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CENTRE FOR NEWFOUNDLAND STUDIES
TOrAL OF 10 PAGES ONLY MAY BE XEROXED
(Without Author's Permission)
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A SURVEY OF THE ENGLISH COMM~ICAIl'IONS PROGRAM
~ IN NEWFOUNDLAND AND LABRADOR VOCATIONAL SCHOOLS
...
TO A$CERTAIN THE CONTENT AND THE DEGREE OF
IMPORTANCE PLACED UPON THE O\FFERENT . --- -
COMPONENTS, OF THE PROGRAM BY ENGLISH
COMMuNICATIONS INSTRUCTORS AND
MEMBERS OF INDUSTRY
A Thesis
Subrni tted to
the Facul~~ of . Educa'tion .. ,
Me~rial : Uni versi ty.,· 6f: N~~~oUridlcilRd
'. , Cr} , :: .
. In l'partial ' Fu+£illKlenlt
of the Requirements' for ·the Degre~ . ,
.( ',. ';, .. ;
Master of ,Education t;
by
Augus't '1980
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The purpose of this study was to ' survey a~l, Eng'lish .
Communications instructors in New.fotindland and Labrador Vo'ca-, ".
\>
~ional S'ChoOlS"to~scertaJn . what' is being taught,~and ~'the de~ ' , . , . ,
. gree at' impoi'tance pliH:!ed upon -the different componen1;s'.,o·f th,~
.Engiish cammunica~ions pro~rarn. The study was also designed
to survey members 6f' ind~strY .which Newfoundland vocatic;m.al
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graduates 's~rve, ' in . orde·~ " to 'as~ert~in how , they ,would r.ate the'· - , . ,- . J, 'cornpo~ents ' of 'the Engli~ti ,- cOllllUun~j~~ions '·, p~6gr~rn;,,; : : . . l "/ , . ~ ', .. :' ', ' ~:> ' "" I ~ , . ' . '-' . ' _, 's ', ' .. : ~ : , , ' , ,." '.~,":" , : . : .'<' ., :_: .. ,. ,:,'. .. .. '- f
; " ",' '1:'~e da,ta: fqr,; '.17he ·.study ~?s co}:lecte-d .. by'.'mea~~,:' ~~ · '~i~: . .' . ,~ , ' t · · .::r:U::::~:.:~:~:e ;:o~i:/;ar:1:·::~:::.·. ~~i:::;c:;· ·i::;:~::- •...• ':(}IID
tors ~ere"als?~ ; a.sked'to: statEf,',th:e rtumber , o.rp<?~,. ;~: ~pen~ ' C)n : ·e,ac~ , '~,; , j .• ' ' topic'. , . ,.' ' ,... . ~ ' -:'';: : ;' ,.:: .. :·,"'·:·"'· "-,: ·,:";';:,::r,, ",, '
- ~:' .
" Mean iniport'ancer;tings "were ~btai.n:~,d fot each, ~~piC :.,' ,' '.-':.-:1:a .
',,". and the ' \j::opi'~s 'we~e' then ,'Cl'~SSi-fied :' as ~ei~g'. ~'f l!1aJor:- mo~er~te· .'· · . , . ( ,:,; • '\' . " • . ' • " ,'. - . ' .' 0 '. - ' ";. :
:or minor impo.l;'tan~e ~ . Mean t~e sp'ent was ~l.so obtained ;qr e~~ " I. : :
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.'~ime ~'pent" :~n th~ ~pePi~iC 'tOPiC~~' ,E~g~l~h: 'conunUn;i~~~i.~lis· piogn~y thr":Vari~~ ::: . ... :.
:.: ~ocat'i~~~l ' 'sch~oLiris'truc~9rs. '. ' .. ,'; . . . . '. ' . '.: 'J' ,: '. ' . . .-
2 • . There :: is . cons iderab1'e variation in the .Ehi;Jlish " ..... . - ',' . :~ , '. 'J ' ~ : ' .
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'. Conununications 'program' among: the ' sixt:een' .-trbca,; ··
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tional sCnoois in' _the· p~'oviilC::!e; . ' · ! • . >:,... ~ ' , J. Membe'rs :of indust~do'.-n6t perceiv~ ;'all ·the·
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topics ' presen.tly offered. in' the Erlg),.;i.sh .
comm~ica.ti~fs pr~~am'~ ,~~. pe 9f :~:j.P~ . ::- impo~tancie . to . the tradesman'.
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4. As' pe~ceived .. bYm(!iribe'r!(S . o·f ,·inchisti;,·,: a work":: . " ',. . .... , ", ,
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ing ~nowledge of ; the .. f~damentals·: '?f" the " . '.' ' . .
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illip,!:>~tan,ce) .:. . ,., " : • • ~ • • I : . ' . : ' • .: , '.: • " "
. ' ',. .!. .,'. ',A .number "of , re.co~ndations ,' ,were ~'de ' by ' th~' r~8earChe;r , : . '" " i ' .. ~ ' : .. -', '. ' .... : : . .: ...... ' . . ' , ~ .: ." , .... : .. ,. t •. ; ,', ', •• " ";: ~ '. ' ,' . : • • :.t,. " ":' .. ,.. . ~'.
fO.r . the .. imp..rovem(!nt ()'f ,tlie :'English Co~unicationB' program<i.n ' ..... .' ~ ./ : ... ... '~~"/<T I : :' .:':'. :.: ":. :> ' ,', .: ... ... . ~' ." : :::":, ' . ,~. :' ,' . ' . .': ':.':' ,.:', -: .. " ,':', ':~ '.'-.':'::'<~ .... ::: ."; ;'", .. :-: ..... .
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'.: '. ' . Newfoun!iland ·. ~nd : .La1?~ad~· · voca.tion, i;!ll · ~ch~ls . :; ~·Th·ere :is·j :;: too·~ · . _ , :.~ .,,: '~., ',.:,:.' ',: :~ ,' :': ' ~r ,,~,.- ... " .' ',.:,,:: .. ; 'r,,;', ' ~. __ : "f..- · '. ' ' ••• :
- .. -the , :need : for ··further ·research, • .... ': . ":, . . . ' ..,' ' . " ',. . ". ' , . . :., :- . ,;
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.' .. ... .. ~ORI OF'~NEWFOUNDLAND '.' ' .. ,'
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GRADUATE STUDIES . , .' .,. . ,
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:'I .. eco~it·~; t~ ,.·:1:h~·· c~~ttee ; 6n :,Gradua·te, S~~dies. ,for a'cckpt'ance; I '. ..... " ." . . ' t " 0 ' I ' '. .' . ' ......
,: · athe~~·~ ' .. :~riti~i~·,{.ills~t~~y:···6·f ':~he .E·rigtish : Co·mni~i·¢~ti~ns ·.~ro~ ·.:·: : :· . f . .•• . •• : .... l:' .• . . • ,' ': ," , . •••. . ' : ' , ' ,: ' :-: ';'" " ,: . ', •.• , .... ' " . ••• : ' , 'I , .,,:.~ .~. " • . :. ~._.~:_. : " ,: ( ' , ' , • ••.. ':: .... ~ :, ' : .,: .• " • '.: ' ' : ' . '"
.~.:<;~.inN~ff~~i";'~ .' ... <lL:'¥~~orlJo,c~t~'o'!# • sch~~ls , t~a.c~r~.: · . .' 't.a.~n :. ~e . ~ont~'~ . ·: ~d. ·; ·thEt~~gr~~ )jf ; ~itip.ort·a~:ce .. ·~ laced·' Upon' .··the " '.:"':: '.:;, ... ::.: .::~;
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.,;, .. .. :·:;, ·: .. Instructors anpJsember~ of , lndQlitry", , : sUb~tted ·"by· .':J~~n :pa:t.r£ck·.: ' .. ,"" " .' .. ;: .... . . '... . :,>,'" ':.,<'>:,'.' ' ...... , ' .~" " '.',': ... '>.'.,.'::::- ,.' ', ,: .... , :,:. ,"<-'.;' . ."' .,< '.:":", : :' .. " ·.~ , ·,.l·· ... . . ~, .. ,':-,; .':: :~.: ,J
.. ;: ' .. '.'.:<"::"':: C,C?~·dy . ' ~ri . par~.i.al :· ~ulfLqinen t :' Qf, ~e~ ·:'r·!!qt.ii,rement · :~qt,: th~ . 'Degree, . .::.\ ' ....
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ACKNbwi.EOGEMENTS
Tbe w;I'itE!r,' wishes "to. e~ress his ' grati tude to. Dr.
Frank Wolfe" 'SuperVisor "of :thia th~sis7 ' fer hisi:lssist~mce, . '. . . " . .. ' .
.... ';.,' .Appreciatio.n .is q,~!3e, ' expi~s~'ed ' to'th~ ,_vpcational
~cho~i ,··ins,tr'uctor~. an¢l 'me~ers; of " indust~y 'whc(ga";e ,of their . . . ~ .. ' . r ' 1 • '" ~ • • •• • • ~ . ,.. ..
·wi thout ~ei,r .....
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" h~ip \b).8 .: s ,t 'udy w.ould· ,not ' have: ,been ' po.SS'ible'.
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" h~~Ai.; Be'~t~ ' ~nd ~:o~~ ' MaL"c ~;id; Sb~t~f.or·~~i~ ~~~i.!,c~ ; .,.: '. ' .•.. ~ .... •...• , •. Ii , "
," , ',enc:(;)\ir~g~ment ,and:, l~ve '· wh.i'l:e,: th,e . thes~s , w~s ' being pr~pa~ed •. , . . .. ,, : . ":f,r:
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I ~AB~ OF CONTENTS
ACKNCMLEDGEMENTS ••• . I
........ " ..... ' ..... ~IST OF . T~LES • ... -............ .
Chapter f .
1. THE ' ipROBLEM •• ... " .. .. ......... . IN~ROD.ueTION TO THE PROBLEM AREA •••••••••• 0 ••••
STATEMENT· O.F THE PROBLEM· •••• ~ .• '. , ' . , .. , '. .. .
•••• !I" ••• • ••
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Page
viii
1
.3
SIGNIFICANCE' ot THE ' STUDY". , ' .-.: ••• ~ .• ' ............ .
. D~~IN~T'IO~' 6F ' .TE~ .• ~ : ~ .• :. ~' ~ •• '. ' •••• ' •••. ~ .: ' . ~ •• " • • .' ::5 . ~ .. ,'" ~Q " . I " . ', ,~~. • • • ' ," I. .: " ... . ~. .: ' . :'",' . '. ,-, ' : ,' I
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vocat·±onal· School' Graduate.~· .... ,.. e'. ' ........ ~ .. ;'. ··,',' 6·-~~.'· · ': " '" Trade ·Theory.;,. ,_ .... : :_. ~ :-" .... f ' e ~ .... '.: ••••• '-:;: '~ ~ .. ,,,. ' • • ', ·6:
. '~hop~ Pr~ct.i-ce .... :. :,f ~ : . ~ .•. ~ .'~ .. , ... , .. ~ ....... :. ~ ~ . ...... : .• ' ~.- ~ ' ~ ./.:' ,_ .'J .. 6:' ,' .-: .. . ' . , Erigl~sh' " CoriimUni:c'~tioris '" .Pi-ogb,am,; .·. ': .' ~ ' .•• ..•.. ~: ~ • • .6:.' ··· ! ,' . .
,.' . ": " " : • • ': ~ "':'::~ t '_." :" ~:: ' , , : . ' "'":' ' ,: " , ' ': :' • • ' " • ~. ,. '.: "
. 'ASSUMPTION~~ . . ·DELIMlTATIONS, 'AND LI:MIT~TIONS.: •• · , . ,j ',' .' . ". :. ..'.. . ' . . '. ' .'
'I 'Ass ump.ti'ons ••• '~ ••. ~ • ; • ' e •• , •.• ' ......... 0 •••••• ' . ' •• ~ " •••
i Delfmi.tati.;ons': •••. e' .................. : '. ~ . ' •••••• '~ .. ' J • .. .. • • , • !' .Li~ 1::aH.on~· •. '. ' •. ~ ... ' •..•• . ' . ~ .. ; ~ . ' .. , ..... . ' ..... ~ ~ .. .• ..
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, .' oVERviEW ' OF. THE ST.UDY • .'.·. • • •• . '" ••••••• < .•.. d "
2 .:. ~JI~ " ~F.lmLiT~D -.i~TE~TU~ ••••••• ' ........ .. ..... .
9
.' .,. " .. " .... ::jI. . .: ., N.TRODU~TION , ••••.•••••• ~. ' ~ ••••• , •• ~ ••• ' • . ~ •• ,' • " • ~ •• ~ • ' '.11
o ~ , .. • ',. .' • ' . ' " I
O~UNI~T:ION.· ~ :PRAL' .~D WRITTEN,. ~' .•• 0: ... ~ . ~ . :'~;. .... · .. 1~·
: . ~D~NTF· ,o~ :·~NGL~.~.Ji:~ . • '; ~~, ' <. ~ '<'.?' ~:: ~;~ ~ .. ;0 ••• , ..
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ENGLISH ' COMMUNlc.t\TIONS';-,OFFERED. TO ' PRE':' ' .1 '. ·E~~Y~.~~ . . ~T,~E~TS · i~. ' .~T~ER " ~R0V:N~~S·. " ~· ••• ~ .•
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Chapter '(,) ,
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DESIGN OF THE S·TUDY: •• . . ..... .. ;. ' .... · , .. SYNOPSIS OF THE
TH~ 'tN'STRUMEN; •
PROBLEM •••• -••
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Dev~lopm~nt. • .... ; • . .'
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"-•. Pilot Study ....... 'l"~~ . ~.
• 90:r.LECTION .AND TR~'NT OF OAl'A.
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PRESENTATIO~ . AND ' ANAYLSIS OF "TH'E DATA~. . . . · . ' . ., ".
tNTRbD~C~~ON: ••• ' •• 4, . : e, ••
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.;,' .' " .. '. '5.'1 '''- " . . ~ ... . " 'SUMMARY " . .' .' .. " . . . ';" .... j. . ~' • .-. :' . :~'" ' • . " ' ... ' . • :' .• .. •. ,; •..• . •.•••• ', ~ .!': ••• ~ ., .•••. , .... • ./,: ~
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Major Fi~dirtg8~ ~ .. ~ ' ..•... : .. ~.-. '.' .•..... '.' .. .. Findi.rigs Relat,~d .tq. O~h.er R~se.al:"c~: •.•.•. , •
, C9nc·~us~ons.' ~ ;; •• : .... '" •• : •• ..•.. • : ••• " •• :.,' •• . ;;. ~ ••••••
RECOMMENDATIO~S ..... ..... . \"".;'
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.:'. RecQrnrneh.dations· for ' Iinp:i~~nt:a:ti'on .. ~ . . . : ~~~~rida;tion.s. for .. Fljrther: Study ~ .; • :.~. : ~_ .... , -....
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·APP·E~DICES.·
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. Bef~9 o~ ·:Maj6~~.:·~rit~ortanc.~; ~:arid: ·tl;le Me'~n .. ' . ~~' .. ' ..... : . ... '.' " '1" ." , .' Impprtance .~~tl.ng by. Bqth. ~ ••• ' ••• , •• -~ • ; ........ : 42 .,. . . .. . . ~·.i ' .
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:.:: __ '. ' ,'." . :. VI.I.I.- · ·'l'6pi.~s p~'rc;eived, 'as' Be.ing. Q ·f. Majo.r. ~mpox::tance .. l?Y '. , .; . ' .. '. , .... , ... , .. .' Members oi" 'industry· B~t ' No't by ·English· ... : .. - . ... ... . . - .' , '., ,: :' ' .
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' '''. .. " , ' INTRoDUcTION ' TO THE P~OB~ ,~" .' ' -. • .. ' '~f ' ' . ~ ':. , -f' " :', ' . '..,: ,':. ,'" , , ~_. _
.. " , " . " ' ., '" :Th~·'r6i~. ' ofthe .Dig~'i'8h _ I¥1~tr'~c,tor ,h~. ~ a~.~aya :b'e'eb":~on~'. : ,;-<: " :."~.~, . '::' .:
... ; .•. :. .. . •.....•...•••..•••••• Bidl!!~dan i~o;rta~t .• O~.1ri u.e*foundlancl V~~~tion~l. Sch06i: •... < ..•.. ·.1.·. '. " .' ,' . . :'. ' setti'hej •. : Be~au&~' of ,the rion-exiatence. of gw.danc~ . personnel'. :in' , .": ' ,'
, '.:' " ....... ' '. :/ ': " mP~-t,' vo'~at~'~~~l . 'aCh'qo~~' , ~~" i~~li.~~ i·n~~ru~~'~'r, ' i.s·' ~b:n~i:d~~.~~ '. '" . ,:" " .
,: :~ .:.' ,,:, ~ ... ; ~ . <, .:::.-:. :.'~y ' ~~~'~.~~: .. :~~ '··a : B·o·~~e : of ·qul~~~e · ' f~~'· p~e·~s~~·ai ·' ~~6~'i~ :,~~l ' \:"': "' ,:'(':: " ', t ' . ... ,,: .: . "~ ,' . ", . _,1,', " ',t .•. ~ . • '>. t' , ' . ,": . .. . • , . •• • ': ' " ;. ' . , ' . ' .. . .. ' ,16' ',.. . : ', •• • , ,.,. " •• :' • •• '". ,: :." ~ : ' r~ / ~': .~ / ' .. , ... . . . :, . ' ' . 'f-9r.'.' qeni!ral dire'cHon ~n ' .tude·nt, activi.tiee.; ~ , ... : >':.' "'" :" ':-::'::,.~." "'.-:,': >,. : .. ' J','~ :- ;:.: ;U~t~l,·. 19 ·il~ :, ~~ &~9li~h' 'p~~'gram' ~~(~:f;~d~a~~ ;~v~c~~ ::::' :: .. ' '. :' ~ :.~ ' .:,
: ;\ :: . ," " . ' . '., ' ., . " ,. '. ', . ... ~ '. • . '.' . " . '. . . ~,; . . ,: ' , ", , ,.: . ",: "J",' ;' " , '~ ' ~ : ",.'. ': ""1 . . .. '." . ,~; "
.... ! .... . .: :',:!~~:~bS::~~ i::~::e:r::~i~:r::;;e ~~::::::~ .~:~,{:~~. ' .. '. " ..... , .. " \ I ':.",: . ' ': -: .: '.~ ' ,. ~ .~ .. ... _,~ :·~iv~~i.6ri6'f ,T~~~~.i~ai· . ~n~ ' ~oca~i·~~'~.~"·'Ed~~~~i'~Il~?n ~~bnsu;ta-<' . :,'::'.,,;':. · l .:j~
. . . , '. . . ' , . , " . . _ i'. ' . . . . . ' ' ' . 'tion with Vocational ·English Instructors .. met, in ' a ' tWo-day ' sern-; " :-.- ~ .
..: ~ ~., . . • : ':.'- " ' . . , ' ~.' ', . ' • • . . ' ~ , • (... " l' • : ~', " ' " Q " .. : ' .' .:.' .. " .... .,: • ~ •
" . " ,' ..... _.< ,: .:.;. :. i.na~: ~:i'n :~. attempt to up date and .. -improve -the '· Vocatioria:1 Engl:l.sh · '. ,. , '. , .
. .. .. . pr0'3ram, . ... .•. .. . .. . ' < . : .. < '-~ ~. . ' . . f· < .-: :. : ':': ., >,' " ~ ': . '.J\s a result: '6.£ . tneir delibera.tion~, :th.ey , deoided that· i:n " "" I, '
... . .. . .. . ' . . .• .~~~.i t';9i ".;' . ;'ew·1"'~e~ ~e ' P~09~_.the ~ .... . ~houldb~ . •.... .. .1: .:.~ '. '. ,. <: .,' ..... '':-" ',·cna.nged':·.to "Engl~Bh "·.ComDninica,U,onB~·~ · . ,TIlet ' a18o: ~9ree,4, · ·~'~·t:. · .. ·· ' .. , ~ ' :': ' - '. :~ " :,,
_:' ::': .. : , .. . . ~ ',: .. , .,' .: >~ In ~d~t:~On · to· ·. ·~~·· II~Jde~t ·~~ep~~il;·;.,i):~:i~'g:·,:ab~·~. to , ~·· "·,.'. ':': "'.:' - :,:: , ,": ' .. .. . ':'" .. communicate ' effectivel.Y, it". 'iB , 1\180 eonsiderecfto be desir~ ".: ..... .... :'i " :
.: '. ",', ,' .: '. .. . . . . " able:'.~ for.~ '· hi.m : tQ 'be: abl.s· .,to· ~'ol~ve, ' per8onal' r' familY'·, ~communitY, .· ·· ".:,.' : ~ " . . .... .' . :.:-. ,. " J' leisu,re ' a.nd ~iap~~~~t·: p~.o~l.e~ ~ihC,E! ' ,~i:S i~ilIIport.ant" for. ' .. . .. . : .... :.; :,
: . . ~ . ,~. . ~UCceB.fUl h 1Ib'9
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.... : .. '.' , '.' .'.. :' , .. , · ·,~~iVi~~~n of · voc.ati·c:>n~~ ' Educ:.ti·~~/ · ·co·u~~~ ,·qutii.p~ FO~,':'>'" ,'. !. " 1 '.', -, ' , . . ' . Eo.glish: C~:)llimunl.cations; Prfi!-empl.oyment P.rog~am". st. John' s' ~ · , .. ",.' ~: :, " .
. , . ... . . c." ' ,· ~:;·:Govetnmerit · of , Newfdundland and .. Labtacibr, 197~ .:.:,......:,/ .- . ': :, ".:> .;'. :. :. :' . . . ;::-, ,( . . . : :;: .. ,:. ., .. :,.: <.::' ':" '.,.':, ." ~ ' " ,;' ,:" .~'. , ": .: ·;·.t ··, :" .~. ,;- ~. ~ ... ,.~;. ', '.:'., :~'<" .:,' :' .":' ::'.' .' " :;~ ',i .:: '~::-<· ' >-:~\ ,~" r,.> ••. ' . ,,' , . , •• ' ... , '.,' .. " . ' : " • , " •. : : :, • • • • I • .. - " , ',: " .. .',"." , ", "'.. . ' j "
. J . '. " . : ... .. .':.:' C' , ': " . " ." . . ::.-. . . . "'. ,'' ':: '. "' ., ','. '" ,.:; 1 , . . ", c" . ' . .. ' ' :::' • , • . ' ' I ' . .," f '. ' -: '. . , '.; ',." . ,' .:. :- . . ", .' '. ' . . . ;, .-:: ' ' " , .' .:. '::" :; . , .' t " ' ~. , ~ . . ', " : " ' , . . ' ~,
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A brief surve~ of the literature of writers on the us-!~ ....
. /e~ 'of English Comrnunicat'ionsto the ' Vocational ..student in his
" work and community, will snow the importance placed on the sUb-
ject ~y those conside~ed to be authoriti~s in the field of voca-, tional education . . ~
Bassett and Rutl~dge, addressing prospective users of I' . . .
, 4 • their boo"t Writing With a Purpose, .state: "The ability to
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express yourself vi~l not only make you much mQre successful
. in 'whatever vocation you !=h90se, but it will also' help you find
h . . .. 1. 1 ; f n 2 muc more enJoyment ~n 1 e •• -.
In 193~, John ~. Shbman wrote:
Remember that though two ' ~n may'possess equal amounts te~ical knowle<,3~e' an.d Skiil, the man wh.0 can organize and express his'ideas etfectively forges ahead while the other frequentl~ remains; wh~re. he ~~ .•. ?
," ~ ~ '. . , . : " , . '. . .
, . ~a·rry S~~fte;r,. ~~ .~s, bO~k, ' H~'f to' ltepare ' ~~lkS and Oral
. R!S!~orts, · br~n,gs ' out veri'f.orG~fully the' imPortance of ?eing ," . . tJt e • -:. " '. : •
al?le .. to .conuntiniqate , epf~c~i vely. ' !ie st~tes = 'nNo ~ea:rnabl.e .
~kil~ ismor~w~delY.Us~ful, or"pa~;'-~igger dividend,s ~h per-" ~ , ....
sonal success and presti.ge than the ability to speak effective~ '\. . \ . ., ,\ . . ly in ~lic .... 4 ft .
p. ' ,2 . ""! , ~John M. Bassett, M .• A~ atld Donal.d G. -Rutledge lt B.A.,
, \ \ , Writin'g with ,A ' Purpose, Book I, {.Toronto: . McClelland and , .. -.-.- . . ':'" \ .Stewart ti.mi ted,' 1963).;, p. xiii.
" , ~. ' . , . '3 ' '!<' . ' . . ~ .-.. ", ~. " .... . ".' ~ .. "
. . ' , John 1:.. shuman; English For Voca.t.ional and Technical :. : .:\:~ .·l'.··.··, · I . Schools" 'Second .Edition, =(;;;';N;"oe""w;';;· ;';;Y;;';;o;"r";;k;"';:;;'=:--Th"-"'-e=R":;;;o=-n~a=l::;d-=p.z.-=e:"s":::;s-=C""o""m:'::;po..:a;';;:n=y,
· . ( . .. ~. ' ~·9 54), P • ,4 ~ ; ' . . ) .. '.. '\,'':... ~ . .
, ,.., " 4Hariy sheiter:, How To Prepare Talks and ,Oral ' RePorts~ . l., (U.S.A.: ' washs..rig~on SquareP;ress, . 1973), ~~'J;>acf, cover. ' . ~
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with regards to the life skills ' aspect of the English
Communications Program, Merle E. Strong, in his book, Ind,us
trial Labor and Community Relations, states that the youth of
3
, today should gain knowledge and experience necessary ,to be corn-~ ~
petent in dealing with employers, unions, and fellow workers.
A greater experience with community organizations and agencies
is also req·t1ired accottling to Strong, who .says that studies
, have shown that the inability to get along with fellow workers
and superiors was mainly responsible for an individual's failure , 5
to meet employment requirements.
A ,more 'detailed description. of research directly related
to English Communications and the worker h~s beep made in a
'-later section-of this 'thesis. However:, the importance of the
English Communications program to :the Vocational School . s~udent
is clear. ", o
STATEMENT OF THE PROBLEM
TWe purpose of this study was to survey the English I '
CommUnications :rnstructors in Newfoundland and Labrador Vocation-
al Schools to ascertain what is' being taught and the ,degree 'of , importance placed upon the content of the, English Conununications
progr:am. The study was also to survey indu~tries which Newfound. '
land vocational graduates serve to ascertain how they would rate I . " ,
5 . Merle E. Strong, Ind~st~ial', Labor ~d Communi t~
Relat~ons, (U.S.A.: Delmar PUbl~sher, 1974), p. IV •
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as to importance the content of the English Communications pro-"
gram. More speci fically, ' the s 'tudy attempted to answer the
followin.g questions related to the English Communiqations pro-
gram:
1. What topics are being taught?
2. How many hours are spent on each topic? , ~
3. How do English CommQPications instructors in
vocational Schools rate the different topics
as to importance?
4. How do induqtriesrate as to importance the
topics pres'ently being taught?
5. Wha t additional. topics would indus try lik e tel '\ , " '
have inCluded ,in t;.he prcl.gram?
SI~N.rFIcANCE OF THE STUDY
"
I~ ' order, ' to gain ,a.more 'comprehensive insi9ht into the . '
needs of the-YC~tional·school graduate in the area of English -Communications, an understanding of what the employers of these
graduates consider important ~s essential.
Since no survey of industry regarding this matter has
been reported, it i~ hoped by the researcher that thi's study,
in' at~empting to fill the need, will have the following. 51gnif-
icance:
1. This study should provide the Faculty of Edu~n, Memorial University of Newfoundland,; The Division
of Technical and Vocational Education, De.partment
of Education; and other interested groups with
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information that will assist them in planning
preservic'e and inservice training programs for
English Communications Instruc~ors.
2 . This study should 9i ve English Comrnunica tions
Instructors a better underst~ding of industry's
wishes regarding the content of the English
communications program.
3. Since 'the findings of this study reveal wha't
5
industry feels relevant as to the content of the
English Communications program, they should 'serve
as a basis -for the development of a ' ,detailed
English CommUnications pr09'ram ~or Newfo,undland
and Labrador 'Vocational Schools.
DEFINITION OF TERMS
I •
For the ,purpose b'f tilis study-, ' 'tlll~' following
been defined:
• !
Vocational ,Schools,
In Newfoundland and Labrador, Vocational Schools' 'are , '
public educational institutiohS ,designed to prepar~ people for '
employment. ,
," Vocatio~al Pre-e Course
A Vocationa'l ' Preo:- Course is a' 'nine';'month course
of st'udy consisting of tr41de ' theory, shop pn.ct~'l. ~nd th: re
- lated subjepts bf mathematics, science, and 'Eng Ish Communications \ "
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in trade and occupational course.s.
Vocational School Graduate
A Vocational SchooL Graduate is ·a person who has com
plet.ed and successfully passed a nine-month pre~employment
' course in any of the vocational trade or occupational courses.
Trade Theory
The prin'ciples and methods associated with a particular . . . vocational pre-employment course is known as ,Trade Theory .
. ~
Shop Practice . I' , .. ( '. '
~hop. 'Practice ~s the puttl.t:l9 int:o practic~ _. the . p~inci.- . , ,',
· :pIes associc;ite~ ~ith·'. a · patticularpl1e~empipYlT\ent ·.co~rse • . • ,1.
. ... - -, . ;
English · Communications P·rogr~~ ' ..
An ' ''E~glish'': Coinmun{c~tion8 ~~o'gram : . .1$ .' a .. cpmp~i~;:t::y . course . . . . , ' . .' • • •• ' • • • .) .. I ,"
whi9h is re lated to the academi c ·ne.ediJ; and.' the .. Ii fe ski 11s . need-. . . . . .,.. " . ' ." . ' . .
ed to solve pe;osonal, family, communi.ty, leisure, and ~mpioYrnent ·
problems of · students in ' vocational trade or occ'uJ;>ational courses.
ASSUMPTIONS r DEL~MITATIONS " AND LI~TATIONS
AI!;iS umptions, .;, . It was assUmeq by the r~searcher that vocationa'l s,c:~hool .
· instructors . pla~edvary'ing c;1e'grees of emphash on · the ' topics
presentlr in ,'their :Engli~h' ''commun;i:cations 'pro.grams, without .
'knowing wha.t - indqs.try · 'considered as' importa~t. ' It was 'further . . " . ' . · assum~d· that i~d~st;rr would be anxious to report their feelin~s .
qn the subj ect.
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, This study was delimited to the sixteen distrtc,t vocaI
,tional schools in the Province, of Newfoundland ' and Labrador;
and t6 the industri;es in the'l~rov~ with a :wbrk force of , .. . .
twenty-five or more. ' Indu~tries of this size were chosen be
cause it was felt that workers 'would be more caref'ully scrut,iniz
ed' as to the topicl;> taught in the English Cornrnunicat:i,.o~ Program,;
than in industries, with a smaller nuiTber 0,£ employees.
' .. Limitations I ,
Th~ e:ten'.i~.~imit~tion.~~aCc~u: to d~ta COll.ctlan.
, ' ~y rneanso,f ' ~', ~~led' questionnaire' a,pp'ly-\n:---this' stu4Y ,~ " W~l~ace , .. ' " ' , '. ' , , . }.
" ~ 'ta,ted 'j;he w~aJt'n~s~'e's ' a~ 'fol).9WS,: ' ' ,' "-" "" ,', <.: ", " " " , ,' ' " , ' :', ",',> :':, " , ' , ", '" ' "'," ,, - ,::", : ' ' .. ' : ,' .. ,' ' .. ' ~ " , ' ~ " ,' ~" ,' :, ': ',> ','
'l'~' :The : pt:obl~~' of ' nOl)""r~ttirne,~ ,questl.o.Jjnaires. ,:
, ,t. -: " Th~ :'~~:S~:ibtjit; "" 'that ', :~~~~"':w~o " ,an~we~ 'the ' , I ,' . • • • • . . ' • , ~ . ":"\ ~.
. . ',
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, q~stionnaire ',~y, " di 'fp=r ':,~r'6rn' th; :'~~'~~ ," , res~6rident~ :~'~r~bY' h'ias'irig tbe ' sa~pi~ .• '
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, 3. The ->vali di ty depends, to a great ,e~tent, on . , ' \ '
, \ ' "
the ,resp~nden~ ~ ,the ability', and willingness 9£ , '\ '
, tc;> provi~e informa tion~ ' ,
4, • . ,The ip~SS.i.b{~,ity of misi~~erpieta'tiori of the ,, - .
.: , 'question~ without' this be'ing ~detected by , 'the , . . . . ,'. . ' ;' . . : , .
researcher. ,', ~ ,_1 .'-
.' S'i" No '£o,llow-,tll'ro'u,gh 'on in~~unders,~ood q".i.e~~ions
,or 'evasive ,an'sweis; no obser'liatibn , qf ,apparEm't' ' :, .. . " . -. . ' ., " ~ , ' , . . ' " . ," . . . ~ . ~" . .
• . '.. , 6 reluctance or evas;Lveness. , ,
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Despi te ,~e know]l ' weakn.esses, it was decided to . use . :.' \. .. . ' . the .mal.ledques·tl.onnal.re to g.ather th~ needed data because it ·
• B. '
afforded an ·opportunity oto effect;:1vely cov~r a wide g~'ographi'c
area at ' I:Rini,m~ expense. . Consequently., an effort was made
. durin'g the . deyeloping .of. ·th~ iristrument,.· and during ~e g~ther~. . .
ing of the data, to .~esserithe . -influence · ox the': weaknesses of
the mailed ,questi~n~aire upon this study. By the :us.e <;>f ' a
pilot . s ·tudy, : as de.sc.r.1.b'ed in Chapter 3, an ·.a t t~mpt . ~as made · to . .. .
•
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elimi·nate 'the pos.sibili ty of misin.terpret~tion of the qu~stions •. o , ' ." • ' . • • : . • • ' . .. 't.:' .:', .
The' a:ppa~ent 'high 'interes.t 'on the pa'~.t·:· ·of. thos~',. ihvotv~q· -i.n:>,'; ·· ... . ,.' \ \ . . .. .... :' r . ~', ... . .. ~ . . . ;.' . ~~ . . ',' , . ', . :,' .. : .. ': .: j ' • • ~ ': .... . : :' • • : ~ •• : - ' • ~ ' , ' '. ' ;.' -L'.' '. , " , I
. ' ~~ .. study and ' the follbw-up,: .routi~~~ -, that :were .. :implemerite·crt>~ · : . . '.' . '~ '. :",; ': . . . : . ;' ,'~. . ;' ' . . -', ' .; " ,' ,.' ... ", .... .'.- ',:" -,' '; " :" ','.: '. . ':., ." .:', '.~, ': ' :. ~ . . .: . ',' ,, :' .
" .;, .',,- ',I' •• • • : •• : . • , , ~ .', r.ea'liz'ed 'a ' ret..urn. of' -laO ., percen·t , of '. :the:·.· .i:nstructors·.' · ques,tion~ ' ... .. <:'.,'
, .. \,, ' .... " ./ ", ". ' .. :".,,::, .. : ',::.: ' , ' ":' . . '.'. :.' " .".: .:' '.:. : ' .. ' I:, ;.:' .. : ;' '~" .,: ' .. :>.:. , ~ '.',: .'. :~ , . ,< ." nal.:res ; ~nd : a.: re'turn of 95.4 . . percent; '9~ ques·~.1o.~ncill.r.es. ·to· ~nd~s7'1 .!". ' !-.
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pa~ticip.a.~ed i~ the ., s~udy. volunt.arily· was ~ taken · 'as an in~ic~~ ,. ' . ~ : .
tionthat 'thei f arts~~·.rs ~el:e ' ~~~~elY>~O be· v~lid t 'l11erew~re" aisoiimi~~~ioris .~~:r·~te.d 'tothe ad¢quacy ' o~ .
' . '! . ': , '. " '.
th'~ inst~unient .• · The . 1;opics present~d .. iii· ttt~ · .q~·st,ioi'1naire we:t;'e.. ...
. d~riveii' · fr~~ . ·~ej~.~t~itie . . f~r .'.~~9li~~ . ·~o~~·~~~ti~ri·,,. 7. ' ~!i~~:d . ~n . '.1 "
the . a·~s:~ti~~':·th~,~~.::~:i~····, o~u~ii.tie· , ~~.~ . be~ng . ' f~ll6we~ ·::i·n ... th~··" .. II . , .;,":. ' . . ..... : . '.~ .... :.:;: .. ~., ', :' " ':.!' :, .',.:' ' . ~' ." " ... . ,: " .. : ...... I' •• • • •• , · t" .
: ·:, _:E.~~,lish .. :Gommuni9a~i0D: ~J:o.gr~ .. in t!le , .pr<>.vnl~e.: ' ~ a:t:t~~pt. wa,s. , ....
'tnade -:: to ' as~~~e ·iade-~~i~ili.tY afid· · ie:i~·~~·ricY~' o·t ~~ : 's~ecific ";:' <-~ ~ " : ' q ,'. ~ . -.f· . , _' ... ' .' " . ' ; : ~. '.. . ,,~ . .'-,' ~ f""I' '' · . ,' . ...... , ' i ." 1' , :.' :1 .
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., • . '. . .'" . .' .. . ; '," ." : ' . ". ' ' , .. , .j " . . ,: . ,:.. .,,' :,,' . ' .', J ' 1:' , ~ : Measurement ·~ · (New York:, ·David,. MCJ{ay. Gompany~· lnc ·. " 1970), .. pp,;' ' . .... . .' .. . 76 -. 7.7 , . c;i 1;:ilig . D.' " W41lace., .: , ~ iv Case . F9~-:and Aga;nf?{"~. Mai:led ,:' . .' . ':' : ' <~Ques,~~o~ri~res'~ ./ PUbl·ic . Opini0ri · QuatterlYI .: voJ..~ :" l8, . . (l954.) , .Pp. : . '" · 40-5~ ·. · . . \;.,," _ .... :, ':"":::': ':", ::::; .. ';' .: .. ,,", '-.' , . ..... . ~ ''' . ';" .'
.; .... . .!oivisioni ot ·vocat'ioilai ' Ed~catiori, . op.: ·cit . . /.' :.-:" , ,," : i - ' , ' .. ' • ' . ": ',:, " , •• ' • . ' . ' :
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'topics by C(:>nducti~g a pilot $tudy as desc,:ribed".j.,n Chapter 3.
' ,No further' cla~m as to' the ' reliaQility or validity of', the instrument is made'~
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9
The techniques used 'in the treatment of the date in this
study were· not standardized~ No claim ,is made ,that a r~ting of
. 4 on- the rating scale by ' ~me ,respondent ' indicated" a '~op.icof ~e
same degree of importance' , as ' a: ' ra~ing ' of 4 by anotherl;espondent·. " ,
, ,
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Nei"ther is it claiood that a :rat~ng of 4 f~+ one apeci~fi.f _'topic }'
" by' a respondent indicated ' t.he same ,degree ' C;f' import~nce ::a~c , a ,~ . ,. " • ./ ',' . I . ' •• '1
• • ' . ,I ~. ,,~. ... . • ... • 'I
rat~hg ' , of ' 4 ' ,by t;he'- .s.ci~e, responden.:t :on' ,an,other'.,t:opic. , An arbi- " .'- ;'" " • : '. ' : ~ ... • _, •• " ' ,.. • :,, , '.. • • '. " • • • • • " • • '. .. " I • j
, , , , :" "" ; .. _, tra,ty dec~EJiori_ waa' made , by , the ' ,research,~r , t ,o class~t;y " topiqs bY :- 1 . ': . -: ' , . • ", '. ~,' of : ' , ' ',' " :. ' . ', ' ,, ;,. . . !"; ' . ' , .• " .. ' ': .}" · ... 1·
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--'~" ,those wi'th".'rnean ,' 'important ,ratin9s ,'bfatween 2;00 , and "3'()(l'.were : .' ' .'" .' ' :~ I
':',: ':-: : " " c{a~Si£~~~' ~s : , b~'i~~' ';~~der:~~e\ " ~~'d;: .'t~Pic~ '~i,tb ' ',me~n ' :'impo~~~t .' " ," :1 ' ,:J , . . . ' .. ' . " " ' , ' ', ' . " " , " " " . l
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'" ratj,.ngs of ~.OO ,a~d: le~s , wer~ ciassi;fi~d as being, of inino~ im- 'f , ,'portance. 'J ' ,
, . "" . '
'/' ~ Despite , ~ts li~~~ions~ mean i,mport~nt ~ati-ri~ , an,,~' ~e ' , :classification:~ ' of :t<;>pics ,w'ere used;- because' it ' pri?vided: a , 'Cle:C(lr '
, , ',.', , " , " ~ .' , ,;" . : , . , ", ".A~ " ~_ , • , ' , ' ... ' '," ' . '
anp co~cise, .. way', for, .'1;he ' res~a~cher to $.~pw ' in': 'profile" ~orm ,t1;le , ' ,'-: . ' . ' ,'. .~ ' , " ,: .;f' , ":: '. ', ", ~ .. ! .' _, ~" " , . ' , ' . ' • " . t ' "
,' .. ~ per~;eiye.d importapc~ . ~J.:a,ced' on t~pi'cs ' . by ,the r ,espOndent,s. ' . ' ..' ':; .' .' , . ':" :: ~-'" ' . . \ " . ~ , . ' ' " . .' .-": -
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',' Cha~,t~r, :2. ', ~o,c,UsEis ,~~ :~ ' review' of ' li te:ra tu.r'~ ' rel~:l~ed to , .- ', "" .. ", ,.' : ' . ', " .' . .; " , " ' , '...... ' ' -- ':, ; " ; ~ , ', ; " . ' . , " , :" :
, , th~ :· ';';i~wS 'cif ~nduStry and educat~rs r~;garding ~he" v~:r;i~us' skills ' ' " '. ' " . ' " . . . " ,
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needed by tradesmen in order' to live a ·j.roductive life. ' Also
-"'~' included is a brief review of related programs offered . in
other proviilces · .
. Chapter 3 presents the .procedure followed in construc;:
ting the ·instrument. and .in gathering and treating the data.
The findings of .the study are reported by means o~
tables, with explanations, in .Chapter 4. .,
the 'fin~l Chapt'e:r provides a summary of the. -study, tile
. c~nclusid~s .reached, .-and tlle .recommendations 'made. .A section '
. is . inclrici~d :~'n -.thiS: Chap~~;\~ Sh;.>the . ~elaclo~~hi~ ' '0 :£ · · t~e::·· '. • .. , •. •• :(,' ._ •• , : ",. .. '.,.- .. ~~': • • \ ~ .• ' I ' ' ,' ,' . -' ' • • '
firidings .. of :· thi.s '-study to the findings 0'£ .si~~ar sbicll.es. ' .... . , . • • ' ' " • I -, • ~.
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Chapter 2 , .
REVIEW OF RELATED LITERATURE
INTRODUCTION
This review of re'lated literat·ure will emphasr~e the
importance and necessity of the many skills that a person must
possess if he ',is to be successful in the "world of work" and
in hi.,8 comrnunl: ty. Studies will be cited which will show how
'members -of ind.u~t~ and ' educ~tors . in~th~ field view the~e : '" . \, ' , ..' "
particular ~ki1l's. It 'will b,e , reve.a1ed that ~ndust~y a,nd ed-
ucatC;~~ , :~~ik'e' dJ~a;;Cl' ,that ' :prospectiv.e emp16Y.~es, posses,s, :more
athd,an
di
. ,'ta,l.' "0: 'knP;:O,:'Wthlee:gesi ,oofu' :1' sd:' ~,' hla1lv'e~ . . l.t;- h~ e.' .~#: pa~ti;hlar ,;"'ade.' ~~ ', " .z h , abil.ity .... to co~\in~c~~~ effec,.;.,:
. . r· ", , . " -. ti vely ,possess .. a cormnand 'of the Engiish ' lang,uage, ap.d have the
I g~nera! know,iedg~ necessary roi ' prqduct:i:ve ' living.
" , Th~ revie.w of th!'! literature ' will ' be reported'usill:9 ' the
. ~ "\ ,
,following points ' as guidelines: , .
1, Communication' ."'- "Oral and Written
2. " Fund~entals of, E~,glish
:3. ' Work~+' S ,General . Knowle'd'ge
' CO'rresJPondehce reg'arding J;:,Qglish Communicitic:ins Prograrn.S
:l~ , other ' pr~vinces wi~i< al~~ be' 'presented. . - ' .,
COMMuNICATION ()iw:. AND WRITTEN ,c '
, For' a ' I?er~on to, b~ 'able. to take his rightful place in .. :
the "world : of ~cirk~1 and , in : his communi ty; and be capable of . . '. , ' .
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12
participating fully in all the actlvities associated with mod~
ern Ii ving , he mus t possess the abi Ii ty to communicate ef fec
tively~ . Roger Wilcox ~as the foll~wing to say on the subject:
' •... effective cornmUllication is vital in any human encounter •• , for communication is the only ·means we have of asking questions, .. g'iving information., offering opinions, getting. advice,. showing feeHngs :--' in short, satisfying ·our varying needs as . func1:;ioni.ng individuals constantly interrelating with· ·others. , Depri ved of the . ability . to corm'nuriic'ate, n~arly every-thing that qtakes life worthwhile-would 'be los.t .• B .
~ ~ . .
It is quite 6b~ipus then ·that we .. spend·a great ' d~al of' · , " . ).t ' :. ',' '. . . . . . . . '
, . .' \'
our· ti.me comrnun1cat.ip9." · Jilmes :. ~ ·. HEmni'ng,..,~~ . hi~ .. : b~~k, ·· : impr,~v- .' : ':i ..... . ing . Or~l Comrn~ica tion, " ··~~lis.~s . t~cit.' app~o~~~t~iY.-:7:5 ,p'erC~ri't:'· ' .. ~.: .... :.: .. j ':.' ... .
. ' .of our ' ' ~ommunicati v~·.· ef'forts ' ;~'r~ spent ' e'i ~'er 'as . '~-:speaker: ox' a ·1-· . '. ..• . . . . '. . . • . ." ' ... . . .. ' .. '" . . , .. . . . '. J' ..
. ' . '. . . .... ~ '. .' .. ;' I', : . . ~'. , '
!il? te·ri~r. . -Inherent ... in· every speaking ·s:it:ua.tiori, · he says , .. . are·' · ', '. ', . i .... '. " .. ; " ~ ' ~ :,.,.. ~ . :" . ' . ~,.l
. the 'six "~i ver~al~ of % . ~i~ing ,. ;words., ' ·vo.:Lc¢, .actitOn; .· the >~ "., ". ,] :I~ .... I . . .. •• ..' J. . I
spe.~er, and the listener • These Ami versals,· s .tates Hennf.·ng": , . .' .. ' J . ( , . . /'i affects the oral comnl.unica;tion process .in, wcr:/s whi'ch' peterinine
its ~1timate effectiv~J)ess and· accuracy; and; c·an,be improved . . ...: .. ,. " . ' , ' . . 9
upon .~egardless of the present , abi1i~y ' of the. speake~ • . ' .
. ' Whil.e the a1:?ility to conum.micctte .has al,way~been il'llpor-. . '.
tant 79 the work'er:, i't ha~ bee~ intensffied .in .' ·~~~~~t· . years ·by.
'the many technologicai" '~hanges ~n bus~nessf induS't&'~ and go;;,. -: . . . . .' ~. ' ~ .. . .
ernment .environmepts.· The · pr~ssure oftighte'r competition; .' '
B ~ .
~~' ', f,!
. 'Roger P', .Wilcox, . Communication At work: writiIi . and · Spe~ing, · . {H~~9h;,on . Miff:l'inc~mJ?,any.~ : ' ·Bo.ston; . . U.R'.A • . , p. 4'.
. . . , . .' .. 9 '.: . " . .
' . , James H.·He.rining, · Improving 'Oral , conununi.~ation, (McGraw": , Hill 'BookCompany, U._ ~· .A~ ~ 1966'), p • . 4. '
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labor dem~ds, consumer groups and governmental' reifula·ting
agent:ies .have imposed more rigorous' ~ema,n9s ··fo.r' communicatiol\
that is clear ·andaccurate. wi th . the use- of pa~t:ipi'pati VEl : . . " ", -, '
', I ,,', .
~...::, sty'les of :man.agement, 'not only informat.ion from · einp+~yees- .bu~ "'.;;:;~' .. " - . ' . . . . " . .. '-' .
~~~~so :th~ii ideas- .are i~creasi'ngly_ .looked ' for a:n~' welCO~? .. lO ~ - ' - " - . . .... " . ( : .. ..' -
't.: Peter Drucker, a management c::o~~ta~t , ·has. ·.put- the
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' . 1 • ~ . ability to ' ~ommuni~ate ~ffectivety .~t the h-ead ,of .. the. list '~l . ~ . ' . ' .. " -'. ' . . ". . ... :., ·· .. :1
-- requirements for : :a~6.ces·s. . He' says: . / ' .;: .... /... . :: '. . '
.. ' -" ' ,'~ " s'o'6n:~'ail' y6u·.·~6ve:: .. :~n~·:s~~~ :· ~p·'fr6·~·~{botto~~ ·":.: · : · · :· '.... . :: >.'
. :." Your ... e"t.fecti~riea~ ":.Q~pel'lC;ls · .oI).·:Y,QUt: .. ~J:li,ty .. t:~ ··rea¢h ': .. ~~: :: •. .. :. ::.',' .. " ... : . . . ". :': . ':.' . ,C?th~;rs": th"ro.ugJ;i the·· spoken '" or:.written '\ford ' .•• : .• ' : ·· I·n . ~e :· · . -.' .' . :, .,: ., _:,.'; ...
r . " ., ' : ' ·· v.rirY· r.arge organ~iiiti6ns ,, ·tI1'is :.'abiJ.,itY·: : t~, ~~p:r~ss." ·one-' ·.:·. · ·~ · :".:::':~'~' ). : .. . • ~! s·elf ·.is'. 'perhaps ·.the "most ·.important., 6f ·ar~· :·th~ · likfils'.a·:· .: .; ..... < '". ' .1 . . : "'-'
' . ,
. ' .. . ;: :., .~ .... ~n::· C~h~:t)S~~~·s .: .. lr. ~' ::: '; : ' .~: ... ", .,:' .. :': ':., .:.:.:.::~"~: ' .. ' .. _ ........ : <:~:.: .. ,'L '; :::::";.': :,: ." .... : :,.':'.: '; .. ... ...... < ..... ' •. 1 :~:> .' ': :: . , ... A'.:G-:' Snri. th', ':P$rs:onnel S.upet'viso'r .. ~i.th'-, Iro~ .Ore : Compaily:~' : '!'. : ,~ ~: ' . : • . f. ... ~
."
. ; o·f .. Canada.;' '~~~:< th~;" f~li6~:~'~g: to ' s'a~" :';~'~~'~~~ '~~. '~~~ke·f.·;:w~~~ · d~e:i" ':- ,~."" c • •••• '. : H:":; , .. .• :: ! . . : ' . ':-: . • ". ~ ':' .. .. ... " . .• .• . ... . .' : . .;!... . ';.: '.' ' . : . p .. i
'not possess· ·the ability 'to cbnimunicate .effectively:·· ::· .. .. . , ... .. .. . f
- :He ~~' 9~·. int~\~~a~~bna~· ·~ch~it. · ~~d ·~;·ad~·~~e · :~s ' ~n .· ·.·. ,,:. ." " . cl
'A II student; : but: unles'Ef,he can ·. cOrilmunicate effectiVely'. ' . ' ~ .J both orally and, . in j~.i tin9 ~ ,he Wfl.l · :aiw'ays ~~~y , j ~ t ' ~!1 . .' ~ <.'_: ... ..
tradesman,· he wi:ll never.' move.' ahead~:12 ..". .' . . .. .. .. _ , .. . " ~ . .. . . , . ' . \ - ..
. ,,' , " . " ... . . ' ... ,:,,:, ',:.,: ' . , : .~,' ·I "I: "; ' ,. , ~ . . ,' ' ,' :"':: .!'!
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l Th~ ·, ne.e~ : ~9r . . tr~in.blg .· ih ;"CQmmUnic.~ti ve. sk.ilis ·· by voe·a.:..· . ' .. ' -: :.
·tio~al .schocdi 'stu~eh~~:;'~s'" q·uit~· .~~ide~t'~ :: '~~1-c'6~ citiD:~ ' ~ s~~~~;·: ." ':'. ~ .' . co.n~·~ct~~ ': iri :south~r~'~ :tiii~~i~ .~uni~e~~it~: , ~c>ri6~inin~ ·th~-,: n~tfirei' :.: '. :, . .
~~ 'C9~~"i:C~~tib~ ,~~rb~~e~; ~~ :··s·e~~ :pi ·· b~.~n~·ss.~n:~ ·~ .. ~evea"l~d' · · ,~.!it~ . ' ~ .,,' ~ .: ... . ' ,,' .
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, " "1~' ;~:t. nine. of tile 112 ·perBonB intei"iewed ! cc,>mmurtiba,tion cau'sed' trouble' for' them,. and':,75 pers ns .
. (88 'perceI)t)' ranked' communication ' ,first,: or s~cori'd ',as.' a
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j .: '::: .. ,' L c' "4 If these peop~e, wh'~ as ·a;· rule :lici've rnoie.acaderidc,q· ~p.fica"7·· ., .. ,..
,-,:,~ti~ii~ th,;iiinos'; pe~ple e~tering~ational .Bcb691s .. ~ye prob~ • . . d . • ,... . . . ,.' . . . . . ~l " . . . . .. '1'
leins : ~ith , Cot~~c.at;i,~~" ",~~.~: .iti~ , f~.if ,f,o. as~ume~at o~e , .... .... ; r' tradesman ;; W6U .d :also-' .encounter . col1'imUn.1 c'at:1 on' dif iC'\llti~s." ,', .' ," .'i :' \ ,,:' . ' .. ' '" - '~ 4. '. - . . - " ., .' -' :: • I_ ' •• r ~ _ . ':- ' ~" , •. ~, ',' : ..... ~.,~; , " , :.v •. " .. ' , ,'1 ' . '<", ,." ;. ', "
.. :-:. i': " ,: : .... ,:., ;";' ~~ :::. :,,~~"~<"':'''. : W,~~:~ox ~i~:~~ , .. ~O~~;,:· ,.~.·~~~e~ :,~~~'.:W.~~::_ ~~.~~i.~~ ' ;o,~t ::;n:, > ,~ ,',' . ',': :. ~ ' .... ,:.J": .. ,, · ... ;;: .. :.i<: .. ',.\ , . ·· .. :.~.e~n·~y~:Va~~~.;. S te·:·'Un·ivers'itY., : ~on.g ::~nageri~l ' a,nd" ~ sJlpe~.visory; :" . . -.',0 '.,: -\ ... .
" .... " , .":.", ::';~ ~.:.\'. ' ~: ': , ,,' ': : .: ' :.' :.:, :,,,' - ,,':~ ,'.,,':. '.,' . ',', .. ': .~:, .... :".: . . ,. ' '!,', ' ' . ~ .... ::>" . "" : persol}ne1 o~' in uSti:y'~ .:' It" 8now~d,~ , '~~ffectlve ~·, wr.it?ten :commu-:" " .. ,.,. .,~ '1- :'
.~: '.<!. ':':'~.:: . ,.:;, ' .... ~ .. '. ,:," ··:,'::Ii~'c~'fi~~ ";~d': ~'ff~'~t'i ~e' :" BP~~~~9:' a,i·., ~'~':. '~~~d ·O·~ ':~ ':~i's~t; ~6~ ,, ':~~e;ds:",\ , :,' ,.' : l".: '. ,"'1·· ..... '?' .' •... · ~~l ;; i~y' ~a~4 "to, be .x;~t·f~~:.:;;a~t';6.·¥hJh B~or;tii1af~~ .;14; ·· l··· .• • :' <,,,,,:, '",. ,' ... : :ibd)n:'.·,~ ~ studi':~~ ~rted ,'~'ythe' Harvard' .. BUsin~Ss ::-,Review , Qri·: ·.~What.< · : 1'1""
. ', .• H~l~.. orHarins pi;' ,;~~;:htY". :'~ilitYtoh~.i;;a~~. r~;e~"':~ . . .} i) '" : .'the, ~:ign~:st:'; ~~ting :~~.. ,'. " ,' , .' " )' ":" " :'. ' . ,:.: · .. :~t .
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16
ab I 17 , voc u ary.
While many believe that there is little they can do to
improve their speaking and writi-rlg skills after they finish
regulaF schooling, the fact is that much can be accomplished
in this area if the person has the desire to improve. Dr. John
Kirkman states:
I have yet to meet ,a man who had made a conscious effort to improve his communication abrlity, but has not succeeded ... half the battle to improve skills is won when we reco~ze the difficu~ties tHat exist. The worst communicators'are usually those who fail to understand the nature df the communication process. IS
It must be ~e~mbered, however, that people in voca
tional schools are preparing for. the job market and will n9t
be goin'g on to higher education. There'fore, their writin~g and
~p~a~ing needs differ from the traditionalstu~ent. Albert c.
Yoder has -the following to say regarding 'Vocat,;i.onal students-'. . ' . and the program' ,they should be o;'fered:
They require practical English .. It is thus inappropJ:iate'to ha\Te the technical studen't tak.e traditional Freshman English with its emphasis on ~ the imaginative, on creative assignments ' ,to discover one's voice', or l:i,terature. They need English courses and texts d~si~ed especially for th~ functional needs ~f the techn,icj.an .19
l7Harold P. Erickson, ADJ'-Effective En li,sh Technical School, (unpublished Master s State University" 196~), p.25.
, l8or • John Kirkman, ~Short Course's on Effective Communicatipn", Journal Qf Technical Wiiting anq Communication, 'Vol. 4, NO/" 1, 'Winter, ' 1974" pp. ,23-32.
19A1bert C. Yode:r, nTechni'cal English and The Future", 'Journal of. Technical Writing and Communication~ Vol. 8, No.4, 1978, p. 35~. '"
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17
FUNDAMENTALS OF ENGLISH
Without a basic knowledge of the fundamentals of , .-
English, it is very difficult for a person to effectively com-
municate either orally or in writing. He must have a working
knowledge of these principles before he can formulate his ideas
and conununicate them in sp~ech or in the written form. Although
the vocational student has studied these principles before,
there is the necessity to review them again . Margaret W. Baird,
in her article., "Building voc~ulary • Ain I t Easy''', emphasized
the fact that the more these ar~Cl.s are ' reviewed, the better
equipped the student will be to use them correctly. She says:
Most of us find that ,spelling, grammar, vocabulary, etc"" must be taught again and again in order for the stua,ent to have a workin'g knowledge arid an employable skill in these areas. 20 ~ ,
The importance placed in this area showed ' up very force-'
fully in the Wisconsin study previously cited. Erickson report-
ed that: "of the seven Wisconsin technical schools that respond-
ed to the survey, five were donating 3'0 percent of their time to
h ' ' f ' h d' ' " 21 teac 1ng parts 0 speec an punctuat10n. While 30 ' perce'nt
might be considered quite high, nevertheless, it does demonstrate "'
the need ' that must be felt by educators tq improve students in c~
this area. A.G. Smith has, the following to say regarding the
, a
20 Margaret w. Baird, "Building Vocabulary 'Ain't Easy''',
Journal of Business Education, Vol. 53, No.1, 1977, p. 46.
21 Erickson, o~. cit., p. 2.
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fundamenta~s ·of English and how they apply to the workers he
hires:
Many of our apprenticeship graduates eventually become foremen, and at least 25 percent of a foreman's job involves written communication. Without a solid foundation in grammar, his ability to function would be greatly reduced. 22
18
Erickson also states that a knowledge of words and how
to use them is required by the vocational student. He says .., that: "a strong prepaJ;'ation is a must in the skills of bas,ic
vocabulary building .... 75.4 · percent of the i ,ndustries indi-~ . 23
ci;l.ted vocabulary as a d~sirable ski.U". Again, McQuade and
Atwan write:
No ·matter what we .-· are going to writ;.e about, we b~gin wi th wprds . •. ~ Words, we need to remind oursel yes as we 'work wi ~ t.hem·', are nots.imply ~andy building biocks to be fitte<;l into their proper places, but are', · rather, powerful activators that continuous~y shape and reshape our ·thinking and writing:24
Based on his findings. ~n . !=he Wisconsin study, ' Ericks;on
concludes that:
. Spelling ' and vocabu~ary' lists should complement the technical programs ... This will assure a tneaningful substance to tb.is phase of the English . program and reinforc!,! technical subject matter as well. 25
r
22 Srni th, op. cit., interview.
23 Erickson r op. cit. I p. 31.
. '24 • Donald McQuade, Robert Atwan, Thinking in Wri ting:
Structures for Composition, Alfred A. Knopf, Inc., N.Y.,
p. 3.
25" k "t 35 . Er1.c son, OPe C1 ., p. .
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19 I
WORKERS I GENERAL KNOWLEDqE
According to some ~riters, in addition to possessing
the ability to conununicate effectively, .the worker of today
also requires a good general knowledge in order to lead a
productive life. Industry demands that their employeeS' pos
sess the proper attitude, be safety conscious, and have the
other qualities necessary for successful living. • ,J
A •. G. Smith states that indust,ry is becomiltg more selec-
tive in its recruitin.g of employ.ees, mai,nly du~ to the aV~I- , ' " '
abili ty of large numbers of· tradesmen in ,all trades. ,CCincern-~
ing the students graduating from vocational s 'phool, Smith 'I '
states: ~
He can ,get 90 Or 95 percent in l1is ' exams, but ,if, he ' has a ' bad attitude, we don't' want him. Attitude is the most :important aspect we look' for from a student' cpIning into our organization. He has to be . aJJle to get along and commQnicate with people. 26
J. McCarthy, area representative for Dove ' Whi tten./and ft'
Associates reiterated Mr.rSmith's comments when he said: \~ ,
"There is no place in our organiZ'Ei.tl.on for; a perSQn with an
improper attitude". 27
Smith also cOmInents on what safety means to the company'
he represents. He says: "Safety is considered..a top priority: . '
26S~th, OPe cit. ,interview.
27 " James A. , McCarthy, Area Representative, Dove Whitten
and Associ'~tes, St'. Johh's, Nfld. ~
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with our company. A safety conscious person is considered a
. t t . ." 28 very 1mpor an asset to our organ1zat10n •
Because unions ~lay an important part in the life of
the worker, a knowledge o~ how unions operate is essential
according to James O'Grady 'and Michael O'Reilly, who state
that:
A kn~wledge of how wages, hours and working conditions are determined for people cover.ed and affected
'. by negotiations is important if they' are to accept collective bargaining as a viable process. 29 .
Other Wri te~s state that 'the abi.li,ty to conduct one~
, self, properly 'du:ring., a job intel:vie~ is a skill whiCh , t-h~
, , , wor~er needs. " This is ,~n~. ,~,r. the ~ore , l.Jjtp~rt~nt '~kili~" ' as
20
, ," ·.t " " ,', ", '. . , • ' . ". ,
it , ~ayresu,l t in ', the' 9,-if£erence' be:tween."th~, applicant ' obtilin- '
ing 'e~ployment or not • . yickey Stinespring,, ' an' ' instructor 'with . . " ".,',
the Guf,fer-Sp'alding Co~ty Area 'Vocational, Technical S'choQl, . ." . . .
Guffer, Georgia, did a~ interview with employers. ) , ,
She 'reports
. that:
. ~ Not once 4id'employer~ 'encourag~ ~s to spend more ti~ on the skills which we usually consider' all important, but they did stron'gly suggest that more time ' cO.lild be:' spent on stressing ' the ' importange of an in terview • 30 '
A.G.' Smith, confinned the necessity for triiin~ng in this
28Smith , op. cit. ; . !nterview. 29 ' " . " ."',' . James P. 0' Grady, J. M.ichael o· Reilly, "Mock Negotia
tions: :A Labor-Management Experience", Journal ,of, Business Education, Vol. 52; No. 4., 1977~ pp. ,iSO-ISl. " "' ,
. '"
30viC;;key Stinespring';; "Are :Employment , I~tervi'e~ \gki;i Is ' That Import'ant"; Journal' of ",B\lSiness Educ.ation, Vol. 52, No .. 8, ,19 n, pp'. 36 ~-369 ~ " t , .' '
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area. He stated that out of a class of sixteen vocational " .
school students he interviewed, very few were adequately pre- '
pared. 31 (
In 1977, A.J. Donahue, Supervisor of Instruction at
Burin District Vocational Sthool" did a survey of the English
Communications Progralll in ~lewfound'land and Labrador vocational
schools. The purpose of his ' study was ' to identify the ,course
'eontent and . Burin DiI:!trict Vocat.ional Schoo.l graduate's re-o • " •
. ~ • . 1_ __ . .
action to and achievement ih . the th:ree previous.l~, mentioned '.
a'rea&: ' ,',(If Communication ,- ' Oral 'and Writtehi ' . . " . ' . . ' . (2·). ·, .F~dament.ais
of. Engl':i:sh; '~ (3) .workei:· ~ IS General. K~C!'~ledg~ ..... . (Donahue '~d~no • I,. '" '..... ~ • •• /, ,: ;. ":'~:' : .,
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attempt .. to ' c~htact· ·· indu5tl:Y~l: :. The .1iCo.~rse .outline f6r . Engl'isb. • • • ••• J • • • ' • ' .: , :':: . '~" ' ;. ... . .::: \- " • " • :..... " ' . ... ". ', ,.,/~.: ··::>·,L '.
, ,~ommun·icat'i.o~ ':. 'f~~m,,' ~e : ~i v.i"sion :· of T.ed~n~ca1 '~ild ,yo.c~.:~ion~f· , n, Education ,was . used for the study .• . As a result of , 'questionrtail:'es
.. ,.
sent ·to tngli~h Comrn~ications .. iristructPts in all vo~atiqnal"
;, schools in the provo ince, .and to thirt~en students who had grad-. ",
'uated 'from the . aurin, D~·strict Vocational School, DQnahue .found . ,
that:
:; ' .. in . the ~pini on : <> f . ins t;uc to rs, , s t uden ts have an .. average ,interest in .most , ·of. the blocks .in "the ' course; . , however, . instructors describe ' student 'interest in '~Tele-. phone, Communicatiqns", "Obtaining Eritployrn~nt ". i and " . , "DisC'~ssions" . a 's , .high.; while' interest' in "Conference's',' , is de'scribed as l·ow. ~St\,ldent 'achi~~ment" ' ~s : considered· to b.e · avera,ge ' in all block's except · "Tel~p~one ' Communica-:,tic;ms ," J "-9btaini.~g Etnployment" and ' "Discussions" , ·th~·se .. blocks b~in:g des.i,gnated as ; high achievement , blocks. '. '
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31 Smi th, op ~ . ci, t., interview:.
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Althpugh only fitre of the thirteen ' ql1estionnaires
sent to graduates were t'eturned-, the fol'lowing block~ received· \f. -a high mean Usefulness ra ting by all i'
.,0
Grammar (Parts of ·Speech, Sen·tence Structure, . paragraph Wri ting·,etc.) J
Spelling and Vocabulary
Report wri tiJ?g
Trade l!niQns . .
F>escriptio~ .of Toqls" Instrume'nts i .t . e~c . .
oQtal.~ing .. ~mp~qy~ent . . " , , ',. ,' , ~ , .
. , . s .t.~~~.~f~ . ~ls'c? ha~' ' ~he: : f.O:ll~w:i·ng. ', SUg9~~ti~~~ ::,.:~~.g~·l;'~UI}:g : ,
~ .
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.' . . ' the : ~~~.~~a:m: .. . :.~:' :; '< .; .:,":,"'; .'" ,: ..... ~., .. ",. >' <-~ : . "~ ·' :''::'· .,·'<''' ~·'G: :· :;;''!.> ... .. ,. : . 'rf.:· ••.• :that· oore . . emphasis 'b~placed: o~ :':' "Report ·Wr,ieing') ,··· ."T.r~de un$.bns" . ~ .. ,' ' ~ ~oo+ Desc:tiptibh t
! /. a.nd ,. ~'ora;L :· cd~.u'n.ica-: :'. ~ion!l; .imd.···tha·t · l'b~ba~es ·lI · wo~l.d ' iii.cre·a~e · studen·~ .,interest.
• '~ . ' , " ' ,I
' . . Donah ue" ai~o 'repo'rted' that: 'tie · .foUnd ',. cd·nsfde:rabie. ·var:.. .. ·:· . • ' . : _,," • , , . '. " , ' ' ,_ , ':~" ~ "1 ' • .-, .~ , , ~.
iation in the trade ·.communications ·. course among the vario~ . . ' ' . - ". , . ~ ',' .'
vocational' schbols ..in' the province," and s.uggeste'd ,that some
'fo+m of : 'st~ndardi~~tion~ b~ ·~tte~~t·e~·. 3~ ,;., . ', .' ' ~. . . . , . ~n: 1975, ':",~e A~fJocia,t:i9~ O'f Vocational School )~~ri-
istrators 6i ' N~lifo~dland formed . a comIni~tee ·~~o i~vesti,gate ·' . ,
. ~~YS and" ;~~s !Qf' ~~~~JiI?-9 'th:~ . ar'ea"'bf ' i:e'~~ ted a:cadE7mic · . ' ". < ... /.' : .' ."'- . ' .. .: ",; .:.. . ' . . " "
"; subje.cts . ~n ·ife . : voc~tion~l: ~ch~l ' I'i~~~~~~ ': A'f~e~ '.~ , ~eries ',:,of ~
·rneetin. gs' and ' ''di~cussio~SiI ahd. b~~ corres'pond:en'ce' With .· ~ario~· . . ;. . I . . . ", ' . . "
" ')~:':" --.:.......'----'--+1· ----:- . :~,-t".
32 ' .'. '. . . " I . .....,. -' . , . :'.. A.J;. · [)9riahue, A . Study of ,tbE! ' CO~Ullicat.:j.on Curriculum
' , f6~ fre-eDlI.hoyment · Trade . Coutses' in tht:! ' Province .of :Newfoundland . and Labrador ' (unpublished . paper) ; . 1977~ .. ..
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23
group,s and departments on a national basis, th,e committee came
up with fourteen recommendations. Recommendat-ion 7 stated:
" That the generic skills philosophy, and, approach be app'lied to ' the area of academic support for Voca-tional Education' Progr~ al)d that all available ' Le<lrning Activity Packages be obtained, ratified and localized -el?pecially in the area of Math and Conununications. 33 '
~ . . .
Generic skills, az:e defin~d by Kawula and srni th as , ,
"those ,behaviors which are f'"un~arn~ntal ,to, ,the perfotm,apce Qf
They
,,:,' , " :" includ~ ,comn1unicaHons , s~ill~", reasC;nihg s 'kilis" ano.,'.'i;t,:er"'7 - ' . " ' . ~ I ' • ' • .: .. ~.' ' . ,'. " • " . " .. : '
, .,.: , .. :: ~erso~al', skills ,~ ,The :com ttee felt , 'that 'this" app'toach would ,,'·· · ,
, ,':- '.", :.:' ~nha~c~ ~~': ifi'~'~:i~~ ', c'6~~{~'a'~ici~' p~~g~~ ',as ,' '~~~'~~ed":~o :','~~y'- ' ':: , :" , . . " . ' .' .:>. . '-.,. _ ,," '.. . "',. . . .... "'. ' , ~ . ' -', f : " ' , ' .
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:' ENGLIS~ CO~ICAT~6N~ OFFEtU:DTO PRE,~LOYMENT, ,sTuDENTS ' IN ' 0TliE~ 'PROVINCES', :
.'
G:!'
As 'part of ' the . rese,arch. for 'this thesis, the researGher
. , corr.es'pbnde·d w'i th profes~Onal!3 in 0:therprovinc'~s tc;> dete'rndne . ,
what· Wal:? beingo~fered, in their English 'Communications course '-
at. th7 ·vocation.a~ '. schoo~~wieve1.Lettei;s· ' ~ent ',to , ag,', provinces
. sc;>ught· ~o obtain ;inforrnatiori rega~'ding 'the, !=oltrse "outline, .
. '. '.,', . "',', .' , " :.'. . . . . ' ..
",phil,osophy, ' e'tc. r, ' of theif ,prograniS. , Although ' some of- those " ~:':'~'I " ;~."::; .' ~ .. ",.' . .. , " .
who responded were in the px:~ces·s . o'f updating. :~eir p~og.ra.:ns ,
\ , '" ~.3AsSoci~tion of :Vocationa1 · SchOOl' Adminlst'rators of NewfoUndland"CurriculumCoDUDittee Report, ' May ' 1976 . .
': .. ... : "34i~;"~La;,:'~alte~ , J". "and sriuth; :' Arth~ , ~~ w., ,c;ene'ti9 ' Skil;La .Iiandbook'·of 'Occ,upatiohai'. Info~tion', : ''.L'r~fning , Researcl1' ,and DeveIopment Stab.qn,Depa.rt~nt of Manpower . and .Inunigration~ Prince Albert, "saskat¢llewan, 1975/,' . . ., . ' , .. ~ ~ .
' . '
" .
. " "
, , '" l!" ,", :'.'. ':; .. :~ . . ... . " '., ' ; ' .' ';.': .: '. ':-
" - ' " " ~' - -., '. . . . - , . .; ", .\~~:' • - • .. .:r::P":,. ,, ; ~ ~ , ~_'::' ' .
.. ,: . . - -. ..... -..--..:.. ', r.. _ _ . ... " • .
" . ':'" :'. ::':: ~ '::'~':"~ -.. ··:; .... ::~·::i " ':"~:~"~:~~' \:~';:> .~. '. 1 . ~ - ".- ,.'.:, . ',;' . -. '.
" ;i
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. " .
. .
r .
' ..
, "
.- .
24'
it was obvious that the core of any vocational connnunications
course should contain the following:
1. Listening and Speaking Skills
2. Writing Skills ,
3. Job Search and Job Holding Ski lIs ,
4. Labor Relations Skills
5. Human Relatiort~ Skills
While the J.ength of time spent on the various skills varied,
the importance placed on all 'skiils 'wa.s q\:4..:te' ai:;parent.-. " . , . - '",
.. 'The ' .. wa~c~na -Institute} of saSk'~tchewa~, in stating the . . , - . .. ".' • • ,.'1 . ' .
' objeqtives "C?f .~ts"~n'g'l,ish ~O~~i~'~tio~S: 'c:ou~se, ' e¢ho~.d'· the
' expectati'ons qf'the others ' ~s. ·tqWh~t' :they~'hoped to . achieve • '. . . _. ... " . ' _. , I :" , :'", • ',_ • • '.' .' " '. _, •
" ,;
: 'froni: 'th~ir .progril.Ins~ "'The I~sti:tute ' h~s a -two-semester ,prqgra:in·,
, The -course c)1~t'lines state that 'in, the ' first semester t~~ ~~o-
.' gram' "is ' cie'sig~e~ to ~'~oVide learfiin.~ exper~ence which e~able
. f
the stugent to develop 'his/her ability to communicate .. openlY, .
honestly, and effecti vEHY".,35 , , .
In . the second s,eme~ter the pro-
gram "i·s. designed to .provide learning experiences wh:tGh enable , .
the student to .. expand ,)l.is/her skills of interpersonal communi-.' . . . . ..' .
. cation and inter~iewiri'g" ,,36 ·It was apparent from those who ' ",.' .
,i::e~ponc'!-ed to thecor~e~pondence' thatemphasi~ ' is' being 'placed
. in the~e two general, areas •
. -: 35. . ' " , .
·,Wascana Inst,itute, Saskatchewan Continuing .Education, Communication .Skills .. ·. Course Outline," Semester ' I I 1980· ~· ·
~ . . - -. .,' .,. -. . . ~ ,
36 .. "-' . ..,.. ... .' Wascana In~titlite,· Saskatc:~ewan Continuing . Education,
Communication Skills·: Course Outline,' Semester II, 1980 .. . ' ., •• ' • • • , P o '
' .. . ,"" . '
./
' .. • \ L
. , " ~
.1
: '"-.
. ' "" J"
" . :" ..
'A t ' .
, '. f .
Chapter 3
DESIGN OFrTHE STUDY
SYNOPSIS OF THE PROB~EM
This study was designed to ascertain the content o~ . ,
. the English-'Communication Program · in Newfoundland' \Tocationcl1 , . . "' ., ' , . '.
. .
.Schools .ahd th~ degree of impoptancethe Engl~ish Communication
Instr·uctor placed. upon the'toJ?ics ' in~l uded in their ' p'rograms • .. . '
The , .s~udy .alsQ ,'atte.mpted tq ascertai~ the .... degree. of ,. importance . '.' . . I r . . - . '
indus tty . pla'Ce~ QPan:.~ . topics beine.?· of fered and. to obtain . , .
suggestions for any additional topics- ~h.ich industry felt
should be inc.luded in the program.
THE INSTRUMENT
Deve'lopment
The instrument used to gather data for this study (:on
sisted"of twoquestionhaires. These questi~nn~ires consisted
of topics derived ·f:rom 'the Outline For' En;lish Communications, 3.7
which " covered ~e following areas: . .~ .
Oral tc:imrn~iC:ation, WritteIf
Communication, Fundamentals· of Eriglil;1h; and Life S]di~s. One
.370ivision of 'vocational Educa·tion,· nCour~eOutline For English Communicfltions, . Pre~employx,nent .Programn • S't: John is:
.Government of Newfoundland and Labrador, ~971.
25·' . . .' ~ .' " ,
: . ! ~'. t~ " :" . \' •
' .
~ .. .. . -"~~:':" :"-'.'.'.\' .. ' ' .. , ... "." -,-....• ~.~~:.- .. .. ~ . r.:: ... .:.\~7· .. ~,··, .: : . I
.\ ..
I
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• .. . . I
! '
,
l ··
,
26
questionnaire asked English Communicat·i.on Instructors to state
--the-'nwnber of hours spe~t on each topic, and also to rate each
topic as to importance. 'l'he second questionnaire, which con-,
tained an overview of the problem area, requested members . of {"
industry to ' ra te ·as to importance the listed . topics ~ Space ,
was provided on the questionnaire for the participants. to write
" in and rate spec}.fic topics that were not included by the re-
searcher.
,Pilot,' "Study - ' ,
'fo ins,~re that ,the $peci,fiC~ t;opi~s ip., the : q,uesti:O~-' , . . . .
naires were t;mambig'uous, and. to ma~imize , fa,Se.,..~al'i~H~y '; ' ap,ilot " . " . " ..
The questionnaire was admir;iste.red to ' a ju:rY cori~ist
ing of eight trade instruc'to~s in' the Burin , Distri'ct: voca.ti.on';"
a7 SCh001.\. Th~,.)ury was given the following written instruc
tions:
" .
, 1. Usin9 the black ink ~ri provided, answer the
. . ' questionnaire as though' you were " em .' employe~
and h.ad' just: received' the quef?t.io~naire in'
the mai,1. . .
2'. After answering the Cluestionnaire, please ',go
thro'~gn , it again making any recommendations
yoti feeJ. ~~4 t add . to ~e valid:i-tr. and improve-'"
:ment ,of the questionnaire;; ..- . '
Use the ;z::ed · ink pen
provided.
The ' ,purpos~ of h~ving the me:mbers. of the. j ury ariB~er
·r. ·
.. . . ~' .. ::, .;..:..~-:~~,~~:·1 '":''"::. ,
I
.i l . .
I .1
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"
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;,
,
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.. '
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,
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.... , .. , .
"
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. ~" - ',. ~ . , -,', '
....
27
the ~stionnaire, i.n addition to maki.ng recommendations, was
to provide the researcher ' wit;h a check for nU:'8~nterpretations '
or arnQig,uities that the jury members might riot notice ..
As a resu~ t of the l1ilot study ~ mi~or changes · were
made in the information sheet. A copy of:· th~ q\.l.estlonna·ires
has been in~l u<;ied in API>e~dix' A. , . '
~J
. COLLECTION AND ··TREATMENT OF , DATA· , .' " . ' : '.
... ' , " \
l
' .'
J
. , ~
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" , -- :" '.-'. . , ' . ' , ! , ' • . ", • . : ~.? ':
,Source. '.' ' " ' . , ,. ,.::'" ". '" , ,',,' " . '. "'. : '.: .. ... , , ' " " ." ~ ,.' .-, '" , , ' : I,,': ,.' . ',: I'~ ,: .J ':: . ..... ' ... ,1 •••• ' • • " .. , . , •• , _-.,' . ' ,; ; •
·· This study" ,WClS .,conduoted · in the Provi.nce , of Newfouna- .. .. . '. ( .
. :t~~.' :~·ri4 .~;~~~;. ~:fth ' ~~ Eng~i'~h"Cq~uni~'a'ti~~~ j:n~'t;~~'t9rs . ' .' . .'. ' . ...... . . . I' ., • ; ' , " , . , ,;. ',' ,', ,.'.' , i: .'
of the. sixfeenni,str1dt Vo'ca:tionai Schools, ~d with' ~industri:~s j ' .
ha'~i~g !:~ . 'workfor,~e ." of ·twenty-:-fiye~_~ ~r~~mpioy~es. "·The· ~lze . I! of' the in~~r~ctot popu1atiqn wa's , 16, while ' the n~~r '0'£ j,.ndus-· . ' 1;)
~ ,
i -}' '., t 'ries questi.oned totaled 22 .. ' . . ., ., "
l
. ql,lestionhaire," ' ~ s~~£-addresse'd 'prep~id' ret~rn ~n~el~pe , ,' and ' a
'. : b~verir~g letter' we~~ ' ~ent . to: tiie ' ~~s'tr~~to~~ ~ " ihe ~overin~ ' ',.: ~ . , .: . . . " .
J' " . , .. / . . ' ., ..
" ; :: ,
ietter , and tlte nlnfo~atio~ ' Sheet~I' of' . the ··questionnaire ~: both: ~ .' . , . '" ' . " "
explained t~ :the ins~iucto~~ ' th,e ' pU:~pbse: ' of ~'~ ·· ~~UdY. ': :On " ' , .... ' . ' . ,. \'.' - '
: '.. . . . '
·, M;arch .. 26, a f~llow-:-up l~tt~~ , was sent to all. . ins tructoi::s: ,.·who , ,
, , "' ,
' .' ;, I ' ~
~ad not 'responged 'up . 'to' t1iat, .~t~; By Aprii.2.5;, ioo pe'rcent . ';. " . ' ,',': ..'
, '.-
• r
return rate had .,been ' reaU.zed.· .' . ,' ..
" 'on Ma.rch '12', .: 1~'80 ~ ... ~te.~~~ls '· ~9~S:iS~~~9 ' of th'~ ' qu~~tioJ:.. · , : r . , ,.'~ • ' ' ''':.' .', " ' , " • ; ' .. ,-{
naire, !'a self~addressed ' prepaid>'retiu:n envel:op~~ an: ';;;~'r~i'ew~ 'Of . . .' . , : . . ~ , . ' " ' . , :" " , .
. . the ·probleIii · ar~a,; and. a cov~ring ,i~tterwere~eht · to.~. th~~· ind~-> ': .
,tries;- 11lec,?veri';g~ett~r • th~'I';f~zmation~I1~~~; O£~ ." " .,
'.
. ,r ' ' ••. •• . " ' " "
~ .' " . "
." . . ' " ., . . " ~ I '~. ' .
; "
- ,. . .. ~".:': .. ~: , ". .... : .. , .- .:."~ .--"~ ~ .' ~ ... ,' ~:=~ ... .
.;.: ',.
.. . r · . '
. .
. , ," ;:'" ;: . .
.. :'~<T~:: >::,'i':{~}~;::2~';(.3;if~~'~;'/; , ,:':"':"'- ,~~ '::~.'
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•
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28
questionnaire', and the "Ov~rview of 1:qe Problem i\rea", eXplain-'
ed to the ' members of industry the' purpose: of the study: On' ",
April . 5, a fol~ow-.up letter was sent to all me~er~ ' of ind~stry· . . ' .
who had not responded up to that date. By April 18, a 9S. 4 .. f:.
per.cen~ return rate had been realized •.
Table '1 give~ deta~ls r~9ardin9 the. 'numbe; of 'quel!ltOion';" • • • I ~ , ,,' ... .'
naires s'ent: out", to ihstr~c'tors , and':ih~' ~~~r ' ~etu~~d;- : ~nd . ' • ~ . '" I ..' -,. ,' •
· ~ ..
i·.
· "
. -;-' .. '
. \ the' number of ~'~~sdo~na{res :~ent. ·out., 't~ fnd~:t~i~S:::and ·~e . .,
. n~~~· : iet~~ne~·.· .. i~· . ~h~S" th'a'~ b~th~':~:nstr';~~'o~~" .~~ ~~~·~S : of >.'- . • ~ • • ,. . I :' '. • . - '. I ' • • , •. • ~
.. . ' , ' :
'. : .. '
• " • -:' ." ':" : "'. • .... • " I> :. ' , ' • • ,",. , • • : _.' • .. • • • • I
':. , : : ' ::.: iridust~ ' ~ete qUlte W~n~ng · .to, respond .to 'the · .. qu~s~i6nn.aire·. · . ' .' · '! . ' . '.: ' .' I ,_ . ', '.. • • • ". ' ", ' ~ ' .'
• • . . : ' .• ' • _. • • ,I . , ':' :. . • • . '
. . ' . ',: .
i I • ~
. .
. .
".,- Tabie·. l :·; '.' -.
... .
· ,: Nuinber ' of Questionnaires ' Sent Out ·to.' Instru'ctors·. and ,tbe ' NUinber Return~d
\.:'
" .,t.
" Ins·tructdrs . . . " ". ' " "' , .
NUmber Sent: .
.' .
. 16
,Number ' RetUrned;' -.
'. : ,
. '. 16 . . " '
, :~ ,
,' . . . ."
-. .
.Percent' · , ,· Returned .
.j "
. to ..
100
. , ;~ .~, . .-, ~' '', . ' ,'
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i ~ " 'I ·
. .', .: .. '
t .•
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':'21 -.:.' . . ' . . , '.
95.-4 ." 'f ~~:. , .
., ' .' ,"
.. : " \.: ..
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,." - ,"., .
• ' . . .. In.dUs~ry .. o· ; ',"- .. , - ~. : .
..,. , - 22 '.
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. "
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. ".
" , -' 'I '
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• .' • • ' > : • '. : .'. Two: types . o~ '!iat'a :were :col:iected ·'in this stud.Y .. . from "
,:. .j.~s~~uct~~s: . · · ~IJ .·d~~~ · c~n6erri~n~ ·· tll~ · ~~~~: ~:~ . hoJ;~;:sP~t· on , '.' ,
" " .. :~~ . ~ ~OP~ ~.~ · . .iis.~~.~· .. ~~ .~, ~~::·.~~~·ti~~~·ire. ~":' ~~.d. :i ~ ) .... :d~ ~a .b~n~e~~· (j
... . J~ • • ' "" '.'.~' . . , .. ' ;.~, . . - .. " .. ~.,:;,' .:.' ; ' :~ ;:. ',,';:, . ~':' ,; ' ~:. ·r· ... '- - .,.
'.' .. : : l,.~g ' .the ~9re.e ~f . tIJlJ?~X.'~anc~: •. ~1a~e?::~l?<?n thes~,-.·topic~ . . D~~a' ':: ~ .',
. . ci,n~emin9::the : d~9re'~ .of-:.lmpbrt.mce .. placed: .up~ ·the.< s~.·. topics :~,. , . ... . .. . " . .. : ..... ' . . .": . ..... . ' .. ... , ' .' ; ..... : ./:. : :: , '. '.'
. ' " . \ ' . ~ " ., ' . ~ :
.... . . , ,
, , ... ... I • ' . ' I. .... . . :. ~ . . . "
-:: : '
· ~ .
. "
. ':.,
, ..
<
.·.·:.'··1;· . . '. I. ,',.' •• ' .. . .
" I • ,~ ,. . • ~. .... ' .~ .. '. '
- ~, : .' : . " . " . ' . ~ .
.' , .... , t,.·:
,:C'r:' i': .",'
I ' • ' I .' t :~' " , .
k;!I~~~;;~iY~;.~. .::, .,: r . -.1 " . " , " "
r" , '
· ~ .", ;
· :-. ': ~ . : '. . .. , ,- -
~,~ 1, " . __
" .,.,.. . , . . .' ~ . . .'. . .' . .'. - " '. .: .. ,. . '. ~ ~, '," " .
)' .. ,) .. :' ··;;;'~';·7~;r.·':.~· ~ '.;::' . ', . . .... .
.:. : '" -~',
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· by 'members of industry were also o011ected. • . , ' . ' . ' • . . f' . ,
By us.e 9f mean importance .rating .obtained . from 'the - '. .; - " .
. '. , ' "
raw' data" tabl,e~ ~eJ::e ' . de.vel.oped to; show' the degree of , i.mpor- :I>~, . . , . ' . - " I r " ."
, .
. .. '
. : .
tance· assign~~ ' to ~~~ t~~ic~ and .~~ a~~t ~of. ti.me '·S:pE!Ot on. ,:: ;,j ':.-: .. : . . , '" .- . " .'J .
· ea'ch topi~ ' by instructors • . T~i~s were,:als.o devel:cip~d ' 1:,0 she\., ·· . >".: ::':".' • , ' , ' • -. , t • ." - ' , ' , ' • .' • ~ . ~ '~, ':, ., ', .. • _ . '. ". •••• , , ' " ! i ' : , , '- - .'...
; · :· · .~e ' d~g~ee o~· . ~lI1Porta~·ce -~s"i'gne,d ·tc,:-'each.··t,0plc.·by.· me~er~ ':0£' .. ..-: '~ ' ,~ .. ' ~: ,~: . . , I . , . , , . ~ . ' . ".". I " '; ' . ' . , " ,~' " ' "':, ; " : .: ,~ . " :. J'
· i.ndus.tr-y. '. ;.' . ' . , ::.~.~ .. " . :" . .,. '< ~ '.: : .. ~" ; ·;: ~ .. : ·· ::-· : >r - . ':·~, ... ~:·: : , ' · · :', ',' :f" .' .. ' " ..... :.>,:, .. : ,<': :<.:·:.'i ... i~· .. 6;-d~; .:. tO"" ' f:'.h,. Q..f·::~~.e cie~rli ·. :~~ i; ~6~ioi· cif ::hh~'ef ' c;;h~ ~ :': . ' 'j .. ': ::< ...... j./ .. .
. : ,.:., . "':, . ' • • ;': , • • j-" ..... . 0;. ' ~ >'::, ':: ~' . 7>" "::: -" '" ":', '::."':,., 'J' :. ~ '" -:: .. .'~ ::; '\,' :/ .. ' -: .. ,; ':'." :,1\ .. . : .. ',:.' .
~" ... · ': .
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.cern ' to ' th'e.· .. i.ilsfructors· ahd the' inenbersof :·.j.ndustri'; ari' arbi~·.~/ ,:::, . :' " ";',":' L,.' .'. :.: ' ,: . ~ <.0.::' , '- , •. :. : ~ '., ; . " ... ... > ',.:. '.>.:..:' : ..... ".- . 0: ":> ',' .,': ~ .' < > .:' '.;' .:. :. ·r~, ~ .' <: "., 1: ."
. .' ", tra.rY, decisi'on was ;..1iUade· DY. . the, "r'esearche.t ·'~.to claS'Sl:fy: :· the ·.topics .' ' .. : , ,< . ! ;': ,, : .
. :.: " ' , ..... .' .. : . .. , .. : ..... . ' -:' ""',-, .' .. ': ~ , . .. .': .. ',. :., . : .... . ':.. . . ... . .. >: '. , .... ...... . " : ', -: ,. ·:·· i ·!·· ':
. ~ a's ~' minor, .. mOde:ra·~e.'~ ·, :~ .. b:r. ~ j ~i 'acqo~ding -.td~e. :m~.~~ . iJilP~r~ance,:' .. ..... :., : t .. \ ': : . ratin9"~, '. The': fo~i,~i.!l9·:sci~~~· ~ad used 'for ~thf~ :C.l·~s;~fi~atio~ .~ :., . : "::> ' < '. r ~ ~.: . :('1) i. 00, -c. 2 .~Oo, mi.oor: ' .. (,,2')" i. en ~ ·2 ;'99, 'rriOderate; '.(3) 3,.00 " "'; '" : i :-4.-00:,' ~·j .?r. , '. ' . . ' . . " ' .. ' , . :.: ." ' "~~; _., ':.1')
It ' '-'~S ' alsQ ,possible, b~~a~e .. -the: pa~.t'i~~~·an.~;:.w.ere .... .
. . '
': , '. ..... . ' '' ' .. ' .... . ,' . , "..' .~'." , ,~ . ~ ~, :V .. .. : .... ~ , . : ~~ . : . _"
" rating ~pecifictoPi.:c8, - to· >iSol-ate·.th.e ,t'opics-. th·at. ·the ·· majority .. :;: . ,'. ,~ '., . A:. ".,,"' , '. . . . . ' ". '. " ' . ~. '.:' . ... ; . ). . . . . . ' I .' . i . ' : .:. ,," " .' ,.f. ':. . ' ,." : . • t' • • I '
of ins'tr,u~tors :: and :mempe:r~ ; O.f ±ndilstry "consi.-dered' ofinajor: ()r . ".: . .. , .... .. . ~. ;.:,'.' .. :."" ', -: , -,,-. ' . . ( \ , . : .. . . ", :' .. '. .' .. " - ' . , ,.' . . ' " . ' . . '. . . . . .... ' . •. '. : ' '. ' ' .,' ~ : . . . :l .' . . ~ ~ .. ~ '. ,,' ,~
minor -imPortanc.e, . an:d also,·to .. i.splate·· "the . tOp~CB ' 'on whd.ch :':· ,. . .. . ,· .. : .. ··; .. f .; .
. ... i.j.t';u"~~~ . ..nd~r~~f,I~d~trYdtfie~d ,~~ideF~iy, . )( .' , ..... '. ,-' J,,' ' . . set, ot · t~ieB .. \wa,i .deyeloped to _shO'fi - theSE! .rela.tionsnies ~ . - .' . ":c., !'::-".:-
. : ,
•. . ... -
. . , . ' .. -': ~:" , ~ .
-, ' : ' ~ .' ' .
.. " " ' . . • • " II . , •• ' . f " _' •• • ' '. " ' . ". ' . • • i .' . "
, ..a • , . . .. - \,.': :' '-•• , :.; •• ' :.1 ·~ .:.' " . .......... -~ '.' ...... ">..: "
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' .. ." '. ' .... . " " ' . .. , :· .. ::l " -, - { ., .. ': ::.' "
" '. .. ~ .. ' . .; .. , *. ' , Q: '.
., . ' , ', ' 0
·1·.·· · , t :' . . . . - ,- '" .
.: ,,~, , . . I: . ',' : .' ,
./' . . ,
1
1
I
o i ,
"1 " " / / - I
, .' ' "J
"-:.-:;. I . . , ,
: .':~'. '"
, ·11 J.~/ . '
...... .... ' •. ~ r.. ~ .•. -.. ! -:::.' -' , .
. . ,", "
, '
o
',:,
------------~--
Chapter 4
PRESENTA~ION AND ANALYSIS OF THE DATA
INTRODUCTION
The purpose of this chapter is to present a descriptive
analysis of the data gathered on the content of the English L
Communications program in. Newfoundland and Labrador Vocational
Schools, the degree of importance placed on the different as-
pects of the program will be presente.d by ~nglish Comrnunica-'l' •
tions Instructo'rs . and members of industry which vocati9nal "
school students se~ve. '/
. . Using mean~-importance ratings. and. ranked order, tables J
J . ~
a,re , provi~d to ,show in profile "form: .«1) !,how the four major ~. ' ( • _ ,. ' I •
. ; . categorie; of ·th'e Eng1ishComm~i~ati~n~ ' program were rated as
• • ~ ., : J •
' , .. , ' " 11
.,~p importapce by .instruc'tors and. me~ers of -in~tistry, . and (2) . " . ., how the specific, topics in these categories were rated by . . .. . ,instructors and members of industry • . Tables are also used to
~ • • C)
" " , ~ , shqw the mean time spent on the different t.,opics. by English , '
A( CommunicatilOns" Instruc'tors. Thibs samemethoc! is used 'to show
, the ~g'reemen~ and ' d~sa~,re~ent:s ~f ":ating~ by both members of
' industry ,and instructQr~. i ' . . ~ . .
RATING OF TOPIC~
Mil.jor .Categ.ories -. ~, 30 . . .
~ I
." •
, ~ - " .. ,.. f. .
, "
(
l
," "
31
Table II ' presents the ranked order and mea~ importanc~,
ratings of the four major categories ae perceive~by -English . ~ . ~- ;....- .
Communications Instructors. English co~un~cations Instruc-
tors perceived three of these major categories to be of maj~r
importance with mean importance ratings of over p.OO on a four
point scale. "Fundamentals of , English" was the topic ~ated the
" "
'highest, with a mean importance ' z;ating of 3.12. 'The categc:>ri~s
of "Worker's General Knowledge" and , "Written.", communlcation"
also had mean importance ratings above 3.00.: The category of .
"Oral Communication" receivea a mean importance ra"tin~ of 2.73.
Tab,le' III presents the ranked order ",nd mean importance
ratings of ~e four major cate~ories a~ perceived by "members of .)>../
industry. , Only two bf thecat;.egories receiyed mean importance .. .'
ratings of over- 3.00 by members of industry.
"Fundamentals of English" with a 'mean importance ratihg 'of 3.36, ,-and "writt~n Cpmmuni~tion" with a 'mean importance rating of '
• 'J.
3.26. The re~ining t\fo categories "Oral CO¥Ullunication" and , ,
"Worker' 5 Genera'! Knowledge," :r;ecei ved moderate ratings with . i
I mean importance ratings of 2.89 and 2.73 r~sp~ctivelY.
A comparison ,of Tables II and' III reveals th'at bOth
English Commupica~ions In~tructors and members ot industry gave ,
the category "Fund~ntal~ of E~glish" the 'highest rating. This
is :~ignif~cant, as :it shows the importan~e placed , ort th,is '.as,pect
00£ the 'program by the instructors and r"p~~Ple i :I'!." i~,~Ustry, yet
there are ,~ny who ' advoc~te its , remov~l fr.om the communications I ,
c~riC~l~.} The category of "Worker t s General Knowle~ge"
.~ .
, I ~.
"
, I , ,
' ... , " . "I. .;~~'.>-. ~ ':.
. .' . ,~~.-.. ~,...--- ,¥ ...... --:;~ -' . ' . ~ . . r ' , ; ." ,.,. ' :.r. : ' :,') .~ ,
-;:~~ : ' 1 ' : / . :. '_ :
~ -\
, J
..t -
.l -
Tabie II
Rank Order and Mean Importance Rating of the Four Major Categories as Perceived By
Rank Order
1
2
3
4
English Communications Instructors
Major Categori~s c
Fundamentals of English
Worker's General Knowledge
Written Communication
Oral Communication ·.
Mean Importance
Rating
3;12
3.11
3.04
2.73
32
o
... r.
, , It
i r· , .:'
~', • I
1_' ...,.
. '
, ,
It
"
, ~able III
Rank Order and Mean Importance Rating of the Four Major Categories as Perceived By
Rank Orde r
1
2
3
4
Memb ~ rs of Industries
Major Categories
Fundamentals of English
Wri tten Comm,unication
Oral Communication
Worker's General Knowledge
" .
I , '" --= .~;r~-: ;~r.~~_
......
Mean Importance
Rating
/ 3.36
3.26
2.89
2.73 '
•
. ,
33
l
I \
i 1 .,
\ ,
.' , i\
i 1
. ,{. , ,j) .. ~ - .. '. " ... , ... . .
\ I, I
. ' i .
, ' ~
•
J
34
received a high rating by instructors with a mean importance
rating of 3.11, while members of industry rated the category
as moderate with a mean importance rating of 2.73. This low
rating by members of industry is probably due~ to the low rat
ing given to the topic of "Trade Unionp (history, terms, pro- ;
ceeures) ". (The majority rated the topic as "o.f little or no
importance". The categories rated as major by members of
industry received a higher rating th~ the cat~gories rated as
major by English Communications InstruGtors.
Table IV shows the ranked order and the me~n time spent
o~ the four major categorie~ as revealed, by English Communica-
.- ,!:ions Instruct.ors. "Wri tten Communi~atiOri" wa's the ,category
.that ', received the ' mo~t attention, with a .,~ean ' time .spent , of ,
'3·7.5 hour$. '~ i'his is ' probably .due to 'the fact that th:i~, ,cat-: . ' ,
egory includes' the major topics of· "bbtaining Emp'loy~nt",
"Report w,ri ting" , and "~~rq.graph Building", which ' received mean
importance ratings of , ~ove· '''3 .,OO by instructors. The, fact that
the category of "Fundament~ls of English " recef ved a mean time 1 .
spent of 20.2 hours is rather insignificant, as ~~1 instructors
stated that they incl~de this aspect of the progr~ i~; all other
three categories. __ (II Fundamentals of Englisb," had received the ./ '
highest rating as to ' importance b~ both ' instl;'ucto'rs and in~us
try.) It ' $hould be "noted that in arriving at the ' four major
categories, . there ,was ne.ed. for some overlapping , of topics.
For ~xall)ple, in ,'airi ving ~1;. the ~an 'importance rating ~ ~e
topic of · " Int4¥preting' , and Giving -Verbal and Written D{rec-• • 9 '
tions" was us~d for both 'l£ateg~ries'-of _ "written Communication"
, ,
.' . . . . . .. - ..... ~
" \ ,::,~~ ..... ~ ~.;, ,,,,:,,".~"lOO.,...: ... .tj • .-
, " " ::',,'::,' ;:' , j}~~'/F,~;~;.\·~)t~~~:\~'.I:~:~:~ ".~
',..-
. :
, "
-,
'. ;, i ~ . I . ; 1
. 'HJ
.' :~ ~. . '
: '
J.
rr
"
1 • \-
!
f > \
I
i ,
",
- -. ,.,,- - -... -~~--
,
Table IV
I
Ranked Order and Mean Time Spent on the Four Major Categories as Revealed By
English Co~munication~ Instructors
Ranked Order
Major Categories Mean Time Spent (Hours)
2
'( .
4
J
-,
.'
Written Communication
'Oral Communlca~ion
~orker's G~ne~al , ~Rowledge
Fundamentals of E~g.1i"sh ..
, j
"/
37.5
'25.9
22,.1
, 20:2
' i
,.t', .. :
35
':~ " ,.
V" .
" "
,~ , ; (
.~,
~ ,
. 4,
1 ' .! 'j "
~ .} .
s .r
I t • . . ,
l "
"
• h' . > ... , ~ • " . '
. "
, ~ .
and "Oral Communication". ' -i'
Indi vidual TOeics'
36
, Table V provides in ranked-order, with mean importance
ratifgand degree of importance, the topics as perceived by
En,g1t~h Cornrnunic'ation Instructors. Instructors perceived
twelve -'of these t~pics to be of major importance, , eight topics
as of moderate importance, and o~e topic of minor importance.
"Obtaining Emp10~ment" was ~atecf.. the, highest with a mean import
ance rating of 3. 8~. The , next two topics in ranked, orde,r with , '
l'fle~n ' importance ra:tin,gs 6f , 3.31 we:r:e th~ '-- topics, rof "~eport
Writing" ari~ , "Paragr~ph 's 'uiiding<" Th~ 't,c;;~.tc ' of , "I?~bat~s'" 'w~s : ' ' . - . . . ' ,'; , .
the 'only "top-ic to' b~ rated::',as , oi, in~ti~pbrtan'ce" bY ins'truc,toi·s.-
, Th~ ' eighf"fopi~'s ' r:ate~' ~s ': m~de;a~,e h~' m~~'~ ' im~o~t'~n'qe rit;rigs':' '. '¥, . ' . ' '. . . , '.
betwee,n,' 2. 25' ,and' 2. 75. '
Tab~ VI ,provides in' ranked order, wi tJ'l ,mean importance
,rating and, ~egree of impo,rtance the topic~ as perceiv.ed by
members of industry. ,Members of 'industry ' percei,ved thirteen of
.' these topics to be 'of major importance, and eight topi'cs to be . . . '.
or mOc;lera te importance, wfth ' no topics rec~i ving a, minor ra ting .'
",Iriterpreting ~nd Giving ,Verbal and Written Direotions" with a
mean importance r~tingof 3.60 was ,rated as .the ·mast ,important, . . ...... '. .
while "Spelling', and V09abula,ry" and "Granunar of SenteIic~!;"were : , , , ' I
the next tw~ topic::s i :n ranked order, .wi th' mean imPo~tance ratil:lgs,
of" 3.55 and, 3.,49 ' respectively. ~e eight t6pics~ated as 'mod-o • '.," ...
erate had lnean, inlportanc.e :,ratings between 2.15 ' and 2~95 wi~
II,Debates u-- receiving the ·, ),:owes t " r~~_j,ng.
/ '
.- .... , .
')" ..
'/ ' I':
, "'~\ . ::::, ~~,- . . ~;
:" '~
: ~ t
j' i t I,
' j," '
ii' t i ~ . .
!, ( /' " J
.,J
. . ,' .. . "
. ~,. : }'.:': .
.. ..
, .
I , ' , l
~ i
.. 1 1·
'. r
I I
·f
J
, . :"
. ,.
Rank Order
2.5
4.5
4.5'
6
,7: 5
7:5.
9
10.5
10.'5
12
13.5
13.5
» <
. Table V .. ,
Rank Order, Mean Importance Rating, and Degree of Impo~tance of Topics as Perceived By
English Communications Instructors
Topics
Obtaini ng Employment
Report Writing
Paragraph eui1ding
Trade Unio.ns (histpry, terms,. p~ocedures )
• • 1 . • •
Letter Wd ti'ng . (layout, . .' types, . ~tc. · ~
; ~eri~ence Faults
Mean Importance
Rating
3.81
3.31
3.31
3.-19 .
3 . . 19
3 ~ 15 · ·ihte~preting a.nd Giving ' 3'.13 .
'Verbal ::.and Writ;ten . . pi.rec~ions . .. "
Conduct~ng A 'M~eting 3.13 (Parli .arrie,n~·ary 'Proce'dure)
Grammar of Sentenc.e$ 3.08
Punctuation and Capitalization 3.06 . . Sp~lling and Vocabulary 3.06
General Class Discussion
Forms (banking, income tax, etc. )
' Inter~reting 'rrade-relat~d . Liter~tu~~ .
3.04
2.75
'2.75
. 15 Tool and I'nstrume·nt· . 2.6,3 . Description ,
.16 ... Description 'of Work ' Materials 2.44 . , 1.7
18
, ·Pa.nel D iscus'siori 2 '.44 .. ' Study Tips. (l1bz:-ary·techni- 2.31 que.s, note . . taki'ng; info'r.-. mation .I',etd.evaY, .etc··.) .
1 . . . "
. , ;, '
..
. , .
Degree of Importance
Major
Moderate
37
..
',' . ';' .. ..
<; ': ',J ;;
. ~.
j . •
. , , . " •• to .'
" ...... ). ' : ' . . . \'. ' ::' :>:::;&~~i;];:~;:±.M~~~~J~7::'7'- : " :" ' ... ... ';, ,.~l
- . ' ~.' • 0 ".: :. ".~ '... ...
"
r' .'
.I
.. . ,
·i· . ";
..... - ' "
1, £' L
.. r. ., ! '
t
, ·· ··L': " . . "
.. ,
I .' /
" "
Y,
Rank Order
19.5
19.5
21'
. . . ,', '.
J
. I
\
Table V Contim.\ed
Topics Mean Importance
Rating
De1iv~ry of Prepared Speech 2.25
Teiephone Communication 2.25
Dehate$ 1.8l
..
, • J
,1
I
-,
( 38
Degree of Importance
Moderate
Minor
It
.'
, .. ;.:. ,:" ,,' -, . ...' .• ' I
.~~;.;.:~~~;~' .:. ; .' .. :-;:'~-:: , :': :':.·';~,~{:;r{~~{S!'f!.~'~~W~'; .. ,·" '
;, " ,
; ·1 . 1
~'
~ . i
] I
Rank Order
1
2 3
4
5.5
5.5
7
8.5
8.5
10.5
10.5
12.5.
12.5
14
15
'-
.. i . k '. . .......... J'
Table VI
Rank Order, Mean Importance Rating, and Degree of Importance of Topics as Perceived By
Members of Industry
.. Topics ,. Mean
Importance Rating
Interpr.eting an.d Giving 3.60 Verbal a,nd Written Directions
" SpelH-rfg and Vocabulary 3.5.5
Grammar of· 'Sentences 3.49
Obtaining Employment 3~40 "
Punctuation and Capi.tal- 3.30 ization
Letter Wri1;{hg (Layout, 3.30 I ..
types, etc. ) . . Sentence Faul ts 3.26
Paragraph Building 3.25
'Tool and Instrument 3.25 Description
RepoI;'t Writing 3.20
Telephone Communic!tion 3.20
Description of Wor.k Materials 3 .. ·15
Interpreting Trade-related -·Lit·erature 3.15
Forms ' (b,irnking, income 2.95 tax, etc.) \
S.tudy Tips ( libr1'lry tech- 2.85 niques, no,!>e taking, information , retI'ieval, etc. )
39
Degree of Importan.ce
'.
.' ,
Major
-
Moder'ate
,, ' . . '. ' I .
. .; ;' ~t:~. : ' · .. .. ~I . .. ~~~.;.':"' .. . ' . . .
. ~ ....... , .... _.-. - ': ..... -.~ . :-- . '~~
: .... ~ '. ·i.:· ·: ::;:t.~:,<:~~?::·.:(i;hf::i~;· ... .': ... :,
"
~ '. ~ . ;
. "
I
! I ,
- '1 lj " ' i
; ,
:,
,. I
-: J.:.. ..
' ,~
Table VI Continued
Rank Topics Mean Order Importance
Rating
16 General Class Discussion 2.80
17 Conducting a Meeting 2.40 ('Parliamentary Procedure)
- I 18 .. 5 Trade Unions
proeedures r · (h'ti.sto·r~ , terms,2.25
18.5 Delivery of Prepared 2.25 'Speech . .l.i
. ', .
20.5- Pane 1- D-i-scuss.I on 2:15
20.5 Debates 2.15
. , ,
- /' )
,.. ,~-' , .
' . - '" ' " .. . ... , ' - _ ... .' -. - ., ", . : .. :: ..... - ~
.. ','
" ,' '::"J.;." .~._ '.,:: :, _~:
40
Degree of Im90rtance
<
Moderate
\
l , t \
,1 r I") ; \ j ~
I I
: . ,
! ..
" .
, I 'I • .
. I
"; i .' ', i
'1·
'.
41
An examination of Tables V and yr reveals that of the
twenty-one topics presented, nine were considered to be of
major "importance by both English Communications ~nstructors
and ~mbers of industry. The topic "Oebates"received the . .
lowest rating by both ins.tructo!s ~.n-d industry ,wi th mean
importa~ce ratings b~ L 81 and '2.15 respectively. The similar:'"
ities and differ~nces,' and the degree of dif.ferences of ratings , "
by 'English Communications +nstructors and members of industry . .' . '. ' .
'will be presented, i"n Tabl.9s . vl:~, . VIII "~ri~ IX. .. .. , """:' . " . , . " , " . . .
Tab.le : VII , ,show~ .. the: ni.;n'e', .. 'popics:percei ved :by .l:?otp , . :: . ' ' . , . " ,
.~. members of iridust~ · ~d' English ,~Cqnul\tmic~~:ions . .+nstructors \ 'a'$' '~. ," : .. . ..' .. ' .' : .. ,.' I\? < ., : . ',' '. ' ~ .. .. . .... : ... ,'. : .':' , . . .... . :. ,.': ,. . ...
be.ing of major importance' and ,the: 'meap .l.mpprtance 'l;"ating , a~~;i9n"; • .' • '. • • " I "
ed to each topic by ·both.. It sho'uld be'· nO'ted .. that a great
emphasis is placed upon the ' ~mportance of oral and ,written .
cOrriInunication by both parties. surveyed. 'This is reflecte'd in ' " . . '.
. the high rating · the topics ' received ~ith mean importance ratings
from . 3.06t~ ' 3 • .81 on a four point scale,
Tal;lle VIII-lists th,e t0I.'icl? ~erceived'ps ' being" of . major
. importance by members of l.ndus.tl:y b.ut not b~ English' Communica- "
tions Ins·tr.uct6is, and, the mean .importan'ce . ra'Ung assigned to . " .:
. each . t~p~c by. both.· . An,' .e~ainin~tio~ . c ,£. ' ~e difference in: ratin«:1s ' r .. ' .'
',wilY r~:veal that these· dif~ei:ences' ~ are si gili;£i cant. on . a four ',
pO;i.nt Bcale.··· The t~pic ·~l.th tbe gre~~est clifferellca ~n rating . ' . , ,. . . by the' t~c pa~~.ie's . sUri~~~~d ' is· ~ ·T~iephOpe <;ommilnicat:Lon"; with :
• , .' _ : l' ~. : ,.' .' '.,. • " . ( :. . '. • . ~; •
a ~ari· .. iiUpo~ance : rating, oi '3~ :'20 'by ' mexOb~rs ' of.'.·fndustIT and: a . . ':' ". , .. ". . ... ' . ,:. : .. ', '. .: :...'''~ .. ~ .' . ,.... ": .... mean ,impo.rtance . rating" 0£ '. 2 •. 25 by :· Ei1glish·.C6raniuni9aBicns
• , • i ' , ~" . • • ', ' • • • •
. Instructcrs~ " It Bh.o.uld." P~··rioted· that '~ll f~Ur,' topi~s were' . . ' ... .. ' , . - - , . ' .. ;
" . ,,:"
o'
\ '
, " ; ,
'r I· .
. : .': 1."
. j J" .... I ·: 1 \ . I
IJ l'
.~. j.: ., ' .
L 1: ; , • '0 '"
/.
.-i
:
' . . " .
" ..
..
. ,', " ,
.' ~ .. :. I . .
: .'.
,r,. ' ..
, I
.' i
, '.
. ' .. ,: : ; : .. j '
.. '" . ' " ~ . , . " ,
,,' '1
~ • I, .' , .
Tab.le VII
Topics Perceived by Bo.th Members 'of Industry and Eng.1ish · CQmmunica~Jon~ lrist'I:uctors . as Being of 'Major Importance; and the
Mean ImportanCe' Rilting by Both .
42
Topics , . . ;:, . ," ", . . .
Mean Importance Rfting . Ins'tructors ·.' Industry . . " ":, . ' . , .. ,
. ' .
. -.: . iri~e~p~;;ti~~ ::and " '~iVl,~g ~~~ba1 ' . ,:" ,. and .Writte·n .Directions : · :' • : : 1 , •• ~ .~ • • ' " . : ,;', 'f,. : ':' " ~:. '
. Spelling ' and. Vocab~la:ry .. ~ . . ' "' •• , .;." • • 4 '
., G£~r: of S~ntEmce' . :, .
obtairiing 'Employment
P~ctuation an~ Capi~a1ization ,
Letter Writing (layout, types,. et~")
. Sentence' Faults , .
. P~ra9raph Buil.?irt9
" ~port· w:ri,t~ng /. .
" .
. '.
..... . -:.
. ', .~ ..' . " .. ':
. ' . ," ,- " !'.: '. ~. . , '
~. " . ..
1 i .
• j" ',1
) .,.",1
. :
(: .. . : '
... ..'~' "
P . "
" 'r
, i
-. . .
. .. " .
/ , 3 .• 1,3
' .
.3.0.6 .
3. 0. ~ '.
3.81 , .
3.06
3.19
3. 15.
3.31
. 3'.31.
..
.' ..
" , I .
"
.' r . . . ' .. .' .
3 •. 60: .
3.5,5':
3~49
3.40
3. ·26
3.2-5
:L20 .'
". ; .
. , ' , ' '1:1
.. " ' .' I
. .' ,_ : '. I
, J , , .• t ,' ••. ~ • .
.' .
" : \ . . ' :' ' . ' :., - : ' • .' J ". .. ' - " ':.' . .", _I,'
_. .' ~ ,',. '. , " .: ','-
". ., . , ',
.! •.
•.•. • r., ·
', .
.'.f, ' .-":.J " . '.' 1 J
1 J . , i : 1. i .. : , ', I
: ' " , ~
,, ' "
", ' " ' . :" ': . . .... , ,' .
''0 ,! ~ I
" ' j ... 'j
" " , , '
"'~ ' " ,.~ ' :,), :. , b •
'. I', •
, ,
, i
", It ,', . i , . . ' " f -'
:'
.. ~ ,:
"
. .
I .
-.
"
' . • (able VIII , <) ..
Topics Perceive~ as Being of Majpr Importance by Members of' Industry But Not by 'English
Communications 'Instructors; and the Mean··Importance .. Rating by Both
f • • ',' . •
. ,
43
"
'., ~~ .' ' .
..
., ",
. ,r , .'
"
, "
to'
" '
" "
",
.; M9~~. Imp?~ta~~'r Rat'ihg:' ~ .. , .. .,,"... .'.,
.. ' · ' l~.tructors , x.~a~t:> ~""<Ij,:<
' .. :'. ~"~'2,5 ·"'~.". ,,: "2'~,;~ ,3 : .. .. ~ :': , ,;(t~·<:\ : " ~. .,.,'. ~ ) , -. ' ..': ~ : . ,':. . ',: .. ,' , .'
TOO'~ .: an(i" Iri'str~Ii:t:. J;>escl::ip~'r,?n " , ,'.
~e:lephc:me. c~imfiuni\tiO~. _ , ."
'~scription 0 ,£ WorlCMater.:i,.als " .'
"
• ~ • • ' • t
,', '
Inte~reting Trade-rel~ted Lite'ratur~
,: '
•
. ,'
. . '" , I . ,
'. / -"
' .. ~
. ') " ".
, ',
.. ", "
,",:,
- , " ..
.... .
......
" . ".,";
. ' "
. , :.'
.... ~. . 3.15
, j
~ I •
,: " ::~ ~ , ," . ,.' '-'.1
": ':-.- . .,~' ': " "
" , " I' ,~' • .. ' "
2:. ,44 . '
',,' : '
'.', .- , \ " .-.:
,(
~ . . ', ..... . ,
."
I ' , I " r,
.... " : ·" .',·····1'" ,,'
'r:'~ 4"
',,I
, '-, I
~,-' "
, " ,~. ,
. .- "
..•.
". "J >~ ., , , '. ' " :"
' I '",',
'f , ' .....
" ,," ' ,'l •
',.
.. ! '. ',' '.'. . .. ~: ::: " ' ~ "
. :, ~ ... . . I . t., .... ,.;" • ; J
. ';'. . .,'" ." / ", ..
~ .. ' "
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",
" ,
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, ;
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'.
Table IX
Topics pJceived as Being of Major Importance by E»glish Communications ~nstructors But
I('ot by Members of Industry; and the Mean Importance Rating by Both
44
Topics Mean Importance Rating Instructors, Industry
Tr'a~ Unions (histo.xy, ,te~ I procedures) .
.Condup~ng a Meeting . (Par1~amentary Procedure)
General Clas-s Discussion
•
. ~ , ' ..
, 3.19
3.04
2.25
2.40 ·
2.80
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; ' .. , " I I 1<
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directly "related to skills needed on-the-job,
Table IX presents the topics perceived as being of
major importance by English Communications Instructors, but
not by members of industrt, and the mean importance rating
assigned to each topic by both. While considerable emphasis
is placed on the topics NTrade Unions, (history, terms, pro
cedures) II- by instructors, with a mean importance rating of
45
3.19, industry does not give it the same importance, rating it
as only moderate with a mean importance rating of 2.25. The
other two topics considered of major importance by instructors ., - , but not by industry were "Conducting A Meeting (Parliamentary
Procedure)" and "General Class Dist:ussiori". These topics
received significantly lower ratings by industry, with mean
importance ratings of 2.40 and 2.aO ~espec.tively. These dif
,ferences will be further revealed in Table X.
Table X shows the ranked order and mean time spent on
the different topics py English Communications Instructors.
While the exact time spent on each topic was difficult to
determine because of overlapping" of topics, one can readily see
where the 'emphasis . lies. The topic receiving the most attention ~
was "Obtaining_Employment" with a mean time spent of 10.8, hours.
The next three- topics in ra~ed order were, "Trade Unions (history,
terms, procedures)", "Report Writing", and "Letter Writing",
with mean time spent of 8.9 hours, 'S.6 hours and 8.1 hours re-- :
spectively. , f
.!!'here were three topics in whic~ the mean time sp'ent
was les'S than two hqurs. They were "De9ates", with a mean time
spent of 1.6 hours; "Study 'l'~ips (library techniques, note
''I. , . • rtil
. ' \ , J
J
;1 I ,
taking, information retrieval, etc.)", with .1.3 hours; and "I
46
"Telephone Communication", with a mean time spent of 1.2 hours.
A comparison of Tables VI and X reveals that while
the topic "Trade Unions (history, terms, proeedures)" ranked
second by instructors with a mean time spent of 8.9 , hours,
members of {ndustries did not perceive this topic as being . ,
very i~ortant. They gave it a mean import~nce rating of 2.25 . . ,.
The topic "Telephone Communications" was considered by members
of industry as being of major importance, with a mean importance
rating of 3.20. Instructors, however, ranked this topic last,
wi tl) a mean time spent of only 1.2 hours ', .' These Tables , also
'show that there is a significant dif~erence in the emphasis' ..
'placed on ~wo other topics. Th~ tdpics "Descrip.tion of Work
Materials" and" Interpreting T:rrade-related Litera'ture" both
were considered of major i~ortarlce by rn..embers of industry,
since they received mean importance ratings of 3.15. However, q
instructors ranked these two topics very low, with a mean time .
spent of 2. ~ hours for "Interpreting" Trade-related Literature"
and i~o hours for "Description of Work Materials". It should' . . . . . .
'i: be noted that til.ere exists a large variation in the _ time. spent
on the different topics among the various instructors. For :~; ...... : r ..
example, three of the more impo.rtant · topics as rated by members
of industry ranged as follows: Ob~a-1--Iling Employment, 6 to 36
hours; Grammar of Sentences, 0 to 18 hours; and, Spelli-ng and
Vocabulary, 0 to 14 hours-.
Table XI presents the
71C8 rated by 75 percent Or
"1 " .'
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' J
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Rank Order
1
2
3
<t
5
6
1, 1 I 8
9
10
11
12 .
13
14
15
16
17
18
19
20
21
.... .
Rank Order and Mean Time Spent ·on Topics By English Communications Instructors I
Topic,s
Obtaining Employment
Tpade Uni ons (hi story, terms, proc eduI"es)
Report Wri ting
Mean Time Spen~ (Hours)
10.8
8 ~ 9
8.,6
J,.etter Writing 8.1
Condu~ting a meeting (Parliamentary, procedt.i:re)'"7.1
.InterpI"eting' and G;ivingVerba1 and Wri tteri pir'ections . .....
Grammar of Sentences
General Class Discuss;i.on
Spelling and Vocabulary
Paragraph Btiilding
Sentence Fau1 ts
Delivery of Prepared Speech
Punctuation and Capi talization
Tool and Instrument Description
Forms (banking, income tax, etc.)
Pane 1 Discussion
Interpreting Trade-related Li terature
,Desc~iptiQn of Work Materials
Deba.t~s
Study Tips (library techniques , 'note t'aking,' information' retrieval J et·c .. )
" , Tel 'ePhone Communication ~,
6.6
6.5
5.8
5.4
5.2
5;1
4.2
4.0
3.8
3.7
3.4
2.1,
2.0
1.6
1.3 1.2 .
','
;11
. .... .
'f'
47
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,\
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Table XI
Topics Rated By 75 'Percent or More of Instructors and Members of Industry as
Being of Considerable or Ma:jor Importance
Topics
Interpreting and Giving Verbal . and Writ t en Directions
Ob t aining Employment ~ . .
Percent of Instructors
Spelling and Vocabulary
. Grammar ·of ·Sentences.
Sentence . Fau.-l ts " . " . .
Percen t of Members of ' In~ustry
100
90
100
95 '
90
. PunctuaUpn?nd Cap! talization
100
100
81 · 81
' 88 88 ~ , ; 90 . , .
.90 88' . Pl;1ragraph Building
Re~ort Writing 88 ' . 85
Letter : Wri ting (1 ayout ', types, etc.) ~8 80
85 .
Interpreting Trade-related L1 terature 81
General Class Discussion 88 75
. :'
:0'
48
" .,,_ ... . ~ •• "' ....... ~"' ., .\ ..... "\.o~lOo...;.......-... ~ __ ~-:-' ._L_~_ ... .. . - .... ", ' "
.~ ....... ~_~"':"""', .....;:..... •. _o.
'." ':' ::., ,:··~' :'·::· ::··J~~~~0~~~~~;~;i~~~;~:;:: ~. ·· ·" : '· ' :' . ~ " - ,.,' ' .'" .. , . ;:::~:-~ .~:~.~
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49
more of English Communications Instructors and members of
industry .as being of considerable or maj or importance. This
meant a rifting of 3 or above on a four point scale. Ther~
were eleven topics out of twenty-c;me rated as being of con-
siderable or major importance by 75 percent of both parties.
This suggests that fewer than 75 percent of both instructors
and members of industry rated the remaining ten topics as of
considerable or major importance. ' The only topic rated 3 or
l . above by all instructors and all members of indust~y was
"Interpreting and Giving Verbai and Written' Directions". , ~. \
"Obtaining Emp~oyment II received a rating of 3 .or over by all
instr\ictor~ ., · while ' 90 p~rce~t of . membe.rs of industry rated
,it 3 or above • . The' topic " ~SpelliIW and . Vocabula.ry" ·>ieceived
a rating-of 3 or above by, a~l memb~r~ of induiJ,try, while 81
percent 'of instructors rated· it as of considerable or major .. importance.
Table XII reveals the topi.cs in which the number of
instructors and memb;ts of industry differed . by 20 percent. or -,
inor~ in . their ratfn<:J as to considerable or <:if: major impor·tance • . " ;
There were six topics in which this diffe,remce occurred. The ' I . '
g:~eatest differences occurred i~. the topics . "Telephone Com
munication '(, . ",Tr'ade unions (history, terms, ' grocedures,') I~, and
"Conductin.9 A Meeting (Parliamentary Procedure) "'. "Conduct
ing A 'Meeting (,Parliamentary Procedure) n was rated 3 or above
by aU instr~c!rs, while, only 45 percent of members of industry
thought this topic. to b.e 6£ consi.derabl.e or major impottance. , - . .
. "Telephone Communication" had the next largest spread with 85
'. "'-' . - _ . . " . . ",
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. . " .
Table XII
\ Topics In Which The Number of Instructors and Members of' Industry Differed By 20 Percent or More
In Thei r Rating as to Considerab Ie or of Maj or Importance
Topics
Telephone Communication'
Trade Unions (hist'ory, terms ', proc~dupe.s )
Conduc ting A Meet,ing (ParI iame'ntaryProcedure)
• I • •
,Forms ', (banking, inc'9.me tax, , e~q.) T,?ol 'and Ins~'riunen t DescripUon:
Descr1:ptlori 'of, 'Work. :Materials
, .. ' . ', ' ,' ':. . "
Percent of Instructors
38
81
' ,IO~
88
62
62
: .
Percent o'f Members of Industry
85
45
45 '
60 , 83
82
50
~\ . .
; ,
, , " .
.. .. , \ t 1
i I
t ""
51
percent of members of industry rating it 3 or abo've, while
only 38 percent of instructors gave it that status. The topi.c (
"Trade Unions (history, terms, procedures)" received a rating
of 3 or above by ' Sl percent of instructors, but only 45 per
cent of members of industry thought it to be that important . .
Of the three remaining topics in this T~le two receLved ratings ,
of 3 or above by approximately 20 percent more members of
industry than by instructors, while the other received a rat-
ing of 3 or ab:ove by 28 percent more' i,nst,ructo;,s' than by, mem- ~ . .
bers of :1ndustry. \ . , 'T~ble XII:( 'prese~ts ' ,three topics which' re.ceived a rat-
, ". 1 •
ing ,.6f con~ide-rable or major ifaportance by 50 perce~t or less , ," '.: " . '. .. " . ! " , .' " .
of instructors and .members of indust;ry. Only , 25 percent. of
instructors .and 30 percent of members of industry r~ted
"Debates" as being 3 or above on the rating scale. This
suggests that, fewer than 75 . percent o,f instructors and 70 per-I
cent of members of industry considered this topic to be of , ,
little or n6 importance. Fifty percent of instructors and . .'
35 percent of members of industry rated "Panel Discussi{)n" 3
or above, while the rema~ning topic, "p-elivery, of l?repared
Speech" . w~s rated' as being' Of', considerable or major importance
by 31 percent of: instructors and 45 percent ,of members of
industry.
'.
SUM$RY
In thi's ch~pter, a 'desoriptive analysis of the import
ance placed upo~ the. topics of the, English Communicatiqns
.. .....,. - ...... :' : .. ,, ' .
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Table XIII
Topics Which Received a Rating of Considerable or Major Importanoe by 50 Percent or Less
of Instructors and Members of Industry
Topics
Panel Discussion
Debates
Delivery 0·1.' Prepared Speech
t>
'.
.'
. - " • j~ •
', '" ,
..
Perc~nt of Instructors
50
25
31.
i ' ~
,
~ ,
Percent o;f Members of Industry '
35
30
45
j
52
: \
. ,
• t
l.L . .' ~ . ' .
"
53
program in Newfound~and , and Labrador vocational Schools as
perceived by English Communications Instructors and members of
industry has been presented. By use of mean importance ratings
and mean hours spent, the findings of this study were present-
ed in tabular form. Tables were .presented that showed: (1)
the mean importance rating and the degree of imp~rtance assignf
eq to \~he twenty-one topics ' by English Corrununications Instruc-
to~s and members of ·industry.: (2) topicp perceived by both
members'" of ,industry apd Eng~ish ,Communicatio'ns Inst'ructors as "
' being of rttajor' impor't)ance: ' (3) toflics perceived as ' bei.ng of
majqr importance' by meml:>,ers of ' industry but '.not, by English
COlia1luni~.:tr~ns . IPs~rs: (4) topics perceived as being' of
major ' importance by English 'Communications Instructors but not . ~
~ by members of indus~; (5) mean importance rating of the four
major categories as perceived by English Communications Ihstruc
tors and members of industry; (6) mean time spent on each of the
twenty-one topics by English Communications Instructors; (7)
the percentage of instructors and'members of industry rating , topics as of major importance.
It was found that for the four. major categories,
"Fundamentals of . Eng~ish" received the hig~ rating by both
English Communications Instructors and members of industry. . ,
Nine topics were perceived as being of major importance by ' both
' members of industry and ' instructors: four topics were perceived
as, be,ing of majoF importaIlce by members of indu.stry but not by
English ,Comm~ications Instructors; and three topics were
percei ved as being of maj or imPortance bY English Communica~'ons
: . -':.
I. ~ _ ~
. . ' , , .'
.. ' .~ .". ... :>.~ .... , ..... " ; . .,.lIJ::-" • ..,..,..,.. p ...... , ' .
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54
Instructors but not by members of industry. The topic receiv
ing the lowest rating by both instructors and members of indus-
try was "Debates".
It should be noted that since the topics presented for
rating were not considered to be all-inclusive, space was pro- '
vided on the questionnaire and both instructors and members of ,
in'dustry were asked to add and rate any other topicS which they
believed ,'shb~ld be included in the En'gJ"ish Cormnimic,atioris .pro-,'. . "
gram.- Me~ers of ind~try reporV,d~n~y -' ~ive , additiorial t~~ics. L, • l ." , , ~ ,; - ' . .
The' ,topics '0f "Inva~to:i:y Control- (~r,deri~g, requisit:ions; ,etc.) ", ' ,to
"Scheduling , (work~ time ' o'f'f, "vacat,ibn's" , ~tc'.) ,it, " 'iMotivatio.n , . ' - " .
, (expression, talks, etc,.)" were rated as b~ing ' of major import- •
an~e by one member of industry. ~.~the~ated"Legible w.ri~ingll
as being of major importance, 'while another member ,at indust;rY
added the topic "Speed Reading" but did not rate it.
/
,"
\.
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Chapter 5
SUMMARY AND RECOMMENDATIONS
SUMMARY
Statement of the, Problem
The pu~ose of ,thi~ study wa~ : to. su~ve~_ ,'the English _
,C~mrn~iCa.~,~~ps :~nstr,u:~o.r:~ iJ:l~, .Ne~~~~":~~,~~ ,~~~ , ,~~#~,~~'~, ,vqca,,~, :: , tlon.a '~ Scho,ols1:O ascertal.n 'what, l.S " bel,ng:, taught' and :: the ' degree
-, - .. '. . , " . \ ., ~ ,
of ix:\:lporta~ce.::pla~ed· upon: ~he: ' co~,te~t 'qf -the ' Eng.lish : ,co~~~ca':' .. ' ," ::. . " , . . , .', , - . , .' . ," ... :.. -, - '. . . .
t:Lons ' program. ' The 'study was , alsc;> to survey l.ndustrl.es whl:ch . . . ' . .'. -
-',
, . . . '
Newfoundland vocational ,graduate,s serve, to ascertain ' how they ii ' .
~ould rate a~ to i.mportance the content of the En9~ish Communica-
tions program. More specitically, the study attempted to answer
the following questions related to the English Communications
'program:
f . 1. What topics are being -taught?
"2. How manY'hours are ,spent , on each topic?
3. How do Engli.sh COnuUUllicatio'ns , Inst;ructors,in
Vocati,onal Schools rate the differe,nttopi.cB
being taught?
) 4. How doMndustiies .. rate as to.-i.mpo~tance the .' J "
,tC?pi~s '_ preSE7ntly ,being ,taugh~? ' ,
5!, ~at additional topicswouJd. l.:ndustry. like
to 'ha":;~ , inc1u~d ,i.n ,tll,eprQgram7 ·
' 55
.... , ,
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56
Procedt1re~
In an attempt to answer the above questions, an lnstru-
ment was deve loped by the ):"esearcher uSing, as a basis,' the
OutHne For English Communication. A pilot study was conducted ,
wi th' the instrument ~n an attempt to ensure that the specific
topics in the quest~onnai:res ~ere 'un~mbi9uou~, and ,· to ' ~ximize
face-validity. , A major objective was to ensure that ,the : instr~~ . ".' . .1
, '"
ment , was appr,opriate for" the ,research, ,setting.
•
, " • ' ~.. " . , ': • . . ~ • ,.J ', ~ , ' . • : ,', ~ . ' ... .. , ." . ... . ' . '
, Following 'the pilot ,studY ",niinor mcidi£iqations wer~ made. , , '. ":.. .; ; . , ; '. ' " , ,.' ~. ' " .
:. " ': The'se ievi~ed' --quest.i,o~naii~s ~er~ , 8e~t to Engil~q , C~riUn~ica~'iops , , 'In~tr,u~,'t6r~" ' ~ii~ , meD'he~/.'~'f , i'~dustry. ::, ::: ' ,J .. " :, , ,' : .. ' " :", .. ,,',;
' . • ... . ' : ; : . , .. ' , • ' ~·l·. , . • . : . .' . ~ ·r ·: .. The. ' i :nst't:uctor ' questionnaire ' was ,sen't , on 'Jan~aty ' ,23" 1~80, '~ \' '
The responqe'nts were 'e'ricouraged to maintain, ~nonYmitY. On Mar~h ' '1 1' 26, a 'fol16~-u~ l~tter , ~as sent to all non-respondents in order'
toe~ic:it a greater response.
rate had been re,a,lized~ ,
By April 25, 100 percent' return .. . " J '
On March 12; , 1980, the in~ustry 'qu~~t,ionnai.re ,was serit ' .. . '. , . .. '
to twenty-two ' in9ustries,. in the , province of NeWf~~d,land , a~d ' ~
'''-Labrador~ On' Apri~ S; a foi-l~-Up le"tterwas ' sent ,'to all ,mem- '
, be~s ':,0£ :Lndust~,' Wh~ h~d ' no~ respo~'d~d, up ,t~ ' ,~~~ ' d~te. ',.' By • . ' . '. .... . ~ - . . ' . - . ," . . . .
./
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"
April 18, twenty-orie,. or, 95~ '4 perce~t- of the ques,t 'ionnaire were ' " :: : ',.
, ,
',' .'
,On ,the , in9truc~ors" q\lestion~a'irC!is : EIi9liSh Communicatiomr ' ,',
Instructors' we~~~k~d ',tO : r~te: ',~ to~~g~ee ~'~, ilnPortan6e, tw~nty-: " " , '~ o~e ' , tOPi~8 wii'~g 'a ' sc~i~ ' .r~g{nq froJD ':1,' ' (of ' no, 'i~~~~~e') ,;' to <4 ' ,
,(~f ,, 'g~e~~ ' i~~rtM~~) '. : ' : 'A~~er ';~,~i~g ~~~:O'f' th'e , ~op~~~ 'he'-: "
: in~'t~~qto~s' were , ~:.ked '~o ";state tiie:"n~er ~f. ' :h~urs -~ped~' ,,~n : each: , . ' . . ' . .. ., ' 4 ' " " ., .• , . ,
,. "
", , CI
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57 " '.
topic . . . \\ . . . . ' .
On the :Ln'dustry q~e,s tlonlla~re ~ ~nDers : 9£ industry were.
asked to rat~, ~ to. deqree of importance twenty-one topi~s . · '
usi:ng a scale .ranqing ' from" ~ . ' (~'f 1\0 inipdrt~ce) :; to 5 (of . 9re~t . . ~ • • ~ • t'I ' f _ .' _ _ . ' " • • ~_~. • ,' " ', . , ,'. : . • • " • •• • • • . •
, impox:tanee) .",'", BOth " in"tt~otor8' a~d ,)lierribers. of ' .. indust.ry were '
. \ . " " .
, 'I'
'. "
r. · c "':~~~~t~li.t any}~~~~. ;j.~~~con"i~red' ~~~~t bu~ : '. .' ..•........ I · ' ,:. '~· not inc1 uded 'in tn·e ,''questionna.iire.', ' ' , . ' . '" ' " , :: .. .'
, • -',' • ', I • •. . . ,' ~~'" • • ' ;, ~ ' ' . .... " ': ' , ' , , .:, . . ,' , ., _, .~ . , :', ' ,,' . . • ~ . . . •• ' " . .. ; . . .. (
, . ., .
,,'. ' ,'; : l1~~'n ··j.mP:()rtance· r,atin~is ' ·~er~.ob:t~:i~ed , j:bi!ea.:Cli·, Specific'.' , ::: " : , ,. , ·, · · · t<:~ " " , • ' , ., .. .. ' , : " . . , , - , , ".: .•• .' " ,. ". . -oj , · .. '," ; . : ': " . . :' , -0 , _, ' ,:.- .. . ~ . .' ~ , " .' .; / .,: .. i ... :·J :
" 'topi6 : in . the' c£it~Btl:onnai:re a~ ,·peri::e·ived:. bY ' i~~~iict(;,l:a~, ~d by'.' .. \j <' " >. I " . :~ : . ' ~I).' • ,:-:- ', ; . •• • : >; ., . .' ~ .. <" :: .... : ~ . : . ,, : " " ' ~ " : '! : ':' ' .',. . . ~ ~ ' ~" . \ ' " .. .. : " .. . .' . , ··~· ~ · :. I :·· . · : ':, .. ·mellJbers ·6f:· ipd~.tiY.'~ ····Ao ·· arbitra.·l:y· : deci:siOli'.was ' ~de by .. :.th:e: :'.:;::,:: .. ..:. .. .. : . ", ':. . ' " .~ . " ' .. .~ : . ~ ": ,: . : ," , . .. ... ' . '. ,,:, ' . ..... .. ': i .' . " 1: ' " , ,,- ;1 .',,:. :,:'~" .~~ : I.
;~s.~~?chez:~ to .. clas~~j.~ to~,i.i::S .aft·, miJl~~,<: - mo~er.·a·~e, :~·:r~·,.niaj~·~ (. ., : .. ~'.;" ., ." .: .... :'.''( ," acco'rdin'g :;tothe 'iOOan ' :imPortance' rating.", The .. ·follC?Wing .. sciale:· . : ~ 0 •• 1.' . was used ' for . this classification: : (1) : l~p6':' - ~~~O'Ot min~~~ " : ': . J:\""
• . l '
(2~ 2'.00 '- 2.9, 9, ·, rnodera~e; (3) 3.0Q - : 4 '.00, major.· ~he topics . . .. · . , .l ~
were r~ea according to .thei~ me"" i~rt~n"e :rat~hg"Tl1e' , .' . ': ',.: 1< . mean.. tiiDe: ~pent w~s Ol:?~~~~:e'd for E7ach specific topl.C ~· as . r~port~cl ,' ',,':,.' . . 1 '~ ' . .by instructors.: . ' . :.... ' . . C.'
' . .. All the':above ' lnfo.~t.fc)l~: . ha:~ : b~en ~~e'sented in ·.~~,J.la:~.: ',.: .... ". :~<. . ' . .', . ,". ' . ' . , ' , ., .... " , .. ... :
o form to 9~ve ' 9~e~~e~ '~l~rj.tY of 1~terpr:~tation.' ~l:ie : 1 tahl:e's' are.:·· ·.· ':",. ' ... : ~ ;:. : • .' . . ' , . n, ~ . , ' , ,. . . ' . '" • " : .~ : .; • . •
p-+.es~nte.«( iri ' Chapter '4' ~ccOmpimied' ,by des.cripti\;e :materials ,' i!kl
. ' . "'hi ~. ~ 'the ~~rtant ' :~i~t~ .~e' :~·~tioried. -- :' :' .. : . ." -"':':. ;. ~ : : ..... ~ ." . ~ " , .: ;._; - ". I ~ •• ~ " _ • • •• • • , ',' •• • • •• • • •• • ; .
~ . ..~ .' ... ... ', • r' ~, " ~ . ,! ,_. " , l . " . -: . . . I • . ,- ' , - ' ~ '.
'. . . "Maj or .Fi.:n.ding~:· '· , . .., . ." ;' ';: ' ' : , . .,.. .... . .: •. ' ..... .. Z: '.0'" , ; ,:: " ; ... ' .
:-':: ... ~. Q~ the : t~e~ty~on~ :;.t~pics . 1~~.t~d"·o~.· ~e . q~~a,t.:ioiUi~~re, ··· .. ~~<~ ...... : ' .. ':'~ . , ' ... ..
, ' , , ~ ' .... ' ~. ~ .. ~ ~"-": !' :. ... : ~ : ':' : . : . ~." '. ':c., ·,! ·' ' , ~ ;~ .. .. ', :": .. ......... : . . ~:: . ..: .. , . . ". ' twelve ~opi'cs .' were ·ra.ted .as . bam,9 of majorJ.,m:pO~tance ',by' English ': :":" .::. ': \
, 1, · , ~ - .t. ~ . -: ',', . ',_ .. ~ : . ' _ ' I '~ ., . , ... . . .. ; .. .... . ' . . :~ . .... ' ...... ', ' ... .. .";" ,,' -.~ ~ . . ' 1"::,,,:, , : "
' . . ... COmmuni~tions 'Inltr~tor8_' : "'Ibe ·topica · of , "~ta~ning ·EinpJ,OYm9I).t u ·; ..... ' ... :. , . . " ,~,~ " :", ; ;", .' ,, .. ,;" : - , eJ' , ~- ' . .... : ... . : , .. . ~' : " "' .' - ..... :. . . . . . . . . ' ', ~. , .,- ~ ,. ,<" " " ::. · ··. · ,·:~, ·:· : :. ~ .. ··-.c·:··.·' ·. A·· ·. ,.,:,t . " :~:'. :,
'.' ::."~pQ;t. ;.Writ~n9'" ~d: .. ' ·~a.ra9ral?h ~ui-i.dl:nq·. · reriei;veq: ~a:n,.~ impOxtanc~;.:~ : · ~.;": ,
, ~ ,
". " " , :. ;:. '. ', ...... ;; . ~ .... . ~ ... ,: .. , .',:';:. <.: ... , . . ".:" :'.:: .. , . ..... ' .......... : ... ~ : ... :: .. ~ ... . . , t ., ; .- ' . '
.. . . . ~ / . " • I ,": ' • • ,I.: . . '. . .". ... • . " , ...... ', ' '' : . ~ . , ' .'
- ,' ...... ' " . , .. ' . ' . ' , . ... . ' , (I " ::, : " ."'; .' : ~. • • I I, ;" _ • \ ': • • " . ' ,": ...
.,. ':" . '. '. , , ~:' :' . . - ' . ,' , ~" ,.. :. , ~.~ ': ' . .' ..... ... :. '. , , ~ , .. !) : .. > .' -. . .... . .
'. " ., ' .... ':::c •. ;.. .; . ' ;:;,: .•.• . :;!.;.:·."; .. ~(: ;*. ;!+;~ ... "~,_,22; ; ;1j"i·:~~rL;;S.'<;ii;;~?
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58
ratings over 3.30 on the four point ,scale. The remaining nine j ;bo--
'. topics received mean importance ratangs above 3.00. They
were:
Trade Unions (history, terms, procedures)
Letter writing (layout, types, etc.)
Sentence Faults
Interpreting and Giving Verban and Wri~en Directions
Conducting a Meeting (Parliamentary Procedure)
Grammar of Sentences
Punctuation and Capitalization
Spelling and Vocabulary
Genera~ Class Dili!cus~ion , ," ~
When , mean impo;t,anee .'ratings' tlere obtained for eaCh of
the 'topiciJ, as ra,ted' by memb~rs 'O~ binduStry, it 'was found " that .. . .- ~ : " ~ . . . , . .~
thirteen of th~ twe~ty-one top;i:cs .' fe.ll i~ " the 'catego:ry :of being ! • \ " "~ , ' ~ .' , : '.' , . ' '.
, maj'or imPortance. ': The :fo~ topics of 'n Interpretilig.',: and ' 'Giving' , , • • I . .' ' ; ' .~ . .... .' . ',' ••
verb~l ' 4Ild, Written' ,riirecti~ns',n , 'nspellingand Vo~ah~l~ry~"-' ( :../ . - ' . ,
nGrammar of Sente~ce~ ,II, a,nd ·Obtaining Emplo1~ntn received mean
importance ratings of ?40 or over~, Th~ following ,are the
remaining nine topics' which were rated between 3.'15 and 3.40:
.... " . ~ . " ,
Punqtuation .and -capitalization
Letter, Wri~i.ng (layout, types, etc.) 0
sent;enc~~~uit.s',- 'l . . . .. . "
Paragraph -B,uiiding
Too,l ,- and -IllstrwDent;:' DescJ;iption , ". • • J
Repott wri-ti'ng, ., • • Q
Teiep~.C?rie ', t~~Uni~~ti9n-, , . . . .'
. " ~.
', - - ~ -, ' . " .
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59
Description o·f Wort Materials
Interpreting Trade-related Literature·
When mean time spent was obtained for each of the dif-
ferent topics as reported by Engl~sh Communications instructors,
it was found that there exists a large variation in the comrill.~nica- "
tions program among the sixteen vocational schools surveyed.
When topics were placed in four major categories and 0\
mean' importance ratings o~tained for each of the categories as
rated by English Communications instructors, it was found that . the categories were rated as to importance in the following order
with number 1 being the most importan~;
1. Fundamentals of English
2. Workers' General Knowledge
.3. Wri tb~n Communication
4. Oral .:Communicatipn ' , ¥
-,when topics"were,p'lace'd in'fo~ major qat~gbries and mean . . . " .
importance ratin~s obtaine~ fOr eaCh of the, categories as rated
by ~\ot"'ind~try, 'it was fo~d th'at the ca,tegories were
rated as to importance in the foliowing order with number 1 being . k • t mos'4. r.Lmpor an t :
" ....
1. Fundainentals of English
2. ,Written Communication
3. ' Oral Communication
. 4 • Workers I GeneJ:al, ' ~owledge
~E!n the ratings ~f ' the different topics by the two groups
surve,Yed were coJiJpared, i t~s found that:
• " I • . ••••
~ . : ~ • • L
~. ~ - ... " . ,;~~~~~~~8~~~ . ,' ..•. ', .. -.
" ' . '.
; .j ,
-. .' , "
,. , .. , ..
1. There were nine topics considered to be of
importance by both.
2. There were four topics considered to be of
major importance by members of industry but not
by instructors.
1. There were ~ree topics considered to be of
major importance by English Communications
instructors but not by members of industry.
When the ratings . of the four major categories by the
two groups sUrveyed were compared, it wftS found that both
members of industry and instruqtors rated "Fundamentals of
·English" . a.s' the mos~ important category.
Findings Related 'to Other Research
, "
, , .
The resear6h revj.ewed _ ,~ ' Chapter 2 'of .this .thesis re-' . ~ • . . . ~ ! ...
60
, (
• ;.... • i •
on' ~ha,t , skil~SJ .i~dustrY and educators. iri :the vocat'iori~l .' ·ported
field 'expect a person to pos,sess if he is to be successful in
the "world of work" and in his'community. The ' research also
reported on Engiish CommUnications programs .offered to the trades
man by other provinces. This section ~ll, where possible,.: com
pare the most noticeable di.fference,s and similar! ties of the
findings of these reviewed s t uclies,. wi th the ' findir:tgs o'f this
study. ' (
38 The .Donahue . study found that there ·was a conside'rable
-~ . , ',
, 3BA• J • Don$ue, ' A, Study ',:of, the communication', Curz:1.culum for Pre-emPloyment, Trade Courses ' in the: ~r9vince of Newfolllldland
,and tabra.(Jor~ ;( unp~lished ,paper), 1977. J :, . , ,
. ~) ...
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variation 'in the trade communications course among the voca
tional schools in the province . .'-Donahue also found that
61
"Report Writing", . "Trade Unions (history, terms, procedures)",
"Tool Description", and "Oral Communication" and ?ebates"
were rated highly by graduates who-had gone throa~t the program.
Donahue also found that instructors described interest in
"Telephone Communication" as high. '. 39 .
Peter F. Drucker found that the ability to express
oneself is perhaps the most important of all the skills a man
can possess.
The Wilcox40 study found that management listed effecn
ive written communication and effectiv~ speaking ~t the head
qf a I.ist of needs felt to be n~eded by: their 'subordinates ..
The;r::r:i.ck~on 41 study found that in a ;s~-vey .- conducted
amPIl9 industd .. es. i~ .·Wisq6~s;in, and Iowa, "Report F()rmat~', \ias' "" . '
listed as. a desi.rable ,skill py 86 percen't of. the respondents.
Erickson also found that 30 pe.rcent of th¢ :timel.lJ. tec~nical
schopls was spen:t on flltldamenta1s of English.
39 C', Roger P. Wilcox::citing ' Peter F .. -Drucker, Ho.w To Be . .r
An ~mployee, Fortune, May, 1952. " ,
. 40Roger P. Wilc(;»" .Conuil.unication At Work: Writing· and Speaking., Houghtoy;l·, . Miff·lin Company" 19 77 , . ~ost(>n, . u.s .A.·: .
l .... '
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62
The findings of this study compared favourably to all
studies to some ' degree. This study found that most of the
topics considered by industry to be' of major . importance would o
contribute to the acquisition of the different skills deemed
necessary by the authors of the studies cited.
A major finding of this study agreed with the findings
42 of the Donahue ,study. Donahue found that there existed a
wide range in the amount of time ·spent on the different topics ,
by instructors. This "'study also found a significapt variation \~.: '
in the hours spent on eabh specific topic by instructors.
This ~tudy disagreed with ·the Donahue s~udy ~n tli~
folle;,wing a:r:eal?: "Trade Onions , (history,. , terms, 'procedures') " ,
an.d IJDebatEis"wer~ rated highly by . 'graduates , as rep0z:t~d by . . . , , . .... .. .... " . . , .
Do'nahtle, 'while members ' of ·industry ra.t~d ' th~s~ . _two .verY. low •
.Conclusions ".
. In . keeping 'with the limitati;;ms and delimitations of ·this
study, the following conclusi~ns can be made~
.f:
1. There exists a signi:ficant variati.on in the
time s_p~nt on , the. ~peciffc . topics in the · En9lish
communications pr09~am 'by the various vocational
s~hool instrlictors.
2. The'r~ is con~ider<ible variatidnin the content of
" the Conmunicati6ns ' program among the sixteen ' (
, ' Vo~.ational ,~cl:i90lS in the p+.ovince .
. ' ,. • • 1 ,
'1···
" . 42 ' " , ', ': ' " " c:' Donahue, "~Ope ci,t '. ' ',' : .:, •• "'1,.
, .... . ~ : .' ~ .' "
" ~ ' .. ' :. . ", ,
, ~ " , . ,- ' , . <. -:\ " '
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, , ~ . ' . , '" , , , , , , '\ . . ,
... .
3. Members of industry do not percei've all the
topics presently offered in the English
Communications program tQ be of major import-
ance to the tradesman.
4. A working knowledge of the fundamentals of the
English language is a desirable skill for any
tradesman, as perceived 'by members of industry.
5. The ability to communicate effectively both
orally and in .wri.ting are. necessary skills for
the tradesperson, ~s perceived by members of ' . . ,
industry.
6. There ·exists a significant difference in the
rating 'of the speeific . ~opics as to the degree . ' .' . , .
-',: , of' importance between , Erigl~shCo~uriica'tioris '
instructors' and' members of industry,.
RECOMMENDATIONS
From the findings and conclusions of · this study, the
following recommendationsai:e made.
Recommendations for .Implementation
' 1. . ' -----.. An approp:r;iate agency such as th~ ASsociation of
vocat?-ona:iSChO?,~, A~nJstrators of N~wfoUndland shouici"giv~ : .co~~ider.ation to' provi~ng English '
'. communic,ation~ ins·tructor.s ~i th a ' bibli~CJraphY of
. current rea~ngs pertaining ·to bus in.essand ,indus-. . '. . . ' ~
63
try that . migh~.· be 0; , ~ssist:anc:~ toth~m in aligning
f. ~,
. -.. . .. " " " . - . ~ . '. "'" '····1 .. ,. ' .,,' .-,,'.. .. . . . ' .' - .,' '. " ., ' ... . ... .-," ', ... .. - : . \ .:. " . .
..
- , 0,;.-, .,'
\.
64
their programs with the needs of the industrial
conununi ty ..
2. The Division of Vocational Education should employ
the services of a full-time curriculum co-ordinator
to expedite the related aspect of the trade program.
3. The Division of Vocational Education should examine
the report of the Curriculum Committee of the Asso-
ciation of Vocational Schools Administrators of
Newfoundland to determine the feasibility of imple~
rnenting these recommendations.
4. Because thi.s study revealed · that; the' ·time spent on , eacJl sp~cific, tOpic ip. the ,p·rogr~ varied ' cons .ider~ ,
'" ,ab;Ly 'among ~~struc7°,rs, there shou;l'd, be" e~t'al?l,~~he'd ~~ ,," , :1,' ", a line ,of conununicati6n ' among the various , instructors'
by" me'ans ,of WDrkShoP~" t~l~Phone ca,,lls and , cOJ;re~u?o~~-, __ . __ .' ',W ence.
5. Since this study indicated that there exists a
considerable var~atfon ' in .the English Cornmunica
tionsprogram am?ng 'the vocat~n~l schools in the ;' ..
province, the Divj.sion of Vocational ~ducation
. should endeavor to ±juPlement a standarized program
~ith~nou~~ flexutul~~.· '~o " ~nable ' the i~stru~tor t 'o '. - " . "
adj~t ~e-'progr~to ,,:me~t the needs of each . ."" '<
. pa~icular 'class ~ ,: " '. ' , " " '
. . .. 0.,- , , ReCO~dations ', for . Fu-+ther, Study ,
<~e b~Si:'C,'pu~os~ . :~~ , 'thi: ~tUdY was, to' survey the English · , ,
..
I
[
; r i
I .. './
,t" " . '
65
Communications instructors in Newfoundland an~ Labrador Voca-
tional schools to ascertain the content of the English Com-
munications program; and to discover how members of industry
rated this content as to importance for their employees.
The following are suggested topics that the researcher
feels need further study in Newfoundland.
1. A study to determine how graduates of the vocation-
2.
. . --~ . -.-- - -.- -.
3.
al schools perceive the English Communications pro~
gram. (Since these are the people the program is
designed to accommodate, a fairly 'acc4xate assess-. . ,
ment could, be obtained . from them on ·the benefits
at~ained from .the· dif£erentse~~nts.J
A study' ofT~ade . Instruc't6rsto~ d~t~rmine . ,the· \ . . ' ' . . ' . . .
\' ""
__ .~ifficrilt1es s·tudeni;s . enco\!!!_t..~;._ in;:_90m~:J:._~ti.ng . -t.heif' . . . . . '
specific . trade;. and. if th~ C~mmunicationsprograrn
can be adapted to help solve these qifficulties.
A study of the i .mmedia.te su~ervisors of . tradesmen ) .. )i
to determine. what they -feel could be. done to h4j!lP. "
tradesmen thro~gh the Eng~iso ~ommunications pr?gram.
4. A stuqy 'C!f En~lish Communic'ations instructors - in . . Newfo~dland. · and. i~rador Vocational ' Schools to
detennine if. .. ~roblems exist ' in the 'dElliv~~i:mce 'of
i : J .
"1 . [ 'I .j .
V I 1
thei-r- progr~~and to examine all.Y ne~ . approaches' to . ': . , .'-
.'
instruction'. , . . '
5. ·A st~dy' 0'£ ··the 'otller ptov~.nce's of Canada. ·to. determine
," \ .
r-
66
Communications in their respective vocational
insti tutions .
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BIBLIOGRAPHY
A. Book's
Bassett, John M. and Donald G. Rutledge. Writing With A Purpose, Book 1. Toronto: McClelland and Stewart Ltd., 1963.
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Hargreaves, John. Good Communication: What Every Manager ShO,u1d Kn~w. New York: .John wi~ey and Sons, Inc., 1977.
Henning, James H. Improying Oral Communication. U.S.A.: McGraw~ill B,ook Company, 1966.
' Kawula', Walter J. and Arthur De W. Smith. Generic . Ski,lls Hand-, book <;>f Occupati'onal Informatiori. ,.Canada: . Modern:'Press·, ·
. l975~ . . . ' . ',' .
Langan, John.. English Skills. , \
U.S.A.: . McGraw-Hill Book 'Company; · 197..7. !
Liles, Bruce .L. A Basic . G~ammar of Modern English. U.S.A ~ : Pr~ntice-Hall, Inc.i - 1979.
McQuade, Donald and Robert Atwan. Thinking In Writing: Structures For Composition. New York: Alfred A. Knopf, 'Inc,., 1980.. '
Miller, D.C. Handbook of Research Design. and Social Measurement, New ~'ork: David MCK"!oy, Company, I~c., 1970..
Palmert"Harold P. The , Teaching of Oral English. London: Lqngman, Group L.~d., .1974 • .
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, ReYJ'lolOs., Lloyd G .. Labor Economics and Labor Relations, 6th Ed.
, U. S .A. : Prentice-:Hall., I~c., 1974.
'Seymo~, , w. Do 1:lg1as. and, GaUriel S,~l veridy • ment. of · Industr~al Work performance •
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. ,
PrePiction and DevelopNew ,York: Jofin Wiley
. . - " ,. ;~, ," ,' ,' ···.··- .... · -' ~-r .
.... ' .... ~,;:"",~""-i.~ .. ,: .. : :"t , _, " ' ; ' .• '. :.
I
I
\
' .1 I
.... ~. , ' . . ~ .. " .
68
Shefter, Harry S. How To Prepare Talks and Oral Reports. U.S.A.: Washington Square Press, 1973.
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Smith, Arthur De W. Generic Skills For Occupational Training. Canada: Modern Press', 1973.
,.. ____ ~~, Generic Skills Research and Development. Canada:
Modern Press', 1975.
Strong, Merle E. Industrial, Labor and Community Relations. U.S.A.: ' Delman PUblisher, 1974.
Wilcox, Rog~r P. Communication At Work: w.J[iting and speaking Boston: ,HoughtCln Mifflin 'Company, 1977.'., ,
", "
YOWl9, Charle,s ,Eo , and Emil F. Symonik. 'Pra~tical English, 2nd. Ed. 'U.S.A~' : ' McGraw-Hill ~oo~ Company, , l~7'l.
, ,,'
Zall, ,Paul M. and Leonard N. Fr,allco. , Praqtic'al wri'tins rn" Business and Industry. Californi'a:Wordsworth Publishing Company, Inc., 1978.
B.Periodicals
Baird, Margaret W. '''Building Vocabulary 'Ain't Easy''', Journal of Business Education" Vol. 53, No.1, 1977.
, ' ,
Bowman, Garda W. "What Helps or Harms 'Promotability", Harvard Business Review, ,Vol~ 42", (January~February, 1964), pp~ 7-26, 184'-186'. ' , ,,' . '
Kirkma.n:, Dr. JO,hn. ".qhort Courses on Effective , comm~ication", , Journal , of "T,echnical ,Writing and', Communicat'ion" Vol. 4, ~, No • . l~ '(Winter, ' l~74); pp .• 23-32,. ,. ,
0 ,1 Grady, JaJ;ies P. and Michael 0' Reilly '. "Mock Negotiatiejris:' A Labour Management EXpense,~"1 Journal of Business Education, VoL , 52, No. " 4~ 1977,' , l,lp. 180-18;1 .•
Stineapring, Vickey. DAre Employment, Int~rview skills That ' Impqrtant", Journal of Business, Educatiori, Vol. '52; NO., 8, 1977, pp. · 368.-3~9. , ·, "
(,
J:
., 11 : \
\ ~J i I '
. j '
I ,
;. f..! , . t
'J' I
i ,1
11
-. "
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I :;: ~, " ,
, ' : ~ ," " ,,'
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69
Yoder, Albert C. "Technical Engli.sh and The ,Future", Journal of Technical Writing and' Communication, Vol. 8, No.4, 1978, p. 359.
C. Others
Division of'Vocational Education. "Course Outline For English Communications, Pre-empJ.oyment .Pro:gramM• ,St_~ohn I,S:
Government o'f' New£ound1and .and, Lab'rador, 1971 • . ' .. . :
Donahue,A1exa~Q'e~. , ~A ~tudy .', of.', ,Th~ ~o~unicati?nB ,cur;t:iculum For, ~r~-Empl?y~nt Trade , Cour~~~ . l.~: ~e .Provl.nce o~ , New-
T" fo~(:llan4 '.an,d' Lapra~or'~ '. " ' UllpUb;Ll.,sh~4 P~p~r; 'cMeraori~l ' University qf Newfoundland, ' 1977. " ' ~".. '
0;: I' • ' • • • •.• ' •• •• ~ ' • • , ,::.:,, ' . ~ .\.: ,-~" .' ' .. " .', ' " , ," : • • '
Erickson,.-,'lIarOld, P.' , ' lI'An' Ef~ective 'En'gli'sh ,Progra~, :For' The :,' ... ' , Tecichnical.' s.ci;loo1". . UnpUblished' Mas ter(s ':<Thesis,. 'Wisconsiri' ' 'Sta:t~"U~iver~ty.,· · .. 19,68 .. ·' . . .. .. ' : , ' :, , '< ~ ' ,. , ....... ' ' . , . ~.- ' .. . :' .. , .. -.. ~ .. ~ .': ' '.
" . ' " : ', ' , '~ .. ',.,. , ...... ~'."", r ' ...... " ; , ;. ,~. ' .' ,',, " :': ',:: .' ::.-.:" : . ' .,:- ' " " '., ' . ' ., ., ~,,,. ,':" '
Gr~~n~ . ' F,. ~" e~'" al. ; :~"CUt';t'i<;~:w.n: ' (!o~,t.tee' : Rep~rt:, . ~ ' J\sso.c*~t~~n,of .. , ;(' , Vqc,atl.ona:L'.Sch901 ,Admi~ll.str,~tors :'~f' Newfo~d:J.ana , ~nd, ,; ,,: ', ' . ,' , , ,
.-, Labradorn,. , ,St""John's: ' Division of, 'Vocational , 'Education',-- :
"·-,l976.,, ! ", , . : .'. " ',, '
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1980 01 23.
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1980 .03 26
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'J,; . 'On .ranu~,Y, :'~3~ ' 1980, I'm~~~~d J y~U a .Ques,tiorina:1re .:. ' " relating ' tD my the~1s on the Enr::11sb-Cortui)unicat1ons
.p~ografn'f2' . j,s thesis is ~n essentia:lpart ' of my ~,l . , . :~r~4UB:t~ . t:u;:~eB ~r.~p,;~~m ,at. Mem,' Or1~1,. Un1 verslty. ,
. ~~ I ' .t.. ~s ,Or ', J~~ al?()vedate, I have .t)ot, received. your : :. ·.I~ :' ,comple~.~~ q~es~1.on,na~re; and, :·~s. :time .is of : great
I . :, : 1I1)por~l:lriqe . ,to", me .in t ,he. .. cbmp}.et1~~. C?f. thls·s:tudoy., I .,': ' I. . , ,.'.: . am aga1~.Jr~qu·~8t1rig , yo~ t,~· c:omp1ete .. t~e quest1or:1J':I~1re
, G , ' ''' ,', ' . • · at.your darl1est convEm1enee 'and, return it tcithe , ',';l ;""\' "'~n'~~r81g1e.d" in' c~se' y6u ' hav.·~ ·~.1sp1aced .. t .he O!lg,1na1 ..
' . : ' ::: i > : . , quest iOll a1.·re, a copy 1s en~ los~~L : ' . fJ'
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o '. !~"':-- . ~,' ' . ~. ~ .. ,:: .~ould~ not .be pOBs1~le '~ ' - ',. ' : ' : ' '. ' , . ., :.' . . , .. ' ' . . ~ .. ....., ' ~ . . .. . .- ;, . ~." " ,: .'
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' . QUESTIONNAIRE ~OR ENGLISH-COMMUNICATIONS INSTRUCTORS .. " "
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, A 'SURVEY O.F THE :E~Ql:ISH-GO~NICA~~ONS,
:PRooRAMs .IN' VOCAtIONAL SCHOOLS ' .I'N.,THE '. ", " . ' , ' " . .
. 'PROVl:Ne'E" OF' NEWFOUNnLAND ' AND' ~RAD'6R . ' . . ' .
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INFORMATION SHEET
The Purpose
. The pUrpose ot' this questl.onnaire -is to enable the
Engl1sh-Conunun1c~t1ons Instructors in vocat1,onal schools to
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" . , -' identify topics being taught ~to: state the nl:ll1lber of· ho~r,s:" . I.
spent on each: ~tOP.iC ·J ' a~d ·to· :rateea~h top1c: :1n 1mPQ~.~an~e.:; · , :', . 1. .
It 1'S : 'J1~'ped ~hat th·~ .. :r,es·~l't~ qt .~hl~: -~.u;ve~~·. '90u.Pl·e~ · }>; ' ~ . . with the ' ratirig 'by 'iriciutl'tr-1e:s , :: W'l{l,p~oVlde ' ~he"~ 1rir,ol'lri~~1~~ :; ':'. , ' . ' . 'j>-
" It ',_ , . ' ~ .' .. . ..:., .. ,::": .: :, . .. ~ , .::: .. -'.". ' ': ' . ' .... : .... : ;. . '. :: r··· ... · . . . .. i . , needed . ~or . improving . the. Englil?h-ConUilun1c~tionsprogra:m -.' I ' . . . ", ',. .' ': ' .... " " ', ', . . , . I ". ;"
in voc~tiona·ls .. ~cho6n~ ~.' ". "" . . I .'
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The first .part .requires that y,eu state th~ .
e~·· . . ~ :.number ·01' ,h~.Ul·~: , you spend on. th~ t .opie :in t .he Bchool year;
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I .:. ~ ,., while th:e' ·· s·ecotid . , : p~rt of·· tQ.e'~ que~tion, ·,r.equires YQu, u,s·ing.·
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PTea's~'::";~'i.rcl~ ~~'~~p~pp~~ia'~e r~spon~~, numbe~f and: ins'ert appro~imate ti,me' spent. " . ; :',
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As part of the r~'qtiirement's ~ f~r the M. Ed.p~hgraill, . a~ ' Memor~al Un~versity, I am .. conducting ~ . survey of 1nqustri.es -" Whi.ch:.'are · . served by the graduates of Newf~undlan<;i and· La~rador Voc.atiol1al \ Schools. The purp.Dse of.this~J.1rvey i& ·.t.o ·ascertaip· ·the reh~.v.ancy · of the "English-Cornrnunicati:ons pr-&gr~rns n!:,wbetng offer.ed~ and ~o soliei t sugg~s:tions for topic'scons,idered ·i.mpQrtant, but not inc 1 uded . iil t~e·.: p~.es·~~:t;: . pro:,rams. ' . J1>' ,' . For .yC!ur information.~·, an overview. of tq.e prob.1.:elD areia~ ·.it rela·t.es to .. tpe studY is attache? .
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Thi's · s~r~.ey 1:.5 being con c t·ed. under ' the' sUf>ervis~~ri . :of :nf. '. Frank,,· Wolfe.', .. and , has · the approv~1 or 'the Departip,E7~·F. o.f Cu~#cu.lum ..
~h~ In~~.~r~c,~i~? ' · i~~:}f.~~or a1:· ~~i~er:s~t~ ~ " : . . :.' . . ~: :.~', . . ;. '.> ..... ': . . '. :',': Sinc.e a qigh p~rce.nbige . 0. 0.' !\-. is" . ~ep.tial· ~to ' ~a..kethis: . .. '. sur'V.ey wo~thwhile'~ ·,tt , wou d ' be 'appreci t ,ed :. i£· ,yoiJ.·.would· ' complete the:, :,attach~d ,ques.tionnaLre . ~n(·ret;,iirn· .~ :it "1)1' toe, ·s.tamp.ed:" )iell..; .
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District Vocational School P. O ~ Box 369 ' ~ur.1n, NF AO~ 'lEO '
1980 05 06 , , ,
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. On Mat'ch 12, 1980;' I mailed, you a ques-t1_onnai.re rel~t1.ng " .,' to my thesis on the ~ngl1sh-Cornmuri1cat1ons Program .'.,': fJ'liis '.
. the~1s 1,s ·.an es~e'ntial part -or my g~anuate. studie!J ·pr'o·grain ' . at ' Me_morial Uni vers1 ty • '. . , :: " " .. .-. _ . , .... .
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, As of t.he, ab.ove date, I hav'e not rece1ve9. -your cO!1l~-iet.ed , questiQrina~re;and', a,s , time is of p:re,at importaJi,c_e t~ ::' .
.me , in' _ '~n:e ' c. .olQpl,~ti~~ ~ of, ,thi"s . study -; r ' am agaIn ., :r;eque stine: ''you ~9 . coJnpleite~. th,e que,sHorin:a1re .. at : yo,+r-. earl~esy , c?!)t" . ven'1enc'e . arid return it to t'he undersigned,. In_ case you haye · inis~1ac·e.d 'th~~ oi~'iF;1nal C!uest '~o_nna1re, . a;: copy, :Js " . ...
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OVERVI~W O~ PROBLEM AREA ·
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Stti'-dents ·ebrolled :.in the ·various ·t .raqes'a't Newfoundland , _. ,', _" • • ,"," , . 1 . ' .
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. "~ aJ:ld ·: ·La?rad(jr Vocati'o.na:1 : Schools. ' ~:lre . : r.e·quired to, take·; ,in. " . :,.. . '. . '.:: • ::.' ... .. ", ,.: ,:r;; • . ' : . ' • .: . '.; .:, '.. . . .. ; .~. , .' . ::". . •• • . •
,. .. .. . a.qditio.1;1 t~ . t·rad~ ·th~bry . a..rig "practical", :the ~.hr.ee · relat~d·· ", • : : . • '., ;',: , : '" ~ '0'\ . ' '9 ' . ~ .. : - ~I. ", : " ,,' ':, ' .. ' • ' ... . :.~" ' ,: .' ". , ',' . i ' " : ,I ,
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..... . "., The~ En~n ·i~·~1toirm,tJn~c~.tion~ ·' ~~mpo~~pF 9£ t11~s'er~1~ted - - ~ . . '" '," . '
subject.s - ~as ~.¢Ver ' h~d ,any 'real 'oi 'n'put ~f·tol'(l " industry'~
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should :' p.e included · in ·such a" p~ogra!'l" . .;ri1e ··.programs pre-" .. .. ' ~ . . . .. l.1 ' . • •
> sent.1Y bei'i)g taught 'are tl:lqse .. pe~rcei v.ed by' th~ ' in~truct;ots " .. ' , . \ . - ~ ~
of ··the s~bjec~ ~. a:~ ·.~b~'irig rel'evant, rather' than based '00' wh/lt , .. .. . , ........
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QYESTIONNAIRE FOR EMP.LOYERS
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· ·A.· ~URVEY O(:;INDUSTRIES WHICH. 'ARE ~~RV~D ,: ~Y '. " . " :,'
THE · ~RAnUAi'ES " 'OF ' NEWFOUNDL,~D : AND ':LABRADOR . :, ."
VOCATIONAL SCHdoL~, +,0 ASCERTAIN .· ~H·E REL.EVANCY
OF THt"PRESENTENGL'rSH-COMMUNICATIONS' PROGRAMS ' , " " . ~ , '
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INFORMATION SHEET
The Purpose ; ,
The" pu:rpose .?f this" qu~sJonna·i..re ·is to : ehabl:e , ... . .. '.' ' :::'. .)11 .', '. . ~ .
'. ' t~e e~ploye~s served .. ~y phe g·'I;"a~.ua·t~·s of . N~w£oundl~11:d .. . , • . ' , ', '. • '. I • • ~ , ". ~':_ .'
, ' !, : 'and Labrador. Vocatio~a·.l . Sch~ols, ' to.'r~t;e 'a's .~o ·~nip.ort...;. : ~"" ,":"" :''', " ~ . , " , , ',':'~.' .•.. ~ . . ' '. ~ ' ,I~:".- " ,: ;." '. , "" ';','. , : "
. ',' ance . the t ·opics. ·presen~ly being t'aught in · the . Ertg~i~h- ' ., ' .. " , ( . '" .
Comm~nicationsprbgra,m~ ' ~ In addlt.ion, :s.pace · is provided
for ~mployers to suggest top'i 7s which they fee),. ·:rel.e.yant
but are riot" included i~ the prese'nt p'rog'rams ·.~
It .i~ hoped that'- ~lte ~~SiJl :ts .i.f thi~ ' s~rv~y . . . . . . .. .
wilL provid~ .the informatiqn. needed f01;".-:improving the
English-Co~unicaticiris' program in vo·catlon~ll . schools, .
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i DISTFIICT VOCATIONAL SCHOOL J
BURIN. NF
P.O. ' Box 369, Burin. !iF AOE un . . 1979 11 27
G '
~. E. G: Yetmari Assistant Dire~~ Voca~ional & Te ieal Education ·Dept. ot, Educatlop P. O. Box 2017' St. jobp's~'NF Ale ,5R9 " '
" ,Dear 'Mr. Yetm.8n:
He:, OurconVe~ation o~ ·Novelllber '23. 1919
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, "Ai5 you are . a,(are"; :' ~em ~~ ~he .·p.r6ces·s . 0 f writ ing a th~sis :8.8 part:!: 8::L . : ~n1,1:riIent '.for the "degfle ' of 'Master ' ~f" Ed.ucation e£t MelllOrial ·,
t.Tni-yersi ty ., ' . . ' . . , "
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86 ,
. I intend in this ' the~is to s,urvey t}le content of t~e English--'· "", ' 'Communl~atlon progr8D)S ' in . the Vocat.ioQ81 Scbool' system ' ip ~~Province.
'. Wi·th tb,is · info;nnation, and in conjunc1;ion '!lith the indus-tl'ies "hieh !l our graduates serve, I propose to pre'senta ·unified. , organized program for the pre-employment : ,student. .
'~ May I have ~he app~oval of the , Di -rl:siOn to .carry' out sueh a study., Q,Dd ·yo.ur support, in ' thEf waY of ~. Iett.er ·reque'stlng yo~ English- ~ Co~unlcations instructors' co-operation ,in my efforts~ A list, of
. Communications instructors l!9u1d .alGO , be ' apPreciated" ,
Thank you for y~ur co.-ope~a.t1on. . .' your.s . trul,y •
•• •• • J •
John CoadY Communications Instructor
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- GOVERNMENT'OF NEWFOUNDLAND AND LABRADOR DEPARTNENt f)F EDUCATION
Division of Technical and Vocational Education
P.O. BOX 2017 ST. JOItN'S. NFLD, Ale SR9
December 10, .1979
MEMO TO: PRI}:lCIPALS, DISTRICT VOCATIONAL SC1iOOLS
8·7
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. ' \ . . En~'lbsed, please f i·nd , Jl. C0Pr of ' John Coady I s . rett~r . dated· ' . '~. ~ 197 .9';'1~'''27. . 1 . '.'
. . '" . ,. . . • J t·· · . . . . " . ~ , ... . .-this is to, apvise',.that this ~Divisio'i:t has' g'i.~Em ·appro~al . .' 1' "
tor . Mr,~ :coady . to <?a~ry ou~ ' ~ ~tudy c:>~ ~he Engli~~ ,- '.co~uni- d.7· , . . .., . • ; \ . I ... cat1:0ns .. progr~6 ' ~n the' ,Put~,1:ct:Vocatl;onal.S·bl1polB.. We )\.er~bY . ,. . .. ! J .
request· the ·.full· 'co'-operation of, ~~.i· ' yo.ur~: English':':" ~omrt\uni~'ations ' " ' ~ .. Ins'tructors in·J.this worthwh.ile projeet. ': ' :.' . . , ', .. ... \. ' . :/",
.' . .~ . ~ . .• ~, , : , .'. 'I . ." .. " • ' : ' . . ' _ ~ .. . . , . ' .
We' have : submitted a li'st of :those Instr·uctors ,to Mr. Coady .' 'but ~e dj,d '-not include Business Eaucat~on' Iris.tructors heca'u'se ,we do' not know just ,who' are teClching English. We would appreciate
. it if you wO!J.l:d i:nform him of,!,the. name or names to whom he could write for i~~r~ation •
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Yours tru1y, , .
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_. "EGY/bt Encl-.
: 0:0. Mr. J. COildy ,', .:.
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. . '. Eric G. Yetm ~ , -: ". '
·Assistant Direc·tor . -
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Dear·S1.r:
• I> 88 \
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District Vocational School Box 369
'~uri:D, !iF AOEliXl
1980 04 ' 18 ' ; '
, Ap: 'P~Qf the 'reqUiremehts for the Master, ·b't. Education, prog;rwil . . it Memo~lal cu.ri! versi -by. 1 am cOJlchict1ng::'s c ~tii:ret 'of the'
. El);glish-CoJllllItiriications . pr:ogr8m in voca~iori8,J. sehool~ : in ;the . . :, " ,:. Prov;ince ~ o( NevfquDdls.nil,:~d· 'Labrad<lr.: ; . ..... , . . . . ' .,
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:- ... : ' . " , A~' part ' ~~:' ~ , ;~a~&rch. I ~ ~ endeav6urin~ ' t6 . fincLout ' what i B: ,being aon~, .in "tllf8 :~ area 1~' ·other.' p;:ovi~.ces • .' , : '"
. ' ,/ " ''':£~~~d ·"~pp~~,ciie.te ' ~~~i.ti~~':~i~lo~ti,on .~Q~ can ' I
provide, (cot.iz:Se· 'ou~line, 'philosophy) regarding: 8.ny-.,'related . , . ' '. " . , I . " .,'
• academic Engli'sh-C~)Jnmunic~tions program Y,qu maY c.ffer to students. eriga:ged in pre;'emIiloyment traiies. ·
, ' . . . ' . "
A'self-addressed envelope is. encioaed for your' cronvenience in replYing . In aD1;ic,ip'atio~ - ot: your co-operati~n. I thank you ..
" ·-:t ' Yours trUly,
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, . .:r;o~ P. - Coady
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