Graduate Thesis Or Dissertation
 

A task analysis of selected leaders in vocational education

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  • The purpose of this research was directed toward an examination of personnel resources in vocational education. More particularly, the study attempted to determine contributions made by personnel, to assess the procedures and processes utilized in making these contributions, and to identify strengths that need to be developed in future personnel. Answers to three questions were sought: 1) What do selected leaders in vocational education do? 2) What common tasks are performed by personnel at different position levels? 3) How are these tasks performed? One null hypothesis was formulated to test the findings: There are no differences between tasks performed by personnel at the secondary, community college, state department of education and teacher education levels. Sixty-four individuals from 28 states who held leadership positions were selected. Specific tasks performed by each were collected over a period of five weeks for a total of 181 man-days. Reported tasks were assigned to 14 major functional categories. Total time devoted to each category (by position level) and the process utilized in performing each task were determined. Analysis of data revealed a significant difference between the four position levels and therefore, rejected the hypothesis. The greatest similarity in rank order correlation existed between secondary and teacher education positions and the least similarity appeared between secondary and community college positions. Community college positions were decidedly different from the other three position levels. Personnel development, researching, planning, and supervising were the highest ranking categories when all positions were compared. Lowest ranking task categories were promoting, consulting, budgeting and financing, policy formulating, and guidance and counseling in that order. Processes utilized to accomplish tasks indicated that 66.8 percent of the time spent by the individuals was devoted to the four kinds of social interactions: group, face-to-face, written and telephone interaction. Group and face-to-face interactions accounted for 52.7 percent of the total time and 79.3 percent of the total interactions.
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