Graduate Thesis Or Dissertation
 

The identification of verbal, handwriting, and written composition skills and the level of those skills required by entry-level industrial mechanics

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  • The purpose of this study was to determine the importance and the frequency of use of certain communication skills to job-entrylevel mechanics as assessed by employers, educators at various levels, and entry-level industrial mechanics. The study was conducted in Lane County, Oregon. Communication skills investigated for importance and for frequency of use were: verbal, handwriting, and composition skills. The following null hypothesis was tested: There is no significant difference among the means of the seven groups, or, the seven groups agree on the importance and the frequency of use of the investigated communication skills. After rejection of the original (null) hypothesis, a Least Significant Difference (L.S.D.) test was used to test the following six a priori subhypotheses: 1. Do employers (Group 2) agree with workers (Group 1) on necessary communication skills and level of those skills? 2. Do educators on necessary skills? 3. Do educators on necessary skills? 4. Do educators on necessary skills? 5. Do educators on necessary skills? K-6 (Group 3) agree with workers (Group 1) communication skills and level of those 7-9 (Group 4) agree with workers (Group 1) communication skills and level of those 10-12 (Group 5) agree with workers (Group 1) communication skills and level of those 13-14 (Group 6) agree with workers (Group 1) communication skills and level of those 6. Do educators 14+ (Group 7) agree with workers (Group 1) on necessary communication skills? Conclusions 1. The seven groups do not agree in their assessment of the importance or the frequency of use by entrylevel workers of the communication skills investigated in this study. 2. Workers (Group 1) and employers (Group 2) do not agree in their assessment of the importance or the frequency of use by entry-level workers of the communication skills investigated in this study. 3. Workers (Group 1) and educators K-6 (Group 3) do not agree in their assessment of the importance or the frequency of use by entry-level workers of the communication skills investigated in this study. 4. Workers (Group 1) and educators 7-9 (Group 4) do not agree in their assessment of the importance or the frequency of use by entry-level workers of the communication skills investigated in this study. 5. Workers (Group 1) and educators 10-12 (Group 5) do not agree in their assessment of the importance or the frequency of use by entry-level workers of the communication skills investigated in this study. 6. Workers (Group 1) and educators 13-14 (Group 6) do not agree in their assessment of the importance or the frequency of use by entry-level workers of the communication skills investigated in this study. 7. Workers (Group 1) and educators 14+ (Group 7) do not agree in their assessment of the importance or the frequency of use by entry-level workers of the communication skills investigated in this study. Procedures The instrument used for the study was a survey questionnaire consisting of 38 communication-related tasks. The instrument was sent to a selected sample of respondents representing: workers (industrial mechanics) employers, and educators at various levels. The study employed a one-way analysis of variance design (fixed model). The F-statistic was used in the analysis. For a determination of significant differences, the critical F-ratio was established with six degrees of freedom with alpha = .05. In case of rejection of the original (null) hypothesis, a Least Significant Difference (L.S.D.) test was used to test the six a priori subhypotheses.
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