A guidance handbook for the planning of a vocational conference

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A GUIDANCE HANDBOOK FOR THE PLANNING OF A VOCATIONAL CONFERENCE

A P ro ject P resen ted to th e F a c u lty of the School of E d u ca tio n The U n i v e r s i t y o f S o u t h e r n C a l i f o r n i a

In P a r tia l F u lfillm en t of th e R e q u ire m e n ts .f o r th e D egree M aster o f S cien ce i n E d u c a tio n

by C a r l R o b e r t s Aheee

UMI Number: EP45705

All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion.

Dissertation Pubi hmg

UMI EP45705 Published by ProQuest LLC (2014). Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code

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p. A v «

Pr » j .

This project report, written under the direction of the candidate’s adviser and approved by him, has been presented to and accepted by the Faculty of the School of Education in partial fulfillment of the requirements for the degree of M aster of Science in Education.

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

A dviser

Dean

i TABLE OP CONTENTS CHAPTER I.

PAGE

THE PROJECT...........................................................................................................1 S tatem en t of the p r o j e c t

.............................................................. 1

N e ed f o r t h e p r o j e c t ............................................................................2 A dvantages and l i m i t a t i o n s ^ o f th e p r o j e c t . . . . . II.

RELATED GROUP GUIDANCE TECHNIQUES

.......................................... 8

C a r e e r d a y ........................................ C areer n ig h t

. .

. . . 8

................................................................................... 9

C ounty c a r e e r d ay .

. . . . . . . . . . . . . . . . 9

C areers co u n cil.

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

11

C o lle g e day c o n fe re n c e s .

11

V ocations c l a s s .

12

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

B u sin e ss-e d u c a tio n day

................................................13

C a r e e r ( v o c a t i o n s ) c l u b s ......................................................... .

lit

O c c u p a t i o n a l t o u r s ...................................

V~>

C areer ta lk

16

series

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

V oluntary o ccu p atio n s c la s s

. . . . .

C o n c l u s i o n .................................................... III.

5

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

. . . . . . . .

17 17

VOCATIONS CONFERENCE AND THE COMMUNITY.................... 1 9 P laee o f v o c a tio n s P ublic

rela tio n s

c o n f e r e n c e ..............................

19

............................................................... 20

ii CHAPTER ’ IV.

PAGE ORGANIZATION OF A VOCATIONAL CONFERENCE........................... 22 S t e e r i n g c o m m i t t e e .............................................................................. 23 R e c e p tio n com m ittee

. . . . .

S p e a k e r com m ittee S tu d en ts. F acu lty Community

. . . . .

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

. . .

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

28

. . . . . . . . .

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

1^9

VOCATIONAL CONFERENCE PROGRAM ............................... R ecep tio n o f sp e ak e rs and g u e s ts G eneral assem bly.

IV.

35 l±9

S e c t i o n -s p o n s o rs and c h a irm e n . . . . . . . . . V.

27

52

. . .

56

. . . . . . .

56

. . . . . .

. .

56

S e c t i o n m e e t i n g s ........................................

59

T e a - l u n c h e o n ..............................................

63

EVALUATION........................................................................................................61^ S p e a k e r s ........................................................................................................6l\. A d m i n i s t r a t i o n a n d c o u n s e l o r s ......................... F acu lty

6 I4.

................................................................................... 6 8

P a r e n t ..............................................

70

C o u n s e l o r ...................................

70

S tu d en ts

. . . . . . . . . .

. . .

70

iii CHAPTER V II.

PAGE FOLLOW-UP............................................................. S e r v ic e c lu b s Speaker.

83

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

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

C ounselors

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

83 814. 85

T e a c h e r s . ..................................................................................

87

A d m in istratio n

88

.

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

. . . . . . . .

BIBLIOGRAPHY............................................................................... ..................

ft

'93.

CHAPTER I THE PROJECT I d t h e l a s t fe w y e a r s , much h a s b e e n w r i t t e n a b o u t I n ­ d iv id u a liz e d

i n s t r u c t i o n and " p e r s o n a l i z e d g u i d a n c e ."

In str u c ­

t i o n s h o u ld m e e t i n d i v i d u a l n e e d s , and much o f o u r g u id a n c e w ork s h o u ld b e p e r s o n a l and s t r i c t l y

c o n fid e n tia l.

G u id a n ce

w o r k e r s , h o w e v e r , h a v e fo u n d t h a t g ro u p a c t i v i t i e s p l a y an im p o r t a n t r o l e

in a c o m p le te g u id a n c e program *

e m p h a s iz e t h e f a c t t h a t man i s

e s s e n tia lly

P s y c h o lo g is ts

g r e g a r io u s .

,The

t e a c h e r u s e s t h e g r o u p t o h e l p m e e t t h e common p r o b le m s o f th e in d iv id u a ls

i n t h e g ro u p by e x p o s i n g t h e s e p r o b le m s , In

an im p e r s o n a l w a y , t o t h e m ore o b j e c t i v e p o i n t s o f v ie w o f t h e g ro u p a s a w h o l e .

T h e r e a r e many w ays i n w h ic h t h o s e

In

c h a r g e o f g u id a n c e m ig h t p r e s e n t g ro u p v o c a t i o n a l g u id a n c e ; h o w ev er, th e p r e s e n t stu d y w i l l be r e s t r i c t e d

to V o c a tio n a l

C o n f e r e n c e a s a g r o u p g u id a n c e a c t i v i t y . S ta te m e n t o f th e p r o j e c t . is

T he p u r p o s e o f t h i s p r o j e c t

t o p r e p a r e g e n e r a l a n d s p e c if ic in fo r m a tio n f o r c o u n s e lo r s ,

t e a c h e r s , a d m i n i s t r a t o r s , and s e r v i c e c lu b s w h ic h w i l l p r o v id e th em w i t h im m e d ia te a n s w e r s t o many q u e s t i o n s and p r o b le m s c o n c e r n e d w i t h t h e o r g a n i z a t i o n and a d m i n i s t r a t i o n o f g r o u p v o c a t i o n a l g u id a n c e o f t h i s n a t u r e . A l a r g e num ber o f p rogram s o f v o c a t i o n a l c o n f e r e n c e s and c a r e e r d a y s w e r e e x a m in e d and a s u r v e y made o f e x i s t i n g

2 l i t e r a t u r e on how t o c o n d u c t v a r i o u s fo rm s o f g r o u p v o c a t i o n a l g u i d a n c e , w i t h t h e aim o f p r o d u c in g a p r a c t i c a l p rogram t h a t m ig h t b e a d a p t a b le t o m o st h i $ i s c h o o l s i t u a t i o n s . To b e m o st h e l p f u l and s u c c e s s f u l , a v o c a t i o n s c o n ­ f e r e n c e s h o u ld a c h i e v e t h e f o l l o w i n g p u r p o s e s s ( 1 ) P r o v id e t h e p u p i l s w i t h b a s i c and f i r s t - h a n d

in ­

f o r m a t io n a b o u t t h e w o r ld o f w o r k . ( 2 ) E n c o u r a g e s t u d e n t t h i n k i n g a b o u t an o c c u p a t i o n a l c h o ic e . (3 )

Im p rove s t u d e n t a c h ie v e m e n t t h r o u g h s c h e d u l i n g

c o u r s e s t o h a r m o n iz e w i t h v o c a t i o n a l p l a n s . ( ’4 ) Im p rove s c h o o l-c o m m u n ity r e l a t i o n s th r o u g h a j o i n t e n t e r p r i s e by u t i l i z i n g som e o f t h e v a s t p o t e n t i a l i t i e s v o c a t i o n a l g u id a n c e w h ic h e x i s t s c o m m u n ity .

fo r

in t h e men and women i n t h e

T h is may b e g e n e r a l l y o b t a i n e d f o r t h e m ere

a s k in g . ( 5 ) B r in g a b o u t c l o s e r c o o p e r a t i o n b e tw e e n t e a c h e r s and r e p r e s e n t a t i v e s from i n d u s t r y , l a b o r , b u s i n e s s , and a g r i c u l ­ tu r e . N eed f o r t h e p r o j e c t . M odem e d u c a t i o n i n c o n t r a s t to th e r ig id

a c a d e m ic p rogram o f y e s t e r y e a r i s

p r e p a r e y o u th t o a d e q u a te ly f a c e a l l s i t u a t i o n s

e n d e a v o r in g t o in l i f e .

E d u c a to r s a r e m e e t i n g t h i s b r o a d e n e d p r o b le m b y i n c r e a s i n g e m p h a s is on c o u n s e l i n g and g u i d a n c e .

It is

a b e l i e f o f th e

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

p ro g ra m o f a h i g h s c h o o l s h o u ld b e v o c a t i o n a l .

R e g a r d in g

t h e im p o r ta n c e o f t h e n e e d f o r v o c a t i o n a l g u i d a n c e , C h ish o lm h as t h i s to says I f t h e h i g a s c h o o l o f to d a y m akes I t s m a jo r c o n t r i b u ­ t i o n t o t h e s o l u t i o n o f v i t a l p r o b le m s o f l i f e , I t m u st p r e p a r e e a c h s t u d e n t t o l i v e i n o u r co m p lex i n d u s t r i a l s y s t e m b y d e v e l o p i n g i n h im t h o s e q u a l i t i e s w h ic h w i l l e n a b le h |m t o f a c e and s o l v e t h e p r o b le m s p r e s e n t e d b y s o c ie t y .l T he v o c a t i o n a l c o n f e r e n c e o f f e r s a n e x c e l l e n t o p p o r t u n i t y fo r stu d e n ts to h ear fir s t-h a n d

in f o r m a t i o n a b o u t t o d a y ’ s

" co m p lex i n d u s t r i a l s y s t e m " , an d t o s t u d y i t

in th e v a r io u s

c o u r s e u n i t s w h ic h l e a d up t o t h i s p a r t i c u l a r d a y .

F in a lly ,

t h e o r g a n i z a t i o n o f su c h a g r o u p p r o j e c t th r o u g h t h e c o o p e r a ­ t i o n o f t h e s c h o o l and com m unity w i l l a i d in t h e "optimum d e v e lo p m e n t o f e a c h s t u d e n t a s a g r o u p m em b er",^ w h ic h i s an o b j e c t i v e m o st a u t h o r i t i e s h o l d t o b e a p r im a r y aim o f t h e g u id a n c e p r o g r a m . D e s p it e th e v a lu e s o f su ch c o n fe r e n c e s t o e x p e c t t o o much o f th e m .

it

i s u n w is e

E f f i c i e n t v o c a t i o n a l g u id a n c e

c a n b e d o n e o n l y when t h e c o u n s e l o r b r i n g s t o a f o c u s w i t h i n t h e s t u d e n t an u n d e r s t a n d in g o f i n t e r e s t s , a b i l i t i e s , e d u c a t i o n a l and v o c a t i o n a l o p p o r t u n i t i e s *

and

V o c a t io n s c o n -

c o n f e r e n c e s p r o v id e o n l y som e k n o w le d g e a b o u t c e r t a i n

■ ^ L eslie L . C h is h o lm , G u id in g Y o u th i n t h e S e c o n d a r y S c h o o l (New Y ork* A m erica n BbSR TTSfflpany, 1 ^ 1 5 ) , p . id£. * J a n e W a r te r s , H ig h - S c h o o l P e r s o n n e l Work T oday (New Y o rk s McGraw H i l l Book Com pany, i n c . , I 9 4 S ) , p . &2C.

1* o ccu p atio n s, m ents.

p lu s a c e r t a i n aw areness of v o c a tio n a l req u ire .-

O bviously,

to be d e riv e d , effo rts,

if

t h e i r g r e a te s t p o t e n t i a l v alu es are

th e y m ust be su p p le m e n te d by t h e c o u n s e l o r ’ s

b o th b e fo re and a f t e r c o n fe re n c e s .

Much o f t h e i n ­

f o r m a tio n g a th e r e d by s tu d e n ts i n su ch c o n fe re n c e s n eed s t o be' made m e a n i n g f u l t o t h e i n d i v i d u a l c o n c e r n e d a nd t h i s where th e c o u n s e l o r p l a y s a n i m p o r t a n t p a r t . th ere fo re ,

E d u c a to rs m ust

keep t h e i r p e r s p e c t iv e w i t h r e f e r e n c e

be a c h i e v e d b y v o c a t i o n a l c o n f e r e n c e s ,

is

to what can

and r e c o g n iz e t h a t th e

n e e d s o f young p e o p le c a n n o t be m et by v o c a t i o n s c o n f e r e n c e s alo n e• The v o c a t i o n s c o n f e r e n c e

s h o u l d be c o n s i d e r e d a s one

of the im p o rta n t a s p e c ts of th e v o c a tio n a l p la n n in g of h ig h school youth,

and i t

guidance p ro c e d u re s . discu ssio n s

s h o u l d be c o o r d i n a t e d w i t h a l l A day w hich i s

o ther

s e t a s i d e f o r group

of v o c a t io n a l problem s and o c c u p a tio n a l oppor­

t u n i t i e s w i t h com m unity l e a d e r s h a s a i d e d h i g h s c h o o l s t u d e n t s organize

t h e i r e d u c a tio n a l and v o c a t io n a l p l a n s .

Due t o t h e r a p i d a n d c o n s t a n t c h an g e i n b u s i n e s s and in d u stry ,

t e a c h e r s and s t u d e n ts need f r e q u e n t c o n t a c t w ith

e m p lo y e r s and em p lo y ee s a s a means o f k e e p i n g up w i t h o c c u ­ p a tio n al tren d s.

As e m p l o y m e n t c o n d i t i o n s c h a n g e , man y t y p e s

o f e m p l o y m e n t b e co m e i n c r e a s i n g l y c o m p l e x . teach ers,

co u n selo rs,

w ith the p ro fe s s io n s ,

A d m in istrato rs,

and s tu d e n ts need c lo s e r a s s o c i a t i o n b u sin ess,

and i n d u s t r y

to enable

them

to keep sch o o l guidance p ro c e d u re s u p - t o - d a t e . v o c atio n a l in fo rm atio n w ill a id c h o ic e s and h e lp

stu d en ts

C urrent

i n m aking w i s e r

them im p ro v e t h e i r e d u c a t i o n a l p r e p a r a t i o n

fo r o ccu p atio n s.



A dvantages and l i m i t a t i o n s o f th e p r o j e c t . v o c a tio n a l guidance a c t i v i t i e s

c a n n o t be c o n s i d e r e d e f f e c t i v e

u n le s s th e y re a c h o u t beyond th e and th e com m unity. environm ent,

and th e

The c h i l d

maximum g r o w t h .

s c h o o l a n d d r a w i n t h e home

is a product of h is

school should u t i l i z e

environm ent as p o s s ib l e

if

T herefore,

G ro up

a s m u ch o f t h a t

i t w ishes to en su re the p u b lic

to ta l

the c h i l d 's

rela tio n s

asp ects

h a v e b e e n s t r e s s e d a s e x t r e m e l y i m p o r t a n t t o th e whole guidance program . V ocational co n feren ces attem p t to h elp t h e ir v o c a tio n a l p lanning,

stu d e n ts w ith

by p r o v id in g in f o r m a tio n and

c o u n s e l i n g b e f o r e c r u c i a l c h o i c e s c o n f r o n t them . v o c a tio n a l conference i s rem ed ial in i t s

la rg e ly p rev en tativ e,

Hence a

r a th e r th an

a t t a c k on th e v o c a t i o n a l g u id a n c e p ro b le m .

E rick so n has th is

to say i n c r i t i c a l e v a lu a tio n of

group g u i d e - a c t i v i t i e s Group g u i d a n c e a c t i v i t i e s a l o n e , c o m p r e h e n s iv e t h o u g h t h e y se em t o b e , d o n o t make a c o m p l e t e guidance program . The h u m a n i s t i c , p e r s o n a l , a n d rem e d ia l s e rv ic e the school can o f f e r are of i n ­ c a lc u la b le valu e i n h e lp in g to so lv e the ev er p r e s s in g problem s of y o u th . No s c h o o l c a n b e c o n s id e re d to have an i d e a l guidance program u n t i l p r o v i s i o n i s made f o r a d e q u a t e i n d i v i d u a l

c o u n s e lin g s e r v i c e s , w hich c a l l i n t u r n , tim e , p l a c e , and t r a i n e d p e r s o n n e l . 3

f o r ad equate

Some a d v a n t a g e s o f a v o c a t i o n s c o n f e r e n c e w h e n i t

i

p r o p e r ly o rg an iz ed and conducted are 1 . M akes s t u d e n t a w a r e o f s p e c i a l p r o b l e m s w i t h w h i c h he n e e d s c o u n s e l i n g . 2 . P r e p a r e s s t u d e n t f o r c o u n s e l i n g by g i v i n g him i n ­ f o r m a t i o n t h a t p e r m i t s more p r o f i t a b l e u s e t o be made o f c o u n s e l i n g t i m e . 3 . C o n t a i n s many o f t h e v a l u e s w h i c h a r e t o b e f o u n d i n s tu d e n t a c t i v i t i e s and o th e r group p r o c e d u r e s . i|.

P rovides

job c o n t a c t s .

5>. S u p p l e m e n t s o c c u p a t i o n i n f o r m a t i o n p r o v i d e d i n c o u rse u n i t s and c a u se s s t u d e n t to se e k f u r t h e r in fo rm atio n about s p e c ific f i e l d s . L im ita tio n s f r e q u e n t ly m entioned i n r e s p e c t to t h i s form o f group v o c a t i o n a l guid an ce a r e : 1. L ec tu re rs are

o ften poor speakers.

2. V ocations c o n fe ren c es are f r e q u e n tly c a r r i e d out in c id e n tly w ith o u t p rev io u s or system atic p la n s . 3 . S p eak ers f r e q u e n t ly give in c o m p le te , e x a g g e ra te d , b ia s e d , or otherw ise in a c c u ra te p r e s e n ta tio n s of th e ir to p ics. I}.. F r e q u e n t l a c k o f i n t e g r a t i o n o f t a l k s ( l a c k o f p a t t e r n or o rg a n iz a tio n t h a t the s tu d e n ts can fo llo w ). 5.

Lack o f p r e p a r a t i o n on

the p a r t of the

speakers.

6.

F a i l u r e o n t h e p a r t o f t h e s p e a k e r s t o g e t down to th e v o cab u lary l e v e l of the s tu d e n ts .



F a i l u r e on th e p a r t o f com m unity e n t e r p r i z e .

t h e s c h o o l t o make t h i s

a

8 . L ack o f a d e q u a t e f o l l o w - u p on t h e p a r t o f t e a c h e r s and c o u n s e l o r s .

3 C l i f f o r d E, E r i c k s o n , A B a s ic T e x t f o r G uidance W o r k e r s (New Y o r k : P r e n t i e e - H a l l , I n c . , 19k-7)» P* 2 9 0 . I4. J a n e W a r t e r s ,

op. c i t . ,

p.

1 J4.5

CHAPTER I I

RELATED GROUP GUIDANCE TECHNIQUES V ario u s p la n s have b een u se d i n c o n d u c tio n group v o c a tio n a l g uidance, b u t r e g a r d le s s o f the p la n u sed , coverage of the d i f f e r e n t o c c u p a tio n a l f i e l d s fairly

com prehensive,

m o re common f i l d s ones.

W hile i t

the

s h o u l d be

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

a n d some o f t h e n e w e r a n d m o r e p r o m i s i n g

is

tru e

t h a t s m a l l g r o u p c o n f e r e n c e s on

o c c u p a t i o n s o r f i e l d s a r e m o s t common, a n d a r e c o n s i d e r e d by s t u d e n t s a s th e m ost v a l u a b l e , the program to in c lu d e

num erous v a r i a t i o n s

of

o th e r f e a t u r e s have e n jo y ed e q u a l

success. C areer day. C onference.

T his term i s

synonymous w i t h V o c a t i o n s

T h is form o f group v o c a t i o n a l g u id an c e c o n s i s t s

of hav in g w e ll- q u a lif ie d

s p e a k e r s come t o t h e

sch o o l and

s p e a k t o s e l e c t e d g r o u p s o f s t u d e n t s who a r e m o s t i n t e r e s t e d i n t h e i r p a r t i c u l a r v o c a t i o n s and p ro fessio n s.-* -

The u s u a l

t y p e o f C a r e e r Day i n c l u d e s a g e n e r a l a s s e m b l y w i t h s e c t i o n m eetin g s fo llo w in g .

C e r t a i n p r e p a r a t o r y and c o n c lu d in g

e x e r c i s e s a re assum ed.

For f u r th e r in fo rm a tio n as to th is

p a r t i c u l a r form o f group v o c a t i o n a l g u id an ce th e o u t l i n e u s e d i n t h i s p a p e r m ig h t be f o l l o w e d .

I D . W e l t y L e f e v e r , A r c h i e M. T u r r e l l , a n d H e n r y I . W e i t z e l , P r i n c i p l e s a n d T e c h n i q u e s o f G u i d a n c e (New Y ork:. The R onald P r e s s , 19^1)» p . 3 3 2 .

9 C areer N ight.

T h is i s a type o f group v o c a tio n a l

g u id a n c e , w hich a p p e a ls to th o se

schools t h a t s t r i v e

for a

maximum o f c o m m u n i t y p a r t i c i p a t i o n w h e r e a l a r g e p e r c e n t a g e o f the p a r e n t s w ork.

W o rk in g p a r e n t s f i n d t h i s a more c o n ­

v e n ie n t tim e; how ever, th at

the

g r e a t e s t draw back to t h i s p l a n i s

some s t u d e n t s w i l l n o t b e a b l e

to p a r tic ip a te

in a n ig h t

program . A t y p i c a l C a r e e r N ight program i s

th a t c a rrie d out a t

Jo h n H a r r i s H igh S c h o o l i n H a r r i s b u r g P e n n s y l v a n i a . ^

The

program b e g in s i n th e a u d ito riu m w ith a s h o r t m u s ic a l program f o l l o w e d b y two s h o r t n ing.

(12 m in u te)

talk s

At th e c o n c lu s io n of the t a l k s ,

were f r e e

to a tte n d a s e rie s

to k eynote the e v e ­ v isito rs

of th re e h a lf hour conferences

i n t h e v a r i o u s room s o f t h e h i g h s c h o o l . c o lleg es,

b u sin ess

s i o n a l men,

sk ille d

schools,

R ep resen tativ es of

b u s i n e s s e s , Army, N a v y , p r o f e s ­

and s e m i - s k i l l e d l a b o r g ro u p s,

a s s i g n e d c o n f e r e n c e roomea on t h e C ounty C a r e e r Day. c o u n tie s have t r i e d

and s t u d e n ts

e t c . were

same b a s i s .

To m e e t p a r t i c u l a r n e e d s ,

rural

t h e C a r e e r Day i d e a on a c o u n ty -w id e

2 W. S . H o f f m a n , " S u c c e s s f u l C a r e e r N i g h t " , S c h o o l a n d S o c i e t y , 6 l : 3 l l 4. - 3 1 ^ , - M a y 1 2 , 19b$» E . M. E l l i o t , " V o c a t i o n s N i g h t s " , S c h o o l ( T o r o n t o ) S e c o n d a r y , E d i t i o n 3lj-i 2 1 7 - 2 2 1 , N o v e m b e r , J o h n C a f f r e y , "A C o m m u n i t y C a r e e r N i g h t " , C a l i f o r n i a J o u r n a l o f S e c o n d a r y E d u c a t i o n , N o v e m b e r , 19k-9f p . 399-1+01.

10 scale w ith lim ite d

suecess.

D u r in g 19^9 S t a n i s l a u s C ounty

and P re s n o C ounty sp o n s o re d s u c c e s s f u l C ounty C a r e e r D a y s. The p r o g r a m s f o l l o w e d i n e a c h o f t h e s e

co u n ties p a r a l l e l l e d

r a t h e r c l o s e l y t h a t fo llo w e d i n th e r e g u l a r C a r e e r Day program .

The p r o g r a m c o n s i s t e d o f a g e n e r a l s e s s i o n o r

g e n e r a l a sse m b ly where a l l p a r t i c i p a n t s

g ath ered as a group.

At t h i s

s e s s i o n w e r e m u s i c a l n u m b e r s a n d s h o r t Mk i c k - o f f !*

talk s.

F o llo w in g th e assem bly th e

atten d

the

s e n i o r s were f r e e

to

tw o o r t h r e e c o n f e r e n c e s w h i c h w e r e s c h e d u l e d o n

t h e i r program s* Some o f t h e d i f f i c u l t i e s

and l i m i t a t i o n s i n t r i n s i c

to

th e V o c a tio n s C o n fe re n ce u se d i n t h i s manner a r e : 1 . The p r o g r a m i s p l a n n e d ,

organized,

and a d m in is te r e d

a lm o st e x c l u s i v e l y by t e a c h e r s and a d m i n i s t r a t o r s . 2 . T here i s u s u a l l y no e f f i c i e n t m ethod f o r c h e c k in g on t h e

stu d en ts

th a t a tte n d the c o n fe re n c e s.

3. Does n o t r e a c h o u t beyond th e

sc h o o l and r e c e iv e

t h e p a r t i c i p a t i o n and c o o p e r a t i o n o f t h e com m unity t o t h e same d e g r e e a s a l o c a l C a r e e r D a y d o e s . I4.. U s u a l l y o n l y on e c l a s s ,

the

sen io rs,

Pred Beyer (Secondary C o o rd in a to r, S c h o o ls , M odesto, C a l i f o r n i a )

used t h i s

h a v in g s e n i o r s m eet f o r C a r e e r Day a t

S t a n i s l a u s C ounty

t o a d v a n ta g e by

the l o c a l J u n io r C o lle g e .

In a d d it i o n to the v a lu e s of a c a r e e r day i t an o r i e n t a t i o n to c o lle g e .

p a rticip a te .

also

served as

11 C areers c o u n cil,

C o u n c i l ,

3

P a t t e r n e d somewhat a f t e r t h e

student

a c a re e rs c o u n c il p ro v id es an o p p o rtu n ity f o r stu d e n ts

to a s s i s t i n the

g u id a n c e work o f t h e

school.

T h is o r g a n i­

z a t io n h a s been found p a r t i c u l a r l y h e l p f u l i n th e h ig h school.

sen io r

I t s members a r e n o t e l e c t e d b u t a r e C hosen

b y h o m e - r o o r a t e a c h e r s o r may v o l u n t e e r f o r s e r v i c e . m em bership i s

confined to

t h o s e who a r e r e a l l y

Thus t h e

in terested ,

A c a r e e r s c o u n c i l may make a m a t e r i a l c o n t r i b u t i o n t o a g uidance program by a r r a n g in g m e e tin g s , p ictu res, q u izzes,

d is c u s s io n groups,

l e c t u r e s , m otion

o ccu p atio n al in fo rm a tio n a l

and p e r s o n a l i t y t e s t i n g and a n a l y z i n g a c t i v i t i e s .

I t w i l l o f t e n engage i n f u r t h e r a c t i v i t i e s to i t s

school,

ferences,

such as s p o n s o r - in o c c u p a tio n a l group con­

a c tin g as h o st to v is itin g

speakers,

p l a y s and o t h e r pro gram s f o r a s s e m b l i e s , m ation about the m o n ey f o r t h e

of r e a l serv ice

producing

p resen tin g in fo r­

s c h o o l t o l o w e r g r a d e home r o o m s , r a i s i n g

o c c u p a tio n a l l i b r a r y of the

s c h o o l, and a s s i s t ­

in g th e c o u n s e lo r w ith c l e r i c a l work. C o lle g e day c o n fe r e n c e s . ^ f r e q u e n tly conducted to o f f e r the m eet r e p r e s e n t a t i v e s

These c o n fe r e n c e s a re o p p o rtu n ity fo r p u p ils

to

o r s t u d e n ts o f th e c o l l e g e s and d i s c u s s

3 New Y o r k S t a t e C o u n s e l o r s A s s o c i a t i o n , P r a c t i c a l Handbook f o r C o u n s e l o r s (C h ica g o :; S c i e n c e R e s e a r c h A s s o c i a t e s ,

W

p .T 9 -5 o :-----------

I}. G e r tr u d e F o r r e s t e r , Meth o d s o f V o c a t io n a l G u id a n c e t ( B o s t o n : D .C . H e a th and Company, 19LU|7 7 p . 2I4JL-2I4.2.

12 th e ir p lan s.

S u c h c o n f e r e n c e s a r e u s u a l l y o r g a n i z e d i n one

of th re e w ays:

(a)

re p r e s e n ta tiv e s are

a t a s p e c i f i e d tim e o f th e y e a r ; in v ite d to ta lk

s e n t from th e c o l l e g e s

(b) c o lle g e

s tu d e n ts are

t o p u p i l s d u r i n g homeroom p e r i o d s ;

alum ni o f v a r i o u s c o l l e g e s a re

in v ited

or (c)

to give a d d re s s e s

under the a u s p ic e s of a u n i v e r s i t y clu b o r P a re n t T eachers A sso ciatio n . V ocations c l a s s .

In response

t o demands f o r v o c a t i o n a l

g u i d a n c e , man y s c h o o l s a r e p r o v i d i n g s p e c i a l c l a s s e s f o r g iv in g s tu d e n ts guidance w ith r e s p e c t t o v o c a tio n a l p ro b lem s. T h is c l a s s , w hich i s f r e q u e n t l y c a l l e d " v o c a t io n s c l a s s " , "guidance c la s s " ,

" c a re e rs course",

o r the " c la s s

in occu­

p a t i o n s " , h a s become, a c c o r d in g t o W a r t e r s , ^ " f a i r l y w e l l s ta n d a r d iz e d as to c o n te n t and m eth od ." T his c l a s s

i s f r e q u e n tly o ff e re d as a re q u ire d course

a t the tv /e lfth -g ra d e l e v e l i n h ig h sch o o l.

The c o n t e n t o f

many c o u r s e s i n c l u d e i n t e r e s t i n v e n t o r i e s a n d e v a l u a t i o n o f them b y t h e

stu d en ts,

in v estig atio n

i n d u s t r y , how t o a p p l y f o r a j o b , v o c a t i o n a l o r i e n t a t i o n on th e p a r t There i s

v isits

to

and o th e r p h ases of o f the

some i n d i c a t i o n t h a t t h e

such c o u rs e s g iv e n i n th e than in

of v o c atio n s,

stu d en t. tren d is

to have

se n io r h igh school le v e l ra th e r

j u n i o r high, sch o o l. .P r o c t o r i n a s tu d y re a c h e d the

fo llo w in g c o n c lu sio n s:

13 Today t h i s c o u r s e i n v o c a t i o n a l g u id a n c e i s o f t e n p la c e d i n the s e n io r h ig h school r a t h e r th an , as in the p a s t in ju n io r h ig h sc h o o l. W ith s c h o o l a t t e n d a n c e l e n g t h e n e d b e c a u se o f r a i s e d age f o r c o m p u lso ry a t t e n ­ d a n c e , b e c a u s e o f th e unem ploym ent o f y o u t h d u r i n g t h e d e p r e s s io n y e a r s , and becau se o f an i n c r e a s e d aw areness o f th e s o c i a l and econom ic a d v a n ta g e s o f p r o v i d i n g a p p r o p r i a t e e d u c a ti o n and t r a i n i n g f o r y o u th u n t i l a t l e a s t age e i g h t e e n , t h e r e h a s d e v e lo p e d a t r e n d to w ard m aking th e s e n i o r h i g h s c h o o l r a t h e r 'th a n t h e j u n i o r h ig h school the p r i n c i p a l a g en t of g u id a n c e . 6 R e g ard in g a l i m i t a t i o n o f t h i s form o f g u id a n c e , Lefever has th is

to say:

"The d a n g e r o f a t t e m p t i n g t o a c h i e v e

group g u idance o b j e c t i v e s i n a s e p a r a te

c o u rs e , how ever,

t h a t a c t i v i t i e s may b e c o m e f o r m a l i z e d . " ?

is

He d o e s t h i n k

t h a t the c o u rse m ight have v a lu e

in g iv in g the

p rac tic e

p lan s in a v a r ie ty of l i f e

in fo rm u latin g s u ita b le

stu d en t

in te rests

a n d may r e s u l t i n a g r a d u a l i m p r o v e m e n t o f t h e

s tu d e n t's

judgem ents.

B u sin e ss-E d u catio n P a y . tio n a l

guidance m entioned i n t h i s p r o j e c t ,

fo r teachers e n tire

U nlike o th e r form s of v oca­

t o be th e m ost a c t i v e p a r t i c i p a n t s :

day d evoted to th e

firm s by the

t h i s program c a l l s

teachers

T h is i s

an

s tu d y o f b u s i n e s s and i n d u s t r i a l

o f a g i v e n a r e a , who h a v e b e e n r e l e a s e d

5 J a n e W a r t e r , H i g h - S c h o o l P e r s o n n e l Work T o d a y (New York:

M c G r a w - H i l l Boo k C om pany ,

In c .,

19i}-6), p .

II 4.3 .

6 W. M. P r o c t o r , " S h i f t s i n M e t h o d s o f V o c a t i o n a l C o u n s e l i n g " , O c c u p a t i o n s ? 1 5 i 1 2 3 - 1 2 i ^ , N o v e m b e r , I 9 I4.6 . 7 L efever,

op.

c it.,

p.

33^«

34 from s c h o o l f o r th e day.

They a r e

f i r s t assigned in

sm all

groups,

and spend th e m orning i n s e e i n g th e e s t a b l i s h m e n t i n

actio n .

C onferences w ith top e x e c u tiv e s a re h e ld d u rin g the

aftern o o n . T h i s i d e a came a b o u t l a r g e l y t h r o u g h t h e c a m p a i g n b y t h e N a t i o n a l C h a m b e r o f Commerce t o b r i n g a b o u t g r e a t e r u n d e r s t a n d i n g and c o o p e r a t i o n b e tw e e n b u s in e s s m e n and e d u ­ cato rs.

D r . C a r l M. H o r n o f M i c h i g a n S t a t e C o l l e g e w i t h

h i s ”F ly i n g C lassro o m ” i n w hich a d m i n i s t r a t o r s p a id f l y i n g v isits

to b u s in e s s co n cern s h as a id e d i n the o r g a n iz a tio n

of th is p lan . C areer (V o catio n s) C lubs.

C a re e r clu b s are c o - c u r r i-

c u la r groups o rg an iz ed to p ro v id e o c c u p a tio n a l in fo rm a tio n . C a r e e r c lu b s c a n be o r g a n i z e d and d e v e lo p e d i n t h a t o th e r clubs are encouraged. Q p a tte rn s of o rg an izatio n :

the

They c a n f o l l o w

same wa y several

1 . Many c l u b s c a n b e o r g a n i z e d a r o u n d s p e c i f i c 2. A g e n e ra l b o y s' c a r e e r c lu b and a g i r l s ' c lu b c a n be o r g a n i z e d .

field s.

career

3 . T h ese c l u b s c a n be o r g a n i z e d a r o u n d com m unity ■ c i t i z e n s and c a n m e e t i n t h e homes o f t h e s e i n t e r ­ ested a d u lts.

8 C l i f f o r d E. E r i c k s o n , A P r a c t i c a l Handbook f o r S c h o o l C o u n s e l o r s (New Y o r k : The R o n a l d P r e s s C o m p an y , 19^4-9* p. lb 6 .

15 In p a s t y ears th e re has been c r itic is m school clu b s t h a t they are in te rests

o f the

c u ltu ral v ista s.

o f some h i g h

s e r v i n g t o f u r t h e r academ ic

s t u d e n t s r a t h e r t h a n o f f e r new s o c i a l a n d C riticism

of th is

n a tu r e h a s been m ost

k e e n ly d i r e c t e d to c e r t a i n lang u ag e and s c ie n c e c l u b s . reference

to t h i s c e n su rin g B rein an o f f e r s

In

t h e s e c o m m en ts:.

To c o m b a t t h e c h a r g e s t h a t h i g h s c h o o l e x t r a - c u r r i ­ c u l a r a c t i v i t i e s a r e m e re ly e x t e n s i o n s o f academ ic p h a ses o f h ig h sc h o o l, r a r e l y g oing beyond th e fo u r w a l ls o f th e s c h o o l, and t h a t o u r s e h o o ls a re d o in g ap o o r job o f a c q u a in t i n g young p e o p le w i t h b a s ic v o c a t i o n a l i n f o r m a t i o n some s c h o o l s a r e o r g a n i z i n g e x t r a - c u r r i c u l a r c lu b s , c a l l e d 'C a re e r C lu b s '. The b a s i c aim s o f s u c h c l u b s a r e t w o - f o l d : F i r s t , to p r o v i d e y o u n g h i g h s c h o o l p e o p l e w i t h much n e e d e d in fo rm a tio n about o c cu p atio n s, in fo rm a tio n th a t i t i s hoped w i l l c o n t r i b u t e tow ard t h e i r i n t e l l i g e n t eh o iee of v o catio n . A s e c o n d a r y , th o u g h b y no means l e s s im p o r t a n t aim , i s t o a f f o r d young p e o p le th e o p p o r t u n i t y t o p r a c t i c e d e m o c r a t i c l i v i n g b y e m p l o y i n g b a s i c demo­ c r a t i c p ro c e d u re s in the s o lu tio n o f v i t a l p ro b lem s. 9 O ccu p atio n al to u rs*

C o n d u c te d t o u r s p r o v i d e one o f

t h e m ost e f f e c t i v e means o f o b t a i n i n g o c c u p a t i o n a l i n f o r m a t i o n in c e rta in lin e s

o f w ork.

The s t u d e n t h a s a n o p p o r t u n i t y t o

see th e work a c t u a l l y b e i n g d o n e, a n d o f t e n c a n f o l lo w th e whole p r o c e s s o f p r o d u c t i o n fro m th e raw m a t e r i a l t o th e m a r k e t a b l e com m odity. E d u c a t i o n Day i n t h a t

T h is i s the

su p erio r to

the B u sin e ss-

stu d en ts get f ir s t- h a n d

about th e p a r t i c u l a r o c cu p atio n ,

in fo rm atio n

r a t h e r th a n r e l y i n g upon

9 A. B r e i n a n , ” A p p r o a c h t o V o c a t i o n a l G u i d a n c e T h r o u g h a C a r e e r C l u b ' * , H i g h - P o i n t s , 2 2 ; 7 0 - 7 1 » M a r c h , 191+0.

16 h a v in g the

teach er recount h is a c t i v i t i e s

a t the p a r t i c u l a r

in d u stry . Su ch t r i p s m u st be c a r e f u l l y p l a n n e d .

The c o u n s e l o r

o r t e a c h e r s u p e r v is in g th e group sh o u ld t r a v e l over th e route f i r s t

and d e c id e upon th e o b j e c t i v e s and b e n e f i t s

the t r i p .

When t h e m a n a g e m e n t o f t h e p l a n t o r f a c t o r y t o

be t o u r e d i s p o ssib le,

supplying a guide,

the c o u n se lo r sh o u ld ,

c o n s u l t w i t h him b e f o r e

g u i d e w i l l know,

(a) what i s

the

trip ,

of

if

so t h a t t h e

t o be s t r e s s e d ,

(b)

p o s i t i o n o f th e group t a k i n g th e t r i p , a n d (c )

t h e com­

the v a lu e s to

be d e r i v e d fro m i t . The c o u n s e l o r s h o u l d make s u r e t h a t t h e what th ey a re

t o l o o k f o r on t h e

trip .

s t u d e n t s know

In a p rep a rato ry

d i s c u s s i o n p e r i o d th e- g r o u p s h o u l d p l a n t h e q u e s t i o n s w h i c h i t w i l l w ish to have answ ered by th e C a re e r T alk S e r i e s .

to u r conductor.

A p l a n w hich h a s b een o p e r a tin g

s u c c e s s f u l l y f o r a number o f y e a r s a t P h i l i p L i v i n g s t o n J u n i o r H igh S ch o o l (A lb an y , talk s

New Y o r k ) ,

is

to have c a r e e r

on a tw ice-a-w eek b a s i s d u r i n g th e l a s t

each term .

The t a l k s a r e

a re p o s te d around s c h o o l.

scheduled,

and l i s t s

sem ester of w ith d ates

Since ad m issio n i s by i n v i t a t i o n

c a r d , p u p i l s m u st s i g n up i n a d v a n c e f o r t h e s e c a r d s . s u c c e s s f u l have been th e

talk s,

So

t h a t f r e q u e n t l y two o r t h r e e

t i m e s a s man y s t u d e n t s s e e k i n v i t a t i o n s a s c a n b e a c c o m o d a t e d and o c c a s i o n a l y t a l k s a r e o v e r s u b s c r i b e d m onths i n a d v a n c e .

17 P u p ils are

to ld in

s i g n i n g up f o r an i n v i t a t i o n

th a t they

should have n o t o n ly th e i n t e r e s t b u t a ls o th e a b i l i t y ,

the

t i m e , a n d t h e m on ey t o p r e p a r e f o r t h e c a r e e r u n d e r d i s c u s s i o n . 1 0 V oluntary o ccu p atio n s c l a s s . v o c a t io n a l guidance i s School, f o r th e re

c arried

A r a t h e r u n iq u e m ethod o f

on a t P o r t Bodge S e n i o r H igh

the p a r t i c i p a t i o n i s

t a r y b a s is i n - s o - f a r as the

on a n e n t i r e l y v o l u n ­

stu d e n ts are concerned.

The g u i d a n c e g r o u p , w h i c h i s c a l l e d ,

a v o lu n tary

o c c u p a t i o n s c l a s s , m e e t s o n e d a y p e r w e e k , and i s made u p o f e le v e n th and tw e lf th - g r a d e h a ll p erio d . te stin g

is

A program o f i n t e r e s t

carried

and I n s t i t u t e c la ss.

s t u d e n t s who g i v e u p o n e s t u d y

o ut.

i n v e n t o r ie s and a p titu d e

Science R esearch A s s o c ia te s m a te r ia ls

o f R e se arch pam phlets a re i n v e s t i g a t e d i n th e

D o w n to w n b u s i n e s s f i r m s f u r n i s h s p e a k e r s ,

a r r a n g e d t o on e o r two o f t h e l o c a l i n d u s t r i e s , i s p l a c e d on p e r s o n a l a y a l y s i s , on th e

job,

d e ta ile d

in terv iew

a su rv e y of n in e m ajor f i e l d s

study of a t l e a s t th re e p o s s ib le

C o n clu sio n .

It

is

trip s

are

b u t em phasis

tech n iq u e,

grow ing

o f w o rk , a nd a o ccu p atio n s.

recognized th a t th e re

a re a m yriad

o f ty p e s and fo rm s o f group v o c a t i o n a l g u id a n c e t h a t m ig h t be u s e d t o a d v a n ta g e i n s e c o n d a r y e d u c a t i o n ; h o w e v e r,

it

10 C l i f f o r d E . E r i c k s o n a n d M a r i o n C r o s l e y H a p p , G u i d a n c e P r a c t i c e s a t W o rk (New Y o r k : M c G r a w - H i l l Book Company ,” I n c . , l^lj.6T7 P * 16? •

is

18 the i n t e n t o f t h i s phase o f the p r o j e c t

t o p r e s e n t some o f

t h e m o r e common a n d m o s t u s e f u l t e c h n i q u e s . th ese

I t is

fe lt

th at

s u g g e s t i o n s m ig h t be u s e f u l t o a d m i n i s t r a t o r s and

guidance p e rs o n n e l i n c a r r y i n g out th e

id e a o f guidance as

e x p r e s s e d by H am rin and E r i c k s o n . The p r i m a r y p u r p o s e o f e d u c a t i o n a l c o u n s e l i n g a n d guidance i s to h e lp the p u p il to f i n d h im s e lf w ith r e s p e c t t o h i s i n t e r e s t s and a b i l i t i e s , a n d t o u n d e r s t a n d and a p p r e c i a te th e o p p o r t u n i t i e s o f f e r e d f o r h i s d e v e lo p ­ ment t h r o u g h th e s c h o o l .

11 S h i r l e y A. H a m r i n a n d C l i f f o r d E r i c k s o n , G u i d a n c e i n t h e S e c o n d a r y S c h o o l (New Y o r k : D . A p p l e t o n - C e n t u r y C o m p an y , I n c . , 1 9 3 7 ), p . 17.

CHAPTER I I I

VOCATIONS CONFERENCE AM) THE COMMUNITY P lace of V ocations C o n fe re n c e . i s p e r h a p s n e v e r so e f f e c t i v e who h a v e a c t u a l e x p e r i e n c e whose d u t y i t little

is

a s when i t

comes f r o m t h o s e

in p a r t i c u l a r o c cu p atio n s.

to c o u n se l i n the p u b lic

v o c a tio n a l ex perience

man y c o u n s e l e e s a r e enorm ous,

V o catio n al cou n selin g

outside

in te reste d ,

Those

sc h o o ls o f t e n have

of teach in g .

Though

t h e number o f o c c u p a t i o n s i s

a n d b u s i n e s s and i n d u s t r i a l c o n d i t i o n s c h a n g e s o

r a p i d l y t h a t b o th te a c h e r s a n d s tu d e n ts need f r e q u e n t c o n ta c ts w i t h e m p lo y e r s a s a means o f k e e p i n g up w i t h o c c u p a t i o n a l tren d s. The m e t h o d s a n d s c o p e o f a v o c a t i o n s c o n f e r e n c e i n - s o f a r a s a com m unity i s

concerned w i l l vary as w i l l th e p la n s

f o r o r g a n i z a t i o n used i n c a r r y in g o u t any program ;

but un less

a i m s a r e e s t a b l i s h e d m u ch o f t h e e f f o r t c a n b e w a s t e d . C hishdL m offers th e s e

co n crete

su g g e s tio n s f o r any p la n of

c o - o r d i n a t i n g s c h o o l a n d com m unity e f f o r t s

in an u n d ertak in g

of th is n atu re: The p l a n u s e d i n a n y c o m m u n i t y s h o u l d s e r v e t h r e e , n e e d s F i r s t , i t s h o u l d f a c i l i t a t e a more c o m p r e h e n s iv e g u i d a n c e program by m aking a v a i l a b l e v a lu a b l e e d u c a t i o n a l e x p e r ie n c e i n th e com m unity. Second, i t should c o -o r d in a te the e f f o r t s o f a l l com m unity f o r c e s i n t e r e s t e d I n t h e g u i d a n c e o f y o u th and en co u rag e d e s i r a b l e e x p a n s io n o f e f f o r t . T h ird , i t s h o u l d a f f o r d y o u t h a s much a d u l t e d u c a t i o n a s p o s s i b l e . 1 1 L e s l i e L. C h ish o lm , G u id in g Y outh i n th e S e c o n d a ry S c h o o l (New Y o r k : A m e r i c a n B o o k C o m p a n y , I 9 I4.5; ) , p . 2 7 1 .

20

A f o u r t h o b j e c t i v e w h ic h m ig h t be a d d e d t o a s s i s t i n m ak in g the v o c a tio n s co n feren ce a su c ce ss i s com m unity r e s o u r c e s . ag en cies o u tsid e

the

c o -o rd in a tio n w ith

Thus, w ith the use o f a l l a v a i l a b l e s c h o o l to augment th e

s c h o o l’ s guidance

s e r v i c e s we s h a l l a w a k e n t h e c o m m u n i t y i n t e r e s t t o g u i d a n c e i n g e n e r a l and c a r e e r p l a n n i n g i n p a r t i c u l a r . P ublic R e la tio n s .

Speakers,

serv ice

c lu b m em bers,

o t h e r m e m b e r s o f t h e c o m m u n i t y who p a r t i c i p a t e

and

take p rid e

i n c o n d u c t i n g a v o c a t i o n a l c o n f e r e n c e w h ic h w i l l be rem em bered by p u p i l s as th o u g h t- p r o v o k in g and h e l p f u l .

P articip an ts,

p a t r o n s , a n d p a r e n t s b e co m e m o r e a w a r e o f t h e p r o b l e m s o f y o u t h and d e v e l o p a more s y m p a t h e t i c and c o - o p e r a t i v e tow ard th e

school as a r e s u l t of the c o n fe re n c e s.

r e p o r t o th er im p o rtan t v alu es a r is e conference.

v o c a tio n a l p la n n in g and b rin g s

in to

P arents

out of the v o c atio n s

They c o n te n d t h a t s e l e c t i n g a t a l k

each o f the c a r e e r c o n fe re n c e s h e lp s

a ttitu d e

to a tte n d fo r

to c r y s ta lliz e

t h e youthfe

s h a r p e r f o c u s some o f t h e

d e c i s i o n s t h a t m u s t b e made r e g a r d i n g f u t u r e w o r k . T h i s t y p e o f g r o u p v o c a t i o n a l g u i d a n c e d o e s m o re t h a n j u s t keep s c h o o l p e rs o n n e l u p - t o - d a t e w i t h r e f e r e n c e employm ent t r e n d s and t e c h n o l o g i c a l a d v a n c e m e n t,

it

to ' a ls o aid s

t o i n f o r m t h e com m unity c o n c e r n i n g t h e p r o g r a m o f t h e F avorable

school p u b lic ity is

through p o s te rs p lac ed in lo c a l p aren ts'

school.

o b t a i n e d i n m any m ed iu m s

s t o r e w indows,

i n t e r v i e w s and p a n e l d i s c u s s i o n s

letters

to the

over the l o c a l r a d io

21 sta tio n ,

t a l k s by s t u d n e t s and f a c u l t y b e f o r e

and o th e r c i v i c

groups,

new spaper a r t i c l e s

se rv ic e clu b s

and p i c t u r e s ,

sch o o l p a p e r, and r a t i o n a l exchange o f id e a s t h a t i s bound to take p la c e in the

school-com m unity com m ittees t h a t o rg a n iz e

the v o c a tio n a l c o n fe re n c e . a p p re c ia tio n to the

The i n c l u s i o n i n t h e l e t t e r

of

speaker of a tr a n s c r ip tio n of h is ta lk

a s w e l l a s a p h o t o g r a p h o r two t a k e n o f him a t t h e c o n f e r e n c e w ill

serve

t o f u r t h e r the c a u se o f good p u b l i c r e l a t i o n s .

CHAPTER IV

ORGANIZATION OP A VOCATIONAL CONFERENCE As p r e v i o u s l y m e n t i o n e d , m a j o r p u r p o s e s o f a v o c a t i o n a l conference are to s tim u la te

com m unity i n t e r e s t s

i n the

school

i n g e n e r a l and i n th e v o c a t i o n a l g u id a n c e p rogram i n p a r t i ­ c u lar.

To c a r r y o u t t h i s l a t t e r p u r p o s e , men a n d women o f

ex p erien ce in p a r t i c u l a r v o c a tio n s, p aren ts,

teach ers,

stu d e n ts,

th eir

and c o u n se lo rs are bro u g h t to g e th e r f o r th e purpose

- o f e x p l a i n i n g and d i s c u s s i n g th e q u a l i f i c a t i o n s f o r , as the n a tu re

as w ell

of v a rio u s o ccu p atio n s and p r o f e s s io n s .

The v o c a t i o n a l c o n f e r e n c e w i l l b e m e a s u r e d l a r g e l y by th e

c o -o p e ra tio n g i v e n : i t by th e

stu d en ts,

and by th e

amount o f i n f o r m a t i o n o b t a i n e d fro m t h e v a r i o u s

sectio n s.

Some s c h o o l s f e e l t h a t t h e y o b t a i n m o r e s t u d e n t c o - o p e r a t i o n when t h e

s tu d e n ts a re allo w ed to d e c id e ,

by s e c r e t b a l l o t i n

a d e m o c r a t i c m an n er, w h e th e r o r n o t t h e y would e n j o y su c h a n event.

P r io r to the v o tin g s tu d e n ts a re

of the p u rp o se s,

o b jectiv es,

g iv e n a n overview

and o r g a n i z a t i o n o f a v o c a t io n s

c o n f e r e n c e i n o r d e r t h a t t h e y m i g h t h a v e some g e n e r a l i n f o r ­ m ation about i t . the c o n fe re n c e , m ittee"

The r e s u l t s

of such v o tin g ,

to

o f f e r v a l u a b l e " c l u e s ’1 t o t h e " s t e e r i n g com­

e v id e n c in g th e v o c a tio n s i n w hich th e

m ost i n t e r e s t e d .

i f fav o rab le

stu d e n ts are

P re lim in a ry p la n n in g of the v o c a tio n a l

c o n f e r e n c e c a n be b a s e d on t h e s e d a t a .

An e x a m p l e o f a

v o tin g q u estio n n aire

th a t has been used s u c c e s s fu lly fo llo w s:

SEASHORE UNION HIGH SCHOOL G uidance D e p a rtm e n t V o c atio n al C onference B a llo t I f y o u h a d a n o p p o r t u n i t y t o h e a r men a n d women t a l k about

jo b s t h a t t h e y were d o i n g , w ould you c o n s i d e r th e tim e

w e ll spent? Y es(

) No ( ____)

Do y o u t h i n k i t m i g h t be a n a i d t o you i n d e c i d i n g upon the

job t h a t you,

y o u rself,

would l i k e

Y es(

t o do?

) No ( ___ )

I f you had an o p p o r tu n ity o f t h i s k in d , what f o u r w ould you l i k e

jobs

to h e ar d iscu ssed in ord er of p refe ren c e? 1 . ____________

2

. _______

3. S t e e r i n g C om m ittee. c o n fe re n c e by th e be o r g a n iz e d .

s tu d e n t body a ” s t e e r i n g com m ittee” sh o u ld

T h i s c o m m itte e s h o u l d be fo rm ed t o r e p r e s e n t

th e o p in io n s and o rg a n iz e com m unity g r o u p s . sid en ts g irls, civ ic

Up on t h e a p p r o v a l o f t h e v o c a t i o n a l

th e e n e r g i e s o f th e s c h o o l and o t h e r

A t y p i c a l co m m ittee would i n c l u d e

of the b o y s'

and g i r l s '

the d i r e c t o r o f g u id an ce, serv ice

clu b s ( e . g . ,

leagues,

R o ta ry ), p a re n t- te a c h e r groups,

th e d e a n s o f b o y s and

teach ers,

K iw anis,

the p r e ­

rep re se n ta tiv e s

of

L io n s , A m erican L eg io n ,

and th e a d m i n i s t r a t o r s

jo in ed

2ij.

i n a w e l l - d i r e c t e d and f r u i t f u l a tte m p t to e n l i s t th e a id o f sp e cia lists

i n t h e c o m m u n i t y who w o u l d p r o v i d e v o c a t i o n a l

g u id a n c e on th e b a s i s o f d i r e c t e x p e r i e n c e .

The v o c a t i o n s

c o n f e r e n c e i s a p t t o b e s u c c e s s f u l a n d h a v e man y b y - p r o d u c t s r e s u l t s w h e n many o r g a n i z a t i o n s p a r t i c i p a t e

in i t s

planning

and a d m i n i s t r a t i o n . T h is co m m ittee would a c t a s a m ere p l a n n i n g body and s h o u ld d ep en d upon o t h e r c o m m itte e s , w h ic h i t would s e t u p , t o c a r r y out- t h e a c t u a l d e t a i l s

of the program .

Though th e

n e e d s w i l l v a r y , some s c h o o l s h a v e f o u n d t h e f o l l o w i n g com­ m itte e s adeq u ate; (d)

(a)

lu n c h e o n and t e a ,

recep tio n ,

com m ittee i s

school and i s

ex am in atio n s,

a th le tic

the

se lec tio n The

ra th e r e a s ily de­

program s,

and p a r t i c i p a t i o n .

re q u ire d f o r se c u rin g v isitin g sp e ak e rs,

q u ires

the

th at school

o r o t h e r e v e n ts w hich m ight d e t r a c t from

t h e o v e r - a l l com m unity i n t e r e s t

teach ers,

ty p in g ,

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

c o n f l i c t s w i t h com m unity p r o j e c t s , p lay s,

(c)

to h o ld the v o c a tio n a l c o n fe re n c e .

p l a c e w i l l o r d i n a r i l y be t h e term ined.

speaker,

and (e ) p u b l i c i t y . -

Among t h e d u t i e s o f t h i s o f th e tim e and p l a c e

(b)

The t i m e

p reparing • stu d e n ts,

and t h e com m unity f o r t h e v o c a t i o n s c o n f e r e n c e r e ­

t h e p l a n n i n g g e t u n d e r wa y many w e e k s i n a d v a n c e o f

scheduled d a te .

to prepare

S p e a k e r s s h o u ld be g i v e n a d e q u a te tim e

th eir ta lk s,

and tim e m ust be a ll o w e d f o r m aking

s u b s t i t u t i o n s f o r some o f t h e

s p e a k e r s who w i l l b e u n a b l e t o

.25 a c c e p t the

in v ita tio n

to p a r ti c i p a te .

p r e s e n ta tio n of o ccu p atio n s u n its city ,

p r e p a r a tio n o f the

The o r g a n i z a t i o n a n d

in v ario u s c la s s e s ,

s e c tio n schedules,

and th e

p u b lic

fillin g

out of in d iv id u a l schedule c a rd s to s e c tio n s w i l l re q u ire m u ch t i m e o f t h e reason,

s t a f f members and a d m i n i s t r a t i o n .

For t h is

one s t e e r i n g c o m m itte e d e v i s e d a c a l e n d a r a s a m eans

o f o r d e r in g e v e n ts i n p r o p e r sequence and f o r d e le g a t i n g re sp o n sib ilitie s calen d ar fo llo w s:

o f these e v e n ts .

An e x a m p l e o f s u c h a

26 CALENDAR OF EVENTS DATE

ASSIGNMENT

RESPONSIBILITY

Wed. F e b .

15

O rg a n iz a tio n m eetin g S t e e r i n g Com m ittee

C om m ittee C h a irm an

F ri.

Feb.

2k

F a c u lty M eeting to D is c u s s C onference

P r i n c i p a l and C o u n s e lo rs

F ri.

Mar.

3

S t u d e n t Bod y Execu*-' t i v e m eetin g to d is c u s s conference

S t u d e n t Body P r e s i d e n t

Wed. M a r .

8

S t e e r i n g Com m ittee S elects A ssistin g • C om m ittees

C om m ittee C h airm an

Mon. M a r .

20

B egin six -w e ek u n i t on O c c u p a t i o n s

C lassroom T eachers

Mon. M a r .

27

P u b l i c i t y C oncerning V ocations C onference

Jo u rn alism C lass

Tue . M a r . 28

L e tte r to p a re n ts

P rin cip al

Mon. A p r .

3

In v ita tio n of Speakers

S p e a k e r Com m ittee

Tue . A p r .

11

S c h o o l A sse m b ly on C areers

S t u d e n t B ody P r e s i d e n t

Wed. A p r .

12

J o i n t M eeting of a l l C om m ittees

C hairm an, S t e e r i n g C om m ittee

F ri.

A pr.

1*4-

S tu d e n t E n rollm ent in S ectio n s

D i r e c t o r o f G uidance

Mon. A p r .

17

S t u d e n t C hairm an V is it S ectio n Speaker

S t u d e n t C hairm an F a c u l t y Sponsor

Tue. A p r.

18

P r in te d S chedules

T y ping C hairm an

Wed. A p r .

19

V ocation C onference

A ll

F r i . A p r . 20

F ollow -up C o u n se lin g

C ounselors,

T eachers

F ri.

A pr.

20

F ollow -up E v a lu a tio n

C ounselors,

T eachers

F ri.

A pr.

21

Thank-you L e t t e r s

S p e a k e r C om m ittee

R e c e p tio n C om m ittee.

There i s

27 of o p in io n

some d i f f e r e n c e

among t h o s e who h a v e c o n d u c t e d v o c a t i o n a l c o n f e r e n c e s a s t o who s h o u l d b e a s s i g n e d t h i s d u t y .

Some i n d i c a t e a p r e f e ­

r e n c e o f s t u d e n t s a s a means o f t r a i n i n g co u rtesies, post th at i t

w hile o th e r s f e e l t h a t t h i s

them i n t h e is

so cial

such an im p o rta n t

sh o u ld be c o n d u c te d by f a c u l t y mem bers.

The

m a in r e a s o n f o r h a v i n g f a c u l t y members a s r e c e p t i o n s i s t s i s th at

th e y f e e l the

s p e a k e r s a n d g u e s t s p r e f e r t o be m et b y

a f a c u l t y m em ber f o r t h e y r e p r e s e n t t h e o f f i c i a l m anner.

I n t h e c a r e e r day a t T u r lo c k H igh S c h o o l

(T urlock, C alifo rm ia )

a co m p ro m ise was e f f e c t e d b y h a v i n g a

r e g i s t r a t i o n d e sk s e t up a t w h ic h p l a c e are

s c h o o l i n a more

g r e e t e d by m em ber(s)

s p e a k e rs and g u e s ts

o f th e f a c u l t y and s t u d e n t s .

o f f i c i o members o f t h e r e c e p t i o n c o m m itte e m i g h t be t h e

Ex­ student

s e c t i o n chairm en, f o r th e y co u ld m eet t h e i r

sectio n

h e re an d a c t i n the n a tu r e

o r i e n t in g the

sp eak er w ith the sc h o o l. av ailab le

for a ll

of an e s c o rt fo r

speakers

T here s h o u ld be o t h e r s t u d e n t g u id e s

v i s i t o r s n o t th o ro u g h ly f a m i l i a r w ith the

sch o o l. A f te r r e g i s t r a t i o n h as been com pleted, m a t e r i a l g iv en the v i s i t o r s

a s t u d e n t g u id e c a n be a s s i g n e d

t o o r i e n t th e v i s i t o r s w i t h th e campus, v a r i o u s rooms t h e y w i s h t o v i s i t . com m ittee m eet th e v i s i t o r s S tu d en ts

should r e c e iv e

and t h e v a r i o u s

at

It

is

a n d t o show t h e m t h e im p o rta n t t h a t the

the e n tra n c e

to the

school.

thorough i n s t r u c t i o n in the p ro p e r

28 perform ance of t h e i r d u t ie s p r i o r to the v o c a tio n a l c o n fe re n c e . S p e c i f i c a l l y the d u t ie s

o f t h e r e c e p t i o n c o m m itte e w i l l be

to : 1.

G reet g u e s ts ,

speakers,

and p a t r o n s o f th e

school.

2. A ssign stu d e n t guides to g u e sts f o r an o r ie n ta tio n o f the

school p la n t. 3 . C onduct an e x p e d i e n t and im p r e s s iv e

of a l l

g u ests,

speakers,

reg istra tio n

and p a t r o n s m aking s u re

th at a ll

p o ss e s s program s and a re f a m i l i a r w ith the p ro c e d u rs o f th e v o catio n al conference. S p eak er C om m ittee. inv o lv ed i t

is

B e cau se o f t h e am ount o f work

g e n e r a lly b e t t e r to a p p o in t a S p e a k e r's

C om m ittee l a r g e l y fro m t h e f a c u l t y ,

w ith the p r in c ip a l or

d i r e c t o r o f guidance s e r v in g as c o u n s e lo r . clu b s are a c tiv e ,

the

s p e a k e r s ' s c o m m i t t e e may i n c l u d e

r e p r e s e n t a t i v e s f ro m them a s w e l l , b e a m em ber o f t h i s p ictu re

W here l o c a l s e r v i c e

a l s o some s t u d e n t

several should

com m ittee i n o r d e r t o c a r r y o u t th e o v e r a l l

of stu d en t p a r tic ip a tio n .

A d i v i s i o n o f l a b o r may b e

f a c i l i t a t e d b y p l a c i n g t h e names o f c o n f e r e n c e s on s e p a r a t e c a r d s , w i t h th e tim e o r tim e s a t w hich th e y a r e

t o be h e l d .

C a r d s may b e t h e n a s s i g n e d t o v a r i o u s c o m m i t t e e m e m b e r s i n s u c h a wa y a s t o d i v i d e

th e lo a d and t o

give each a t l e a s t

some n a m e s f o r w h i c h h i s w o r k and c o n t a c t s p l a c e h i m i n a fav o ra b le p o s itio n to secure

good c o n f e r e n c e l e a d e r s e a s i l y .

29 The d u t i e s

of the

s p e a k e r com m ittee i n c l u d e :

1. S e le c tio n of s e c tio n speakers 2.

In v ita tio n of speakers,

and c o n f i r m a t io n of a c c e p t ­

ance 3 . In stru ctio n

speaker.

Ij.. A c h e c k w i t h s p e a k e r s

sh o rtly before

t o be s u r e a l l u n d e r s t a n d i n s t r u c t i o n s ,

d ate,

the co n feren ce tim e and p u r p o s e

of the c o n fe re n c e . 5>. S e n d l e t t e r s

o f a p p r e c i a t i o n to s p e a k e rs and o th e r s

who p a r t i c i p a t e d . A c a r e f u l ch o ice

of conference le a d e rs i s

b asic

to the

s u c c e s s o f th e c o n f e r e n c e s and s u c c e s s f u l l e a d e r s c a n be chosen in a la rg e p ercen tag e

of the

cases i f

a careful

f o l l o w - u p a n d e v a l u a t i o n i s made f r o m y e a r t o y e a r . l e a d e r s may b e r e a c h e d b y l e t t e r , person,

b u t use of the

by the te le p h o n e ,

C onference or in

te le p h o n e f r e q u e n t l y p ro v e s t o be th e

m ost p r a c t i c a l m eans. W here “ r e p e a t "

co n fe ren c es are

t o be u s e d t h e y o r d i n a r i l y

sh o u ld be sc h e d u le d i n c o n s e c u tiv e p e r i o d s a s an accom m odation to the

s e c t i o n l e a d e r , who u s u a l l y i s w i l l i n g t o c o n d u c t tw o

or even th ree d i f f e r e n t it

s e s s io n s w h ile a t the

school,

sin ce

does n o t in v o lv e a d d itio n a l p r e p a r a tio n . As s o o n a s c o n f e r e n c e l e a d e r s a r e

f o r these co n feren ces, b u sin e ss co n n ectio n s,

i n c l u d i n g name,

secured,

the c ard s

o ffic ia l p o sitio n s,

and m a ilin g a d d re s s ,

sh o u ld be r e t u r n e d

3& to the chairm an of the

sp e a k e r com m ittee.

He w i l l i m e d i a t e l y

send a c o n f i r m a t i o n and a p p r e c i a t i o n o f th e

speaker’s accep­

ta n c e i n th e form o f a p e r s o n a l o r s e m i- p e r s o n a l l e t t e r ,

to

w hich a p p r o p r i a t e d e t a i l s a re added such a s , 1 . S t u d e n t s l o o k i n g f o r w a r d t o h e a r i n g him , 2 . T im e, p l a c e , is

a n d room i n w h ic h c o n f e r e n c e

sectio n

t o be h e l d , 3 . Names o f s t u d e n t c h a i r m e n a n d f a c u l t y i|_. N u m b e r,

age,

grade,

sponsor,

and se x o f s t u d e n t s i n t h e

conference, £. D ire c tio n s 6.

tea,

o f where t o r e p o r t upon a r r i v a l a t s c h o o l ,

E x te n d i n v i t a t i o n t o be s c h o o l ’ s g u e s t a t lu n c h e o n ,

or o th e r s o c ia l o ccasio n p lanned, Some s c h o o l s h a v e f o u n d t h a t ‘a b u l l e t i n " S u g g e s t i o n s

t o L e a d e r s o f O c c u p a t i o n a l Group C o n f e r e n c e s ” , ^ g i v e s t h e le a d e r a b e t t e r id e a o f the n a tu re and p u rp o se s o f th e conf e r e n c e s a n d some s u g g e s t i o n s t o b e u s e d i n c o n d u c t i n g t h e m .

2’

F o l l o w i n g a r e f o r m s u s e d b y some s c h o o l s . A p o r t i o n o f th e K iw anis I n t e r n a t i o n a l " S u g g e s tio n s to lead ers

o f O c c u p a t i o n a l G r o u p C o n f e r e n c e s 11, ^ a s i t

p ertain s

s e c tio n speakers fo llo w s:

1 K iw anis I n t e r n a t i o n a l , " S u g g e s tio n s O c c u p a t i o n a l G ro u p C o n f e r e n c e s " , . 1 9 3 0 .

to L eaders of

2! S u g g e s t i o n s h e l p f u l t o s p e a k e r s p r e s e n t i n g o c c u p a ­ t i o n a l o p p o r t u n i t i e s a r e t o be fo u n d i n K iw a n is Handbook, 1936, a l s o , S u p p le m e n ta ry S u g g e s t i o n C o n c e rn in g A ssem bly and Group T a l k s .

to

31 SOME SUGGESTIONS FOR CONDUCTION OF YOUR CONFERENCE 1 . The m e e t i n g s w i l l be ____ m i n u t e s i n l e n g l b h a n d we s u g g e s t t h a t y o u u s e ___ m i n u t e s o f t h i s t i m e f o r a n o rg an ized p r e s e n ta ti o n of the im p o rta n t f a c t s re g a rd in g your o c c u p a tio n o r f i e l d of w ork. Be s u r e t o l e a v e t h e re m a in in g 2 0 -2 5 m in u te s f o r q u e s t i o n s a s t h i s i s an exceedingly im p o rtan t p a r t of your co n feren ce. However, i t i s w e l l t o be p r e p a r e d t o occupy t h i s tim e w i t h d i s ­ c u s s i o n o f a d d i t i o n a l p o i n t s i f t h e r e a r e b u t a few q u estio n s. 2 . I n d e v e l o p i n g y o u r t a l k , t h o u g h t s h o u l d be g i v e n t o t h e u n d e r s t a n d i n g t h a t t h e s t u d e n t s i n y o u r a u d i e n c e may have. I t i s u s u a l l y b e s t t o assum e t h a t y o u r c o n fe r e n c e m embers a t b e s t have' a r e l a t i v e l y l i m i t e d k n o w le d g e o f your o ccu p atio n . The s t u d e n t s r a n g e i n g r a d e s f r o m 9 t h t o 1 2 t h and i n age from 13 t o 1 8 .

3* I n a l l f a i r n e s s t o b o t h y o u r s e l f a n d s t u d e n t s y o u w i l l w ish t o a v o id any undue o p tim ism o r p e ssim is m con­ c e rn in g the o c c u p a tio n . Y our aim s h o u l d be t o p r e s e n t t h e f a c t s f a i r l y a s y o u know t h e m , r a t h e r t h a n t o " s e l l ” your o ccu p atio n . I4.. S t r e s s s h o u l d be i a i d f i r s t upo n t h e k i n d o f work w h ic h b e g i n n e r s i n t h i s f i e l d would do . You may t h e n l o g i c a l l y l e a d t o t h e u l t i m a t e l e v e l s w h i c h may be a c h i e v e d b y s u c c e s s f u l w o r k e r s , b y d i s c u s s i n g some o f the v a rio u s " s te p p in g s to n e s " . 5 . You may h e l p v i t a l i z e t h e w o r k o f t h e s c h o o l i n v o c a tio n a l guidance: ( a ) By e m p h a s i z i n g t h e i m p o r t a n c e o f a c a r e f u l a n a l y s i s o f o n e 's i n t e r e s t s and a b i l i t i e s and a c a r e f u l s tu d y of o c cu p atio n s w hile s t i l l , in sch o o l. ( b ) By p o i n t i n g o u t t h e o n e ' s . l i f e and a c t i v i t i e s .

very d e f i n i t e

need f o r p la n n in g

( c ) By u r g i n g e a c h s t u d e n t t o d o t h e v e r y b e s t h e c a n on h i s p r e s e n t j o b — s c h o o l .

32

In the l e t t e r a f f ir m in g th e correspondence

s h o rtly fo llo w in g ,

s p e a k e r 's acceptance or in s h o u ld be an o u t l i n e

guide

«

f o r sp e a k e rs i n o rd e r to give of th e ir ta lk .

them i d e a s f o r t h e

S e v e ra l sch o o ls have used t h i s

org an izatio n

o u tlin e

guide

t o a d v a n t a g e b y m a k i n g u p a n ’' o p e n 1* o u t l i n e f o r s t u d e n t n o t e tak in g . late

There i s

e v i d e n c e t h a t t h e s e ’’ o p e n ” o u t l i n e s

n o t e - t a k i n g on th e p a r t

m aking th e p ro c e d u re q u i t e "open” o u tlin e in g are

of the

stimu^-

stu d e n ts as w e ll as

sim p lified .

An e x a m p l e o f a n

a p p ea rs i n C h ap ter V i n t h i s p r o j e c t .

Follow ­

some e x a m p l e s o f s u g g e s t e d g u i d e s f o r s p e a k e r s w h i c h

have been used s u c c e s s f u lly ,

33 ROOSEVELT JUNIOR HIGH SCHOOL S U G G E S T E D

G U I D E

F O R

S P E A K E R

May 7 , 191+7

C a r e e r Day

I . D e s c r ip tio n of the v o c a tio n A. N a t u r e o f t h e w o r k - - h o u r s , w o r k i n g c o n d i t i o n s B. A t t r a c t i v e f e a t u r e s — a s s o c i a t i o n s , s o c i a l s t a t u s , C. U n d e s i r a b l e f e a t u r e s —h a z a r d s , s t r a i n s D . P r e s e n t o u t l o o k — demand a n d s u p p l y

pensions

I I * R equirem ents o f the v o c a tio n A. E d u c a t i o n a n d t r a i n i n g — a m o u n t , n a t u r e , t i m e , e x p e n s e 1 . School s u b je c ts m ost e s s e n t i a l 2 . R ecom m endations o f w here t o o b t a i n t r a i n i n g , c r e d e n ­ t i a l s , licen ses B. P e r s o n a l q u a l i f i c a t i o n s — m e n t a l a b i l i t y , p e r s o n a l i t y ty p e s , s p e c i a l i n t e r e s t s , a p p e a ra n c e , a g e, sex C. P h y s i c a l q u a l i f i c a t i o n s — any s p e c i a l demands u p o n h e a l t h n e rv e s, lu n g s, f e e t , endurance, v is io n I I I * Rewards o f th e v o c a t i o n A. F i n a n c i a l — p'ay s c a l e o r r e a s o n a b l e i n c o m e 1 . How p a i d — s a l a r y , c o m m i s s i o n , w a g e , b o n u s B. S e c u r i t y - - p e n s i o n s , r e t i r e m e n t a l l o w a n c e , t e n u r e C. P o s s i b i l i t y o f t r a n s f e r t o r e l a t e d v o c a t i o n s D. O p p o rtu n ity f o r advancem ent--prom otions E. P e r s o n a l - - s e r v i c e t o o t h e r s , a s s o c i a t i o n s , p r e s t i g e , self-ex p ressio n IV .

How t o g e t s t a r t e d i n t h e v o c a t i o n A. W h e r e t o a p p l y B. P l a c e m e n t a g e n c i e s , u n i o n s , a s s o c i a t i o n s o f w o r k e r s € . S o u rc e s o f f u r t h e r I n f o r m a t io n on v o c a t io n

B e y e r - No. I4.

October-1914-9 O ffice of MARGARET L . ANNEAR C ounty S u p e r in te n d e n t o f S c h o o ls M odesto, C a l i f o r n i a

The C a r e e r D a y C o m m i t t e e i s h a p p y t o r e c e i v e y o u r c o o p e r a t i o n i n m a k in g t h e s e c t i o n m e e t i n g s on November 3 e n l i g h t e n i n g and p r o f i t a b l e . To f a c i l i t a t e t h e p l a n n i n g o f y o u r p r e s e n t a t i o n a t y o u r s e c t i o n m e e t i n g , we t h o u g h t t h e f o l l o w i n g o u t l i n e o f m a t e r i a l f o r p o s s i b l e c o v e r a g e m ig h t be o f a s s i s t a n c e : . Jo b o p p o r t u n i t i e s i n t h i s f i e l d o f work T r a i n i n g and q u a l i f i c a t i o n s o f w o rk e rs ( i n c l u d i n g p erso n al t r a i t s a s 'w e ll as s k i l l s ) Commonly r e c o g n i z e d j o b s r e l a t e d t o t h e f i e l d of w orkers O ccu p atio n al h a z a rd s , s a l a r i e s , r e tir e m e n t, advancem ent, e t c . I l l u s t r a t i o n s f r o m y o u r own p e r s o n a l e x p e r i e n c e i n t h e f i e l d t o make p r e s e n t a t i o n v i v i d We h a v e f o u n d t h a t t h e s e s s i o n s p r o v e v a l u a b l e s p e a k e rs s t a r t w ith an overview o f th e v o c a tio n w ith e n o u g h t i m e , p o s s i b l y V~> m i n u t e s , f o r a q u e s t i o n a n d answer p e rio d a t the end. S in cerely yours,

Meet y o u r s e c t i o n c h a i r m a n i n t h e o f f i c e H a l l , M odesto J u n i o r C o l le g e T im e: Number o f S e s s i o n s :

at

th e South

if

-35 S tu d en ts.

To c o n d u c t a v o c a t i o n s c o n f e r e n c e w i t h o u t

s u i t a b l y p r e p a r in g the

stu d en ts f o r i t

w hat m ig h t o t h e r w i s e be a c h i e v e d .

S ince

sy m p ath etic w ith the purpose of the o r d e r t o b e n e f i t from i t ,

is

t o m i s s much o f stu d en ts

s h o u ld be

v o catio n s conference in

t h e y s h o u ld be c a l l e d upon t o h e l p

p la n the a c t i v i t i e s

o f the day.

They s h o u ld a l s o p a r t i c i p a t e

a s much a s p o s s i b l e

in o rg an izatio n al a c tiv itie s

o f the

v o catio n s co n feren ce. Under o r d in a r y c irc u m s ta n c e s a c lim actic

a ctiv ity .

t h e v o c a t i o n s s h o u l d be

Many s c h o o l s d e s i g n a s i x - w e e k u n i t

(some s c h o o l s a f o u r - w e e k u n i t ,

o th e rs le s s ) in the

so cial

S t u d i e s c l a s s e s l e a d i n g up t o t h e v o c a t i o n s c o n f e r e n c e . u n i t should in c lu d e ap titu d e p ro file s, general,

te sts,

T his

such elem en ts as i n t e r e s t i n v e n t o r ie s ,

s e l f - a p p r a i s a l b y p r e p a r a t i o n o f o n e ' s own

acquain tan ce w ith o c cu p a tio n al in fo rm a tio n in sp ecific

s t u d y o f one o r more s e l e c t e d o c c u p a t i o n s ,

and c o n s u l t a t i o n w i t h c o u n s e l o r s and t e a c h e r s upon th e v a l i d i t y o f an o c c u p a ti o n a l c h o ic e and p r e p a r a t i o n f o r th e

chosen

o ccupation. F u r th e r p r e p a r a tio n of s tu d e n ts f o r the c o n fe re n c e m ight in c lu d e su c h a c t i v i t i e s b lie s,

various a u d io -v isu a l aid s r e la tio n

"C hoosing a C a re e r” ) f i e l d

trip s

m unity o c c u p a tio n a l s u rv e y s ,

v o catio n s

a s s p e c i a l assem ­ to v o c a tio n s ,

to lo c a l in d u s tire s ,

and l i k e

(e .g .

com­

ex p erien ces.

A s u g g e s te d form f o r use i n th e s t u d e n t i n v e s t i g a t i o n of a s p e c if ic v o c a tio n or o ccu p atio n fo llo w s:

36

OCCUPATIONAL STUDIES LEAFLET^-

M o s t common t i t l e

or the o c cu p a tio n

O ther t i t l e s

WORK DONE IN THE OCCUPATION 3. D e s c r i p t i o n o f the occupation:;

I4.. L o c a l v a r i a t i o n s :

£ . E x a m p l e s o f a r t i c l e s made o r s e r v i c e s p e r f o r m e d :

NUMBER OF WORKERS IN THE OCCUPATION 6 . N atio n al b a s i s t D ate: Source o f in f o r m a tio n : 7 . Local b a s is : D ate: Source o f in fo r m a tio n :

T o t a l :: M a l e s :; F e m a l e s :;

_

of T o ta l: i of T o ta l: % % of T o ta l:

T o ta l: M a le s : F em ales:

_

% of T o ta l: % of T o tal:

I).. " M a n u a l f o r O c c u p a t i o n a l S t u d i e s L e a f l e t " , t i o n a l I n f o r m a t i o n and G uidance S e r v i c e , U .S . O f f ic e E d u c a t i o n , M isc. 2922, W a sh in g to n , D .C ., 19^1 •

Occupa­ of

37 WORKING CONDITIONS 8 . W ages:

9. H ours: 10. S u rro u n d in g s: 11.

I s t h i s s e a s o n a l w o r k ? ( C h e c k ) Y e s ____ No I f th e work i s s e a s o n a l , g i v e : a . L e n g t h o f p e a k p e r i o d : ______ b . L e n g t h o f s l a c k p e r i o d : - ' ____

1 2 . T r e n d o f e m p l o y m e n t : _________ 1 3 . H azard s and s a f e t y m e a su re s:

REQUIREMENTS FOR ENTRANCE INTO THE OCCUPATION llj.. P r e f e r r e d a g e o f e n t r a n c e : E i t h e r ___ 15. G e n e ra l E ducation:: R eq u ired : C om plete th grade C o m plete y e a r s o f C om plete ye a r s of C om plete y e a r s o f g r a d u a t e work

Sex r e q u i r e d :

in school h igh school co lleg e post

( C h e c k ) M_F_

Preferred: C om plete t h grade C om plete years of C om plete years of C om plete y e a r s o f g r a d u a t e work

in school h igh School co lleg e post

16. S chool s u b je c ts and o th e r a c t i v i t i e s : : a . S u b j e c t s t h a t a r e e s s e n t i a l : ___ b. S u bjects th a t are d e s ir a b le : c . H obbies t h a t have a r e l a t i o n s h i p

to the o ccu p a tio n :

38'

17. L ic e n s e s : 18 . Bond: 1 9 . K in d s o f t e s t s w h ic h m u st be p a s s e d : 20. P h y s ic a l exam in atio n:^

HCW TO .GST STARTED IN THE OCCUPATION 2 1 . As a L e a r n e r : a . D e sc rib e b r i e f l y what the w orker i s

taught:

b. D u ratio n of tr a in in g p e rio d : 22:. As a h e l p e r : a . D e s c r i b e b r i e f l y th e work p e rfo rm e d and any t r a i n i n g t h a t t h e h e l p e r may r e c e i v e : ___________________________________ b . L e n g th of tim e b e f o r e h e l p e r can be a f u l l y q u a l i f i e d w orker:

2 3 . As a n a p p r e n t i c e : a . L e n g t h o f a p p r e n t i c e s h i p : ___ I n d e n t u r e : b . S u b j e c t s t a u g h t o n t h e j o b : _ _ ____

( C h e c k ) Y e s __ No_

c. S u b je cts tau g h t in r e la te d v o c atio n a l co u rses:

39 C OMMENTS AMP INFORMATION NOT C OVERED ELSEWHERE N ote:

W here m o r e s p e a c e i s n e e d e d f o r t h e e n t r y o f a n y i t e m o f t h i s s c h e d u l e , a c r o s s - r e f e r e n c e may b e made t o c o m m e n ts i n c o r p o r a t e d h e r e o r o n a s e p a ­ rate sh eet. The c o m m e n t s s h o u l d b e n u m b e r e d t h e same a s t h e i t e m s o n t h e s c h e d u l e f o r e a s y i d e n ­ tific a tio n . K e ep e x t r a n o t e s , p i c t u r e s , o r o t h e r m i s c e l l a n e o u s jo b i n f o r m a t i o n on th e i n s i d e o f th is fo ld er.

l+o OCCUPATIONAL SURVEY OUTLINE6 A.

The J o b 1 . Name o r t i t l e o f o c c u p a t i o n ______________________________ 2. D e s c r ip t i o n o f the o c c u p a tio n ( g e n e r a l n a tu r e , d u tie s ^ o p e r a t i o n s p e rfo rm e d , t o o l s and m ach ines u s e d , and so o n ) : ________________________ 3. R e l a t i o n to o t h e r jobs B e g i n n e r j o b s l e a d i n g t o t h i s o n e : _______ ;_______ ;________ J o b s t o w h i c h w o r k e r s may b e p r o m o t e d : ___________________ C h a n c e s f o r p r o m o t i o n : ________ ;.......................................................... R e l a t e d o c c u p a t i o n s t o a n d f r o m w h i c h w o r k e r s may r e a d i l y s h i f t : _________________________________________________ J+. E m p l o y m e n t o u t l o o k Number e m p l o y e d n a t i o n a l l y : M a l e s ______ F e m a l e s : ;______ Number e m p l o y e d l o c a l l y : M ales F e m a l e s : ________ L o n g t i m e e m p l o y m e n t t r e n d : _________________________________ F a c t o r s w h ic h m ig h t a f f e c t th e l o n g - t i m e employm ent t r e n d : _____________________ Im m ediate l o c a l employm ent o u t l o o k and o p p o r t u n i t i e s : Im m ediate r e g i o n a l o r n a t i o n a l em ploym ent o u t l o o k : 5>. E a r n i n g s , h o u r s , a n d w o r k i n g c o n d i t i o n s A v e r a g e h o u r l y e a r n i n g s : ____________ _____________________ A v e r a g e w e e k l y e a r n i n g s : _____ ____________________________ _ A v e r a g e y e a r l y e a r n i n g s : ____________ ' ............... .................... A v erag e number o f h o u r s w o r k e d p e r d a y : ______________ A v erag e number o f h o u r s w o r k e d p e r w e e k : _______ A v e rag e number o f w e e k s w o r k e d p e r y e a r : ______ V a c a t i o n p r o v i s i o n s : _______________________________________ N ature o f su rro u n d in g s ( i n s i d e ,

p leasan t h o t,

e tc .)

H e a lth and a c c id e n t h a z a r d s : S e a so n ality : E ffects

B u s y m o n t h s : ___________________________________ S la c k m onths: ________________________ o f d e p r e s s i o n s a n d p r o s p e r i t y : __________________

S e c u r i t y p r o v i s i o n s t p e n s i o n s , unem ploym ent b e n e f i t s , i n s u r a n c e , w o r k m e n ’ s c o m p e n s a t i o n , a n d s o o n ) _________ 6 M i l t o n E . H a h n a n d A r t h u r H. B r a y f i e l d , J o b E x p l o r a ­ t i o n W o r k b o o k , C h i c a g o : S c i e n c e R e s e a r c h A s s o c i a t e s , 1 9bS»

kl U nion r e p r e s e n t a t i o n

(n atu re

a n d n a m e ) : _____________________

T y p i c a l p l a c e s o f em ploym ent ( k i n d s o f b u s i n e s s e s and in d u strie s): ____________________________________________________ B.

THE WORKER 1. P e rso n a l q u a l i f i c a t i o n s Man o r woman p r e f e r r e d ? Age r e q u i r e m e n t s : _______ • P h y sical req u irem en ts:^ S p ecial a b i l i t y req u irem en ts: A ppropriate v o c a tio n a l i n t e r e s t p a tte r n : 2 . E d u c a t i o n a l and t r a i n i n g r e q u i r e m e n ts Minimum l e v e l o f s c h o o l i n g ( g r a d e , h i g h s c h o o l , ""

co lleg e)

School co u rses e s p e c ia lly im p o rtan t (a lg e b ra , E n g lish , s c i e n c e ) : _____ ' _______ S p ecial tr a in in g courses a v a i l a b l e ) : _______________

(ty p e,

length,

c o s t , w here

T r a i n i n g on th e jo b ( i n f o r m a l i n s t r u c t i o n , a p p r e n t i c e s h i p ) : _________

short courses,

3 » O th e r req u irem en ts T ools and e q u ip tm e n t.f u r n is h e d by w o rk er:

M em bership i n u n i o n s , p r o f e s s i o n a l o r g a n i z a t i o n s , o r a s s o c i a t i o n s o r d i n a r i l y r e q u i r e d : ________________________ S p ecial t e s t s C.

or ex am in atio n s:

SUMMARY 1. A d v a n ta g e s and d i s a d v a n t a g e s : 2 . U s u a l m eth o d s o f o b t a i n i n g em ploym ent i n tio n :

3.

Job i n s p e c t i o n t r i p W h e r e : ________________ Persons ta lk e d to :_ Ij.. R e f e r e n c e s Books:

th is

occupa­

P a m p h le ts :

Maga.zi.ne a r t i c l e s : Government o r p r i v a t e r e p o r t s : O ther: . NAME:

OUTLINE FOR THE STUDY OF AN OCCUPATION7 T h i s o u t l i n e p r o v i d e s a n e a s y way t o r e c o r d some o f the

im portant f a c ts

t h a t you w i l l w a n t t o t h i n k a b o u t when

you d e c id e w h e th e r o r n o t to lo o k f o r a job i n t h i s tio n ,

or to prepare y o u rse lf fo r i t .

a n y o c c u p a t i o n go t o y o u r l i b r a r y , state

em ploym ent s e r v i c e ,

To g e t f a c t s

occupa­ about

to your lo c a l o ff ic e

to your te a c h e r,

of

and to p e rso n s

who w o r k i n

the o c c u p a tio n .

Name o f t h e

o c c u p a t i o n t o b e s t u d i e d _____________________________

Y o u r name________________________________________________________________ D ate

s t a r t e d ________________________ D a t e c o m p l e t e d ________________

C o p y rig h t,

19h-6> b 7 R o b e r t H o p p o c k

7 R o b e r t H oppock, Group G u i d a n c e , Book C om pany , I n c . } , 194-9» P* 1 0 6 - 1 1 1 .

(New Y o r k : M c G r a w - H i l l

D u tie s. L is t here a l l t h i n g s you would h av e do i n t h i s o c c u p a t i o n you c o u l d do w e l l a n d joy d o in g .

the to th at en­

P h y sical req u irem en ts. L is t h e re any p h y s i c a l r e q u i r e ­ m ents t h a t you m ust m eet i n o rd e r to e n te r t h is occupa­ t i o n , f o r exam ple, h e i g h t , w e i g h t , 2 0 /2 0 v i s i o n , freedom from c o l o r b l i n d n e s s e tc .

2 . L i s t h e re a l l the th in g s you w o u ld h a v e t o do i n t h i s o c c u p a tio n t h a t you t h i n k you c o u l d n o t do w e l l OR t h a t y o u w o u l d d i s l i k e doing.

Ij., L i s t h e r e a n y o f t h e s e r e q u ire m e n ts t h a t you th in k you m ight f i n d i t h a rd to m eet.

A p titu d e s . L i s t h e re any 6. a p t i t u d e s i n w hich you m ust be b e t t e r t h a n a v e r a g e , i n o r d e r t o do s a t i s f a c t o r y w ork i n t h i s o c c u p a t i o n , o r to g e t the t r a i n i n g n e c e s­ s a r y t o e n t e r i t , f o r exam ple m echanical a p titu d e , c o lle g e ap titu d e, fin g er d e x te rity , p itc h d iscrim in atio n , rea c ­ t io n tim e, e t c .

L i s t h e r e th e names o f any t e s t s you have ta k e n to m easure th e s e a p t i t u d e s and th e r e s u l t s - o f th e t e s t s and any o t h e r e v id e n c e of the a p titu d e y o u -p o ssess. L is t a ls o the r e s u l t s of any t e s t s you have ta k e n to m easure your i n t e r e s t i n t h i s o c c u p a tio n , and any o th e r ev id en ce o f your in te r e s t in i t .

7 . P rep aratio n . L is t here y e a r s o f h i g h s c h o o l and c o l l e g e t r a i n i n g t h a t you w ould h av e t o have, t o e n te r t h i s o ccu p atio n . H igh s c h o o l C o lleg e

9. E arn in g s. L i s t h e r e how much m o n e y y o u t h i n k y o u could e a rn i n t h i s occu­ p a tio n .

11.

8.

L i s t h e r e th e number o f h i g h sch o o l and c o lle g e t r a i n i n g t h a t you t h i n k you have th e a b i l i t y , th e money, and th e d e s ire to g et. H igh S c h o o l C o lleg e

1 0 . L i s t h e r e how much m o n e y you t h i n k you w ould have t o e a rn in o rd er to f e e l th a t you w ere d o in g a b o u t a s w e l l as you have a r i g h t to e x p e c t.

F i r s t y e a r f _______ ________ A f t e r five- y e a r s $ A f t e r t e n y e a r s $>;________

F irst year $ _____________ A fte r fiv e y e ars! A f t e r t e n y e a r s f>_________ ■

O ther r e q u ire m e n ts . L i s t 12. h e re any o th e r re q u ire ^ " m ents t h a t you m ust m eet in o rd er to e n te r th is o c c u p a tio n , f o r exam ple, lic e n s e req u irem en ts, e x a m i n a t i o n s , u n i o n member­ ship, e tc .

L i s t h e re any o f th e s e r e ­ q u ire m e n ts t h a t you th in k you m ight f i n d i t h a r d to m eet.

I Q . Number o f j o b s . L i s t h e r e 1 %./ L i s t h e r e t h e b e s t e s t i m a t e how man y p e r s o n s a r e e m p l o y ­ y o u c a n g i v e o f how many jobs in t h is o ccu p atio n ed i n t h i s o c c u p a tio n i n be co m e v a c a n t e a c h y e a r , t h e com m unity i n w h ic h you i n t h e com m unity i n w h ic h w ish t o w ork. you w is h t o w ork.

Job s a t i s f a c t i o n . A s k s e v e r a l p e r s o n s now w o r k i n g i n t h i s o c c u p a tio n what th e y l i k e b e s t and d i s l i k e m ost about i t . 1 5» L i s t h e r e t h e t h i n g s m o s t ■o f t h e m s a y t h e y l i k e b e s t .

16. L i s t h e re the th in g s t h a t m ost o f them s a y th ey d i s l i k e m ost.

17. M iscellaneous. L is t here a n y o t h e r r e a s o n s why y o u t h i n k t h i s w ould be a good o c c u p a tio n f o r y o u : to e n te r.

18. L is t h e re any o th e r rea so n s why y o u t h i n k t h i s w o u l d NOT b e a g o o d o c c u p a t i o n f o r you to e n t e r .

SUMMARY Go b a c k o v e r t h e t h i n g s y o u h a v e w r i t t e n o n t h e p r e c e d i n g pages and: 1 9 . L i s t h e r e t h e m o s t i m - -■ 20. L i s t h e re th e m ost im p o rtp o r t a n t r e a s o n s why y o u a n t reasons^w hy you th in k t h i n k t h i s w o u ld be a t h i s w o u l d NOT b e a g o o d good o c c u p a tio n f o r you o c c u p a tio n f o r you t o e n t e r , to e n te r .

21. T e n ta tiv e d e c is io n . or not to e n te r th is a n d why?

I f you had to d ecid e to d a y w h eth er o c c u p a t i o n , w hat w ould you d e c i d e ,

P r io r to the

s e l e c t i o n of the

k-7 there

se c tio n speakers,

m ust be a c l a s s i f i c a t i o n o f s t u d e n t s i n t o v o c a t i o n a l i n t e r e s t groups.

S tu d en ts

o f the i n t e r e s t ference

s h o u ld be e n c o u ra g e d t o u t i l i z e

the r e s u l t s

i n v e n t o r i e s i n m aking t h e i r c h o ic e

of con­

s e c t i o n s w hich th e y w ish t o a t t e n d . When s t u d e n t s h a v e b e e n c l a s s i f i e d

lin e w ith t h e i r o ccu p atio n al ch o ices,

the

in to

s p e a k e r com m ittee

c an s e l e c t th e number and ty p e o f s p e a k e r s , and s t u d e n t c h a irm e n o f s e c t i o n s

sectio n s in

and th e

sponsors

can be a p p o in te d .

S e v e r a l m ethods have b een u se d i n c l a s s i f y i n g a s u c c e s s f u l f o r m u s e d b y one s c h o o l n o t o n l y o b t a i n s c h o ic es of the

stu d en t,

but co n tain s

c le ric a l force. o f the page i s

se c tio n s, hence, A f te r the

stu d e n ts to

e l i m i n a t e s one s t e p f o r t h e

a s s i g n m e n t s a r e made,

t o r n o f f and g iv e n to th e

m orning o f th e v o c a tio n s c o n f e r e n c e . form f o llo w s :

the

the assig n m en t s h e e t a t

th e b o tto m o f th e page w hich i s u se d to a s s i g n the p a r t i c u l a r

stu d en ts,

th e b ottom

s t u d e n t on th e

An e x a m p l e o f t h i s

14-8 Q U E S T I O N N A I R E

C H E C K - L I S T

V O C A T I O N A L '

'

F OR

T A L K S 5 /

C a re e r Day, A p ril 8 NAME__________________ (HOME ROOM OR) FIRST PERIOD CLASS________________ TEACHER_______ ____________________ On T h u r s d a y , A p r i l 8 , y o u w i l l h a v e a n o p p o r t u n i t y t o h e a r s o m e o n e who h a s h a d s u c c e s s f u l e x p e r i e n c e t e l l y o u a b o u t th e v o c a t i o n you t h i n k you w ould l i k e t o e n t e r . P lease study th e f o l l o w i n g l i s t and w r i t e th e number (1 ) b e f o r e y o u r f i r s t c h o i c e , th e number ( 2 ) b e f o r e y o u r se c o n d c h o i c e , and t h e number (3 ) b e f o r e y o u r t h i r d c h o i c e . AIR STEWARDESS ACCOUNTING AND BOOKKEEPING ARCHITECTURE . BARBERING BEAUTY CULTURE COMMERCIAL ART COMMERCIAL AVIATION COSTUME DESIGN DAIRYING DENTISTRY DRAMA ELECTRICAL ENGINEERING ENGINEERING FARMING . FORESTRY HOUSEWIFE INTERIOR DECORATION NAME:

JOURNALISM 'LAW MECHANICS 'MEDICINE MINISTRY MUSIC. NURSING PHARMACY PHOTOGRAPHY POLICE WORK SALESMANSHIP SCIENCE RESEARCH STENOGRAPHY TEACHING OTHERS

(STUDENT SECTION ASSIGNMENT SHEET) FIRST PERIOD CLASS FIRST PERIOD TEACHER

TIME GROUP NO. 1 . 1 0 : 3 0- 1 1 :4 0 2. 1 :00- 2:10 3. 2 :20- 3:20

OCCUPATION

ROOM NO.

SIGNATURE

S Form u s e d a t T u r l o c k U n io n H ig h S c h o o l , T u r l o c k , C a l i f o r n i a C a r e e r D a y , A p r i l 8 , 19^4-8• M a t e r i a l i n p a r e n t h e s e s added by a u t h o r .

k9.;. F acu lty .

I f a v o catio n s conference

s h o u ld be r e c o g n i z e d a s th e

jo in t re s p o n sib ility

member o f t h e f a c u l t y a n d s t u d e n t b o d y , part

in i t .

i s undertak en ,

and a l l

it

of every should have

T h e re m u st be ample o p p o r t u n i t y f o r b u i l d - u p

and developm ent of p r o p e r a t t i t u d e s

to w a rd t h e p ro g ra m on

the p a r t o f b o th s tu d e n ts and f a c u l t y . P re p a ra tio n of the f a c u lty .p u rp o ses th e

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

s tim u la tio n of f a c u lty en th u siasm .

s c h o o l s u b j e c t s h e l p i n some way t o tio n s,

train

S ince h ig h

stu d e n ts fo r voca­

e a c h t e a c h e r s h o u l d b e made t o c o n s i d e r h i m s e l f t o b e

an im p o rtan t p a r t

o f the v o c a tio n s c o n fe re n c e program .

F u r th e r p r e p a r a t i o n of the f a c u l t y freq u en t,

s h o u l d come b y

b u t s h o rt f a c u l t y m eeting s to d is c u s s p la n n in g ,

and fro m b u l l e t i n s fro m th e S t e e r i n g Com m ittee and a d m i n i s ­ tra tio n .

The p u r p o s e o f t h e s e b u l l e t i n s w o u l d b e t o k e e p t h e

f a c u l t y a b r e a s t of the developm ents, an d to f u r n i s h the b a s is of in fo rm a tio n to answ er q u e s tio n s th e cla ss re la tin g

e x t e n t t o w hich i t

The c o m m u n i t y s u p p o r t s t h e is

in te reste d

d i f f i c u l t y w i l l be e n c o u n t e r e d , on th e p a r t o f th e

p r e p a r a tio n of the lo c a l serv ice

in

to the v o c a tio n s c o n fe re n c e .

C om m unity.

in te re st

s t u d e n t s m ight r a i s e

in th e program .

L ittle

i n m ost i n s t a n c e s ,

in arousing o com m unity f o r C a r e e r D a y . The

com m unity s h o u l d i n c l u d e

o rg an izatio n s,

school to th a t

p aren ts,

c o n ta c tin g of the

peop le concerned w ith

8 Emery S t o o p s , " S u g g e s t i o n s f o r C a r e e r D a y " , Los A n g e l e s C o u n t y S c h o o l s M o n o g r a p h . 19U-1 > P»

o ccu p atio n s,

and f r i e n d s

of the

s c h o o l i n th e com m unity.

T h is

p r e p a r a t i o n o f f e r s an e x c e l l e n t o p p o r tu n ity to develop b e t t e r p u b lic

rela tio n s

on th e p a r t o f th e

discu ssed f u r th e r in chapter I I I

s c h o o l w h ic h w i l l be

of th is p ro je c t.

In keeping

w ith th is

c o m m u n i t y p r e p a r a t i o n some s c h o o l s h a v e f o u n d i t

ad v isab le

to

send i n v i t a t i o n s

to

i n t e r e s t e d p a r e n ts and f r i e n d s

a s k i n g them t o a t t e n d v o c a t i o n a l c o n f e r e n c e m e e t i n g s . exam ple o f t h i s

tech n iq u e i s

a l e t t e r u s e d f o r a C a r e e r Day

a t T u rlo c k U nion H igh S c h o o l ( T u r l o c k , C a l i f o r n i a ) . l e t t e r fo llo w s:

An

Sam ple

51 March 29,

1 9 ^4-8

B e a r F rie n d and P a r e n t: We h a v e j u s t c o m p l e t e d a t t h e H i g h S c h o o l a s i x w e e k s s t u d y on V o c a t i o n a l P l a n n in g . Our H i g h S c h o o l i s c u l m i n a t i n g t h i s v o c a t io n a l s tu d y w ith a c a r e e r day , T h u rsd ay , A p r i l 8, a t w h ich tim e th e s t u d e n t s w i l l r e c e i v e ' f i r s t - h a n d i n f o r m a t i o n c o n c e rn in g v o c a tio n s i n w hich th e y a re i n t e r e s t e d . We a r e h a v in g c o n s u l t a n t s m eet w ith v a rio u s groups o f s t u d e n t s . At t h i s tim e th e s t u d e n t w i l l have an o p p o r t u n i t y to l i s t e n to i n f o r m a t i o n g iv e n by th e s e c o n s u l t a n t s i n t h e i r v a r i o u s f i e l d s and a l s o w i l l be a b l e t o a s k q u e s t i o n s . The e n c l o s e d p r o g r a m w i l l g i v e y o u some i d e a o f t h e p l a n f o r o u r CAREER BAY a n d t h e o c c u p a t i o n s t h a t t h e s t u d e n t s have s e le c te d f o r f u r t h e r stu d y . We w o u l d b e h a p p y t o h a v e y o u a t t e n d a n y o r a l l o f th ese s e s s io n s . You w i l l n o d o u b t b e i n t e r e s t e d i n d i s c u s s i n g the r e s u l t s o f th ese m eetin g s w ith your c h il d . P lease f e e l f r e e t o c o n f e r w i t h u s a t an y tim e c o n c e r n i n g y o u r c h i l d s b e tte r v o c a tio n a l a d ju stm en ts. We w o u l d a l s o b e v e r y g l a d t o h a v e y o u v i s i t o u r H i g h S c h o o l o n A p r i l 1 5 , w h i c h w i l l b e o u r ANNUAL OPEN HOUSE, a n d s e e some o f t h e s t u d e n t s w o r k a s i t i s b e i n g d o n e . Yours v e r y t r u l y ,

JOHN H. PITMAN, P r i n c i p a l

FRED W. FLINT, C h a i r m a n C a r e e r B ay C om m ittee

52 S e c t i o n sp o n s o rs and c h a irm e n .

A fac u lty

s h o u l d be a p p o i n t e d f o r e a c h c o n f e r e n c e

sponsor

t o w ork w i t h th e

s t u d e n t c h airm a n and s t u d e n t v ic e - c h a ir m a n and th e should m eet p r i o r to the co n feren ce for d e ta ils .

th ree

t o make a r r a n g e m e n t s

Sponsors a re e x p ected to handle a tte n d a n c e

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

d e ta ils,

to a s s u r e decorum ,

and

t o p r e p a r e a w r i t t e n r e p o r t on t h e g e n e r a l q u a l i t y a n d s u c c e s s o f t h e i r c o n fe r e n c e s t o se rv e a s a guide i n th e se le c tio n of fu tu re

conference le a d e r s .

s p o n s o r s s h o u l d b e h e l d two o r t h r e e fe re n c e s f o r the purpose and f o r i n s t r u c t i n g

M eetings of f a c u l t y

days p r i o r to the con­

of o u tlin in g a d m in istra tiv e

d e ta ils

sp o n so rs as to t h e i r r e s p o n s i b i l i t i e s

in

the program . E v e n t h o u g h f a c u l t y m e m b e r s w o u l d make m o r e e f f i c i e n t p resid in g o ffic e rs ,

p a rticip a n ts

express p leasu re

s e rv in g under th e chairm ansh ip o f the

young p e o p le . in tro d u ce

them ,

at

in v o c atio n al conferences

The s t u d e n t c h a i r m e n a r e and have th e p le a s u r e

t o m eet th e

speakers,

of a c tin g as conference

lead ers. A v e r y i m p o r t a n t m em ber o f t h i s secretary .

group s h o u ld be a

T h is p o s i t i o n w ould o f f e r v a l u a b l e e x p e r i e n c e

f o r a m em ber o f t h e

stenography c la s s .

The d u t i e s

of th is

p e r s o n w ould i n c l u d e a v e r b a t i m a c c o u n t o f t h e e v e n t s as th ey occured d u rin g the p u b lic

s e c tio n m eetin g .

A d d i t i o n a l good

r e l a t i o n s m ig h t be a c h i e v e d by i n c l u d i n g a t r a n s c r i p t i o n

o f th ese m in utes i n the l e t t e r They w ould a l s o

of a p p r e c ia tio n to the

speaker.

serv e as r e fe re n c e m a t e r i a l f o r a review o f

th e p a r t i c u l a r m e e tin g o r v o c a tio n . In a d d it i o n to th e p r e p a r a to r y m ee tin g s and o r a l in stru ctio n s

giv en to the

s tu d e n t c h airm en and f a c u l t y

sponsors

many s c h o o l s f i n d i t h e l p f u l t o make u p w r i t t e n i n s t r u c t i o n s t o be u s e d i n th e n a t u r e

of a c h e c k -list.

w r itte n in s tru c tio n s are

as fo llo w s::

E xam ples o f su c h

& INSTRUCTIONS TO STUDENT CHAIRMEN 1 . A bout a week b e f o r e th e t a l k , c a l l a t th e s p e a k e r 's • o f f i c e t o d e l i v e r t h e l i s t o f n a m e s o f t h o s e who e x p e c t to a tte n d h is ta lk . At t h i s tim e check y o u r a c c u ra c y of th e d a t a you i n t e n d t o u se when y o u p r e s e n t him t o y o u r group, 2 , C o n su lt the f a c u l t y h o s t f o r your m eeting i n re g a rd to t h e s e a t i n g c a p a c i t y o f t h e a s s i g n e d room, a n d c h e c k on y o u r form o f i n t r o d u c t i o n and c o n c lu d in g re m a rk s.

3* On t h e d a y o f t h e c o n f e r e n c e , r e p o r t t o t h e r e g i s t r a t i o n t a b l e where you w i l l m eet th e s p e a k e r , I4., Remember t h a t t h e s p e a k e r i s a g u e s t o f t h e s c h o o l a n d t h a t you a re th e s c h o o l 's o f f i c i a l h o s t f o r t h i s o c a s s io n . A p p r o a c h y o u r s p e a k e r a n d o f f e r y o u r h a n d w i t h some g r e e t ­ i n g s u c h a s , “ I am v e r y g l a d y o u a r e h e r e , Mr, ___ ” , o r i f you have n o t met th e s p e a k e r b e f o r e , a p p ro a c h him , o f f e r y o u r hand, and e x p l a i n : ” 1 am ___ who i s t o p r e s i d e a t your co n feren ce, I am v e r y g l a d t o m e e t y o u Mr. __ 11. If he i s n o t f a m i l i a r w i t h th e s c h o o l ta k e him on a n o r i e n t a ­ t i o n t o u r , and i n t r o d u c e him t o th e t e a c h e r s and a d m in is ­ trato rs, 5 . A f t e r t h e s t u d e n t s h a v e gone t o t h e c o n f e r e n c e ro o m s, c o n d u c t y o u r s p e a k e r t o t h e a s s i g n e d r o om a n d s e e t h a t h e i s s e a t e d a t t h e f r o n t o f t h e room. 6 . Take y o u r p l a c e a t t h e f r o n t o f t h e room a n d i n t r o d u c e your conference le a d e r . I n g i v i n g some i m p o r t a n t i t e m s a b o u t y o u r g u e s t s p e a k e r and h i s o c c u p a ti o n , convey th e i m p r e s s i o n t h a t you a r e g l a d t o i n t r o d u c e him t o t h i s group becau se he i s w e ll q u a l i f i e d to g iv e f i r s t - h a n d , r e l i a b l e , and u p - t o - d a t e in f o r m a tio n a b o u t i t ,

7 . A llow th e s p e a k e r th e f u l l u se o f th e d e s k , by t a k i n g y o u r p l a c e a t th e s i d e where you c an fa c e th e a u d ie n c e * 8 . Rem ain w i t h t h e s p e a k e r w h i l e he a n s w e r s any i n d i v i d u a l q u e stio n s. P r e s e n t him t o th e f a c u l t y h o s t , I f he h a s n o t met him . Then ta k e him t o th e o f f i c e w here a group p i c t u r e w i l l be t a k e n o f s p e a k e r s and c h a i r m e n . A fterw ard conduct him t o th e l i b r a r y where t e a w i l l be s e r v e d .

55 INSTRUCTIONS TO THE STUDENT VICE-CHAIRMEN OP VOCATIONAL CONFERENCES 1 . A s s i s t t h e c h a i r m a n i n a n y way y o u c a n i n s e r v i n g a s t h e s c h o o l ’s o f f i c i a l h o s t t o t h e c o n f e r e n c e l e a d e r s , 2 . S e e t h a t tw o c h a i r s a r e i n r e a d i n e s s i n t h e f r o n t o f t h e r o o m — o n e f o r t h e c h a i r m a n a n d one f o r t h e s p e a k e r . 3. C o l le c t the a tte n d a n c e e n c e room.

slip s

a t the e n tra n c e t o

the c o n fe r ­

I)., Be f a m i l i a r w i t h t h e d u t i e s o f t h e c h a i r m a n , s o t h a t y o u w i l l be p r e p a r e d i f h e c a l l s on y o u f o r a n y a s s i s t a n c e . 5.

I f i t i s c o n v e n i e n t , i t may b e w e l l t o g o w i t h t h e c h a i r ­ man w h e n h e c a l l s o n t h e g u e s t s p e a k e r t o make t h e p r e ­ lim in a ry arran g em en ts.

6 . D u rin g th e d i s c u s s i o n p e r i o d , a sk the sp e a k e r q u e s tio n s . .w h ic h a r e p e r t i n e n t a n d r e l e v a n t . I f some s t u d e n t a s k s a q u e s t i o n w h ic h s t a r t s th e d i s c u s s i o n on a n o t h e r su b ­ j e c t , a sk a b o u t som ething w hich w i l l r e t u r n th e s u b je c t q u ic k ly to the to p ic of th e day. 7. A f te r th e a d m issio n s l i p s have been checked a t the o f f i c e , t a k e t h e m t o t h e s p e a k e r a t h i s o f f i c e , a s h e may w i s h t o l o o k o v e r t h e l i s t o f t h o s e who a t t e n d e d c o n f e r e n c e . 8 . P a s s o u t Mo p e n " o u t l i n e s t o e a c h s t u d e n t , each person has a p e n c il.

a n d make s u r e

9 . Make s u r e y o u r s e c r e t a r y i s a r r a n g e d f o r , n ecessary m a te ria ls are p re s e n t.

and see t h a t a l l

CHAPTER V

VOCATIONAL CONFERENCE PROGRAM. R e c e p tio n o f sp e a k e rs and g u e s t s . a re alw ay s v i t a l t o th e m anner i n w hich th e

th e ir f ir s t

s u c c e s s o f a n y -u n d e r t a k i n g .

speakers,

school are receiv ed i s

F i r s t im p ressio n s

g uests,

and p a tr o n s

of g r e a t im portance,

The

of the

for th is

c o n ta c t w ith the a c t u a l a c t i v i t i e s

is

o f the day.

An e f f i c i e n t r e c e p t i o n c o m m i t t e e w i l l h a v e t h e r e g i s t r a t i o n p ro c e d u re s e x p e d ie n t and im p re s s iv e . com m ittee c o m p e te n tly c a r r i e s

If

the r e c e p tio n

out the d u t ie s a s sig n e d to

them

t h i s p a r t o f t h e c o n f e r e n c e w i l l be c o n d u c t e d s m o o t h l y . It

Is im p o rtan t t h a t the i n v i t a t i o n s

to

the

and g u e s t s be c l e a r a n d l a c k a m b i g u i ty r e l a t i v e p lace,

and d ir e c tio n s

to the

sch o o l.

speakers

to the

tim e,

Me mbers o f t h e r e c e p t ­

i o n c o m m ittee s h o u ld be p o s t e d a t a l l p o s s i b l e e n t r a n c e s the

sc h o o l i n o rd e r to' r e c e iv e a l l

to

sp e ak e rs and g u e sts w ith

t h e min im um o f c o n f u s i o n - ; The m e m b e r s o f t h i s

com m ittee

schooled i n s o c ia l conduct,

and s h o u ld be im p re sse d w ith

the

id ea th a t

the

im p r e s s io n s w hich th e y i n d i c a t e

determ in e

they a re

sh o u ld be th o r o u g h ly

the o f f i c i a l h o s ts

o f the

school fo r

to th eg u ests w ill la rg e ly

th e im p re ssio n s th e g u e s ts w i l l have of th e

G eneral assem b ly .

The o p e n i n g e x e r c i s e s

i n s p i r a t i o n a l as w e ll as in fo rm a tiv e f o r the

school.

s h o u l d be

stu d e n ts.

Many

61 sc h o o ls add a v ery im p re ssiv e

to u c h to th e program by h a v in g

th e m usic d e p a rtm e n t p a r t i c i p a t e w i t h v o c a l o r i n s t r u m e n t a l ren d itio n s.

The k e y n o t e o f t h e m o r n i n g a s s e m b l y c a n e i t h e r

b e s h o r t v o c a t i o n a l m o v i e s ( e . g . , MHow t o C h o o s e a C a r e e r ” ) or a short ta lk (s) m inute t a l k s )

(20 m in u te s f o r a s i n g l e

w hich sh o u ld p e r t a i n to

talk ,

o r tw o 12

somewhat g e n e r a l i n f o r ­

m a t i o n a b o u t o c c u p a t i o n s and em ploym ent t r e n d s .

C are sho u ld

be e x e r c i s e d t o o b t a i n a s p e a k e r f o r t h i s m e e t i n g t h a t i s fo rcefu l,

in te restin g ,

school age. conference

It

and a p p e a lin g to s tu d e n ts of h ig h

i s w e l l t o rem ember,

th at i t

i n p la n n in g the v o c a tio n a l

I s b e t t e r to whet th e

f o r o c c u p a tio n a l in fo rm a tio n in the

stu d e n ts’ a p p etite s

g e n e r a l assem b ly than;| i

to t r y

t o f u r n i s h t o o m uch i n f o r m a t i o n a t t h e r i s k

When a p p e t i t e s a r e w h e t t e d , tio n m eetin g s.

it

is

tim e

o f boredom .

to a d jo u rn to the

sec­

An e x a m p l e o f t h e g e n e r a l a s s e m b l y p r o g r a m a s

u s e d by one s c h o o l f o l l o w s :

58 TURLOCK UNION HIGH SCHOOL CAREER LAY A p r i l 8, 8 :3 0 t o 9*00

19^8

S tu d en ts r e p o rt to re g u la r f i r s t p e rio d c la s s e s . R o l l w i l l be t a k e n , p ro g ram s and s c h e d u l e s w i l l be s e c u r e d and I n s t r u c t i o n s g i v e n .

9 i0 5 t o 1 0 :0 0 A ssem bly

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

Welcome .....................



A u dito rium

J o h n H. P i t m a n ,

P rin c ip a l

"The Most I m p o r t a n t C a r e e r o f A l l " D r . R a l p h G. E c k e r t S ta te D epartm ent o f E d u c a tio n " Y o u r P l a n s f o r T om orrow " R. € . Van W a g e n e n C o ordinator of D is tr ib u tiv e Presno C ity S chools

E d u catio n

A n n o u n c erne n t s .................................... D o n H o l t P resid in g . . . . . . T u rlo c k U nion H igh S c h o o l S t u d e n t B o d y .P r e s i d e n t 10:30 to

ll:l|.0 S e c ti o n a l M eetings

1 1 : 14.0 t o

1 2 :5 0 Lunch

12:50 to

1:00 S tu d e n ts R eport to a tten d a n ce • check

1:00

to 2:00

S e c t i o n a l M eetings

2:20

t o 3*20

S e c t i o n a l M eetings

th e ir f i r s t p erio d

classes

CONSULTANTS’ LUNCHEON Luncheon f o r th e c o n s u l t a n t s and g u e s t s w i l l be served; a t 11:14-5 i n t h e u p p e r h a l l b y t h e Home E c o n o m i c s D e p a r t m e n t . You a r e o u r g u e s t s a n d we a r e h a p p y t h a t y o u a r e h e r e . May Your v i s i t be p l e a s a n t .

59

S e c tio n m eetings* conference p e rio d s , to an hour. the

T here i s no s t a n d a r d l e n g t h f o r

b u t th e y u s u a l l y ran g e from

m inutes

S h o rte r p e rio d s are n o t s u f f i c i e n t to p re s e n t

d e s i r e d in f o r m a tio n and p e rm it q u e s t io n i n g o f th e

speaker,

w hile c o n fe re n c e s e x te n d in g over an hour o f te n tend to lo se th eir in te re st.

E x p e r i e n c e o f t h e a u t h o r seems t o i n d i c a t e

t h a t 60 -m inute p e r i o d s a re m ost s a t i s f a c t o r y f o r s e n i o r h ig h school.

T h irty to t h i r t y - f i v e m in u tes of t h i s

tim e

should

be u s e d by t h e c o n f e r e n c e l e a d e r f o r a n o r g a n i z e d p r e s e n t a t i o n of h is

o ccu p atio n ,

th e r e m a in in g 25 t o t h i r t y m in u te s b e in g

l e f t f o r d i s c u s s i o n and q u e s t io n s w hich s t u d e n ts d e s i r e raise.

O are m u st be e x e r c i s e d t o see

t h a t conference* l e a d e r s

do n o t u s e a l l

o f th e tim e f o r t h e i r p r e s e n t a t i o n s ,

lea v in g l i t t l e

o r no tim e f o r q u e s t i o n s ,

since

In the s e c t i o n m e e tin g s,

sp o n so rs should keep the p r e l i m i n a r ie s in tro d u ce

tio n p re se n te d in these

a ll

one

stu d e n t’s

th e c h a irm e n and t o a m in im u m , a n d

the sp e ak e r w ith a s h o r t b u t s u f f i c i e n t i n tr o d u c ti o n .

Some s c h o o l s h a v e t r i e d

i n the

th us

th ese are

o f th e m ost v i t a l p a r t s o f th e c o n fe r e n c e s from th e stand p o in t.

to

to p reserv e f ir s t- h a n d

inform a­

s e c t i o n m e e tin g s by h a v in g th e g i r l s

s t e n o g r a p h y c l a s s e s a c t a s s e c r e t a r y a n d t a k e down

th at is

s a id d u rin g th e m ee tin g and t r a n s c r i b e

o f f e r s v a lu a b le ex p erien c e f o r the as a p u b lic

re la tio n s featu re

c a n be i n c l u d e d w i t h t h e

s t u d e n t and a l s o

it.

T h is

serves

f o r a copy o f th e s e m in u tes

group p h o to g ra p h i n th e l e t t e r

of

60 a p p r e c i a ti o n to the

speaker.

O ther sc h o o ls p r e s e r v e

i n f o r m a t i o n by m aking r e c o r d i n g s and t r a n s c r i p t i o n s

th is o f the

s p e a k e r 's p r e s e n ta tio n . S t u d e n ts sh o u ld be r e q u e s t e d i n advance t o p r e p a r e q u estio n s

to ask the

speaker a t the

end o f h i s

talk .

They

s h o u ld a l s o be adm onished t o keep c a r e f u l n o t e s o f th e i n f o r ­ m ation given.

If

the

s p e a k e r was g i v e n a n o u t l i n e f o r h i s

t a l k as suggested e a r l i e r

in th is p ro je c t,

m e n t m i g h t make u p a n 11o p e n ” o u t l i n e in.

An e x a m p l e o f s u c h a n o u t l i n e

the

f o r the

fo llo w s.

guidance d e p a r t ­

stu d en ts

to f i l l

61 STUDENT OUTLINE — FOR NOTE TAKING1 O c c u p a t i o n a l Group

__________ Name o f S p e a k e r ______ '

P o s i t i o n o r F i r m o r T i t l e _____________________________________ I.

What i s

th e N ature o f the V o c a tio n ?

D u t i e s ___________________ A d v a n t a g e s ____________________________________________________ D i s a d v a n t a g e s _________________________________________ P r e s e n t O u t l o o k ______________________________________________ II.

What E d u c a t i o n n e c e s s a r y ? How m u ch _______________________________________________________ W h at k i n d ______________________________________________________ What w o u ld i t

c o s t ________ __________________________________

W h ere w o u l d o n e o b t a i n i t _ _________________________ _______ Any s p e c i a l l i c e n s e s ,

III.

exam s,

c e r tif ic a te s necessary

W h a t c o m p e n s a t i o n o r e a r n i n g s c o u l d o n e e x p e c t ? ____________ P a y s c a l e _ _ _____ O p p o r t u n i t y f o r a d v a n c e m e n t ______________________________________ P ossible

to t r a n s f e r to o th e r v o catio n s;

C iv il S ervice

Any o t h e r p e r s o n a l r e w a r d s _____________ IV . What q u a l i f i c a t i o n s

s h o u l d on e h a v e ?

M e n t a l A b i l i t y ____________________________

1 E m e r y S t o o p s , ’’S u g g e s t i o n s f o r C a r e e r D a y " , A n g e l e s 0 o u n t y S c h o o l s M o n o g r a p h , 19^4-7 > P-

Los

jobs

62. P erso n ality ^ T a l e n t s and s p e c i a l a b i l i t i e s _ IV . W hat q u a l i f i c a t i o n s Age,

sex, h e ig h t,

should th e i n d iv id u a l have? (c o n tin u e d )

or p h y s ic a l req u irem en ts

Any o t h e r p e r s o n a l r e w a r d s ______________________________________

V. How c o u l d one " b r e a k i n t o

the f i e l d ” ?

W h ere t o a p p l y _____________________________ W here t o o b t a i n f u r t h e r i n f o r m a t i o n

63 T e a - L u n c h e

on.

S c h o o ls can add an e x c e l l e n t p u b l ic

r e l a t i o n s e f f e c t by i n v i t i n g the

sp o n so rin g c iv ic

speakers,

rep re se n ta tiv e s

o rg an izatio n s, and o th er p a rtic ip a n ts

lu ncheon p r i o r to or d u rin g the v o c a tio n s c o n fe re n c e . s c h o o l s have done t h i s

A nother v ery e f f e c t i v e p u b lie speakers,

to

Some

i n a f u n c t i o n a l m anner by h a v in g th e

home e c o n o m i c s d e p a r t m e n t p r e p a r e a n d s e r v e

a ll p aren ts,

of

rela tio n s

fac u lty ,

the v o c a tio n s c o n fe re n c e . p u b l i c i t y f o r the day i t

the

touch i s

o cassio n . to in v ite

sponsors to a te a fo llo w in g

In order to

o b ta in com plete

i s w e l l t o h a v e a m em b er o f t h e l o c a l

p r e s s be r e p r e s e n t e d d u r i n g t h e d a y w i t h a p h o t o g r a p h e r t o ta k e p i c t u r e s of the

s p o n s o rs and p a r t i c i p a n t s .

T h e s e m e e t i n g s c a n a d d much v a l u a b l e guidance d ep artm en t o f th e oral

in fo rm a tio n to the

school in th a t q u e s tio n n a ire s

or

s t a te m e n ts c an be o b t a i n e d f o r a f u r t h e r e v a l u a t i o n of

the v o c a tio n a l c o n fe re n c e , the p a r e n t s .

by th e s p e a k e rs a s w e ll a s by

CHAPTER VI

EVALUATION Speakers* the c o n fe rn c e ,

A prim e o b j e c t i v e

i n a d d it i o n to im proving p u b lic r e l a t i o n s

a n d h a v i n g t h e members o f t h e speakers,

is

of the te a fo llo w in g

to get the

p atro n s r e la tin g

to the

com m unity m ee t t h e v a r i o u s

id ea s of the stren g th s

s p e a k e r s and s c h o o l

and w e a k n e ss e s o f th e

conference. Many s p e a k e r s a r e w i l l i n g counselors to

to

serve as in d iv id u a l

stu d e n ts in th e i r p a r tic u la r f ie l d

of in te r e s t

T h is i s done e i t h e r by a r r a n g i n g a s c h e d u le o f c o n f e r e n c e s to take p la c e e i t h e r a t ien t

to the

speaker.

d irec to r th e ir

school or a t an o th e r place

S p e a k e rs m ig h t r e p o r t t o th e

im p re ssio n of the

stu d en ts’ a ttitu d e

conven­ guidance tow ard

th e co n feren ce and the g e n e ra l u n d e rs ta n d in g o b ta in e d by the s tu d e n ts i n the p a r t i c u l a r s e c t i o n m e e tin g s . A d m i n i s t r a t i o n and C o u n s e l o r s . g u i d a n c e p e r s o n n e l who h a v e h a d l i t t l e w ith t h i s

o r no e x p e r i e n c e

f o r m o f g r o u p v o c a t i o n a l g u i d a n c e may d e s i r e , i n f o r

m ation about the e f f e c t i v e n e s s a guidance t o o l . com piled,

A d m i n i s t r a t o r s and

of a v o c a tio n a l conference

as

For t h is purpose a q u e s tio n n a ire has been

‘' E v a l u a t i o n o f V o c a t i o n a l C o n f e r e n c e s a s a G r o u p

G uidance T o o l” , w h ic h m ig h t be s e n t t o s c h o o l s l o c a t e d i n



the a r e a t h a t m ig h t p r e s e n t the

same p r o b l e m s .

EVALUATION OP VOCATIONAL CONFERENCES AS A GROUP GUIDANCE TOOL A In stru ctio n s 1.

P l e a s e c h e c k th e q u e s t i o n s t h a t you a r e a b le t o an sw er and r e t u r n th e check s h e e t in the en clo se d envelope.

2. P le a se check the c o r r e c t answ er w ith (X). 3.

I f some (X) a n s w e r s s e e m a m b i g u o u s , answ er.

p lease w rite

in your

B G eneral C o n sid e ra tio n s 1 . Do y o u c o n d u c t g r o u p v o c a t i o n a l g u i d a n c e p r o j e c t s i n t h e n a tu re of V o catio n al C onferences? Y e s ( _____) No ( ____) 2.

W o u ld y o u address?

3.

W r i t e u p o n t h e l i n e b e l o w , t h e name t i o n a l C o n f e r e n c e i s known. a.

lik e a d ig est of

J u n i o r High S c h o o l l e v e l

b . S e n i o r H igh S c h o o l l e v e l c.

th is

survey m ailedto your Y e s ( _____ ) No ( ____) b y w h i c h y o u r Voca4;

( ________________________ ( ____________________________________

J u n i o r C o l l e g e l e v e l ( _________________________________________

1 |.. The name o f t h e

s c h o o l system w hich checked t h i s

The name o f t h e p e r s o n t h a t c h e c k e d t h i s

sheet is

sheet is

6.

The s c h o o l t i t l e (

o f th e p e rs o n w hich checked t h i s

7.

D oes a com m unity c i v i c o r g a n i z a t i o n ( s ) a s s i s t your V o catio n al C onference? - y eg (

sheet is



i n sp o n so rin g ) No ( )

. Who p a r t i c i p a t e s i n t h e o r g a n i z a t i o n o f y o u r V o c a t i o n a l C onference? a. S tu d en ts Y e s ( _____ ) No ( ____ ) b. F acu lty Y e s ( _____ ) No ( ____ ) c . Community Y e s ( _____ ) No ( ____ ) d. S e v e ra l schools Y e s ( _____ ) No (____ ) e . O thers ' _________■ How o f t e n d o y o u h o l d a V o c a t i o n a l C o n f e r e n c e ? Yes ( a . Each se m e s te r I } No ( b . Each y e a r Yes ( No ) (~ C . E v e r y tw o y e a r s Y e s ( “ “ ) No ( ) d . O t h e r _________________________________________ How man y s c h o o l s a . One______ b . Two c . Three

p a r t i c i p a t e in your V ocational C onference? ( ____ ) d. Four ( _____ ) e . Five ( _____ ) ( ____ ) ( ____ ) f . More t h a n fiv e ( _ __ )

W h at i s t h e n u m b e r o f s e s s i o n s y o u h a v e s t u d e n t s a t t e n d d u rin g a V o catio n al C onference? c . T hree ( _____ ) a . One ( ____ ) b . Two ( ____ ) d. Four ( _____ ) e . O t h e r __________ t

I n y o u r s c h o o l ( s ) , w hat i s th e number o f d a y s t h a t you devote to the V o c atio n al C o nference? a . One ( ____ ) d. Four ( _____) b . Two ( ____ ) e . F ive ( _____) c . Three ( ____) f . O t h e r ____________ . I n y o u r com m unity, w h a t s e r v i c e o r g a n i z a t i o n s a s s i s t i n s p o n so rin g the V o c a tio n a l C o nference? a . None ( _____) e . Exchange ( _____) b. R otary ( _____) f . L ions ( _____) c . Chamber, g. O ptim ist ( _____) o f Commerce_( ___ ) h . P .T .A . ( _____) d . K iw anis ( ) i . O t h e r ____________ „ Do t h e b u s i n e s s m e n i n y o u r c o m m u n i t y p r o v i d e v o c a t i o n a l c o n s u l t a n t s w h i c h s t u d e n t g r o u p s c a n v i s i t ? Y e s ( ____ ) No(

67 8.

I n y o u r s c h o o l w hich d e p a rtm e n ts a s s i s t i n p r e p a r i n g th e s tu d e n ts f o r th e V o catio n al C onference? a. b. c. d. e

9.

.

A g ricu ltu re A rt Commerce Home E conom ics In d u strial A rts

( ( (

) ) )

(

)

(

)

f . Language g. M athem atics h. P h y sical E d u catio n i . Science j. S o cial S tu d ies

( (

) )

( ) ( ......) (

)

I f the in fo rm a tio n i s e a s i l y o b ta in a b le , p le a s e s t a t e a f t e r y o u r (X _ ) a n s w e r i n # 8 t h e n u m b e r o f c l a s s h o u r s p e r course each dep artm en t -spends i n p r e p a r a tio n of stu d e n ts f o r your V ocational C onference.

1 0 . Do y o u h a v e s e c t i o n s p e a k e r s f o l l o w a n d o u t l i n e i n g i v i n g t h e i r t a l k s d u r i n g a V o c a t i o n a l C o n f e r e n c e ? Y e s ( _ ) No ( _ ) 11.

I n y o u r s y s te m , w h a t i s t h e optim um l e n g t h o f tim e f o r a speech in a conferen ce? a . Ten m i n u t e s ( ____) d. F o rty m in u tes (^___) b . T w e n t y m i n u t e s ( ____) e. F i f t y m in u tes ( ___ ) c. T h ir ty m in u tes ( __ ) f . O t h e r ______________________

1 2 . What i s th e l e n g t h o f tim e a l l o t t e d t o d i s c u s s i o n and answ er s e s s io n s .fo llo w in g a speech i n a s e c t i o n m eeting ? a . Ten m i n u t e s ( ____) e . Tw enty m i n u t e s ( ___ ) d. O ther _ b . F i f t e e n m i n u t e s ( __ ) 1 3 . Who r e c e i v e s a n d w e l c o m e s s p e a k e r s a n d p a t r o n s a t t h e V o catio n al C onference? ( C h e c k a s man y a s a p p l y ) , a . S t u d e n t s o n l y - (___ ) e. A d m in istratio n ( ___ ) b . F a c u lty only ( ____) c . S t u d e n ts and facu lty ( ____) d . O t h e r ________________ _ lip .

I n y o u r s c h o o l do y o u h a v e a ( s t e e r i n g ) c o m m i t t e e i n ch arg e of the g e n e ra l p la n n in g f o r th e V o c a tio n a l C onference? Y e s ( _ ) No ( _ )

15.

I f y o u do h a v e a c o m m itte e i n c h a r g e o f t h e g e n e r a l p l a n n i n g o f t h e V o c a t i o n a l C o n f e r e n c e , who a r e m e m b e r s o f t h i s com m ittee? ( C h e c k a s many a s a p p l y ) a. A d m in istratio n ( __ ) d. School board ( __ ) b. F acu lty ( ___) e . Members o f t h e ' . c. S tu d en ts ( ___) com m unity ( ___)

68

F acu lty . ference

Im m ediately fo llo w in g th e

v o c a tio n s con­

the p r i n c i p a l should c a l l a f a c u l t y m eetin g to

ev alu ate

the r e s u l t s

tiv e s ' of the

in lin e

school.

e ffe c tiv e ly in th is q u e stio n n a ire,

w ith th e p h ilo s o p h y and o b je c ­

S e v e ra l te c h n iq u e s have been used ev alu atio n ,

and c h e c k - l i s t ,

g a r d le s s of the tec h n iq u e u sed , fo llo w in g q u e stio n s 1.

such a s group d i s c u s s i o n , and g ro u p d i s c u s s i o n .

Re­

o p in io n s re g a rd in g the

s h o u l d be o b t a i n e d :

I n w h a t way d i d t h e v o c a t i o n s c o n f e r e n c e f u r t h e r

the purpose o f th e guidance program i n 2 . W hat d e t a i l s

the

school?

o f p l a n n i n g m ig h t be im p ro v e d upon t o

make a s u c c e e d i n g v o c a t i o n s c o n f e r e n c e p r o g r e s s m o r e s m o o t h l y 3.

I n w hat r e s p e c t s were s c h o o l-c o m m u n ity c o o p e r a t i o n

and p u b l i c r e l a t i o n im proved o r i n j u r e d ? Iq. W h at a d d e d f e a t u r e s r e l a t e d

to

tim in g ,

sch ed u lin g ,

a n d s e l e c t i o n o f s p e a k e r s m i g h t h a v e p r o v e d more s u c c e s s f u l ? 3.

Was t h e

lo s s of a re g u la r d a y 's

s c h o o l i n g compen­

s a te d f o r by th e in f o r m a tio n and i n s p i r a t i o n r e c e i v e d by th e stu d e n ts ? 6 . W h at s u g g e s t i o n s o f a d d e d f e a t u r e s s h o u l d b§ c o n s i d e r e d f o r a f u t u r e 7. B id the

o r im provem ents

v o catio n s conference?

speakers p re se n t a c o rre c t p ic tu re

o f the

v o c a tio n s w hich th e y r e p r e s e n te d ? 8.

I n w hat ways d i d i n s t r u c t o r s

g a in a c l o s e r w orking

r e la tio n s h ip w ith o c cu p atio n al re p re s e n ta tiv e s ?

69 T h e s e e v a l u a t i o n s may b e a r e g u l a r p a r t o r t h e w o r k in E n g lish ,

so c ia l scien ce,

o th er c la ss e s.

o ccu p atio n s,

T h e r e may b e o r a l r e p o r t s

c o n fe re n c e s i n the d i f f e r e n t c l a s s e s . th ere

o rien tatio n ,

on th e v a r i o u s

In o ccu p atio n s u n its ,

s h o u l d b e much r e l a t e d c l a s s a c t i v i t y ,

and f o l l o w i n g th e c o n f e r e n c e ,

or

b o th p r i o r to

to assu re b e s t r e s u l ts .

As a b r i e f e v a l u a t i o n f o r t h e p l a n n i n g o f f u t u r e c o n fe re n c e s c o u n s e lo r s have d e v is e d th e f o l lo w in g form to be f i l l e d

i n by f a c u l t y h o s ts

im m ed iately fo llo w in g each

con ference m eetin g . I n t e r e s t o f group i n th e t a l k : E x cellen t Good_______

P a i r ______

S uccess of t h i s m eetin g : E x cellen t

P a i r ______

Good______

D id th e sp e a k e r e n co u rag e t h i s f i e l d o f work? D id th e sp e a k e r give g en eralities?

sp ecific

o r d i s c o u r a g e __e n t r a n c e in fo rm atio n

in to

or speak in

D id th e s p e a k e r f o llo w th e o u t l i n e g e n e r a l l y so t h a t th e s t u d e n t s c o u l d f o l l o w w i t h t h i e r n o t e t a k i n g ? ______ Com m ents:

S t u d e n t c h a i m a n __________ E x c e H e n t Good___F a i r ____ S tu d e n t v ice chairm an E x cellen t Good__P a i r ____ S u g g e s tio n s f o r im provem ent o f f u t u r e c o n f e r e n c e s : C onference le a d e r S u b j e c t _____________

D a t e __________ _Faculty H ost

70 P aren t.

Through th e

become a n i m p o r t a n t p a r t

issuance

of in v ita tio n s,

of the v o c a tio n s co n fe ren c e.

c o n f e r e n c e i s more t h a n a g r o u p v o c a t i o n a l g u i d a n c e a ls o aid s

p aren ts T h is

to o l;

it

t o i n f o r m t h e com m unity c o n c e r n i n g t h e ' p r o g r a m o f

the

sch ool.

T h o s e m e m b e r s o f t h e c o m m u n i t y who p a r t i c i p a t e

in,

and a t t e n d th e v o c a t i o n s c o n f e r e n c e w i l l i be i m p r e s s e d by

the e n th u sia sm o f te a c h e r s and s tu d e n ts a lik e fo r c lo s e r co o p eratio n .

The c o m m u n i t y s u p p o r t s t h e

to t h a t e x t e n t t o w hich i t Thus,

i t m ig h t be s a i d

in th e ir quest

is

in terested

school

i n the program .

t h a t t h e com m unity e v a l u a t i o n o f a

v o c a t i o n s c o n f e r e n c e w ould be i n c r e s s e d

school-com m unity,

co o p eratio n . C o u n selo rs.

C o u n s e l o r s s h o u l d make i t

a p o in t to

stu d y the e ffe c t, th e v o c a tio n s co n feren ce h as had upon the id e a s and p la n s

of t h e i r co u n selees.

In the

in d iv id u a l

i n t e r v i e w w hich th e c o u n s e l o r s have w i t h eac h s t u d e n t f o l ­ l o w i n g t h e c o n f e r e n c e m u ch i n f o r m a t i o n r e g a r d i n g t h e a ttitu d e

to w a rd t h e c o n f e r e n c e w i l l be g a i n e d .

stu d en t

By m a k i n g u p

q u e s tio n n a ire s to cheek s tu d e n t r e a c tio n to the v o catio n s conference

the guidance departm ent w i l l p ro b a b ly o b ta in

th eir best

source o f in fo rm a tio n as to the e f f e s t i v e n e s s

o f the v o c a tio n a l guidance a s p e c ts o f the program . S tu d en ts. of th is

B e fo re a group v o c a t io n a l guidance .p r o j e c t

ty p e can be c o n s i d e r e d a s u c c e s s i t m ust have met th e

71 n e e d s o f t h o s e f o r whom i t w a s i n t e n d e d . the e f f e c tiv e n e s s

An e v a l u a t i o n o f

o f group g u id an ce p r o c e d u r e s i s

d i f f i c u l t problem .

alw ays a

An i m p o r t a n t p o i n t t h a t h a s b e e n s t r e s s e d

throughout t h is p r o je c t i s

th a t a v o c atio n s conference cannot

be an i n c i d e n t a l a c t i v i t y ,

i t m u s t b e c o n s i d e r e d a s on e i m -

p r o ta n t p a r t in the v o c a tio n a l p la n n in g of h ig h school youth, and s h o u ld be g e a r e d i n w i t h a l l

o th e r guidance p ro c e d u re s .

W ith p r o p e r i n t e g r a t i o n i n th e c u r r ic u lu m and th ro u g h ad eq u ate q u e s t io n n a ir e s and in te r v ie w s ment c an g a in an i n s i g h t i n t o conference.

the e v a l u a t i o n of such a

E v a l u a t i o n by c la s s r o o m t e a c h e r s c an be a c h ie v e d

through p a n e l d is c u s s io n s , and l i k e

the guidance d e p a r t ­

a c tiv itie s.

d e b a te s,re p o rts,

n a rra tiv e -essa y s,

E xam ples o f q u e s t i o n n a i r e s w h ic h m ig h t

be u se d a d v a n ta g e o u s ly f o r su c h an e v a l u a t i o n f o l lo w :

72 T eacher: T U R L O C K U N I O N H I G H S C H O O L . CAREER DAY PROGRAM EVALUATION FORM1 S tudent re p o rt I

C a r e e r Day:

P l e a s e draw a c i r c l e a ro u n d t h e num ber i n d i c a t i n g y o u r u a t i o n o f e ac h ite m l i s t e d below . Ac i r c l e a r o u n d the i n d ic a t e s " e x c e lle n t" perform ance; ac i r c l e around the i n d ic a t e s "v ery poor" p erfo rm an ce; a c i r c l e around the in d ic a te s "average" perform ance. A.

ev al­ 5 1 3

G eneral C o n sid e ra tio n s

1 . T h i s C a r e e r D a y m e t a d e f i n i t e n e e d ..............................1 2 3 ij. £ 2 . The r o u t i n e p l a n w a s e a s i l y f o l l o w e d . . . . * . 1 2 3 4 - 5 3. R e g i s t r a t i o n p r o c e d u r e s w ere c l e a r and a c c u r a t e 1 2 3 4 5 4 . S t u d e n t p a r t i c i p a t i o n w a s s i n c e r e .................... ..... , 1 2 3 lj- 5 5 . The g e n e r a l a s s e m b l y t o p i c w a s w o r t h w h i l e . . . 1 2 3 4 5 6 . G eneral s a t i s f a c t i o n p r e v a ile d th ro ug ho u t . . . 1 2 3 4 5 B. 1. 2.

P e rso n a l C onclusions

I I I [j.. I

2

C.

check

r e a f f i r m e d my p r e v i o u s c h o i c e o f a v o c a t i o n ( ____) h a v e d e c i d e d t o make a n o t h e r e h o i c e o f c a r e e r ( ____) am s t i l l u n d e c i d e d __________________________________________ ( ____) know b e t t e r how t o make a c h o i c e o f c a r e e r ( ____)

E v a lu a tio n of

y e s no 1 . D o y o u t h i n k we s h o u l d h a v e C a r e e r D a y n e x t y e a r ? _ 2 . W h a t s u g g e s t i o n s w o u l d y o u make f o r . t h e i m p r o v e m e n t o f C a r e e r Day - -

S tu d en t

C l a s s o r Grade

D ate

1 T u rlo c k U nion H igh S c h o o l ( T u rlo c k , C a l i f o r n i a ) C a r e e r D a y , 1 9 ^4-8 •

73 T e a c h e r : ___________________________

S e c t i o n : _______________ C h e c k G r a d e : P r . ___ S o p h . __ J r . __ S r . ___3 Name o f S p e a k e r : ______________________ II.

S e ctio n Speakers:

P l e a s e draw a c i r c l e a r o u n d t h e num ber i n d i c a t i o n y o u r u a t i o n o f e a c h ite m l i s t e d below . Ac i r c l e a r o u n d the i n d ic a t e s " e x c e l l e n t ” perform ance; a c i r c l e around the i n d i c a t e s " v e ry p o o r” p erfo rm an c e ; a c i r c l e around the i n d ic a te s "average" perform ance.

ev al­ 5 1 3

A. S u b . j e c t C o n t e n t C o n s i d e r a t i o n 1. N ature o f the describ ed .

o ccu p atio n c le a r ly ........................................

.

2. Q u a n tity and q u a l i t y of t r a i n i n g r e q u i r e d w a s c l e a r l y o u t l i n e d . ......................... . . 3. P erso n al q u a l i t i e s n e ce ssa ry fo r s u c c e s s were d e f i n i t e l y l i s t e d . I4..

. 1 2 3 i|- 5 .

1 2 3 1 + 5 1 2

W ages a n d c o m p e n s a t i o n s w e r e ............................................... 1 2 c le a rly in d ic ate d .

5 . A d v i c e o n how t o l o c a t e ad eq u ate

3 1+5 3

5

a job

6 . H azards and d i f f i c u l t i e s i n c h o o s in g a c a r e e r were ad eq u ately d e sc rib e d . . . . . . .

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

. 1 2

3 1 +5

, 1 2

3 ^ 5

B. The S e c t i o n S p e a k e r 1.

Was w e l l i n f o r m e d

........................................................... 1 2 3 1 + 5

2.

P resented a w ell-o rg an ized ta lk e a s ily

3.

Had a p l e a s i n g p e r s o n a l i t y ...................................................1 2 The t a l k w a s u n d e r s t a n d a b l e

5.

o u t l i n e d 1 2 3 1+ 5 3 1+5

. . . . . . . . . . 1 2 3 1 + 5

S h o w ed a n i n t e r e s t a n d e n t h u s i a s m f o r h i s t o p i c a n d t h i s a c t i v i t y ........................................ 1 2 3 1+ £

S tudent

D a t e _____ ______________ ____________

Ik O ctober-19i|-9

B e y e r - Wo. £ O ffice of . MARGARET L . ANNEAR C ounty S u p e r i n t e n d e n t o f S c h o o ls M odesto, C a l i f o r n i a E valu atio n of CAREER BAY

STUDENTS: The C a r e e r D a y C o m m i t t e e o f t h e S t a n i s l a u s C o u n t y G u i d a n c e A s s o c ia tio n i s an x io u s to have your h e lp i n e v a lu a tin g the day sp e n t in stu d y in g vocatio n s* W ill you p l e a s e com plete the f o l l o w i n g q u e s t i o n n a i r e a n d a d d a n y s u g g e s t i o n s y o u may h a v e . You n e e d n o t s i g n y o u r n a m e . 1 . Was t h e d a y v o c a t i o n a l l y w o r t h w h i l e ? ___________________________ 2.

S h a l l we h a v e a n o t h e r d a y s i m i l a r t o t h i s f o r e l e v e n t h g r a d e n e x t y e a r ? ____________________________________________________

3 . W o u ld y o u w a n t t o a t t e n d m o r e t h a n t h r e e mee t i n g s ?____________________________ ’

sectio n

ij.* Were t h e s e c t i o n m e e t i n g s a . L o n g e n o u g h t o p r e s e n t f i e l d s c o v e r e d ? _______________ b . Too l a r g e ? ___________________________________ c . Long enough t o g iv e you tim e and o p p o r t u n i t y t o ask th e q u e s tio n s you w anted t o a s k ? __________________ 5*

Do y o u f e e l t h a t y o u r s c h o o l g i v e s y o u e n o u g h h e l p i n v o c a t i o n a l i n f o r m a t i o n a n d s e l e c t i o n ? _________________________

6. A fter a. b. c. 7.

l i s t e n i n g t o th e d i s c u s s i o n have you Made a v o c a t i o n a l p l a n ? __________________________________ C h a n g e d y o u r v o c a t i o n a l p l a n ? ___________________________ No v o c a t i o n a l p l a n a s y e t ? __________ ____________

Do y o u f e e l i n s p i r e d t o w o r k h a r d e r in p rep aratio n fo r y o u r c h o s e n v o c a t i o n a f t e r h a v i n g s p e n t t h i s one d a y i n d i s c u s s i o n g r o u p s ? __________________________________________________

SUGGESTIONS FOR IMPROVEMENT OF CAREER DAY:

75 QUESTIONNAIRE FOR EVALUATION OF VOCATIONS CONFERENCE A In stru ctio n s 1.

P l e a s e draw a c i r c l e a ro u n d th e num ber i n d i c a t i n g y o u r e v a l u a t i o n o f e a c h ite m l i s t e d below .

2. A c i r c l e a c irc le a c irc le Thus you 3.

around around around have a

t h e 5 i n d i c a t e s ’’e x c e l l e n t ” p e r f o r m a n c e ; t h e 1 . i n d i c a t e s ’’ v e r y p o o r ” p e r f o r m a n c e ; t h e 3 i n d i c a t e s ’’a v e r a g e ” p e r f o r m a n c e . s c a l e ra n g in g from v e ry p o o r to e x c e l l e n t .

The v a l u e o f t h i s q u e s t i o n n a i r e , a n d f u r t h e r i m p r o v e m e n t s i n a c t i v i t i e s o f t h i s n a tu r e depend upon y o u r c o o p e r a tio n i n a c c u r a te ly an sw erin g the q u e s tio n s .

ij.. A su m m ary o f t h i s e v a l u a t i o n w i l l b e d i s c u s s e d i n y o u r n e x t home r o o m m e e t i n g *

B G eneral C o n sid e r a tio n s ■1. T h i s V o c a t i o n s C o n f e r e n c e m e t a d e f i n i t e n e e d

.1

2

2 . The r o u t i n e p l a n w as e a s i l y f o l l o w e d .............................1 2 3 3* S t u d e n t p a r t i c i p a t i o n w as s i n c e r e

3 14- 5 ^4- 5

. . . . . . . 1 2 3 ^ 4 - 5

ij.. The g e n e r a l a s s e m b l y t o p i c was w o r t h w h i l e .

.

.1

2

3 ^4- 5

5 . S e c t i o n m e e t i n g s w e re l o n g e n o u g h t o p r e s e n t the f i e l d s c o v e r e d . ........................................................1 2 3 ^ 4 - 5 6 . S e c t i o n m e e t i n g s w e re l o n g e n o u g h t o g i v e tim e t o a s k t h e q u e s t i o n s I w a n t e d t o a s k .............................1 2 3 7.

R e g i s t r a t i o n p r o c e d u r e s w e r e c l e a r and a c c u r a t e

8 . G en eral s a t i s f a c t i o n p r e v a il e d th ro u g h o u t S tudent

Grade

. B ate

12 .1

^4- 5 3 ^ 5 2

3 ^4- 5

76 C P e rso n a l C o n clu sio n s 1.

I r e a f f i r m e d my p r e v i o u s c h o i c e

of a v o catio n

2.

I h a v e d e c i d e d t o make a n o t h e r c h o i c e

3.

I am s t i l l u n d e c i d e d a b o u t my v o c a t i o n

i|.. I know b e t t e r how t o make a c h o i c e

of career

of career

5 . D id th e sc h o o l p r e p a r e you s u f f i c i e n t l y g e t t i n g the m ost o u t of th e V ocations C onference ?

a.

for

I f a n s w e r i s No, p l e a s e e x p l a i n w h a t p r e p a r a t i o n m i g h t h a v e h e l p e d y o u more

6 . I n w hat g r a d e l e v e l ( s ) w ould a V o c a tio n s C o n fe re n c e have h e lp e d you th e m ost? e i g h t h ________________________ n i n t h ____________________________ t e n t h ____________________________ e l e ve n t h ________________________ tw e lfth

7 . How m an y s e c t i o n m e e t i n g s s h o u l d b e h e l d i n o n e d a y ? one , two , th ree , four , fiv e . D SUGGESTIONS FOR IMPROVEMENT OF VOCATIONS CONFERENCE

S tu d en t

Grade

D ate

77 E SUBJECT CONTENT 1. A dequateness of the d e s c r i p t i o n of the V o catio n A. N a t u r e o f t h e w o r k - h o u r s - w o r k i n g c o n d i t i o n s 1 2 B. A t t r a c t i v e f e a t u r e s - s o c i a l s t a t u s , p en sio n s 1 2 C. U n d e s i r e a b l e f e a t u r e s - h a z a r d s , s t r a i n s . . . 1 2 D . P r e s e n t o u t l o o k - d e m a n d a n d s u p p l y .........................1 2

3 1+ 5 3 1+' 5 3 4-5 3 4-5

2. C le a r n e s s w ith w hich the re q u ire m e n ts of the V o c a tio n were d e s c r i b e d . i

A. E d u c a t i o n a n d t r a i n i n g - a m o u n t , n a t u r e , expense B. P e r s o n a l q u a l i f i c a t i o n s - a g e , s e x , p e r s o n a l i t y .............................. C. P h y s i c a l q u a l i f i c a t i o n s - a n y s p e c i a l demands upon h e a l t h , n e r v e s , l u n g s , endurance, v is io n , f e e t 3. C le a rn e s s o f the e x p la n a tio n of th e o f the V ocation

1

2 3 1|- 5

1

2 3 1+ 5

1

2 3 k- %

rew ards

A. W ag es a n d c o n p e n s a t i o n s - h o w p a i d , s a l a r y , w a g e , c o m m i s s i o n , b o n u s ..........................................

. 1 2 3 4 5

B. S e c u r i t y - p e n s i o n s , t e n u r e , r e t i r e m e n t . . . 1 2 3 1+ 5 C. P o s s i b i l i t y o f t r a n s f e r to r e l a t e d v o catio n s ......................... . 1 2 3 1 + 5 D. O p p o rtu n ity f o r ad v an cem en t-p ro m o tio n s. . . 1 2 3 4 -5 E. P e r s o n a l- s e r v ic e to o t h e r s , a s s o c i a t i o n s , p r e s t i g e , s e l f - e x p r e s s i o n ............................................. 1 2 3 1 + 5 i+. A d e q u a t e n e s s o f t h e e x p l a n a t i o n o f how t o g e t s t a r t e d i n the V o catio n . A. W h e r e t o a p p l y .......................................................................1 2 3. 1 + 5 B. P l a c e m e n t a g e n c i e s , u h i o n s , a s s o c i a t i o n s o f w o r k e r s ............................................................................................ 1 2 3 1 + 5 C. S o u rc e o f f u r t h e r i n f o r m a ti o n ; on th e V o c a t i o n ......................... 1 2 3 1 + 5

78

1.

SECTION SPEAKER The s e c t i o n s p e a k e r w a s w e l l i n f o r m e d

2 . The s p e a k e r p r e s e n t e d a w e l l - o r g a n i z e d t a l k w h ic h was e a s i l y o u t l i n e d 3.

The s p e a k e r h a d a p l e a s i n g p e r s o n a l i t y

I].. The t a l k w a s u n d e r s t a n d a b l e , over our head

and n o t

5>. The s p e a k e r s h o w e d a n i n t e r e s t a n d e n th u s ia s m f o r h i s . t o p i c and t h i s a c t i v i t y S tu d en t

S ectio n

Grade

D ate

SUMMARY OP STUDENT EVALUATION QUESTIONNAIRE The f o l l o w i n g i s a sum m ary o f t h e ' Q u e s t i o n n a i r e f o r E v a l u a t i o n o f a V o c a tio n s C o n fe re n c e " a s com puted i n group averages. GROUP POINT AVERAGES E x cellen t. . ~ I . 5 A verage. . . . . . 3 V e r y P o o r .........................1 VOCATIONAL GENERAL GROUP CONSIDERATION A ir S tew ardess i|_.2

SUBJECT CONTENT 3 .6 -

A c co u n tin g and B ookkeeping

U .o

3 .8

A rch itectu re

l+.l

3 .1

B arbering

3 .8

i

B eauty C u ltu re C om m ercial A rt

t

»

i

t

i

r f i

e tc . Com m ercial A v iatio n C ostum e De s i g n D airying

i e tc .

SPEAKER 3 .8

TOTAL 3 .8 ?

1^.1 i i f etc .

t e tc .

79 SUMMARY AND GENERAL CONCLUSIONS I n a d d i t i o n to com puting group p o i n t a v e ra g e s f o r each s e c tio n th is

c h a r t a f f o r d s a com parison o f s e c t i o n s

w h i c h may b e made a s i l l u s t r a t e d

by th e fo llo w in g :

1 . The b e s t " S u b j e c t P r e s e n t a t i o n " w a s f o r t h e _______ g r o u p . 2 . The b e s t " S p e a k e r s " w e r e f o r t h e

,

, arid

_______ G r o u p s . 3 . The m o s t s a t i s f i e d _______

g r o u p s w e r e t h e ________,

, and

groups.

QUESTIONNAIRE FOR EVALUATION OF CAREER DAY A In stru ctio n s 1.

P le a s e check the q u e s tio n s and r e t u r n th e s h e e t .

t h a t you a re

able to answ er

2 . The v a l u e o f t h i s q u e s t i o n n a i r e a n d f u t u r e a c t i v i t i e s o f t h i s n a tu r e depend upon your c o o p e r a tio n i n a c c u r a t e l y answ ering th e q u e s tio n s . 3.

P le ase check the c o r r e c t answ ers w ith ( x ) .

iq.

I f some ( x ) a n s w e r s s e e m a m b i g u o u s t o y o u p l e a s e w r i t e i n your answ er. You may e l a b o r a t e o n a n y a n s w e r b y u s i n g t h e s p a c e p r o v i d e d i n s e c t i o n "D" o f t h i s q u e s t i o n ­ n a i r e u n d e r " S u g g e s t i o n s f o r Im provem ent o f C a r e e r D a y ".

B G eneral C o n s id e ra tio n s 1.

T h i s C a r e e r Day m e t a d e f i n i t e

Yes v o c a t i o n a l n e e d . ___

No ___

80 2 . The r o u t i n e p l a n w a s e a s i l y f o l l o w e d . 3.

^es

The S t u d e n t p a r t i c i p a t i o n w a s s i n c e r e . ________________________

I4.. The g e n e r a l a s s e m b l y t o p i c w a s w o r t h w h i l e .

_______

5>. G e n e r a l s a t i s f a c t i o n p r e v a i l e d

_______

th ro u g h o u t.

6 . How m an y s e c t i o n m e e t i n g s s h o u l d b e h e l d i n o n e d a y . one£ , tw o _, t h r e e ,fo u r , f i v e _____ .

7 . S e c t i o n m e e tin g s were l o n g enough t o p r e s e n t f i e l d s , covered.

8 . W ere s e c t i o n m e e t i n g s l o n g e n o u g h t o g i v e y o u tim e t o a s k th e q u e s t i o n s you w an ted to a s k ? 9 . Were s e c t i o n m e e t i n g s t o o l a r g e ? 1 0 . S h o u l d C a r e e r Day be h e l d n e x t y e a r ? S t u d e n t _____________________________ C l a s s o r G r a d e ________ D a t e , C P e rs o n a l C o n clu sio n s 1.

I r e a f f i r m e d my p r e v i o u s c h o i c e

o f a v o c a t i o n . ______ ___

2.

I h a v e d e c i d e d t o m ake a n o t h e r c h o i c e

3.

I am s t i l l

of c a re e r.

u n d e c i d e d a b o u t my v o c a t i o n .

I4.. I know b e t t e r how t o make a c h o i c e o f c a r e e r .

___ ___ ___

5 . D id the sc h o o l p r e p a r e you s u f f i c i e n t l y f o r g e t t i n g t h e m o s t o u t o f C a r e e r D a y? a . I f a n s w e r i s N o, p l e a s e e x p l a i n w h a t p r e p a r a t i o n m ig h t have h e lp e d you m ore. 6 . I n w hat g r a d e l e v e l ( s ) w ould C a r e e r Day h a v e h e l p e d you th e m ost. eig h th ; , N inth , T enth , E lev en th , T w elfth

D S u g g e s t i o n s f o r Im provem ent o f C a r e e r B ay p ro g ra m in g

S t u d e n t _________________________C l a s s

o r G r a d e ______ B a t e

E S e c tio n Speaker 1 . Were t h e f o l l o w i n g d e s c r i p t i o n s o f t h e V o c a t i o n ad eq u ate? A. N a t u r e o f t h e w o r k - h o u r s - w o r k i n g c o n d i t i o n s B. A t t r a c t i v e f e a t u r e s - s o c i a l s t a t u s - p e n s i o n s C. U ndesirable f e a tu r e s - h a z a r d s - s tr a in s D. P r e s e n t o u tlo o k -d em an d and s u p p ly

Yes ____ ____ ___ ____ ____

2 . W ere t h e r e q u i r e m e n t s o f t h e V o c a t i o n c l e a r l y describ ed ? A. E d u c a t i - o n a n d T r a i n i n g - a m o u n t , n a t u r e , e x p e n s e ____ B. P e r s o n a l q u a l i f i c a t i o n s - a g e , s e x , p e r s o n a l i t y ____ C. P h y s i c a l q u a l i f i e a t i o n s - a n y s p e c i a l demands u p o n h e a l t h , n e r v e s , l u n g s , e n d u r a n c e , v i s i o n ____ 3 . D id th e s p e a k e r d e f i n i t e l y o u t l i n e th e re w a rd s o f , t h e V o c a t i o n ? ______________________________________________ ____ A. Wages a n d o o m p e n s a t i o n s - h o w p a i d , s a l a r y , c o m m i s s i o n , w a g e , b o n u s _____________________________ ____ B. S e c u rity -p e n s io n s , te n u re , r e tire m e n t ____ Ci P o s s i b i l i t y o f t r a n s f e r t o r e l a t e d v o c a t i o n s ____ D. O p p o rtu n ity f o r ad v an cem en t-p ro m o tio n s ____ E. P e r s o n a l - s e r v i c e to o t h e r s , a s s o c i a t i o n s , p re stig e , self-ex p ressio n ___

Ij.. Was i f c l e a r l y e x p l a i n e d how t o g e t s t a r t e d i n the V ocation? A. W h e r e t o a p p l y _____________________________________________ B. P l a c e m e n t a g e n c i e s , u n i o n s , a s s o c i a t i o n s o f ___ w orkers G. S o u r c e o f f u r t h e r i n f o r m a t i o n o n t h e ____________ ____ v o catio n

5.

The s e c t i o n s p e a k e r w a s w e l l i n f o r m e d .

6.

The s p e a k e r p r e s e n t e d a w e l l - o r g a n i z e d was e a s i l y o u t l i n e d .

7.

The s p e a k e r h a d a p l e a s i n g p e r s o n a l i t y .

8 . The t a l k w a s u n d e r s t a n d a b l e , head.

9.

t a l k w hich

and n o t o v e r o u r

The s p e a k e r s h o w e d a n d i n t e r e s t a n d e n t h u s i a s m h i s to p ic and t h i s a c t i v i t y .

S tu d en t

C lass

o r Grade

for _ D ate

CHAPTER V I I

FOLLOW-UP If

the v o c a tio n a l c o n fe re n c e ended the q u e s t f o r i n ­

form atio n about o ccu p atio n s, v alu es.

But i t

teach er,

ad m in istrato r,

R ath er i t g atio n .

i t w ould p o s s e s s

does n o t end h e re , o r f o r the

e i t h e r f o r the p u p il, serv ice

c l u b member.

s h o u ld be th e b e g in n in g o f th o ro u g h s t u d e n t i n v e s t i ­ Through th e

conduct of a thorough stu d e n t fo llo w -

up o f a w e l l - p l a n n e d v o c a t i o n a l c o n f e r e n c e an im p o rtan t ste p a ll

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it

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i n v o c a t i o n a l p l a n n i n g when g e a r e d i n w i t h

o th e r guidance p ro c e d u re s . S erv ice

c lu b s.

A v ery f r u i t f u l r e s u l t of v o catio n s

c o n f e r e n c e s i n s e v e r a l tow ns h a s b e e n t h e f o r m a t i o n o f a s t a n d i n g com m ittee on v o c a t i o n a l g u id a n c e composed o f r e p ­ resen tativ es

of lo c a l c iv ic

o r g a n i z a t i o n s and members o f t h e

h ig h sc h o o l guidance d e p a rtm e n t.

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suggestions w ith re s p e c t

to prepare d e f in ite

t o a s s i s t a n c e n e ed ed by th e h i g h s c h o o l from th e

of such

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o rg an izatio n s. S e r v i c e c l u b s f r e q u e n t l y s e e k means by w h ic h t h e y c a n augm ent com m unity g u i d a n c e the

serv ices,

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s c h o o l a r e a p p r e c i a t e d b y t h e l a y members n o t f a m i l i a r

w ith a l l

t h e e l e m e n t s o f t h e g u i d a n c e p r o g r a m . . Some s u g g e s t ­

ed ways w h ic h t h e y m ig h t h e l p a r e ,

(a) p ro v id in g speakers fo r

81+

o ccupations or o th e r c la s s e s req u irem en ts

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c o n c e rn in g c p p o r t u n i t i e s and

v o catio n al f ie ld s ,

(b) p ro v id in g

books and o th e r m a t e r i a l s f o r an o c c u p a tio n a l s h e l f i n the school lib r a r y , p ictu res

or film

(c)

r e n t i n g o r p u rc h a s in g v o c a tio n a l m otion

strip s,

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sp o n so rin g and p ro v id in g

speakers f o r fu tu re v o c a tio n a l conferences Speaker.

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in v ite

to h is

home f o r a n e v e n i n g ' s d i s c u s s i o n t h e r o u p who i n v e s t i g a t e d the f i e l d fo llo w ,

o f work w i t h w h ic h he i s m o st f a m i l i a r .

also ,

as a r e s u l t o f c o n clu d in g rem arks a t th e

of the v o c atio n a l conference, more d e t a i l e d

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tim e

" I f anyone w ish e s

come s e e me a t my o f f i c e " .

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i n the

speakers f i e l d .

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c o u n s e l i n g rooms and a w e l l o r g a n i z e d s y s te m i s lin g

stu d en ts fo r in te rv ie w s.

assigned

s e t up s c h e d u ­

Some s p e a k e r s a r e w i l l i n g t o

re tu rn fo r p erso n al in terv ie w s w ith stu d en ts a t a l a t e r d a te . Rooms a r e cedure

assig n ed ,

s c h e d u l e s made u p ,

and o rg a n iz e d p r o ­

s e t up a s i n t h e p r e v i o u s i n s t a n c e .

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co u ld p r o f i t from t h i s p ro c e d u re n o t o n ly from th e p r a c t i c a l n atu re

of th e c o u n se lin g g iv en the

tim e -sav in g d ev ice.

stu d en ts,

but a lso as a

85 C ounselors.

The v o c a t i o n s c o n f e r e n c e

s h o u l d be f o l ­

low ed by i n d i v i d u a l r e - e x a m i n a t i o n o f o c c u p a t i o n a l c h o i c e s upon th e p a r t o f s t u d e n t s . t o r y t e s t may b e g i v e n a t te re st or s ta b ility

A nother i n t e r e s t i n t e r e s t in v en ­ th is

tim e to v e r i f y change i n i n ­

of in te re s t.

C o u n se lo rs r e p o r t t h a t the

v o c a tio n s conference broadens th e v o c a tio n a l h o riz o n s of m an y p u p i l s .

For exam ple,

1 9 3 7 » 1. p Q

c e n ^- 0 p

a v o c a tio n a l conference

i n W hite P l a i n s , stu d en ts'

presen tin g

in

v o c a tio n a l ch o ices b efo re

l a y w i t h i n 30 o c c u p a t i o n s .

in g a v o c a tio n a l c o n fe re n c e , 75 o c c u p a ti o n s ,

New Y o r k ,

th e c h o ic e s w ere

a m e a s u r e o f one r e s u l t

F ollow ­

spread over

o f t h i s m ethod of

o ccu p atio n al in fo rm a tio n .

In o rd er to gear th e v o c a tio n a l conference in w ith a l l o th e r guidance p ro c e d u re s ,

an in d iv id u a l conference

should

be h e l d w i t h e a c h s t u d e n t im m e d ia te ly f o l l o w i n g th e con­ ference ate

.

I n t h i s way t h e c o u n s e l o r s w i l l be a b l e

t h e c o n f e r e n c e , a n d d e t e r m i n e how e f f e c t i v e l y

needs of the planning,

stu d en ts.

A lso,

stren g th s

to e v alu ­ i t met th e

and w eakness o f

s p e a k e r s an d a d m i n i s t r a t i o n , w i l l be e v i d e n c e d .

B r a y f i e l d a g re e s w ith th e id e a o f i n d i v i d u a l coun­ s e l in g fo llo w in g the p r e s e n t a t i o n of v o c a tio n a l in fo rm a tio n as he c o n clu d es a r e c e n t a r t i c l e

B oston:

and s t a t e s :

1 G e r tr u d e F o r r e s t e r , M ethods o f V o c a t i o n a l G uidance D . € . H e a t h C o m p a n y , 1 9Ul» p . 1 7 0 .

86

"Any u s e o f o c c u p a t i o n a l i n f o r m a t i o n s h o u l d b e p r e c e d e d b y O) in d iv id u a l d iag n o sis” . By i n d i v i d u a l d i a g n o s i s , B r a y f i e l d refers

to v ario u s phases of in d iv id u a l co u n selin g . The v a l u e s o f a v o c a t i o n a l c o n f e r e n c e a r e m o r e l i k e l y

t o be r e a l i z e d when th e g ro u p i n s t u r c t i o n a l p ro g ra m i s com panied by i n d i v i d u a l c o u n s e l i n g , co u n selin g is

lik e ly

and c o n v e r s e l y ,

ac­

th at

t o be m o st e f f e c t i v e when g ro u p i n s t ­

r u c t i o n h a s p ro v id e d th e n e c e s s a r y background* A r e l a t i v e l y r e c e n t s t u d y (1938-19^4-0) c o n d u c t e d b y a com m ittee o f g u id an ce a u t h o r i t i e s J o h n G. B a r l e y , p resen ts

(Edmund G. W i l l i a m s o n ,

M i l t o n E . H a h n , G. H a r o l d S t o n e ,

e t.a l.)

some i n t e r e s t i n g f i n d i n g s w h i c h se e m t o b e i n

accord w ith t h i s p r o je c t. A p o r tio n of the c o n c lu sio n s

of th is

study fo llo w :

The g e n e r a l c o n s i s t e n c y o f t h e t r e n d s o f t h i s in v e s ti g a t i o n su g g e sts the u rg e n t need f o r a c a r e ­ f u l r e - e x a m in a tio n o f program s o f v o c a tio n a l and ed ­ u c a t io n a l guidance as th e y e x i s t i n b o th seco n d ary s c h o o l s and h i g h e r i n s t i t u t i o n s . I n man y i n s t a n c e s e d u c a t o r s h av e f e l t t h a t t h e m ere p r o c e s s . o f t e a c h ­ i n g a b o u t o c c u p a t i o n s a n d a l l o w i n g s t u d e n t s t o make judgem ents o f t h e i r a b i l i t i e s th ro u g h s e l f - a n a l y s i s s e r v e s a s am ple means t o a i d s t u d e n t s i n m ak in g a p p ro p ria te v o c a tio n a l ch o ices. On t h e o t h e r h a n d , some e d u c a t o r s h a v e g i v e n a l l o f t h e i r a t t e n t i o n t o a c a r e f u l and o b j e c t i v e a n a l y i s i s o f th e i n d i v i d u a l w i t h no tim e l e f t f o r t h o u g h t f u l c o n s i d e r a t i o n o f

2 A r t h u r H. B r a y f i e l d , " P u t t i n g O c c u p a t i o n a l I n f o r ­ m a tio n A c r o s s ," E d u c a tio n a l and. P s y c h o lo g ic a l M easurem ent, 8 :! j.95» A u t u m n , .19ij.B.

87 o c c u p a t i o n a l o p p o r t u n i t i e s i n f i e l d s o f work w h ic h a re i n a cc o rd w ith th e a b i l i t i e s o f the s tu d e n t. The t r e n d s o f t h i s s tu d y i n d i c a t e t h a t t h e a d e q u a c y o f e i t h e r m ethod o f g u id a n c e when u s e d a lo n e i s op en t o s e r i o u s q u e s t i o n . T h o u g h tfu l a t t e n t i o n to the o b je c tiv e a n a ly s is o f i n d i ­ vid u al a p titu d e s, a b i l i t i e s , in te r e s ts , p e rs o n a lity c h a r a c t e r i s t i c s , and background and th e p r e s e n t a t i o n o f te c h n iq u e s f o r m aking c a r e f u l c h o i c e s , t o g e t h e r w i t h th e p r e s e n t a t i o n o f v o c a tio n a l in fo rm a tio n and d is c u s s io n s of c u r r e n t o c c u p a tio n a l o p p o r tu n itie s ', p rom ise th e m ost su ccessfu l a ss ista n c e to stu d en ts in p rep a rin g fo r th e ir work and e n t e r i n g upon i t . 3 T eachers.

S o cial

stu d ies

charge o f o c c u p a tio n a l u n i t s , as p o ssib le

teach ers,

may w e l l g i v e

w rite

as much tim e

to i n d i v i d u a l c o u n s e lin g and t o a n sw e rin g q u e s­

tio n s r a i s e d by th e v o c a tio n s c o n fe re n c e . p ro ject

and t h o s e i n

As a f o l l o w - u p

s o c i a l s t u d i e s t e a c h e r s m ight have th e

a r a t h e r c o m p re h e n siv e p a p e r t o be

sp o n so rin g s e rv ic e in te re st,

c lu b (s)

and i n d i c a t e

on th e b a s i s

of a p p lica tio n , in terv iew

of s i n c e r i t y and

i n the p a r t i c u l a r f i e l d

In the s e n io r c l a s s e s , and g e n e r a te

u n i t w ith such s p e c i f i c

judged by the

th a t stu d e n ts w ith o u tstan d in g papers

w i l l be g i v e n " e x p e r i e n c e "

tio n s conference

stu d en ts

te a c h e rs can fo llo w in te re st

of in te r e s t. the voca­

through a p r a c t i c a l

i n f o r m a t i o n a s how t o w r i t e

a le tte r

how t o p r e p a r e f o r a n d c o n d u c t o n e s e l f f o r

o r job a p p l i c a t i o n s ,

to e n te r upon a jo b ,

how t o

secure re fe re n c e s ,

how

a n d how t o k e e p i n t o u c h w i t h t h e

3 G. H a r o l d S t o n e , " A r e V o c a t i o n a l O r i e n t a t i o n C o u r s e s W o r t h T h e i r S a l t ? 11, E d u c a t i o n a l a n d P s y c h o l o g i c a l M e a s u r e ­ m e n t , 8 : 1 8 0 , Summer, 191+8.

88

A d u lt E d u c a tio n program and w ith p o s t - g r a d u a t e s e rv ic e s of the

school.

A d m in istratio n . conference,

letters

Im m ediately f o llo w in g the v o c a tio n s

o f a p p r e c i a t i o n sig n e d by the p r i n c i p a l

and th e c h a ir m a n o f t h e S p e a k e r C om m ittee to a l l

sponsors,

guidance

s h o u ld be m a i l e d

s p e a k e r s , a n d p r o g r a m p a r t i c i a p a n t s . ^ The

s tu d e n t body p r e s i d e n t can add an e x c e l l e n t to u c h o f e n ­ couragem ent by h a v in g n o te s o f -re c o g n itio n s e n t to a l l s tu d e n ts and s tu d e n t groups t h a t p a r t i c i p a t e d d u rin g the c o n fe re n c e .

A sam ple l e t t e r

in key sp o ts

fo llo w s:

89 A vondale H igh S c h o o l 3 I4.8 G e o r g e S t r e e t M innetonka, C a l i f o r n i a Mr. J a c k s o n E . F u l b r i g h t M a n a g e r , J . € . P e n n e y C o m pany 321 M ain S t r e e t D elh i, C a lifo rn ia D e a r Mr. F u l b r i g h t : Your e x c e l l e n t t a l k r e g a r d in g the f i e l d of m erchan­ d i s i n g a id e d m a t e r i a l l y I n m aking o u r v o c a t i o n a l c o n fe re n c e a success. S tu d e n ts have e x p re s s e d t h e i r en jo ym en t o f yo u r p resen ta tio n . T h e y f e e l t h a t t h e y h a v e l e a r n e d m u ch o f p r a c t i c a l v a lu e from i t . The g u i d a n c e d e p a r t m e n t a p p r e c i a t e s y o u r c o o p e r a t i o n i n t h e i r i n d i v i d u a l c o u n s e lin g p ro g ram w hich f o llo w e d th e conference. I f e e l th a t these stu d e n ts p a r t i c u l a r l y w i l l b e n e f i t from your lo n g and v a r ie d e x p e rie n c e s in t h i s f i e l d . We h o p e t h a t t h e e n c l o s u r e s w i l l s e r v e t o r e m i n d y o u of a p le a sa n t ex p erien ce. The t r a n s c r i p t i o n o f y o u r s e c t i o n c o n f e r e n c e w a s made b y o ne o f o u r s t u d e n t s e n r o l l e d i n t h e stenography c l a s s . The p h o t o g r a p h s w e r e t a k e n b y a m em ber o f th e Photo C lu b . A g ain th a n k you f o r y o u r g e n ero u s c o o p e r a tio n . We h q p e t h a t we may h a v e t h e p l e a s u r e o f y o u r f u r t h e r p a r t i c i p a t i o n in our school a c t i v i t i e s . S in cerely ,

J o h n D oe C hairm an, A pproved: R i c h a r d Roe P rin c ip a l

S p e a k e r C om m ittee

BIBLIOGRAPHY

91 A . BOOKS B e n n e t t , M a r g e r e t E . , and ^ a r o ld C . H a n d , Group G u id a n ce In H igh S c h o o l s . New Y o r k ; Me G r a w -H ill B ook Com pany, 193S. I l l pp. B i l l i n g s , M ild r e d L i n c o l n , G roup M eth o d s o f S t u d y i n g O ccu p a ­ tio n s * S c r a n to n ; I n t e r a c t i o n a l T e x tb o o k C om pany, W 5T 7 513 p p . C h is h o lm , L e s l i e L * , G u id in g Y o u th i n T he S e o n d a r y S c h o o l , New Y o r k , A m erica n Book Com pany, 433 p p . D u n sm o o r, C la r e n c e G . , and L e o n a r d M. M i l l e r , G u id a n ce M eth od s f o r T e a c h e r s ♦ S c r a n t o n ; I n t e r n a t i o n a l T e x tb o o k Com pany, 1 9 4 3 7 SM "pp. ' , - E r i c k s o n , C l i f f o r d E . , A B a s i c T e x t f o r G u id a n ce W o r k e r s, New Y o r k ; P r e n tie e ^ a ll, m e ., 1947. bob p p . > E r i c k s o n , G l i f f o r d E . , P r a c t i c a l H andbook f o r Group G u id a n c e . New Y o r k ; T he R o n a ld t r e s s C om pany, 1 9 4 5 • 3 § 4 p p . E r i c k s o n , C l i f f o r d E . , and M. C . H ap p , G u id a n ce P r a c t i c e s a t W ork. New Y o r k ; M cG r a w -H ill B ook Com pany, 194(5• 3 2 5 p p . E r i c k s o n , C l i f f o r d E . , and G len n E . S m i t h , O r g a n ia a t io n and Admin i s t r a t i o n o f t h e G u id a n ce S e r v i c e s • Hew' Y o r k ; M c G r a w -h ill BoolT-Com pany, l 9 4 V . 2*76 p p • > F o r r e s t e r , G e r t r u d e , M eth od s o f V o c a t i o n a l G u id a n c e , B o s t o n ; B . G . H e a th and C om pany, T 9 417 4 6 0 p p . H ah n , M ilt o n E . , and A r th u r H . B r a y f i e l d , J o b E x p l o r a t i o n W ork b ook . C h ic a g o ; S c i e n c e R e s e a r c h As s o c ia fc e s , 19 4 5 • TO’ p ~ H a m r in , S h i r l e y A . , and C l i f f o r d E . E r i c k s o n , G u id a n ce i n t h e S e c o n d a r y S c h o o l , New Y o r k ; D . App1 e t o n - 0 e n t u r y L a c . , T9"397 4"6"5 pp • H o p p o c k , R o b e r t , Group G u id a n c e . New Y o r k : Com pany, I n c . , 1 5 4 9 “ 353 p p .

M cG r a w -H ill B ook

K o o s , L e o n a r d V . , and G ra y so n N . K e f a u v e r , G u id a n c e i n S e c o n d a r y S c h o o l s . New Y o r k ; The M a c m illa n C om pany, 1 9 3 4 . b lG p p . L e f e v e r , D . W e lt y , and A r c h ie M. T u r r e l l , and H en ry I . W e t z e l , P r in c ip le s and T e c h n iq u e s o f G u id a n c e . New Y o r k ; T he R o n a ld P r e s s fcom pany, 1 9 1 1 . 0 2 2 pp •

92 3 M y e r s , G eo rg e E . , P r i n c i p l e s and T e c h n iq u e s o f V o c a t i o n a l G u id a n c e . New Y o r k ; f c G r a w - H il l Boole Com pany, i i c . v m — i i 9 pp* S u p e r , D o n a ld E . , T he D y n a m ics o f V o c a t i o n a l A d j u s t m e n t • New York* H a r p e r and b r o t h e r s P u b l i s h e r s , i 9 4 2 . 386 p p . T r a x l e r , A rthur? E . , T e c h n iq u e s o f G u id a n c e . H a r p e r and B r o t h e r s , T1 9 3 5 . “ 5 9 4 p p .

New Y ork :

W a r te r s , J a n e , , Hlgfti S c h o o l P e r s o n n e l Work T o d a y . M cG ra w -H ill B ook Com pany, 1 9 4 6 . 2 5 7 p p .

New Y o r k ;

W i ll i a m s o n , E . G . , and M. E . H ah n , I n t r o d u c t i o n t o H ig h S c h o o l C o u n s e l i n g . New Y ork : M cG ra w -H ill BooEf C om pany, F cT W T S lfp p . W r ig h t , B a r b a r a H . , P r a c t i c a l H andbook f o r Group G u id a n c e . C h ic a g o : S c ie n c e R esea rch A s s o c ia t e s , 1 9 4 8 . 5S5 p p . B . PERIODICAL ARTICLES -^—A n d e r s o n , L . W ., " C a re er D a y " , V i r g i n i a J o u r n a l o f E d u c a t i o n , 4 1 :7 2 , O cto b er , 1 9 4 7 . B o i l e r , D . G ., " E m p lo y ers A tt e n d J o b C o n f e r e n c e s a t H ig h S c h o o l " , H ig h P o i n t s , 2 2 , 5 6 - 7 , A p r i l , 1 9 4 0 . B r a y f i e l d , A r th u r H . , " P u t t in g O c c u p a t io n a l I n f o r m a t io n A c r o s s " , E d u c a t i o n a l and P s y c h o l o g i c a l M e a su r e m e n t.

8 : 485-4957'X uV uSh'',' I9 1 S 7

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520 N o rth

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