DOCUMENT RESUME

ED 150 423 CE 014 8807TITLE: Agenda for Action. Private Sector Initiatives for

Youth Career Development. A Report of the Secretary'sConference on Youth Career Development (Washington,D.C., October 7, 1976).

INSTITUTION Department ofCommerce, Washington, D.C.PUB DATE 7 Oct 76NOTE 39p.

IEDRS PRICEDESCRIPTORS

NF -$4.83 HC-$2.06 Plus Postage.*Business Responsibility; *Career Education;Community Involvement; Community Frograms; CommunityRole; Conference Reports; Cooperative Education;Cooperative Programs; Demonstration Programs; FederalGovernment; Government Role; Program Descriptions;School Industry Relationship; *VocationalDevelopment; Work Experience Programs; Youth; *YouthPrograms

IDENTIFIERS Department of Commerce; United States

ABSTRACTThe conference reported here was held for national

.leaders from industry, labor, education, and youth-servingorganizations to (1) provide a forum for the presentation of asampling of illustrative programs displaying initiative being takenin the private sector to enhance youth career development, and (2)obtain the counsel of participants on how the Department of Commercecan help facilitate and promote similar efforts throughout theprivate sector. Following a brief introduction and a discussionregarding the issues of work-education collaboration, this booklet'scontent is presented in five sections. The first secticn covers theconference proceedings and includes a summary of the presentationspertaining to each of ten programs illustrative of a range of privatesector approaches to youth career development. The remaining fourbrief sections preseLt (1) a brief corference statement as to why theDepartment of Commerce has a role to play in youth careerdevelopment, (2) a synopsis of the discussion that took place duringthe conference, (3) conference summary and conclusions, and (4) anagenda for action for the private sector to help the whole communitybe a learning resource. The opening remarks, the remarks by theSecretary of Commerce, the luncheon address, descriptions of the tenillustrative programs, and a list of the participants are appended.(EM)

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CONTENTS

3 Introduction

5 Issues of Work/F.ducation Collaboration

7 Conference Proceedings

15 Why the Department of Commerce?

17 Synopsis of Discussion

21 Summary & Conclusions

23 Agenda for Action

25 Appendix I--- Opening Remarks,Joesph H Blatchford,Deputy Under Secretary

27 Appendix IIRemarksThe Honorable Elliot L Richardson,Secretary of Commerce

29 Appendix III Luncheon AddressIrving S ShapiroChairman, E I du Pont !. Nernoul's & Co

31 Appendix IVDescription of Illustrative Program-,

38 AppendixParticipants in the Secretary's Conferenceon Youth Career Development

3

INTRODUCTIONIn September 19'76, Secretary of Commerce

Elliot L Richardson wrote inure than 100 nationalleaders from indu5,-y, labor, education andyouth-serving organizations stating his convictionthat, "Never in our nat..)n's history have we had agreater need for answers to the problem of findingand keeping qualified people to meet present andfuture manpower needs" Citing his convictionthat the private sector has a crucial role to playin stimulating increased career awareness,preparation, selection, and the employment ofAmerican youth, the Secretary of Commerceinvited them to come to Washington to reviewsome of the programs underway to prepareyoung people for jobs and careers and to assistin framing a plan of action to encourage extensiveand effective use of private sector resources foryouth career development

The Secretary's Conference on Youth CareerDevelopment convened at the Mayflower Hotel inWashington, D C on October 7, 1976 Onehundred and sixty-six people from across thecountry participated in the meeting under thechairmanship of Joseph H Blatchford, DeputyUnder Secretary of Commerce and formerDirector of the Peace Corp:, and ACTION IrvingS Shapiro, Chairman of the i, )ard of E I du Pontde Nemours & Co and Chairrnai, f ihe BusinessRoundtable, addressed the Conference atluncheon

The Conference WaS organized to_s_erve twofunctions one, to provide a forum for the pre-sentation of a sampling of illustrative programsdisplaying initiatives being taken in the privatesector to enhance youth career development, andsecondly, to obtain the counsel of participants onhow the Department of Commerce can helpfacilitate and promote similar efforts throughoutthe private sector

To obtain the comments and counsel ofparticipants as fully as possible, the conferenceincluded both plenary and round table discussionsEach round-table discussion was chaired by aSecretary's Regional Representative, thedesignated agent of the Secretary of Commercein each of the ten federal regional cities Moreover,worksheets posing specific questions about theillustrative programs and the principles the Depart-ment of Commerce might advocate in the privatesector were distributed to each participant inorder to obtain written as well as oral comments

The goal of the Conference was to review andrevise a draft set of principles embodying actionsthat could be taken by private sector organizations

IL

Conferees debate Agenda for Action

to further youth career development and employ-ment This Agenda for Action is intended for useby the Secretary of Commerce and his RegionalRepresentatives in advocating more extensive andeffective allocation of private sector resources toyouth career developmentOrigins of the Conference

On August 30, 1974, in a commencementaddress at Ohio State University, the President ofthe United States stated that, "The time has comefor a fusion of the realities of a work-a-day life withthe teaching of academic institutions" Heannounced that he was asking the Secretaries ofCommerce, Labor, and Health, Education andWelfare to formulate "new ways to bring the worldof work and the institutions of education closertogether"

Subsequent to the President's directive, theDeportment of Commerce conducted publichearings in Hartford, Connecticut, Lansing,Michigan, Albuquerque, New Mexico, Memphis',Tennessee, and Seattle, Washington on the President's Initiative on Education an( I Work Testini(nywas invited from representatives of business antiindustry, institutions of education, organized labor,and government on how each could contribute/to bringing institutions of education o.nd the worldof work closer together

From these hearings emerged a consensusthat closer collaboration at the local level betweenthe management arid labor of indu,try and theadministrators and tea,*hers of our :schools isessential 1, A. youth career development and isi vital

to the SLIc ..essful functioning of both industry andschools Tlie hearings provided a framework inwhich in draft a set of principles kir considerationby the nation's private, sector lea ler5hip to caul, 10

the effective allocation of resoir,:s t, ,ward youthcareer (levelopment

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3

Calling the Conference

Determining the list of persons to be invited tothe Secretary's Conference was governed byseveral factors A primary consideration was toidentify individuals with a demonstrated interest inprivate sector involvement with youth career de-velopment. An effort was made to ensure that, inso far as possible, participants represented allparts of the country generally as well as educationand the following segments of the private sectorspecifically management and labor from businessand industry and youth-serving agencies An over-riding consideration was to keep the size of theconference small enouah to facilitate the com-munication of diverse viewpoints

Selection of the illustrative programs to bepresented at the conference resulted from aninformal survey of work/education collaborativeefforts currently underway in communities acrossthe country Neither the time nor the resourcesavailable permitted a complete review of suchprograms and many excellent and exciting effortscould not be included The programs selected forpresentation were intended to be illustrative of therich variety of similar efforts and were chosen toprovide conference participants with a reasonablespectrum of approaches to youth careerdevelopment

4

ISSUES OF WORK/EDUCATION COLLABORATIONIt would be hard to find a time when America's

private sector was not involved with the careerdevelopment of youth Historically, a rich varietyof formal and informal efforts, arranged by andthrough social service organizations, civic groups,trade associations, local unions, as well as schoolsand colleges have addressed the issue of careerdevelopment Such efforts include school advisorycojnmittees, career fa'rs, company-sponsoredcontests, awards for excellence and scholarships,and summer and part-time jobs There have beenhundreds of thousands of businessmen andwomen, industrial managers, labor leaders, andprofessional persons involved with excellentefforts to help young people develop an awarenessand prepare for the world of work This climatehas led to the phenomenal growth of careereducation in every state, and the growing col-laboration of the business community with schools

Yet vastly more is needed More programs,available to more young people, based cn greaterdepth of collaboration between youth-servingagencies and the private sector, are urgentlyneeded

The rapid changes occurring in our societyhave to a very lat ge extent been a product of thepast success of American education This successnow directly affects the workplace and the jobmarket, and is increasingly outpacing the abilityof schools and other agencies to keep up with theneed for young people to prepare for a life of work

Many young people today arc deficient in thebasic academic skills to cope with and functionin our changing worldWorker qualifications do not readily match upwith job requirements, resulting in large numbersof both over-educated and under-educatedemployeesMany Young people are poorly equipped withthe self-understanding, the knowledge of therealities of a work world, the personal decision-making skills and the attitudes that are needed tofind and hold a job and to build a careerMany students fail to understand the relationshipsbetween what they are asked to learn in schooland what they will do when they leave schoolBoth young people and educators increasingly

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Dr Sidney P Marlanci President of the C,-,11Pcie Entrance Exarnination Pow, d id I >t Pwth F

Scher' -; Oakkhri, CIII:ornta p,3rt:(1!),It,- it tr-11,1

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need op; i( )rtunities ) learn more of whatconstitute-, t, 1,iy'', wt irl, ( w, kOur career e, iticati, ,tern., within schookand in other agencies are hest able to respondto the miniority of yoting people who willeventually graduate from collo ;e, we nee( i to domore to meet the educational re( is of themajority of students who (1( ,ittenk (_oile toThe growing preset ice or. an, 1 tieed for womenIn tne work force has not been .1( k- 'quatelyreflected in the cart. er options usually picturedfor girls and y( ; womenThe e( iiicational need:, of ininority :roupt, theeconomically i1SC1, iVarit 1( an, the ( 1

have not been met

Roles for The Private SectorOur free enterprise system depends on a

re,_,olutv it; c if these problems Our society requirea career 3 ,vei, ,;,,,rnent c)ro-e.-3., tint adequatelymeets requirements for prochictive, employableand skilled workers, a responsive system wnichencourages individuals to develop ail, i functionaccording to their own skills and values Youngpeople nee(? to learn about w,)rk, to acquire theskills necessary for effective work performanceand to en, ta, to ,n Wi irk that ,atis-fyin -: to them andbeneficial to ),'lety As in, they have theright to seek t, , inake wi irk pi ;.--tsiLle, meaningfuland satisfyin, f, it them Ives thr ihout their

Fhe ;IA Ai ponsi;)ilityto itself and the riatl, itiail i 1:1Crt 1i ,1: y 'Hill ir,,erdevel,);AtientThe r iv tit' ti n, r tt ,t

mor, til !I 1 ts,%, )i

in the private ,,e('t,The rap'? .lit' I di 'el,-._]raiit; r,11,7 H }Hp ,c :10,11

change in rtnke , it ,"v'erikf, I w, )rk

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)rimary pon. t 'L,1 trfq 1

Irving S Shapiro, Chairman, E I du Pont de Nemours &,:npany, speaking at luncheon, "The lob being done under

:he l'ariner of Career Development can help individuals all:it_'; the y ick-ntifv and achieve their own career goals.

,tn, :fix turri makes ,1 an important element in the preser-vatr in and 4rowth of a successful national society andeconomy''

-yew J+

G Murphy, President of the National Athance of

development of youth Viewed from the perspectiveof the private sector, collaborative efforts are basedon some combination of the following roles forthe business inclustry labor professionalcommunity

Participate with school administrators and schoolho,,,r( Is in formulating career education policyProvide station:, for ol,servation and for actualwork- study experience for stir( lentsProvide opportunities for 'Jbs(Tvation and work-

experienc,e:, for tea, 'hers

Prff;r1pdt("N1111 teachers an I inilselors iIlde-,Igning realist( cum( 'ula for specific careerchisters(.;er,. a', example ofempl( iyeHelp level( ',ujiport for career (,iiication( q1( luct Kird I pie, ) re, luce worker

in e, jiial opportunity

7

CONFERENCE PROCEEDINGSThe Secretary's Conference on Youth Career

Development convened at 8 30 a m on Thur s'Jay,October 7, 1976 In welcoming participantsConference Chairman Joseph H Blatchforc.;Introduced each of the Secretary's RegionalRepresentatives and explained their rule in theconference and in formulating departmer it policyas a result of the conference The Secretary hascharged each of his representatives throughoutthe country;' said Blatchford, "wit n front lineresponsibility 'o implement the Agenda for Actionthat we're hoping to develop this afternuori

In his welcoming remarks, Deputy UnderSecretary Blatchford emphasized that the statisticsalone indicate how complex work and educationissues can be and how impervious they can beto effective management from Washington "Wehave 13 million proprietorships, partnerships andcorporations in this country, employing over 88million people in 22,000 job titles andclassifications We have another 76 million peopleinvolved in our education system as students,teachers, and administrators in 16,000 schooldistricts and 3,000 colleges and universities, withannual operating budgets totaling over $125

He expressed confidence, however, that withthe help and advice of the conference participants,the Department of Commerce will be able to focusattention on the problem of how young peoplerelate to the world of work and how the private

Participants engage in round-table discussion>

sector can better contribute to youth careerdevelopment In explaining the agenda for theday's activities, Blatchford emphasized theimportance the Department of ( ;mmer attache(1to gaining the benefit of the c, t

and insights of the participants in developin( ; in

Agenda for Action to encourage the private sector

to more broadly get involved" in improving thepresent and future job and career opportunitiesof young people

Presentations of Illustrative ProgramsThe major business of the morning session

of the Conference was the presentation and dis-cussion of ten programs illustrative of the range ofapproaches to youth career development in which_the private sector is already engaged Theprograms and the presenters were selected afteran informal survey of private sector involvementin work,'education collaboration conducted duringSeptember, 1976 Each illustrative program isdescribed in detail in Appendix IV

City-Wide Career Education Program

"The challenge we have is tobecome further involved at thelocal level in the implementationof career education, and tosupply continuous feedback toeducators on the resultsachieved.),

Speaking for the Career Education AdvisoryCommittee to the Des Moines Public SchoolSystem, George McCormick, retired after fortyyears as a corporate personnel and training officer,related why Des Moines adopted a comprehensivecareer education concept in 1971 "The need wasrecognized by parents concerned for deterioratingstudent skills, as evidenced by falling test scoresand lack of employable skills, recognized by In-dustry who found applicants were vrrt'ially withoutbasic work skills, and by student:), nc fiftypercent of whom were not tOnCill j to go beyondthe twelfth grade"

Mr McCormick described how the CareerEducation Advisory Council came into being, andhow it developed a master plan to phase careereducation in grades K-12 into the Des MoinesPublic School System over a three-year periodHe credited much of the success of the pi ogramto alliances that were established with the localChamber of Commerce, with Ji inior Achievement,with other youth-serving organizations and withlocal businesses

Mr McCormick suggested that a continuingdifficulty is a lack of understanding on the part ofeducators ( )f current business concepts and a lackof understanding on the part of employers of thepr(g-)lems of school administrators "We need to

develop internships in n'ariagement for educatorsto provide ext.), ire t,) the ceal problems ofbusiness and employer, anildesign many morejobs tor part-time experience-based programs andre-design jobs for co-op students

Accompanying Mr McCormick was SandraLortscher a recent graduate of Des Moines TechHigh School where she was active in the programsof the Career Education Advisory Council andserved as Iowa's State President of the OfficeEducation Clubs of America She is currentlyemployed by the law firm in Des Moines where shedid her cooperative education work as a studentCommenting on her various work educationexperiences, Ms Lortscher observed that onereason f Thr her success was that, "My employerswere very understanding of what my exposurehad been to the business world and to the fact thatI was still in scho, l and needed to participate inschool activities"

Industry-Education Council

When the teacher comes tcthe point where he-feels that thebusiness and industry com-munity, and the labor ;Jommunity,can make their life easier andimprove the instructionalsequences for their students,they will come up with morecreative and more imaginativeideas than any administratorcould ever conceive of.",

The Central Jersey Industry-Education Councilhad its origins in 1966 when an attempt was madeto use the comp-,' :nay as d learning resource tomotivate non-, r),11 c;riente'i high school sopho-mores to make some plans for their futuresBernard Novick, ci irrent Dire, 'tor of the Counciland Assontate Director of Career Planning andContinuing Edi ication for New Jerseys Wood-bridge Township School District, related thegrowth of the original concept into a five schoolsy4tem-wide effort to improve communicationand cooperation I )ehoteen ti- business-industry-labor 'orhrminity an j the ,,yaitern ) of centralNew Jersey

(irdanized originally to r-ierve the needs ofthr' C.( ,t111, 1i became a re-iource for

8

teachers, school administrators, and industry aswell Mr Novick pointed out that because of themegalopolitan nature of central New Jersey, localindustry experienced a duplication of requestsfor assistance and support from many schoolsystems and individual schools One of the func-tions of the Council became to 'Provide coordinationof schools' requests for assistance from industrythroughout the geographical area The Councilundertook a sui'vey to develop a list of resourceswhich area businesses and industries could makeavailable to the schools and proceeded to co-ordinate field trips, speakers, and materials dis-tribution throughout the district

"But our major concern: Mr Novick stressed,"and our major area of success has been in thefield of teacher training We've written curricula,but we feel unless we affect the attitudes and thefeelings of the classroom teacher, the writtencurricula will never be implemented"

The Central Jersey Industry-EducationCouncil is currently undergoing a change ofcharacter as participating school districts areestablishing their own professional career educa-tion staffs to perform some of the functions of theCouncil Mr Novick noted that while within indi-vidual companies they have had cooperation fromlabor, cne of the enduring problems of theCouncil is that it has not been successful in gainingcooperation from organized labor itself

Questioned about the funding sources forthe Council, Mr Novick explained that the staffwas paid by the school district and that the privatesector provided some support for specific projectsbut not for general operating expenses

Out-Of-School Youth

70001 is a program especially designed toassist the career development of the 750,000young people who drop out of the nation's highschools each year As explained by Ken Smith,President of 70001 Ltd , the program ,:()mbinesfull-time employment ,vith part-time instructionin the retail and distributive trades, high schoolequivalency degree preparation, and probablymost important, youth motivation"

Initiated in Wilmington, Delaware in 1969,the program has spread to 17 cities as far west asMissouri Mr Smith underscored that k cal controli. essential to the success of the pr()(jruin 70001assists in local staff training, provides instructionalmaterials, helps organize a youth )r( trim/Aix )nt) 111( Myr-thunal reinforc( ()f parts 'ants, and

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Conference Chairman Joe Blatchford and 70001 PresidentKen Smith field questions from the participants

aids in job development "We'll be the catalyst,but we don't want to run it because that can bedone better at the local level"

Mr Smith asserted that building a "criticalmass" of support within the power structure of acommunity is essential to getting a 70001program udder way, and that "You've got to con-vince the business community this is somethingthat they want to get involved in It doesn't doany good to start a prog.lm without any jobs"He stated that the most convincing argument withwhich to promote support for the program is thatyou can place seven young people in entry ievnljobs in private enterprise for the cost of one publicservice job "And when you place somebody inprivate enterprise, there's a change for a career,and long-term involvement in our society in aconstructive, positive way"

Christine Ford, President of the 70001 CareerAssociation in Wilmington, was introduced by MrSmith to relare a student's point of view of theprogram A high school drop-out, Ms Fordgained both a job and a high school equivalencydiploma through 70001 She's currently a studentat Delaware Technical and Community College"My goal is to return to the program in a teacher-coordinator capacity, to help the associates helpthe students in this program"

In the course of responding to questions fromthe floor, Ken Smith pointed out that rather thanbeing a disincentive to return to high school,70001 viewed its role in the cases of youngsterswho drop out of schools to get jobs and join theprogram as affording an opportunity of r Tolng

to the schools and saying, "Well, why don't weget a distributive education program going hereor something that will satisfy that desire to get ajob and learn about a job and career, and stillget that high school diploma?" He answered,too,the idea that employing young people mi(jlat driveadults out of jobs by noting that 70001 participantsseek entry-level positions in an industry thatexperiences a 50% turnover at the entry levelevery year

Counselling/7-iacement ProgramL We believe that leadership

is plentiful in each of our com-munities, if we can only findthose productive programs inwhich to interest these leaders."

"How could 6,000 graduating seniors havethe opportunity to visit and talk with recruitersfrom 135 colleges and universities from 28 statesall at one time? How could 4,500 graduatingseniors learn from business and personnelexecutives the imporance and necessity of 'under-standing the proper way to seek and keep djob? How could so many students who have neverbeen destined to reach college be better informedand prepared for careers that will enable them tocontribute tc their community in a more positiveway? Or how can our bright, sometimes forg( ,ttenminds be expanded and.stimulated throughassociation with different environments andcultures?"

According to Fred I Koch President of theMemphis Volunteer Placement Program, these arethe kinds of questions that motivate. an impressivevolunteer effort to enhance the prospects of youngpeople in Memphis, Tennessee to find fulfillingjobs and careers Mr Koch stressed that thehistory of MVPP has been to design programsthat address very specii.--,eds and then torecruit leadership from within the communitythat could work toward the solution of individualproblems We believe the real value and dynamicsof these programs have been the excellent par-ticipation on the part of volunteers from manyorganizations" MVPI has the active participationof more than 85 companies and civic clubsrepresented by more than 32o vultultuur, as.,istingin job and career counsellind

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Asked whether coin:selling went beyondcareei planning and nth; tonal and family

roblems, I\4r Koch elaborat,_ .1 un the orgainza-tional structure of MVPP Of the three stuffmembers, one provides overall coordination toall the programs A second is respcsiasbile for thetraining of volunteers The third works with thecounselors at the three higii scilools with winchMVPP is currently most thoroughly involvedBased on information related by the all_inselors,the third staff member visits homes and familiesand offers to dssit walk their problems al id inter-venes as necessary with appropriate socialservice-agencies

Cooperative Education Program

"We have helped over 2500students with their career.development program, and haveassisted many of these studentswith paid related work experi-ence, without which they maynot have achieVed the pro-fessional success they enjoytoday."Nearly twenty yell.; tit ;u the Vou, ;In Corporation,an aerospace ,inpany it l Dallas, Texas, .nitiatedits engineering scn( pr, Airam for I, 'cal highschool seniors ,1 the pr,,, tram we-1:7) toattract Yollitti (211k iOt '111 1, tclit'Ilt to tl 1(' )nipanyby offerir,,Iquallhe,i students an opporti linty tocombine pcii,l(-mpi, 'yule! it with V, night \,vitli theircollegiate stiiiiies

B1 Al nistron, ;, Supervisoi it icationthe Systems 'Avis', )n (11 Vu r('late,1 that animportant element in the !)r waskeeping 400 hi, A within100 miles of Vin t,l<:11t InfOrr.le, I of thescholarship c( ,rnpctition so each year the compavyreceives more than t,,11,11)ph, atioirs ft )1 ea, .hopening An ,the r' imp, n tat it elemet it to realizethat cI lot of prol)lenis earl dI 15e y( )ti try tocoordinate plans I mtweeli(',.)II(., it professors (111,1students and supervisors , )n Joii and the studentsparents Vought I, Mt 1 c( verative_education cu r Vs1:- rt thtJll() k t (4_I

------Cer-rt par, y

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Asa result of its cooperative education effortsover the years, the company has produced aplanned supply of outstanding graduate engineci's,

ith a number of career-related work experiencesand a desire to stay with the company

Technical Advisor Program

"Involvement with the stu-dents and the teachers has to gobeyond the formal training of theclassroom. There has to be somekind of rapport, a dialogue builtup for the program to be effective.We have to show studentg howtheir classroom activities willone.day pay off in the real worldof work."

Denver's Technical Advisor Prograrros anexample of business taking the lnitlativ and goingto the schools to establiSh greater work/educationcollaboration Harry R Kenriison, a product con-sultant fur Western Electric in Denver, reportedhow in 1 971 that company realized that "if in somesmall way we could assist in preparing high schoolstudents to meet the needs of tomorrow's jobmarket, we would, in a sense, be improving theLabor poi )1 from which we and other companies inour community had to draw

Conceived initially as a program to enhanceclassroom instruction in Western Electric's field ofspeciality electronics after several discussionsto work out details, the company receivedahead to conduct d trial of the concept !n two highschools Two electronics specialists were selectedto work with those schools and their success ledto the expansion of the program to include todayB of Denver's 9 high schools With 26 TechnicalAdvisors representing 14 differs ht companiesparticipating '

When first faced with requ6sts from the,;chuols for technical advisors that went beyondWestern Electric's available resources, the _Jm-pany determined "that the logical solution wouldbe to gain the support and corinniiment of anorganization th-atwainiversally (accepted by theentire busine:;s et Anmunity We wanted a groupthat could funnel the requests from the Denver

Public Schools for more advisors to theappropriate business in the community, and then,in a sense, bring the advisor and the schoolstogether and gA them working in the clagsroom"The Denver chamber of Commerce proved anideal coordinator for the program

Mr. Kennison was questioned about the re-action of educators to "outsiders" in the classroomand about what facts convinced managementinitially to start the program He responded to thefirst by saying that advisors go into the classroom"more or less to relate their experiences in theworld of work, and update and enhance thecurriculum, rather that to take over in the capacityof a teacher" The job turnover rate in his companyproved the most persuasive factor for managementin initiating the program

Vocational Exploration Program O

A joint prOject of the Human Resources De-velopment Institute cf the AFL-CIO and theNational Alliance of Businessmen, the VocationalExploration Program IVEPI attempts to give dis-advantaged youth an opportunity to experiencea vast spectrum of jobs on a firsthand basisCharles Bradford, Director of HRDI,explained that one goal of the pro-gram was todemonstrate that "career education should notbe corrupted into pure and simple job training,but-be education that is one part of-the totalprocess of preparing young people for the worldof work"

First implement' in the summer of 1976, theVEP concept is a simple one. An employer acompany, a labor union, or a trade organizationsponsored a young person for up to nine weeksduring the summer Payinghe yciuth at least theminimum wage, ''the employer was responsibleto orient the youth to all the major job functionsof a particular industry, from the upper levelmanagement to the basic entry positions, exposingthe youth to the educational and skill requirementsneeded to perform that job" ..._ _-

In practice, the VEP cyncept- worked twow_ays_Jnlhe-case of a -single company employer,

the young person was shifted from department todepartment and within those departments In thecase of sponsorship by an organization a centrallabor council, for example the organizationutilized its affiliates to organize career explorationin a variety of industries, using specific plants ofthose industries In both cases, however, en: Aceswere exposed to the principles of businessmanagement and collective bargaining

Charles Bradford, Director, Human Resources DeveloprnentInstitute, ?AFL- -CIO

Mr Bradford emphasized that, "we think thisprogram clearly demonstrates that when a unionis brought into the plarning stages, rather thanat the end, the program can be more effective andoperate more smoothly" Questioned about anearlier comment in the proceedings to the f-ffectthat career ed' cation programs sometimes ex-perienced difficulty in attracting labor support,Mr Bradford conceded that sometimes industry,educators, and labor each had difficulty in under

---standing one another He urged programs towork closely with central labor' councils, and whereappropriate within a specific plant where a projectis going to be implemented, with the localrepresentative of the employee,' bargaining unitAsked specifically whether labor regarded careereducation programs as a competitive source oflow-cost labor, Mr Bradford replied that wherean effort is made to inform unions and-tire-Tr repre-sentatives that a program will not undercut safetyur minimum wage standards, such a problem isunlikely to develop

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Exp lo/atory Work Experience Education (EWES)

When a Vice President of Security PacificNational Bank asked the Superintendent of LosAngeles schools four years ago how the Bankwait:n-01p th e-schools, the Superintendentanswered, "You could provide about a dozenwork experience stations in your new headquartersbuilding here in Los Angeles'. For the next yearand a half the Bank experimented with differenttypes of cooperative education, paid part-timework, and other approaches to youth careerdevelopment. What emerged was the ExploratoryWork Experience Education Program, astructured;-non-paid approach to providinginterested students with an exposure to a broadrange of banking activities.

According to Susan Odegard, a PersonnelRelations Officer for the Bank, a major reason forthe success of the program has been that itis really career exploration, as opposed to train-,ing-We emphasize that with the site supervisorThe student is not there to work, but to explore,to sample, to really observe" Students are exposedto seven different positions in a bank and thenoffered an opportunity to observe two of them ingreater depth

The program started with a dozen studentsintos Angeles in 1972 and now involves 400students throughout California each year MsOdegard reported that other banks in Californiaare expressing mterest in the program and thatin the San Francisco area three other banks arecurrently becoming involved.

,' If;Susan Odegard, Personnel Relations Officer, SecurityPacific National Bank

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Asked about the impact of le program bothon the students and bark personnel, she re-sponded, "We get ania7ing comments fromstudents, Ili.. _, 'I never realized banking was sointeresting' and our employees, by acting as in-structors, find that their jobs are more involved.and that by helping these students to learn, theythemselves feel more important to the Bank and tothe community"

Tangible Corporate Policy

"We think it's important tobring the school people andbusiness people together, sothey can identify and be ab:._start utilizing the resources thatare jointly available."

Dr Chester Francke, Director of EducationSystems and Program Services for GeneralMotors, recounted that several factors motivate.-Ithe corporation to issue a company-wide policy insupport of career education in 1975 An importantfactor was that divisions and plants of the companywere becoming involved in career education pro-grams in their communities ..nd "were asking thecorporation for.some direction about what theyshould do, and how much they shoulddo Aswell different staffs within the central office inDetroit were being approached by career educa-tion efforts for support and the question arose asto where the responsibility for career e, lucationresteclin the compel)/ We were interested too inhelping the schools redirect their educationalemphasis, and we :)aw career education US an idealway to bring about change in the schools"

The policy adopted by GM was accompaniedby a set of guidelines which conferred on thecompany's local managers responsibility tobecome acquainted with the Icaders of careereducation activities in .their communities to deter-mine how GM can best interact with them tosupport career education at the local level "I thinkthe important thing about our policy is that it is anenabling policy, rather than a restrictive one It saysyou are able to cooperate, to become involved inprojects that make sense to you on a local basisWe didn't restrict it in any way

13

Dr.Chester Francke, Director of Education Systems Planning,General Motors Corporation

Under GM's policy they have begun sponsor-ing a.series_of local "Business and EducationWorkshops" bringing teachers, school adminis-trators, and counselors together with businessmento talk about career education and school and workrelated issues "It's our belief that businessmenshould take the-initiative in approaching schools,rather than waiting for the schools to approach us

Educators-In-Industry

"We find that about all that'sneeded to get one of these pro-grams rolling is to call a sessionin which local people meettogether to discuss the possibili-tiPs. Usually, the ideas take offfrom there. It's a real outlet forthousands of people who want todo something constructive withthe educational, system."

General Electric's involvement with youthcareer development began more than twenty yearsago when plant managers and research directorsconcluded that high school teachers weren't doinga sufficient job of teaching math and scienceCooperating with other companies, G E helpedsponsor summer institutes for high schoolteachers to upgrade their training According toJoseph Bertotti, Manager of Corporate EducationalRelations for G.E., the emphasis on math andscience in school curricula which occurred in thelate fifties caused the company "to look for otherareas in which we might invest the limited dollarswe had." The area G.E chose was that of studentguidance and counsellir g

The company began conducting summerinstitutes for guidance counselors to provide "alaboratory experience where the counselor spentabout half of the time in commerce and industrylearning what goes on in industry, what kind ofwork is performed what kinds of skills are required,and what is the educational background needed tofill those kinds of jobs The institutes have evolvedover time so that today rather than selecting indi-vidual counselors for this experience, G E invitesteams of educatbrs from a school district toparticipate

These teams are usually comprised ofadministrators and teachers as well as counselorsBeyond science and math, these teams now include'teachers from other disciplines like English andeven music Mr Bertotti asserted that a,team canhave greater impact than an individual counselor,and to enhance the effectiveness of the program,the company talks with the superintendent,principal, and other key people in a district inselecting a team The team then works with theschool officials to formulate a specific project the

--team can-pursue during summer-training-that-canbe implemented in that district

Local G E plants are also actively involvedin youth career development Working with localinstitutions of higher education, 12- to 15-weekprograms to provide educators and guidancepersonnel with better exposure to jobs as theyactually exist in industry have been established atplan' locations across the country

1413

WHY THE DEPARTMENT OF COMMERCE?During the morning session of the conference,

Secretary-Richardson addressed the participantsto define the purpose of the meeting-as he viewedit. The central problem we face," he stated, is howbest to ensure that resources invested in our youngpeople are sufficient and appropriate, both to sus-tain their personal aspirations and, at the same time,meet the needs of society

He stressed that "what young people, it seemsto me, need better to understand is that thei e areno satisfactions, or few, that are more fundamentalthan the satisfaction of doing a job well Hecontinued that how young people relate to thecurrent and projected nature of the word of paidemployment and how they react to the conceptof work in the choices that determine lifestyle mustbethiCialconcerns of both management and labor

"It seems clear to me that any effective re-sponse to these issues requires the collaboration

of all sectors of our society We need active partici-pation, the assumption of responsibility and theinvestment of resources in helping young peoplefind jobs and careers that are satisfying to them andbeneficial to society

Secretary Richardson concluded with anexplanation of why he felt the Department ofCommerce had a role to play in youth careerdevelopment and had therefore convened thisconference "I gather some of you have wonderedwhy the Department of Commerce? I hope thatbefore the day is over, the answer to that questionwill be clear to the degree that you have seen thepotential for the involvement of the private sector ingeneral, and the business community in particular,in the furtherance of the objectives of careereducation

"There has been a great deal of contactalready with the business community on the part of

the Departments of HEW and Labor We in theDepartment Of CommerCe can help supplementand reinforce those initiatives by sponairing anoccasion like this at which we can identify specificinitiatives that have worked well We can help,thereby, to get them adopted on a wider,scale byother companies and organizations Thisls a majorreason why we have the Secretary's Representa-tives of the Department of Commerce here, so thatthey, picking up the initiatives that have beenid.z,ntified here today, and recognized and endorsedas appropriate for wider diSseminaticn and adop-tion, can then, in their own regions, golorwarclwith the effort to spread the message more widely

The Honorable Elliot L. Richardson "I believe there is greatpotential for the Involvement of the private sector in general,and t1.,? business community in particular, in the furtherancfof the object, ves of career education 15 15

SYNOPSIS OF DISCUSSIONThe Secretary's Conference on Youth CareerDevelopment

An integral part of the day's agenda and aprimary objective of the Conference was to elicitboth written and oral comments from the partici-pants on the issue of private sector involve, lent inyouth career development and the proposedprinciples to be included in an Agenda for ActionThe Worksheets used to solicit itten commentsand suggestions and the reported conclusionsof the round-table and plenary discussions asthey were recorded on tape were used extensivelyin the analysis of the Conference and in thepreparation of the final version of the Agendafor Action The round table discussions werereported to the Conference by each table leaderand followed by open discussion from the floorThe worksheets were collected to be reviewedafter the conference

An effort was made to focus ideas, commentsand suggestions both on the worksheets and inthe discussions on specific questions and issuesShould there be greater private sector involvementin youth career development? ShoUld the privatesector take the initiative in starting collaborativeefforts? Is the private sector really aware of itsstake in youth career development and theproblems of youth employment? Should thatawareness be increased and if so, how? In whatways can the Commerce Department effectivelyincrease private sector involvement in youth careerdevelopment? Beyond the questions posed forthe participants to consider, there were alsoopportunities for participants to voice otherimportant opinions and volunteer relevantobservations

The discussions and worksheets revealed a,consensus for greatly increased involvement onthe part of the private sector in youth career de-velopme, it Divergent opinions Were put forTh,however, on what should be the focus of thatinvolvement Some participants expressed con-cern that private sector "cooperation shouldnot usurp the role of education" This concernseemed to stem from a number of comments aboutthe lack of knowledge that students have abouthow the business community really works andabout "the credibility gap that business seems tohave in some of the communises in which they dobusiness" It was observed that caution must beexercised to ensure that career education neitherbecome a vehicle for business to proselytize onits own behalf nor an attempt to'reduce educationto the function of job training

=

Frank Newman, President of the University of Rhode Island

Frank Newman, President of the Universityof Rhode Island, stated that In ouf society todaymost institutions suffer a credibility gap with thepublic.; He observed that it wasn't the job ofeducators to tell employees how great the businessworld is, nor is it the job of businessmen to tellemployees how great educators ire There is aneed, however, for some constructive tensionbetween tile educational world andThe communityMr Newman urged that, "What we ought to focuson, is how du we help young people get a realisticappraisal wf where they want t,, , ,

and what it takes to get there-terms of youth career deveiopment,

participants regarded it as that the privatesector possesses resources whicn ate essentialto young people learning about and developingcareer interests, as well aS gamin, J. experience and,skills Most conference particip)ii its felt that itwas imperative that the private sector take theinitiative fur iising and impri y, iuthcareer develi )pnient activities iii L ,11,1b( iration with

educators and youth-serving ageliele.- As oneparticipant stated it, "I think we in the privatesect( ,nould realize that We liavf a le fuute ruleto play in it career opp, mu tui cap I havean obligation to provide our o ) theedlicational system I feel it inip.)rtant to cot Ivey

1617

to the private sector that we can take the initiativein collaborating. with the schools" Dr Sidney PMar land, Jr , President of the College EntranceExamination Board and former Assistant Secretaryfor Education of HEW said that his experiencepersuaded him that the exact opposite was thecase, and that the private sector "is willing to bedrawn upon in much larger dimension" if educationtakes the lead

Many participants observed that getting abusiness or organization to the point of taking theinitiative can sometimes be a difficult task It wasgenerally agreed that the first necessary step wasto increase the private sector's awareness of theproblems that young people have in career devel-opment and employment, and of the benefitswhich accrue to business, the communities inwhich They operate; and society-at-large fromhelping to-solve these problems

Mostparticipants agreed that the issues whichwould prove most persuasive in moving theprivate sector to take greater action and respon-sibility included the potential for reduced jobturnover, training ,-osts and absenteeism, andincreased productivity as well as heightened indi-vidual job satisfaction Many participants felt therewas, "A tremendous need to go straight to thechief Officers of the corporations, businesses andother organizations in the co,..munity and tryand make them aware and aet a commitment fromthem on career education" In one round-tablediscussion, it was suggested thatofficers ofbusinesses and organizations who were alreadyinvolved in youth career development would beneeded to talk with those urganizations that werenot involved Renee Shirline, Director of theCooperative Education Bureau of the New YorkCity`Public Schouls,elaborated on this point'inher comments to the conference "Business should'turn-on! bu-sme-s-s, I think-11 would be-Very-helpfulif businesses spoke with each other and told howthey interacted with education in work experienceprograms and showed that it not only ad not hurtthe corporation, but actually helped it '1

Beyond the problem of achieving increasedawareness and involvement of the private sectorin youth career development, other questions andissues focused on the way in which a business ororganization ''gets involved" in its own or itscommunity's career education and youth careerdevelopment programs Many of the commentsinvolved the creation or existence of a collaborativeorganization in the community to coordinateyouth career development efforts The concern

18 was repeatedly expressed that small businesses

often don't have the staff and resources to under-take a program on their own. "We feel there reallyis a need for the kind of program such as theCentral Jersey Industry-Education Council, whichprovides a central structure through which smallbusinesses can cooperate" It was suggested thatthis kind of community council or structure couldserve as a clearinghouse and resource centerfor gathering and disseminating data on local jobavailability, for providing career counselling, forscheduling speakers and the use of industrialfacilities for on-site visits, and for coordinatingprograms, volunteers and other communityresources William Moshofsky, of the GeorgiaPacific Corporation, stressed that he felt this typeof program was important, "Because in theabsence of some kind of a continuing structure,supported by the business community, it's notlikely the degree of use of community resources isgoing to be very high"

Other participants expressed, oncern aboutthepossible cliadvantages inherent in establish-ing a collaborative council or organization Thepoint was made that, "You just can't form a groupof citizens, some sort of council and then meetonce a month in a community and hope that that'sgoing to get the job done, because it won't. Itneeds follow-up, it needs specific emphasis, andquite a bit of detail" It was observed that creatinga collaborative effort could confuse ends andmeans and turn into a delaying tactic if one spendstoo much time on organizing the group- deter-mining who will run it, Which programs will beundertaken, and how much financial and othersupport each member will provide Another noteof caution expressed was that a group or businessshould start out their involvement in youth careerdevelopment with one specific program in mindand work toward the completion of that goal,start with a program thal-you know will work andthat y i know you can accomplish

In the discussion of how best to initiate col-laborative efforts for youth career development,the question was raised as to whether the AmericanFederation of Teachers or the National EducationAssociation would be a more representative andprukThictive partner from the labor community forthe privatesector tdpursue N.)resentatives ofeach organization addressed the conference onthis subject

17,

As the afternoon session progressed and mostof the discussion focused on how industry, labor,youth-serving agencies and other organizationscould interact with education to become involvedwith youth career development, some participantsexpressed concern that the discussion was over-looking a very important element in yo,,th careerdevelopment young people themselves DavidHarris, Student President of Junior Achievement,was widely applauded when he asserted "I justask, and I hope that you listen and think about itin many ways Who can be your most viableresource? Because I'm going to be the first person,that can help myself, and that goes for, I think,any young person out there And if you're going tohelp us, _we will definitely help you-to see that youhelp us' So think about all of the youth, and thinkthat we'd like to.help ourselves also, and listen tous and gibe us a chance"

Other participants noted that one should notoverlook anyone in the community as a resourcein career development progrAms and effortsSpecifically, it was mentioned that parents shouldbe involved in the process, retired businessmencould be used a' s volunteers -and counselors, andthat traditional youth-serving agencies'such. as BoyScouts, YMCA's and YWCA's and 4-H are a vitalpart of a young person's informal education

Many suggestions were put forth at the con-ference with regard td the role the Department ofCommerce should play in inc - easing private sectorinvolvement in youth career develdpment Onerole was reiterated severai times as theirost en-compassing and important "The best role theCommerce Department could play would be toprovide the focal point, provide the leadership,and provide the vehicle for increased awarenessand invol, .ment, but not be theNehicle itself Helpbring the important parties-together and then letthem run ,;ith it" In specific terms, it was suggestedthat there was a need for a catalogue or vvorkbookdepicting different types of programs and howthey work in different community situations It wasalso suggested that there was a need for a listingof federal,and state government offices, as well asnational associations and organizations, that couldbe contacted for assistance in career educationand youth career development efforts

Beyond the specific roles the Department ofCommerce might .riclertakc, other ,,uggestionsof actions which could contribute to private sectorinvolvement in youth career development includedthe introduction of a reward or recognition

1 8

ns, Student Presiden÷Huntor Achieven,ent, Inc

program for outstanding effort; by businesses orgroups in youth career development, an investiga-tion of the effectiveness of career education instates such as Florida and Oregon which haveincorporated it through legislation in the publicschool curriculum, the funding of a thirty- toninety-day prograahn the summer fur teachersfricl counselors to work in industry, the proVisionof additional funding to schu( Is to increase theratio of counselors to students, and the establish-ment of national or state comni1331onS comprisedof industry, labor, education and youth -,crvingagencies to help stimulate, direct and influenceaction at the local level

Apart from the Department of Commerce,HEW or other federal agencies like the Departmer ,tof Labor, it was pointed out that smilli,usinessef-organizations and communities can lk .ok to the

y business and industry groups which are alreadywell established such as the chamber of Com-merce, Central Labor Councils, l',Iational Allianceof Businessmen and the National A ,:,(,ciationNIanufact Lir ors fur assistant_'e n ; at mgsupport and involvement of the i)rivate sectorin local youth career developrnt warms and

in establishing acoordinating structi ire f Jrcommunity efforts 19

SUMMARY AND CONCLUSIONSFollowing the discussions which occupied

most of the afternoon's agenda, conference Chair-man Blatchford called upon Dr George Pratt,Assistant for Work and Education in the Office ofthe Secretary, to sum up the afternoon's deliber-ations on the part of the Department of CommerceDr. Pratt concluded, in part vVhat we're trying todo is-to focus private sector resources on improvingthe development of youth careers

"As to how to do that? Well, we've found thatyou do that with some difficulty But basically,business and industry-can ane-1-mu-st-be-irffaved inyout career development They need to do it in acollaborative way, working actively with othercommunity elements

"The Department of Commerce, I think it wasagreed, is legtimately involved-and well suited to

--)-turritTri'ffieb1.3siness community --and when ; saybusinesStommunity -I mean both managementand labor

"We heard that educators tend to look tobusiness to take initiatives, but that business andindustry are also receptive to initiatives from edu-cators What's important is that they get togetherand that is why we had this meeting

"We heard that a structure, a framework, anorganization, is necessary, but we were cautionedto not go out and re- invent the wheel Use theChamber of Commerce, NAB HRDI, any one of anumber of existing structures that are already thereto facilitate youth career development We werereminded to be realistic Do what's do-able Andthe basics in education cannot be overlooked orshort-changed

"We heard that some kind of a clearinghouse,is important'

"We heard that organized labor and allemployee groups are important They are heavilyinvolved now, and they should be browilit in at the

Dr Pratt also stated that in terms of theprinciples to be included in an Agenda for Action,there appeared to be general agreement on the six

points considered and that they needed to beredrafted in a more positive tone

Chairman Blatchford adjourned the Secre-tary's Conference on Youth Career Developmentat 5 p m after agar thanking the participants fortheir contributions :1 cooperation He pledgedthat the Department of Comms-cesoisiclereci-the

issueof-youth-c-areer-develOjf5ment one of theutmost seriousness that would merit attention andaction .--)n the part of whomever was elected Pi=esi-

dent of the United Slates He affirmed the intentionof the Department to promote greater involvenientof the private sector in youth career developmentDeputy Under Secretary Blatchford concluded bysaying the immediate challenge ahead remindedhim of President Kennedy's story about theFrench general who asked his gardener to plant

a tree 'But, my General, the tree is very slowgrowingjt's very late is bloom It may be 100 yearsbefore it comes to fruition,' the gardener com-plained 'Then, we ha' e no iirrie to waste Planttree today' We're going to plant. this tree of yon'career co 'elopment, and with your help, implementit across the country"

first in any kind of a collaborative effort in youthcareer development

"We heard that economic education forteachers is both good and bad But i think you canresolve 'that dilemma if you approach the problemin terms of how to think about that subject ratherthan what to think I don't think indoctrination aboutanything is very good in our schools

"Guidance counselors were emphasized, sowere administrators Fit all levels, and teachers,,regardless of how they happen to be organized

"We heard that youth are trying to help themselves, and they'll help business and industry tohelp them I think that was probably one of thebest and most important points that wcIs.MaCie 13

AGENDA FOR ACTIONThe following Agenda for Action is based

upon the deliberations of the Secretary's Confer-ence on Youth Career Development Prior to theConference, participants received a draft of theseprinciples, and subsequent to-thecorderence-participants received a revised version of the Agendafor Action. This final versionyesults_from-the-com-ments-of-eonference participants during the meet-ing and afterwards. The Department of Commerceand the Secretary's Regional Representatives ad-vancethisAgendalor Action as a way for the privatesector to help the whole community be a vital_learning resource- -a source of broad experienceto complement and provide opportunities forapplication of the skills acquired in the classroom

GET INVOLVEDCollaborate in your efforts in work/education Collaboration not justcooperation means the active

rpinvolve-

----pliblEaficials, service organizations, labor--

involve-ment of eploy_er, cliisempleyees, eCaTors,

unions, youth groups and others is essen-tial to bringing the world of work andeducation closer together. Join an existingorganization before you start a new one,but work actively and get involved in acareer development program that makessense for your community

A MAT'T'ER OF RECORDAdopt high_ profile advocacy for youthcareer development. Establisha well-publicized position supporting careereducation and youth career developmentDirect concern-and personal commitmentfrom,the top are essential for efficientorganization -wide involvement in work/

`education collaboration

TAKE THE INITIATIVE,Be sure career education is educationalpolicy. American youth gets itsqeducationin school, college, vocational school, tradeunions, the military, at work, in the home, atchurch, in youth organizations, and where-ever they find an opportunity to developaptitudes and skills What is important isthat career education can help all theseserve American youth better

COMMIT RESOURCESAssist educators in career educationprograms. Youth career developmentmeans bringing students and educatorsof all descriptionS into direct contact withthe world of work. This requires explicitsupport from private sector employersand that-requires time and energy at aminimum

c0

EXPAND CAREER OPPORTUNITIESEliminate artificial barriers and occupa-tional stereotypes Support efforts toreview and revise laws, regulations, andcertification requirements which impedework experience and career develop-ment. Make individual merit, personalcompetence and real productivity youremployment standards.

INVEST IN THE FUTUREShare job market data collections andprojections Vastly expanded and some-times highly innovative schemes forcollecting and projecting job marketrequirements are being developed at ,local, state and national levels The successof these systems clearly depends on the

, support and participation of privatesector employers and their willingness toshare-information-with-guidance-andcareer counselors

23

APPENDIX IOpening RemarksJoseph H BlatchfordDeputy -EfildeF Se-cFetaryUnited States Department of CommerceOctober 7, 1976

Good morning I'm Joe Blatchford, and onbehalf of Secretary Richardson I'd like to welcomeyou to Washington and express our appreciationfor your pqticipation in this conference

We're-iiiticipating a very full day, and a veryinteresting and important day, in my judgmentYou represent a wide spectrum of 'backgrounds,opinions and experiences from all parts thiscountry, representing American industry, lauor,education and youth

We're here to consider ways in which we canapproach one of the major issues facing.the nation,and facing our young people, that issue, 'simplystated, is the changing world of work, how youngpeople learn about it, what they think about it, howthey enter the job market, andhow they stay in itYou've all had a gcod deal of ,experience in thisfield, and we're especially interested in hearingfrom you We hope to takOull advantage of yourpresence here today o gain your best counsel Todo that, we plan to have plenary sessions, individualpresentations, and round-table discussions

As you may know, the' Secretary of Commercehas designated representatives in each of thetenfederal regions of the country, these representativesare here this morning to work directly with youthrdughout the day The' will be major contribu-tors to the formulation of department policy as aresult of this conference and the recommendationsyou make here The Secretary has charged each ofthese representatives with front line responsibilityto implement the-Agenda for Action that we'rehoping to develop this ,,fternoon

The problem ,and, l-thinkithe-opportunitywe confront today is the rapidly changing world ofwork and the issueS.it raises for young people Theaccelerating technOlogical revolution underway inour society makes it very difficult for commercialand national lead rs, and even professional futurists,to predict the pr case nature and types of work thatWill engage our eople in even the relatively nearfuture Each of

andcan look around in our own

workplace and sense the changes that are takingplace Tne experts suggest, in fact, that most of thespecific jobs that our children will hold don't evenexist'today. /

Where does this leave young people? Howare they to learn about the world of work? At asimpler time in our history, when the places in

21

whichweworkedcointided-rriore with the placesin which we lived, it was easy for children toobserve their parents and elders at the tasks thatprovided a livelihood whether farming orfurniture-making But the-rapid--suburbanizatton ofAmerica and our advancing technologies haveincreasingly isolated the places in which we workfrom the places in which we live

Our children, therefore, have fewer opportunitiesto become familiar with the realities of working, andeven educators are hard-pressed to keep abreastof the specific requirements for specific jobs sothey can relate, them to young people

I'm sure all of us agree that young peopleneed opportunities to become aware of theiraptitudes, skills and interests, and that they needopportunities and assistance to make careerchoices and to try and learn by doing. Aitheymake their choices, they will need training and theassurance that, though they may ')e inexperienced,the interested and qualified will find entry to paidemployment

Satisfying all these needs, of course, is no easytask

When you approach the issues of work andeducation collaboration, just the statistics them-seles are astounding We have thirteen millionproprietorships, partnerships and corporations inthis country, employing over 88 million people in22,000 job titles and classifications We haveanother 76 million people involved in our educa-tional system as students, teachers and adminis-trators in 16,000 school districts and 3,000 collegesand universities, with annual operating budgetstotaling over $125 billion When these statisticsare viewed by individual citizens, organizations ofworkers, institutions of education, and employersin a free market economy, the tremendouscomplexity inherent in dealing with work andedudation becomes evident It is clear to us here inWashington that such complexity cannot bemanaged from Washington.

We do believe, however, that the CommerceDepartment, through the Secretary's initiative as anational leader, can focus attention on the problemof how young people relate to the world of workWe can provide a forum for the presentation ofprograms and the exchange of ideas about themWe can carry the message of an Agenda for Actionto the private sector throughout the countryBecause of the Secretary's background in both theDepartment of Health, Education and Welfare andthe Department of Commerce, and because theDepartment of Commerce has a unique relation-ship with the business community, we see our role 25

as one of guiding, exhorting and working with theprivate sector so that business and labor willbecome more involved with the educational com-munity to foster youth career development

It seems clear that the private sector has aspecial stake in youth career development Thedecisions we make as a society about these issueswill help shape the character of our commercialand industrial life in the future.

Because these issues affect so many elementsof American lifemanagement as well as labor,educators as well as employers, government aswell as the private sector it seems clear too thatthe efforts to address these issues must becollaborative.

I am particularly pleased to see all of you heretoday because we represent the kind of collabora-tive effort that is so clearly needed. I am sure thatwith your help, and with your considered judgment,we can make a significant contribution to dealingwith these issues and improving the present andfuture job and career opportunities of many of ouryoung people

We are starting with the assumption that wealready know what the problem is, and that we arehere to find the solutions. We can cite statistics allday long about the problem, you are all involvedwith solving it. But our focus is to get millions ofothers in the private sector and in education to joinwith us in-forinulating some solutions .

What we propose to do next is to use theresources that are present here today to illustratesome,of the ways that the priVate sector is alreadycontributing to the career development of youngpeople: We will lead off with brief presentations ofeach of these prograins, followed by a period forquestions and comments, Later, we will haveround-table discussions of these and other pro-grams suggesrd from the floor

I trust you have received a draft of the Agendafor Action This afternoon, we will be discussingthe points of this Agenda in detail I want to empha-size that we view this Agenda for Action as just adraft document,_we are hoping_ that_you_will-help_us to refine it Add points, subtract them, changethem, and by the end of the day, we hope to havean Agenda for Action that the Secretary and theleaders of private business can use as a guide toaction in the private sector.

Each of the Secretary's Representatives hasbeen provided a supply of worksheets which hewill distribute during your discussions The work-sheets contain some specific questions for yourconsideration, but, more importantly, they alsoprovide an opportunity for us to obtain any writtencomments you wish to provide on the issues underdiscussion.

Let me say at the outset that the programs wehave selected for presentation this morning aresimply what they have been calledillustrative We,know there are many other efforts underway whichyou may be involved with or aware of whichequally merit our attention I hope you'll bring themup during both the round-table discussions andour general discussion.

Thank you.

APPENDIX II.RemarksHonorable Elliot L. RichardsonSecretary of CommerceOctober 7, 1976

-Good-morning I'm pleased to be here I havetaken a lot of interest in the subject you're discuss-ing, and I think it's exciting that we have cometogether today to hear about and to discuss veryconcrete approaches to dealing with it I see herefriends and colleagues with whom I've worked onone or another aspect of the problems of educationand work and career preparation over the years-notably Sid Mar land, former Commissioner ofEducation, now President of the Co neje EntranceExamination Board in Princeton, New jersey I

___think, however, he is likely to be remembered evenlonger for'his initiatives in the development ofcareer education than he may be for his present,very important, role

Ruth.Love is here, too, who formerly headedthe Right to Read program, for which she did so

_ much.There's also Frank Newman, now President of

the University of Rhode Island, who is identifiedwith the Newman Reports which broke innovativeground in many areas, but especially in relationshipto the need to break the educational lockstep andcreate opportunities for young people to beexposed to the discovery of their own talents, andthe testing of these talents in the world of work

Jerry Rosow is also here, who was AssistantSecretary-of Labor when I was at HEW, and whohas long been deeply interested in the problems ofmanpoweriwomanpower development, workincentives and work satisfactions, and who nowheads the Work in America Institute

It may seem self-serving to some that anyonewho has bounced around in as many jobs as I

__I:vein the past several years should call a con-ference on Career Development, but Lean guaran-tee that another career is the last thing I have inmind for myself right now

We are eager to have your advice and yourhelp, to have the benefit of your courisel andexperience That is why I have asked my colleagues,Deputy Under Secretary'of Commerce, JoeBlatehford, and all of the Secretary's Representa-tives to work closely with you in the months aheadToday's schedule is designed so that we will beseeking not only your oral comments here, but anywritten comments that you wish to send us l hefuture

The central problem we face is how best toensure that resources invested in our young people

are sufficient and appropriate both to sustain theirpersonal aspirations and, at the same time, meetthe needs of society I won't go through a longlitany of the problems we face that are familiar toyou They include, of course, the increasingnumbers of young people unprepared and unableto find and hold jobs We get a lot of occasionsnowadays to talk about the problems of unemploy-ment, but the fact is, of course, that the increases inunemployment in the last two months have beenwholly increases in teen-age unemployment

We see, in addition, steadily mounting rates ofemployee turnover and absenteeism We see theincreasing cost to society, and to individuals, ofworker alienation and deferred hopes for a betterlife We see the work ethic itself threatened withincreasing doubts among young people about thevalue to self and society of having a job and puttingforth one's best effort.

I might add here, I can't resist interpolating theobservation that I've never been quite sure that thework -ethic" was an appropriate phrase -It seemsto me an inheritance of Puritanism whici :elt thatworking was analogous to donning a hair shirt Itwas something one did because of sheer obligation

What young people, it seems to me, needbetter to understand is that there are no satisfac-tions, or few, that are more fundamental than thesatisfaction of doing a job well I quote WilliamFaulkner in my book assaying that "there isnothing else, really, you can do for eight hours aday that will give you satisfaction You can't eatfor eight hours a day, or even make love for eighthours a day 7.1y fishing you can do for eight hoursa day, but I'm not sure you want to do it 365 oreven 300 days-a year It would pall pretty soon inany event, the significance of work as a source of akind of satisfaction that no one else ran give andno one else can take away is something that weredly have gotTo- do dbetteer job of communicating

All these factors make clear why a crucialconcern of both management and labor must behow young people relate to the current and pro-jected nature of the world of paid employment,what they accept, and how they react to the con-cept of work in the choices that d?-termine theirlifestyles

It seems to me clear that any effective responseto these issues requires the collaboration of allsectors of our society, especially our communitiesMore concern, even cooperation, won't suffice Weneed active participation, the assumption ofresponsibility and the investment of resources inhelping young people fhlci jobs and careers that

2327

are satisfying to them and beneficial to societyThose who recognize that their vital interests

are at stake in helping ,'oung people develop acareer orientation will not settle for less than activeparticipation Those who fail to recognize that theirvital interests are at stake do not understand theproblem. These are, of course, broadly sharedconcerns within our society, involving leaders ineducation and youth organizations, in business,industry and the professions, in the labor move-ment, and in government

But we didn't invite you here to lecture you,but to ask and learn from you We want your ideasand_your insights, and so I have asked JoeBlatchford, who has been presiding here, to use theskills he developed in creating ACTION out of thePeace Corps action n both the sense of the titleand in the sense of constructive,forwarcl movementto provide the leadership for this conferenceAnd I've asked the Secretary's Representativesfrom around the country who are here with you tobe present and to work closely with you. It is myhope that the efforts we all invest today will pay offin increased jobs and career opportunities And,most importantly, in fulfilled lives for millions ofyoung Americans in the future.

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APPENDIX IIILuncheon AddressIrving S ShapiroChairman, E. I du Pont

de Nemours & CompanyChairman, The Business

RoundtableSecretary of Commerce's

Conference on Youth CareerDevelopment

I am glad this meeting is taking place, and thatI have a chance to share in it The job being doneunder the banner of Career Development can helpindividuals all over the country identify and achievetheir own career goals, and that in turn makes it animportant element in the preservation and growthof a successful national society and economy

Let me review with you a,few basic facts,which I interpret from the point of view of a personwho has had a career in business

Our economy is expanding in the UnitedStates, and the labor force is growing with it Morepeople have jobs than ever before a total of 88million It is no secret, though, that a great manypeople who want jobs and many who need jobsbadly do not have jobs At last count, unemploy-ment was at the 8 percent level

The trouble with that figure is that it's anaverage and averages don't help much Amongpeople well established in their careers, there issome unemployment but much less than 8 percentAmong some other groups the unemploymentrate is far above 8 percent

The example that ought to concern us todayis unemployment among people in the under-20age group Fully half of the unemployed people inthis country fall into this group, and it is clear that,unless new job oppol tunities are created, theseyoung people will have no place to go, and neitherwill their younger brothers and sisters comingalong behind them

The b'est estimate i can get is that, to bringdown the present unemployment rate and providefor the growing labor force, we need to create atleast 2.5 million new jobs a year in the U S for thenext four to five years That's a lot of jobs

Another kindof fact to be noted, on theencouraging side, is that a great deal of work hasto be done in this country in th, years ahead Weneed to increase production and develop newtechnologies to till needs we can't fill now and toconserve natural resources We want to helpimprove living standards in other countries dSwell as our own, and keep a strong competitiveposition for the U.S. in the overall world economy

It ought to be easy, then, to link up the jobsthat need people, and the people who need jobs,

but it's not that easy There are at least threestumbling blocks

The jobs that need doing are not necessarilyilocated where the unemployed people areCall that the geographic problem or maybe themobility problemPeople who need jobs do not necessarilyknow enough about tnem Call that theinformation problem. And thirdYoung people often do not have the skills toqualify for jobs. Let's call that the trainingproblem

I am not as worried about the mobility problemas about the Other two. I don't deny that it is aproblem, but Americans in general are prettyflexible people, and I believe we could get the jobsand the people together if the other two problemswere resolved

The information problem and the trainingproblem are the tougher challenges, and I'mconvinced that these can be handled only if busi-ness and government work together as active,partners

That partnership does not imply the creationof many new lob opportunities in government Tothe contrary. is, large majority of the new jobsought to come in the private sector Furthermorewe'are talking about enduring jobs, jobs that have

future, and not about transitory jobs which havea "make work" quality about them

This point should be kept in mind becausethere are some proposals afloat here in Washingtonto tackle the unemployment problem by setting uppercentage targets and a timetable I am all forgetting unemployment down, but some of themechanisms proposed do not appeal to me at allFor example, one bill in Congress would addsomewhere between three million and eight millionpeople to the government payrolls, and cost anadditional $24 billion to $48 billion per yearGovernment alre-ddy employs one person out ofsix in this country, and with the Federal budgetrunning a heavy deficit it is hard to developenthusiasm for another program with a price tag inthe tens of billions of dollars particularly if thereis an alternative available.

There is ari alternative An expansion of jobs inprivate business and industry, which can be helpedalong by more and better educational and corn-munications programs

There has been a gr'eat deal of attention givento the job training side of the problem by people ingovernment, business and the labor movementSome industries the chemical industry is oneexample have for years had Co-op Programs

2529

with schools and colleges, and a variety of onjob training programs We proved to ourselveslong ago that you can take d young man or womanwho has never been in an industrial plant and turnhim or her into a highly skilled chemical operatoror mechanic We don't hesitate to put tens ofmillions of dollars worth of complicated equipmentunder their control

We don't claim to have all the answers on jobtraining, but we have learned a lot and made someprogress

Not to make judgments in a field in which I amnot an expert, but I have the impression that wehave further to go on the communications side ofthe problem A lot has changed in industry and inother parts of our economy, and the stereotypedimpressions many people have about a great manytypes of work just are not acct :ate In some fieldsof work it's a good bet that if someone tormed hisideas ten years ago or more about the jobs outthere, the ideas are probably wrong

In the past, business and industry couldabsorb quite large numbers of new employeeswith comparatively low skills Many productionjobs were on assembly lines and could be filled bypeople with minimum training But assembly-linetypes of work represent a declining percentage ofthe total jobs in manufacturing More jobs in theservice field, as well as in toe goods-producingsector, call for considerable skill Frequently theyrequire academic preparation that is lifficult toProvide in a job setting The candidate has to bringit with him To take just one example, you can't bean instrument me( haruc in the :,liemical industrytoday until you learn some electronics andhydraulics, and that calls fur a guud backgroundin mathematics

It was with the informition probit:itrin mindthat We in the du Pont Company decided' severalyears ago to expand our outreach to the schoolsOur departments had worked with educators onCareer Develupment matter-, before then, but weconcluded that a more sharply focused programwas needed. We chose to concentrate or. Delawarebecause that is w'here our Company has its head-quarters, and where we have the heaviest concen-trahon -_Dtjobs

The program is similar to some others'withwhich you are familiar, so I won't burden you withdetail It revolves around people from the commun-ity making themselves available to tii( lentsand teacher:, firsthand facts about vangus kndsof careers A central clearing Luse has been

andaup to identify Community Resource People, a30 catalogue has been published showing the topics

that they are prepared to cover Its a matter of only,a telephone call or two for a teacher to arrange foran appiopriate person to come to his or herclassruorn To help put their program together duPunt made one of its staff people available full timefur 18 months Some of you know him JohnReynard

The points I would want to make about theDelaware Program are quite basic

It is not du Pont's program, but thecommunity's We are contributing to it butso are many others That is important.It is a c, llaborativeprogram between theprivate sector and educators ranging fromclassroom teachers to the State's topeducational official The educational groupwas involved from the start. We think that'simportantIt is a broad-scale program, not concentratingon industrial jobs by any means but involvingmore than 1,200 people from more than 250businesses, labor and governmentalorganizationsLast, it is a limited program with measurableobjectives It does,not try tO do everythingfor everybody all at once Instead, it startedwith a few school districts and is beingexpanded gradually We think it's Importantnot to bite off more than you can chew

Whethei- we are on the right track or not it is tooearly to say with any great conviction. We do notwant to over-claim, and the facts will speak forthemselves after a little more time has passed

We do believe, though, that the overallobjective and approach are right The focus is onjobs in the private sector, with government andprivate companies working in tandem We areconvinced, too, that this typ(!of effort, (limy .vithbetter foll6w-up educational and training progr6mS,is much the best answer to the employmentquestion, fur the alternative is continuing highwelfare usts, a continuing loss of the contributionmany young people could make to uur society, andcontinuing personal tragedy for many individualswho deservi-; better of themselves, and of us

In the final analysis there will be no magicwand in Washington that will provide a solution Inmy view, it will come fronfa large number ofspecific a _:tions- taken al various communitiesacross the land Where our people have engagedin self-help they have been successful [hat is myrnesi-iiige fur toddy, and I wish you great success inyour deliberations to( lay dr in your actions athome thereafter

26

APPENDIX IVCity-Wide Career Education Program

Des Moines, Iowa has a tradition of helpingyouth explore career opportunities As early as1932, the city promoted an annual High SchoolDay in which students went to work in localnesses and industries Co-op programs in retailingand office work gained wide community supportAdvisory committees of people from business andindustry played an important role in the develop-ment of the programs and facilities for the TechnicalHigh School which opened in 1942

In 1971, when the Superintendent and theBoard of Education set out to develop a masterplan for implementing career education in gradesK-12, tlaey found their business and labor leadersagain ready to help An Advisory Committee forCareer Education, composed of 22 members frombusiness, industry and labor and three studentmembers, was organized and began meetingmoniMeduring the school year This "umbrellaagency:' unique in its inclusion of youth repre-sentatives, still functions to ensure that attention topolicy matters and to practical implementation ofcareer education programs keep pace with eachother.

After agreement that career education con-cepts should be introduced at the elementarylevel, developing appropriate informationalmaterials became a major problem At the juniorhigh level the only school materials available werefor the occupational clusters of construction,manufacturing and age-I-business Persons frombusiness and industry were quickly identified tohelp junior high teachers develop needed materialsfor six additional career clusters and to secure'donated Materials and equipment

Since Des Moines is in air agricultural teit ,

understandably the agrebusiness program holds-, high interest for students This program wasdeveloped with the help of en advisory committeeof agri-business employers and gives both iuniorand se ildr high school students an opportunity toexplore and gain basic skills in thirteen differentcareer areas ranging from animal science to farmbusiness menagement

Other unique career education programshave been developed at the senior high level TheExecutive Internship Program provides anopportunity for high school juniors and,seniors towork with a business executive for an entiresemester and receive academic credit relau (1 tothe tasks they perform Tht business communityhas given its full support to this program, de,;ignedfor students seeking ca career reqiiiring a becc:alau-

L'eate or higher degree The practical nursingprogram is in its third year of operation and is theonly such program in Iowa As part of the clinicalpreparation required for licensing, senior studentsare trained in the community's hospitals

The annual reports of the Auvisory Committeefor 1975 and 1976 presented several recommen-dations for the secondary guidance and counsellingprogram in Des Moines and for the Technical HighSchool The Committee's primary colicern wasetaff uecirading They noted that the majority ofvocational instructors stay current only by readingti ade publications, while employees in businessand industry rely heavily on company or dealerschools to keep RI- -east of new products andtechniques There iollowed a recommendationteat upgrading could be effected if more of thebusiness and industry tee, iniques were madeavailable to instructors

Des Moines is deservedly proud of its cal-. e'erdevelopment efforts to date, but the Committeerealizes that there is still a large faction of the com-munity that is uncommitted and to whom theconcept must be soldFor Further Information:Mr. Dick GabrielCoordinator of Career EducationDes Moines Independent

Community School System1800 GrandDes Moines, IA 50307'(515) 284-7888

Industry-Education CouncilThe purpose of the Central Jersey Industry-

Education Council is t&flevelop communicationand cooperation between the business: industry/labor community and the education communityTo this end it engages in selected activities relevantto career development and awareness of allsections of the community

Created in 1966 by a federal planning grantto the Woodbridge Township School District, Ithas now become a joint venture of business/indus-try/ labor and five school districts in the countyC J I EC 's 1975 Report lists 28 major companiesas participants in the year's program Thesecompanies and participatir ; school districtscontribute monies to the Cc), nail to support itsprograms and staff of five persons

In order that students will have 'accurateinformation on which to make (-erect- decisions,

2731

C.J I.E.0 has, among other activities, created aCommunity Resource DireL.tory with computerassisted career information, a speakers bureau,and a program to eliminate sex-role stereotypingin careers

Another area of particular concentration is a"how to" program for seniors about to enter thejob market School Industry Coordinators, or insome cases Job Placement Coordinators, make apresentation to senior classes as part Of the Englishprogram emphasizing the importance of effectivecommunication skills in obtaining employment

An additional thrust of the C J I EC programis assisting educators, buSinessmen, and laborofficials in assuming a leadership 'tole in careereducation and placement This has been accom-plished through Leadership Training and CareerGuidance Institutees

The Leadership Training Institute, _sponsoredby the National Alliance of Businessmen, is con-ducted every year for 30 to 0 upper-level decisionmakers from business, lab arnd the schocls Thepurpose of the Institute' to assess the need forand techniques of impl enting career-orientedprograms The Career GI. nce Institute, designedfor teachers, guidance counselors and adminis-trators, parallels the Leadership Training Instituteand emphasizes implementation and operation ofcareer development programs

One of the most successful activities ofC J I EC is the Community Resources Workshop

a program for influencing teachers In a four-week, 120-hour summer workshop, educatorsidentify a particular problem in their disciplineThey are encourage ,, i utilize business, industryand labor resources to develop a response orbetter approach to he problem Among the areasof focus have been foreign language careers, theteaching of biology, applied mathematics, andbusiness management training

Parents especially appreciate the communityinvolvement programs which, with the help of themedia, have enabled the school systems tocooperate with each other and with industrial,business and labor organizationsFor Further Information:Mr. Bernard NovickDirectorCentral Jersey Industry-

Education CouncilWoodbridge Township School DistrictP.O. Box 428, School StreetWoodbridge, N I 07095(201), 636-0400

?2

Out-Of-School Youthone satisfied employer told d 70001 evalua-

tion team "Whatever you're duing, working"What 70001 is doing is coordinating d nation ldeprogram thLt combines job placement with careerpreparatien, academic instruction and motivationfor People in the 16-22 age bracket It's working,its officials say, because it provides young peoplewith a pattern Of successes to eplace the patternof failures that were formerly. the students' primaryexperiences in school and in business

The enrollees are guided into immediate,unsubsidized employment On-the-job training'ensures t' iat. job skills and work attitudes neces-sary to satisfy the employer are learned Enrolleesare also required to work toward their HighSchool Equivalency Diploma (GED) after hoursAnother key element in the program's success isthe provision of the structured program of youthactivities designed to strengthen personal motiva-tion for career development.

CompanyIn 1969, a grant from the Thom McAn

Company in Wilmington, Delaware initiated theprogram that gtew into the now independentcorporation, 70001 Ltd Thorn McAn's executiveswere concerned with the economic and socialproblems caused by unemployed and out-of:school youth They approached the Distributive,Education Clubs of America (DECA) for help inproviding a means for these young people toobtain immediate employment d lung with the job,training, basic education and personal motivationthey would need to enter the field of marketingand retail distribution

During the first three years, the program costless than $1,000 per participant pc- year and 71%of the participants st eyed in their jobs for at leasta year Impressed, the Community ServicesAdministration funded DECA in 1973 to spreadthe 70001 program to communities who wantedsuch a program and would manage and financeit with 70001 "franchising"' the special,expertiseand quality control 70001 is now an independentnon-profit corporation and this year's expansion-effort is viewed as the first step needed to bring70001 to every interested U S city by 1981 TheDepartment of Labor is financing this first year ofthe expansion effort while 70001 seeks to becomebasically self-sustaining by providing consultingservices to local programs 70001 is the only man-power training program with a youth organizationand the only one that franchises its name andexpertise

28

In statistical terms the program shows signifi-cant gains in growth and operation since itsbeginning in 1969 By January of 1975 the 17programs and 2,000 enrollees in 9 states repre-sented a 400% growth By December of the previ-ous year over two-thirds of those enrolled in 70001had been placed on the Job and 50% of the i ernain-der were preparing for employment

In dollar terms, 70001 costs less than the aver-age manpower training program $1,000 per par-ticipant and under $1,250 per job placementcompared to the $3,087 average cost nationallyper CETA parti,:ipant In 1975 alone, enrolleesearned more than $1 million and paid out approx-imately one-fourth of this in local, state and federaltaxes.For Further Information:Mr. Kenneth M. Smith70001 Ltd.Robscott Building151 Chestnut Hill RoadNewark, DE 19711(302). 731-0750

Counselling/Placement ProgramThe Memphis Volunteer Placement Program

(MVPP) was established in 1968 when Memphis,as well as many Other communiti-s around theUnited States, was expehencing civil disturbancesThe schools were in need of help and it \vas theidea of two local businessmen and a high schoolcounselor that the businessmen among othersin-the community had special resources thatcould be of vital help to the guidance depart-ment of an inner city school Thus, MVPP wasdeveloped as a counselling program operated byvolunteer s from the community to assist highschool students with career planning

In the last eight years, MVPP has become avital and vigorous effort in Memphis The 'volunteercounselling program now utilizes 1,10 communityvolunteers in the one-to-one and grodp counsellingof more than 1,000 high school students on generalcareer planning Near'y 4,500 graduating seniorsare provided guidance in preparing themselvesfor finding employment MVPP has produced, incooperation with the Board of Education, a voca-tional guidebook entitled "Start Getting That JobNow It also conducts a Jobs Readiness TrainingProgram in conjunction with the MemphisEmployers Merit Employment Program, acompany-sponsored prograin to promote non-discriminatory employment Last year, some 170

volunteers from L Jsiness, industry, labor and localgovernments were directly involved in the jobreadiness sessions conducted in 17 of the 30 cityhigh schools

Selected Memphisigh school Juniors areinvited to an annual career conference on Com-munications Occupations The local TV and radiostations and newspapers provide the equipment,talent and luncheon for the conference The 300students attending last year were exposed tosimulations of actual production problems pre-sented by eacliof the three media outlets At a -

point in their lives when they are beginning to makeup their minds abat possible careers, thesestudents learn firsthand about some of the prs-sures as well as the opportunities, in communica-tions occupations

As part of its program, MVPP conducts aspecial two-day college-a-rama The 6,000 graduat-ing seniors of Memphis' high schools are bussed toCook Convention Center Thera they have anopportunity to talk with representatives from 135colleges and universities, such as Harvard,Wellesley and the Air Force Academy, aboutcareer interests.

MVPP is also involved in sending a limitednumber orexceptionally bright high school juniorsto four eastern prep schools, Andover, ChOate,Exeter and Mt Harrison More than 90 studentshave participated since 1969 in this progran-i ofaccellerated6 -8 week sessions

These and other MVPP programs have re-ceived the enthusiastic support of the MemphisBoard of Education The Board furnishes one ofthe four paid staff members and contributes aboutone-sixth of MVPP's budget The City Councilprovides two thirds of the budget, the remaining.sixth comes from organizations and individualsFor Further Information:Mr:Fred KochVice President, PersonnelGoldsmith's Department StoreMain & GayosoMemphis, TN 38103(901) 529 -4545

Cooperative Education ProgramPrior to World War II, the Vought Corpora-

tion, an aerospace company, estabhhecl coopera-tive engineering programs with tht_ University ofCincinnati and M I The Company moved to

29 33.

Dallas, Texas in 1948 and'immediately started aco-op program with Southern Methodist Univer city,following later with other colleges in the SouthwestEngineering has been the predominant major, butstudents majoring in other fields have also beenemployed In all, over 30 colleges and universitieshave been involved In the past 20 years, Voughthas helped 13 Texas colleges and tive out-of-stateschools start their own cooperative programs

Because of the limited number of engineeringgraduateS available in the Southwest, Vought, in .

1957, established co -op scholarships for highschool seniors with the Engineering'CareerPrograms Through written and personal contactswith nearly 400 high schools in north Texas, 15 to20 winners have been selected each year Thisprogram has attracted many outstanding highschool seniors and has supported them throughtheir college career with not only related workexperience. but with considerable guidance andcounselling Essential to the program is closecoordination between the student, the Companyand the college To quote the Vought Supervisor ofEducation, "Now we grow our own

And "grow" they do Some 261 students havecompleted their bachelor's degree in this programin the past 15 years Equal periods of college studyalternate with well-planned and increasinglycomplex work Assignments at Vought In five years,the student earns the bachelor of science degreewhile gaining two years of practical, diversifiedengineering experience During those 15 years,187 co -op graduates elected to stay with theCompany Vought is rightfully proud of this 72',retention rate

Although the number of employees at Vcughtmay have fluctuated from a high of 25,000 to a lowof 8,000,-depending on its contracts, the Companyhas never laid off any engineering co-op studentsVought officials feel they have gained too manyfine employees and other benefits to contemplatecancellation of this programFor Further Information:Mr. B. J. ArmstrongSupervisor of Education .

Vought Systems Career Programs,Vought CorporationP.O. Box 5907Dallas, TX 75222(214) 266-4171

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Technical Advisor Program

Denver's Technical Advisor Program grewout of an idea conceived at Western Electric Theircommunity relations director, observing the dis-crepancy between what graduating students knewabout electronics and the skills Western Electricneeded, sought to provide local students withincreased career awareness In the school year1971-72, Western Electric sent two electronicstechnicians to local high schools to describe theirjobs and the skills needed for those jobs These .

technicians also offered_ to serve as_a_resourc_e for__ _

the teacher, supplementing the curriculum withdemonstrations of new equipment and films oncurrent innovations

As more people became aware of these activ-ities and as dialogue increased between the private ';

sector and those in the ethication process, theeffort expanded Bell Laboratories volunteered twoother advisors With support and approal fromthe Denver Public Schools, representatives fromV,Testern Electric asked the Denver Chamber ofCommerce to sponsor the expanding programThe Chamber responded enthusiastically andshortly thereafter five additional Denver corpora-tions offered advisors In 1975-76, fourteen localindustries offered advisors to participate in eightDenver schools in the areas of Lusirress and officeskills, accounting, drafting, machine shop,electronics and construction

The main purpose of the Technical AdvisorProgram is to supplement and enrich the highschool curriculum Advisors donatingbne to twoflours per week during the school year canaccomplish this in a variety of ways In the class:room the Advisor frequently helps students withindividual projects such as the repair of a televisionset in an electronics cour,e ur the f a..1)dratIOI1 ofd 'Sample job resume in d and officeskills course In other instances, the At ivu-ior may

on another employee of his company to a:,S1Stin etting d particular point or concept across tothe student While most of the Ac Ivisor's time in theclassroom is devoted to expanding the stuc leots'career awareness, th.r.i Advisor has another roleBecause of his non-threatening relationship withthe students, the Advisor can (11SCI,F,c; with them .

their goals and arnI)itions, and eliminate some ofthe anxieties the stu, lents encounter when makingthe transition from higI3 school to a ,.arc,'er orcollege

Coordination for the entire program is pro-vided by the DenYer Chain} )er of Commerce AnAdvisory Board acts is liaison between industryrepresentatives and the School Board In the long,run it Is hoped that the Technical Advisor Program

will improve the quality of 'he labor force, pro-vide a better labor pool for cornpanie,s to selectfrom, and improve career opportunities for Dt..,:veryouth.For Further Information:Mr. R. Bruce SheltonStaff Project ManagerDenver-Chamber of Commeice1301 Welton StreetDenver, CO 80204(303) 534-3211

Vocational Exploration Program

How do you get a high school student who'sready to drop out of school to stay and startplanning for a career?

Recognizing the correlation between thosestudents who leave .school and the number ofunemployed and unemployable persons, theHuman Resources Development Institute (HRDI)of the AFL-CIO and the National Alliance ofBusinessmen (11AB) have focussed their attentionon the problem

The Vocational Exploration Program (VEP)a pilot 'Youth program sponsored by HRDI andNAB Utilizing business and labor resources ineighteen metropolitan areas during the summer of1976, VEP provided 240 disadvantaged highschool students, whose ages ranged from 16 to 2-1'and who were completing either the 11th or 12thgrades,.an opportunity to explore a variety of .

occupational areas and to gain a better under-standing of the world of work, in order to identifyCareer interests and develop career goals

First conduced in the summer of 1976, theprogram, which is educational rather than work-oriented, placed students with private employersand labor unions, with wnom they gained experi-ence in such diverse occupations as computerprocessing, personnel, telephone line repair work,bank cashiering and air traffic control workThrough on-site experience and classroom ses-sions, the students received exposure to a varietyof work activities, to labor managei,.ent issues andpractices, to employment r,quirements and tocareer planning

In each city, HRDI am i NAB Representativesprovided general program coordination, identifiedemployerand assisted in the selection of enrolleesPrograms were designed an, I operated locally,enabling the contracting company or labor organ-ization to develop a program which was appro-

priate to the local situatiod Companies participating in the program ranged from large corporationsto public utilities to financial institutions to medium-sized and small businesses Programs were alsocontracted and managed by AFL-CIO centrallabor councils, local unions and other labororganizations

In all cities, the response to the program fromemployers, students, parents, labor officials andschool systems has been very positive Companypersonnel found the program easy to operate and,in several instances, have offered students part-time jobs as a result The students discovered t'iatthere are jobs they enjoyed and some which didnot interes them They felt the experience wasmuch more worthwhile than participation in regularsummer youth programs Most importantly, theyfound that there are many aspects of the world ofwork of which they had not known before, and thateducation is a very important pal of their prepara-tion for earning a living

Replications of this program aro expected toimprove the working concept from which d modelcan be developed which will enable collaborativeefforts between existing groups to address theproblems of hard-core unemployed youthFor Ftirther Information:Mr. Charles BradfordDirectorHuman Resources Development InstituteAFL-CIO815 16th Street, NWWashington, DC 20006(202) 638-3912

Exploratory Work Experience Education (EWEE).The Exploratory Work Experieno Diu

Program sponsored by Secutity final

Bank is cm effort to improve th( career development of y, ith in California Students lc, yearc-,ofage or older who have'expressei intiin--1 inbanking as d possible careerby their is( ihools to participate in this j ire tram,those stui lents are chosen from I )( ith inner citylnd suhurl scf wherever SecurityP...,ifte branch is located

On- the -job observation and limited partiopotun in bank operthions provide students with thechance to learn what (hitlessteller or a accountsints clerk pert, vrry, Sev(I-1such positions are observed, eacli for four hours

31 35

during a single week. In total, with an initial two-hour orientation, each student receives 30 hours ofactual work observation At this point, the studenteither elects to leave the program or continue in awork area iri which ha'she expresses a careerinterest

For those continuing, a period of up to 30hours may be spent in their selected work area(The State's Industrial Welfare Commission has setthe maximum of 30 hours ) H a student chooses,he/she can continue for an additional 30 hoursup to a total of 90 hours in the program but onlyif they rotate to a new area of specialty

Formal Guidelines for this program havebeen worked out in great detail and with realcollaboration with both schools and organizedlabor The Guidelines specify all arrangements,including the restriction that students receive nocompensation for their participation For studentswho desire employment at the completion of theprogram, a referral is made to the Bank's nearestrecruitment office

Cooperating with educators in designingcareer curriculgr dud teaching aidi-

Cooperating in career Tier itation programsfor educators,

Service on industry-education advisorycouncils

General Motors has gone well beyond thesimple assertion of a policy Guidelines for GMSupport of Career Education have been estab- .

fished, detailing the rule and types of assistance tobe offered by GM operating people Careereducation coordinators have now been appointedin 101 of the 110 General Motors plants In manycases, each plant's Education and Training Direc-tor takes on this additional role, working directlywith local schools, businesses, organized labor,community organizations, parents and otherindustries to achieve GM's policy objectivesThe coordinaturs are designated by GM PlantCity Committees which then coordinate the _

company's involvement with the local schoolEvery coordinator has a chance to share what

Security Pacific experimented with many types his plant is doing through GM's Career Educationof work experience programs, paid and unpaid Exchange newsletter, whicliap_psars.monthly- TheAfter four years of operation, bank and school newsletter-helps coot dinarors keep abreast ofofficials agree the current model has proved best --other programs, new legislation, and federal andOther _banks rn tne areaFaTeTaken Security state activities-in career educationPacific's example and adopted very similarprogramsFor Further Information:Susan OdegardPersonnel Relations OfficerSecurity Pacific I\Itional BankOne Embarcadero CenterSan Francisco, CA 94111(415) 445-4000

Tangible Corporate PobcyA conviction that!. ss has a major role to

play in achieving the t_J(. 3f education providIngpreparation for employment and mirk led in 1975to the adoption of a corporate policy entitled,"General Motors arid Career Education Asserting,that, "General Motors' support of quality educationincludes the concept of career education in UnitedStates schools and college," the policy went on todefine how GM proposed to help schools andcolleges, particularly in GM plant city communities,

,,by actively participating inProviding classroom speakers and instruc-

tional materials on specific careers,Providing plant visits,

36 32

For Further Information:Mr. Willard CheekPublic RelationsGeneral Motors3044 West Grand BoulevardDetroit, MI 48303(303) 556-2085

Educators-In-Industry.How does an educational administrator,

teacher or guidance counselor upgrade his owninformation about the world of work, vocationalguidai ice and career development' Since 1959,General Electric has been involved in takine; anactive role in providing educators with these skills

GE's activities started with sponsorship ofSummer Guidance Programs at selected anivers-ities These :ipecialsix -week programs combinedprofessional ui.tion in counielling skills withfirst -hand expel K.:lice in CE plants and other localindustries Over the past 17 years, there have beenapproximately 2,000 alumni'of the Program whoare better prepared to counsel young people incareer development All programs provide forgraduate level credit with additional credits avail-

abie for implementation of plans developed duringthe summer,

In 1971, several GE plant locations took theinitiative to better expose their community's edu-cators to the industrial environment and to informthem of careers currently available in industrythrough orientation in local pants

Although GE was by the successof the Summer Guidance Program and their own

__local efforts, they felt that more help was neededfrom other private sector organizations at workwith educator's. In . 972, GE developed a-modelcalled Educator-In-Industry Programs to be imple-mented at the local plant by GE representatives incooperation with nearby colleges or universities.Following a needs assessment of the career guid-ance activities of the community, the GE repre-sentative tries to develop a community-supportedAdvisory Courtil-to help plan a program targetedat counselors.

The program format is a series of two--to--three-hour sessions-con--daTea late in the after-noon for 12 to 15 consecutive weeks These formalsessions are supplemented by plant visits and-"shadow" experiences. The specific subject areascovered vary with the. employment markets in eachlocale. These programs also carry graduate levelcredit'available through the cooperating institutions

Participating educators say the results at boththe summer institutes and in-service programshave proved to be excellent Moreover, GE officialsnote that these programs have visible results in theGE plant communities where they occur With theexposure to the world of work that they haveobtained, participating educators provide correctand up-to-date information about careers in com-merce and industry to students who have tradition--ally received less help than then college-boundpeers. Many of these young people are helped toidentify caree;%s in which immediate jobs areavailable.For Further Information:Mr. Joseph BertottiManagerCorporate Education RelationsCareer Guidance Programs`General Electric3135 Easton TurnpikeFairfield, CT 06431(203) 373-2913

33 37

APPEND!? VParticipantiin The Secretary'sConference On Youth CareerDevelopmentOctober 7, 1976

Mr. Harry A. ApplegateExecutive DirectorDistributive Education Clubs of America290 Park AvenueFalls Church, VA 22046Mr. B.J. "Billy" ArmstrongSupervisor of EducationVought Systems Career ProgramsVought CorporationP.O. Bo'x 5907Dallas/TX 75222Mr. l'icharci ArnoldMager, Educational RelationsAmerican Telephone & TelegraphR9Om 538

New York, NY 10007/Dr. John Banning

/ Program Leader4HYouth Extension ServiceU.S. Department of Agriculture

/ Washington, DC 20250Mr. Joseph BertottiCorporate Education RelationsGeneral ElectricFairfield, CT 06431Mr. Milton BinsSenior AssociateCouncil of the Great City Schools1707 H Street, NWWashington, DC 20006Ms. Joyce BAeeManager of Educational RelationsJ.C. Penney Company1301 Avenue of the AmericasNew York, NY 10019Mr. Linden BiueDomestic and International MarketingGates LearjetMid-Continent AirportP.O. Box 1280Wichita, KS 67201Mr. Charles BradfordDirectorHuman Resources Development InstituAFL-CIO815 16th Street; NWWashington, DC 20006Mr. John BrownDirector, Employee BenefitsGENESCO111 7th AvenueNorth Nashville, TN 37202Mr. Ben BurdetskyDeputy Assistant Secretary for Employment & TrainingU.S. Department of Labor601 D Street, NW

38 Washington, DC 20213

Dr. Wilfred C. BurtonManager of Educational ServicesAmerican Gas Association1515 Wilson BoulevardArlington, VA 22209Mr. Edwin ButenhofDirector of Business & Technical PersonnelEastman KodakRochester, NY 17650Dr. Joseph CalitriVice President, Public RelationsAmerican Cyanamid CompanyWayne, NJ 07470Mr. ArnoldiCantorAssistant Research DirectorAFL-CIO815 16th Street, NW_

_Wash ingt :6006Mr. W. R. CheekVice President and Director of SalesChow DivisionRalston PurinaCheckerboard SquareSt. Louis, MO 63188.Ms. Barbara ChurchillCireer Guidance SpecialistAttleboro High SchoolRathburn Willard DriveAttleboro, MA 02703Mr. A. Michael CollinsResearch & Education DirectorInternational Union of Operating Engineers1125 17th Street, NWWashington, DC 20036Mr. J.D. ClemmonsOffice of Planning and EvaluationDepartment of Health, Education and WelfareWashington, DC 20201Ms. Judy CookDirector of Programs DepartmentGirl Scouts of the USA1666 Connecticut Avenue, NWSuite 405Washington, DC 20009Mr. William DennisNational Federation of Independent Business150 West 20th AvenueSan Mateo, CA 94403Mr. Ron DoughertyDirectorAlaska Center for Staff Development650 International Airport RoadAnchorage, AK 99502Mi rim DurkinHuman Resources Development InstituteAFL-CIO815 16th Street, NWWashington, DC 20006

34

:;

Mr. /William A. DuvalGe eral Vice President ;'

In ernational Brotherhood of Painters and Allied TradesA L-CIO

nited Unions Building050 Now York Avenue, NW

ashington, DC 20006Mr. Kenneth EdwardsDirector of Skill Improvement & TrainingInternational Brotherhood of Electrical Workers1125 15th Street, NWWashington, DC 20005Mr. William Elliott

- Manager,-Educational RelationsAmerican Cyanamid CompanyWayne, NJ 07470Ms. Cassandra EvansNational OfficerFuture Homemakers of America615 Roberts CircleTuskeegee Institute, AL 36088Mr. W.L. Faison .

Manager, Manpower ResourcesExxon Company USAP.O. Box 2180, Room 2891Houston, TX 77001Mr. FrederickVeltonDirector of Public RelationsChicago United Association6 N. Michigan Avenue, Room 1308Chicago, IL 60602Mr. Ira FentonPresidentSports Marketing CompanySubsidiary of Graphic Sales, Inc.3259 Whitebrook Plaza, Suite-.200Memphis, TN 38118

Ms. Christine FordStudentWilmington 700013202 Kirkwood HighwayRoom 205Wilmington, DE 19808Dr. Chester FranckeDirector of Education Systems PlanningGeneral Motors3044 W. Grand BoulevardRoom 11-266Detroit, MI 48202Dr. Calvin FrazierCommissioner of EducationStatg Board of Education201 East ColfaxState Capitol BuildingDenver, CO 80203Ms. Kathy GarmezyYouth Services ProjectNational League of CitiesU.S. Conference of Mayors14th & Thomas Circle, NW .Washington, DC 20005 35

Mr. Charles GatesManager of Corporate Career DevelopmentMobil Oil150 East 42nd StreetNew York, NY 10017Dr. Robert GilkeyConsultant on Youth ProgramsAmerican Council on EducationCue Dupont Circle, NWWashington, DC 20036Mr. Cramer GilmoreInternational Brotherhood ofTeamsters25 Louisiana Avenue, NWWashington, DC 20001Mr. William Paul GrayNational Executive SecretaryFuture Farmers of AmericaNational FFA CenterBox 15160Alexandria, VA 22309Mr. David HarrisStudent PresidentJunior Achievement, Inc.Harvard UniversityNorth HouseComstock 304Cambridge, MA 02138Mr. Patrick J. HeadVice President.Montgomery Ward1101 15th Street, NWSuite 205Washington, DC 20006Mr. Nick HeldrethManager'Manpower Development & TrainingPratt-Whitney Aircraft400 Main StreetEast Hartford, CT 06108Mr. Lorenzo N. HoopesSenior Vice PresidentSafeway Stores, Inc.Oakland, CA 94660Mr. H. N. HunsicherNational AdvisorFuture Farmers of AmericaOffice of EducationDepartment of Health, Education and WelfareWashington, DC 20202Mr. Larry W. JohnsonExecutive DirectorVocational Industrial Clubs of America105 North Virginia AvenueFalls Church, VA 22046Mr. Ronald JohnsonDirector for Juvenile Justice ServicesNational Council of YMCA's291 BroadwayNew York, NY 10017

39

-7

Mrs. Robin JohnstonChairmanState Board of Education201 East ColfaxState Capitol BuildingDenver, CO 80203Mr. Nathan KelneVice PresidentNew York Life Insurance51 Madison AvenueNew York, NY 10010Ms. Eugenia KembleAssistant to the PresidentAmerican Federation of TeachersAFL-CIO11 Dupont Circle, NWWashingtc*Dc 20036Mr. Gary Paul KempkerStudent President CollegeFuture Business Leaders of AmericaPhi Beta Lamda Inc.1726 Trowman WayEmporia, KS 66801Mr. Harry R. KennisopProduct ConsultantWestern Electric Company111 Havanah StreetAurora, CO 80010Mr. Charles KingExecutive DirectorOffice Education Association1120 Morse RoadColumbus, OH 43229Mr. Fred KochVice President, PersonnelGoldsmith's Department StoreMain & GayosoMemphis, TN 38103Ms. Sandra KuntzDirector of Educational ProgramsInternational Paper220 East 42nd StreetNew York, NY 10017Mr. Robert L. LambornExecutive DirectorCouncil for American Private Education1625 I Street, NWWashington, DC 20006Ms. Julie LandryStudent President High SchoolFuture Business Leaders of AmericaPhi Beta Lamda, Inc.304 Sampson AvenueLafayette, LA 70501

Mr. Louis F. LaunDeputy AdministratorSmall Business Administration1441 L Street, NWWashington, DC 20006

40

7

Mr. Don LevensonVice PresidentThe Chase Manhattan BankOne Chase Mi.lhattan PlazaNew York, NY 1,0015

Mr. Charles L. LewisExecutive Vice PresidentAmerican Personnel & Guidance Association1607 New Hampshire Avenue, NWWashington, DC 20009Mr. David LewisCoordinatorBusiness Management Fellowship ProgramU.S. Department of Commerce14th Street & Constitution Avenue, NWWashington, DC 20230Ms. Sandy Lortscher2205 E Capital.:Des Moines, IA 50300Dr. Ruth B. LoveSuperintendent of SchoolsOakland Unified School District1025 Second AvenueOakland, CA 94623Ms. Frances LowDirectorOpen Doors20 West 40th StreetNew York, NY 10018MT. S. J. MacMullenVice President, Personnel and Public RelationsArmco Steel CorporationMiddletown, OH 45043Dr. Sidney P. MariandPresident ,

College Entrance Examination Board888 7th AvenueNew York, NY 10016Mr. Howard MarshallManager, Employee & Community RelationsMcCormack & Company414 Light StreetBaltimore, MD 21202

Mr. Richard MaxwellPresidentJunior Achievement, Inc.550 Summer StreetStamford, CT 06901Mr. George F. McCormickCareer Education Advisory Committee1137 33rd StreetWest Des Moines, IA 50265Mr. John McGarigalSecretary-TreasurerNational Education ,Association1201 16th Street, NWWashington, DC 20036

36

Mr. Edward MillerExecutive DirectorFuture Business Leaders of AmerictiPhi Beta Lamda, Inc.1908 Association DriveReston, VA 22091Mr. Victor MorrisPublic Relations DirectorMontgomer'Y Ward1101 15th Street, NW, Suite 205Washington, DC 20006Ms. Elizabeth lvfortonSpecial Representative

Girl.Scouts of the USA1666 Connecticut Avenue, NW

Washington, DC 20009Mr. William MoshofskyVice President of Environmental ControlGeorgia Pacific"'900 S.W. Fifth AvenuePortland, OR 97204Mr. William G. MurphyPresidentNational Alliance of Businessmen1730 K Street, NWWashington, DC 20006Mr. Frank NewmanPresidentUniversity of Rhode IslandKingston, RI 02881Mr. Woody NorrisHigh School Student PresidentDistributive Education Clubs of America401-1/2 South Gay Street, Apartment 2Auburn, AL 36830 .

Mr. Bernard NovickDirector, Central Jersey Industry-Education CouncilWoodbridge Township School DistrictP.O. Box 428, School StreetWoodbridge, NJ 07095Ms. Susan OdegardPersonnel Relations OfficerSecurity Pacific National Bank1 Embarcadero CenterSan Francisco, CA 94137Ms. Barbara OliverCampFire Girls, Inc.1740 BroadwayNew York, NY 10019

Mr. Kevin O'SullivanExecutive Vice PresidentAmerican Society for Training and Development'P.O. Box 5807Madison, WI 53705Mr. Kevin OwensHigh School Student PresidentVocational Industrial Clubs of AmericaStar Route Box 15ABirchleaf, VA 24220

Mr. William A. PearsonDirector of Government RelationsSt. Louis Board of Education911 Locust, 6th FloorSt. Louis, MO 63101Mr. Reginald PettyExecutive DirectorNational Advisory Council on Vocational Education425 13th Street, NW, Suite 412Washington, DC 20004Mr. Phil PolivchakDirector of ManpowerNational Association of Home Builders

15th &-M-Streets, NWWashington, DC 20005

Ms. Pam PowellDirector for Youth AffairsOffice of Public LiaisonThe White House1600 Pennsylvania Avenue, NWWashington, DC 20006

Ms. Marilyn RauthAssistant DirectorEducational Research DepartmentAmerican Federation of Teachers11 Dupont Circle, NWWashington, DC 20036Dr. Paul ReardonResearch AssociateU.S. Chamber of Commerce1615 H Street, NWWashington, DC 20062Ms. Mildred ReelExecutive DirectorFuture Homemaker-S. of America2010 Massachusetts Avenue, NWWashington, DC 20036Dr. John ReynardPersonnel AssistantE.1. du Pont de Nemours & Company1007 Market StreetWilmington, ,DE 19898Mr. William F. RoarkDirector, Manpower DevelopmentBrick Institute of America1750 Old Meadow RoadMcLean, VA 22101Mr. Jerome M. RosowPresidentWork in America Institute700 White Plains RoadScarsdale, NY 10583Mr. Frank W. SchiffVice President and Chief EconomistCommittee for Economic Development1000 Connecticut Avenue, NWWashington, DC 20036

3741

Mr. John W. SchroederDirector of Government, United Way RelationsBoys Clubs of America801 N. Fairfax,DriveAlexandria, VA 22314Mr. Barrett SeeleyEducation DepartmentAFL-CIO815 16th Street, NWWashington, DC 20006Mr. Roger D. SemeradVice PreSidentAmerican Retail Federation1616 H Street, NWWashington, DO 20006-Mr. Irving S. ShapiroChairman of the BoardE.I. du Pont de Nemours & Company1007 Market StreetWilmington, DE 19898Mr. Ron ShindelNational Office Education AssociationPost Secondary Division265 Millington Lane, Apartment 4Hartland, WI 53029Ms. Renee ShirlineDirector, Cooperative Education BureauNew York City Boaid of Edttpation ,110 Livingston StreetNew York, NY 11201Mr. MiChael SitrickDirector of Public RelationsNational Can Corporation8101 West Higgins RoadChicago, IL 60631Mr. Jim SmithStaff MemberNational Urban League425 13th Street, NW, Suite 515Washington, DC 20004Mr. Kenneth M. SmithPresident70001 Ltd!,,151 Chestnut Hill RoadNewark, DE 19711Dr. Ivan StaffordWashington RepresentativeBoy Scouts of AmericaRoute 1North Brunswick, NJ.08902Mr. Harold SteiglitzVice PresidentConference Board845 Third AvenueNew Yolk, NY 10022Mr. Barry SternOffice of Planning and EvaluationDepartment of Health, Education and WelfareWashington, DC 20230

42

Mr. Donald SundquistPresidentGraphic Sales, Inc.3259 Whitebrook PlazaSuite 200Memphis, TN 38118

Mr. Chuck SwannVice President, Audio-Visual DivisionGraphic Sales, Inc.3259 Whitebrook PlazaMemphis, TN 38118Mr. Harold B. Sweet

Associate-Director of Educational ProgramsNational 4-H Council of America, Inc.7100 Connecticut Avenue, NWWashington, DC 200-15Mr. Eugene B. Sydnor, Jr.PresidentSouthern Department Stores, Inc.P.O. Box 1474

Richmond, VA 23212Mr. Tom TobinStudent PresidentNational Student Association2115 S Street, NWWashington, DC 20008Mr. Don VarnadoreExecutive Director of Programming.U.S. JayceesP.O. Box 7Tulsa, OK 74102Mr. Brad WaltonCollege Student President r

Vocational Industrial Clu:ls of America, Inc.36 East, 2000 SouthOrem, UT 84057Mr. Carl E. WareDirector for Personnel and Industry RelationsPotomac Electric Power Company1900 Pennsylvania Avenue, NWWashington, DC 20006Mr. Henry B. WarrenAssistant Administrator for AdministrationSmall Business Administration1, 1 I Street, NWWashington, DC 20006Ms. Gail WettstoneNational StaffFuture Homemakers of America2010 Massachusetts Avenue, NWWashington, DC 20036Mr. Barry WhiteBudget Examine: .4

Office of Management and BudgetRoom 7001New Executive Office BuildingWashington, DC 20503

38

Mr.,Bruce WhitingDirectorOffice of Management Information & TrainingSmall Business Administration1441 L Street, NWWashington, DC 20006Mr. Cliff Wilson, Jr.PresidentRichie Manufacturing CompanyConrad, IA 50621Ms. Mildred WurfGirls Clubs of America, Inc.1666'Connecticut Avenue, NW, Suite 405Washington, DC 20009

.2t

39

ALLGOVERNMENTIIIINTINGOI.ICE: 1976 L40.848/84 I-) 43