This study examined the relationship between training and work alienation among correctional officers and sergeants serving in all male maximum and close security prisons in Florida. The research investigated the effects of training, individual characteristics, and institution on correctional officers' work alienation. Work alienation was measured along five subscales of powerlessness, meaninglessness, normlessness, instrumental work orientation (self-estrangement), and isolation from organizational goals. / Three correctional institutions were randomly selected from the highest risk prisons in the state, ranked by the Florida Department of Corrections as Category 7. All correctional officers and sergeants from these institutions totalling 901 were surveyed by mail. Of the 901 surveyed, 380 (42.1%) were usable for the study. / The survey elicited information on training attended by officers, their background, and level of alienation. Open-ended questions were also included. / Results of multiple regression analysis revealed that training has significant impact on lowering work-alienation. However, that impact was limited to specialized and career advancement training. Formal education had a positive effect on level of alienation. More alienated officers were likely to be married, non-whites, with no children, aged 40 years and less, working for 15 years or less, assigned to night shifts, and related to family members employed in correctional work. One particular institution had higher levels of alienation among its officers than the other two surveyed. / To alleviate work-alienation, recommendations were made for specific policy changes focussing mainly on strengthening current training standards. They relate to (1) research, development, and evaluation of training, (2) curriculum and instructional development, (3) training of trainers, (4) support services for training, and (5) strategy for staff development. / Source: Dissertation Abstracts International, Volume: 54-07, Section: A, page: 2551. / Major Professor: Sande Milton. / Thesis (Ph.D.)--The Florida State University, 1993.

The purpose of this research was to determine employers' perspective as to what factors contribute to the success of school-to-work transition programs, what factors act as barriers to employers participating in school-to-work transition programs, and what strategies would facilitate participation in school-to-work transition programs for non-college bound youth. / An effective school-to-work transition system is potentially beneficial to youth, society, and the national economy. One school-to-work transition system that is successfully used in other industrialized countries involves youth apprenticeship training. The review of literature concluded that the individual components of the youth apprenticeship model are consistent with research findings concerning internal characteristics of successful school/business partnerships. / The research design involved embedded multiple-case studies of established youth apprenticeship programs in Alabama. Participating employers, former participating employers, and program administrators were interviewed to determine employers' perspectives concerning objectives, advantages, and disadvantages to participating in youth apprenticeship partnerships. Strategies to expand youth apprenticeship training were also discussed. / Four success criteria were identified. Employers perceive their participation successful if it results in: (1) A positive contribution to students and society, (2) Obtaining, training, and retaining quality employees, (3) Decreased production costs, and (4) Minimum problems requiring an expenditure of time. / Barriers to participation were identified as problems that prevent employers' from attaining perceived success. Recommended strategies for eliminating these barriers and facilitating private-sector participation in youth apprenticeship training programs include: (1) Implementing public relations and marketing activities, (2) Addressing immaturity and attitude problems among youth, (3) Providing work/school scheduling alternatives, (4) Reform of federal child labor laws, (5) Improvement of student placements in industry, (6) Implementing employer incentive programs, (7) Reforming administrative procedures, (8) Reorganizing the structure of governance, and (9) Institutionalizing a stringent delivery system. / Recommendations for further research are included. / Source: Dissertation Abstracts International, Volume: 54-07, Section: A, page: 2551. / Major Professor: Robert L. Lathrop. / Thesis (Ed.D.)--The Florida State University, 1993.

The purpose of this study was to determine the perception of students, teachers, principals and employers of graduates, toward the status of technical and vocational education (TVE) programs in Imo State, Nigeria comprehensive secondary schools, and to identify why there was a shortage of adequately trained manpower. By the structure of the schools, they were expected to bridge the gap between academic and technical/vocational subjects. / The questionnaire and interview items examined the following major areas: (1) student, teacher, principal and employer demographic information, (2) the objectives of TVE as perceived by the samples, (3) teacher qualifications and experience, (4) instructional methods, (5) program enhancement services, (6) facilities and equipment, (7) perceptions about student pre-employment skills, (8) employment search skills, (9) job performance skills, (10) graduates' performance, (11) causes of shortage of adequately trained manpower, and (12) program strengths and weaknesses. / Data were analyzed with the Statistical Package for the Social Sciences software (SPSS). The analyses and descriptions were expressed as percentages, decimals and frequencies, and interpreted. / Data were collected from 20 comprehensive secondary schools in Imo State, selected via stratified random sampling. From the sample schools, 591 final year students registered in TVE subjects completed the student questionnaire. Fifty-nine TVE teachers completed the teacher questionnaire. Principals of the twenty schools were interviewed. Sixty-five employers in different professions, randomly selected across the state, participated in the employer interview. / The study determined that the schools lacked teachers, facilities and equipment. There were no program enhancement services such as guidance and counseling, job placement, cooperative work experience and library. Students had limited access to practical activities. These factors contributed to the inadequacy student preparation. These schools were not considered as institutions which trained students for employment after graduation. Students attended comprehensive secondary schools to prepare themselves for further study in professional fields, which would earn more respect in the society. / The findings of this study brought to focus the current status of Imo State comprehensive secondary schools. Recommendations were made to help the government address the concerns identified. / Source: Dissertation Abstracts International, Volume: 53-11, Section: A, page: 3822. / Thesis (Ed.D.)--The Florida State University, 1992.

This research was designed to determine whether or not certain state and institutional policies and procedures are perceived by contract trainers at public higher education institutions in Georgia to create and/or exacerbate selected barriers to contract training with business and industry. An additional purpose was to determine the extent of involvement of those institutions in contract training. / The 66 administrators responsible for contract training at public colleges, universities, and technical institutes in Georgia were surveyed. A document analysis and fourteen interviews also were conducted. / It was determined that over 3,000 contract training courses were offered by the institutions in 1991-1992. Over 40,000 students participated, generating at least $6,000,000 in revenue. / Five policies were reported to impede contract training efforts. They were the constitutional prohibition on "rolling over" state funds and revenue, the requirement that programs be self-supporting, the institutional policy that mandates that the majority of contract training revenue be returned to the institutional budget rather than to the contract training budget, the lack of risk capital, and the lack of a state training program for contract training program staff. / The top four barriers to contract training were the lack of adequate training facilities, a program development staff of insufficient size and/or training, the lack of state-of-the-art training equipment, and inadequate funding. / There were no significant differences between the perceptions of college and university directors and those of technical institute directors concerning any of the potential barriers or policies. / The directors at the centralized and decentralized institutions differed significantly on two barriers: (1) internal competition between departments, divisions, and colleges; and (2) competition with faculty who consult independently. They also differed statistically on the institutional policy that requires all noncredit courses to be coordinated by one central unit. / Source: Dissertation Abstracts International, Volume: 54-02, Section: A, page: 0403. / Major Professor: Mary Pankowski. / Thesis (Ed.D.)--The Florida State University, 1993.

The effects of a schematic cognitive intervention were examined along several lines of thought including occupational certainty, vocational identity, occupational representation systems of deaf clients. Theoretically, the development of a meaningful schemata will allow clients to organize new information in a way that will lead to clients being more prepared to benefit from the career guidance process in general, and from career learning events and Computer Assisted Career Guidance (CACG) in particular. This study has, first, examined the effects of schematic cognitive intervention upon a subsequent interaction using CACG vs. a traditional human counselor intervention model with deaf subjects. Second, this study has examined the differential levels of deaf subjects' cognitive complexity regarding the world of work following intervention. CACG interventions have increased in use and popularity among career counseling and guidance professionals. This is reflected in the same manner with disabled clients. Researchers have not yet fully identified the methods by which CACG can be fully implemented for diverse populations to optimally facilitate career counseling. In regard to career counseling and CACG interventions, disabled individuals present special needs. Disabled individuals, especially those whose disabling condition presents barriers to employment through impinging on the ability to process information, i.e., deafness, learning disabilities, visual impairments, can be described: (1) as having potentially more to gain from career counseling interventions, and (2) as having potentially a greater need for a working model that allows for clarification and efficient use of the information involved in career choices. / Source: Dissertation Abstracts International, Volume: 54-03, Section: A, page: 0907. / Major Professor: F. Donald Kelly. / Thesis (Ph.D.)--The Florida State University, 1992.

Today, more than ever before, business and industry are requiring workers who are more skilled, better qualified, and more versatile. Since the secondary school is a major source of supply of personnel to fill office positions, it is important that these workers are prepared for the changing role of entry-level positions and advancement. The role of the Business Cooperative Education program, therefore, is important in meeting these training needs. / The purpose of this study was to determine if Business Cooperative Education programs in Florida were meeting the employment needs of students and employers. The study also provided a basis for any needed improvement and advancement of Business Cooperative Education programs in Florida. / Opinions of students, employers, and coordinators were used to assess their perceptions as to how well prepared BCE students were for entry-level jobs and advancement, the effectiveness of the program, the benefits and disadvantages of the program, and the status of the program, the benefits and disadvantages of the program, and the status of the program as outlined by the Florida Department of Education. / Data for the study were collected during the 1988-89 school year from randomly selected Business Cooperative Education students and their employers as well as coordinators who had permission from their county superintendents. Opinionnaires using checklists, Likert-type scales, and open ended questions were developed for data collection. / Based on the findings, the following recommendations were made: That the BCE program standards be revised to reflect changing community conditions as well as technological advancements; that school guidance counselors and administrators work more closely with BCE coordinators in the selection and placement of students; that students be encouraged to take not only Typewriting, Office Procedures, and Accounting but also courses which include computer related skills, machine transcription, and communications skills; that related class instruction be improved by enhancing the content and quality of instruction students receive; that employers play a more active role in the total BCE program, and that all coordinators visit the training station at least once a grading period. / Source: Dissertation Abstracts International, Volume: 51-01, Section: A, page: 0060. / Major Professor: Hollie B. Thomas. / Thesis (Ed.D.)--The Florida State University, 1989.

The purpose of the study was to determine: (1) whether persons in two administrative levels in postsecondary vocational education in Florida (deans/directors and program chairmen) differ in their perceptions of barriers to the delivery of vocational education to persons with disabilities; and (2) whether their attitudes toward persons who are disabled and/or certain demographic factors correlate with the number of barriers within categories and the total number of barriers they affirm. / The population to be studied consisted of deans/directors and program chairmen of postsecondary vocational-technical centers and community colleges which have been designated as area vocational centers in Florida. / The data was collected by means of an attitude scale (Attitudes Toward Disabled Persons, Form B), and a listing of barriers within the four categories of legislation, support services, special education, and vocational education. / The analysis of data revealed no significant differences in either the number of barriers affirmed or the attitude scores between deans/directors and program chairpersons. / The Pearson Product Moment Correlation (PPM) revealed a significant negative correlation between affirmative responses in the vocational education category of barrier and attitude scores of deans/directors. The PPM revealed a significant correlation between affirmative responses in the legislation and support services categories of barriers, total number of affirmative responses and attitude scores for program chairpersons. / Area of certification of deans/directors contributed to the negative correlation between vocational education barriers and attitude scores. Regression models including the business education and technology education areas of certification had F ratios which were significant. Area of certification of program chairpersons contributed to the correlation between legislation barriers and attitude scores. Regression models including the health occupations, public services, marketing education, and other program areas of certification had F ratios which were significant. / The demographic variables of age, gender, level of education, and size of community did not contribute to the correlation between categories of barriers and attitude scores. / Source: Dissertation Abstracts International, Volume: 50-12, Section: A, page: 3928. / Major Professor: Hollie B. Thomas. / Thesis (Ph.D.)--The Florida State University, 1989.

The concern for the self-sufficiency or economic well-being of former vocational students is not new to vocational planning and evaluation decision makers. However, until recently, most decision makers have not systematically addressed this concern for reasons of uncertainty about the link between program characteristics and former student self-sufficiency upon and after completion. The vocational student follow-up procedures described in this study derive from an approach which acknowledges the difficulties in drawing conclusions about individuals, but maintains that the results of using societal and economic impact indicators are useful, and indeed essential. This study makes comparisons among groups of individuals in terms of the relationship between their curriculum and subsequent economic self-sufficency/well-being. / The results of this study raise the question "Should there be one mission for vocational education or should there be different missions based on the students' vocational intents?" The results of this study suggest that: (1) the existing mission (and the means employed to fulfill that intent) for secondary vocational students might not necessarily be one of directly leading to self-sufficiency. If this is so, it is not surprising that the accompanying consequences do not lead to self-sufficiency; or (2) changes in methods and means for vocational education in the high schools are required, perhaps modelled after postsecondary programs in the vocational-technical centers and vocational programs in the community colleges which appear to be better at delivering results leading to self-sufficient completers. / Conducting large scale data matches based on societal impact and payoff indicators, like the present study has done, marks the beginning of what could be a new approach to inter-agency cooperation and coordination for the purpose of improved planning and evaluation of programs. At a time when technology affords us the tools, we have the opportunity to know better where we have been and plan better where we want to go. / Source: Dissertation Abstracts International, Volume: 51-04, Section: A, page: 1207. / Major Professor: Roger Kaufman. / Thesis (Ph.D.)--The Florida State University, 1990.

The purpose of this population study was the determination of the vocational preparation needs of the students from the three high schools of the Antilles Consolidated School System (ACSS) in Puerto Rico. An additional purpose was to determine if other related data corroborated or refuted whether a significant deficit existed in the scope of the academic program at ACSS. / Two measuring instruments, the Vocational Interest Survey (VIS), for students; and the Vocational Interest Survey - Adult Version (VIS-A), for adults, namely the parents, faculty and administrators, were developed for this needs assessment guided by the discrepancy model. / The first part of the study was aimed at analyzing the responses from the surveys. Questions were answered regarding the availability and desirability of vocational counseling, vocational training, basic skills instruction, and students' educational and employment plans for after graduation from high school. The second part of the study consisted of the analysis of pertinent documents such as master schedules, findings from the last North Central Association evaluation, minutes from curriculum committee meetings, standardized achievement tests scores, and each school's Mission Statement and Objectives, the individual transcripts of the twelfth graders, and labor market trends. / The first part of the study indicated that even though there was no vocational preparation per se at ACSS schools, neither students nor parents felt that it was necessary, but that the faculty and administrators did, by overwhelmingly supporting vocational preparation for ACSS. The second part of the study corroborated the need for vocational preparation at ACSS. Thus, the conclusion was made that vocational counseling, vocational training, basic skills instruction, and improved assistance to the students in making plans for after graduation, were indeed needed at ACSS. The lack of those services represented educational needs of the students in the school system. As such, recommendations were made for planning purposes. / Source: Dissertation Abstracts International, Volume: 50-11, Section: A, page: 3563. / Major Professor: Hollie B. Thomas. / Thesis (Ed.D.)--The Florida State University, 1989.

The problem of increasing dropout rates in the nation's public school system has attracted the attention of almost every segment of our society. Government agencies have documented the extent of the dropout problem on both national and state levels. In response, the Florida Legislature mandated a series of statutes designed to remedy the problem. Many schools and communities responded and involved vocational education programs to provide high-risk students with concrete reasons for remaining in school. / The purpose of this state-wide study was to survey selected populations to ascertain their opinions as to which of the literature-based, dropout prevention variables were considered to be most effective in retaining high-risk students in the school system. / Two juries of "experts" were invited to participate. Jury A consisted of vocational education directors while Jury B was selected from the school district's dropout prevention persons. A third population of interest was a stratified sample of high-risk students. A modified form of the Delphi technique was employed as the data collection procedure. / The principal findings included: (1) the most successful dropout prevention variables selected by the juries were almost identical to those found in the literature, (2) there was little evidence to support the existence of any positive and helpful relationships between teachers, staff, and high-risk students from participating school districts, (3) there was no evidence of any close linkages existing between academic and vocational education programs in the participating school districts and, (4) a wide range of new teaching and learning strategies are needed to increase student interest and to better reflect the relevancy of school to the workplace. / Source: Dissertation Abstracts International, Volume: 52-03, Section: A, page: 0892. / Major Professor: W. Hugh Hinely. / Thesis (Ed.D.)--The Florida State University, 1991.