
X=4D
2N1
N
2
N1 + N2
57
The null hypothesis that there is no significant difference among
the perceptions of deans of students, vocational directors, and
counselors was rejected with a . 05 degree of confidence, at a value of
5.991, and to a .005 degree of confidence, at a value of 10.5966, with
two degrees of freedom, as identified in a X2 probability table.
A second statistical analysis was provided by computing the
arithmetic mean of the responses of each respondent group for each
item and providing a rank order of items on the basis of these means.
The means were determined by using the Likert scale values of 1 to 5
that identified perceived levels of importance. The tabulation of the
rank order of items was used to identify variances in the ordering.
No statistical test was intended for the selection of personnel
who could be responsible for the items, but an evaluation of these
selections was made.
58
CHAPTER IV
PRESENTATION AND INTERPRETATION OF FINDINGS
This chapter is presented in four parts: (1) presentation of survey procedure, (2) presentation and interpretation of data relative
to the null hypothesis that there is no significant difference among the
perceptions of deans of students, vocational directors, and counselors
as to the importance of 101 items of vocational, occupational, and
career counseling and guidance, (3) presentation and interpretation
of data relative to the question of what are the perceived functions
identified as being most important, and (4) presentation and interpretation of data relative to the question of which personnel are perceived
as those who could perform the identified functions.
Survey Procedure
A questionnaire (Appendix A) was submitted to 22 deans of
students, 22 vocational directors, and 100 counselors representing the
22 community college districts in Washington State. It was anticipated
that because of the length of the questionnaire, and the subject in-
volved, only a representative sample would be returned.
Prior to the survey, this writer contacted counselors at each
of the districts and obtained the information that four districts were
certifying all counselors as vocational, two were not recognizing the
59
position of vocational counselor, one was providing selective certification of counselors who met state guidelines for vocational counseling,
one had certification pending, and 14 had counseling department per-
sonnel who were not familiar with state guidelines or certification
requirements.
It was also indicated to this writer that there was no commonly
accepted definition for, or distinction made among vocational,
occupational, and career counseling and guidance by counselors. For
this reason, it was determined that although this study was primarily
directed toward vocational counseling, the three terms would be used
in the survey when identifying functions.
Survey returns were received from 12 deans of students, 18
vocational directors, and 55 counselors. The counselor returns
represented 20 districts, two having indicated that they did not wish
to participate. The reduced number of returns by deans of students
and vocational directors was in part caused by administrative changes
at some of the institutions, where the appropriate administrators were
not available.
After consultation with this writer's committee, it was de-
termined that the survey returns, although less than desired, would
provide sufficient data with which to continue the study.
60
Analysis of Statistical Data Relative
to the Null Hypothesis
The Kolmorogov-Smirnov test was applied to all permutations of
sets of responses for each item. For each item, the responses of
deans of students were compared with those of vocational directors,
responses of vocational directors with those of counselors, and
counselor responses with those of deans of students0 Using 101 items,
a total of 303 tests were conducted at three per item.
The results of the test indicated that 292 comparisons were
not rejected, and 11 were rejected with a significant difference
indicated at a . 05, or greater, degree of confidence as shown in
Appendix D. Vocational directors perceived a higher degree of
importance than did counselors for the following functions of vocational counseling:
13, Assisting students in obtaining job placement after training.
46. Identifying and seeking out students who need vocational!
career counseling and guidance.
Providing community business field trips for counseling
staff.
Obtaining (periodically) additional field or work experience
in business or industry in the community.
71. Maintaining records of student progress as a result of
counseling.
61
Deans of students perceived a higher degree of importance than
did counselors for the following functions:
75. Working with local vocational program advisory committees.
85. Knowing the component parts of an occupation or job.
91. Knowing the curriculums and requirements of all the
vocational programs available at your institution.
Counselors perceived a higher degree of importance than did
vocational directors for the following functions:
35. Assisting students in analyzing career and life style
decisions as related to planned goals.
39. Using counseling techniques to help students solve personal
and social problems.
70. Writing articles concerning vocational! career counseling.
Functions Identified as Being Most Important
Two methods of data analysis were utilized to determine the
functions identified as being most important: (1) analysis of individual
responses falling within ranges of importance values, and () a rank
ordering of the means of 101 items.
Analysis of Individual Reponses: A review of the responses
from the three respondent groups and their identification of the
importance of the 101 items, as tabulated in Appendix B, indicated
that individuals in each group varied from other individuals in the
62
range of emphasis of value they placed on each item and the functions
of vocational counseling.
Using categories identified by 1, 2, 3, 4, and 5 representing
degrees of importance from not important to essential, deans of students identified 13 items which they perceived as being exclusively in
the value range of considerable importance or greater (value 4-5).
These items were extracted from data in Appendix B and are Listed
in Table 4. The vocational directors and counselors each identified
one item that was exclusively in the range of considerable importance
or greater.
The data in Appendix B also showed that deans of students iden-
tified 66 items considered exclusively to be of moderate importance
or greater (value 3-5), vocational directors identified 44, and counselors 27 exclusively in this value range. One or more counselors
perceived that 33 items were not important (value 1), one or more
vocational directors identified 19, and one or more deans of students
identified five as not important. One or more counselors also per-
ceived 74 items as not important or of slight importance (value 1-2),
and one or more vocational directors and deans of students identified
57 and 35 respectively in this value range.
This comparison, without reference to specific items, indicated
that deans of students attached a greater degree of importance for
more items than did vocational directors who in turn attached a
63
Table 4. The functions of vocational, occupational, career counseling and guidance identified by
respondent groups where the value perceived is limited to considerable importance or
greater
Functions Identified b Deans of Students
1,
Providing a comprehensive vocational and career counseling and guidance program.
4,
Having an adequate budget for vocational counseling program needs.
13,
Assisting students to participate in activities or organizations that relate to the student's
vocational or career interests.
Knowing the philosophy, goals, and policy of your community college concerning the
providing of vocational counseling and guidance.
Promoting vocational/career counseling as a necessary function of the comprehensive
community college.
28,
Knowing the philosophy of the comprehensive community college.
39.
Using counseling techniques to help students solve personal and social problems.
52.
Assisting students in viewing themselves as worthy and worthwhile members of society.
54.
Assisting less academically able students to redefine their goals to a more appropriate
occupational field,
57.
Assisting students in resolving emotional problems.
78.
Providing students with current employment and career opportunities in the community and
state.
87.
Maintaining records of current occupational trends,
91.
Knowing the curriculums and requirements of all the vocational programs available at
your institution,
Function Identified by Vocational Directors
40,
Providing special vocational/career counseling programs to disadvantaged and handicapped
students,
Function Identified b Counselors
35.
Assisting students in analyzing career and life style decisions as related to planned goals.
64
greater degree of importance for more items than did counselors,
who identified the greatest number of items as not important or of
slight importance.
Although it was demonstrated that there was no significant dif-
ference among the three respondent groups, except for the 11 com-
parisons previously identified, the selection of importance of the items
indicated a variance in preference and emphasis for a greater number
of items which included functions of vocational counseling.
Rank Order of 101 Items: Another method of analyzing the data
was provided by developing a rank order as applied to the selection of
the importance of 101 items, Appendix C provides a mean rank order
of counselor responses compared with the responses of deans of
students and vocational directors and shows that for the counselors?
25 highest ranked items, deans of students and vocational directors
concurred with 20 and 11 respectively.
A second comparison (Table 5) provides a rank order of
responses of deans of students as compared with the rank order of
responses of vocational directors and counselors, and showed that
for the dean of students? 25 highest ranked items, vocational directors and counselors concurred with a total of 19 and 20 respectively.
A third comparison (Table 6) provides a rank order of responses
of vocational directors as compared with the rank order of responses
of deans of students and counselors, and showed that for the vocational
65
Table 5. Rank order of functions identified by deans of students compared with the rank order of
functions identified by directors of vocational education and counselors
Function
91.
52.
26.
4,
1.
49.
39.
42.
54.
59.
78.
81.
35,
DS
C
DVE
Knowing the curriculums and requirements of all
the vocational programs available at your
institution
1
Assisting students in viewing themselves as
worthy and worthwhile m embers of society
2.5
27,13
2
Promoting vocational/career counseling as a
necessary function of the comprehensive
community college
2.5
7,2
4
Knowing the philosophy, goals, and policy
of your community college concerning the
providing of vocational counseling and guidance
4
7,2
10.5
Having an adequate budget for vocational
counseling program needs
5.5
35.11
7
Knowing the philosophy of the comprehensive
community college
5.5
7.2
Providing a comprehensive vocational and
career counseling and guidance program
7.5
2
2
Providing information about current occupational
trends to individuals or groups being counseled
7,5
12
33
Using counseling techniques to help students
solve personal and social problems
9,2
69,5
6
Knowing the appropriate educational experiences
that would assist the student achieve a
vocational goal
9,2
5.5
9
Assisting less academically able students to
redefine their goals to a nore appropriate
occupational field
9,2
22.33
14
Assisting the student in evaluating alternative
educational opportunities
9,2
27,13
22,5
Providing students with current employment
and career opportunities in the community and
state
9,2
13,2
43,5
52,5
1
Knowing the rules, regulations and requirements of occupations requiring special certification
14
18.25
Assisting students in analyzing career and life
style decisions as related to planned goals
15. 13
35. 11
26
16,33
1
66
Table 5 (Continued)
Function
DS
DVE
C
Providing individual counseling with students
regarding vocational and career aptitudes and
interests
15,13
Assisting students in resolving interpersonal and
social conflicts
15. 13
73. 5
12
program
15. 13
35. 11
19
Providing in-service vocational/career
counseling and guidance training for counseling
staff
15.13
13.2
24,5
50.
Assisting students in curriculum choices
15, 13
7. 2
28, 5
80.
Knowing the requirements and opportunities
in apprenticeship training
15. 13
3
54. 4
Assisting students in obtaining job placement
after training
15.13
3
54. 5
Assisting students in resolving emotional
problems
23
58,25
13
Occupational Qitlook iarterly and/or other
24.1
18,25
10. 5
Aiding students in realizing their strengths
and weaknesses
24, 1
50. 33
15
Maintaining an appropriate environment in
which to provide vocational and career
counseling and guidance
24. 1
44,17
16.33
Promoting faculty and administration understanding of vocational/career counseling and
guidance concepts
24.1
27,13
1633
18.
Assisting students in obtaining financial aid
24,1
13,2
30
79.
Having appropriate job description materials
24,1
22.33
31
Establishing a central source of occupational
information
24, 1
13. 2
34, 5
Maintaining records of current occupational trends
24. 1
27, 13
41,5
11.
Providing orientation sessions to new students
24, 1
63, 2
43. 5
75,
Working with local vocational program advisory
committees
24. 1
35, 11
72
38.
55.
37.
4
5
Assisting students in choosing between a
vocational, liberal arts, or general education
65.
13.
57.
89.
Having available occupational reference
material such as: Dictionary of Occupational
litles; Occupational G*itlook }-hndboolc;
56.
2,
29.
67
Table 6. Rank order of functions identified by directors of vocational education compared with the
rank order of functions identified by deans of students and counselors
Function
DVE
C
DS
Knowing the curriculums and requirements of all
the vocational programs available at your
institution
1
1
Providing a comprehensive vocational and career
counseling and guidance program
2
7. 5
Assisting students in obtaining job placement
after training
3
15. 13
54, 5
Providing individual counseling with students
regarding vocational and career aptitudes and
interests
4
15. 13
5
Knowing the appropriate educational experiences
that would assist the student achieve a vocational
goal
5.5
9.2
9
students
5, 5
36. 2
20
Promoting vocational/career counseling as a
necessary function of the comprehensive community
college
7, 2
5, 2
4
Knowing the philosophy, goals, and policy of your
community college concerning the providing of
vocational counseling and guidance
7. 2
4
10, 5
Knowing the philosophy of the comprehensive
community college
7. 2
5. 5
16, 33
Obtaining additional professional training in
occupational, vocationai, and career counseling
techniques
7. 2
54. 17
27
50.
Assisting students in curriculum choices
7.2
15. 13
28. 5
49.
Providing information about current occupational
trends to individuals or groups being counseled
12
Providing inservice vocational/career counseling
and guidance training for counseling staff
13, 2
15, 13
24, 5
18.
Assisting students in obtaining financial aid
13,2
24.1
30
82.
Obtaining occupational information from
vocational instructors
13.2
49.2
34,5
Establishing a central source of occupational
information
13. 2
24. 1
34, 5
91.
1.
13.
38.
42.
40.
26.
69.
65.
86.
26
3
Providing special vocational/career counseling
programs to disadvantaged and handicapped
7, 5
33
68
Table 6 (Continued)
Functions
DVE
DS
Pvoviding students with current employment
and career opportunities in the community and
state
13.2
9. 2
43,5
Assisting students to integrate educational
experience with applied experiences in a chosen
career
18. 25
42. 17
8
Having available occupational reference
material such as: Dictionary of Occupational
Titles; Occupational Outlook Handbook;
Occupational Outlook Quarterly and/or other
18. 25
24, 1
10. 5
Having available community job opportunities
lists for students
18. 25
36. 2
48
Knowing the rules, regulations and requirements
of occupations requiring special certification
18. 25
14
52, 5
Assisting less academically able students to
redefine their goals to a more appropriate
occupational field
22. 33
9, 2
14
79.
Having appropriate job description materials
22. 33
24. 1
31
25.
Knowing the objectives and philosophies of
vocational education
22. 33
34. 5
28, 5
Knowing the requirements and opportunities in
apprentice training
25. 5
15. 13
32
Assisting teachers in securing and utilizing
occupational information
25,5
54.17
69. 33
78.
36.
89.
77.
81.
54.
80.
84.
C
69
directors' 25 highest ranked items, deans of students and counselors
compared with a total of 19 and 11 respectively.
The rank order comparisons shown in Appendix C, Tables 5 and
6 indicates that there is a difference seen in the emphasis placed by
individuals in each respondent group for the functions of vocational,
occupational, and career counseling and guidance, although each of
the ranked functions was perceived by the respondents to have sonic
degree of importance.
Utilization of Additional Pers onnel
Deans of students, vocational directors, and counselors iden
tified one or more personnel who could be responsible for the functions
of vocational and career counseling (Appendix B), The data from
these responses were computed and tabulated to indicate the percent'
age of respondents selecting each personnel classification, The per
sonnel identified included professional counselors, para-'professional
counseling staff, counseling department clerical staff, vocational
directors, teachers, and others identified by respondents as including
administrators, registrar and staff, placement director and staff,
housing director and staff, public relations officer, and member of the
board of trustees,
One or more respondent groups identified a 100 percent selec
tion of a personnel classification noted below that could be responsible
70
for 39 items, although other personnel were indicated for the sarneitern:
All deans of students perceived that counselors could be
responsible for 23 items, teachers for one, and vocational
directors for one.
All vocational directors perceived that counselors could be
responsible for 13 items,
All counselors perceived that counselors could be respon
sible for one item.
Professional counselors received a 90 to 100 percent selection
by respondent groups, who in addition identified other personnel for
the same item:
Deans of students identified counselors for 53 items.
Vocational directors identified counselors for 27 items.
Counselors identified counselors for 33 items.
Although counselors were in 90 to 100 percent agreement among
themselves concerning the counselor classification for 33 items, they
received the highest percentage of selection for 86 items indicating
that more responsibility was identified for them by others than they
had identified for themselves. The frequency of selection of the
personnel groups is noted in Table T.
71
Table 7. Frequency of selection of personnel who could be responsible for 101 items of vocational
and career counseling based on highest percent indicated by three respondent groups
1st.
Choice
Personnel
Professional
Counselor
2nd.
Choice
3rd.
Choice
4th,
Choice
5th.
Choice
6th,
Choice
Total
Items
86
12
2
1
0
0
101
Para-Professional
Counseling Staff
2
43
31
22
2
1
101
Clerical Staff
0
1
12
14
39
35
101
Vocational
Director
7
34
19
29
8
4
101
Teacher
4
13
32
20
20
12
101
Other
3
1
7
16
33
41
101
The identification of all personnel by deans of students, voca
tional directors, and counselors indicates that the respondent groups
perceived a sharing of responsibility for all functions of vocational
and career counseling and guidance, but professional counselors were
perceived as performing the dominant role. The second level of
responsibility was identified for para-professional counseling staff,
while vocational directors, teachers, clerical staff, and others were
selected in a descending order of preference.
Summary of Findings
The primary objective of this study was to identify the per'-
ceived functions considered to be most necessary for vocational
occupational, and career counseling and guidance, and to identify the
72
personnel perceived as those who could perform the identified functions. As a result of this study, additional data relating to, and in-
fluencing the determination of, functions and utilization of personnel
was identified:
The results of the statistical test showed that 11 comparisons were rejected with a 05 or greater degree of confi-
dence, and that counselors placed a higher degree of
importance on social/personal counseling functions than did
vocational directors. Vocational directors and deans of
students placed a higher degree of importance on vocational counseling functions than did counselors.
The statistical test, selection of importance of functions,
and rank ordering of items indicated a lack of consensus
among the three population groups concerning the role and
function of counseors. This data also indicated that the
counselors interest and preference was in social/ personal
counseling rather than in vocational. It also indicated that
counselors consider social/personal counseling to be vocational counseling.
The selection of the importance of functions showed that
the three population groups perceived all the functions to
have some degree of importance, but the variance in the
degree of importance reflected the major interests and
emphasis of each of the population groups.
Counselor responsibility for functions was identified most
73
frequently by the three population groups, but counselors
identified less functions for themselves and primarily in
social/personal counseling related areas. Counselors also
indicated a greater number of functions as not important,
and a fewer number of functions as having moderate impor
tance and greater.
Other related specialists and school personnel were identified as being responsible for the same functions as coun-
selors, although counselors were identified as being most
responsible for most functions.
The rank order of functions, as selected by vocational
directors (Table 6), was more appropriate for vocational
counseling (as identified by Boy and Pine, Myrick and
Wilkinson, and Roberts) than were the selections of deans
of students or counselors, Vocational counseling functions
should include, but not be limited, to the following:
Pre- admission:
Identifying and recruiting students for counseling
Providing orientation to new students
Testing:
Adminstering and evaluating of interest, aptitude, intelli-
gence, vocational placement, and other assessment tests
and inventories
74
Occupational Information:
Providing educational and vocational training information
Providing local, state, and national employment trends
Coordinating with local business and industry
Providing apprenticeship and licensing information
Providing occupational training alternatives
Maintaining contacts with local labor organizations
Making available current occupational information literature
Providing occupational information interpretation
Providing vocational and occupational education information
to faculty and staff
Providing business and industry field trips to students and
staff
Coordinating with program advisory committees
Providing current job skill requirements, salary informa
tion, and occupational advancement information
Providing and maintaining a career information center
Couns eling
Providing financial aid availability and training cost infor
mat ion
Assisting disadvantaged and handicapped students in matters
concerning occupational goals
Assisting students to match abilities and interests with
75
occupational choice
Assisting students to achieve success on the job
Placement:
Assisting vocational faculty with program related student
job placement
Providing local and state job placement information
Coordinating student work experience
Assisting students with employer contacts
Assisting students with resume writing and employer
interview techniques
Follow-up:
Maintaining and using student case histories
Providing periodic reviews of results of vocational coun
seling and student work progress
Obtaining and evaluating graduate student vocational
c 0 mp e ten c i e S
Other:
Providing periodic review of vocational counseling
processes
Providing inservice instruction in vocational counseling
to other counselors and staff
Obtaining periodic work experience in the community
Attending professional meetings to keep abreast with
76
current vocational practices
These vocational counseling services should be coordinated with
other college services. Students with special needs should be referred
to others who specialize in finance, health, housing, personal, social,
emotional, or academic problems.
77
CHAPTER V
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
Summary
The data in this study indicated that vocational counseling is
essential for meeting the unique needs of the variety of students who
attend the comprehensive community college. Both the literature and
the research indicated the following:
1.
A lack of consensus among counselors, students, and
other school personnel concerning the counselor's role in
relation to the scope of counseling as indicated by Dennison,
DeVolder, Frick, Stansaas, and the Michigan studies.
Z.
Counselor interest and emphasis is in the social/personal
counseling rather than in vocational counseling as noted by
Gleaser, Graff and McLean, Medsker, Hughes, and
Reynolds
Professional counselors lack the training background and
in-service opportunities to help them provide vocational
counseling as indicated by Bradley, Strowig and Perrone,
and Hoyt.
Limited use is made of paraprofessionals, occupational
specialists, specifically identified vocational counselors,
78
and other support personnel to provide vocational counseling
contrary to the suggestion by Myrick and Wilkinson.
In addition, the literature indicated that:
Students reported unmet needs in vocational counseling
services as noted in the Dennison and Michigan studies.
Vocational faculty provide vocational counseling as part of
their work to assist students in meeting their needs and to
provide services not being provided by counselors as noted
by Loughary, Medsker, Robinson, and Stansaas.
An analysis of the opinions of writers and results of surveys in
the literature indicated that:
Counselors should provide academic, vocational, and
social/personal counseling services, but there is a difference in agreement among professional educators about
whether counselors should provide the specific functions
that relate to pre-admission, occupational information,
placement, follow-up, or engage in other vocational related
activities as recommended by Blocker, Landrith, Roberts,
Stansaas, Venn, and the Michigan Study.
The lack of consensus concerning the role and function of
counselors has been attributed to a change in counseLing
philosophy and to counselor preference that promotes pro-
viding social/personal counseling rather than vocational
79
as exemplified by the contrasting statements of Heiner,
Boy, and Pine.
Vocational counseling is not adequately provided because
of insufficient funds, excessive numbers of counselees, and
lack of trained personnel to provide for the increased
amount of counseling and guidance services seen to be
necessary for the community college as reported by Berg,
Venn, and the National Advisory Council for Vocational
Education.
Students reported unnet vocational counseling needs relating
to sources of vocational information, occupational trends,
job availability, occupational and educational requirements,
personal assessment, and placement assistance as reported
by Blocker and Anthony, Dennis on, and the Michigan studies.
Three state educational systems have recommended the
use and certification of occupational specialists to provide
vocational counseling functions as indicated and supported
by Myrick and Wilkinson.
The quality and amount of vocational counseling has been
reduced because of deficiencies in vocational counselor
graduate and in- service training and background as indi
cated by the National Advisory Council for Vocational
Education.
80
7.
Counselors recognize the importance and need for voca
tional counseling but are either unwilling or unable to
provide the services expected of them. Vocational
faculty continue to provide vocational counseling service
as part of their responsibilities as noted by Frick
Medsker, Robinson, and Stansaas
An analysis of the survey results for this study revealed the
following:
A contrast of opinion among deans of students, vocational
directors and counselors regarding 11 vocational counseling
functions, and the rank ordering of items pertaining to the
scope of counseling. The three groups highlighted
counselor preference to be in the area of social/personal
counseling. Deans of students selected a broad range of
items that included academic, vocational, social/personal,
and administrative functions, Vocational directors selected
functions that primarily pertaining to vocational counseling0
As this study was primarily concerned with vocational
counseling, it is this writer's opinion that the selection
of functions by vocational directors was more appropriate.
Vocational counseling functions were identified as ini-
portant by the three respondent groups, but these functions
were not provided by counselors.
81
Counselors were identified by deans of students and voca-
tional directors as having a greater responsibility for
more counseling functions than counselors identified for
themselves.
Other related specialists and school personnel were
identified as being responsible for the same functions as
professional counselors.
Conclusion
The following have been concluded from the research in this
study:
Vocational educators recognize that deficiencies in vocational counseling are a national problem.
Vocational educators, as indicated in the literature, voca
tional directors in Washington State, as shown in the
survey, and this writer disagree with counselors who
perceived that social/personal counseling is vocational
counseling. Vocational counseling should include functions
that relate to pre-admission, occupational information,
placement, and follow-up as indicated in Chapter IV of
this study.
The need for vocational counseling is seen by professional
counselors but is not provided, and therefore related
82
specialist personnel should be used to supplement counsel-
ing services particularly in the areas where their expertise in vocational counseling is effective. Certification
of these specialists, as discussed in chapter IV, should
be provided as has been planned in California, New York,
and Florida.
A reassessment of the role and function of general counse-
lors should be made, and their service and expertise
identified as being that of providing in-depth analysis and
assistance for students having personal, social, and
emotional problems.
Selection and certification of vocational counselors and
paraprofessionals should be determined on the basis of
their interest in providing vocational counseling0
Recommendations
As a result of this study, four recommendations are made:
1.
The findings from the data and research in this study,
and the identification of vocational counseling functions
as noted in Chapter IV, be used to establish guidelines
for vocational counseling in Washington State community
colleges.
83
a.
The role and function of general and vocational counselors,
para-professionals, vocational faculty, and support
personnel be identified with regard to the functions they
will perform, or for which they will be responsible, and
that the services they will provide meet the guidelines for
vocational counseling service.
3
Certification and standards for providing vocational
counseling be established using the guidelines identified,
4.
Additional research be conducted in Washington State to
determine: (a) the current status and effectiveness of
community college vocational counseling, and (b) the
current status and appropriateness of graduate and inservice programs for personnel who would provide vocational counseling.
BIBLIOGRAPHY
84
Arbuckle, D. S. 1961. Counseling: An introduction, Boston, Allyn
& Bacon.
349 p.
Babcock, Robert J, and Marilyn Ann kaufman, 1976, Effectiveness
of a career course. Vocational Guidance Quarterly 24:261-Z66,
Blalock, Hubert M, 1972. Social statistics. New York, McGraw
HilL 583 p.
Blocker, Clyde F,, R. H. Plummer and R. C. Richardson, Jr. 1965.
The two year college: A social synthesis, New Jersey,
PrenticeHall. 298 p.
Blocker, Clyde E, and Donald M. Anthony, 1968. Social status and
prestige in the selection of a program of study in the community
junior college, Personnel and Guidance Journal 46:1005-1009,
Bloom, B. 5, 1964, Stability and change in human characteristics,
New York, Wiley. 237 p.
Boy, A,V, and G,J. Pine, 1963, Client centered counseling in the
secondary school, Boston, Houghton Mifflin, 289 p.
Braden, Paul V. and Paul Erishan. 1975. Occupational analysis of
educational planning, Columbus, Charles Merrill, 118 p.
Bradley, Richard W,, etal, 1970, The occupational information and
vocational guidance curriculum: Implementation of counselor
and counselor educators perceptions of preservice training,
Cooperative research project no, 44-AO, State of Illinois,
Division of Vocational and Technical Education, Carbondale,
Southern Illinois University, ERIC Reports ED 061412, 115 p.
Burkett, Lowell A, 1973, Career education: Leadership roles.
ERIC Clearinghouse on Vocational and Technical Education,
Information Series No, 95, VT 020383, Columbus, Ohio State
University. 24 p.
Callis, Robert, 1965, Diagnostic classification as a research tool,
Journal of Counseling Psychology 12:238.243,
Carnegie Commission on the Future of Higher Education. 1970, The
open door colleges, policies for community colleges. New
York, McGraw-Hill, 74 p.
85
Clark, Burton R. 1960. The open door college, a case study. New
York, McGraw-Hill, 207 p.
Collins, Charles C. 1967, Junior college student personnel pro
grams, what they are and what they should be. Washington,
D. C., American Association of Junior Colleges, 46 p.
Coordinating Council for Occupational Education. 1973. Washington
State plan for vocational education, part I, administrative proCvisions, 96 p.
Crites, John 0. 1974, A reappraisal of vocational appraisal. The
Vocational Guidance Quarterly 22:2 72-279.
Dennison, John D,, etal, 1975, The impact of community colleges.
Vancouver B. C. Research. 185 p.
Devolder, John P. 1968. Definitions and appraisal of counselor
functions in selected Iowa community colleges. Unpublished
doctoral dissertation, Vermillion, University of South Dakota,
168 numb, leaves.
Evans, Rubert N. 1971. Foundations of vocational education,
Columbus, Charles E, Merrill, 292 p.
Frick, Donald L. 1967, A training program for vocational couriselors. Fort ColLins, Colorado State University. U, S. Department of Health, Education, and Welfare research project.
Gartland, Thomas G. and James F. Carmody. 1970. Practices and
outcomes of vocational technical education in technical and
community colleges. Iowa City, American College Testing
Program, ERIC ED 049360, 49 p.
Ghiselli, E. E. 1966. The validity of occupational aptitude tests,
New York, Wiley. 155 p.
Gibson, Robert L, and Robert E. Higgins, 1966, Techniques of
guidance: An approach to pupil analysis. Chicago, Science
Research Associates, 264 p.
Gleazer, Edmund J. Jr. 1968. This is the community college.
Boston, Houghton Mifflin.
151 p.
86
Graff, Robert W. and Donald G. MacLean. 1970, Evaluating educational vocational counseling: A model for change. The Personnel and Guidance Journal 48:568-574.
Gustad, John W. 1951. Test information and learning in the coun
seling process. Educational and Psychological Measurement
11:788- 795,
Healy, Charles C. 1974. Career counseling in the community col'lege. Springfield, Charles C. Thomas. 140 p.
Heiner, Harold. 1969. Community college: Counselors to the com
munity. Educational Digest 34:50-52.
Holland, J, L. and S,W. Lutz. 1967. Predicting a student's voca'tional choice. ACT Research Reports No. 18,
-
Hoyt, Kenneth B. 1965. Needed counselor competencies in voca-
tional aspects of counseling and guidance. A conference report,
George Washington University, Washington, D. C.
The role and service responsibilities of
guidance and counselors in vocational education. California
Personnel and Guidance Association Journal 3:2-12,
1970,
Hughes, Donald, 1975. Washington community colleges counseling
center accountability study. Unpublished report sponsored by
the Washington Community College Directors of Counseling
and Guidance Association. Centralia, Centralia Community
College. 5 p.
Krumboltz, J.D, and R,D, Baker, 1973. Behavioral counseling for
vocational decision, H. Borow (Ed,). Career guidance for a
new age. Boston, Houghton Mifflin, p. 235283.
Landrith, Harold F. 1971. Introduction to the community junior
college. Danvilie, Interstate Printers. 321 p.
Lederer, Muriel. 1974, The guide to career education. New York,
New York Times Book Company. 401 p.
Lofquist, Lloyd H. and George W. England. 1961. Problems in
vocational counseling. Debuque, Wm. C, Brown. 186 p.
87
Loughary, John W. 1959. Some considerations regarding full-time
counselor versus teacher-counselor assignments. Administration and Supervision 45:199.
McDaniels, Carl. 1974. NVGA: Past, present, and future. Vocational guidance quarterly 22:252-254,
Marland, Sidney P. 1974. Career education: A proposal for reform.
New York, McGraw-Hill. 334 p.
Medsker, Leland, 1960. The junior college: Progress and prospect.
New York, McGraw-Hill. 367 p.
Medsker, Leland and Dale Rillery. 1971, Breaking the access
barriers. New York, McGraw-Hill. 250 p.
Michigan Department of Education. 1969, A survey of student and
counselor perceptions of the emphasis placed on specific
counselor functions in Michigan community colleges. Lansing,
ERIC reports ED 038685. 26 p.
Morrill, Weston H. and David J. Forrest. 1970. Dimensions of
counseling for career development. Personnel and Guidance
Journal 49 :299-305.
Mundt, John, 1974. Facts about Washington's community college
system. State Board for Community College Education memorandum, Olympia.
Myrick, Robert D. and Gary Wilkinson. 1976. The occupational
specialist: A study of guidance support personnel. Vocational
Guidance Quarterly 24:244-249.
National Advisory Council on Vocational Education. 1968. The
bridge between man and his work. Washington, D, C. 100 p.
Parsons, Frank, 1909. Choosing a vocation. Boston, Houghton
Mifflin, 165 p.
Peters, Herman J. 1963. The riddle of occupational information.
Vocational Guidance Quarterly 11:253-258.
Paterson, Donald G. 1925, Student personnel service at the University of Minnesota. Journal of Personnel Research 3:449-453.
88
Public Law 90-576, 90th. Congress, H.R. 18366. 1968, An act to
amend the vocational act of 1963,
Washington, D. C., Govern-
ment Printing Office.
Public Law 94-482, Education Amendments of 1976, Title 11, Vocational Education. Notice of intent to issue regulations, Federal
Register, Vol. 41, No. 218. Washington, D. C., Government
Printing Office.
Reynolds, James W.
The comprehensive junior college
curriculum. Berkeley, McCutchan. 224 p.
1969.
Roberts, Roy W. 1971. Vocational and practical arts education.
New York, Harper and Row. 500 p.
The role of the faculty in the development
of student personnel services. Junior College Journal 31:18,
Robinson, Donald. 1960.
Stansaas, Don Michael. 1969. The role of the community college
counselor as perceived by California community college counselors, presidents, and academic senate. Unpublished doctoral
dissertation, Pul,lman, Washington State Unversity. 90 numb.
I e av e s.
State Board for Community College Education, Washington State.
1976. Washington Community College qperations Report No.
13. Olympia.
1976. Standard policy and procedures manual,
rules and regulations governing Washington community colleges. Olympia.
Strowig, R. Wray and Phillip A. Perrone. 1965. Survey of current
training approaches, format material, and curriculum content
in vocational aspects of counselor education. A conference
report, Washington, D. C., George Washington University.
Thoroman, E. C. 1968. The vocational counseling of adults and
young adults, Boston, Houghton Mifflin, 195 p.
Venn, Grant, 1964. Man, education, and work. Washington, D. C.,
American Council on Education, 185 p.
Man, education, and manpower.
Washington, D. C., American Association of School Admin1970.
istrators, 281 p.
89
Viteles, Morris S., Arthur H. Brayfield and Leona E. Tyler
1961.
Vocational counseling: A reapprais3l in honor of Donald G.
Paterson. Minnesota studies in student personnel, No. 11,
E, G. Williamson (Ed.). Minneapolis, University of Minnesota
Press, 70 p.
Washington State Commission for Vocational Education. 1975.
Quality career guidance, proposed standards for career guidance, counseling and placement programs, part 4, What about
vocational education
Olympia.
Washington State Vocational Guidance Association News Note. April
1977. Vocational Guidance Assessment. (Compiled by Duane
Richardson, Roy Schmidt, and Jay Wood.)
Williamson, E.G. 1939. How to counsel students: A manual of
techniques for clinical counselors. New York, McGrawHill,
562 p.
1949.
McGraw-Hill. 548 p.
Counseling adolescents. New York,
Willingham, Warren W., Richard J. Ferrin and Elsie P. Begle. 1972,
Career guidance in secondary schools. New York, College
Entrance Examination Board, pp. 3-11.
Wrenn, Gilbert C. 1951. Student personnel work in college with
emphasis on counseling and guidance experiences. New York,
Ronald Press. 589 p.
APPENDICES
90
APPENDIX A
QUEST IONNAIRE
91
Name
Title
Community College
QUE ST IONNAIRE
Functions of Vocational and Career
Counseling and Guidance
in the Community College
Purpose of the The purpose of this questionnaire is to seek your
Questionnaire: assistance in providing information that can be used
by counseling and guidance personnel as a guide for
the development of vocational and career counseling
and guidance at the community colleges in the State
of Washington.
INSTRUCTIONS FOR COMPLETION OF THE QUESTIONNAIRE
A.
In the spaces provided below, check (X) the appropriate category
Dean of St'idents
Director of Vocational Education
Director of Counseling
Counselor
Indicate special interest such as: Academic,
Vocational, Personal/Social, Career Center,
Veterans, Health, Placement, or Other
This questionnaire contains professional vocational/career coun
seling and guidance functions that could be performed by community college counseling personnel. You are being asked to
indicate the level of importance of each item. You are also being
asked to indicate one or more personnel you believe could be re
sponsible for the function.
Please do not leave out any item. There are no right or wrong
answers.
92
D. For each item in the lefthand column, please circle (1, 2, 3, 4,
5) the rating that most closely represents your opinion. In the
righthand column, please circle one or more (A, B, C, D, E,
F) indicating the personnel who could be responsible for the func
tion.
Example:
In providing vocational/career counsel
ing and guidance services or programs,
how do you rate the importance of:
Disregarding the rating of
importance, indicate one
or more personnel who
could be responsible for
the function:
!)
Co
4-
Co
0
o
Co
'4
Providing Kuder
Interest Tests
1
3
4
5
DE
F
93
In providing vocational/career counseling and guidance service or
programs in the community college, how do
rate the impor.
tance of:
Disregarding the ratio of
importance, indicate one
or more personnel who
could be responsible for
the functiom
en
C)
C)
0
a
Oc
0
w4.
C)
I
0
4
if
Administration and Organization,
Rules and Regulations
Providing a comprehensive vocational and
career counseling and guidance program
Maintaining an appropriate environment in
which to provide vocational and career
counseling and guidance
Knowing state certification requirements
for vocational counselors
Having an adequate budget for vocational
counseling program needs
Interpreting the legal liabilities involved
in counseling
Providing a career center and appropriate
staff
Utilize faculty members as part of the
guidance program
Providing adequate vocational and general
guidance service for evening students
Using specific counselors or specified
personnel as specialist in vocational counseling and guidance
1
2
3
4
5
12345
12345
12345
12345
12345
1
2
3
4
5
12345
12345
D
A
B
E
F
A
B CD E
F
A
B CD E
F
A
B CD E
F
A
B CD F
F
A
B CD F
F
A
B
E
F
A
B CD F
F
A
B CD E
F
A
B CD F
F
A
B CD E
F
C
C
D
Community, Local, Institution and Student
Relations
Assisting with student registration
Providing orientation sessions to new
students
12345
12345
94
a
a
a
C5
a
0
a
-
a
0
c
' 5)
Cs
C5
...,
-c
(L
Holding exit interviews with with&awing
students
1
2
3
4
5
A
B
C
D
E
F
Assisting students in obtaining job place
ment after training
1
2
3
4
5
A
B
C
D
E
F
Providing community business and industry
field trips for students being counseled
1
2
3
4
5
A
B
C
D
E
F
Assisting students to participate in activities or organizations that relate to the
students' vocational or career interests
1
2
3
4
s
A
B
C
D
£
F
Knowing the concepts of cooperative work
experience
i
2
3
4
5
A
B
C
D
E
F
students
i
2
3
4
5
A
B
C
D
E
F
Assisting students in obtaining financial aid
1
2
3
4
5
A
B
C
D
£
F
Assisting students in obtaining housing
1
2
3
4
5
A
B
C
D
E
F
1
2
3
4
5
A
B
C
D
E
F
A
B CD E
F
Securing on-the-job training positions for
20, Providing information about your institution's
vocational/career couns cling program to
other professionals and to the community
Coordinating your vocational counseling
and guidance program with other educational institutions
Knowing the local community power
structures and pressure groups influencing
vocational education
Utilizing the services of lccal and state
vocational education agencies
24, Providing bulletin board or other display
to promote vocational opportunities or
information
Philosophy, Go
12345
12345
12345
12345
A
B CD £
B CD E
F
A
B CD E
F
A
B CD E
F
A
F
and Policy
25. Knowing the objectives and philosophies
of vocational education
12345
95
5)
)
4
.5)
.,..
Cs
Knowing the philosophy, goals, and policy
of your community college concerning the
providing of vocational counseling and
guidance
o
Cs
5)
12345
A
B CD E
F
Promoting vocational/career counseling
as a necessary function of the comprehensive community college
1
2
3
4
5
A
B
C
D
E
F
Knowing the philosophy of comprehensive
community college
1
2
3
4
5
A
B
C
D
E
F
Promoting faculty and administration
understanding of vocational/career counseling and guidance concepts
1
2
3
4
5
A
B
C
D
E
F
1
2
3
4
5
A
B
C
D
E
F
personnel in the state to formulate a policy
of vocational counseling
1
2
3
4
5
A
B
C
D
E
F
Knowing the obj ectives for vocational
counseling and guidance as specified in
the State Plan for Vocational Education
1
2
3
4
5
A
B
C
D
E
F
Knowing the various philosophies of vocational and career counseling and guidance
1
2
3
4
5
A
B
C
D
E
F
Knowing the history of vocational counseling and guidance
1
2
3
4
5
A
B
C
D
E
F
goals
1
2
3
4
5
A
B
C
D
E
F
Assisting students to integrate educational
experience with applied experiences in a
chosen career
1
2
3
4
5
A
B
C
D
E
F
Knowing the similarities and differences
between a liberal arts, vocational, and
community service education program
Working with other counselor and guidance
Pexsonal and Group Counseling
Assisting students in analyzing career and
life style decisions as related to planned
96
0
Cs
0
0011
Cs
,
cZ)
Cs
q
'.
0
Cs
0
7
0
Assisting students in choosing between a
vocational, liberal arts, or general educa-
12345
12345
12345
tion program
Providing individual counseling with student
regarding vocational and career aptitudes
and interest
39, Using counseling techniques to help students
solve personal and social problems
A
B CD E
F
A
B CD E
F
A
B CD E
F
Providing special vtational/career counseling programs to disadvantaged and
handicapped students
1
2
3
4
5
A
B
C
D
E
F
Providing special vocational counseling
to students with different socio-economjc
backgrounds
1
2
3
4
5
A
B
C
D
E
F
achieve a vocational goal
1
2
3
4
5
A
B
C
D
F
F
Promoting information seeking behavior
of vocational students
1
2
3
4
5
A
B
C
D
E
F
Coordinating with vocational instructors
concerning the progress of students who
have been counseled
1
2
3
4
5
A
B
C
D
E
F
A
B CD E
F
Knowing the appropriate educational experiences that would assist the student
Assisting students in adjusting to their
career
12345
Identifying and seeking out students who
need vocational/career counseling and
guidance
1
2
3
4
5
A
B
C
D
E
F
Encourage students to find a solution to
their occupational search problems
1
2
3
4
5
A
B
C
D
E
F
Organizing and defining vocational/career
counseling through measureable performance objectives
1
2
3
4
5
A
B
C
D
E
F
97
a
C)
a
a
a
&
0
0
C)
C;
04
aci'
0
)
I
&
,
C)
a
0
Providing information about current occupational trends to individuals or groups being
counseled
1
2
3
4
5
A
B
C
D
E
F
Assisting students in curriculum choices
1
2
3
4
5
A
B
C
D
E
F
Seeking community agency assistance for
students with needs beyond the capabilities
of the counseling staff
1
2
3
4
5
A
B
C
D
E
F
Assisting students in viewing themselves as
worthy and worthwhile members of society
1
2
3
4
5
A
B
C
D
E
F
Providing assistance to students to plan and
implement employment or continuing education action following vocational training
1
2
3
4
5
A
B
C
D
E
F
A
B CD E
F
A
B CD E
F
A
B CD E
F
A
B CD E
F
A
B CD E
F
A
B CD E
F
A
B CD E
F
A
B CD E
F
Assisting less academically able students
to redefine their goals to a more appropriate occupational field
Assisting students in resolving interpersonal
and social conflicts
Aiding students in realizing their strengths
and weaknesses
Assisting students in resolving emotional
problems
Assisting students in resolving ethical and
moral conflicts
Assisting the student in evaluating alternative educational opportunities
Using a career development "model,"
"tool, " or "system" in individual and
group counseling (Example: Holland's
Self- Directed S earth; Otto's Discovery
Group Process; Ryan's Reinforcement
Procedure, or some other)
Using information from professional jour-
nals to improve personal vocational
counseling techniqu e
12345
12345
12345
12345
12345
12345
12345
12345
98
a
C)
C)
0
a
0
C)
onnel and Guidance Journal, American
Vocational Journal, and/or others)
1
2
3
4
5
A
B
C
D
E
F
1
2
3
4
5
A
B
C
D
E
F
1
2
3
4
5
A
B
C
D
E
F
A
B CD E
F
A
B CD E
F
A
B CD E
F
A
B CD E
F
A
B CD E
F
A
B CD E
F
A
B
E
F
A
B CD E
F
63, Counselors participating in outside trade,
business, and industry professional organi
zatjons
64. Counselors participating in professional
organizations related to vocational counseling and guidance (Examples: American
Personnel Guidance Association; National
Vocational Gui dance Association; and/or
others)
65. Providing in-service vocational/career
counseling and guidance training for counseling staff
66, Participating in corferences concerning
vocational counseling and guidance
Providing community business field trips
for counseling staff
Obtaining (periodically) additional field
or work experience in business or industry
in the community
Obtaining additional professional training
in occupational, vocational and career
counseling techniques
Writing articles concerning vocational/
career counseling
12345
12345
12345
12345
12345
12345
Resource Material
Maintaining records of student progress
as a result of counseling
Obtaining and using student historical
records for counseling
1
2
3
4
5
12345
C
D
99
'V
C)
5
a)
Cs
5)
g
.0
'
$j
&
.0
S
11q5) F-Q
C)
5)
Conducting follow_up studies for the purpose
of determining the effectiveness of voca-
tional/career counseling
1
2
3
4
5
A
B
C
D
E
F
Providing a process to evaluate occupa..
tional counseling effectiveness by measuring student opinions obtained in
interviews
1
2
3
4
5
A
B
C
D
E
F
Working with local vocational program
advisory committees
1
2
3
4
5
A
B
C
D
E
F
Conducting community surveys concerning job or career opportunities
1
2
3
4
5
A
B
C
1)
F
F
Having available community job opportunities lists for students
1
2
3
4
5
A
B
C
D
E
F
A
B CD E
F
A
B CD E
F
A
B CD E
F
Providing students with current employmerit and career opportunities in the community and state
79, Having appropriate job description
materials
80. Knowing the requirements and opportunities in apprenticeship training
12345
12345
12345
81, Knowing the rules, regulations and requiremerits of occupations requiring special
certification
1
2
3
4
5
A
B
C
D
E
F
82. Obtaining occupational information from
vocational instructors
1
2
3
4
5
A
B
C
D
E
F
various outside sources
1
2
3
4
5
A
B
C
D
E
F
Assisting teachers in securing and utilizing
occupational information
1
2
3
4
5
A
B
C
D
E
F
pationorjob
1
2
3
4
5
A
B
C
D
E
F
Establishing a central source of occupational
information
1
2
3
4
5
A
B
C
D
F
F
83, Obtaining occupational information from
Knowing the component parts of an occu-
100
a
C)
a!
Cs
0
Cs
a
0
Knowing about occupational training programs at other educational institutions
Having available occupational reference
material such as: Dictionary of Occupational Titles; Occupational Outlook Handbook; Occupational Outlook Quarterly
and/or other
Providing audio-visual materials for vocational/career counseling
Knowing the curriculums and requirements
of all the vocational programs available at
your institution
Knowing the 50cm-economic conditions
of the local community
,
0
aC)
'V_
a
12345
12345
trends
.:'
0
0
a
Maintaining records of current occupational
O
C)
,.-
'V
12345
12345
12345
12345
A
B CD E
F
A
B CD E
F
A
B CD E
F
A
B CD E
F
A
B CD E
F
A
B CD E
F
Testing and Evaluation
Providing occupational preference or
interest surveys (Examples: Kuder Occupational Interest Survey, Strong Vocational
Interest Bank, U. S. Dept. of Labor Check
List or some other)
1
2
3
4
5
A
B
C
D
E
F
Providing attitude, maturity, self-concept,
and self-esteem inventories or scales (Ex..
amples: Super's Career Development
Inventory, Crites Career Maturity Inven-.
tory, Ghesellis Self- Esteem Scale or
someother)
1
2
3
4
5
A
B
C
D
F
F
1
2
3
4
5
A
B
C
D
E
F
95, Providing aptitude tests (Examples: General Aptitude Test Battery, Hermon-Nelson
College Aptitude Test, Differential Aptitude
Test, Washington Pre-College or some
other)
e1
.,?
'
C
D
C
D
C
S
C
D
C
S
A
C
S
A
S
A
S
A
A
A
3
ee
::
0$ea
3
2
3
otoie
3s-'
97.
3
2
3
te
ooV
9.
2
3
t
,0ô$
et
.
e'
97.
t
ce
t00
t
o°
ete
c'1
c9xe
1ot.
tic
e'
o,i
r
96.
102
APPENDIX B
TABULATION OF
QUESTIONNAIRE RESPONSES AND
PERCENT OF RESPONDENTS
SELECTING PERSONNEL
1 - l'lot Important
2 - Slight Importance
3 - Moderate Importance
4 - Considerable Importance
5 - Essential
A - Professional Counselor
B
Pare-Professional Counseling Staff
C - Counseling Department Clerical Staff
D - Director of Vocational Education
E - Teacher
F - Other
1
Importanc e
2
3
4
Personnel
5
A
B CD E
9
10
32
51
Percent Selecting Personnel
F
A
C
D
100.0
33,3
27,8
34.5
32.9
41,7
55.6
47.3
48.2
33,3
0.0
44.4 5.6
32,7 16,4
35.3 11.8
91.7
77.8
86.8
85.5
66.7 33.3 33.3
50.0 33.3 27.8
64.2 62,3 50.9
61.4 51,8 43.4
33.3 0.0
22,2 16.7
24,5 20.8
25.3 16.9
B
F
F
Administration and Organization
Rules and Regulations
Providing a comprehensive vocational and
career counseling and guidance program
Dean of Students
Director of Voc. Ed.
o
0
0
4
8
0
0
0
0
1
3
14
0
4
5
9
16
42
0
64
12
17
51
80
0
0
0
0
1
5
6
11
4
8
6
Counselor
14
0
21
0
0
0
5
Totals
10
34
27
39
46
71
0
2
3
2
4
8
3
1
0
3
5
4
12
2
2
13
27
24
5
8
17
41
61
11
7
59
Counselor
Totals
Maintaining an appropriate environment
in which to provide vocational and career
counseling and guidance
Dean of Students
Director of Voc. Ed.
Knowing state certification requirements
for vocational counselors
Dean of Students
Director of Voc, Ed.
Counselor
2
Totals
2
81918
4
5
4
0
5
10
8
1
19
28
26
41
18
30
10
8
4
4
9
5
4
4
34
6
33
27
51
43
36
6
9
0
3
75.0
94,4 55.6
92.7 58.2
94.1 60.0
13
21
14
8
1
0
72.7 27.3
15
0
3
8
14
70,6
74.5
73,5
11
436 711
11.8
10.9
13.3
9.1 72.7 9.1
11.8 88.2 0.0
7.3 65.5 12.7
8.4 71.1 9,6
0.0
17.6
20.0
16.9
1
Having an adequate budget for vocational
counseling program needs
Deanof Students
Director of \Toc, Ed.
Counselor
T3tais
0
0
I mporta cc e
2
3
4
0
0
Personnel
5
A
B CD E
0
3
9
10
3
2
9
15
12
3
2
20
3
5
42
9
9
39
61
9
13
,,.,Q
3
4
0
0
7
27
6
36
51
0
0
0
0
0
2
4
6
9
3
1
2
2
7
4
5
16
2
3
7
11
20
22
30
15
9
26
38
63
10
15
7
11
Percent Selecting Personnel
F
A
B
C
D
E
25,0
16,7
5.5
10.6
16,7
11,1
9.1
10,6
75,0
0,0
0
1
83,3
1
6
66.7
36.4
49.4
5
18
6
25
2
4
0
0
23
4
29
4
17
21
72,2
70.9
71,8
F
8.3
5,6 33,3
9.1 32,7
7.1 29,4
Interpreting the legal liabilities involved
in counseling
Dean of Students
Director of Voc, Ed,
Counselor
Totals
2
75.0 25.0
88,9 11.1
69,1 18,2
74.1 17.6
8,3 16.7
16.7 22,2
12,7 41.8
12.9 34,1
0.0 16.7
0.0 11.1
7.3 30,9
4.7 24.7
Providing a career center and appropriate
staff
Deanof Students
Director of Voc. Ed.
1
4
1
6
11
6
2
4
2
0
0
5
10
3
12
6
0
6
23
26
12
1
15
34
35
43
66
4
0
7
26
37
2
Totals
9
30
45
2
Counselor
0
0
0
8
18
1
3
2
6
4
7
0
1
13
24
21
15
16
Utilize faculty members as part of the
guidance program
Deanof Students
Director of Voc, Ed,
Counselor
Totals
0
0
0
0
16
6
9
26
0
2
21
41
2
11
12
36
59
21
25
3
1
6
4
10
17
3
10
31
47
5
9
35
1
91.7
66.7
78.2
77.6
50.0 16.7
50.0 11.1
54.5 38,2
52.9 29,4
33.3 16,7 0,0
38,9 11,1 33.3
47.3 7.3 21,8
43,5 9,4 21.2
91,7
66.7
65,5
69.4
25.0
22.2
18.2
20,0
50.0
55.6
56,4
55,3
8.3
16.7
9,1
10.6
33.3
38.9
43.6
41,2
0,0
5.6
27.3
18,8
Importance
1
8. Providing adequate vocational and general
guidance service for evening students
Dean of Students
Director of Voc, Ed,
Counselce
Totais
9, Using specific counseices or rpecified per
sonnel as specialist in vocational counseling
and guidance
Deanof Students
Director of Voc, Ed.
Counselor
Totals
0
2
3
4
Personnel
5
0
0
0
0
0
0
5
2
16
16
5
6
21
24
0
0
3
6
0
0
0
1
4
7
3
6
3
15
22
21
16
0
0
0
A
B CD E
Percent Selecting Personnel
F
2
5
5
12
6
2
3
5
1
6
5
6
7
2
4
1
4
9
27
37
19
30
21
8
12
34
12
20
27
12
17
14
40
66
18
17
2
2
2
5
2
3
6
7
10
13
2
1
2
3
0
3
2
4
3
15
41
27
64
16
21
6
9
9
19
30
12
11
7
13
15
41
8
28
67
43
5
9
12
12
5
9
3
7
11
1
13
30
25
50
9
13
A
B
C
D
E
F
50.0
82,4 41,2
72,7 38,2
78,6 40,5
16.7 25.0 41 .7
8.3
11,8 23,5
5,9 23,5
14,5 36,4 21,8 21,8
14,3 32,1 21,4 20,2
90.9
72.2
75.9
77.1
9,1 18,2 27,3
11,1 50,0 22,2
11,1 35.2
9,3
10.8 36.1 14.5
100.0
18,2
16,7
29.6
25.3
0.0
16,7
16,7
14,5
Community, Local, Institution, and Student
Relations
Assisting with student registration
Deanof Students
Director of Voc, Ed,
Counselor
Totals
4
34 25
40
65
100.0
72.2
91,7
83.3
72.7 74.5
76.5 78.8
58.3
44.4
50.9
50.6
41,7 75,0
38.9 61.1
23.6 54,5
29.4 58.8
100,0 66,7
72.2 61,1
16,7
27.8
16.4
18,8
41,7
27.8
21,8
25,9
25,0
5.6
16.4
15,3
Providing orientation sessions to new
stu dents
Deanof Students
Director of Voc. Ed,
Counselor
Totals
0
1
1
2
8
12
8
2
5
6
1
0
0
0
7
6
5
13
11
5
5
9
2
1
19
32
45
70
37
9
16
12
22
20
35
11
2
8
16
27
0
35
56
14
81.8 67,3
82.4 65,9
50,0
50,0
8,3
11,1
36,4 20,0
41,2
16,5
I mportanc e
2
1
3
4
Personnel
S
A
B CD E
Percent Selecting Personnel
F
A
B
C
D
E
F
12. Holding exit interviews with withdrawing
stu dents
Dean of Students
Director of Voc, Ed,
Assirting
o
0
0
5
6
1
11
9
1
2
2
0
1
4
11
2
12
5
3
5
1
Couns elor
1
4
15
21
11
6
4
1
5
2
38
14
43
66
21
Totals
35
10
11
10
14
26
6
0
0
0
0
6
6
6
6
4
7
8
5
1
5
11
11
5
6
6
30
7
41
26
43
7
4
15
32
35
16
27
40
14
17
4
4
8
21
7
7
19
33
2
0
0
7
7
0
4
7
1
10
2
11
1
24
14
58,3 58.3
38.9 55,6
41.8 43,6
42
16
43, 5
48. 2
41,7
38.9
66,7
57.1
25.0 16,7 41.7 83.3 16.7
50.0 16,7 11.1 72.2
5.6
53.7 13,0 40.7 63.0 20.4
48.8 14.3 34,5 67.9 16.7
5
91.7
66,7
78,2
77,6
75,0 8,3
27,8 16,7
38,2 10,9
41,2 11,8
16,7
27,8
16.7
55.6
7,3 25,5
12,9 30,6
0.0
5.6
9.1
7,1
50.0 50.0 33,3 58.3 66.7
64,7 47,1 29.4 35.3 82,4
47.3 38,2 12,7 49,1 30.9
51,2 41,7 19,0 47.6 46.4
41,7
23,5
40.0
36.9
udects in obleining job p1ac-
men's after training
DeanofStuden'ss
Director of Voc, Ed,
Cejor
Totals
Providing community business and industry
field trips for students being counseled
Deanof Students
Director of Voc. Ed.
Counselor
Totals
Assisting students to participate in activities or organizations that relate to the
students vocational or career interests
Dean of Students
Director of Voc. Ed,
Counselor
Totals
0
0
0
1
2
3
2
2
6
15
19
0
3
4
1
3
7
0
1
18
1
7
29
6
16
22
39 31
3
7
23
24
5
24
3
37
41
7
4
22
30
5
7
29
41
0
0
5
3
2
S
10
2
7
9
3
2
13
1
6
36
48
29
7
22
34
11
41
12
29
57
14
6
0.0 33.3 58.3
9,1
8.3
22.2 61,1
5,6
40.0 43,6 25.5
8, 2
35, 3
11,1
49, 4
18. 8
Importance
1
2
Personnel
3
4
S
A
9
10
40
B CD E
Percent Selecting Personnel
F
A
B
C
D
E
F
16. Knowing the concepts of cooperative work
experience
Dean of Students
Dh'ectorofVo'., Ed,
Counselor
Totals
0
0
0
0
6
3
3
1
5
9
3
1
2
9
20
31
0
14
20
0
0
0
2
8
1
3
10
1
2
16
24
1
3
21
42
0
0
0
2
3
3
5
8
13
22
30
24
o
0
0
0
0
2
5
3
3
4
7
2
4
6
11
14
23
25
35
0
0
3
4
0
0
0
1
3
8
1
10
16
43
59
6
2
5
26
37
5
8
11
0
15
33
3
9
9
28
l6
45
59
15
18
10
9
4
6
3
29
45
15
30
54
75,0 41,7 16,7 66,7 91,7 0.0
55,6 33,3 27,8 50,0 83,3 16,7
72,7 47.3 16,4 50,9 60,0 27,3
69,4 43,5 18,8 52,9 69,4 21,2
17, Securing on-thejob triining positions for
stu dents
DeanofStuden
Director of Voc, Ed,
Counselor
Totals
Assisting students in obtaining financial
aid
Deanof Students
Director of Voc. Ed.
Counselor
Totals
Assisting students in obtaining housing
Deanof Students
Director of Voc, Ed,
Counselor
Totals
2
4
9
8
12
11
15
27
21
2
3
4
9
7
7
7
4
4
3
10
13
5
6
3
5
28
48
22
13
12
8
8
6
36
34
23
19
16
50
0
0
2
3
3
1
2
7
3
8
0
1
8
5
5
18
2
5
37
11
5
9
14
6
19
29
28
3
8
52
5
6
10
6
4
13
8
6
7
9
3
29
15
41
17
13
41
26
64 31
23
10
15
33
58
41
7
4
6
18
25
58,3 33,3
44,4 33,3
23,1 21.2
32.9 25.6
16,7
16,7
58.3
72,2
51,9
57.1
58.3
27,8
40,7
40,5
33,3 33,3 25,0 66,7
33,3 16,7 27.8 33.3
24,1 22.2 14,8 66.7
27,4 22.6 19.0 59,5
16,7
16.7
16,4
16.5
25,0
44,4
32,7
34.1
25,0
33.3
34,5
32.9
83.3
72,2
74,5
75,3
50.0
44,4
30,9
36,5
33,3
33.3
23.6
27.1
83,3
33,3
55,8
75,0 33,3
83.3 16,7
7.7
57.7 34.6
11,0 54,9 65.9 30,5
8,3
0.0
3.6
3,5
16.7 58.3
5.6 44,4
9,1 67.3
9,4 61.2
Providing information about your institu-
tion's vocational/career counseling program
to other professionals and to the community
DeanofStuclents
DjrectorofVoc, Ed,
Counselor
Totals
2
16
32
4
14
21
83.3
83.3
60,0
68.2
58,3
50.0
29.1
33.3
16.7
25.5
37.6 24.7
Importance
1
2
3
4
Pe,onne1
5
A
B CD E
Percent Selecting Personnel
F
A
B
90,9
72,2
60,0
66,7
27,3
22.2
12,7
16,7
C
D
E
21, Coordinating your vocational counseling
and guidance program with other educa
tianal iititutjon
Deanof Students
Director of Voc, Ed,
0
2
4
4
1
10
3
1
5
2
1
0
0
0
2
5
3
13
4
2
9
4
1
20
30
10
33
56
7
14
3
18
6
36
50
6
11
7
18
29
12
20
DeanofSt-uderits
0
0
1
6
5
0
11
3
0
1
1
5
3
7
6
10
1
Director of Voc, Ed.
1
2
16
3
Counselor
0
3
11
25
16
27
4
5
9
Totals
50,0
58,8
49,1
1
4
17
34
28
43
6
7
49
76
8
19
30
12
51,2
0
0
0
0
1
5
5
9
4
9
13
1
4
19
0
2
24
23
37
7
5
19
20
Dean of Students
0
0
4
4
4
Director of Voc. Ed.
0
0
0
1
7
20
31
7
3
22
33
10
17
28
48
Counselor
Totals
7
14
9,1
45,5 18,2
9.1
50,0 22,2
5.6
5,5 65,5 10,9 32,7
7,1 59,5 14,3 23,8
11 ,.i
Knowing the local community power
stractures and prsure groups influencing
vocational education
0,0 91,7 25,0
5,9 11,8 94,1 47,1
7,3
9,1 89,1 34,5
7.1
8,3 90,5 35.7
8.3
0.0
17.6
16,4
14,3
Utilizing the services of local and state
vocational education agencies
DeanofStudens
Director of Voc. Ed,
Counselor
Totals
1
11
3
tO
5
0
16
43
9
2
23
37
8
81.8
72,2
81,5
31
3
13
19
10
79,5
8
6
6
10
6
2
12
11
8
11
3
35
34
16
52
48
8
23
41
9
14
44
66
69
63,6 27.3
27.8 16,7
35,2 24,1
37,3 22,9
93,9
88,9
79,6
83,1
66,7 50,0 50,0
66.7 61,1 44,4
50,9 63.6 61,8
56,5 61,2 56.5
83.3
45.5
50.0
42.6
44,6
0.0
11.1
14.
12.0
24. Providing bulletin board or other display
to promote vocational opportunities or
information
Counselor
Totals
3
4
33
50.0 16.7
44.4 61,1 16.7
41.8 29,1 16.4
48,2 38,8 16,5
Importance
1
2
Personnel
4
3
5
A
Percent Selecting Personnel
B CD E
A
B
C
D
E
F
Philosophy Goals, and Policy
Knowing the obj ectives and philosophies
of vocational educaticn
Deanof Students
Director of Voc, Ed.
Counselor
Totals
Knowing the philosophy, goals, and policy
of your community college concerning the
providing of vocational counseling and
guidance
Dean of Stndents
Director of Voc. Ed.
Counselor
Totals
Promoting vocational/career counseling
as a necessary function of the comprehensive community college
Deanof Students
Director of Voc, Ed,
Counselor
Totals
Knowing the philosophy of comprehensive
community college
Deanof Students
Director of Voc, Ed.
Counselor
Totals
2
3
6
10
9
6
8
7
1
4
5
9
16
12
7
16
6
19
28
51
27
43
77
23
36
4
19
12
31
52
14
50
2
9
ii
10
7
4
11
17
13
10
5
13
35
19
55
49
77
33
56
23
8
0
0
0
0
0
2
10
12
8
2
6
10
6
3
15
37
17
48
27
5
23
57
77
41
0
0
3
9
12
11
1
1
5
11
12
1
7
31
8
14
22
9
9
31
2
18
51
81
49
78
0
0
0
0
1
1
1
1
0
0
0
3
1
0
0
0
0
0
0
0
0
0
0
0
0
1
51
37
60
90.9 81,8
88.9 66.7
92,7 56,4
91,7 61.9
54,5 72.7
38,9 77,8
63,6
88,9
100,0
63,6
55.6
42.6
48.2
90.9
83,3
90,7
89.2
90.9
88,9
63.0
72.3
87.3 49,1
90,6 48,2
41,7
33,3
32.7
34.1
75.0
72.2
85.5
81,2
66.7 41,7
44.4 16,7
52.7 32.7
52,9 30,6
100,0 91,7
100,0 66,7
96,2 69,8
97,6 72,3
75,0
50,0
58.5
59,0
91,7 91,7 41.7
94,4 83.3 27,8
94,3 75,5 52.8
94,0 79.5 45.8
72
38
61
10
15
10
16
49
74
34
20
60
29
90,9
94,4 72.2
90,7 61,1
92,8 67.5
5
9
8
5
100,0 66,7
6
13
8
3
18
47
29
18
29
69
45
26
11
11
5
17
50
15
5
40
66
28
40
24
4
5
38
944 33,3
9,1
22,2
41,8 909 69,1 34,5
42.9 85,7 72,6 28,6
36,4
27,8
37,0
34,9
Importance
1
Personnel
Percent Selecting Personnel
B CD E
2
3
4
5
A
0
2
3
5
4
11
6
2
3
5
7
9
30
46
12
1
18
46
6
5
76
31
14
23
7
22
35
3
20
14
43
20
A
B
C
D
B
F
Promoting faculty and administration
understanding of vocational/career couns eli:eg and guidance couc ep'b
Dean of Students
Director of Voc, Ed,
0
0
Counselor
Tutals
0
1
6
16
0
2
Ii
24
0
2
5
5
11
11
10
10
9
4
2
1
8
13
8
15
13
6
3
6
5
9
77
37
61
22
0
15
28
50
TotaLs
7
31
43
16
Counselor
0
0
0
49
74
41
63
0
0
0
2
11
2
1
7
0
7
9
7
1
2
2
3
2
10
2
1
6
18
21
6
3
6
27
37
9
17
45
73
68
86,8
91,6
41.7
33,3
37.7
37,3
23
33
91,7
88.9
90,9
90,6
91,7 83,3 83.3
72,2 4-4,4 83,3
67,3 40,0 89,1
71,8 47.1 87,1
2
2
14
18
91,7
94,4
86,5
89,0
16,7
16.7
15,4
15,9
15
100,0
100.0
33,3 91,7 50,0 16,7
27,8 77,8 38,9 16,7
26,4 81,1 41,5 28,3
27,7 81,9 42,2 24,1
Knowing the similaite and differeue3
between a liberal arti, vocationa1, and
communit7 service education program
DeanofStudentr
Director of Voc. Ed,
Working with other counselor and guidance
personnel in the state to formulate a policy
of vocational counseling
Deanof S1udept
Director of Voc, Ed,
Counselor
Totals
40
8
4
34
6
13
7
51
8
4
3
12
19
8,3
11,1
58.3
55,6
7,7 65,4
8,5 62.2
75.0
72,2
74,5
74.1
33,3
33,3
41,8
38.8
0,0
16,7
11,1
26,9
22.0
11,1
11,5
9.8
Knowing the obj ectives for vocational
counseling and guidance as specified in the
State Plan for Vcationa1 Education
Deanof5tuden
Director of Voc, Ed,
Counselor
Totals
0
0
0
0
1
4
5
2
11
9
3
7
6
1
7
11
20
16
15
41
6
4
18
0
2
8
16
45
10
18
32
24
67
28
9
70
3
2
13
18
91,7 50,0
83.3 22.2
75,9 33,3
79.8 33.3
0,0 75,0 33,3 25,0
5,6 88,9 15,7 11.1
14,8 83.3
10,7 83.3
22.2
22.6
24.1
21.4
imporranc c
1
33, Kuowing the various philorophier of vocational and career counseling and guidance
DeanofStudentr
Director of Voc, Ed,
2
3
4
Personnel
5
A
B CD E
Percent Selecting Personnel
F
A
B
C
D
58,3
29,4
44,4
43,4
16,7
58,3
90.9 27,3
88,9 22.2
76,5 23,5
81,3 23.8
27,3
0
0
3
5
4
12
7
2
1
2
3
6
16
5
1
0
2
0
3
14
24
36
33
10
13
24
52
80
5
5
15
21
100,0
94,1
96,3
0
6
22
33
7
12
3
0
8
52
13
16
96,4
0
6
1
0
3
8
3
1
6
20
1
3
10
16
3
4
4
2
12
3
3
5
32
35
55
5
8
11
10
14
Director of Voc, Ed,
0
0
Counselor
Totals
0
0
0
0
0
0
0
0
0
0
Counselor
Totals
Knowing the history of vodational counseling and guidance
DeanofStudecis
DirectorofVoc, Ed.
Counselor
Totals
4
4
15
23
9
3
11
6
39
65
4
12
19
1
4
7
12
7
1
1
2
1
2
11
5
18
8
2
2
7
0
0
12
54
84
2
12
39
5
15
17
26
4
27
43
55
24
3
2
5
5
10
7
1
5
6
1
1
10
1
0
29
7
75
19
31
4
44
4
14
23
13
21
36
14
51
5
1
7
32
48
8
10
E
F
25,0 8.3
0.0 11.8
9,3 61,1 18.5 24,1
9,6 62,7 15,7 19,3
5,9 70,6
72.7 27,3
9.1
66,7 16,7 16,7
9.8 68,6 9,8 19,6
12,5 68,8 13,8 17.5
11,1
Personal and Group Counseling
Assisting students in analyzing career and
life style decisions as related to planned
goals
Dean of Students
5
100,0 58,3
100,0 44.4
98,2 43,6
98.8 45,9
8,3
8,3
11,1
11,1
3,6 21,8
5.9 17,6
16,7
38.9
30.9
30.6
8,3
5.6
50.0
72,2
8,3
0,0
7.3
5.9
36, Assisting students to integrate educational
experience with applied experiences in a
chosen career
Dean of Students
Director of Voc, Ed,
Counselor
Totals
0
0
0
0
4
6
83,3 58.3
77.8 27,8
94,4 35.2
89,3 36,9
41.7
22,2
7,4 25,9
7,1 27,4
8,3
0,0
53,7 13,0
57,1
9,5
impertane
2
4
3
Personnel
5
A
B CD E
Percent Selecting Personnel
F
A
B
C
D
EF
Assisting rtuden in chocsig between a
vocational, liberal artr, or general educaton program
DeanofSrudents
Director ofVoc, Ed,
0
1
0
3
8
12
8
2
2
5
1
1
1
1
9
6
2
1
8
1
27
18
52
7
7
10
22
82
24
38
3
44
4
6
98,8
45.8
100,0
100,0
100,0
100,0
50,0
58,8
36,5
43.2
8,3
5,9
1,9
3.7
16 .7 25,0
23,5 47,1
9,6 17.3
13,6 24.7
8.3
5,6
3,8
4,8
8,3
16.7
16.7
22.2
3,8
7.5
3
100,0 41,7
100.0 38,9
98,1 26,4
98.8 31,3
7,2
12,0
25,0
44,4
27,8
31,0
33.3
50,0
1
0
3
2
2
4
0
0
0
0
0
0
1
4
7
12
6
1
2
3
1
1
6
10
10
19
1
4
8
0
1
5
9
4
35
3
11
20
5
Deanof Students
Director of Voc, Ed.
0
Counselor
Totals
Counselor
Totals
Providing individual counseling with stu.dents regarding vocational and career aptitudes and interests
Dean of Students
Director of Voc, Ed,
Counselor
Totals
35
100,0 66.7 16,7
100,0 33,3 11,1
16,7 41.7
5,6 44.4
57 13,2 41,5
8,4 12,0 42.2
6
22
31
981 453
1
1
16
34
17
52
1
3
26
51
81
0
0
0
0
5
5
7
12
5
1
1
1
8
4
18
7
1
3
0
0
3
16
34
52
2
0
1
8
29
45
82
14
26
4
2
6
2
4
4
10
0
1
2
1
8
1
3
4
1
100.0
0
2
5
9
14
8
96,3
46,3
11,1
9,3
1
1
6
45
81
25
39
8
15
1
28
17
52
6
1
9
21
31
66.7
94,4 33,3
8.3
0
0
8
9
12
0
8
26
27
10
96,4 46,4
9,5
8.3
5.6
6,5
7,2
0.0
7,7
8,3
6.2
Using counseling techniques to help students
SOIVC personal and social problems
Providing special vocational/career counseling programs to disadvantaged and handicapped students
Deanof Students
Director of Voc, Ed,
Counselor
Totals
4
1
2
25,9
32,1
0.0
5,6
3,8
3,6
8.3
5,6
14,8
11,9
Importance
1
2
3
Personnel
4
5
A
B
C
Percent Selecting Peionnel
D
E
F
2
6
14
22
3
1
7
1
A
B
C
D
£
F
Providing special voetional counseling to
student with different .rcioeconomjc
b acKgrounds
DeanofStijdent
Dii'ectorofVoc, Ed.
0
1
1
4
6
12
7
1
0
0
4
7
2
2
1
8
2
2
13
37
18
48
78
6
Counselor
Totals
7
17
28
23
36
8
0
0
0
0
0
0
1
3
8
11
2
5
11
15
0
0
2
19
5
27
32
51
0
1
5
2
1
1
0
2
6
14
6
19
1
4
25
0
1
0
0
1
2
16
1
3
21
Knowing the appropriate educational axperi
ences that would assist fhc student achieve
a vocatonal goal
Dean of Students
Director of Voc, Ed.
Counselor
Totals
Promoting information seeking behavior of
vocational students
Deanof Students
Director of Voc, Ed,
Counselor
Totals
24
5
12
9
22
11
11
0
11
1
5
50
76
6
8
28
42
7
10
9
17
10
36
22
44
1
8
5
1
4
4
2
11
5
1
3
18
21
42
61
30
27
40
11
13
2
6
3
11
5
2
3
11
21
38
4
16
51
8
4
20
6
78
33
12
2
1
100,0
100,0
92,3
95,1
58.3
33,3
44,2
43,9
8,3
16,7 25,0
8,3
33,3 38,9 5,6
96 26,9 23,1 17,3
9,8 26,8 26,8 13,4
11,1
6
91,7 50,0 16,7
83.3 44,4
5,6
94,3 52,8 13,2
91,6 50,6 12,0
8
0
0
88.9 55.6
68,8 31,3
19
26
20
6
32
6
79.2
78,2
56.6
51,3
44,4 44.4
6.3 18.8 50.0
20,8 35.8 37.7
16,7 33,3 41.0
4
3
4
1
9
20
27
21
0
4
34
5
91,7
88,9
92,7
91,8
41.7
44,4
36,4
38.8
16,7 33,3 33,3
22,2 16.7 50.0
10.9 36,4 38.2
14.1 31,8 40.0
83,3
50,0
32,1
43,4
91.7
61,1
41,5
53,0
0,0
0.0
0.0
11,1
5,6
9,4
7,2
11.3
7,7
Coordinating with vocational insrtuctors
concernuig the progress of students who
have been counseled
Deanof5tudents
Director of Voc, Ed.
Counselor
Totals
15
22
8,3
0,0
7,3
5,9
Importance
2
1
3
4
Personnel
5
A
B CD E
Percent Selecting Personnel
F
A
B
C
D
E
F
45, Assisting students in adjusting to their career
Dean of Students
0
1
3
1
5
8
4
2
1
5
1
1
0
6
5
14
3
1
1
8
2
Couns elor
3
19
26
42
17
8
4
5
6
5
Totals
4
20
27
15
30
11
0
0
0
0
0
0
0
0
Director of Voc, Ed.
20
3
64 27
6
6
8
3
5
10
4
6
1
2
11
13
41
80.0 40,0 20,0
87.5 18.8 6,3
80,8 38.5 5,8
82,1 34,6
7,7
10.0 50.0
6.3 50,0
11.5 32,7
10,3 3S,5
10.0
12.5
15,4
14,1
46, Identifying and seeking out students who need
vocational/career counseling and iidance
Dean of Students
Director of Voc, Ed,
Counselor
Totals
Encourage students to find a solution to
their occupational search problems
Dean of Students
Director of Voc, Ed,
Counselor
Totals
3
5
2
11
5
15
20
22
38
11
5
0
1
7
9
10
11
12
25
4
6
17
12
16
1
0
0
3
49
34
1
0
16
41
27
77
55
0
1
5
5
1
1
3
6
6
17
15
7
8
25
28
19
13
7
6
27
64 40
3
0
7
10
7
21
32
12
29
56
3
6
11
1
1
3
11
1
9
15
33
6
13
24
55
8
90.9
72,2
77.4
78,0
63.6 36,4 54,5 100,0 27,3
33.3
5,6 11.1 72,2 0.0
50,9 13,2 39,6 60,4 13,2
48.8 14,6 35,4 68.3 12,2
100,0 83.3
88,9 61.1
89.1 61,8
90.6 64.7
25.0 50,0
5.6 16.7
16,4 27,3
15,3 28.2
91.7
61.1
60,0
64.7
8.3
5,6
10.9
S,3 50,0 41.7
5,6 22.2 44,4
16,7
16.7
18,5
17,9
9.4
Organizing and defining vocational/career
counseling through measureable performance
obj ectives
Dean of Students
Director of Voc, Ed,
Counselor
Totals
1
10
4
1
6
5
2
5
14
1
3
11
65
4
21
31
8
10
16
9
15
28
10
15
41
4
6
24
83.3 33.3
77.8 50,0
75,9 27.8
77.4 33.3
7.4 38.9 20.4
7.1 36,9 28.6
Importanc a
1
Personnel
Percent Selecting Personnel
3
4
5
A
B CD E
0
0
1
2
9
6
0
8
8
10
6
8
10
15
3
1
5
8
13
2
32
50
10
28
42
18
10
37
12
10
14
32
56
0
0
2
F
A
B
C
83.3
88,2
88,9
88,0
66.7
58,8
25,0
59,3
60,2
18,5
83.3
94,4
83,6
85,9
58,3
55,6
65,5
62.4
16,7 16.7 83.3
5,6 11,1 77,8
10,9 20,0 58,2
10,6 17,6 65,9
D
E
F
49. Providing information about current occupa
tional U'ends to individuals or groups being
counseled
Dean of Students
Director of Voc. Ed,
0
0
Counselor
1
1
7
19
26
48
Totals
1
1
9
29
43
73
0
0
0
1
0
3
8
0
2
6
10
0
8
1
10
22
31
25
0
10
17
46
73
0
0
0
0
1
3
3
5
1
4
7
14
5
8
15
23
0
2
4
18
50.0 50.0
29,4 471 76.5
51,9 33,3
21,7 50,6 44,6
0.0
11,8
18,5
14,5
50, Assisting students in curriculum choices
Dean of Students
Director of Voc, Ed,
Counselor
Totals
51. Seeking community agency esristance fcr
student with needs beyond the capabilities
of the counseling staff
Deanof Students
Director of Voc, Ed.
Counselor
Totals
52, Assisting studeitu in viuNing themselvns as
worthy and worthwhile members of society
Dean of Students
DirectorofVoc, Ed,
Counselor
Totals
0
0
0
0
1
3
0
0
0
0
7
2
10
1
36
53
6
9
2
2
11
15
8
1
1
5
2
5
1
8
3
29
15
48
16
7
11
15
5
42
71
22
9
24 20
6
10
8
12
4
6
14
2
0
16
37
50
30
15
24
55
79
50
20
34
34
4
7
6
18
31
10
17
10
10
8
6
58
21
43
7
7
1
0
66,7
83,3
8,3
8,3
27,8 5.6
92,3 30,8 13,5
86,6 26,8 11,0
0,0
0,0
12,7
8,2
41,7 16,7
44,4 16.7
21,2 28,8
29,3 24.4
8,3
0,0
9,6
7,3
83,3 58,3 66,7 83.3
94,4 55.6 33,3 33.3 77.8
94,3 56,6 34,0 37,7 64.2
95,2 60,2 37,3 41,0 69,9
33.3
100,0
11.1
28.3
25,3
importanc C
Personnel
Percent Selecting Personnel
2
34
0
0
0
2
6
4
9
7
2
5
7
3
1
2
8
15
8
2
1
0
7
2Q
11
26
58
21
36
6
1
30
44
34
2
10
26
15
30
52
3
2
7
15
19
25
1
5
A
B CD E
F
A
B
C
D
E
F
Providing assistance to students to piau and
implement empioyrneri- or continuing edu
cation action following vocational c'aitung
DeaeofSdni-s
Director of \/oc, Ed,
Counselor
Totals
75.0 58.3 16.7 41.7 58,3 25.0
83,3 44,4 11,1
5,6 83.3 16.7
63,0 38,9 11,1 37,0 55.6 35,2
69.0 42.9 11,9 31.0 61.9 29,8
Assisting less academically able tudentr
to redefine their goals to a more appsopri
ate occupational field
Dean of Students
Director of Voc, Ed,
Counselor
Totals
Assisting students in resolving interpersonal
and social conflicts
Deanof Students
Director of Voc, Ed,
Counselor
Totals
0
0
0
0
0
0
5
7
11
7
2
1
4
0
0
1
6
18
1
13
1
9
5
31
4
10
26
52
81
4
1
35
48
9
14
30
1
1
11
10
7
7
48
5
4
7
12
7
1
1
4
1
5
16
1
0
5
1
29
53
4
15
3
2
11
2
41
81
26
5
3
20
91.7 58.3
50,0
94,5 25.5
95,3 35,3
16.7
4
100,0
94,1
98,1
97,6
58,3
23.5
27,8
31,3
100,0
83.3
0
0
1
1
1
3
0
0
3
1
1
7
7
22
33
Dean of Students
0
0
1
5
6
12
10
3
3
9
1
Director of Voc, Ed.
Counselor
Totals
0
1
3
8
6
8
1
1
13
1
1
0
1
18
2
3
5
36
6
7
26
48
5
1
25
38
27
1
17
52
81
100;Q
8,3
5.6
9.1
8,2
33,3
72,2
56.4
56,5
0,0
8.3
8,3
33.3
5,9
5,6
6.0
0,0 29.4
3,7 20.4
3,6 24.1
8.3
5,9
3,7
4.8
25,0 25,0 75.0
5,6 5,6 72,2
3.7 3,6 48,1
7,1 3,3 57,1
8.3
5,6
9,3
8,3
5.6
7,3
8.2
5,6
7.3
5,9
Aiding students in realizing their strengths
and wealcnesses
39
7
94,4 44,4
96,3 33,3
96,4 42.9
Importance
2
1
3
4
Personnel
5
A
B CD E
Percent Selecting Personnel
F
A
B
C
D
9.1
0,0
3,6
3.6
9.1 27,3
5.6 22,2
1,8 18.2
3,6 20,2
0,0
0,0
16,7
5,6
E
F
57, Assisting students in resolving emotional
problems
Dean of Students
Director of Voc, Ed,
Coun3elor
Totals
Assisting students in resolving ethical and
moral conflicts
Dean of Students
Director of Voc, Ed.
Counselor
Totals
Assisting the student in evaluating alternative educational opportualties
Deanof Students
Director of Voc. Ed.
Counselor
Totals
o
1
0
1
0
0
0
0
0
6
5
11
6
1
1
3
4
2
6
0
1
4
0
0
27
38
18
54
83
3
11
2
1
6
7
26
39
20
3
3
10
17
5
5
0
1
0
7
4
12
6
2
2
5
1
1
0
6
5
6
16
4
1
2
7
1
0
1
8
24
20
51
1
21
6
2
14
36
30
79
10
20
2
1
5
5
33
8
0
0
0
0
0
0
0
0
1
3
8
11
11
3
3
5
1
3
8
7
8
1
1
12
1
5
25
36
25
40
32
51
4
5
34
4
9
17
53
81
8
9
51
6
0
7
5
0
12
6
1
2
2
0
4
6
5
3
1
1
20
30
5
10
23
1
24
37
17
50
2
2
9
0
4
8
79
39
4
5
12
4
100,0 54,5
100.0 16,7
98,2 20.0
98,8 23,8
9,1
6,0
100,0
88,9
96,2
95,2
50,0
22,2
18,9
24,1
16,7 41,7
11,1 38,9
1,9 39.6
6,0 39.8
8,3
5,6
11,3
9,6
91,7
94,4
96,4
95,3
91,7 25,0 25,0 41,7
44,4 5,6 5,6 66,7
58,2
7,3
9,1 61,8
60,0 9,4 10,6 60.0
8.3
5.6
7.3
7.1
50,0
55,6
41,8
45,9
0.0
0.0
7,3
4,7
3,8
6,0
60, Using a career development 'model,
"tool, " or "system" in individual and group
coueiing (cample Holland's S elf-Directed
Search; Otto's Discovery Group Process; Ryan's
Reinforcement Procedure; or some other)
Dean of Students
0
Director of Voc, Ed,
0
Counse10
1
5
Totals
1
9
100,0
94,4
90,9
92,9
8,3
5,6
3,6
4,7
16,7
5,6
3,6
5,9
16,7
5.6
16.4
14,1
Importance
1
61. Using information from professional journals
to improve personal vocational counseling
techniques
Dean of Students
DirectorofVoc, Ed.
Counselor
Totals
0
0
0
0
2
3
Personnel
ABC D
Percent Selecting Personnel
4
5
1
11
6
2
4
91.7
11
1
4
1
13
18
52
81
4
4
0
3
25
2
12
8
7
100,0
96,3
42
5
20
16
8
6
4
5
4
2
9
5
4
3
2
20
1
4
1
6
3
17
6
8
21
5
27
35
17
E
F
A
B
C
D
E
F
50,0
61,1
46.3
96,4 50.0
16.7
83,3 50.0
82,4 52.9
69,8 34.0
74,4 40,2
33,3 41.7 33.3 16.7
29,4 23.5 17.6 11,8
20.8 45,3 17,0 30.2
24.4 40,2 19.5 24.4
33.3 33.3
5,6 22.2 22.2
3,7 22,2 14.8
6.0 23,8 19.0
0.0
5.6
13,0
9,5
Professional Improvement
62
Having professional journals readily available for staff (Examples: Vocational Guidance Quarterly, Journal of Counseling Psychology, Personnel and Guidance Journal,
American Vocational Journal, and/or others)
Deanof Students
Director ofVoc, Ed,
Counselor
Totals
0
1
2
7
2
1
2
7
3
0
3
18
11
24
6
22
32
37
1
14
23
4
14
20
61
33
20
33
9
16
0
0
1
3
6
2
2
4
8
5
9
4
6
9
16
1
0
2
6
3
0
0
75,0
88,9
1
7
14
24
49
11
2
18
6
8
8
25
34
8
1
18
74
25
5
28
11
8
89,1
87,1
10
14
16
63. Counselors participating in outside trade,
business, and industry professional organi
zations
Dean of Students
Director of Voc, Ed.
Counselor
Totals
41,7 8,3 33.3
50,0 11,1 33.3
20.0 3.6 32.7
29.4 5,9 32.9
16.7
16,7
10,9
12,9
0.0
0.0
14.5
9,4
Importance
1
Counselors participating in professional organizations related to vocational counseling and
guidance (Examples: American Personnel Guidance Association; National Vocational Guidance
Association; and/or others)
Dean of Students
0
Director of Voc, Ed.
0
Counselor
0
Totals
0
Providing in-service vocational/career counseling and guidance training for counseling
staff
Deanof Students
0
Director ofVoc. Ed.
0
Counselor
Totals
Participating in conferences concerning
vocational counseling and guidance
Dean of Students
Director of Voc. Ed.
Counselor
Totals
67, Providing community business field trips for
counseling staff
Deanof Students
Director of Voc, Ed,
Counselor
Totals
2
3
Personnel
5
A
B CD E
10
18
50
5
0
2
0
1
11
12
1
3
1
1
2
11
4
11
78
28
3
16
5
13
3
1
4
1
4
6
16
2
10
2
3
3
65 25
6
31
45
5
18
6
1
4
1
4
5
2
3
6
5
4
14
24
8
24 34
4
13
19
0
1
4
7
9
1
9
8
6
8
24
37
25
40
15
41
0
0
0
0
0
0
1
7
0
0
0
1
4
4
4
21
17
53
2
2
4
29
82
47
7
7
31
42
0
0
0
0
0
Percent Selecting Personnel
4
12
8
11
F
B
83,3
100,0
90,9
91,8
41.7
61.1
21,8
32,9
27
75.0
83.3
74.5
76,5
25,0
33.3
29,1
29.4
1
2
100,0
1
5
8
14
10
21
1
11
9
22
2
16
38
0
7
4
1
9
3
1
8
2
1
3
2
11
2
15
2
30
39
13
4
6
10
28
7
31
55
9
31
1
8
5
17
25
9
48
13
4
14
19
11
A
C
D
0.0 16,7
5,6 16,7
3.6 20,0
3.5 18.8
E
F
0.0 8,3
5,6 5.6
7,3 20,0
5.9 15.3
33,3 8.3
55,6 11.1
5,5 56.4 5,5
7,1 52,9 7.1
33.3
27.8
32,7
31.8
66,7 8,3 33,3 8,3
94.4 61,1 11,1 38.9 5,6
96.4 50.9 7,3 56,4 14,5
96,5 55.3
8,2 49.4 11.8
16.7
27,8
25,5
24,7
75.0
83,3
56.4
64,7
25.0
27,8
30,9
29.4
8,3
11,1
8,3 66.7
11,1 50.0
10.9 56,4
10.6 56,5
16,7
8.3
5.6 22.2
18,2 25,5
15,3 22.4
Importance
1
Obtaining (periodically) additional field or
work experience in business or industry in the
community
Dean of Students
0
Director of Voc, Ed.
0
Counselor
2
Totals
2
Obtaining a.dditional professional training
in occupational, vocational and career
couiaeling techniques
Dean of Students
Director of Voc. Ed.
Counselor
Totals
Writing articles concerning vocational!
career counseling
Deanof Students
Director of Voc. Ed.
Counselor
Totals
0
0
0
2
3
4
Personnel
5
A
B CD E
Percent Selecting Personnel
F
A
B
C
D
E
F
33,3
55.6
30,2
36.1
8.3
11.1
11.3
10.8
66,7
44,4
49,1
50,6
33,3
33.3
24,5
27,7
8.3
16,7
2
4
5
1
9
4
1
8
4
1
0
3
8
6
3
37
10
16
2
19
26
6
7
62
30
9
26
42
13
25
7
7
15
16
13
8
12
23
11
75,0
88,9
69.8
74,7
1
9
2
12
5
1
4
2
2
100,0
1
8
9
23
17
51
80
11
1
4
1
3
30
6
12
8
14
22
7
46
10
17
2
1
3
1
1
5
1
0
1
15
0
0
0
5
0
0
7
27
44
5
5
3
2
2
0
10
1
0
2
14
13
21
6
1
24
26
24
8
3
46
71
34
9
16
7
5
24
0
14
14
7
27
15
10
12
132
13.3
41.7 8.3 33.3 16.7 16.7
94,4 61.1
5,6 22.2 5.6 16.7
92,7 54,5 10,9 25,5 12,7 21,8
94.1 54.1
9.4 25.9 11.8 20.0
75,0 16,7
88.9 27.8
83.6 12.7
83.5 16.5
25,0
8.3
0.0
0.0
43.6
31.8
25.5
17.6
8,3
5,6
18.2
14.1
36.4 27.3 18,2
38.9 5.6 11.1
38.9 9.3 11.1
9,1
5,6
9,3
38,6
8.4
8.3
5.6
9,1
8.2
Resource Material
Maintaining records of student progress as
a result of counseling
Deanof Students
0
1
1
6
3
10
7
4
3
2
1
Director ofVoc, Ed,
0
0
3
8
7
16
11
1
2
1
Counselor
Totalr
3
5
21
36
62
6
5
25
8
18
5
6
17
31
24
3
7
21
32
9
10
7
42
90,9
88.9
66,7
74,7
63,6
61.1
44,4
50,6
10,8
12,0
Importance
1
2
3
4
Personnel
5
A
B CD E
Percent Selecting Personnel
F
A
B
C
D
E
F
16,7
16,7
16,7
5.6
5.6
7.1
72. Obtaining and using student historical
records for counseling
Dean of Students
o
0
0
5
S
2
11
9
4
4
2
2
Director of Voc, Ed,
1
5
6
6
11
3
1
2
6
4
3
7
15
73
23
43
2
2
17
28
7
Totals
22
32
5
15
2
Couns elor
17
45
24
8
9
6
Dean of Students
0
0
1
8
3
10
5
3
3
0
1
4
7
6
12
9
7
6
4
1
Director of Voc, Ed,
Counselor
Totals
2
2
0
0
2
13
33
7
35
16
13
12
18
48
16
57
30
23
25
35
6
3
9
17
0
0
5
5
2
9
4
2
4
1
2
1
1
5
4
14
3
18
8
5
13
5
28
34
l4
36
59
12
3
26
17
4
20
28
2
4
6
16
3
2
7
22
8
18
0
0
0
0
0
3
1
1
1
12
7
2
4
4
8
9
5
1
6
5
0
17
11
0
1
20
44
27
30
41
3
27
23
28
9
2
15
4
73
22
40
11
91.7
94,4
83.3
86.9
75.0 33,3 33.3
61,1 27.8 11,1
42.6 27,8 3,7
51.2 28,6
9,5
83,3
66,7
63.6
67,1
41,7
50,0
29,1
35,3
25,0 50.0
38,9 22,2
23,6 45,5
27,1 41,2
75,0
77.8
66,7
70.2
33,3
33,3
29,6
31,0
16,7 33,3
16,7 22,2
22,2 37,0
20,2 33,3
7,4
10,7
Conducting follow_up studies for the purpose
of determining the effectiveness of vocational!
career counseling
Providing a process to evaluate occupational
counseling effectiveness by measuring stu
dent opinions obtained in interviews
Deanof Students
Director of Voc, Ed.
Counselor
Totals
8.3
25,0
11.1
10.9 21.8
10,6 20.0
11,1
8,3
11,1
9,3
16,7
16,7
24,1
9,5 21,4
75, Working with local vocational program
advisory commiti C CS
Dean of Students
Director of Voc, Ed,
Counselor
Totals
10
9
41,7 8,3
33,3 27,8
55,6 16,7
48,8 17,9
8,3 100,0 58.3 16.7
0,0 94,4 61,1 0.0
5,6 81,5 40,7 15,7
4,8 86,9 47,6 13,1
Importance
1
76, Conducting community surveys concerning
job or career opportunities
Deanof Students
Director of Voc, Ed.
Counselor
Totals
Having available community job opportun
ities lists for students
Deanof Students
DirectorofVoc, Ed,
Counselor
Totals
Providing studenta with current employment
and career opportunities in the community
and state
Deanof Students
Director of Voc, Ed.
Counselor
Totals
Having appropriate job description materials
Deanof Students
Director of Voc. Ed.
Counselor
Totals
80, Knowing the requireme-ota and opportunities
in apprenticeship training
Deanof Students
Director of Voc, Ed.
Counselor
Totals
2
3
Personnel
4
5
A
0
0
0
0
3
0
0
0
0
0
0
0
0
0
0
0
0
5
0
2
7
0
0
0
11
24
0
13
36
0
0
0
0
0
1
5
2
1
5
6
10
1
5
3
7
26
36
39
9
10
32
51
0
0
0
0
.0
0
1
4
7
3
8
5
7
27
9
38
20
35
0
0
B CD E
Percent Selecting Personnel
F
A
B
C
41.7
47.4
25,5
32,9
16,7
21,1
25,5
23,2
25,O
41,7
44,4
30,9
35.3
33,3
38.9
29,1
31,8
50,0 33,3 16,7 50.0
44.4 33.3 38.9 27.8
27,3 32,7 25,5 61,8
34.1 32.9 27,1 52.9
41,7
44,4
45,5
44,7
41,7 41,7 33,3 16,7 50.0
44.4 44,4 33,3 33,3 27,8
34,5 25.5 34,5 27,3 43.6
37.6 31,8 34.1 27,1 41.2
75,0
55,6
58,2
60,0
58,3
50,0
56,4
55,3
1
2
6
3
5
2
3
11
3
3
1
2
11
5
9
4
2
16
7
1
1
19
23
19
12
13
13
5
39
36
20
27
19
10
66
10
20
10
14
1
6
5
6
6
8
7
8
7
5
13
17
16
15
4
6
18
2
8
25
5
8
17
4
2
14
34
16
39 30
30
27
29
28
23
45
7
9
20
36
23
5
5
5
4
2
6
8
8
8
6
6
5
25
38
19
14
27
19
15
24
32
29
23
35
7
4
5
3
5
9
31
7
20
4
22
5
3
22
47
31
31
30
14
22
11
8
3
11
8
3
14
11
6
13
11
41
66
27
8
33
46
17
57
23
42
4
14
21
10,5
9,8
12,2
D
F
91,7 25.0 25,0
84.2 36,8 5.3
76,5 19,6 19,6
80.5 24,4 17,1
33,3 41.7
38,9 22.2
36.4 40.0
36,5 36.5
91.7 66,7 25,0
77,8 61.1 33.3
78,8 51.9 15,4
80,5 56,1 20,7
F
91,7
72.2
63,5
69,5
25.0 41.7
27.8 16,7
40.0 25.5
35,3 25.9
66.7 25.0
61,1 22.2
44,2 26,9
51,2 25.6
Importance
l
81
Knowing the rules, regulations and requirements of occupations requiring special certification
Dean of Students
o
Director of Voc, Ed,
O
2
3
4
Personnel
5
A
B CD E
Percent Selecting Personnel
F
0
0
1
3
7
10
7
3
11
10
1
3
9
13
8
3
0
4
4
10
14
20
36
36
59
21
36
4
10
14
31
56
13
0
0
6
21
22
45
12
0
0
0
0
0
0
0
0
3
6
10
3
29
45
Obtaining occupational information from
various outside sources
Deanof Students
Director of Voc, Ed,
Counselor
Totals
0
0
0
0
0
0
Assisting teachers in securing and utilizing
occupational information
DeanofSt-udants
Director of Voc. Ed.
Counselor
Totals
0
0
0
0
0
0
Knowing the component parts of an occupation or job
Dean of Students
Director of Voc, Ed.
Counselor
Totais
0
0
0
0
0
0
5
5
Couns eior
Totals
30
13
A
B
90,9
72,2
65,5
70.2
63,6
44.4
38,2
42.9
66.7
77,8
76.4
75.3
50.0 25.0
55.6 22,2
52.7 18,2
52,9 20,0
75.0
50.0
49.1
52.9
50.0
11.1
16,4
20,0
58,3
77,8
74,5
72,9
41,7 33,3
55,6 11,1
50.9 27,3
50,6 24,7
66.7
50.0
54,5
55,3
41.7 25.0
33,3
0.0
25,5 18.2
29,4 15.3
66,7
66.7
66.7
66.7
33,3
22,2
42,6
36.9
81,8
66,7
68,5
69,9
72.7 27,3 90,9
38,9 11,1 55,6
40,7 9,3 53,7
44,6 12,0 59.0
C
D
E
F
27,3 100.0
90,9 9.1
72,2
1.7 77,8
0.0
7,3 56.4 40,0 21.8
11,9 66,7 53,6 15.5
82. Obtaining occupational information from
vocational instructors
Dean of Students
Director ofVoc. Ed,
Counselor
Totals
4
7
5
8
9
19
30
25
39
14
42
3
5
6
8
21
23
30
36
3
5
4
3
7
8
1
18
25
1
24 37
10
22
36
56
1
6
4
5
5
8
22
13
14
28
24 26
37
58
1
1
2
11
16
4
4
10
13
64
7
14
41
62
9
9
6
2
2
0
10
17
27
9
10
45
17
12
4
5
4
8
S
3
10
2
9
6
0
28
15
21
30
47
14
10
43
25
13
8
4
2
4
23
1
10
13
3
3
1
12
9
30
11
9
31
12
53
17
11
9
8
10
10
3
7
22
3
2
10
12
14
1
5
29
24
11
10
49
48
15
37
1
16,7 83.3 25.0
5.6 72,2 16,7
16,7 55.6 20.4
14,3 63,1 20.2
90,9
77.8
44,4
57,8
16.7
0,0
18,2
14.1
8.3
5,6
16,7
13.1
27.3
5,6
20,4
18.1
Importance
12
3
Personnel
4
5
A
B CD E
Percent Selecting Personmsl
F
A
B
C
66.7
66,7
61,8
63.5
33,3
44,4
52,7
48,2
25,0
22,2
40,0
34,1
58,3
44,4
52,8
51,8
41.7
33,3
37,7
37.3
41,7 75.0 33.3 25,0
27,8 66,7 33,3 5,6
37,7 50,9 15,1 15,1
36,1 57.8 21,7 14,5
D
E
F
Etablishing a central source of occupational
inform ation
DeanofStude,ts
0
0
1
S
6
8
4
3
3
1
2
Director of Voc, Ed,
Counselor
Totals
0
1
9
8
12
8
4
7
2
2
1
0
0
7
23
24
34 29
22
28
8
13
1
0
9
37
38
54
41
29
38
11
17
0
0
0
0
0
7
5
7
5
5
9
4
3
3
8
7
8
6
5
12
6
1
0
0
8
28
17
28
11
43
29
43
20
30
27
48
8
0
20
31
8
0
18
12
0
0
1
9
2
10
7
2
10
4
1
0
0
8
6
1
16
0
0
51
51
16
41
63
63
10
36
36
0
9
0
14
74
74
8
0
4
10
15
0
0
0
0
0
0
0
0
2
3
7
3
2
10
31
6
10
7
4
19
9
14
45
2
4
4
5
13
5
1
36
21
10
26
48
68
52
28
21
41
9
17
10
13
25,0 8,3 16,7
38.9 11.1 11.1
50,9 14,5 23.6
44,7 12,9 20,0
Maintaining records of current occupational
trends
Deanof Students
Director of Voc, Ed,
Counselor
Totals
Knowing about occupational training pro.grams at other educational iestitutions
Dean of Students
Director of Voc. Ed.
Counselor
Totals
24 20
28
16
9
83,3 58.3 16,7
77.8 44.4
5.6
92,6 66,7 24,1
88.1 60.7 19,0
33,3
8,3
88,9 55.6 0,0
68.5 40,7 14.8
75.0 42.9 10,7
75,0
77,8
83,3
81,0
58,3
72.2
83.3
Having available occupational reference
material such as: Dictionary of Occupational Titles; Occupational Outlook Handbook; Occupational Outlook Quarterly
and/or other
Dean of Students
Director of Voc, Ed,
Counselor
Totals
50,0
55.6
66,7
61,9
16,7
27.8
38,9
33.3
25,O 16,7
27.8 5.6
38.9 16,7 18.5
48.8 20.2 15,5
Impoance
1
90.
Providing audio'-visual materials for
vocational/career counseling
Dean of Students
Director of Voc, Ed,
3
4
Personnel
5
A
B CD E
Percent Selecting Personnel
F
A
75,0
76.5
B
C
D
E
F
16.7
11,8
25,0
5.9
18. 5
16. 9
24. 1
20. 5
91,7 91.7 16,7 83.3 58.3
94,4 83,3 55.6 61. 1 61,1
25.0
22.2
40, 7
24, 1
47.6
23.8
0
0
0
i
5
6
1
9
6
1
4
2
3
7
5
13
7
1
6
2
1
0
0
1
27
42
27
12
13
39
12
64
40
14
20
30
10
2
19
30
4
7
14
17
your institution
Deanof Students
Director of Voc, Ed,
Counselor
Totals
0
0
0
0
0
1
11
11
11
2
10
7
3
1
2
15
17
15
10
11
11
i
4
0
28
49
77
29
22
40
90. 7 68. 5
54
39
60
13
21
37
63
17
0
7
8
18
i
20
91.7 75.0 34,5
Knowing the socio-econosnic conditions of
the local community
Dean of Students
Director of \Toc, Ed.
Counselor
Totals
0
0
1
0
5
6
11
9
5
10
9
4
0
3
8
7
15
11
4
13
8
1
0
0
1
10
33
53
47
31
48
74
18
13
25
38
18
2
27
70
26
43
14
19
0
0
0
0
3
ii
5
7
6
2
3
4
16
2
9
20
5
17
33
23
29
50
U
7
9
30
46
Counselor
Totals
91,
2
77, 8
77, 1
50.0 8.3 33.3
41.2
5,9 35.3
50,0 22. 2 37. 0
48. 2
16. 9
36,, 1
Knowing the curriculums and requirements
of all the vocational programs available at
31, 5
72,2
71.4
91,7 75,0 41,7 83,3 75,0 33,3
83,3 61. 1 22,2 72.2 44,4
5,6
88, 9 61, 1 33, 3 87.0 48. 1 25, 9
88,1 63,1 32,1 83,3 51,2 22,6
Testing and Evaluation
Providing occupational preference or
interest surveys (Examples: Kuder Occupational Interest Survey; Strong Vocational
Interest Bank, 11. S. Dept. of Labor Check
List or some other)
Dean of Students
DirecLorcfVoc, Ed,
Counselo
Totals
77
2
2
1
1
4
2
0
0
11
6
5
5
17
10
6
6
91,7
88.9
92,6
91,7
58.3
50,0
55,6
54,8
16.7
22.2
16.7
11,1
20. 4
11, 1
20,2
11.9
8.3
8.3
0.0
0.0
9.3
9.3
7.1
7.1
Importance
2
1
3
4
Personnel
5
A
B CD E
Percent Selecting Personnel
F
A
B
C
91. 7
58,3
50.0
D
E
16. 7
8.3
8. 3
8.3
22.2
11.1
0.0
S. 6
7, 1
3. 7
0.0
74
6.0
F
Providing attitude, maturity, self-concept,
and self-esteem inventories or scales (Examples: Super's Career Development Inventory, Crite's Career Maturity Inventory,
Gheselli's Sell-Esteem Scale or some other)
Dean of Students
DirectorofVoc. Ed.
Counselor
Totals
Providing aptitude tests (Examples:
General Aptitude Test Battery, HerinonNelson College Aptitude Test, Differential
Aptitude Test, Washington Pre-College or
some other)
Dean of Students
DirectorofVoc. Ed.
Counselor
Totals
Providing achievement tests (Examples:
Calif. Achievement, Iowa Basic Skills or
some other)
Dean of Students
Director of Voc. Ed.
Counselor
Totals
0
0
3
8
1
11
7
2
1
1
1
1
4
4
6
3
16
9
4
2
0
88,9
1
1
13
24
15
49
24
9
3
2
0
4
5
20
33
19
76
40
15
6
3
5
90. 7 44. 4
90. 5 47.6
16. 7
2
0
0
1
1
6
4
10
5
2
2
1
1
83. 3
2
4
6
6
16
10
3
2
0
4
11
20
51
5
9,1
30
77
27
42
7
16
20
32
8.3
0.0
0.0
7
12
9
1
7
49,4
16.7
15.7
12.7
14,1
16.7
11.1
0
88.9
92,7
90.6
41.7
55.6
0
0
0
10.6
1.2
2
0
1
7
1
7
3
2
2
2
0
63.6
27.3
18.2
18,2
0
2
6
7
3
2
3
1
77. 8
33, 3
11. 1
11. 1
II
16
8
.Z
5
79.6
9,3
30
12
64
11
9
7
77. 1
46,3
41.0
13.0
13
6
11
6
4
17
24
6
25
34
2
2
14
43
13. 3
10. 8
lS, 2
16 7
11.1
13, 3
6
49, 1
17.9
3.6
8.3
0.0
10,9
8,2
00
5,6
11.1
8, 4
Importance
1
Providing vocational/career group learning
insts'uction based on student need
Dean of Students
Director of Voc. Ed.
Counselor
Totals
0
0
0
0
Using the Washington Occupational Information System in counseling
Dean of Students
0
DirectorofVoc. Ed.
0
0
0
Counselor
Totals
Providing computer assisted career counseling methods
Dean of Students
Director of Voc, Ed.
2
Personnel
4
5
0
3
8
5
1
4
3
15
8
1
2
8
2
10
22
5
1
21
3
iS
34
29
44
67
18
31
0
A
Percent Selecting Personnel
F
90. 9
4
1
6
1
5
17
9
44 40
12
17
8
6
6
25
61
18
27
18
8
6
8
28
34
9
0
1
3
1
6
6
1
2
8
1
3
4
6
18
5
16
25
2
8
1
18
5
38
64
72. 7
6
7
3
7.4
28
3
1
4.9 25,9 34,6
21
4
i
20 0
4
2
10
16
30. 0
38, 9
34, 0
4
8
1
40. 0
22. 2
24. 5
18
13
2
10. 0
5, 6
3, 8
13
10
16
6
6
22
50. 0
44, 4
2
2
7
19
F
80. 0
83. 3
83. 0
82, 7
3
2
E
0
5
1
D
2
10
21
36
4
C
7
5
70
B
3
3
14
A
4
4
1
0
0
Counselor
Totals
B CD E
3
34,0
38.3
18, 2
27, 3
0. 0
7. 5
36. 4
9, 1
88.9 72,2 22,2
84,6 76,9 23, 1
86.4 75,3 22,2
38,9 33.3
32,7 15.4
33,3 22,2
11, 5
72. 7
18. 2
18, 2
55.6
27, 8
33.3
60. 8
8
2
2
2
1
5
6
3
2
40
10
31
11
13
7
5
90. 9
88. 9
78. 4
66
49
18
21
12
8
82.5
61,3
21,6
22,5
1
2
1
90. 9 63, 6
27. 3
3
1
3
2
83,3
13
10
13
10
18
63
7
9
30
46
3
14
10
15
38
19
12
18
13
5
2
2
2
10
23
2
2
2
6
10
14
18
6
10
8
5.6
9,9
9, 1
11. 1
25, 5
18. 2
16. 7
13. 7
26,3
15.0
10.0
9. 1
18. 2
9. 1
9, 8
100, Providing placement tests to incoming students
Dean of Students
Director of Voc, Ed,
Counselor
Totals
30
50.0 16.7
69, 1 54, 5 23,6
75,0 54.8 22.6
5.6 16.7 11.1
18.2 23.6 18.2
14.3 21.4 15.5
1
72. 7
45. 5
18,2
1
100.0
73.1
79,0
55.6
44,2
101. Providing performance tests to measure the
effectiveness of vocational and career
counseling
Dean of Students
Director of Von, Ed,
Counselc'
Totals
1
0
3
5
2
3
8
9
5
13
12
8
24
4
20
29
8
38
10
46, 9
18,2
11,1
11,5
12,3
11, 1
26,9
22. 2
18,2
11,1
11,5
12,3
9. 1
5.6
15,4
12,3
128
APPENDIX C
TABULATION OF RANK ORDER
OF MEANS OF 101 ITEMS
Dean of Students
Director of Voc, Ed,
Counselor
Mean
Rank
Mean
Rank
Mean
4. 5000
15, 13
4, 1667
35, 11
4.7818
1
Assisting students in viewing themselves as worthy and worthwhile
members of society
4. 8333
2, 5
4, 2222
27, 13
4.6981
2
Providing a comprehensive vocational and career counseling and
guidance program
4, 6667
75
4, 7222
2
4. 6909
3
Promoting vocational/career counseling as a necessary function of
the comprehensive community college
4,8333
2.5
4,4444
7,2
4,6182
4
Providing individual counseling with students regarding vocational
and career aptitudes and interests
4. 5000
15, 13
4, 5294
4
4, 5962
5
Using counseling techniques to help students solve personal and
social problems
4, 5833
9,2
3, 8333
69. 5
4, 5849
6
Having an adequate budget for vocational counseling program needs
4.7500
5,5
4, 1667
35, 11
4.5818
7
Assisting students to integrate educational experience with applied
experiences in a chosen career
4,2500
42,17
4,3333
18,25
4.5741
8
Knowing the appropriate educational experiences that would assist
the student achieve a vocational goal
4, 5833
9, 2
4, 5000
5, 5
4, 5660
9
Knowing the philosophy, goals, and policy of your community college
concerning the providing of vocational counseling and guidance
4. 8182
4
4, 4444
7.2
4, 5000
10.5
Dictionary
of Occupational Ti ties; Occupational Outlook Handbook; Occupational
Outlook Quarterly and/or others
4, 4167
24, 1
4, 3333
18. 25
4, 5000
10. 5
53.
Assisting students in :reroving interpersonni and social conflicts
4,5000
15,13
3,8235
73,5
4.4815
12
57.
Arsirting atudents in resolving emotional problems
4,4545
23
3,9444
58,25
4,4545
13
35.
52,
1,
27,
4.
36,
42,
26.
Assisting students in analyzing career and life style decisions as related
to planned goals
Rank
89, Having available occupational reference material such as
Dean of Students
Director of Voc, Ed.
Counselor
Mean
Rank
Mean
Rank
Mean
more appropriate occupational field
4, 5833
9, 2
4, 2778
22, 33
4, 4364
14
Aiding students in reali2ing their strengths and wealciesses
4. 4167
24, 1
4. 0556
50, 33
4, 4259
15
Maintaining an appropriate environment in which to provide vocational
and career counseling and guidance
4.4167
24.1
4.1111
44,17
4. 4151
16. 33
4. 7500
5,5
4, 4444
7.2
4. 4151
16. 33
Promoting faculty and administration understanding of vocational!
career counseling and guidance concepts
4. 4167
24. 1
4, 2222
27, 13
4.4151
16.33
Assisting students in choosing between a vocational, liberal arts, or
general education program
4,5000
15.13
4.1667
35.11
4. 3962
19
Providing special vocational/career counseling programs to disadvantaged and handicapped students
4,3333
36,2
4,5000
5,5
4. 3889
20
Seeking community agency assistance for students with needs beyond
the capabilities of the counseling staff
4. 0000
60.11
4. 1111
44, 17
4,3846
21
Providing a career Center and appropriate staff
4,0000
60, 11
3. 8889
63.2
4.3636
22,5
4. 5833
9, 2
4, 2222
27, 13
4,3636
22,5
Knowing the similarities and differences between a liberal arts, vocational, and community service education program
4, 2500
42, 17
4.1111
44,17
4,3455
24,5
Providing in-service vocational/career counseling and guidance training for counseling staff
4, 5000
15. 13
4,3889
13. 2
4, 3455
24. 5
4, 3333
26
Rank
54, Assisting less academically able students to redefine their goals to a
56.
2,
28. Knowing the philosophy of comprehensive community college
29,
37.
40.
51.
6.
59, Assisting the student in evaluating altercative educational opportunities
30.
65,
91, Knowing the curñcuknns and requirements of all the vocational pro-
grams available at youi institution
4. 9167
4, 7778
1
Dean of Students
Director of Voc. Ed.
Counselor
Mean
Rank
Mean
Rank
Mean
Obtaining additional professional training in occupational, vocational
and career counseling techniques
4. 0833
54. 17
4. 4444
7. 2
4. 3273
27
25,
Knowing the objectives and philosophies of vocational education
4. 3636
34. 5
4. 2778
22. 33
4, 3091
28. 5
50.
Assisting students in curriculum choices
4. 5000
15. 13
4, 4444
7. 2
4 3091
28. 5
18,
Assisting students in obtaining financial aid
4. 4167
24. 1
4. 3889
13. 2
4, 2963
30
69.
Rank
79.
Having appropriate job description materials
4. 4167
24. 1
4. 2778
22. 33
4, 2909
31
80.
Knowing the requirements and opportunities in apprenticeship training
4, 5000
15. 13
4, 2778
25. 5
4, 2885
32
Providing information about current occupational trends to individuals
or groups being counseled
4. 6667
7. 5
4. 4118
12
4. 2593
33
Obtaining occupational information from vocational instructors
49.
82.
4. 1667
49, 2
4, 3889
13, 2
4, 2545
34 5
86. Establishing a central source of occupational information
4, 4167
24. 1
4, 3889
13. 2
4. 2545
34, 5
83, Obtaining occupational information from various outside sources
4.0833
54. 17
4. 2222
27, 13
4, 2000
36
58. Assisting students in resolving ethical and moral conflicts
4. 1667
49.2
3. 8333
71. 5
4. 1887
37
Knowing about occupational training programs at other educational
institutions
4. 0833
54.17
4.1111
44.17
4.1852
38.5
Providing occupational preference or interest surveys (Examples:
Kuder Occupational rnterest Survey; Strong Vocational Interest Bank;
U. S. Dept. of Labor Check List or some other)
3,9167
69,25
3.6111
85, 5
4, 1852
38, 5
Providing adequate vocational and general guidance service for evening students
4.2500
42,17
4,0000
54.25
4,1818
40
Maintaining records of current occupational trends
4, 4167
24, 1
4, 2222
27, 13
4, 1698
41, 5
4, 2000
48
3. 8333
71, 5
4, 1698
41, 5
88.
93.
8.
87.
97. Providing vocational/career group learning instruction based on student
need
Dean of Students
Director of Voc, Ed.
Counselor
Mean
Rank
Mean
Rank
Mean
Rank
ii,
Providing orientation sessions to new students
4. 4167
24. 1
3, 8889
63.2
4, 1636
43, 5
78,
Providing students with current employment and career opportunities
in the community and state
4. 5833
9, 2
4,3889
13.2
4. 1636
43, 5
Providing special vocational counseling to students with different
socio-economic backgrounds
4.2500
42.17
4.1667
35.11
4. 1538
45
Participating in conferences concerning vocational counseling and
guidance
4. 2500
42. 17
3. 8889
63.2
4. 1455
46
92,
Knowing the socio-economic conditions of the local community
4. 3333
36.2
4. 2222
27. 13
4. 1111
47
77.
Having available community job opportunities lists for students
4.3333
36.2
4, 3333
18.25
4. 0727
48
16.
Knowing the concepts of cooperative work experience
7500
77. 2
3. 7778
75. S
4.0545
49,5
1667
49. 2
4.0556
50. 33
4.0545
49.5
Providing assistance to students to plan and implement employment
or continuing education action following vocational training
4.1667
49,2
4,1667
35,11
4.0370
51
Encourage students to find a solution to their occupational search
problems
4.2500
42.17
4.1667
35.11
4.0364
52,5
Knowing the mies, regulations and requirements of occupations requiring special certification
4. 5455
14
4. 3333
18.25
4.0364
52, 5
13,
Assisting students in obtaining job placement after training
4. 5000
15,13
4,5882
3
4,0182
54,5
95.
Providing aptitude tests (Examples: General Aptitude Test Battery,
Hermon-Nelson College Aptitude Test, Differential Aptitude Test,
Washington Pre-College or some other)
4. 0833
54. 17
3,8889
63.2
4.0182
54,5
Promoting information seeking behavior of voc.aional suat
3. 3333
96
3, 4375
89
4. 0000
56
41.
66,
20, Providing information about your institution's vocational/career
counseling program to other professionals and to the community
53.
47,
81,
43,
Dean of Students
22.
7.
94,
Director of Voc. Ed.
Counselor
Mean
Rank
Mean
Rank
Mean
Knowing the local community power structures and pressure groups
influencing vocational education
4.3333
36,2
3. 8235
73, 5
3. 9818
57
Utilize faculty members as part of the guidance program
3. 7500
77.2
4.1111
44.17
3. 9455
58
Crite's Career Maturity Inventory, Gheselli's Self-Esteem Scale or
some other)
3.8333
74.5
3.3333
93
3.9444
59
Assisting with student registration
4.0000
60. 11
4.0000
54.25
3.9091
60
3.8333
74.5
3.4118
90
3.8868
61
and guidance
4. 0833
54. 17
3. 9412
62
3. 8704
62
Coordinating with vocational instructors concerning the progress of
students who have been counseled
3. 9167
69. 25
4.0556
50. 33
3. 8545
63
Counselors participating in professional organizations related to vocational counseling and guidance (Examples: American Personnel
Guidance Association; National Vo cationa 1 Guidance Association;
and/or others)
3.6667
83.25
3. 5556
87.5
3. 8364
64
Knowing the objectives for vocational counseling and guidance as
specified in the State Plan for Vocational Education
3. 6667
83. 25
3. 9444
58, 25
3. 8333
65
Conducting community surveys concerning job or career opportunities
3. 9167
69. 25
4, 0526
53
3, 8235
66
Interpreting the legal liabilities involved in counseling
4. 3333
36.2
3.6667
80. 25
3, 8182
67. 5
Rank
Providing attitude, maturity, self-concept, and sell-esteem inventories or scales (Examples: Super's Career Development Inventory,
10.
62. Having professional journals readily available for staff (Examples:
Vocational Guidance Quarterly, Journal of Counseling Psychology,
Personnel and Guidance Journal, American Vocational Journal, and/or
others)
33. Knowing the various philosophies of vocational and career counseling
44.
64.
32.
76,
5.
Dean of Students
Director of Voc, Ed,
Counrelor
Mean
Rank
Mean
Rank
Mean
Rank
Conducting follow-up studies for the pupase of determining the
effectiveness of cocational/career ccune1ing
4.1667
49,2
40000
54,25
3.8182
67. S
23.
Utiliaing the services of locai and state vocational education agencies
4. 3636
34, 5
3, 8889
63, 2
3, 8148
69. 33
61.
Using information from professional journals to improve personal
vocational counseling techniques
3,5833
88
3,7222
77,5
3.8148
69,33
Assisting teachers in securing and utiliting occupational information
4,0833
54. 17
4. 2778
25. 5
3, 8148
69, 33
4. 4167
24. 1
4. 1667
35. 11
3. 7778
72
Assisting students to participate in activities or organizations that
relate to the students' vocational or career interests
3, 1667
97
3. 1111
96
3,7407
73
Identifying and seeking out students who need vocational/career
counseling and guidance
4.0000
60. 11
4,1667
35, 11
3,7358
74
17.
Securing on-the-job training positions for students
4.0000
60, 11
3, 9444
58. 25
3. 7308
75
24.
Providing bulletin board or other display to promote vocational
opportunities or information
4.0000
60. 11
3.6667
80. 25
3. 7091
76
12,
Holding exit interviews with withdrawing students
3. 6667
83, 25
3. 7778
75, 5
3, 6727
77
85.
Knowing the component parts of an occupation or job
4. 2727
41
4, 1667
35, 11
3. 6667
78
98.
Using the Washington Occupational Information System in counseling
4.0000
60. 11
3, 7222
77, 5
3, 6538
79
9.
Using specific counselors or specified personnel as specialist in vocational counseling and guidance
3, 9091
73
4.0000
54, 25
3, 6296
80
Providing placement terts to incoming studmts
3, 5455
89
3.2778
94
3,6182
81
3, 3636
95
3.5556
87. 5
3, 6000
82
73.
84,
75. Working with local vocational program advisory committees
15,
46.
100.
21,
Coordinating your .............
-:.1 counseling and guidance program with
other educational ou otions
Dean of Students
Director of Voc, Ed.
Mean
Rank
Mean
Rank
Counselor
Mean
Rank
90.
Providing audio-visual materials for vocational/career counseling
3.6667
83. 25
3, 7059
79
3, 5926
83
99,
Providing computer assisted career counseling methods
3. 8182
76
3. 2222
95
3. 5686
84
74.
Providing a process to evaluate occupational counseling effectiveness
by measuring student opinions obtained in interviews
3. 7500
77.2
3.6667
80. 25
3. 5556
85
3, 9167
69. 25
3, 3889
91. 5
3. 4808
86
3.4167
93, 5
3, 3889
91, 5
3.4182
87
Maintaining records of student progress as a result of counseling
4.0000
60, 11
4, 2222
27. 13
3.4074
88
3. Knowing state certification requirements for vocational counselors
3, 7273
82
3. 6471
84
3, 4000
89
Obtaining and using student historical records for counseling
3. 7500
77. 2
3, 9444
58, 25
3. 3889
90
Counselors participating in outside trade, business, and industry professional organizations
3.7500
77.2
4. 1111
44. 17
3.3818
91
4,0000
60. 11
3. 8750
68
3, 3462
92
Organizing and defining vocational/career counseling through measureable performance objectives
3. 5000
90. 5
3.8333
69. 5
3. 3148
93, 5
Providing achievement tests (Examples: Calif. Achievement, Iowa
Basic Skills or some other)
3,4545
92
3,6111
85, 5
3,3148
93. 5
Providing community busifless field trips for counseling staff
3. 5000
90. 5
3, 6667
80. 25
3, 2364
95
Obtaining (periodically) additional field or work experience in buiness or industry in the conmnnit7
3.4167
93, 5
4, 2222
27, 13
3, 1698
96
31, Working with other counselor and guidance personnel in the state to
formulate a policy of vocational counseling
60,
Using a career development "Model," "Tool " or "System" in
individual and group counseling (Example: Holland's Sell-Directed
Search; Otto's Discovery Group Process;
cedure; or some other)
63,
yan5 Reinforcement Pro-
45. Assisting students in adjusting to their career
48.
96.
67,
8,
Dean of Students
Mean
101,
Rank
Director of Voc, Ed,
Mean
Rank
Counselor
Mean
Rank
Providing performance tests to measure the effectiveness of vocational
and career counseling
3.6364
87
2,9444
97
3.1346
97
Providing community business and industry field trips for students
being counseled
2, 8333
98
2.8889
98
3.0545
98
19. Assisting students in obtaining housing
2.4167
100
2.6667
99
2. 8000
99
34.
Knowing the history of vocational counseling and guidance
2, 5455
99
2.6111
100
2.7451
100
70.
Writing articles concerning vocational/career counseling
2.0833
101
2.1111
101
2.4000
101
14,
137
APPENDIX D
SUPPORTING STATISTICAL DATA
KOLMOROGOV- SMIRNOV
138
KOLMOROGOV-SMIRNOV
TWO SAMPLE TEST DATA
values of 5,991, 7.3778, 9.210 and 10. 5966 are necessay to reject the null hpothesis that there
is no difference in perception of importance among two populations at the .05, .025, .01, and .005
levels of confidence with two degrees of freedom.
X2
Question
Nmn bet
Deans of Students
and Directors of
Vocational Education
Directors of
Vocational Education
and Counselors
Counselors and
Deans of
Students
14
15
.355
.800
.129
4,999
3.200
3.200
.800
.976
.201
.200
4.355
.556
.608
.800
.089
16
. 800
1. 245
3. 989
17
.089
.022
1.089
.200
.157
3.035
1.474
.800
.056
1.096
.667
.448
.199
.112
1.284
.463
1.540
.758
1.902
.816
.303
1.155
26
1, 171
. 167
. 167
27
28
29
30
.745
.085
.437
1.656
.452
.167
.454
1.100
1.016
38
2.222
.556
.200
.356
3.200
.800
.389
1,349
2.689
.356
.800
.017
39
3. 756
1
2
3
4
5
6
7
8
9
10
11
12
13
18
19
20
21
22
23
24
25
31
32
33
34
35
36
37
.016
1.667
1.148
5.597
1.618
5.081
.837
1.861
1.185
.133
2.752
1.069
7. 279 Reject .05
.921
3.629
.359
2.035
3.727
.274
.200
1.142
.235
4.065
.536
2.035
1.259
2.104
.037
.320
13.782 Reject.005
2,241
.457
.221
9. 448 Reject . 025
.370
.005
1.745
2.855
.905
.049
1.067
.047
.851
3.848
.660
.273
.754
1.552
1.215
.968
.194
. 132
139
Deans of Students
and Directors of
Vocationi1 Education
Directors of
Vocational Education
and Counselors
40
41
42
43
44
45
46
1.800
.356
.089
.640
.200
.463
.282
.289
47
.200
1,422
2,197
Question
Nuin ber
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
6;'
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
865
713
356
2.264
1.734
2.499
6. 999 Reject .05
.263
3.629
.601
.553
.089
4,355
.089
1.800
2.354
.800
.821
3.458
.667
4.981
3.052
1.852
2, 107
3. 161
2.689
2,222
2.579
.311
.694
.296
3.684
4,849
1.618
.155
1.382
1.422
.200
3.220
2,221
.200
.556
1.089
2,689
3,200
3,200
.800
, 369
.800
1,089
.356
9.259 Reject .01
12, 118 Reject .005
.363
6.361 Reject.05
7. 407 Reject .025
2.667
2,303
.296
. 800
5. 352
.250
.022
.356
.356
3.039
.994
556
,508
556
.356
.356
.954
1.009
1.024
.266
1.009
.429
.037
3.629
2,667
Counselors and
Deans of
Students
973
.079
.155
4.094
.359
5.471
. 399
.923
.757
2.831
1.773
1.256
.716
.121
1.303
.084
.084
.049
.293
1.773
.469
.973
.372
2,802
.315
.654
.716
.834
.784
2.493
1.217
4,612
.862
1,413
.485
9. 104 Reject .025
.785
.923
1.902
.264
1,540
2.727
.099
.701
.862
6.118 Reject .05
140
Question
Nurnber
86
87
88
89
90
91
93
94
95
96
97
98
99
100
101
Deans of Students
and Directors of
Vocational Education
Directors of
Vocational Education
and Counselors
.089
.800
.800
.089
.650
.200
.356
1,089
2,222
.800
.903
2,858
439
250
074
1. 185
577
5. 352
3, 127
3. 127
1,288
3,512
167
3. 130
3. 130
199
907
2. 832
1.365
:1 365
2. 148
2, 204
Counselors and
Deans of
Students
160
892
1.630
.337
407
6. 225 Reject .05
1,091
2,6413
1,485
443
2,924
417
1. 150
1, P150
1.212
1. 155