Relationship between trends in technological changes and patterns in vocational in-service education Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/d504rp032

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  • The purpose of this study was to examine the relationship between technological changes in business and industry and vocational teacher in-service training. Data were collected from 134 vocational teachers from the nursing, welding, automotive, and secretarial technologies in 12 Oregon community colleges. Questionnaires were used to collect the data. Descriptive statistics and discriminant analysis were used to compare the training patterns to the patterns of change. Subjects were classified as "responsive to technical change" if the pattern of the number of hours of technical in-service education over the prescribed five-year period coincided with the implementation of the technological change in their field. They were "non-responsive" if the pattern of the number of hours of technical in-service education did not coincide with the technical change. Approximately 62 percent of the subjects participated in responsive in-service training while approximately 38 percent appeared not be responsive by not having patterns in the number of hours of training that coincided with the patter of the implementation of the change into the majority of their field. Approximately 32 percent of the respondents reported no training during any year, although only 11 percent of the subjects did not participate in technical in-service over the five year period. The most popular methods of in-service training were manufacturer's workshops and seminars, reading technical publications, and college course-work. Factors influencing responsiveness were (1) educational attainment, (2) contact coordinator availability, (3) perception of their schools' ability to provide salary adjustments, (4) perception of their schools' ability to help in locating training sites, and (5) training site availability. It was concluded that training site availability, help in locating training sites, and contact coordinator availability were related to the use of training sites. Salary adjustments were perceived to be important to the non-responsive group but were perceived as unimportant by the responsive group. Individuals in the responsive group were more likely to have lower educational attainment than the non-responsive group. It was further concluded that Oregon community colleges need to designate and utilize a contact coordinator to coordinate in-service training. They also need to establish closer relationships with business and industry to facilitate better training site acquisition and utilization.
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