DOCUMENT RESUME

ED 051 385 VT 012 952

TITLE

INSTITUTIONPUB DATENOTE

EPRS PRICEDESCRIPTORS

Communication and Recruitment Project. Phase I,Final Report.Compton Community Coll., Calif.71

34p.

EDRS Price ME-$0.65 HC-$3.29Audiovisual Aids, *Career Opportunities,Communication (Thought Transfer), CounselorFunctions, *Educational Needs, *EducationalOpportunities, Occupational Information,*Recruitment, Student Needs, Unemployment,*Vocational Education

ABSTRACTFunded under the Vocational Education Amendments of

19bti, this project was conceived to provide occupational :.ounselingon an individual basis in the prospective student's home. The projectis planned as a 3-phase, 3-year project. The objectives of Phase Iwere to develop a unique, individualized approach to the recruitmentof students, and to develop a communication package, consisting of abrochure and audio- visual aids for use in student recruitment. Thearea served by Compton Collc;e includes some 241,000 people of whichapproximately 50 percent are Caucasian, 40 percent Negro, and 9percent Mexican-Americans. Unemployment in the area is twice thenational average and the income by family considerably below thenational average. The immediate problem was to communicate theavailability of courses and convince individuals of the need foreducation. The approach was developed by a survey of literature,solicitation of opinions from government and industry leaders, andmeetings with students t.nd comr,unity representatives. A brochure andaudio-visual aids were developed and recruiters were trained. PhaseII will field test these materials, and Phase III will evaluate anddraw conclusions. (GEB)

SU leUU I

CQrr% Cornood n,,to' of roisters

c-4 Mr. HENRY D. PAWKINS, Preiideo

14.1 Mr, CI /ARLES F. KENNEDY, Virc PreshintDr. SAMUEL f'. FLOCK, Clerk!)r. MATEHEW JENXINS, MemberMr. JAMES W. IVALXER, Ale,, brr

U.S. DEPARTMENT OF HEALTH.EDUCATION & WELFAREOFFICE OF EDUCATION

THIS COCUATEN1 HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIG,INATAG IT POINTS OF VIEW OR OPWIONS STATES 00 NOT NECESSARILYREPRESENT OFFICIAL OFFICE OF EDOCATION POSITION OR POLICY

Communication and Recruitment Project

Phase I Final Report

COMPTON COMMUNITY CCLLEGE

1111 East Artesia BoulevardCompton, California 90221

Phone:

(213) 635-8081 (213) 6364391

2

The problem of sound career planning in an increasinglycomplex society is a difficult one for both students andparents. Two vital aspects of occupational guidanceare the number of possible occupational choices and theidentification of the appropriate skill potential. Unfor-tunately, the process of assisting students in a careerchoice is far from simple. It requires the intelligentuse of accurate occupational information by well-qualified professional counselors. In addition, continuousresearch is being conducted on the manner in which

occupational choices are influenced by such little known factors as motivation,temperament, and attitudes.

The Communication and Recruitment Project was conceived to provideoccupational count eling on an individualized basis in the privacy of the pro-spective student's home.

Phase I was funded under the Vocational Educational Amendment of1968, Public Law 90-576, Part D, Exemplary. This phase of the project hasallowed Compton College, in concert with students, the community, andindustrial concerns, to develop a meaningful software package for us.: inPhase II of the project. The design of the materials developed during Phase Iallows for modification, permitting their use by oth,,r communities whichprovide occupational education.

Rcci,er D. BeamDirector, Occupational EducationCompton College

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PROJECT DIRECTOR

PROJECT STAFF:

Supervisor:

Consultants:

Roger D. BeamDirector, Occupational EducationCompton College

Arthur S. D'Braunstein

Clair WeeksGaylord LarsonJack R,:nhardtHank AnayaWin Cady

Secretary: Peggy Chaudri

COLLEGE ADMINISTRATION

Abel B. Sykes, Jr. President-SuperintendentJohn Grande . Dean of Instruction

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CONTENTS

INTRODUCTION

PROJECT BACKGROUND .

PROJECT ORGANIZATION AND PERSONNEL

PHASE I ACTIVITIES . .

Development of Recruitment ApproachDevelopment of Communication Package

PHASE I RESULTS . . .

Recruitment Approach .

Communication Package .

APPENDIXESA. LITERATURE SURVEYB. COMMENTS OF GOVERNMEN T AND INDUSTRY LEADERSC. PHASE I MEETINGS

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Page

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99

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. 131314

17. 21. 27

ILLUSTRATIONS

Figure Page

1 Schedule of Communication and RecrLitment Project . . 2

2 Relationship of Project to Compton College Organ4zation . . 6

TA SLES

Table Page

1 Advisors and Consultants for Phase I . . 7

INTRODUCTION

Of the many problems facing today's educators and community leaders,two stand out as requiring immediate attention: (1) communicating theavailability of educational opportunities to those who lack job skills and(2) convincing these individuals to enroll in classes that will provide thenecessary education and training. Compton College has undertaken theCommunication and Recruitment Project in the belief that project resultswill be of va'ue in solving these problems.

The Communication and Recruitment Project is planned as a three-phase, three-year project (Figure 1). Phase I, recently concluded, had thefollowing objectives.:

1. To develop a unique, individualized approach to the recruitmentof students, particularly the disadvantaged students of all ethnicgroups.

2. To develop a communicatior package for use in student recruitment.

a. Recruiting brochure

b. Audio-visual aids

Phase II has the following objectives:

1. To provide in- service training to 60 selected rt cruiters,

2. To make individual contact with disadvantaged students throughthe recruiters.

3. To communicate the availability of educational oppor unities tothese individuals by means of recruiter counseling and the com-munication package developed in Phase I.

4. To enroll a substantial number of individuals in classes that willprovide them with necessary job skills.

The objective of Phase III is to evaluate the results of Phases I and IIand to draw conclusions that will assist educators and community leaders insolving the problems of communication and recruitment.

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IVO 1971 1972

.1 F M A M J J A S 01111 0 J FMATITATIIJIAIS O N D J F MUM .1 MA S 0111 0

PHASE I

1 I

DEW L007E NE OFCOMM UNICAI IONPACKAGE

PHAN II I 1

'II-SERVICETPAINING OFRECEILIITf PS

PHAN III1 1

EVALUATION AND11.1PLEMENTAS ION

Figure 1. Schedule of Communication and Recruitment Project

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PROJECT BACKGROUND

Because of its location, history, and curriculum, Compton Collerc, iswell qualified to undertake the Communication and Recruitment Project.

Compton College serves the communities of Compton, Lynwood,Paramount, Enterprise, and Willowbrook. Some 241,000 people reside inthis area, and the population is quite varied. Approximately 50 percent ofthe residents are Caucasian, 4t., percent are Negro, and 9 percent areMexican-American. Of the minority-group residents, approximately75 percent live in the Compton/Willowbrook area. Unemployment inCompton/Willowbrook has been twice the national average for the p;-tst (hi.eeyears, and income by family is considerably below the national a.

Surveys have shown a wide divergence between the area's job oppor-tunities and the actual employment of the residents. Althuugh industry in thearea employs approximately 78,355 persons, only 10 percent of the area's78, 000 member labor force works within the ar . Further, of the com-munity's labor force, slightly more than 6 percent work in professional,technical, a id kindred occupations, although these jobs make up 16 percentof the area's employment. Similarly, only 6.5 percent of the community'sworkers are employed in clerical and kindred occupations, although 18 per-cent of the area's jobs arc of a clerical nature.

This brief description of the area's population an' :mpioyment ..iitua-tion strongly suggests the need for further education and training of arearesidents. The educational opportunities are available. Compton Collegehas long been a pioneer in educational innovation and modification and isaccredited by the Western Association c)f Schools and Colleges and approvedby the University of California and the State Department of Education. Inaddition to the academic subjects offered by all community colleges, Comptonoffers an excellent selection of occupational education courses, all orientedtoward preparing students for employment. Among these are accounting andcomputing, auto mechanics, clerical/stenographic, data processing, digitalcomputer operation, electronics, engineering, fashion merchandising,industrial arte., machine t9chnology, nursing, photography, printing,upholstery, and welding.

T1.1e immediate problem is one of communicating the availability ofcourses and ccnvincirg individuals of the need for education.

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Compton. College believes that the Communication and RecruitmentProject will make an important contribution to the solution of this problem.It further believes that the recruitment methods and communication devicesdeveloped in the project will be of assistance to other communities withsimilar problems.

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PROJECT ORGANIZATION AND PERSONNEL

The relationship of the Communication and Recruitment Project to theCompton College organization is shown in Figure 2.

Roger seam, Director of Occupational Education, Compton College,is responsible for the project. Phase I activities were carried out byArthur D'Braunstein, Project Supervisor, who reported to Mr. Beam.

The individuals who served as advisors and consultants during Phase Iare listed in Table 1, together with titles or occupations and school orbusiness affiliations.

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ELECTORATE

BOARD OF TRUSTEES

SUPERINTENDENT PRESIDENT

ASSISTANT SUPERINTENDENTDEAN OF STUDENT

PEkSONNEL SERVICES

DIVISIONCHAIRMAN

COUNSELING

DEAN OFSTUDENT

ACTIVITIES

REGISTRAR

I INANCIAIAIDS

OFFICER

ASSISTANT TO PRESIDENTEDUCATIONAL DEVELOPMENT

ASSISTANT TO PRESIDENTCOMMUNITY SERVICES

ASSISTANT SUPERINTENDENTDEAN OF INSTRUCTIONAL

SERVICES

DIVISION CHAIRMAN,IATH AND SCIENCE

DIVISION CHAIRMANATHLETICS AND

PHYSICAL EDUCATION

DIVISION CHAIRMANOCCUPATIONAL

EDUCATION

DIVISION CHAIRMANLIBRARY

I_DIVISION CHAIRMANHOmANITIES

DIVISION CHAIRMANALLIED HEALTH

DIRECTOREVENING ANDSUMMER SESSION

SPECIALSERVICES

ASSISTANT SUPERINTENDENTBUSINESS SERVICES

DIRECTORMAINTENANCE

ACCOUNTINGOFFICE

iPURCHASING

OFFICE

DIRECTOROCCUPATIONAL

EDUCATION

L ANDRECRUITMENT PROJECT

PHASE I

Figure 2. Relationship of Project to Compton College Organization

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Table 1. Advisors and Consultant,: for Phase I

Narne Title or Occupation Organization

SCHOOL REPRESENTATIVES

Abernathy, CecilArguello, AnnaAverill, DonaldBradford, DanielBradley, JohnBr own, JanellCaldwell, EstherChapman, RonaldCruz, CroceEpler, StephenEvans, VirginiaFrishman, HarryGardner, MarjorieGrande, JohnLandry, DonLarson, GaylordMarsoobian, 1:dwa rd

McCormack, JimNoble, RoyOberlander, FredShipman, NateSykes, AbelTrujillo, EstherVernia, ThomWilliams, Norman

Director, Occupational EducationStudent, MECHACoordinator, Work ExperienceStudentStudentDirectorDirectorAdministrative Intern (UCLA)Student AdvisorAdministrative Intern (UCLA)CoordinatorDirector, PublicationsState ConsultantPeon of InstructionStudent AdvisorAudio - Visual PresentationsCoordinator, Work Experience

PhotographerAdministrative Intern (UCLA)Management ConsultantWIN CoordinatorPresidentStudentPrincipal

es ident

Lynwood Unified SchoolsCompton CollegeWhittier Union High SchoolCompton CollegeCompton CollegeDickerson SchoolCompton Unified SchoolsCompton CollegeCompton CollegeCompton CollegeCalifornia College of CommerceLong ;leach Unified SchoolsCalifornia Community CollegesCompton CollegeCompton CollegeCompton CollegeCalifornia State College,

Los AngelesCompton CollegeCompton CollegeCompton CollegeCompton CollegeCompton CollegeCompton CollegeLynwood Adult SchoolCalifornia College of Commerce

INDUSTRY REPRESENTATIVES

Adelson, MarvinAnaya, HankArnold, JessieBarton, RichardBreckinridge, MargaretBright, JoyceCady, WinCorbett, 3, H.Carruth, VanceChristianson, DonElkamp, RalphLeggett, JamesHunter, GeorgePearsall, RichardReinhardt, JackVoight, Harold

DirectorGraphics DesignerProject Leader, Community ProjectsPersonnel ManagerPublic RelationsAirline Stewardess InstructorWriter, Promotional PublicationsManager, Labor Relations

Public AffairsSecurityPublic RelationsIndustrial RelationsDirector of DevelopmentSupervisor, Desi;n GraphicsDirector, Pe rsonnel

Information Transfer CorporationNorth American RockwellNorth American RockwellHarvey AluminumWhittaker CorporationUnited AirlinesNorth American RockwellMcDonnell DouglasWcstair Flying ServiceLockheedMcDonnell DouglasPacific TelephoneWhittaker CorporationControl Data CorporationNorth American RockwellPacific Telephone

OTHER

Daniels, Bennie

Mustopich, GeorgeWeeks, Clair

Community Program Specialist

fiRDCommunications Media

Marlin Luther King, Jr.,Hospital

ComptonU.S. Government, AID

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PHASE I ACTIVITIES

Phase I of the Communication and Recruitment Project began inApril 1970 and was concluded in August 1970. This portion of the projecthad the following objectives:

1. To develop a unique, individualized approach to the recruitmentof students, particularly the disadvantaged students of all ethnicgroups.

Z. To develop a communication package for use in studentrecruitment.

DEVELOPMENT OF RECRUITMEiZT APPROACH

The following activi'ies were undertaken to develop an effectiveapproach to the recruitment of disadvantaged students:

1. An extensive literature survey was made, with emphasis onjob-related problems of the disadvantaged.

Z. The opinions of government and industry leaders were solicited.

3. Meetings were held with students and representatives of thecommunicy, industry, and public and private schools.

Literature Survey

The documents reviewed in the lerature survey are listed inAppendix A of this report.

Opinions of Government and Industry Leaders

The opinions of government and industry leadees on the subjects ofvocational education, communication, and recruitment are presented inAppendix B of this report.

Meetings

Throughout Phase I, meetings were held with community, industry,and school representatives. Those invited to attend the meetings were pro-vided with a description of the project and its purpose. Summaries of thesemeetings are given in Appendix C of this report.

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DEVELOPMENT OF COMMUNICATION PACKAGT,

The following activities were undertaken to d velop a communicationpackage that would prove an effective recruitment device:

I. Meetings were held with representatives of the community,industry, and public and private schools.

2. The catalogs and brochures of public and private schools werereviewed.

3. Data for use in the corrantinition package were compiled andreviewed; approtriate data re selected.

4. Industry's assistance in Fur taring a recruiting brochure wassolicited rnd received.

Meetings

Throughout Phase I, meetings were held to gain cooperation anddirection from community, industry, and school representatives. Thoseparticipating in the meetings provided information on the audience for thecommunication package and offered suggestions on brochure approach,content, and format. Summaries of these meetings are given in Appendix Cof this report.

Review of School Catalogs and Brochures

A review if public school catalogs revealed that most do not serve aseffective communication and recruitment devices. In general, thesecatalogs are unattractive and contain little more than lists of courses andcredits. For this reason, they do not invite the interest of those most inneed of education and training Further, many of these booklets are difficultto interpret, discouraging even those who may attempt to read them.

In contrast, the brochures of many private schools are colorful,attention-getting publications. Through photographs and illustrations, theyinvite interest and make education appear an attractive pursuit. Coursedescriptions are written in a manner that is easily understood.

Compilation, Review, and Selection of Data

The purpose of the Communication and Recruitment Project is todevelop a recruiting approach that can be used by all public and nonprofitprivate schools in communicating the availability of educational opportunities.

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For this reason, the data-collection activity included an extensive study ofthe employment market, job opportunities, pay scales of occupations forwhich skilled workers will be needed, and schools within the ComptonCommunity College district that offer training in these occupations.

Industry Assistance

A primary objective of Phase I meetings was to communicate theimportance of the project to industry and Lo gain the cooperation of localindustries. From this standpoint, the meetings were most successful.

The Space Division of North American Rockwell evidenc.ed stronginterest in the project, assigning members of its promotional publicationsdepartment to write and design a recr..iting brochure that would meet theobjectives of Phase I. Both the writer and designer had extensive experiencein preparation of promotional brochures.

McDonnell Douglas, Harvey Aluminum, and Lockheed also cooperatedin brochure preparation by providing photographs of employees using voca-tional skills on the job. Westair Flying Service contributed to the brochureby providing aerial photographs of Compton College. Pacific Telephone andControl Data Corporation contributed recruitment data.

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PHASE I RESULTS

Activities conducted during Phase I of the Communication and Recruit-ment Project produced the following results:

1. Development of a unique, individualized approach to therecruitment of students, particularly the disadvantaged studentsof all ethnic groups

2. Development of a prototype communication package that can beused in student recruitment

a. Recruiting brochure

b. Audio-visual aids

3. Completion of a project report

RECRUITMENT APPROACH

The info-mation gained during Phase I indicated that disadvantagedstudents can be recruited more effectively through an individualizedapproach. The approach recommended would require in-service training ofselected recruiters. For proper rapport between recruiters and students,the recruiting team should include representatives of various ethnic groups,the percentage of each to be determined by tie population of the communityin which recruitment is performed. For the most part, recruiters shoaldbe students of local schools. However, the team should also include adultsfrom the community :,.nd perhaps senior citizens.

Following special training, the recruiters would be given the namesof individuals who should be encouraged to obtain additional education- -those who have dropped out of school and those still in school who do notplan to continue their education. The recruiters would make personal visitsto the homes of these individuals, explain the advantages of further educationand training, and provide educational counseling. Each recruiter wouldmake use of a specially prepared recruiting brochure and visual aids. Thebrochure would be left with the prospective .student upon conclusion of theinterview.

COMMUNICATION PACKAGE

Recruiting Brochure

Decisions regarding the content and format of the recruiting brochurewere based upon information gained by the following means:

1. Meetings with community, school, and ind -"try representatives

2. Review of public and private school catalogs and brochures

3. Investigation of the employment market and job opportunities,pay scales and benefits of occupations for which skilled workerswill be needed, vocational training available at public and privateschools, etc.

4. Consultation with North American Rockwell's promotional publi-cations personnel

The information gained from these sources indicated that the recruitingbrochure should not attempt to provide a detailed index of courses. Theappearance, length, and complexity of detailed catalogs defeats the purposeof the Communication and Recruitment Project. Further, since the brochureis to be used by recruiters, it need not answer all. of the reader's questionsregarding schools, classes, employment opportunities, etc. Rather, itshould convince the leader of the importance of education and job skills,communicate the availability of the necessary training, and encourage himto avail himself of this training. It should also be based largely on employ-ment areas in which there is a reasonable certainty of continuing job opi_or-tunity. An effective recruiting brochure should also meet t1-.e followingcriteria:

1. The brochure should be limited in length, because individualsin need of additional education are usually discouraged by lengthydocuments.

2. The overall appearance should invite attention and interest.

3. The text should be written in a friendly, informal style and beunderstandable to those who may have reading difficulties.

4. The text should be supported by a relatively large number ofattractive, realistic photographs showing individuals with whomthe reader can relate.

5. The brochure should be designed to keep printing costs at areasonable level.

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The prototype recruiting brochure prepared and published duringPhase I of the Communication and Recruitment Project meets the abovecriteria. Although the brochure's effectiveness cannot be demonstratedand evaluated until Phases II and III, it has received highly favorable com-ments from all who reviewed it. it also v.on the Consolidated PaperCompany's quarterly award of recognition for graphics excellence.

A copy of the prototype recruiting brochure is furnished with thisreport.

Audio-Visual Aids

Audio-visual have proven to be an effective communication devicein both education and industry. Audio-visual aids, therefore, were preparedfor inclusion in the communication package. Like the brochure, they willbe used by recruiters in persona] interviews with prospective students.

Each audio-visual device is a slide/taped-narrative combination(3M Sound-on-Slide System, Model 525). Approximately 118 such aids wereprepared during Phase I. Some 20 of these are of an introductory nature,describing Compton College and its facilities. The remainder deal withbpecific Compton College departments and services. Approximately fiveslides are devoted to each subject.

The Phase I communication package includes slide/sound groups forthe following Compton College courses:

1. Airline stewardess

2. Auto mechanics

3. Business

4. Data processing

5. Electronics

6. Home economics

7. Machine technology

8. Management supervision

9. Nursing

10. Photography

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11. Police science

12. Printing

13. Recreation

Groups of audio-visual aids describing the following Compton Collegeservices were also prepared during Phase I:

1. Counseling

2. Enrollment

3. Financial aid

4. Project HOPE

5. Remedial reading

6. Work employment

The work employment slides show Compton College-trained individuals inon-the-job situations. On the accompanying tapes, the individuals explaintheir jobs, the skills required, and the need for education.

The introductory audio-visual aids will be shown to all prospectivestudents. After the recruiter has ascertained the student's needs and voca-tional preferences, he will show groups of slides relating to these needs andpreferences.

Since slides can be replaced and new narration recorded on the tape,the audio-visual aids can be kept up-to-date.

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APPENDIX A. LITERATURE SURVEY*

Banathy, B.H. Instructional Systems. Palo Alto: Fearon Publishers (1968).

Beck, I. , and B. Monroe. Some Dimensions of Simulation. Seal Beach,California: Insgroup, Inc. (1969).

Beck, I. Occupational Education 1970-75; Foundation for a Master Plan.Los Angeles: Los Angeles Junior College District (1969).

Bhola. Harbans Singh. The Configurational Theory of Innovation Diffusion.Ohio State University (1965).

Bulletin of the California State Department of Education. The Dynamics ofEducational Change. Vol. XXXII, No. 3. California: State Printing Office.

Burt, S. M. Industry and Vocational-Technical Education. New York:McGraw-Hill, Inc. (1967).

Bushnell, Don D. Proceedings of the Conference on the Implementation of17ducational Innovations. System Development Corporation, Santa Monica,California (1964).

California Department of Employment, Los Angeles Metropolitan Area.Economic Background of Los Angeles County. Los Angeles: CaliforniaDepartment of Employment (Apr. 1967).

California Department of Employment, Research and Statistics, 1.03 AngelesMetropolitan Area. Recent Labor Market Trends in Los Angeles County.Los Angeles: Department of Employment (1968).

California Department of Industrial Relations. Estimated Number of Wageand Salary Workers in Nonagricultural Establishments by Industry,Los Angeles-Long Beach Metropolitan Area, 1949-1968. San Francisco:California Department of Industrial Relations (Jan. 1969).

California Institute of Technology. The Next Ninety Years. Pasadena (1967).

Cousins, N. 'Art, Adrenalin, and the Enjoyment of Living," Saturday Review(10 Apr. 1969).

An additional list of approximately 150 documents on the ethicatio.ial change process is available uponrequest. It is omitted from thi.. report in the interest of brevity.

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Department of Health, Education and \\ ella re, U. S. Office of Education,Office of Programs for the Handicapped. Vocational Training, Employment:Part Two - Profiles of the States. Washington, D. C. (Jan. 1969).

Dror, Yehezkel, Proposed Policymaking Scheme for the Knesset Committeefor the Examination of the Structure of Elementary and Post-ElementaryEducation in Israel An Illustration of a Policy Analysis Memorandum.Socio-Economic Planning Sciences, Vol. 3, No. 1 (June 1969), pp. 13-24;earlier version RAND Paper P-3951, Oct. 1968).

Fantini, M. and G. Weinstein. The Disadvantaged. New York: Harperand Row (1968).

Fielding, R. Kent. Social Analysis and Strategies for Change. World-WideEducation and Research Institute. Salt Lake City, Utah (1968).

Fishman, L., W. E. Roberts, C. M. Franks, and W. W. McCormick.Methodology for Projection of Occu_pational Trends in the Denver StandardMetropolitan Statistical Area. Boulder, Colorado: Bureau of EconomicResearch, Institute of Behavioral Science, University of Colorado (Mar. 1966).

Ford Foundation. Ford Foundation Grants in Vocational Education. AReport on Grants in Vocational Education. New York: Library ofCongress (1967).

Goulet, Richard R. (ed). Educational Change: The Reality and the Promise.A Report on the National Seminars on Innovation. Citation Press (1968).

Havelock, Ronald G. The Dissemination and Utilization of Knowledge: AComprehensive Survey and Theoretical Analysis of the Literature Includedin ERIC. Washington, D. C.: ERIC (1969).

Hirsch, W. Inventing Education for the Future. San Francisco: ChandlerPublishing Co. (1967).

Kahn, H., and A, Weiner. The Year 2000. New York: Macmillan Co.(1967).

Kreitlow, Burton W. An Evaluation of the Model for Educational Improve-ment as an Analytical Tool for Describing the Change Process. TheoreticalPaper No. 18. Wisconsin Research and Development Center for CognitiveLearning, The University of Wisconsin (1969).

*lager, R. F., and K, M. Peach, Jr. Developing Vocational Instruction.Palo Alto: Fearon Publishers (196'1).

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Maley, D. An Investigation and Development of the Cluster Concept as aProgram in Vocational Education at the Secondary School Level. OE 685-023,University of Maryland, ERIC No. ED 010 301 (31 Aug. 1966).

Maley, D. Construction Cluster An Investigation of the Cluster Concept asa Program in Vocational Education at the Secondary School Level.OE 685-023, University of Maryland, ERIC No. ED 010 302 (31 Aug. 1966).

Maley, D. Electromechanical Installation and Repair Cluster An Investi-gation and Development of the Cluster Concept as a Program in VocationalEducation at the Secondary Level. OE 685-023, University of Maryland,ERIC No. ED 010 303 (31 Aug. 1966).

Maley, D. Metal Forming and Fabrication Cluster An Investigation andDevelopment of the Cluster Concept as 2 Program in Vocational Educationat the Secondary Level, OE 685-023, University of Maryland, ERICNo. ED 010 304 (31 Aug. 1966).

Marcum, R. Laverne. Organizational Climate and the Adoption of Educa-tional Innovation. Utah State University, Project No. 7-8119 (1968)

Ninetieth Congress, Public Law 90-576, 90th Congress, H. R. 18366.Washington, D.C. (16 Oct. 1968).

Richland, Malcolm, Traveling Seminar and Conference for the Implementa-tion of Educational Innovations. System Development Corporation, SantaMonica, California (1965).

Sackn.an, H. Computers, System Science, ar.d Evolving Society. New York:John Wiley and Sons (1967).

State of California. The Vocational Education Act of 1968, Public Law90-576: A Resume. Sacramento: State of California (1968).

Stout State University. Americo n Industry Project. Contract OE 5-85-060.Developmental z.nd Pilot Proposal (1965).

United States Department of Labor, Bureau of Employment Security. LaborMarket Research Methods. Washington, D.C.: U.S. Government PrintingOffice (1957).

University City Science Center. Career Development. Philadelphia, Pa.:(1967).

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APPENDIX B. COMMENTS OF GOVERNMENT AND INDUSTRY LEADERS

During Phase I, the opinions of government and industry leaders weresolicited. This appendix includes some of the comments received.

"Significant progress by the community collegcs hasbeen n.ade in the crucial area of vocational and tech-nical education. Compton College has shown imagina-fion, leadership, and dedication in meeting itsresponsibility to the many among our youth who haveinterest and potential talent in technical fields.

"My congratulations and best wishes to ComptonCollege for meeting a challenge which holds so muchpromise for students of the widest variety ofbackgrounds."

Ronald ReaganGovernorState of California

"California Community Colleges maintain an open doorfor all students regardless of age, race, color, orcreed. Yet, do potential students know of this opendoor to occupationa' orepar%tion? Do they haveknowledge of the vas, number of occupations for whichtraining is offered? Even more serious, many maynot understand how to enroll in Community College.

No longer can Community Colleges wait for studentsto come to them. They must seek out students of

all levels of abilitydisadvantaged at well as advantagedto be a trulyCommunity College.

"Compton College's recognition of the communication gap is commendable.Only wl.en the college is communicating with its community can the story betold. The resulting dialogue can only lead to effective recruitment programs. "

Sidney W. BrossmanChancellorCalifornia Community Colleges

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"The presence of extensive and excellent capabilitiesfor Vocational Education in our California communitycolleges is stipulated. However, for those who forany reasondo not take advantage of such careerpreparation opportunities, such capabilities might aswell not exist! Our priority task, throughout the state,is to en:oll thousands and thousands of youth and adultswho have not yet been served by Vocational Educationand whose need for occupational preparation is ofcrucial importance to them and to oar economy.Compton College is commended for its extra emphasisupon recruitment."

i-vesley P, Smi .hState DirectorVocational Education

"Today's high technology manufacturing efforts, par-ticularly in the space and high-speed aircraft programs,demand a team approach, a close cicperation betweenthe scientist and the technician, the engineer and themachine operator.

"Any vocational project that will seek out youngrecruits and encourage them to start on the paths lead-ing to eventual pa -ticipation in these exciting high-technology team efforts deserves the greatestencouragement. "

Robert AndersonPresident and Chief Operating OfficerNorth American Rockwell Corporation

"Meeting the national needs or a skilled labor rorkforce in the decade ahead is without question one ofthe most important national pnorities. The technicalrevolution to which we have been witness compels usto work more systematically in the cultivation ofdignified vocational skills which are both sociallynecessary and personally rewarding.

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"Your efforts to expand vocational education in the public schools and com-munities more widely throughout co.r society is highly commendable. Iwish you the best of luck."

Robert H. FinchFormer Secretary of Health,Education, and Welfare

"It has been brought to my attention that a booklet isbeing prepared as a part of the introductory materialto be used for personal and career benefits of voca-tional education. It is a personal privilege for n-11 tobe a part of this publication and to express my thanksand app-eciation to Compton College and its adminis-tration in making such a program possible.

"For many years it has been apparent to people inpublic life and those who serve in educational fields

that a need exists for many of our young people and also the adults of oursociety to be trained and retrained in order to provide the skills for businessand industry and the service trades needed in our community.

"There is no question that a college education is desirable. However,everyone cannot work as a doctor, nor a lawyer, nor a dentist, nor anengine_ r, In our society today there is a tremendous demand for automobilemechanics, for electricians, for plumbers, for carpenters, for plasterers,for the service trades that require the attention of men and women who canwork with their hands and who will be skilled in this field in order to providethe demands of our society today. Many of these jobs pay well for those whoare skilled and willing to work. The formal training that is necessary in thelaboratory and the shop and the classroom must provide the fourteation forthese skills.

"I would suggest that we reinstate the blue collar worker and the man whoworks on the production line in the factory, or in the service trade, or inany of the many mecnanical fields; reinstate these activities as noble andworthy of the very best that is in our society. As this is done, all of uscan look with honor and satisfaction upon the work that is done by people whouse their hands as well as their minds in the productive capacity of ourindustrial society."

Del ClawsonMember of CongressCongress of the United States

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Mi=ff1=1

"I was delighted when I learned that Compton Collegewas initiating an imaginative program extending thevocational education opportunities to the disadvantagedgroups in the community. The benefits of such aprogram are far-reaching and will stimulate greatachievement not only for the community but for theindividual involved.

"Expansion of the vocational segment of our educationprocess is a vital step toward realistically solving many of ou- urban prob-lems. I not only commend the college for its ambitious program in thisfield, but I also commend those individuals who will be taking the mostimportant step of their lives when they take auvantage of the opportunitiesof this program."

Burton W. ChaceSupervisor, Fourth DistriCounty of Los kngeles

"Years ago the concept of vocational education waslimited to agricultural or mechanical courses. Wehave recently realized that vocational education ismuch more than this, and necessarily includes prep-aration for vocations that could properly be thoughtof as semi-professional or even as preparatorypositions for entrance into professional positions.

"I have enthusiastically supported these new develop-ments and ahall continue to do so. I recognize that

our community colleges, such as Compton, ate truly the key educationalinstitutions in these programs. I recognize also that this type of educationis especially advantageous to youth and adults in minority and disadvantagedgroups in our society.

"For these reasons, and many more, I am proud to join with other concernedcitizens in commending Compton College for a job well done. I urge allresidents of this school district to Lake advantage of the extensive offeringsmade available by Compton College."

Glenn M. AndersonMember of CongressCongress of the United States

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"Vocational and technical tr ining is an important partof education that is .losely related to the social andeconomic development of an individual, the communityand the state. Planned and managed wisely, it canmake a significant contribution to the alleviation'ofproblems that arise from the hopelessness a.,.d despairof many persona presently in a number of segments ofour population. Promise is inherent in vocationaleducation. Realization of its potential, and the attend-ant benefits of social, economic and cultural improve-ments for individuals and society are its chall,ange.

"Unfortunately, the majority of students move into the world of work withoutadequate occupational preparation. About 60 out of every 100 studentsentering fifth grade leave school without sufficient vocational education Only11% of high school boys and 33% of the girl, are in vocational courses.Typically, 25-70% of the entering junior college students leave classes beforethe second semester of the ..irst year. Currently, about 15% of the studentsentering the fifth grade will finish a four year college program. This leavesover 80% of the students who will need occupational preparation in the highschools and community colleges.

"There is a clear need to make vocational education programs widelyavailable. There is also a need to recruit and train on a large scale so thatthe benefits of education may be realized for all individuals and for society."

Joseph M. KennickCalifornia State Senator

"The continuing coexistence in the United States ofunemployment and job vacancies suggests a chronicdeficiency in the supply and demand aspects of man-power. A close scrutiny of the problem reveals alarge portion of academically-educated school drop-outs and graduates among the unemployed who do nothave the ability to get and to hold down a job. Clearly,the need is for early vocational guidance and for voca-tional education integrated into the school curriculum.Vocational education exposures are vitally necessary

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for most students in our technically-oriented society so that career decisionscan be based, not on hearsay and subjective impressions, but on a directcomparison of academic and vocational experiences. If we had the benefitsof good vocational education years ago, we would have fewer unemploying,misplaced, and underemployed people in our nation today."

Karl R. KunzeDivision ManagerTraining and DevelopmentLockheed-Californie Company

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APPENDIX C. PHASE I MEETINGS

This appendix includes a brief summary of meetings held with com-munity, industry, and school representatives during Phase I of the Communi-cation and Recruitment Project. Included are meeting dates, location,principal speakers, and participants.

80- 27 -

DATE: 27 May 1970

LOCATION: Compton College

PRINCIPAL SPEAKERS

Roger Beam, Director of Occupational Education, Compton CollegeArthur D'Braunstein, Project Supervisor, Communication and

Recruitment ProjectMarjorie Gardner, State Consultant, California Community Colleges

PARTICIPANTS

School Representatives

Anna Arguello, Student, MECHA, Compton CollegeEsther Caldwell, Director. Compton Unified SchoolsGrace Cruz, Student Advisor, Compton CollegeVirginia Evans, Coordinator, California College of CommerceRosemary Lentz, Evening Division, California College of CommerceEdward Ma: soobian, Coordinator of Work Experience, California

State CoMege, Los AngelesSister Carrol Regina, Teacher, Our Lady of Rosary SchoolDr. Williams Schleibaurn, Dean of Student Personnel, Compton CollegeNate Shipman, WIN Coordinator, Compton CollegeAbel Sykes, President, Compton CollegeEsther Trujillo, Student Advisor, Compton CollegeNorman Williams, President, California College of CommerceDon Yowell, Assistant to the Dean, Night School, Compton College

Industry Representatives

Other

Richard Barton, Personnel Manager, Harvey AluminumDon Christianson, Public Affairs, LockheedRichard Pearsall, Director _if Development, Control Data Corporation

Clair Weeks, Corronunirtions Media, U.S. Government, AID

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DATE: 4 June 1970

LOCATION: Compton College

PRINCIPAL SPEAKERS:

Robe: D. Beam, Director of Occupational Education, Compton CollegeArthur D'Braunstein, Project Supervisor, Communication and

Recruitment ProjectClair Weeks, Communications Media, U. S. Government, AID

PARTICIPANTS

Anna Arguello, Student, MECHA, Compton CollegeJohn Bradley, Student, Compton CollegeGrace Cruz, Student Advisor, Compton CollegeBessie Fields, Student, Compton CollegeEddie Garcia, Student, Compton CollegeCharles Haywood, Student, Compton CollegeFrances Jackson, Student, Compton CollegeBeverly Keller, Student, Compton CollegeBetty Robinson, Student, Compton CollegeEsther Trujillo, Student, Compton College

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DATE: 18 June 1970

LOCATION: Compton College

PRINCIPAL SPEAKER

Jessie Arnold, Project Leader, Community Projects,North American Rockwell

PARTICIPANTS

Roger D, Beam, Director of Occupational Education, Compton CollegeArthur D'Braunstein, Project Supervisor, Communication and

Recruitment ProjectBennie Daniels, Community Program Specialist, Martin LutherKing, Jr., Hospital

Clair Weeks, Communications Media, U. S. Government, AID

33- 30 -

DATE: 12 August 1970

LOCATION: Compton College

PRINCIPAL SPEAKERS

Roger Beam, Director of Occupational Education, Compton CollegeArthur D'Braunstein, Project Supervisor, Communication and

Recruitment ProjectGaylord Larson, Audio-Visual Presentations, Compton CollegeDr. William Schleibaurn, Dean of Student Personnel, Compton CollegeAbel Sykes, President, Compton CollegeClair Weeks, Communications Media, U. S. Government, AID

PARTICIPANTS

School Representatives

Cecil Abernathy, Director, Occupational Education, LynwoodUnified Schools

Anna Arguello, Student, MECHA, Compton CollegeDonald Averill, Coordinator, Work Experience, Whittier

Union High SchoolJohn Bradley, Student, Compton CollegeEsther Caldwell, Director, Compton Unified SchoolsRonald Chapman, Administrative Intern (UCLA), Compcon CollegeFrances Cullen, Dean of Student Activities, Compton CollegeStephen Epler, Administrative Intern (UCLA), Compton CollegeEdward Marsoobian, Coordinator, Work Experience, California

State College, Los AngelesRay Noble, Administrative Intern (UCLA), Compton CollegeEsther Trujillo, Student, Compton CollegeThom Vernia, Principal, Lynwood Adult School

Industry Representatives

Marvin Adelson, Director, Information Transfer CorporationHank Anaya, Graphics Designer, North American RockwellRichard Barton, Personnel Manager, Harvey AluminumJ. H. Carbett, Manager, Labor Relations, McDonnell DouglasJ. Eichenger, Compton Community Savings and Loan AssociationRichard Pearsall, Director of Development, Control Data CorporationJack Reinhardt, Design Graphics Supervisor, North American RockwellC. Willis, Compton Community Savings and Loan Association

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