DOCUMENT RESUME CE 027 567 Orth, Mollie N.:-.Russell, Jill … · 2014. 2. 24. · DOCUMENT RESUME...

DOCUMENT RESUME

ED 198 256 CE 027 567

AUTHOR Orth, Mollie N.:-.Russell, Jill FrymierTITLE Curriculum Development Needs for Vocational

Education: New and Changing Occupations.INSTITUTION Ohio State Univ.., Columbus. National Center for

Research in Vocational Education.SPONS AGENCY Bureau of Occupational and Adult Education (DREW /OE),

Washington, D.C.fUREAU NO 498NH90003PUB DATE Jan BOCONTRACT 300-78-0032NOTE 134p.; Best copy available. Some appendix materials

will not reproduce well due to small, light print.For a related document see ED 180 170.

EDFS PRICE MF01/PC06 Plus Postage.DESCRIPTORS Adult Vocational Education; Case Workers; *Curriculum

Development; Curriculum 3valul.tion; CurriculumResearch;'Data Processing Occupations; *EducationalNeeds; Educational Policy; Education WorkRelationship; Electronic' Technicians; Futures (ofSociety) ; Housing; Lasers; Needs Assessment:*Occupational Information; Occupational Surveys:Optics; Postsecondary Education; *ResearchMethodology; Secondary Education; Urban RenewalAgencies; *Vocational Education

IDENTIFIERS *Emerging Occupations: Energy Occupations; OpticalTechnicians; Tumor Registrars

ABSTRACTA study, described in this report, was conducted to

prOvide infotmation to national vocational education policy makersregarding curriculum development needs for selected new and changingoccupations. The report .also outlines a methodology for identifyingnew and-changing occupations and assessing the need for curriculum.development. Information was collected by (1) identifying new andchanging occupations through data analysis; mcnitoring legislative,economic, Aechnologic, and social trends; and communication with,,professional associations, special interest groups, and knowledgeablepersons; (2)Icollecting occupational information for designatedcareer fields; (3) locating curricula, civilian and military,currently available for training people in the new and changingoccupations; and (4) assessing the gaps between training needed fornew and changing occupations and the available curricula. Newoccupations identified by. these methods include the following: casemanager for the mentally disabled; housing rehabilitationspecialists; laser/electro-optics technician, tumor registrar; andoccupations related to energy and microprocessing. Each of theseoccupations or occupatiatal areas are analyzed according tofunctions, duties, 'and specifications; education and training:.requirements: employment outlook; employment setting; careeradvarcement opportunities: available curriculum and progress; andimplicatiOms for curriculum development. (KC)

CURRICULUM DEVELOPMENT NEEDS

FOR VOCATIONAL EDUCATION:

NEW AND CHANGING OCCUPATIONS

BEST COPY AVAILABLEBy

Mollie N. OrthJill Frymier Russell

The National Center for Research in Vocational EducationThe Ohio State University

1960 Kenny RoadColumbus, Ohio 43210

January 1980

U.S. DEPARTMENT OF HEALTH.EDUCATION & WELFARENATIONAL INSTITUTE OF

EDUCATION

THIS DOCUMENT. HAS -BEEN-REPRO-DUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGIN-ATING IT POIN7S OF VIEW OR OPINIONSSTATED DO NOT NECESSARILY REPRE-SENT OFFICIAL NATIONAL INSTITUTE OFEDUCATION POSITION OR POLICY.

FUNDING INFORMATION

Project Title: Instructional Development Needs

Contract Number: OEC-300-78-0032

Project Number: 498 NH 90003

Educational Act UnderWhich the Funds Were Education Amendments of 1976,Administered: P.L. 94-482

Source of Contract: Department of Health, Education, and WelfareUnited States Office of EducationBureau of Occupational and Adult EducationWashington, DC

Project Officer: Paul Manchak

Contractor: The National Center for Research in VocationalEducationThe Ohio State UniversityColumbus, Ohio 43210

Executive Director: Robert E. Taylor

Disclaimer:

DiscriminationProhibited:

The material for this publication was prepared pursuantto a contract with the Bureau of Occupational and AdultEducation, U.S. Department of Health, Education, andWelfare. Contractors undertaking such projects underGovernment sponsorship are encouraged to express freelytheir judgment in professional and technical matters.Points of view or opinions do not, therefore, necessarilyrepresent official U.S. Offic'.', of Education position orpolicy.

Title VI of the C-ivil Rights Act of 1964 states: "Noperson in the United States shall, on the grounds ofrace, color, or national origin, be excluded from par- .

ticipation in, be denied the benefits of, or be subjectedto discrimination under any program or activity receivingFederal financial assistance." Title IX of the EducationAmendments of 1972 states: "No person in the United Statesshall, on the basis of sex, 'ne excluded from participationin, 'be denied the bev?fits of, or be subjected to dis-crimination under any education program or activity receiv-ing Federal financial assistance." Therefore, the NationalCenter for Research in Vocational Education, like everyprogram or activity receiving financial assistance from theU.S. Department of Health, Education, and Welfare, mustoperate in compliance with these laws.

ii 3

TABLE OF CONTENTS Page

LIST OF FIGURES AND TABLES

FOREWORD vii

CHAPTER I: INTRODUCTION 1

Purpose 2

Background 2

Process 2

Scope 3

References 6

CHAPTER II: METHODOLOGY 7

Step One: Identifying New andChanging Occupations 7

Step Two: Collecting Informationabout Identified Occupations 13

Step Three: Locating AvailableCurriculum and ProgramOfferings' 16

Step_Four: Assessing the Needfor Curriculum Development 16

Limitations of the Study 17

References 19.

CHAPTER III: RESULTS 21

Introduction 21

Case Manager for the Mentally Disabled 23

Housing Rehabilitation Specialist 30

iii

TABLE OF CONTENTS (continued)

Page

Laser/Electro-Optics TeCanician- 34

Tumor. Registrar 43

Energy Related Employment andVocational Education Duringthe 1980s 50

Microprocessor Related Occupationsand Training 80

CHAPTER IV: CONCLUSIONS 89

Methodology 89

Curriculum Development Needs 90

APPENDICES 93

A Project Consultants 94

B List of Occupations WhichWere Outside the Scope ofYear II Study 96

C Microprocessor Appendices 99

C-1 Microprocessor Manufacturers 100

C-2 Microprocessor Task AnalysisQuestionnaire 101

C -3 Task Analysis SurveyCompilation 105

LIST OF FIGURES AND TABLES

Figure Page

1

2

3

Table

1

2

--4

5

Identifying Needs for Curriculum Developmentin Vocational Education for New and ChangingOccupational Areas 5

Flowchart of Methodology for Identifying Newand Changing Occupations with a CurriculumDevelopment Need 8,9

Frequency Distribution of Priority Factorsof a Task Inventory for MicroprocessorSystem Training 87

Page

Possible Career Opportunities for a Laser/Electro-Optics Technician 39

Percent Distribution of Primary EnergySources 55

Labor Requirements for Constructionand Operation of Coal Facilities,1975-1990 60,61

1978 Solar Energy Collector InstallationEmployment Mix, Air Versus LiquidSystems 68

Solar Heating Applications: Jobs,Skills Requirements, and JobResponsibilities 69,70,71

FOREWORD

The need for more adequate information upon which to basepolicies, plans and priorities in vocational education is under-scored in the Education Amendments of 1976. Technologicaladvancements and changing societal demands present severe dif-ficulties in designing and delivering vocational programs that'meet present labor market needs and are responsive to futureemployment opportunities. One kind of necessary policy informa-tion consists of the needs for curriculum development in new andchanging occupational areas. This report, develOped by theNational Center under its contract with the Bureau, of Occup,-tional and Adult Education, U.S. Office of Education, is a resultof the second year of a continuing effort to provide such ananalysis for national. planners and policy makers.

The National Center expresses its appreciation to the manyindividuals who contributed to this report. Special thanks areextended to Mollie N. Orth, program assistant, and Jill FrymierRussell, program associate, who prepared this report, and toEdward J. Morrison who supervised the report's-development andpreparation.

We wish to thank our consultants for their guidance andwilling assistance: Max Carey, Bureau of Labor Statistics;Pamela Crawford, East Central Curriculum Management Center;Maurice Roney, Texas State Technical Institute; and Jeff Windom,Virginia Occupational Information Coordinating Committee. .Aspecial thanks is extended to the consultants who developedpapers for this report: John R. Doggette and Wayne Stevenson,Oak Ridge,Associated Universities; and Charles Solomon, TexasState Technical Institute. James B. McCord, Western IowaCommunity /Technical College; Robert E. Norton of the NationalCenter; and John Van Zant, National Occupational InformationCoordinating Committee, made.valuable contributions in theircritical reviews of the manuscript prior to final revision.

Robert E. TaylorExecutive DirectorThe National Center for

Research in VocationalEducation

CHAPTER I

INTRODUCTION

It is critical that vocational education respond to newand changing occupational areas. The 1976 Education Amendmentsrequire that vocational education give priority to programs fornew and emerging occupations. Not only do employers need highlyskilled individuals for production and service, but the youngand others seeking employment want educational programs that willserve both in the present and future. Economists speculate thatrecent declines in American productivity may be.a result of alower standard of training in the labor force.- Such factorsrequire vocational education planners and administrators torespond to the emergence and growth of new occupational careers.Training and education provided through the vocational educationsystem must correspond with current employment patterns to beeffective.

Changing technology can cause new jobs and skill requirre-ments to appear within the labor market very quickly. Forexample, within the last twenty-five years, jobs in the computerindustry have expanded from a very few to almost 800,000(Nelson, 1978). In addition, since 40 million Americans are insome stage of career transition, vocational education must beaware of and respond to these new and emerging occupations(College Board, 1978). However, because "new developments intechnology may take as long as two years or more to be factoredinto existing vocational education programs!' (Nickerson, 1978),vocational educators must actually anticipate the future inorder.to be prepared when it arrives.

Job preparation within schools must match employers' jobrequirements. Only .a curriculum based on job descriptions;required skills, competencies, and aptitudes; employment con-ditions; and a realistic estimation of career opportunities willprovide the needed knowledge and background to the student andfuture worker. The usual developmental process of a vocationalcurriculum begins with a task analysis. However, the traditionaltask analysis may be more difficult to complete for neweroccupations. This is due to the small numbers of persons usuallyemployed in emerging occupations and the often evolving natureof the field (Nels.pn, 1978) . Therefore, the process of collect-ing information may need to be accomplished differently for new

1

and emerging occupations as opposed to older, more establishedoccupations.

Additional factors can influence curriculum development fornew and changing occupations as opposed to long standing occupa-tions. For example, technological advances, legislation, andchanging social standards all affect the requirements for newskills and specialties. Nevertheless the same job may havedifferent names, and tasks may vary according to-the employingorganization. Also, the development of curriculuM for new vo-cational programs can be time consuming, for educators mustoften form or develop their own curriculum without an opportun-ity to review similar work by colleagues in other schools andcolleges.

Vocational education, as an enterprise, needs to includepreparation for new and changing occupations within its scopeof activities. In order for this to happen a thorough descrip-tion of the given occupation and matching personal competenciesmust be developed as input for curriculum design. For thereasons mentioned earlier, it may be necessary to develop thisunderstanding about the new or.,changing occupation in a mannerdifferently from that used for describing established occupa-tions.

Purpose

The purpose of this report is to provide information tonational vocational education policy makers regarding curriculumdevelopment needs for selected new and changing occupations.The report also outlines a methodology for identifying new andchanging occupations and assessing the need for curriculumdevelopment. It is hoped the information will fadilitate voca-tional education's responsiveness to changing employment pat-terns.

This report is the result of the second year of an ongoingresearch effort to determine curriculum development heeds fornew and changing occupations within vocational education. -Funded by the United States Office of Education, Bureau of Oc-cupational and Adult Education, the project provides informationfor planning and policy purposes on both methodologies appro-priate for assessment and actual areas of need.

Process

The information being provided within this report has beencollected by--

1. identifying new and changing occupationsthrough data analysis, the monitoring oflegislative, economic, technologic, andsocial trends, and communication withprofessional associations, special interestgroups and knowledgeable individuals;

2. collecting occunational information fordesignated career fields (job descriptions,skills and aptitude requirements, preferredtraining levels, employer information, andcareer opportunities);.

3. locating curricula, civilian and military,currently available,for training people inthe new and changing occupations; and

4. assessing the gaps between training neededfor new and. changing occupations and theavailable curricula.

Scope

In order to implement this study of curriculum developmentneeds for,new and changing occupations it was necessary toestablish the parameters of the research. The definition ofcritical terms impacts upon the scope of the project. Thoseterms are--

vocational education;new and changing occupations;curriculum; andoccupational information needs.

For the purposes of this study, "vocational education" wasdefined as training for an occupation taking place at the secon-dary, postsecondary, or adult level exclusive of professionaltraining which requires a baccalaureate or professional degree.A further restriction applied for this project defined vocationaleducation as requiring a minimum of two months for upgrading orsix months for new trainees and includes any nonprofessionalprogram at a level less than four year colleges.

The need for curriculum development within vocational educa-tion is limited in this study to "new and changing occupations."

3

These career fields are ones in which there is national demand,that have become identifiable in the past decade, and that havedeveloped as a result of: (a) the creation of new industries oroccupations (for example, the computer industry) ; (b) a sigifi-cant restructuring of existing occupations (for example, physi-cian's assistants); and (c) modifications of required skills inexisting occupations (for example, word processing) (Forgione,1978).

This study defines a "curriculum" as: those materialswhich delineate learning objectives, topical outline, content,and methodology of a formal instructional course or series ofcourses. The materials, whether written or visual, must be or-ganized so that they can be transported, i.e., adopted oradapted for use by others.

-1 "Job information needs" relevant to this study dre dataand descriptions of :

job duties

skill and aptitude requirements

wages and hours

barriers and constraints (licensure, physicalcapabilities, special equipment)

education and training requirements

employment outlook (projections regardinggrowth and expansion needs)

typical employer product or service

usual recruiting and hiring process

present source of workers

related occupations and/or transferableskill area

career ladder possibilities

Figure 1, "Identifying Needs for Curriculum Development inVocational Education for New and Changing Occupational Areas,"models the scope of this project.

4

Figure 1

Identifying Needs for Curriculum Development in Vocational

Education Tor New and Changing Occupational Areas

A= NEW AND CHANGINGOCCUPATIONAL AREAS

4.

B = VOCATIONALEDUCATIONINSTRUCTION

1.

C = ALL.EXISTINGCURRICULA

Key

1. Existing curricula for established occupational areas that fall within thescope of vocational education instruction.

2. Existing curricula for new and changing occupational areas that do notfall within the scope of vocational education instruction.

3. Existing curricula for new and changing occupational areas that fall withinthe scope of vocational education instruction.

4. New and changing occupational areas that fall within the scope of vocationaleducation instruction but for which no adequate curricula exist.

References

Forgione, Pascal D. Jr., and Kopp, A. Lee. Curriculum Develop-ment Needs for Vocational Education: New and ChangingOccupational Areas. Columbus: The National Center forResearch in Vocational Education, 1979.

Forty Million Americans in Career T2ansition. New York: TheCollege Board, 1978.

Nelson, Orville. "Emerging Occupations." The WisconsinVocational Educator. 4 (1978): 1-3.

Nickerson, Bruce E. "Vocational Education for a ChangingMarketplace." The Wisconsin Vocational Educator. 4(1978) : 5-7.

6

CHAPTER II

METHODOLOGY

Provision of information to BOAE/USOE on national curricu-lum development needs in new and changing career fields wasaccomplished by this project through a four stage process--

1. the identification of new and changingoccupations;

2. the collection of information on theidentified occupations;

3. the location of curricula and programofferings that prepare individuals forthe identified occupations; and

4. the assessment of need for the developmentof curriculum for the identified, occupations.

Due to the nature of the contract through which this study wasfunded, no new data were generated; only available data andinformation were used.-: The methodology reflects this approachwith its emphasis on extant sources.

Figure 2, "Flowchart of Methodology," demonstrates the flowof events for achieving the four step process.

Identifying New and Changing Occupations

In order to identify new and changing occupations, thisstudy reviewed several types of information. In a collaborativemanner with the Alternative Futures of Vocational Education pro-ject at the National Center, the project monitored trends thataffected occupations in order to determine the implications forcareers. Occupation and industry projections for change andgrowth were examined. Literature and other studies relating tonew and changing occupations provided suggestions for areas thatneeded further study. Finally, external sources such as profes-sional associations were asked to nominate new and changingoccupations.

FIGURE 2 METHODOLOGY FOR IDENTIFYING NEW AND CHANGING OCCUPATIONS WITH A CURRICULUM DEVELOPMENT NEED

STEP 1: Identifying New and STEP 2: Collecting Information

Changing Occupations about Identified Occupations

TECHNOLOGICAL

TRENDS

ECONOMIC AND

SOCIAL TRENDS

LEGISLATIVE

TRENDS

OCCUPATIONAL

AND

INDUSTRIAL

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15

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JOB DESCRIPTION

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REQUIREMENTS

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REPORT TO

USOEIBOAE

Trends

Technologic, legislative, social, and economic trends anddevelopments can and do affect occupations.and jobs. In orderto pinpoint such information, a computerized literature searchfor materials that dealt with trends in occupations was conduc-ted. In addition, the Alternative Futures at the National Cen-ter concerned with the futures for vocational education providedinput on futures projections concerning occupational change.

For example, futures literature indicates that there willbe rapid changes in technology, particularly in lasers, that mayaffect occupations. Also, economic trends have impacted uponenergy and construction costs making housing rehabilitation ininner cities more desirable. Moreover, funds for such rehabili-tation have tripled in recent years. Occupations in the fieldsof lasers and rehabilitation have therefore been affected bytrends and developments in technology and the economy.

Occupational and Industrial Projections

Growth or changes in the traditional labor market affectthe growth and change of new occupations. This study reviewedand considered the Bureau of Labor Statistics' (BLS) unpublishedprojections of occupations by industry for the period of 1976 to1985 in order to identify new and changing occupations. Avail-able industrial or organizational (professional association)projections for specific occupations were also considered in theprocess of determining occupations needing further study.

BLS occupational projections deal primarily with existingoccupations. The data regarding occupational areas did prove tobe helpful, however. If an occupational area (or in some casesan occupation) projected significant growth from 1976-1985, thenadditional research was conducted to determine if a new occupa-tion was developing. For example, science technician engineersshowed a 21 percent growth from 1976 to 1985, with subcategoriesshowing even higher growth. Professional organizations in re-lated areas were contacted next for additional information,resulting in the occupation of instrumentation technician beingconsidered.

Related Studies

Related studies including Drewes, et al. 1978; Lecht 1976;and Meleen, et al. 1976 were reviewed for new and changingoccupations. Occupations once considered "too new" for cur-riculum development were reinvestigated. An example of this

10

was the microprocessing technician mentioned in Planning forVocational Education: New and Emerging Occupations (Meleen,1976). At the time of publication the authors felt the micro-processing industry was too new to be fully assessed foroccupational implications.

Occupations studied in earlier projects were reexaminedto see if existing curricula needs updating in order to remainrelevant. According to Arthur H. Nelson and Allen Parker of theTechnical Education Research Center (TERC)

In the case of emerging technical occupa-tions, such changes may be necessary everyyear or two for many years until an occupa-tion becomes well-defined. New occupationsare also likely to have manpower needs whichincrease for decades before becoming stabil-ized; consequently, additional educationalprograms must be-established each year forsome length of time. (Nelson and Parker, 1974)

External Nomination

Organizations and agencies that might possess information'regarding new or changing occupations were contacted early inthe study. These contacts included the National Network forCurriculum Coordination Cen-ters in Vocational/Technical Educa-tion (NNCCVTE) and state liaison representatives, Department ofLabor occupational analysis field centers, the National Councilof State Directors of Community and Junior Colleges, regionaland state level Industry-Education-Labor coordinators, StateOccupational Information Coordinating Committee SOICC) direc-tors, and occupational employment statistics (OES) surveystates.

In many cases, "nominated" occupations had either beenidentified in other reports or were under investigation. A fewnew or changing occupations were related to specific regions orstates and therefore were not considered of national signifi-cance for the present time.

Examples of such regional occupations are Alaskan occupa-tions related to "bottom fishing." Public Law 94-265, effectiveMarch,l, 1977, created a 200 mile limit for the Fishery Manage-ment Authority and thus made a bottomfish industry feasible inAlaska and elsewhere. The new industry has created new occupa-tions with different skills and has brought about a significantrestructuring of the existing fishing industry, especially in re-lation to equipment adaption and facility use.

11

Preliminary Identification

The project compiled a listing of the occupations identi-fied by the review of trends, projections, related studies, andexternal nomination. (A complete list of the occupations appearsin Appendix B.) The objective was to develop a comprehensivelisting of new or changing occupations.

The project staff then screened these occupations on thebasis of general guidelines, but felt that no final decision onthe acceptance or elimination of occupations could be made untilcompletion of Steps II and III of the methodology. It wasnecessary to eliminate those occupations that did not fit theparameters of the project.

Established occupations. Established occupations, inexistence for more than ten years, were not considered for fur-ther review. This is not to say that they might not needfurther curriculum development, but the target of this report isnew or changing occupations. The project did review establishedoccupations with high projected growth rates to 1985 in order to,examine the possibility that new occupations might be created.

National Center Year I occupations. Occupations (particu-larly in health) noted in the first National Center report onnew and changing occupations (Forgione and Kopp, 1979) or a re-lated National Center report on the feasibility of convertingmilitary curricula (Forgione and Orth, 1979) were not restudiedthis year. (The only exceptions are the Solar Mechanic andSolar Technician occupations. There is still some question asto needs for curriculum development here.)

Occupations with job analysis or curriculum developmentrecently completed or currently underway. In a number of cases,organizations nominated occupations for which they are currentlyperforming job analysis or curriculum development. If an oc-cupation were undergoing job analysis, the project staff re-moved it from further study in this project year. The feelingwas that completed task analysis would facilitate determinationof curriculum development needs in the future and that if cur-riculum development were underway in a given occupation, otheroccupations should be reviewed first.

Occupations with insufficient demand. Occupations identi-fied in related studies as having insufficient demand for laborforce participants were set aside and given a lower priority forreview by this project.

Occupations with nonvocational education requirements.Those occupations identified. as having educational requirements

12

of less than two months or a baccalaureate degree or higher werealso set aside. If the educational requirements varied or wereunclear, the project staff attempted 'to obtain additional in-formation before reaching a decision.

As a result of these general guidelines the'project fil-tered out a number of occupations, but a substantial number ofpotential new or changing occupations remained. To reemphasizea point, the objective aimed only to remove those occupationsthat lay outside the project's parameters in order to providemore time and effort to obtain information about potentialoccupations. The project staff then proceeded to Step II of themethodology.

Collecting Information Aboutthe Identified Occupations

Orville Nelson, in discussing emerging occupations, stateda primary consideration for vocational education:

Vocational and technical programs aredesigned to prepare people for employ-ment. These programs serve the needsof employers by providing skilledemployees and serve the needs of stu-dents by providing opportunities forthem to develop competencies which makethem employable. Most vocational cur-riculum development systems are basedon analyzing students' needs and labormarket demand. (Nelson, 1978)

In order to develop vocational training programs beneficialto students and the community, one must assemble basic informa-tion on each new or changing career field. Whenever possible,occupational areas should be probed for answers to questionssuch as the following:

1. Will these occupations require completely newskills, an alteration of existing skills, ornew combinations of existing skills?

2. Will the new or changing technical positionsrequire totally new curricula or just theintroduction of new courses within existingcurricula? Or will the emerging employmentareas require simply a revised combinationof existing courses?

13

22

3. How many of the new and changing tech-nical jobs have, or are likely' to have,constraints to entry into the field (thatis, control over entry by union or pro-fessional association or control of cer-tification by government or trade association)?

4. What are the probable sources of train-ing for the new or changing jobs? Inparticular, how much of the trainingwill be gained by informal on-the-jobtraining and by formal in-company, union,or trade association programs?

5. Will the demand for the technical oc-cupations occur at the national level,at the regional level, and/or at thelocal level?

6. Will the demand continue over time oris it likely to be a one-time employ-ment need? (Dogette and Blair, 1978)

The process of identifying and studying new and changingoccupations is dynamic in that it Ts necessary to move back andforth between Steps I and II of the methodology. That is, fol-lowing preliminary identification of a new and changing occupa-tion, data must be.collected to determine final selection.

The types of information required follow:

A. Job description and duties1. Alternative job titles2. Job description3. Job duties4. Wages and hours5. Barriers and constraints

B. Education and training requirements1. Degree or certificate program2. Apprenticeship program3. On-the-job training4. Professional standards

C. Employment outlook1. Expansion2. Replacement3. Future projections4. Geographic factors

14

D. Employment settings1. Industry2. Product or service3. Size of typical employer4. Usual recruitment and hiring practices

E. Career opportunities1. Present source of workers2. Career ladder possibilities3. Transferable skill areas

F. Agencies and individuals knowledgeableabout the occupation

1. Professional associations2. Reknowned experts3. Government agencies4. Colleges and universities5. Employers

The above information was collected by various means. Theproject contacted professional associations, individuals incolleges and universities, and employers who had been identifiedas knowledgeable in the field, by telephone and letter for theiraid in describing selected occupations. Staff also examineddescriptive literature and consulted The Dictionary of Occupa-tional Titles to research information available on occupationsrelated to the identified new and changing career fields.

A major addition to the methodology, not used in Year I,was telephone contact. Once an occupation was identified,telephone contact was made with professional organizations,schools, or employers. This technique proved invaluable inobtaining information about an occupation. However, a consider-able drawback was the time and frustration involved. One oc-cupation required seventeen calls before locating a person withbackground information. In most cases, however, contacts provedinformative and eager, and their information was often morecurrent than that obtained in the literature. Due to the natureof the occupations examined, desired job information was notalways available or confirmable from more than one source.

Midway through the project year, the National Centerinvited consultants to review the tentatively selected occupa-tions, related occupational information, and sources of availablecurriculum. The consultants felt that the methodology was soundand the occupations identified were acceptable and had no addi-tional sources of information about occupations or curriculum.

15

Locating Available Curriculaand. Program Offerings

In order to locate existing curricula or program offeringsfor those occupations identified as new and changing, the staffcompleted a multifaceted search. This process involved: (1) acomputerized retrospective search of journals, articles, andbooks, (2) a computer search of the ERIC Clearinghouse of Adult,Career and Vocational Education, (3) a computer search of theResources in Vocational Education (RIVE) file, (formerly calledAIM/ARM), (4) a review of 'federally funded projects in progress,(5) a request that National Network for Curriculum Coordinationin Vocational and Technical Education (NNCCVTE) directors iden-tify related curriculum and program offerings, (6) a requestthat state directors of the National Coundil of Community/JuniorColleges identify related curricula and program offerings, (7) areview of program offerings in the armed forces educational

-catalogues, and (8) a review of references to curriculum develop-ment and program involvement in state plans for vocationaleducation.

The above sources were checked for existing curriculabecause the project staff felt that instructors, administrators,counselors, etc. have access to such information sources and thecurriculum could probably'be obtained at reasonable cost. Proba-bly some form of curriculum exists Zor each occupation since theoccupation itself exists. But a curriculum has limited value ifit is not transportable and cannot be used by others. Therefore,curriculum availability in the listed sources plays a major rolein the determination of developmental needs, Step IV of themethodology.

Assessing the Need forCurriculum Development

.Curriculum development is a costly and time-consuming venturethat contains some risks. The actual decision concerning adequacyof curriculum in a given occupation is subjective. For new andchanging occupations, it represents a process individualized tospecific occupations and available information. The project staffidentified three areas of consideration that could be examinedwith existing data and that would facilitate the decision-makingprocess.

Amount of Available Curriculum

The project was not in a position to acquire or evaluatenon-military curricula. Therefore, an assessment by project

16

staff of the quality of existing curricula was not possible.Curriculum comprehensiveness could only be surmised by thenumber of courses or programs available. The consultants at themid-year meeting suggested an aiSitrary figure of twenty programs.As it turned out, the figure was not necessary to determine thecurriculum development need for a given occupation. Generally,occupations identified all had considerably fewer than twentyprograms.

Strength of the Growth Trend

Another consideration lay in the stability of the occupation:will the demand for trained personnel continue or will it declineover a period of time? If the occupation is short-term then per-haps on-the-job training could satisfy curriculum needs and anextensive development effort would not be cost-effective. However,if the occupation is predicted to exist in the future then the

-growth rate may influence priorities for curriculum development.

Extent of Curriculum Development Required

Where possible, the extent of curriculum development re-quired for.given occupations was determined. This informationwas based on the judgment of knowledgeable perSons working,teaching or developing curriculum in the occupation or relatedoccupational areas. The project staff found that the range ofcurriculum development varied along a continuum from reorganiza-tion of existing curriculum to-development of entire curriculumfor a new program;

Limitations of the Study

In the past occupations came into being more slowly than atthe present. Since World War II,-American society has experienceda greater rate of change. This quicker pace has affected occupa-tional emergence and growth also. New ways of examining changein occupations are currently being developed. This studyrepresents one effort of educators to be responsive to that change.However, the methodology is evolving also. There are limitationsin the state of the art of futures projections and occupationalprojections. The limitations of this study of curriculum develop-ment needs for new and changing occupations are in three primaryareas--

17

26

1. the nature of the job;

2. the available information; and

3. the curriculum.

The evolving nature of new and changing occupations in-herently implies a nonstatic situation. The status quo regard-ing employment needs or education requirements may vary signifi-cantly from year to year until some leveling off occurs. Col-lecting and reporting information on a changing phenomenon isrisky and difficult. Trends in society, the economy, or legis-lation are difficult to predict also. Yet these factors affectoccupational patterns and growth tremendously. The changes innew occupations are reflected by the fact that different sourcesof information have different views of the situation.

The sources of, information about new and changing jobs maybe more biased than those for established jobs. Since theBureau of Labor Statistics makes occupational and industrialprojections on the basis of past trend extrapolations, theycannot at present project growth for new occupations or olderoccupations which may change due to new technology. Therefore,the sources of infOrmation about new and changing occupationsare professional association leaders, employers, and educators.These individuals may be biased. Their judgements can be sub-jective, but the information they provide may be the onlyinformation available;and because of their closeness to thefield, these experts can provide-valuable input.

Another limitation in the methodology of this study is dueto the fact that curriculum is developed at all levels of theeducational system; by teachers, schools, local education agencies,states, and the federal government. This plurality is usuallydesired; however,accessibility becomes a, problem. Locatingcurricula is not an easy task; and one can never be sure all havebeen identified. In addition, assessing the quality of curriculathat have been located is necessary, although not within thescope of this study. Therefore, if one excellent curriculum fora new and changing occupation exists but is not located, theactual need for curriculum development may be concluded in-correctly.

18

References

Doggette, John R., and Blair, L.M. "Emerging Energy TechnicianOccupations." American Technical Education AssociationJournal, November-December, 1978.

Dictionary of Occupational Titles. 4th ed. Washington, D.C.:U.S. Department of Labor, Employment and Training Admini-stration, 1977.

Drewes, D.W.; Spetz, Sally H.; Heath, Walter D.; and Katz,Douglas S. Current and Future Employment Opportunities_in New and Emerging Occupations within Illinois..Raleigh:, CONSERVA, Incorporated, 1978.

Forgione, Pascal D., Jr., and Kopp, A. Lee. Curriculum Needsfor Vocational Education: New and Changing OccupationalAreas. Columbus: The National Center for-Research inVocational Education, January, 1979.

Forgione, Pascal D., Jr., and Orth, Mollie N. Department ofDefense Curricula: Information Concerning Conversionfor Civilian Use. Columbus: The National Center forResearch in Vocational Education, January, 1979.

Lecht, Leonard A.; Matland, Marc; and Rosen, Richard.Changes in Occupational Characteristics: PlanningAhead for the 1980's. New York: The ConferenceBoard, Inc., 1976.

Meleen, P.S.; Gordon, A.K.; Livesay, S.; Donovan, J.;Shuchat, J.; and Bloom S. Planning for VocationalEducation: New and Emerging Occupations. Belmont:Contract Research Corporation, 1976.

Nelson, Arthur H- and Parker, Allen. "Program Developmentfor New and Emerging Occupations." Journal of Researchand Development in Education; 7; no. 3: 65-79.

Nelson, Orville. "Emerging Occupations." The WisconsinVocational Educator. 4 (1978): 1-3.

19

CHAPTER III

RESULTS

This chapter presents the results of the examination ofnational-cur'riculum development needs for new and changingoccupations within vocational-education. Although there may beother occupations which require curriculum development, theoccupations presented herein appeared most pressing.

This investigation began by considering a number.of occu-pations (see Appendix B). However, as occupational informationwas collected and definitions of "new and changing" and "voca-tional education" were applied, fewer occupations fell within theparameters of the project. Another criterion which eliminatedsome occupations was the national scope of the project. Someoccupations were relevant only at a regional, state, or locallevel. In those cases a local or statewide curriculum develop-ment effort would be more feasible.

The_occupations and occupational areas listed below havesome degree'of need for curriculum development on a nationalbasis:

Specific Occupational TitlesCase Manager for the Mentally DisabledHousing Rehabilitation SpecialistLaser Electro/Optics TechnicianTumor Registrar

Industry Related Occupational AreasEnergy Related Occupations-Microprocessing Related Occupations

The two industry related occupational areas presented inthis report were written by consultants due to the technicalnature' of the occupations and the need for more in-depth infor-mation about the curriculum development required. Some pointsto consider when reviewing those occupational findings are dis-cussed-in the following paragraphs.

The current energy shortages have intensified the need foraccurate information on job creation and curriculum developmentneeds for energy related occupations. The energy occupations'

21

paper is intended to be comprehensive and deliberately discussesoccupations which need curriculum development as well as occupa-tions for which adequate curriculum exists.

The implications of the use of microprocessors for anymechanical and control equipment, as well as other applications,are immense. But the implications for employment as a micro-processor technician or the need for curriculum development aremore difficult to anticipate. National data on this occupationare not available. The competition among microprocessor-relatedindustries is fierce and secrecy is a major consideration. Theproject staff felt it was important to include the data whichwere available even though they are limited to one state.

The remainder of this cWter will explore each career fieldin depth and-clarify the type of curriculum development needed.

22 ,0

CASE MANAGER FOR THE MENTALLY DISABLED

23

Case Manager for the Mentally Disabled

Case managers for mentally disabled in the community over-see and coordinate services for their clients. They periodi7:al-ly check on the persons they serve to ensure that they haveadequate housing, food, transportation, and other basic neces-sities. According to a staff member of the National Instituteof Mental Health, "It seems to be generally recognized in thefield that case management is 'necessary because of the nature ofthe broad range of needs of this population" (Ben-Dashan, 1979).

Alternative job titles for case managers include servicecoordinators, case workers, case coordinators, and case aides.A "case" refers to the individual client; and case management,per se, implies doing something "to" (as opposed to "with") theclient to better the client's life. However, service provisionfor the mentally disabled is changing and _designers of casemanagement systems now stress involvement of the individuals be-ing served in-the planning of their own services. Because ofthese philosophical differences, job titles and emphasis mayvary considerably..

Functions, Duties, and Specifications

The primary activities of a case manager include:

1. Assessment of individual needs

2. Location of services to meee those needs

3. Coordination of services on an on-going basis

4. Provision of guidance to individuals on problemsolving (Dean, 1979)

Another way of describing the duties of a case manager isto delineate the functions of the case management system:outreach, intake, assessment, planning, follow-up, referral,coordination, quality control, and evaluation (Smith, 1979).

By helping clients to help themselves, case managers trainclients' families to act as their own advocates. The abilityto provide clients with dignity and to allow them to make mis-takes while learning is necessary for good case managers.

Additional prerequisites include maturity, patience, abil-ity to deal with stress and ambiguity, and a willingness to work*with the client in his or her own environment.

2432

'As'important as what case managers do is what they do notdo. They do not, themselves, provide all services needed bytheir clients. That is, if the client has need of seriouscounseling, the case manager only helps obtain,counseling fromappropriate sources. They do not provide counseling themselves.This interpretation varies from the traditional social workmodel of case management in which the professional often providesall the services.

Education 'and Training

Most experts consulted felt that a two-year postsecondaryprogram is appropriate for case managers. In many instances,case managers will work with other professionals who care forthe disabled person, so that their functions (overseeing andservice coordination) do not necessitate baccalaureate or pro-fessional level training.

The following types of knowledge and skills are requiredfor case managers:

1.- Normalization theory

2. Needs and capabilities of the population

3. Working with social service agency people fromother organizations,(group process, negotiation,delivery systems, organizational development)

4. Working with the population (either mentallyill or developmentally disabled or both)

5. Behavioral and measurable objectives

6. Evaluation techniques for monitoring theclients progress

7. General philosophy of working with people tohelp them develop their own capabilities (Kahn, 1979)

Employment Outlook

Little has seen accomplished in projecting labor force re-.quirements for paraprofessionals within mental health and retar-dation fields. However, some data are available on those.who mayneed case. managers. Nationally, the institutionalized mentallyill patient load has dropped from 559,000 residents in 1955 to215,500 in 1974 (Lechowich, 1979), despite population growth.

25

Deinstitutionalization has -been legislated in many states andmany who have lived in institutions for twenty years have beenmoved into the community. Clients now stay in institutions forshorter periods of time. But the number of persons who are men-tally ill has not decreased. Patients now live in the communityand in many cases are doing poorly because of limited abilitiesto cope and survive.

The situation is similar with the mentally retarded. Arecent survey in Ohio found that approximately 110,000 people inthe state are mentally retarded. Yet, 70,000 of those receivedno care, either institutional or within the community (Allen, 1978).

In order to afford the cost of serving this population,maximum use of services for the general population must be attained.A case manager can best accomplish this service coordination effort.

The need for case managers is great, but funding is question-

able. However, the Mental Health Systems Act before Congress in1979 specified case management of the mentally ill as an essential

service. The_,Rehabilitation Services Administration is alsoexamining case management in-depth. The trend toward use of casemanagers to facilitate service provision to the mentally disabledin the community is growing.

Employment Setting

Case managers may be employed in mental health centers orwork out of institutions. They work in agencies for the develop-mentally disabled, welfare offices, or family service organiza-

tions. In most cases actual employing organizations would bedetermined by service delivery systems in a given community andthe funding patterns in the state.

Career Advancement Opportunities

Career opportunities for case managers could include pro-

motion to supervisory or administrative levels, or advancement toteacher, social worker, or psychologist after obtaining further

credentials.

Available Curriculum and Programs

Professional opinion, confirmed by a computerized librarysearch, shows that there are few curricula available for use in

training case managers for the mentally disabled.

26

34

However, numerous educational programs operate throughout thecountry to prepare graduates for work as Mental.Health Techni-cians or Mental Retardation Professional.Associates. Facultyin these programs often develop their own curriculum. Althoughsome of the content could be applicable, these Mental Health orSocial Service Technology offerings are not directed towards thetasks of case managers. Some social service organizations whichemploy case managers also develop programs for orientation andinservice staff development. However, in general there is littlein the way of specific curricula available to prepare case man-agers to work with mentally retarded persons in the community.

Implications for Curriculum Development

Although it is difficult to project future needs for casemanagers for the mentally disabled, the trend towards use ofcase managers in community-based services is growing. The needwill not lessen unless institutionalization as a service mcderegains wide use. This is not expected. Few training oppor-tunities currently exist for preparation of case managers, norare materials readily available. Thus, a curriculum developmentand adaptation need exists for preparing case managers, to help thementally disabled.

27

References

Allen, John, and Barker, Bruce. Prevalence of DevelopmentalDisabilities in Ohio. Columbus, Ohio: Ohio DevelopmentalDisabilities Planning Council, 1978.

Lechowich, Tom. A Tale of Two Systems: The After Care Systemin Ohio. Columbus, Ohio: Ohio Department of Mental Health,Mental Retardation, 1979.

Sources

Jerry AdamsNisonger CenterOhio State UniversityColumbus, Ohio 43210(614) 422-9780

Tal Ben-DashanNational Institute of Mental HealthRoom 8C-265600 Fishers LaneRockville, Maryland 20857(301) 444-3655

Shirley DeanEastern Nebraska Community Office on Retardation885 S. 72nd St.Omaha, Nebraska 68114(402) 444-6500

Jim EstockDistrict 6, Ohio Department of MentalHealth, Mental Retardation3201 Alberta St.Columbus, Ohio 43204(614) 466-6390

Ann HillmanCommunity Support ServicesOhio Department Mental Health, MentalRetardation30 E. Broad St.Columbus, Ohio 43215(614) 466-8678

28

Linda Kahn3915 S.E. 48th Ave.Portland, Oregon 97206(503) 771-9897

JoEllen MorrellRehabilitation Group, Inc.5827. Columbia PikeFall Church, Virginia 22041(703) 820-4350

Chris RoggeRehabilitation Services Administration,Room 2328Switzer Building330 "C" St. S.W.Washington, D.C. 20201(202) 245-0906

Kathy SmithNisonger CenterOhio State UniversityColumbus, Ohio 43210(614) 422-9780

Steve WilsonMental Health PrOgramColumbus Technical InstituteBox 1609Columbus, Ohio 43216(614) 227-2400

29

37

HOUSING REHABILITATIONSPECIALIST

3036

'Housing RehabilitationSpecialist

A housing rehabilitation specialist assists buyers, sell-ers, and lending institutions in rehabilitating or renovatinghousing, often within the inner-city.


Job duties of housing rehabilitation speci4lists comprisetwo major areas: administration (financial) and construction.In fact, the job may involve two positions. The administrativeside entails performing credit checks, verifying employment,advising as,to loan availability, and otherwise helping thebuyer to apply for a loan. The construction component includesthe preparation of cost estimates, plans for remodeling, projectinspections, supervision of construction and authorization ofpayment to-contractors.

Most positions are full time. Special skills and aptitudeswhich are required include: for the construction component - anunderstanding of techniques and methods to compute cost esti-mates, a background in building regulations and zoning, and thecapacity to draw up and interpret construction plans; for theadministrative component - a knowledge of financing and realestate, and the ability to assess individual eligibility forloans.

Education and Training Requirements

According to the National-Association of Housing and Re-development Officials, preferred training for housing rehabili-tation specialists includes blueprint reading and drafting;experience as a general contractor; two years of college leVelwork in business administration, real estate, or sociology; andtwo years experience in real estate mortgage financing or creditevaluation.

If the job duties of the housing rehabilitation specialistare separated into two jobs (i.e., a construction and a finan-cial component) the training required would be assigned accord-.ingly.

31

Employment Outlook

Employment opportunities for housing rehabilitation special-ists will grow as urban renewal grows. With increasing trans-portation and new construction costs, the cost effectiveness ofthe renovation of older buildings becomes more viable. Fundsfor housing rehabilitation loans have tripled in recent years,and the demand for specialists to administer rehabilitationefforts will very likely increase proportionately.

Employment Setting

Employment for housing rehabilitation specialists is foundprimarily in municipal offices that direct rehabilitation loanprograms, although privAe organizations also employ a proportionof such specialists.


Based on expertise it would be possible for a rehabilita-tion specialist to advance to chief rehabilitation specialistin charge of either financial or construction activities. Arehabilitation specialist could also be promoted, for example,to supervisor of the housing'rehabilitation section of cityplanning.


There is a limited number of materials that deal specif-ically with the occupation of housing rehabilitation specialist.There is, however, an extensive number of related materials andprograms in the areas of finance and construction. These wereidentified by the NNCCVTE network and the National Council ofState Directors of Commuriity/Junior Colleges. The NationalAssociation of Housing and Redevelopment Officials (NAHRO) hasdeveloped a workshop on housing rehabilitation specialists and

''is in the process of developing standards for the occupation.

Implications for Curriculum, Development

Funding for housing rehabilitation should continue in thefuture, and.the need for trained specialists will increase.Depending on standards developed by NAHRO, it may be possible to

combine existing curricula, with minor modifications, into a newprogram for housing rehabilitation specialists.

32

References

Benitez, A. William. Housing Rehabilitation: A Guidebook forMunicipal Programs. Publication No. N580. Washington,D.C.: National Association of-Housing and RedevelopmentOfficials, 1976.

Drewes, D.W.; Spetz, Sally H.; Heath, Walter D.; and Katz,Douglas S. Current and Future Employment Opportunitiesin New-and Emergin Occu ations within Illinois.Raleigh: CONSERVA, Incorporated, 1978.

Sources

Cathy GarciaRehabilitation DivisionSt. Paul Housing AuthoritySt. Paul, Minnesota 55102

Carol KeyserNational Association of Housingand Redevelopment OfficialsWashington, D.C.(202) 333-2020

Antoinette LeeNational Trust for Historic PreservationDirector of Academic ProgramsWashings- , D.C.(202) 673-4000

Jack McCluskyPortland Community CollegePortland, Oregon(503) 244-6111

33ell

LASEVELECTRO-OPT ICS. TECHNICIAN

34

Laser/Electro-Optics Technician

A laser is a device that converts electrical. power into anarrowly focused beam of light. Since its discovery in 1960,the use of lasers has greatly expanded. One of the first lasers,the Pulsed ruby system, was used by the Western Electric Co.from 1965 to 1978 to drill small holes in diamonds which werethen used as dies for drawing wire. This system has alreadybeen donated to the Smithsonian Institution's Museum of Historyand Technology (Laser Focus, June 1979). Today lasers havemany.industial applications, including their use in conjunctionwith optical fibers by Bell Telephone Co.

Since infrared light vibrates thousands tomillions of times faster than microwaves orradio waves, it can accommodate more infor-mation than either. In practice, the soundwaves are converted to an electrical signal,which is encoded and transmitted as lightpulses. (Boraiko, 1979)

Functions, Duties and Specifications

Functions of the laser/electro-optics technician (LEOT)vary with the industry in which the technician is employed.Lasers are currently used in medicine, construction, the mili-tary, surveying, non-destructive testing, machining and mater-ials processing, data processing, energy research, and communi-cations.

A laser/electro-optics technician fabricates, troubleshootsand repairs both optical and electrical parts of lasersystems, as well as assists in the design of experiments and thecollection of data. The technician also operates iGost opticalinstruments, includifig spectrophotometers, interferometers andmodulators (Laser Focus, May 1979).

There are two basic levels of LEOT:

1. As technicians who use one form of laser andperform a routine operation, i.e., maintenancewelding

2. As research technicians who work with physicistsand engineers performing experiments, and re-cording data, and acting as the eyes and handsof the scientist (Winburn, 1979)

35

With assistance from a national advisory council made up ofmembers of business, industry, labor and education, the TechnicalEducation Research Center (TERC) in Waco, Texas developed a listof tasks performed by laser/electro-optics technicians. Thefifteen "most desirable skills" are listed below:

1. Troubleshoot and repair laser systems2. Perform tests and measurements using electronic

devises3. Perform alignment procedures on optical systems,

especially those involving lasers and relatedoptics

4. Prepare and read shop drawings and schematics5.- Maintain a laboratory notebook, perform data

reduction, and prepare reports6. Operate interferometers, spectrometers, mono

chromators, and spectrophotometers7. Operate laser systems, including intra-cavity

modulation and Q-switching devices8. Utilize basic laser and electrical safety prac-

tices in the laboratory9. Perform optical inspections and cleaning of

optical components10. Operate and calibrate photodetectors, photo-

multipliers, optical power meters and calori-meters

11. Process photographic film and plates12. Produce and reconstruct holograms13. Select laser and optical components based on

optical, electronic and mechanical propertiesusing manufacturers' catalogues and other tradepublications -

14. Troubleshoot and repair electro-optics devices15. Fabricate and assemble components for laser/

electro-optic devices and systems (TERC, 1976)


The type of training required for LEOTS depends on the typeof technician needed. Some fields are industry-oriented whileothers have research centers that require a higher skill level.Because of shortages of technicians in industrial areas, stu-dents are frequently hired before they graduate,and employersusually pay the remainder of the students' schooling. Evenstudents not wanting to continue after the first year of schoolfound work as assemblers and fabricators.

Until April 1972, when the first students graduated as laser/electro-optic technicians from Texas State Technical Institute,

36

44

electronic engineers and technicians with additional on-the-jobtraining had acted as laser technicians. Although this appearedto be one possible way to satisfy a demand for technicians, itmet limited success. According to TERC,

. . these "converted techs" usually donot have the fundamentals in lasers andoptics and they require years to becomefamiliar with the wide variety of materials,components and special techniques used inthe field.

There appears, however,to be a need for short courses andworkshops, as'well as two year training programs, in order toretrain and update existing employees.

Employment Outlook

Spectra Physics, a forerunner in laser technology, expectsto hire thirty to thirty-five laser technicians each year forseveral years. Seventeen employees will fill new jobs, whilehalf will replace employees who have left the company. Each ofthe two branches in one scientific laboratory expects to hireten technicians this year and ten each year for the next severalyears. One source projects a need for 500 additional techniciansnationwide by 1980.

Fourteen schools across the nation have laser/electro-opticstechnicians programs that use curriculum developed by TERC. Over570 students, full or part-time, are currently enrolled in theseprograms, while two additional schools began programs in autumn1979. Graduates of these schools should satisfy needs for tech-nicians in the near future.

Requirements for technicians in terms of abs lute numbers isunclear. -Future demand depends on how much business and industrywill use lasers either for the first time or in an expansion ofuses in existing areas, such as the communications field. Forexample, lasers are coming into use for the transmission ofimages across the country for newspaper copy. It is reasonableto assume that laser use will continue to expand in the future.

According to the Laser Institute of Pmerica, "Currentbusiness forecasts predict that the laser/electro-optics will beone of the fastest growing fields in this country for the next10-15 years, requiring 15% more workers each year." (LaserInstitute of America)

37

Employment Setting

Typical employers include laser/electro-optics, electronics,automotive and materials processing industries. Job duties foran LEOT vary and may include design and support for developmentactivities; sales and field service; or assembly, fabricationand testing in the manufacturing process. Table 1 lists tenpossible occupations for an LEOT.


Career progression is unclear due to the occupation's new-ness. At the least, laser/electro-optics technicians should be-able advance to supervisory or managerial roles or, with.ditional education, to position's as laser/electro engineers.


All sixteen schools with LEOT programs are using TERC-developed curriculum. This curriculum is modular in form and iseasily adapted to workshops, short courses, and to two-yeartechnical programs.

According to the May, 1979 issue of Laser Focus, these arethe sixteen schools with laser/electro-optics technician programs:

School Address

Albuquerque Technical VocationalInstitute

Camden County College

Cincinnati Technical College

Essex County TechnicalCareer Center

Idaho State University

Lively Area VocationalTechnical Center

New MexicoHighlands University

38

525 Buena Vista NEAlbuquerque, NM 87106

PO Box 200Blackwood, NJ 08012

3520 Central ParkwayCincinnati, OH 45223

91 W. Market St.Newark, NJ 07103

Pocatello, ID 83209

500 Appleyard Dr.Tallahassee, FL 32304

Las Vegas, NM 87701

TABLE 1

Possible Career Opportunities for aLaser/Electro-Optics Technician

(Hull, 1978)

Laser Science (or engineering) Technician works under direc-tion of scientist or engineer in research and/or in the develop-ment of lasers, optics, electro-optics and related systems, andin military and space labs.-

Laser Engineering Applications Technician incorporates laser(as components) into systems such, as radars, communications andtelecommunications, and materials processors- ( -e.g., welding,drilling and cutting machine).

Laser Systems Manufacturing Technician fabricates and testsvarious laser and optical assemblies.

Laser Materials Processing Technician processes laser mater-ials (does welding, scribing, drilling, cutting, etching, andsurface treating); works for auto manufacturers, heavy equipmentmanufacturers, electronic component manufacturers and the like.

Guidance, Alignment and Construction Technician uses lasers toalign and guide instruments (such as cameras), component, sys-tems and equipment (such as earth movers).

Civil Technician uses lasers to make distance measurements(surveys) .

Laser Medical Technician - repairs, maintains and calibrateslaser instrumentation.

Laser Safety Officer - inspect laser installations for safetyand compliance with local, state and federal regulations.

Laser Field (or service) Technician uses, maintains, repairs,calibrates, performs acceptance tests and inspects lasers in avariety of applications including radar, communications, control,tracking product scanners, nuclear fusion, electronics, etc.(industry, military, space).

QA/QC Technician - performs nondestructive tests by using laserholography.

39

North Central TechnicalInstitute

Northern New MexicoCommunity College

Pasadena CityCollege

San JoseCity College

Springfield TechnicalCommunity College

Texas State TecLnicalInstitute

Texas State TechnicalInstitute

Union CountyTechnical Institute

1000 Schofield Ave.Wausau, WI. 54401

3540 Orange St.Los Alamos, NM 87544

1570 E. ColoradoPasadena, CA 91106

2100 Moorpark Ave.San Jose, CA 95128

1 Armory SquareSpringfield, MA 01005

PO Box 2628Harlingen, TX 78550

Waco, TX 76705

1776 Ratitan Rd.Scotch Plains, NJ 07076

Vincennes University 1002 N. 2nd St.Vincennes, IN 47591

Several courses appeared in the computer search for laser/electro-optics technician. Only the TERC curriculum was directlyrelated to the laser/electro-optics field. Other courses were re-lated to teaching techniques, art technology or to laboratoryexperiments using lasers. The NNCCVTE'network did not identifycurriculum. However, the Laser Institute of America conductsfive-day intensive courses around the country and has somecurriculum materials. All military curricula related to lasersare either classified or at the graduate school level.


Through information obtained from both LEOT employers andinstructors, the TERC project manager feels that modifications,including additions and deletions, to existing TERC curriculaare required to keep it current. To obtain specific informationabout updating curricula, the Center for Occupational Researchand Development (formerly TERC-SW) and the Laser Institute ofAmerica are cosponsoring a conference with LEOT employers andinstructors in spring, 1980.

40

0

References

Boraiko, Allen A. "Harnessing Light by a Thread." NationalGeographic 156 (1979), no. 4: 516-535.

Careers and Education Programs in Lasers and Electro-Optics.Waco, Texas: Laser Institute of America.

Drewes, D.W.; Spetz, Sally H.; Heath, Walter, D.; Katz,Douglas S. Current and Future Employment Opportunitiesin New and Emerging Occupations within Illinois. Raleigh:CONSERVA, Incorporated, 1978.

Hull, Daniel M. Development of Generalizable EducationalPrograms in Laser/Electro-Optics Technology: FinalReport. Waco: Technical Education ResearchCenter, January, 1975.

.Hull, Daniel M. A Dissemination Model for New TechnicalEducation Programs: Final Report. Waco:Technical Education Research Center, January, 1979.

Laser Focus Vol. 15, No. 6 (1979): 40.

. Rosen, Stephen. Future Facts. A Forecast of the World as WeWill Know It Before the End of the Cencury. New York:Simon and Schuster, 1976.

"The Technician Gap." Laser Focus 15 (1979), no. 5: 12-15.12-15.

Winburn, D.C., and Hull, Daniel M. "Wanted: Laser/Electro-Optics Technicians." Electro-Optical Systems DesignNovember, 1977: 101-102.

Sources

Prem BatraCincinnati Technical College3520 Central ParkwayCincinnati, OH 45223(513) 559-1520

Phil CallowAlbuquerque Technical-Vocational Institute525 Buena Vista NEAlbuquerque, NM 87106(505) 843-7250

V '41

John Gordon, ManagerEmployee RelationsSpectra Physics1250 W. Middlefield Rd.Mountview, CA(415) 961-2550

Dan HullCenter for Occupational Research and Development(formerly Technical Education Research Center--Southwest)4201 Lake Shore DriveWaco, TX(817) 772-8756

Walter RiceAlbuquerque Technical-Vocational Institute525 Buena Vist NEAlbuquerque, NM 87106(505) 843-7250

D.C. Winburn, SecretaryLaser Institute of AmericaLbs Alamos Scientific LaboratoryBox 1663/MS526Los Alamos, NM 87545(505) 667-5898

TUMOR REGISTRAR

43

Tumor Registrar

Tumor registrars document data concerning the incidence ofcancer and follow-up results of treatment.


Health care planners and medical researchers need accuratedata on.cancer: numbers and characteristics of persons affect-ed, treatments prescribed, and results. A tumor registry cata-logues and abstracts such information for the hospital or healthcare center in which it is located. The registry also "preparesroutine reports and special studies based on the registry datato provide "a base for clinical research by the medical staff"(Lowenstein, 1979).

"The objective of a tumor registrar is to establish andmaintain the efficient operation of a tumor registry; to regis-ter and follow patients with a diagnosis of malignancy; toretrieve and analyze registry data; to disseminate the data inaccordance with professional ethics " (National Tumor RegistrarsAssociation). The specific duties of the-tumor registrar, who.manages the registry, follow:

I. Administering the registry

A. The selection of types of cases--to be includedwithin the scope of the registry

B. Case finding--the identification of all cancerpatients diagnosed or treated by the hospital

C. The initial set up and maintenance of files:1. Accession register2. Master patient index3. Primary site file4. Follow-up control file

D. The establishment of workflow procedures.E. Management techniques

II. Abstracting the cases--a review of all relevantsources of data and categorization of informationsuch as how the diagnosis was made, treatment,spread, staging, and etiology

A. ProceduresB. Quality control (editing)

III. Coding of information

44

5-2

IV. Following up--contact of physicians, nurses, organiza-tions such as nursing homes, coroners' offices, orhospitals for information on recurrence treatment,survival course and demise

V. Data handling--integration and analysis of data inorder that it can be used to identify incidence andsurvival patterns and improve the quality of medicalcare for cancer patients

A. Preparation of routine reportsB. Special studies (Lowenstein, 1979; Drewes, 1978)

Specialization for tumor registry staff in the areas of patientfollow-up or record abstraction is possible in larger registries.


The education and training requirements for employment asa. tumor.registrar-have,not been firmly established yet. Thedirector of the Chicago Tumor Registrars Association recommendsthat entrants into this field have a "college degree with amajor in biological sciencei.computer.coding.experience, and aknowledge of medical terminology." However, as of 1978, "theonly formal training available in Illinois for tumor registrarsis a two week course offered by the American Cancer Society"(Drewes, 1978). A two week course is also offered in California.Drewes, et al., determined that "it is the consensus of expertsin the field that tho appropriate training should be a one totwo year course of s?:udy, preferably offered in a communitycollege setting."

The Department of Health, Education, and Welfare's Divisionof Associated Health Professions has determined the occupationof tumor registrar to be .a specialty area within that of medicalrecords technician. Therefore, much-of the training require-ments are somewhat similar. Following is a list of six cur-riculum modUles'suggested by the National Tumor Registrars As-sociation to be taught in conjunction with courses in humananatomy, physiology, medical terminology, mathematics, statis-tics, computer sciences, and management.

I. Introduction to Cancer and Management of the CancerPatient

II. Organization and Operation of a Tumor Registry; theMedical Record

45

III. Role of the Tumor Registrar in the Health CareDelivery System

IV. Biostatistics and Epidemiology

V. Automated Data Processing for Tumor RegistryData Management and Analysis

VI. Residency Training for Tumor Registrars

Employment Outlook

A tumor registry is required for any hospital cancer pro-gram seeking approval by the Commission on Cancer of theAmerican College of Surgeons. This stipulation has causedgrowth nationally in the number of.registries, since many feder-al grants require the_American College of Surgeons' approval.Approximately 1,000 hospitals across the nation have approvedtumor registries. They employ between one person half-time toeight full-time workers. One full-time registrar is required foreach 350 new cases in a given hospital. Increased staff are necessary for more extensive studies. The National Tumor RegistrarsAssociation envisions a possible growth of'one registrar forevery 350 hospital beds in the country.

The Bureau of Labor Statistics projects a 28 percent growthof health record technologists and technicians between 1976 and1985. This represents an increase of 4,505 workers.

Employment Setting

The typical setting for a tumor registrar is the registry,usually located within the hospital.


In a large registry, a tumor registrar could move from thesubspecialty into management of the registry, or possible .

management of the entire records system for the hospital.

A primary source for workers currently includes clericaland technician-level workers from other offices within thehospital who are given on-the-job training. Accredited RecordsTechnicians and Registered Records Administrators are alsoemployed in registries.

4654


";-

The National Cancer Institute is in the process of develop-ing self-instructional manuals for tumor registrars. Thesematerials are designed for an individual study package. Localchapters of the American Cancer Society may also provide.short-term training. The National Tumor Registrars Association is inthe process of designing a certification program. It has re-cently completed educational standards.for tumor registrars anddeveloped a topical content outline to be included in two-yearprograms for tumor registrars. The Association reports thatCuyahoga Community College, in Cleveland, Ohio is experimentingwith the inclusion of tumor registrar related courses in theirmedical records curriculum.


Tumor registrars play an important role in the medicalrecords field. The demand for tumor registrars is growingand few training materials exist. The American'College ofSurgeons requires that tumor registries be a part of approvedhospital cancer programs. Nevertheless, the Department ofHealth, Education, and Welfare has not accented tumor registraras an independent allied health occupation, while the NationalTumor Registrar Association feels that tumor registrars repre-sent a single occupation. A need exists for the development ofcurriculum materials to train persons for tumor registry. As in-dicated within the "Education.. and Training" section of thisanalysis, only those modules not currently available within twoand four year institutions (anatomy and medical terminology, forinstance) need to be developed. This includes those courses,specific to tumor registration,listed earlier.

47

4.5

References

Administrative Procedures Manual for Instructional Program inMedical Vocabulary and Medical Chart Abstracting for TumorRegistrars. Alexandria, Virginia: Human ResourcesResearch Organization, 1972.

Drewes, D.W.; Spetz, Sally H.; Heath, Walter D.; and Katz,Douglas S. Current and Future Employluent Omortunities

_thininNewandErD.1inois.

Raleigh: CONSERVA, Incorporated, 1978.

Educational Standards, National Tumor Registrars Association.

Lowenstein, Florence. Overall View of the Tumor Registry.Chicago: University of Chicago Medical Center.

Self Instructional Manual for Tumor Registrars. Bethesda:National Cancer Institute,' National Institute ofHealth.

"Unpublished Data: Occupation by Industry Matrix,"Washington, D.C.: Bureau of Labor Statistics,Department of Labor.

Sources

Florence LowensteinChicago Tumor Registrars AssociationUniversity of Chicago Medical Center950 E. 59th St., Box 172Chicago, Illinois 60637(312) 947-5065

Evelyn ShambaughNational Cancer Institute7910 WoodmontBethesda, Maryland(301) 496-5253

David StewartGreater Cleveland Hospital Association1021 Euclid Ave.Cleveland, Ohio 44115(216) 696-6900

48

William Weber, RegistryAmerican College of Surgeons55 E. Erie St.Chicago, Illinois 60611(312) 664-4050

49

ENERGY RELATED EMPLOYMENT ANDVOCATIONAL EDUCATION DURING

THE 1980s

John R; DoggetteWayne Stevenson

Manpower Research ProgramsOak Ridge Associated Universities

Oak Ridge, Tennesk.ee

Prepared for the National Centerfor Research in Vocational Educationunder a consultant agreement

50

Energy Related Employment andVocational Education During the 1980s

Introduction

Imbalance between domestic supply and demand for energy hascreated or reinforced serious economic problems for the nation.The economic environment of the 1970s and early 1980s cannotbe separated from increased reliance on expensive oil imports.Unusually high unemployment, price instability, slow growth inproductivity, and a large balance of payment deficit are alllinked to excess demand ,for domestically produced energy. Al-though national policies in response to this energy situationmay change during the next decade, a basic underlying strategyhas recently emerged. It involves the following: (1) overallconservation to reduce energy demand, (2) more rational pricingpolicies to allow domestic, prices to reflect more closely thehigher world prices, (3) increased use of coal as a substitutefor oil and natural gas, and (4) development of solar and otherunconventional energy resources. These policies will have farreaching effects. In addition to altering the energy supply mix, _

they will influence overall economic performance, employment andthe allocation of labor in various activities (Finn, 1979).

This section analyzes employment impacts of nationalenergy policY and the energy transition expected over the_nextdecade. If national goals are to be met, appropriate quantityand quality of workers must be forthcoming. The role of voca-tional education in providing entry level employees for new andexisting energy jobs is discussed in each energy segment,and an analysis of existing and planned vocational school andcommunity college programs in energy fields is discussedwithin the framework of future curriculum development.

The hope is that some of the difficulties associated withprogram planning can be reduced. A lack of information con-cerning the impact of energy developments on future jobs--ormore specifically the skills required to secure the jobs--hasbeen expressed by many educators. Will the jobs be at the entryleTvel,or will they be filled through upgrading of existingemployees? Will vocationally trained persons have reasonableaccess to jobs,or will entry occur through other avenues? Donew skills require vocational educators to create new curriculaor'to modify existing programs?

The recent past provides two examples relevant to the cur-rent energy situation. In the first case, environment concernshave caused federal and state agencies and vocational schoolsand community colleges to conduct needs assessments; hold

51

as

conferences; develop curricula; and train environmental tech-nicians with skills in water, air, and soils pollution. Al-though experts projected great demand for graduates, the envi-ronmental technician never materialized as an occupation, andonly programs that provided trained water and wastewater plantoperators placed their graduates. Multipurpose programs havedisappeared.

Developments .in training of allied health professionalsrepresents the opwsite extreme. Vocational schools and com-munity colleges have been responsive, and a survey of communitycolleges for 1972-1973 revealed 1,463 programs covering 76 cur-ricula in the allied health fields (Hawthorne, 1974). Six yearslater, concern now centers on acute maldistribution of medicalpersonnel in medical professions and the resulting occupational

,proliferation and specialized accreditation (Kinsinger, 1979).

.In a time of declining enrollment as well as'increasing

costs in establishing new programs, vocational education ismoving cautiously in introducing programs dealing with specificenergy fields. Full-scale programs seldom start before certainplacement opportunities exist. Educators give careful attentionto local industry needs. Accurate anticipation of future em-ployment needs, however, can significantly reduce lag in supply-ing appropriately trained individuals.

Preliminary Considerations

The relation of national energy policy to education andtraining needs is not a straightforward process. Before laborrequirements can be estimated, an assessment of developmentaldirections is needed. Such an assessment is difficult consider-ing the multifarious nature of energy policy. A complex set oflaws, regulations, and initiatives must be viewed as a whole toascertain the aggregate economic effects. These must then beconverted to skill specific labor requirements before educatorscan begin to plan programs. Fortunately, some of this analysishas been done.

Recent policy developments. National policies that in-fluence the development and use of energy resources are not new.For example,price regulation of natural gas began with the 1938Natural Gas Act, and oil import quotas began in the 1950s.Supply interruptions and price increases associated with theformation of OPEC and the 1973-1974 oil embargo, however, de-monstrated the need for a new, coherent energy strategy. As aresult, in April 1977 President Carter outlined a plan forlegislation aimed at balancing domestic supply and demand forenergy. This First National Energy Plan (NEP I) had the follow-ing three principal objectives:

52

Immediate Objective - to reduce dependence on foreign'oil and to reduce vulnerability to supply interruption

Mid-Term Objective - to keep U.S. oil imports low inpreparation for the period when world oil productionapproaches its capacity

Long-Term Objective to develop renewable and inexaust-ible energy sources to sustain long run economic growth

These objectives were formulated with the assumption that forthe foreseeable future, the U.S. would go through a major energytransition. NEP I called for some specific legislative actionwhich would help smooth out the impact of inevitable changes.The basic underlying strategy involved (1) conservation of allenergy, (2) rational pricing of energy resources, (3) coal con-version to reduce oil and gas usage, and .44) development ofunconventional fuel sources. At this tin the use of light-water nuclear reactors was considered an important source forelectrical generation. Public concern over health and safetyproblems has left nuclear power a less certain source than atthe time NEP I was presented. National policy toward nuclearenergy continues to be a major area of confusion in formation oflong run energy strategies.

After months of debate and deliberation, Congress passedlegislation designed to fulfill many aspects of NEP I. Signedinto law on October 15, 1978, the legislation became known asthe National Energy Act (NEA) and consists of five five separatelaws (PL 95-617 through PL 95-621) designed to respond to differentenergy problems outlined in the National Energy Plan. With theirprimary purpose, the five pieces of legislation are:

The National Energy Conservation Act - to provide forregulation of interstate commerce so as to reduce thegrowth of demand for energy through (a) energy conser-vation and (b) development of solar and other alternateenergy sources

The Power Plant and Industrial Fuel Act(Coal Conversion Act) to promote the use of fuels otherthan oil and natural gas in the production of energyin new and existing electric power plants and othermajor fuel-burning installations

The Public Utilities Regulatory Policies Act - to alterprice and other regulations on public utilities,in sucha way as to encourage conservation and efficient use ofelectricity and to improve wholesale distribution ofelectric power while maintaining equity in the ratestructure

53

61

The Natural Gas Policy Act - to eliminate the distortionscaused by two-tiered (interstate/intrastate) pricing ofnatural gas and to remove "outmoded regulatory burdens"associated with sales in interstate markets

The Energy Tax Act to provide tax incentives consistentwith the purpose of (a) The National Energy ConservationAct and (b) The Coal Conversion Act

Provisions of each law are consistent with their purposeand conform closely to the strategy outlined in NEP I. Togetherthey provide a fairly consistent set of regulations, loan pro-grams, grants, and tax incentives aimed at decreasing energydemand through conservation and stimulation of supply.

But this is not the end of the process. -Even in the period-since passage of NEA, new policy directives have come into being.In 1979, the president submitted to Congress, a Second NationalEnergy Plan (NEP II). In addition to reaffirming provisions ofthe National Energy Act, NEP II establishes new initiatives.The planned, phased decontrol'of domestic oil prices and a wind-fall profits tax on oil companies are the most notable recom-mendations; but other proposals aimed at strengthening incen-tives for conservation and alterr.te fuel use are also included.

But even NEP II has been superceded by initiatives an-nounced by the president in July,1979. The president recommend-ed that (1) a freeze on U.S. oil imports be imposed at or belowthe level of 8.5 million barrels per day, (2) a massive programbe instituted in the research and development of synthetic fuels,and (3) an energy mobilization board be created to expeditepriority projects through the licensing and regulatory process.Added to other energy policies, the goal is to reduce oil im-ports to less than half current level.

It is clear that national energy policy is not static but aconstant process of development and transition. There is, as aresult, considerable disagreement over the net effect of thesepolicies. However, there is agreement that energy policy,economic conditions,and other factors will lead to a significantshift in national energy sources. Table 2 indicates how theEnergy Information Administration of DOE expects the energysupply to change by 1995.

A shift from oil and gas to coal and other sources will bethe principal characteristic of the energy transition. Accom-panying this shift will be a corresponding reallocation of laborand changes in capital construction activity. A trained exper-ienced work force will be needed to support this shift.

54

62

TABLE 2

Percent Distribution of Primary Energy Sources(Energy Supply and Demand in the Midterm, 1979)

Energy Source 1977 1985 1990 1995(Percent) (Percent) (Percent) (Percent)

Coal 19.98 24.12 30.13 35.55Gas 25.83 21.87 18.76 15.90Oil 47.76 42.72 38.64 34.37Nuclear 3.39 7.16 9.10 10.79

.Other 3.04 3.53 3.37 3.38

Total 100.00 100.00 100.00 100.00

Focus of the analysis. To effectively discuss the employ-ment, education and, training implications of national energypolicy, the focus must narrow somewhat. The principle. objectivewill concentrate on training for entry-level positions in energyfields. The majority of.these positions involve training pro-grams of two years or less. Retraining to upgrade currentemployees is a secondary concern. It is assumed that energytraining programs have placement as the foremost criteria ofsuccess. Most programs will not be one-time affairs, and withfew exceptions, programs considered will supply graduates overa number of years.

Energy related curricula include a wide range of activities.Nuclear, oil, gas, coal, solar, synthetic fuels, and conservationareas are within the scope of this analysis. The result is adiverse set of occupations and skill groups that cannot be easilycompared. Because of this, many areas of energy activity aredealt with separately. Construction activity, while not specif-ically energy-related, will be analyzed to determine the need forspecial skills related to energy facilities. Coal conversionactivities and the related expansion of coal mining and trans-portation follows. Finally, a discussion of oil and gas, nuclearpower, solar, and conservation fields rounds out the analysis.Employment forecasts differ considerably for each of these areas,and skill requirements are unique to each.

55.

Some issues to consider. In pursuing an analysis of energypolicy, employment, and vocational education, there are a numberof issues that are of concern. The first difficulty in assess-ing the viability of a program is predicting demand. The avail-able literature is helpful, but inforMation is generally noteasily disaggregated to the local level. Education institutionshave difficulty in completing required needs assessments forstate program approval. Furthermore, there is little interstatecooperation between schools planning programs. Competitive pro-grams often result in an oversupply, especially when local needsare small.

Pervasive federal involvement can also cause confusion.Delineation of authority and responsibility between agenciesregarding energy education and training has not yet been accom-plished. Cooperative efforts are underway, however. Difficul-ties in cooperation are a result of the fact that the two princi-ple administrative agencies--Energy and Education--are bothundergoing organizational adjustments.

Private industry can also be a source of confusion. Whileemployers recognize the need for skilled personnel to accomplishproduction goals, information on personnel needs is often con-sidered useful to competitors. Thus, information needed byeducators is often not available. Other companies may overstateheeds;in order to ensure adequate applicant numbers. Stillothers await enactment of additional federal policies and regu-lationsbefore completing plans.

Organized labor is also involved in the energy sector. Inconstruction, mining, and nuclear power plant operation unionsrepresent over half of all craft and technical jobs. It is notuncommon for unions to resist expansion of the work force inorder to maximize benefits for existing members. Thus, bargain-ing agreements and local hiring practices frequently preventaccess to jobs by vocationally trained persons because of appren-ticeship programs of four to five-years. Similarly, organizedlabor and trade associations are involved in training and up-grading their existing work force with needed skills rather thanhiring new entry level employees with specific energy skills,e.g., welding to nuclear industry specifications (for constructioncraftsworkers) and solar installation (for plumbers and electric-ians).

Energy-Related Employment and Vocational Education

On the whole, energy supply changes.will create jobs butwill not require a major shift in employment for the labor mar-ket 'as a whole (Sathaye, 1979b; Nordlund, 1978; Analysis of

56

4

Administration Oil Price Decontrol, 1979).- Impact will differsignificantly, however, by industry, occupation, and geographicalregion. Future developments, including coal conversion, conser-vation, and solar energy development can have sizable employ-ment impacts critical to fulfilling national energy goals. Thepurpose of this section is to analyze labor demand in variousenergy activities. The information, hopefully, will improvePlanning and institutional response by reviewing recent evidenceon the direction and magnitude of energy-related employmentneeds. For each area of energy related activities, existingprograms will be reviewed. Suggestions for future developmentswill be made where appropriate.

Construction activities. Whether altered by recent legis-lation or not, energy production over the next ten to fifteenyears win generate considerable construction activity. Althoughsensitive to assumptions about the rate of growth of solar andnuclear energy, labor market studies suggest a rise in energyconstruction employment from the 1975 level of 284,500 to486,200 by 1985 (Sathaye, 1976b). Such employment growth isnecessary if investment in energy facilities is to reach the $41billion projected for 1986. After 1985, energy-related construc-tion. is forecast to decline slightly. Thus, the most rapidgrowth in employment is expected during the first half of thenext decade. A constraint to this growth in energy capitalcould come in the form of labor shortages in critical skillareas.

To predict areas where critical shortages may develop,Gallagher and Teather have analyzed the availability of manuallabor for energy construction projects. They conclude thatprojected energy construction growth rates are unusually highand "...present substantial-problems in meeting the requirementsof qualified building tradesmen and quality supervision, owingin part to the large amount of time required in apprenticeshipprograms and the historically slow rate of growth in the numberof building tradesmen" (Gallagher, 1976b). If the supply ofcraftworkers grows at its historic rate, energy constructionactivities should absorb one-third of the expansion over thenext ten years.

For construction of energy facilities, the most criticalshortages would be among electricians, pipefitters, boilermakers,welders, and carpenters. The use of carpenters for energy-related construction activities is slated to grow from 22,000 in1980 to 52,'00 by 1990. As with most critical crafts, thisrepresents a relatively small growth in comparison to ;_the ---million carpenters in the United States. The need for specialskills, however, may seriously impede the flow of skilled crafts-workers to large energy projects. Insufficient labor in theseareas can result in substantial delay.

57

6'

Outlook for manual labor in energy construction_differssignificantly by region. Gallagher and Teather report hat---6Venthough the level of construction is relatively low, there isalready a shortage of electricians and boilermakers in the GreatLakes region. Shortages of electricians, pipefitters, andwelders are predicted in the Southwest and southern California.Because of healthy growth in commercial construction, southernstates can expect difficulties in finding qualified pipefitters,electricians, boilermakers, welders, and supervisors. Theprolonged slump in the Northeast reduces the threat of criticalshortages there, although upgrading of the current work force aswell as training new workers may be necessary.

Motivated by similar concerns, Gallagher and Brady haveconducted a study of future construction engineering supply anddemand (Gallagher, 1976a). Based on interviews with industrymanagers and administrators, they conclude that a shortage ofexperienced personnel may occur in some engineering fields.Although an overall engineering shortage is unlikely, "...short-age of engineering managers and engineers with constructionexperience is of greater concern; (and) that-the way to allevi.cean engineering shortage is through increased use of paraprofes-sionals to support engineers" (Gallagher, 1976a).

Almost all major contractors as well as many specialty sub-contract61-s are unionized. Union apprenticeship programs willbe the major source for skilled craftsworkers for energy-relatedconstruction. Apprenticeship programs, currently in a slowgrowth period in most regions, will have to respond by expanding.This must be done in appropriate regions, keeping special skillrequirements in mind.

In supplementing apprenticeship programs, high school, voca-tional school, and community college programs have had some suc-cess. Educational institutions working with local craft unionshave provided recruitment and instructional support. Vocationalschools which are adjacent to major construction projects canexpect to place traditional graduates in smaller secondary

- construction.

Serious shortages, which might jeopardize completionschedules of major energy projects, can probably be avoided iftraditional institutional programs respond. Where they fail todo so, other publicly supported training programs may supplybackup; institutional barriers, however, are likely to limit thesuccess of such activities.

Coal mining and. transportation. A major national goal aimsto reduce the use of gas and oil through coal conversion bypublic utilities and large industrial users. Although some shift

.5866

to coal would take place in response to economic changes anyway,provisions in the National Energy Act are likely to hasten theprocess. The law f;tablishes three explicit prohibitions:

1. New electric power generating facilities areprohibited from using oil and natural gas.

2. Natural gas and oil use is prohibited in newmajor fuel burning installations using over100 million BTUs per hour to fire a boiler.

3. Natural gas is to be prohibited after 1990as a primary fuel in existing power plants.

Unless constrained by health. and safety legislation, environmen-tal regulations, inadequate transportation facilities, or otherinstitutional and economic factors; this strategy is expected toincrease coal production to nearly one billion tons by 1985.Projections of the demand for coal miners are contingent on tonsmined each year, output per worker, the mix of surface and deepmining, and the number of worker: leaving the industry. If, forexample, one billion tons are mined in 1985 and production perworker remains constant, approximately 100,000 new jobs willexist in 1985. Forty thousand new hirings per year would beneeded to meet this demand if the annual exit rate from theindustry does not change (Baker, 1979).

Table 3 shows the probable impact of coal conversion oncoal mining and transportation. Personnel demand for construc-tion and operation of coal facilities will result in employmentgrowth throughout the next decade. These estimates suggest thatthe entire coal indurtry will need to grow by. over 200,000during the 1980s. Among miners, the greatest increase will occurin eastern underground mines where an additional-68,000 workerswill be needed by 1990. Relative to the existing work force,the greatest increase will occur in western strip mine employmentwhich must grow at an annual rate of nearly 10 percent (Sathaye,1979a) .

The expected growth in coal industry employment will strainprograms providing miner skill and safety training. Traditional-ly, the industry has hired untrained workers and trained themduring their probationary and early years of employment. Forthese individuals, on- the -job training has been supplemented withmine technology courses in area vocational-technical programs.

Prompted by recent legislation, the coal mining industryhas developed .a policy on training: The Federal Mine, Healthand Safety Act, for example, recuires safety training for newand retraining for experienced miners. Formal skill training

59

TABLE 3

Labor Re uirements for Construction and

Operation of Coal Facilities, 1975-1990

(Sathaye, 1979a)

Construction

(Thousands of Workers)

Operation

1975 1980 1985 1990 1975 1980 1985, 1990

Underground eastern coal

mine (2 MMT/Y) 3.6 2.8 3.7 3.5 150.6 191.1 216.1 258.9Surface eastern coal

mine (4 MMT/Y) 3.2 2.5 2.1 2.8 23.9 31.4 36.6 40.1Surface western coal

mine (6 MMT/Y) 2.3 E7 2.5 1.9 8.2 21.1 40.7 52.5Underground western coal

mine (2 MMT/Y) 0 .2 .2 6.7 8.9 10.0 12.2Coal gasification - high

BTU (250 MMCF/D) 0 10.8 10.8 14.0 0 .8 4.7 7.8

Reconversion of oil plant

to coal (250 MWE). .1 0 0 0 0 2.9 4.1 4.6Coal-fired power plant -

low BTU (800 MWE) 25.8 37.6 14.8 6.4 4.3 10.8 20.3 23.7Coal-fired power plant -

high NYI (800 MWE) 27.5 25.4 17.5 18.3 24.5 30.2 33.6 35.1Sulfer oxide removel

(800 MWE) 3.5 6.9 7.3 1.0 .8 2.9 6.5 10.0

66.0 89.0 58.9 48.1 218,9 300.1 372.6 444.9

68

TABLE 3, continued

Construction

(Thousands of Workers)

Operation

1975 1980 1985 1990 1975 1980 1985 1990

Mixed train (7,225 ':.on) 0 0 0 0 42.8 61.0 79.5 88.7

Coal unit train

(10,500ton) 0 0 0 0 24.9 38.5 54.1 65.7

Coal slurry pipeline

(25 MMT/Y, 150 Mi) .4 .7 1.4 1.6 0 .2 .6 1.3

Coal slurry preparation

(25 MMT/Y) .3 .4 .3 0 .1 .2 .3

Coal slurry dewatering

(25 MMT/Y) .1 .1 .1 0 0 .1 .1

Coal barges (21,000 ton) 0 0 0 0 2.2 3.6 5.1 6.3

Coal truck (25 T) 0 0 0 0 9.9 13:9 17.8 19.5

.8 -111 2.0 2.1 79.9 117.3 157.4 181.9

Total, all activities 66.8. 90.9 6E9 50.2 298.8 417.4 530.0 626.8

69

is required for mechanics, electricians, foremen, and othersupervisory personnel. The National Bituminous Coal Wage agree-ments of 1974 and ].978 also require mandatory training yearlyfor all employed miners.

Thirty-six co_ al mining training programs exist in vocational-technical schools and community colleges. Of these, thirty-twohave been established since 1972, and thirty-one exist east of theMississippi. They provide a variety of training programs, froman initial forty hours of required safety training for new minersthrough preparatory. courses for experienced, employed minersprior to their taking certification tests in specific areas.Both employed miners and potential miners are frequently enrolledtogether in programs offering associate degrees. Maintenanceequipment programs for the coal industry in both surface andunderground mining also exist.

Labor union cooperation is essential to the operation ofthese programs. Approximately 90 percent of the underground and52 percent of surface bituminous coal miners are affiliated withorganized labor. The United Mine Workers of America representsnearly all union personnel in mines.

Acceptance of skill and safety training for miners variesby mine and location. Recent bargaining agreements, federalsafety regulations, and satisfactory results from training allhave had a positive effect on training. Mining curricula basedon Mine Safety and Health Administration regulations providethe foundation for many courses. Vocational programs tend to bedesigned for the specific needs of local companies and theircurrent regulations. The ability to find and pay qualifiedinstructors appears to be the greatest problem.

In summary, a sufficient number of sound coal mining pro-grams appear to exist in the Appalachian regions as well as inthe midwestern states. New programs in the West will be basedon demand from companies located near technical schools, whiledemand for miners in sparcely populated areas will tax theability of schools to provide training.

Coal transportation facilities will have to increase along ..

with coal output. About 12 percent of domestic coal is burnedat mine sites to generate electricity. The remainder is trans-ported by railroads (64 percent), trucks (13 percent), riverbarges (10 percent), and coal slurry pipelines (1 to 2 percent).An extensive survey of the nation's railroads revealed thatemployment related to rail transportation of coal will increaseby about 55,000 workers between 1980 and 1990 (Witten, 1979).This would represent an annual growth rate of 4.5 percent (orabout 6,000 workers per year)--most of it in the West. If

62

current employment patterns persist, one-fifth of these jobswould be in nonmanual supervisory or managerial fields. Remain-ing employment growth would occur among manual workers. Thoseholding most positions in the latter category receive trainingon the job. Seventeen percent of all manual workers are incritical skill areas. These jobs,.essential to efficient opera-tion, include primarily electricians, carpenters, masons, andtrain crew personnel. Some vocational programs for railcarconstruction and repair workers exist (primarily sheet workersand welders), but little is known about the impact of vocationaltraining in supplying other railroad industry personnel. Tradi-tionally, most railroad workers have been trained on the job orin union programs.

Oil and gas. Public policy toward cil and natural gas hasalso been favorable. For natural gas, the most notable changecomes in the Natural Gas Policy Act of 1978. As part of NEA,this act extends natural gas price control o-rer intrastate aswell as interstate markets. In so doing, it has provided fordecontrol of new, high cost gas. The net effect will be to allowthe real price of gas to increase to reflect replacemont costs ofgas.

Similar changes are taking place in crude oil and refinednetroleum product markets. Control of prices, under presidentialdiscretion, has kept domestic oil prices below world prices.Current administration policy will allow a gradual decontrol totake place so that domestic prices will reach world prices by1981.

It is difficult to predict employment needs for the entireoil and natural gas industry. New drilling and extractionmethods may eventually increase domestic production, but at pre-sent, these methods are experimental, and future levels of outputare unknown. Emphasis on recovery of oil and gas from low pro-ducing wells will increase, but the amount may not be significantto overall national needs.

While future output is uncertain, certain activities can bepredicted with more assurance. While the, exact number is unknown,employment in exploratory drilling operations is certain toincrease. Conditions have become particularly favorable toexploration activities. For example, the wellhead price ofnatural gas increased at an average annual rate of 10.44 percentbetween 1970 and 1977 (Statistics and Trends of Energy Supply,1978). Over the same period, the wellhead price of domesticcrude oil increased at an even more rapid 15.21 percent annualrate. Interestingly, over this same period, exploratory drill-ing costs per successful oil and gas well only increased approx-imately 3 percent per year. This slow increase in costs for

63

exploratory drilling can be explained by the rise in successfuldrilling rates. Twenty-seven percent of all exploratory oil andgas drilling was successful in 1977 as compared to 16.5 percentin 1970. Thus, throughout the decade, the economic environmenthas been favorable to exploration and extraction activities.

Refining, transportation, distribution, and other activitiesassociated with oil and gas production will vary with output.But, exploration drilling is certain to increase. The Bureau ofLabor Statistics estimates a corresponding growth in employment.The number of oil and gas extraction workers is projected toexceed 600,000 by 1985, a 50 percent increase (OccupationalOutlook Handbook, 1978). Such a growth rate would greatly ex-ceed forecasts for the labor force as a whole.

If accelerated exploratory activity and enhanced oil andgas recovery techniques prove successful, other productionactivities will also grow. This activ,14.-ty, however, will tend tobe concentrated in certain geographic locations. Although somepetroleum production and refining takes place in most areas ofthe country, large employment opportunities in the industry arelimited to a few states. Six states (California, Illinois,Louisiana, Ohio, Oklahoma, and Texas) have substantial numbersof workers employed both in petroleum production and in refining.Alaska as well as Colorado, Kansas, New Mexico, and Wyomingproduce large amounts of petroleum. Other major refining statesare Indiana, New Jersey, New York, and Pennsylvania. Many newjobs, in the industry will be located in the Rocky Mountainstates or at off-shore drilling sites. Workers are also neededat the many overseas facilities owned or operated by U.S. oilcompanies.

A limited number of programs exist for the training of oiland gas workers. Fifteen vocational schools and communitycolleges have petroleum programs developed primarily between1973 and 1975 (Doggette, 1976). An additional 135 educationinstitutions offer chemical technology programs many of whichrefer graduates to refinery positions.

, Directors of petroleum training programs report increasedinterest by many companies in their graduates. Bias againstspecialized petroleum programs has decreased as companies in-creasingly prefer entry-level employees to have electronics andinstrumentation training to support their oil and gas knowledg0.The most successful programs, as would be expected, work closelywith petroleum companies to provide required skills.

Future growth depends on local needs. Eastern seaboardstates, for example, have planned potential programs to supportoff-shore exploration, but all have declined to introduce major

64

program offerings until need is demonstrated. Schools in Texashave strengthened existing programs to support renewed employerinterest. Because oil and gas programs are considered old, how-ever, comprehensive curriculum material has not been systematic-ally gathered. 0

Nuclear power production. A source of enormous uncertaintythat clouds forecasts of the energy future is the role of nuclearpower. It is unlikely that construction of nuclear power plantswill cease altogether or that anti-nuclear forces will become soinfluential that existing plants will close. What can be expectedare (1) new, tougher licensing procedures, (2) closer federalsupervision, and (3) more stringent certification requirementsfor operators. The last change is a virtual certainty and hasimportant implications for nuclear technician training programs.

In the past, vocational education programs have had diffi-culty training for the nuclear industry. The problem lies inthe lengthy delays in construction and start up of nuclear util-ities. Enterprising institutions planned and initiated nucleartechnology programs years in advance of utility needs. Thesixty to seventy nuclear power plants presently operating areless than half the number forecast by many experts a decade ago.Similarly, the 4,500 technicians presently employed in reactoroperation and maintenance are significantly below projections onwhich education institutions designed programs in the early1970s.

Of eighteen known nuclear programs in technical schools andcolleges, all but three are less than ten years old. Two olderprograms recentiv ceased training due to recruiting difficultiesand high operating costs.

Approximately 30,000 technicians were identified in 1977 asbeing employed in the nuclear field. The nuclear fuel energysegment includes the mining, milling, and conversion of uranium.This is followed-by its enrichment, fabrication, and use inpower plants and then by reprocessing and waste disposal. Mostknown schools with nuclear technology programs train in only oneor two specialties, usually health physics and instrumentation.Programs tend to be small for one or more of four reasons:(1) lengthy construction delays prevent effective planning, (2)

local labor markets have become oversaturated, and the graduatesmust be placed nationally, (3) math and science requirementstend to be more rigorous than most one and two year technologyprograms, and (4) adverse publicity toward nuclear technologymakes recruiting of students difficult.

65

A 1978 study (Blair, 1979) of 1,800 International Brother-hood of Electrical Workers employed in nuclear utilities (a 28percent sample) identified 325 employees with associated degrees.Only seventeen of these had associate degrees in nuclear tech-nology. This suggests that fewer than 100 employees in thenuclear utility industry have acquired nuclear technology assoc-iate degrees. Under contract to the Office of Education, nucleartechnology curriculum materials for two-year schools have been_.developed by Technical Education Research Center, in five occupa-tional areas. Most existing schools with programs, however,developed their materials independently, and have usually beensupported by the utility or private company that needed technic-ians.

The Center for Nuclear Studies, Memphis State University,has negotiated performance contracts with some utilities havingnuclear plants to upgrade the skill level of their employees.In many instances, this training takes the place of vendortraining that had been previously offered by the companies thatdesigned the reactors.

Given present uncertainty about future growth rates in theinduStry, few education institutions seem :_nterested in riskingequipment, time, and start-up costs necessary for sound programs.If a school possesses a strong employment commitment from a near-by company or utility, sufficient curriculum material is avail-able for adaptation to specific needs.

Solar energy activities. Specific targets in solar energy*are elusive, but qualitatively, a clear long-run goal is to in-crease the nation's reliance on various solar energy technolo-gies. Tax credits, assistance programs, and demonstration pro-jects constitute a program designed to provide incentives todevelopers and users of solar energy systems. Jobs will becreated in all areas: design, manufacture; installation, andmaintenance of solar systems. But, forthe forseeable future,the major employment impact will occur in the solar flat platecollector industry. Although considerable variations exist be-tween installations, the basic technology for solar space andhot water heating is tested, proven, and serves as the founda-tion for a rapidly growing industry. Sales, including installa-tion, are reported to have increased tenfold between 1975 and1977 (Maidique, 1979).

*Although solar energy in some taxonomies includes wind, watercurrents, and biomass, for this discussion only direct heatenergy is included.

66

0While the technology for the design, manufacture, and in-

stallation of flat plate collector systems is fairly well-known,labor requirements for implementation of this technology are not.After surveying a number of studies, Mason and Armington con-clude that "...there is considerable divergence among estimatesof direct labor requirements for solar technologies" (Mason,1978). Much of this variation is explained by the newness ofthe industry. Inefficient producers have not been driven outyet by competition. Emerging industries generally go through aperiod of decreasing costs and increasing productivity. Employ -merit forecasts made on the basis of current labor/output ratiosare likely to overstate employment needs. So while numericalestimates are unreliable, a consensus exists that solar heatingwill expand and with it will be substantial growth in employment.

Table 4 shows the occupational skill mix required for in-stallation of solar collector systems. Skilled craftsmen andtechnicians represent over 75 percent of those employed (Blair,1978). Table 5 gives a description of the skills required by abroader range of solar system workers. Many of the skills re-quired for the design, fabrication, installation,and maintenanceof solar flat plate collector systems can be taught in vocation-al programs (Burns, 1979).

To date, little is known about the labor market experienceof the graduates of. solar energy programs. A preliminary assess-ment, however, suggests that a high proportion of initialgraduates of solar programs find work in solar related 'activi-ties. What is still unknown is the appropriateness of theskills being taught as the industry expands.

One extreme example exemplifies the problem of predictingthe direction of growth for solar related vocational education.In 1978, a community college with a two-year solar programreported an average of six job offers for each of its ten grad-uates. In 1979, the same program had 40, people enrolled. Pre-dicting demand for future graduates is uncertain even with thepositive placement record.

The problem of coordinating the supply of graduates withthe demand for solar energy .workers is more than a programspecific concern. In 1978, twelve programs were identified astraining solar technicians. One year later, ninety-one schoolsin thirty-one states reported programs or vocational offerings(Corcoleotes,-1979).

Predicting demand and placing graduates is not the onlyconcern of educators developing solar programs. Jurisdictionalconcerns between unions over which building-crafts workers caninstall solar units have not been resolved. Furthermore,

67

TABLE 4

1978 Solar Energy Collector InstallationEmployment Mix, Air Versus Liquid Systems

(Blair, 1978)

Occupation GroupAir andLiquid Air Liquid(Percent) (Percent) (Percent)

Manager/administrative,other professionals 17 19 15

Other support 2 5 0

Technicians (e.g., draft-ers, solar, solar-sheetmetal, electrical-electronics)

Skilled crafts (e.g., sheetmetal, solar mechanics,plumbers, carpenters,general crafts)

24 10 37

52 57 46

Semi-skilled, unskilled 5 10 2

Total 100 100 100

NOTE: No engineers or scientists were reported in installationactivities in the case studies.

68

TABLE 5

Solar Heating Applications: Job SkillRequirements, and Job Responsibilities

(Solar Energy Task Force Reporton Education and Training, 1979)

Job

Sales

Skill Requirements Job Responsibilities

System

understand both solar andconventional HVAC systems,and how they tie together

detailed operationaldesigner knowledge of conventional

and solar. systems; abili-ty to calculate systemsize and performance us-ing computer/calculateprograms such as SOLCOST,FCHART, etc.; ability tocreate detailed drawingsand charts for installa-tion and maintenance

69

77

describe different sys-tems, show and explainfinished product, ex-plain system perform-ance, recommend optimumsystem, explain systemoperation and mainten-ance, explain impact oncomfort, estimate sys-tem costs

interface between pro-ject architect andmechanical engineer,ensure successful sys-tem installation andand interconnectionwith conventional HVAC,select proper systemtype, select optimumsystem size, calculatesystem performince,identify impact onbuilding design, pro-vide operational detailsand drawings for instal-lation and maintenancedescribe schedules andoperations for mainten-ance

TABLE 5, continued

Job Skill Requirements Job Responsibilities

Installer intricate knowledge ofinstallation and con-struction of solar com-ponent hardware, funda-mental knowledge ofHVAC systems, generalknowledge of systemoperation and design,knowledge of localbuilding codes, abilityto translate blueprintsinto system, understand-ing of thermal expansion

Electrician need not be familiarwith detailed operationof solar systems, needsto interpret drawingsand blueprints for hookupof solar control system

Supervisor knowledge of buildingcodes and ordinances

70

install collectors,make system connectionsto collectors; testsystem for internal andexternal leaks; flushand fill system (ifliquid); locate, con-struct and installstorage; connect pipesand/or air ducts tostorage; install andcheck hardware (storagesensors, heat exchang-ers, pumps, valves,filters); hookup systemwith backup unit

provide power to controlunit, blowers, pumps,and safety controls;install and checksen-sors and thermostat;connect mechanical de-vice controls to con-troller; check outcontrol modes

establish schedules forworkers and delivery ofmaterials, ensure con-formance with codes andordinances, ensure con-formity of installationwith original systemdesign

78

TABLE 5, continued

Job Skill Requirements Job Responsibilities

Service ormain-tenancetechni-cian

well-versed in all facetsof solar system-opera-tions, working knowledgeof controller circuitryand associated wiring,experience in motorrepair and operation andin valve operation

71

understand general sys-tem operation, identifythe control modes ofthe system, determine_if mechanical devicesare operational, iden-tify proper points forfluid temperature meas-urement, determine ifheat flows are withinacceptable tolerances,identify location ofproblems, fix problems,or know proper personto contact, performperiodic maintenancechecks and tasks, per-form system start upfor small system

8

different system designs require different skills. Liquidcollector systems rely heavily on plumbing and pipefittingskills, while air systems rely more heavily on sheet metal work.Many building crafts add extra persons to their crews to com-pensate for the additional time and labor required to install asolar system. In addition, union spokespersons have criticizedvocational education in solar energy as not being directed tothe needs of the industry.--Their preference is for union ap-prenticeship programs to provide necessary training and exper-ience for new workers.

Union jurisdiction and approval is of greater concern inheavily unionized commercial and industrial construction.. Ahigh proportion of residential construction workers are non-union workers. This,combined with the more rapid growth ofresidential solar use,has resulted in existing vocational pro-grams being designed to support residential construction.

Vocational education is presently training.a large numberof persons interested in solar energy as an avocation. Thecourses have attracted a variety of professionals and laypersonswho are promoters of solar development. Because of the rapidgrowth of solar education offerings, it is not possible to gener-alize on course contents. Job placement is not a criteria ofsuccess for programs designed to promote solar energy.

The supply side of solar has grown so rapidly that educa-tors' need to continually examine their offerings against in-dustry and,specifically,local company needs. Curricula are be-ing developed at many schools. Educators can benefit from closecommunication with the Solar Energy Research Institute and thefour regional solar commercialization centers.

Conservation activities. A major strategy of nationalenergy policy lies in conservation. There are a number of minorprovisions in the National Energy Act bills that support conser-vation. The Public Utilities Regulatory Policies Act requiresutilities to consider the adoption of practices that would havethe effect of increasing rates during periods of peak demand.The Natural Gas Policy Act changes natural gas price controlswhich should increase costs to many users. But the NationalEnergy Conservation Policy Act and the Energy Tax Act containthe most important provisions. The former requires most regu-lated and unregulated utilities and home heating suppliers toprovide audits of residential units. Although the exact natureof the audits is uncertain, occupants are supposed to be pro-vided with cost and savings estimates of energy saving measuresand the names of approved installers end lending institutions.Funds are also provided for energy audits of federal and otherpublic buildings. Large industrial users are to report on theirenergy use and efforts to conserve.

72

ii

The Energy Tax Act reinforces conservation incentives withtax changes.. Homeowners, for example, are giilen a tax credit of15 percent, up to a maximum of $300, for installation of energysaving devices. A similar credit of up to $2,200 exists forinvestments in solar or other alternate energy equipment. Cer-tain business tax changes encourage industrial conservation. Inaddition to legislated conservation incentives, oil price decon-trol and moral persuasion should encourage reduced energy use.

Energy audit ana conservation activities will, in all like-lihood create employment opportunities in two impOrtant areas:(1) residential conservation; and (2) conservation in largepublic, commercial, and industrial buildings. Although skilledindividuals will be required for these activities, it is not yetclear what background will be needed.

While educators have contacted private industry and publicutilities to explore the need for energy conservation personnel,few educational institutions have energy conservation technicianprograms. Three barriers seem to prevent significant employmentin the conservation field. The public utilities, hospitals, andother institutions have waited for final regulations (NECPA orPURPA) requiring a particular type of audit. To datF. the pro-fessional interpretations on what the various audits requirevary sufficiently to question the skills needed by the auditor.Using estimates on the rate of onsite audits presently beingrequested, 8,600 onsite auditors may be needed per year through1985 (Finn, 1979) .

The second barrier is that the private sector presentlydoes not believe that employment of conservation personnel andthe application of conservation practices provides sufficienteconomic rewards. Experience indicates that three to five yearspayback is required by most companies before they will installconservation measures. The third is that the private sectordoes not now consider an energy conservation worker to be a le-gitimate occupation, meaning a willingness to recruit and employsomeone with sufficient technical skills and a job descriptionfor energy conservation. Unless energy conservation is prac-ticed as a company policy, which in turn is managed by a super-visor in charge of conservation, it is not likely that a jobdescription will be created for an energy conservation techni-cian. Traditionally, maintenance engineers are assigned theadditional duty of energy conservation. Moreover, small busi-nesses cannot afford to employ such specialists.

At this stage in identifying energy conservation as.an oc-cupational field, there is wide disparity between educators andpotential employers on what skills a technician ideally shouldhave. Public utilities vary in response to commercial and

73

residential customers needing audits. The Tennessee ValleyAuthority (TVA) initiated its home energy audit program in 1977and thus, has some experience in evaluating needed skills. TheTVA energy conservation adviser must conduct on-site energyaudits to determine deficiencies-in both commerical and residentialdwellings. The adviser must also make inspections of dwellingsafter conservation measures have been taken. Then, if additionalinstallation is_needed, the adviser must convince the owner toinstall additional materials. For these jobs, TVA has employedgraduates with two and four year college degrees who-have aphysics and math background. Short courses and on-the-job train-ing have been used to supplement general skills. A secondutility retrained its customer service representatives in gassales with short courses to conduct audits and provide advice.

A different anticipated demand for energy conservationtechnicians comes from the need to provide for the operation andmaintenance of complex technology and equipment installed inlarge buildings and factories. The optimum use of this newgeneration of mechanical, electrical, electronic, and electro-mechanical equipment will potentially be a major source ofenergy conservation. Thus, a new generation of technicians maybe needed to perform operation and maintenance functions.

'fiVo representative models of energy conservation programshave been funded by the Department of Education. Project EFFECT,located at Indiana University at South Bend, is a three-yearexperimental program in curriculum development focusing on energyconservation, technology, and training. Project EFFECT has de-veloped a curriculum to provide competencies for energy exten-sion agents. The competencies lie in two broad areas: technicalskills to conduct an energy survey of residential and light com-mercial structures and communication skills to conduct communityenergy conservation programs. The program has a core, six-monthcurriculum of 588 hours and a two-month field practicum. Todate, it has had only limited success in placing its graduates.

The second project, conducted by Technical Education Re-search Center-Southwest, was funded in early 1979 to provide abroad tecnnical-based interdisciplinary curriculum for use bytwo-year postsecondary institutions to prepare technicians forwork in energy-related fields. To date, the program has de-veloped a two-year curriculum which is being field tested in atleast ten vocational schools. The advisory committee felt thatthere is no common agreement on skills needed for energy con-servation but identified four areas of potential employment inenergy: research and development, production, use, and conser-vation. The title of its curriculum, Energy Conservation-and-Use Technician, recognizes the diversity of the curriculum andthe general uncertainty as to the need fnr a new two-year

74

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may result in critical labor shortages. The resulting increasein wages may render unfeasible energy sources that would other-wise be competitive.

Vocational educators should also strive to define skillrequirements as carefully as possible when planning energy-related training. All energy sectors need skilled, experiencedworkers, but all too frequently the dialogue between educatorsand employers is too imprecise. In every energy training area-study, the strong programs are the ones designed to fulfillexisting local needs. The axiom is as true in coal mining asin ,...onservation and solar. For initial placements, educatorswill have to convince employers in many energy companies of thebenefit .derived.from skilled entry-level workers.

Vocational educators need to share rather than compete intheir energy offerings. Energy training areas, with the possi-ble exception of conservation, have been sufficiently introduced.The "wheels" have been invented in numerous locations and needonly to be improved by mutual support.

The majority of vocational education and training forenergy-related jobs'will come from traditional programs alreadyin place. Existing programs should be examined and .updated.Building trade and HVAC programs, for example, can support solarand conservation courses.

There is not likely to be a need for a generalized energytechnician with experience in everything from wood chips, tosolar, to wind mills. However, courses in some or all of the

-energy technologies may be viable offerings at many schools andcolleges.

The distinction between job related placements and voca-tional skill acquisition is presently important in solar, con-servation, and other emerging areas. Single examples of place-ments should not be used to justify full-size programs. Indeveloping training areas with uncertain placement, general aswell as specific job training should be provided to assureacquisition of marketable skills.

In considering these suggestions, the interrelationship be-tween .energy policy, economics, and employment must be kept inmind. Virtually every energy related economic development gen-erates some critical employment needs. The response of educa-tional institutions these needs has far ranging implicationsand may influence the future course of energy development.

76

References

Analysis of Administration Oil Price Decontrol and Tax ProposalsUsing Macroeconomic and Energy nodels Annex 2 to Appendix Cof NEP II, August 1979.

Baker, Joe G. "Coal Mining Training Requirements, 1975-1985,"presented at the Education, Business, and Labor AffairsConference, Washington, D.C., January 1979.

Blair, Larry M.,and Doggette, John R. "Education, Training, andWork Experiences Among Nuclear Power Plant Workers," pre-sented at the International Symposium on Manpowei Require-ments and Development for Nuclear Power Programs, Saclav,France, April,1979.

Blair, Larry M.; Burnett, William; and Mason, Bert. Solar EnergyEmployment: Information from Case Studies, Oak Ridge,Tennessee: Oak Ridge Associated Universities, December 1978.

Burns, Barbara. Beyond the Body Count, The Qualitative Aspectsof Solar Energy Employment (Interim Progress Report).Golden, CO: Solar Energy Research Institute, October, 1979.(Final document planned for 1980 publication.)

Corcoleotes, George; Kramer, Katherine; and O'Conner, Kevin.Solar Energy Technical Training Directory. Golden, CO:Solar Energy Research Institute, June, 1979.

Doggette, John R. Energy-Related Technology Programs in Com-munity and Junior Colleges, An Analysis of Existing andPlanned Programs. Washington, D.C.: E=nergy Research andDevelopment Administration and American Association ofCommunity and Junior Colleges, 1976.

Energy Supply and Demand in the Midterm: 1985, 1990, and 1995,Washington, D.C.: EnerT Information Administration,U.S. Department of Energy, April,1979.

Finn, Michael,and Stevenson, Wayne. Employment, Education, andTraining Implications of the National Energy Act (DraftReport). Washington, D.C.: Office of Education, Business,and Labor Affairs, Department of Energy, November,1979.

Gallagher, J. Michael, and Brady, William J. "Availability ofEngineering Personnel for U.S. Energy Development Programs."prepared for Energy Research and Development Administrationby Bechtel Research and Engineering, 1976a.

77

Gallagher, J. Michael and Teather, Jeff S. "Availability ofManual Manpower for.U.S. Energy Development Programs,"prepared for Energy Research and Development Administrationby Bechtel Research and Engineering Corporation, 1976b.

Hawthorne, Mary E., and Perry, Warren J. Community Collegesand Primary Health Care; Study of. Allied Health EducationReport, pp. 97-99. Washington, D.C.: American Associationof Community and Junior Colleges, 1974.

Kinsinger, Robert E. "Where in Health are Community Colleges?"Community and Junior College Journal, May 1979, pp. .15 -21.

Maidique, Modesto. "Solar America." In Energy Future, editedby Robert Stobaugh and Damiel Yergin, p. 188. New York:Random House, 1979.

Mason, Bert and Armington, Keith. "Direct Labor Requirementsfor Select Solar Energy Technologies: A Review andSynthesis.." Working paper prepared for Solar EnergyResearch Institute, Golden CO. August, 1978, p. 24.

Nordlund, Willis and Mumford, John. "Estimating EmploymentPotential in U.S. Energy Industries," Monthly Labor Review.101, no. 5, May, 1978.

Occupational Outlook Handbook. Washington, D.C.: Bureau ofLabor Statistics, Department of Labor, 1978, pp. 620-21.

Sathaye, Jayantfand Ruderman, Henry. Assessment of NationalConsequences of Increased Coal Utilizations'/prepared forU.S. Department of Energy, February 1979a.

Sathaye, Jayant and Ruderman, Henry. Direct and IndirectImpacts of A National Energy Plan ScenariosEnergy andEnvironment Division,_ Lawrence-Berkeley Laboratory, 1979.

Solar Energy Task Force Report on Education and Training pre-sented at the Department of Energy National Energy, Educa-tion, Business, and Labor Conference, January 1979, pr.-pared by the Solar Energy Research Institute.

Statistics and.Trends of Energy Supply, Demand, and Prices.Washington, D.C.: Energy Information Administration,U.S. Department of Energy, Maye1978.

78.

Witten, John M. and Desai, Samir A. Rail Transportation Require-ments for Coal Movement in 1985 prepared for the Office ofthe Assistant Secretary for Policy, Plans, and InternationalAffairs, Department of Transportation, NTIS, December,1979.

Sources

Technical Education Research Center-Southwest

4201 Lake Shore DriveWaco, Texas 76710

79

8r

MICROPROCESSING RELATED OCCUPATIONSAND TRAINING

Charles F. SolomonElectronic Technology DepartmentTexas State Technical Institute

Waco, Texas

Prepared for the National Centerfor Research in Vocational Educationunder a consultant agreement.

80

Microprocessing Related Occupationsand Training

Industry History and Growth

In 1968 a small company by the name of Viatron announcedits intention to build a data-handling system which wouldrent for $40 a month (Electronics, 1968). The heart of theViatron unit was an 8-bit microprocessor. Unfortunately thecompany went bankrupt shortly thereafter. In 1971 the IntelCorporation was the first to market microprocessors and ex-ploited them to the fullest. By 1974 the microprocessor explo-sion had revolutionized the electronics industry. Today thereare numerous manufacturers of microprocessors (A short listingis provided in Appendix C-1).

Definition

IrAdv.ances in the area of large-scale integration of circuitshave led to the development of a solid state-device, the micro-processor, which is a small data processor. As defined byLarson, Rony, and Titus, a data processor is a--

digital device that processes data.It may be a computer, but in a larger senseit may gather, di-stribUte, digest, analyze,and perform other organization or smoothingoperations on data. These operations, then,are not necessarily computational. Dataprocessor is a more inclusive term thancomputer. (1975)

A microprocessor can be used to make microcomputers or mini-computers. In such cases, the microprocessor represents thecontrol and processing portion of a small computer. Unlike acomputer, it has no memory but can handle both arithmetic andlogic operations under program control.

Applications

The microprocessor is such a useful tool and its applica-tions are so varied across technical disciplines that peopleare already taking them for granted. In industry the micro-processor is in widespread use as an industrial control. Theyserve in new typesetting equipment, and in the terminals andtypewriters of modern business offices. Microprocessors havealso been used in controlling industrial sewing machines in the

81

manufacture of clothing and in controlling the film processingplants of large photo laboratories. Steel plants, welder controlsystems, water quality control, energy conservation/and evenlumber mills use the microprocessor in their control systems.In addition, the microprocessor has proved most useful in traf-fic control. Soon microprocessors will help to control trafficmovement during rush hours and at the same time plot the bestroute for fire equipment and emergency services.

In the consumer market the microprocessor has found-utili-zation in microwave ovens, electronic doorbells, electronicthermostats, and even the so-called smart telephone that remem-bers the last number dialed. They are presently used in homevideo recorders and may be programmed to tape favorite tele-vision shows while no one is at home. Microprocessors controlthe new audio cassette tape players as well as record turntablesfor more accuracy. Many home security systems now also use themicroprocessor. New television games under microprocessorcontrol are exciting and at times frustrating to a new player.They come with-trills and noises. Many pinball machines arenow totally electronic also. Under microprocessor control,these game machines can create a variety of illusions that areunlimited in scope and application.

With its application as a microcomputer, the microprocessorhas opened doors to a futuristic world.

Automobile manufacturers are alreadyintroducing microprocessors in auto-mobiles to control timing, ignitionand fuel flow, and plan later to havemicroprocessors control braking andtransmission and to monitor perform-ance and detect deficiencies. (Roland, 1979)

At the present time the microprocessor can control ignitiontiming, fuel injection systems, anti-skid controls, and diagnos-tics and cruise control systems in many cars. In business, thetypewriter aided by processor control can type form letters ormultiple original copies. In supermarkets cash registers main-tain store inventory while checking out the customer. Homecomputer systems, built by Radio Shack, Heathkit, Altair, IMASA(selling for approximately $1,000), all use microprocessors. Asimilar system ten years ago would have cost more than $20,000.

Manufacturers of electronic test equipment such as Hewlett-Packard, Tektronic, Fluke,and Systron-Donner use microprocessorsin their instruments to control the test procedures. They even,perform self-checks on the instrument to let the operator knowthat the equipment is operable. If a breakdown occurs, the

82

instrument can help in diagnosing its trouble (Roland, 1979).

The low cost of microcomputers often makesit more economical to dedicate one to aparticular task than to share a largecomputer with other tasks or to design andbuild a specialized device for that appli-cation. It is much less costly to correcterrors in the programs, or software, thanit is to correct errors in the hardware,especially after the device is in produc-tion and being delivered.

Microprocessor Related Occupations

Microprocessor technicians are present in every walk oflife. Depending on the job and company, they may be calledelectronic technicians, computer engineers, computer serviceengineers, field service technicians, digital technicians, orindustrial technicians. They are present in almost all in-dustries today; functions range from maintainence of televisiongames to complex industrial control processes.

The job outlook for digital technicians is excellent. Thedemand is here now and will continue in the future. Industrialrepresentatives that come to this writer's school speak oftechnician shortages and the importance of microprocessors innew control systems. The new uses for microprocessors in everyday life helps to explain the demand for digital technicians inour society. The expanding need for digital technicians isclimbing faster than the number of trained technicians enteringthe workforce. According to Occupational Outlook Handbook,

Employment of computer technicians is expectedto grow much faster than the average for alloccupations through the mid-1980's. As thenation's economy expands, more computer equip-ment will be needed to install and maintain it....The development of new uses for computersin fields such as education, medicine, andtraffic control also will spur demand.

Because most technicians are young, relativelyfew openings will stem from deaths and retire-ment. Most openings will-result from risingdemands for the service of computer servicetechnicians. (1978)

3 3

9

Since many_microprocessor applications and uses fall inthe area of microcomputers or minicomputers, most computerservice technicians service microprocessor base systems. Manyof these digital technicians will work in an industrial environ-ment. Some will lubricate the mechanical systems connected tothe microprocessor. All technicians will have to check mechani-cal connections in the wiring of microprocessor systems. Sometechnicians will also be'required to work with people when personand machine interface in computer systems in office or home.

Industrial applications of microprocessors require highlyskilled two-year postsecondary graduates in order to maintainhighly sophisticated industrial equipment. But some customerapplications, such as television games and pinball machines thatuse basic simple microprocessor systems need only trained per-sonnel from one-year development programs for their'maintenance.

Vocational/Technical Education as a Supplierof Microprocessor Related Technicians

A two-year postsecondary course in the junior college or.technical institute provides the best academic background fordigital technicians.* The military services have represented,another method for training digital technicians, but the quanti-ty of service trainees has steadily decreased since the draft'sabolishment.

At the present time, to meet increasing needs for digitaltechnicians, computer manufacturers have been reduced to hiringanyone with a basic understanding of electronics (such as tele-vision service Personnel and electronic hobbyists) and then giv-ing them on-the-job training. With so much of the economy employ-ing microprocessors as a control element, the need for digitaltechnicians can only grow at a steady and sustained rate.

Industrial technicians need a two-year postsecondary pro-gram in electronics. Their training must stress analyticalthought and a firm foundation in basic and digital electronicswith an emphasis on semiconductor devices and integrated cir-cuits. They must also be able to use basic hand tools, solder-ing equipment, and a variety of test equipment such as voltmeters,ohmmeters, logic probestand logic analyzers. Finally, theyshould be knowledgeable in basic microprocessor programmingtechniques--in other words, with microprocessor hardware andsoftware.

* Since the microprocessor is a small device used in digitalelectronic applications, this writer chooses to use the termdigital technician in place of microprocessor technician.

84

Technicians who service television games need approximatelyone year's training in basic and digital electronics. They usesmall hand tools such as screwdrivers, nutdrivers, and wire-strippers. They must possess good soldering techniques and beable to -use basic electronic test equipment such as voltmeters,ohmmeters, logic probes/and oscilloscopes in order to checkcomponent failures.

A Microprocessor Survey

This writer wished to determine the specific requirementsof the electronics industry in the State of Texas fer micro-processor system training in order to update curricula. A sur-vey was designed to collect the opinions of electronics employ-ers regarding skill requirements for entry level digital tech-nicians.

Instrumentation. A task inventory was prepared from micro-processor materials that consisted of 121 items covering thetopics of microprocessors and computer hardware (see AppendixC-2). A four point Likert Scale was used with each task item.The scale was "Taught in Depth," "Emphasize," "DiscussedBriefly," and "Not Taught." This type of scale was chosen alongwith an instrument format because a previous study had used asimilar format (Wright, 1969). A score of 4.0 was assigned to"Taught in Depth," _3-0 assigned to "Emphasized," 2.0 assignedto "Discussed Briefly," and 1.0 assigned to "Not Taught." Apriority ranking for each task item could be determined accord-ing to the mean responses.

Survey participants. The placement list for the Electronics'Technology program with 400 industrial ogranizations was thepopulation base. This population is probably representative ofthe state in terms of those businesses employing program gradu-ates. Of the 400 companies receiving the survey, 129 responded.Each industry was asked to characterize its primary purpose inone of six categories: Research and Development, ElectronicCommunications, Computers, Manufacturing, Oil Related, and Other.The distribution of responses by category was: Research andDevelopment, 22; Electronic Communications, 18; Computers, 22;Manufacturing, 31; Oil related, 23; and Other, 13.

Findings. The relative importance of each of the 121 taskitems for inclusion within an electronics curriculum was deter-mined by the mean score for each item. The higher the score (apossible range of 1.0-4.0), the more importance-the employersplaced on the specific item being emphasized in a training pro-gram. The highest priority factor (mean score) attained by anyitem was 3.6,and the lowest was 2.0.

85

Figure 3 shows a graph of frequency distribution versuspriority factor. The mean for all items combined was 2.7,and the standard deviation was 0.7. Appendix C-3 provides thecompilation of results for the 121 items.

The mean of all microprocessor related items was 3.2.The'mean for all items relating to hardware for microprocessorswas above 3.0. A mean of 2.7 implies an approximate "Emphasize"for all computer hardware.

To determine the importance of various test equipment, eachindustrial respondent listed the three most important pieces oftest equipment that electronics technicians need. The top threeinstruments were volt-ohm-millameters (V.O.M.), digital multi-meters,and, logic analyzers. It is worth noting that logicanalyzers are products of the microprocessor revolution andincorporate microprocessors as their brain in order to test andtrouble shoot microprocessor systems.--This is a further indica-tion of the importance industry places on the microprocessor.

As a result of the survey,this writer incorporated threemicroprocessor courses'into the curriculam. Nevertheless, a

.igood curriculum must contain basic electronics courses in order

to train students in the concepts necessary for microprocessorand digital techniques.

Implications for Vocational/echnicalInstructional Development

Just eight years ago, the microprocessor revolution started.Many teachers in vocational/technical education have been teach-ing for ten or more years and obviously do not possess micro-processor experience. The need to update vocational teachers isurgent. Today there are many microprocessor workshops whichusually last for a week. Unfortunately, most are during the falland spring and demand a tuition of $700 (plus room, board, andtransportation). Thus, the cost to teachers is extremely high,and these courses occur when it is difficult for them to getaway from their work.

. --This writer believes that there is a need for microproces-

sor training materials that would update teachers technicalskills for their work in classrooms and laboratories with stu-dents. At the present time instructional development of teachersis almost as important a need as the need for more qualifiedtechnicians. Qualified teachers are also in demand and difficultto find. However, the requalification of those teachers in thefield is essential.

86

20

Figure 3: Frequency Distribution of Priority Factors for

Microprocessor System Training

# .

Note: X=mean

1 r 2

Not

Taught

Priority Factor

References

Electronics, The International Ma azine of ElectronicsTechnology, McGraw Hill, October 14, 1968, page 193.

Larsen, David G.; Rony, Peter, R.fand Titus, Jonathan A.The Bu9Dook III Microcomputer Interfacing, Derby:E & L Instruments, Inc., 1975.

Larsen, David G., Rony, Peter Rh, and Titus, Jonathan A.Introductory Experiments in Digital Electronics and8080A Microcomputer Programming and Interfacing-Book 2, Indianapolis: Howard W. Sams & Co., Inc.,1978.

Occupational Outlook Handbook. U.S. Department of Labor,Bukeau of Labor Statistics Bulletin 1955. U.S.Government Printing Office, 1978-79 Edition, page 418.

Roland, Jon. "The Microelectronic Revolution. How Intel-ligence on a Chip will Change our Lives." The Futurist,April,1979, pp. 81-90.

Wright, Jerauld B. An Investigation into Public Post-Secondary Electronic Technology Programs in Texaswith Implications for Planning. Texas EducationAgency, 1969._

88

Di;

CHAPTER IV

CONCLUSIONS

This study aims to provide information to national voca-tional education policy-makers on curriculum development needsfor new and changing occupations. Based on the informationobtained from working on this study for two consecutive-years,some conclusions can be drawn both about curriculum developmentneeds for identified occupations and about methodology used toidentify those occupations. Conclusions appear in the orderused, in the methodology, beginning with the preliminary identi-fication of new and changing occupations. Conclusions regai.dingcurriculum development needs for identified occupations appearlast.

Methodology

No single source of projections for new or changing occupa-tions exists. Available projections can, however, identifyestablished occupational areas with projected high growth rates.These occupational areas could, be a source of growth of newoccupations. This circumstance occurred in the first year of

the study in the health technician field and in Year II of thestudy with science technicians.

A national project on new or changing occupations cannotinclude occupations that develop at regional, state,or locallevels. However, occupations.that are national may not haveapplication to a given region, state, or locale. Prior to imple-mentation of a new program, a needs study should be initiated.Involvement by an advisory committee of business, indUstry, andlabor leaders, as well as educators, has proven to be desirableand effective in conducting needs studies and implementing newprograms.

Designation of new occupations is difficult, particularlyif similar tasks are handled by existing occupations. Jurisdic-tional questions arise, particularly if training-occurs, atleast in part, through apprenticeship programs. This questionappears in the'solar energy field and in construction duties forhousing rehabilitation specialists.

89

Telephone contact with employers, educators, and profes--sional organizations proved to be a very valuable method ofobtaining current information on given occupations.

The military is a limited source of curricula for new orchanging occupations. The only curriculum that related tooccupations identified in the second year of the study was the

laser curriculum. That occurred at the graduate level anddealt primarily with weaponry. Due to its "classified" status,it was not reviewed. In the past, however, some new occupationshave originated in the military and spread to the civiliansector. An example is the biomedical equipment technician.Therefore, the military should continue to be reviewed as pos-sible sources for curricula.

Computer searches for curricula on identified occupationsare worthwhile. The project staff felt, however, that somecurricula were not listed. This gap implies the inaccessibilityof curricula, a point to be considered in a curriculum develop-

. ment process.

Curriculum Development Needs

The project staff found that the range of curriculum develop-ment required for the identified occupations varied along a con-tinuum from reorganization of existing curricula for new pro-grams to the development of entire two-year program outlines andcurricula. Curriculum development needs for occupations arediscussed in the following paragraphs.

Tumor Registrar

Much curriculum needs to be developed for topics outlined bythe National Tumor Registrar Association. Few materials are nowavailable. The curriculum could be incorporated into medicalrecords technician programs, with tumor registrar as a specialityarea.

Housing Rehabilitation Specialist

Curriculum development for housing rehabilitation special-ists could be accompliShed, for the most part, by combiningconstruction and finance courses to form a new program. It mayalso be advisable to include some public administration coursessince the occupation exists primarily in the public sector.Some limitations in construction areas exist because of appren-ticeship requirements in trades areas.

90

Laser/Electro-Optics Technician (LEOT)

The laser/electro-optics technician curriculum needs to beupdated. New modules should be developed,and several existingmodules should be deleted. Because of technological advancesin laser capability and application, training materials mustremain current for the education to be useful. A conference ofLEOT employers and educators in early 1980 will identify neces-sary changes in curriculum.

Case Manager

In response to legislation deinstitutionalizing mentallyill and mentally retarded clients, the role of social servicespersonnel in the community has expanded. This is due to newsurroundings and needs of clients. Extensive curriculum develop-ment will be required for the new and changing responsibilitiesof case managers in these fields. Curriculum can be offered inconjunction with existing mental health or mental retardationprograms.

Microprocessing Related Occupations

Microprocessing courses-need to be integrated in the regu-lar two-year electronics curriculum or a one-year certificateprogram. Although the Solomon research indicates those areas -

that need emphasis in Texas, a nationwide study is needed.There is also a need for faculty development in microprocessing.

Energy Related Occupations

Curriculum-development in energy occupations is specific tothe individual energy industry. Other factors such as organizedlabor and local considerations are important to assess the needfor curriculum and educational programs.

Construction. Shortages of electricians, pipefitters,boilermakers, welders, and carpenters may affect the efficiencywith which America changes its energy sources. Occupationalpreparation for these jobs has been traditionally handled byunion apprenticeship programs.. Unless organized labor feelsvocational education can prepare construction workers, it may bedifficult for vocational institutions to successfully implementeducational programs in the field.

91

Coal mining and transportation. Safety training for coalminers has now been legislated. Vocational education has handled

this role successfully in a number of locales. Each curriculum

must be appropriate to the specific mine and areas where the

trainees, will be working.

.0i1 and Gas. A 50 percent growth in oil and gas extraction

is predicted. There are currently fifteen vocational schools

and community colleges training in thisarea, and employers in-

creasingly look to vocational education as a source for their

7Vorkers. Although oil and gas occupations are not new, compre-

hensive curricula material has not been systematically gathered.

Nuclear. Fewer than 100 of all nuclear plant employeeshave two-year degrees in nuclear technology. TERC has developed

a curriculumland local schools have also accomplished curriculum

development. Unless an individual school has a strong commit-

ment from a nearby company or utility to employ graduates, a new

program probably should not be initiated. Adequate curriculum

materials are available.

Solar. The solar flat.plate collector industry expects to

grow and create jobs. Appropriately designed vocational education programs are a good source of prepared applicants for this

industry. It is important that educators and employers comparerequirements and offerings often in this field because of rapid

changes.

Conservation. The need to conserve energy is growing inboth residential homes and large public and commercial buildings.Employment in this field has been delayed however, due to several

considerations. Skills required for individuals who will conduct

energy audits have not been determined. Educational programmingneeded initially will probably aim to upgrade current employeeswho will- add energy conservation tasks to their job description.

92

00

APPENDICES

APPENDIX A

PROJECT CONSULTANTS.

Consultant Review Panel

1. Mr. Max CareySupervisor, Labor EconomistBureau of Labor StatisticsU.S. Department of Labor441 G Street N.W., Room 2916Washington, D.C. 20212

2. Ms. Pamela S. CrawfordIllinois Office of EducationDepartment of Adult, Vocational,---Technical EducationEast Central Curriculum Management

Center100 N. First StreetSpringfield, Illinois 62777

3. Dr. Maurice Roney, PresidentTexas State Technical InstituteWaco, Texas 76705

4. Mr. Jeff WindomDirector, SOICCOhio Department of Education65 S. Front Street, Room 904 4

Columbus, Ohio 43215

Consultants Who Developed Papersfor This Report

1. Dr. John R. Doggette andDr. Wayne StevensonManpower Research ProgramsOak Ridge Associated UniversitiesP.O. Box 117Oak Ridge, Tennessee 37830

2. Mr. Charles Solomon, Program ChairpersonElectronics TechnologyTexas State Technical Institute.Waco, Texas 76705

94

102

APPENDIX A, continued

Final Report External Reviewers

1. Dr. James B. McCordDirector of Vocational/Technical/

General EducationWestern Iowa Technical/Community

CollegeSioux City, Iowa

2. Mr. John Van ZantNational Occupational Information

Coordinating Committee400 6th St., S.W., Room 3749Washington, D.C. 20202

APPENDIX B

LIST OF OCCUPATIONS WHICH WERE OUTSIDETHE SCOPE OF YEAR II STUDY

Established Occupations

Alcoholism CounselorAvionics/Flight TechnologyBallisticianChemical Laboratory AssistantOata Processing Machine

RepairersDental AssistantDentaLLaboratory TechnicianDiagnostic RadiologicTechnician

Dietary TechnicianElectrocardiograph

TechniCianEmergency Medical TechnicianEncephlograph TechnicianForemanship RelatedOpthalmic Medical AssistantHeat and Power EngineerHistologic TechnicianHistorical Preservation

InterpreterInhalation TherapistMedical Office AssistantMedical Records Technician

National Center Year I Occupations

Aging SpecialistAir Pollution TechnicianCardio Pulmonary TechnicianClinical Arrival TechnicianDiagnostic Medical SonographerDialysis TechnicianNephrology AssistantEnvironmental Engineering AideEnvironmental Health RelatedEnvironmental TechnicianHealth Service Management

AssistantHomemaker--Home Health. Aide

96

Municipal Waste DisposalNursing Assistant, AideOptical TechnologistOpticianry TechnicianOptometric Assistant/

TechnicianOrthotic & Prosthetic

Assistant/TechnologistPara-AccountantPara-professional OptometristPest Management RelatedPin Ball and Vending

Machine RepairersPublic Health TechnologyPublic Safety Communication

OfficerRailroad RelatedStandards and Calibration

TechnicianTissue Culture TechnicianCyto Technology TechnicianWastewater Treatment Plant

Operator or Technician

Industrial Hygiene TechnicianNoise Abatement TechnicianLong Term Health Care

TechnicianMedical Laboratory AssistantMulti-Competency TechnicianNursing Home AdministratorOperating Room (Surgical)

TechnicianPhysician's AssistantTheraputic Recreation

Technician

Occu

APPENDIX B, continued

ations with Task Analysis or Curriculum DevelopmentRecent y Comp eted or Current y Underway

Bio-Medical EquipmentTechnician

Commercial River TransportationCultural Resources TechnicianElectrodiagnostic TechnicianElectro Mechanical TechnicianEquine ManagementExtracorporeal Circulatory

TechnicianFarrieringForest Recreation TechnicianFoundry Technology RelatedGeo -Urban Planning andAdministration

HorologyHydrology Technology. RelatedIndoor-Environmental Technology.Industrial Chemistry TechnologyInstrumental TechnicianLibrary Technician.

Medical Electronics Engineer-ing Technology

Music Equipment RepairTechnology

Nuclear Medicine TechnologistOceanography SpecialistPara-LegalPediatric AssistantPedologyPhoto-Jewelry Technology

RelatedPostal Management RelatedRespiratory TherapistSafety/Risk ManagementUltra Sound & Thermography

RelatedVisitor IndustryEntertainers

Related Studies' Occupations with Insufficient Demand

Airpprt Security OfficerCable TV Technology RelatedCertified Fertilizer

ApplicatorChemical Spill Control

TechnicianChromotography TechnicianComputer Tape LibrarianChrystal Manufacturing RelatedFundus PhotographerHolographic TechnicianHorticulture Therapy AssistantMedia Equipment TechnicianMedical Institution Safety

Technician

MidwifeOccupational TherapyAssistant

Physical Security TechnicianPhysical Therapy AssistantPodiatric AssistantPyrolysis TechnicianRadiation Protection

TechnicianRecoverable Materials

CoordinatorSediment Control InspectorVeterinary Assistant

Technician

APPENDIX B, continued

Related Studies' Occupations with Educational RequirementsBeyond the Scope of Vocational Education

Anesthesiologist AssistantChild AdvocateCommunication Aide.Community Development OfficerData Communications ManagerHorticulture TherapistIndustrial LaboratoryAssistant

98

Kerlian PhotographerMineral Exploration

TechnicianPara Medic Forensic ScientistPharmacy AideProfusionistSchool Health Aide

C-1

C-2

APPENDIX C

MICROPROCESSOR APPENDICES

Microprocessor Manufacturers

Microprocessor Task AnalysisQuestionnaire

C-3 Task Analysis Survey Compilation

99

.0t

MICROPROCESSOR MANUFACTURERS

American Micro-Systems, Inc.3800 Homestead RoadSanta Clara, CA 95051

Electronic Arrays, Inc.550 Middle Field RoadMountain View, CA 94043

General Instruments CorporationMicroelectronics Division600 W. John StreetHickville, NY 11802

Intel Corporation3065 Bowers AvenueSanta Clara, CA 95051

Microsystems International, Ltd.75 Moodie DriveOttawa, OntarioCanada K1Y4J1

Mostex1215 W. Crosby RoadCarrollton, TX 75006

National Semiconductor Corporation2900 Semiconductor DriveSanta Clara, CA 95051

RCA CorporationSolid State DivisionSommerville, NJ 08776

Signetics Corporation811 E. Argues AvenueSunnyvale, CA 94086

Transitron Electronic Corporation168 Albion StreetWakefield, MA 01880

100

Burroughs CorporationDefense, Space & Special Systems GroupPaoli, PA 19301

Fairchild Semiconductor313 Fairchild DriveMountain View, CA 94040

Inselek743 Alexander RoadPrinceton, NJ 08540

Intersil10900 Tantav AvenueCupertine, CA- 95014

Monolithic Memories, Inc.1165 E. Argues AvenueSunnyvale, CA 94086

Motorola SemiconductorBox 20912Phoenix, AZ 85036

Ratheon CompanySemiconductor Division350 Ellis StreetMountain. View, CA 94042

Rockwell InternationalMicroelectronics Device Division3310 Miraloma AvenueAnahiem, CA 92803

Tokyo Shibaura Electric CompanyI, Komukai ToshibachoKawasaki - CityKanaquawa, 210, Japan

Western Digital Corporation19242 Red Hill AvenueNewport Beach, CA 92663

108

APPENDIX C -2

MICROPROCESSOR TASK ANALYSIS QUESTIONNAIRE

HOW TO FILL OUT THIS QUESTIONNAIRE

The objective of this questionnaire is to determine entry level requirement fordigital electronics into your industry for electronic technicians. Please read thedirections carefully to help you provide proper response in the multiple columns.

After each instructional item, please check (V1' one of the four columns to indicate. degree of teaching emphasis you think the item should be given. Choose one of

the four columns according to the definitions in the table below.

EGREE OFMPHASIS

Definitions of headings on columns in terms of:TeacherEffort 4

Objectives Lab TimeStudentResponsibility

AUGHT'INEPTH

Complete, detailedinstruction, includingall related information

Student willdevelop a completeunderstanding,including abilityto apply the know-ledge in practicalsituations

One or morelab sessionsrelated to thetopic

Student realizesthis is veryimportant mater-ial

Class discussiondevoted specifically

MPHAS1ZED to this topic

Student will deve- Topic included inlop a general laboratroy prac-knowledge, al- ticethough not neces-sarily a highdegree of skill inapplying the know-ledge in any situa-tion

Student realizesthis is importantmaterial

11SCUSSEDRIEFLY

Mentioned or discussedbriefly in one or twoclass sessions

DT TAUGHTMay be mentionedincidentally or pos-s.ibly not at all

Student will deve- Topic may be en-lop a familiarity countered whilewith terms and doing lab workgeneral ideas con-cerning the topic

Topic is not in-cluded in theobjectives for thecourse

No lab practice

Student realizesthis material isnot too important

Student realizesthis material isnot important

If you don't agree exactly with any of the definitions, choose the one that most(_.)sely agrees with your definition and comment to us your variation.

101

109

COMMENTS:

Please fill in the following information concerning your industry.

1. Industrial Purpose

a. Research and Development

b. Electronic Communications

c. Computers

d. Manufacturing

e. Oil Related

f. Other

2. What three items of trouble shooting equipment should electronic thr ctanf-; vouemploy be most skilled in operating?

3. Company's Name

Address

4. Name of person answering questionnaire

Position

102

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MIROPROCESSORS INTERFACING THE PERIPHERALSBasic Architectures Input-Output Addressing

Instructional FormatsSpecial I/O Instructions

1 1 1-7-1Memory-Mapped I/OI ! 1

Fetching SequenceT1, T2, T3, etc.I' 2' 3'

I/O Techniques _I-11-4

i,-.,i

Programmed 17t or PollingInterrupt Driven I/O

Flags DNA Technique1

System Chips---i

. 1

Digital to Analog ConverterTechniques i

ClDck Chipstatus Controllers Binary-Weighted Resistor D/A

1

jRAM Binary-Weighted R-2R D/A [1

T

I

I

ROM Current-Fed D7ACore Memories Multiplying D/A

$ 1Programmable 1/0 -Analog to Digital ConvertersLatches

Drivers Capacitor - Charging A/D1Programmable Timers Voltage to Frequency ADC1rogramma e n errup

Controlsu se " I al t you ator i D

Single Slope (Ramp) ADC--Direct Memory Access

ControlsDual - Slope Integrating ADCCharge-Balancing ADC

MODEM Quad-Slope IntegrationPROM Descrete Voltage Comparison ADCDevice Controls, (Disk, Key-board, Display, Printer)

Counter Ramp ADCContinuous Ramp ADC

uccessive-ipproxima ion ADCCCD Memories Simultaneous (Parallel) ADCPLA

Sample and Hold CircuitsEAROM

Microprocessor ProgrammingAnalog Multiplexers

1 IDigital Multiplexers1Basic Arithmetic Operation

KeyboardsIsrofE1- ncoded Keyboard

Sc7iftWare -Delay

I/O AddressingInterruptsTiming LoopsCode Conversion Rollover

TroubleshootingTwo-Key RolloverN=PciSITE41overN-Key LockoufLogic PFEiblems

SignaturelAnalysis Linereversal TechniquesEmulationSimulationLogic State AnalyzersMapping Analysis 103

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Encoded KeyboardKeyboard EncodersScanning ChipsASCI I KeyboardsL'ARTs

LED DisplaysSeven SegmentMultiplexing LEDs

Floppy Disk cont.Status Signals

Ready I

Index_ _

Matrix LEDsLf-D 5

TeletypeRS2320j.. 'Lica! IsolatorsUART Timing1/0 Subroutines

Write-Protect

cyclic Redundancy Check

Controller Chips

Cassette I n te r f aceKansas Ciyt StandardIC Controllers

CRT Display InterfaceTiming ProblemsCharacter GeneratorsRaster GenerationCRT ControllersIntelligent CRT

Dynamic Ram RefreshBurst ModeDistributed or Single-CycleRefresh Controller Chips

Asynchronous AccessHidden Refresh

.

Bus StandardS-I00I EEE-4O8IEEE-583 CAMACEIA RS232C'EIA R5422, RS423

Floppy DiskFormatting (Basic)

Hard-Sectoring_Soft-Sectoring

Floppy Disk Drives °aerationAccessing the TrackReading and Writin.g

Disk Drive SignalsMotor QnDirection SelectStepWrite GateTrack 00Index/Sector

Comments

ASCII Information Standard

Interface CircuitsUART Programmable Communi-

cation InterfacePIO-- Programmable I/0 PortDMAC Direct Memory Access

ControllerP!C Programmable Interrupt

ControllerPIT Programmable Interval

TimerPIA - Peripheral Interlace

Adapter

Other

104112

; 1 1

APPENDI X- C-3

0

TASK ANALYSIS SURVEY

COMPILATION

1978-1979

ELECTRONICS TECHNOLOGY

TEXAS STATE TECHNICAL INSTITUTE

105

113

1978 - 1979 TASK ANALYSIS SURVEY

ELECTRONIC TECHNOLOGY

UNIT HEADING

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.

Basic Architecture- Flags

Research and Development 11 4 3 0 10 Research and Development 5 7 5 2 19

Electronic CommunicationComputers

10 4 3 1 10., Electronic Communication 4 7 5 2 18

9 7 3 2 21 Computers 5 6 7 1 71

Manufacturing 13 IQ 8 0 31 ManufacturingOil Related

5

8

12

10

14

4

0 317.Oil Related 9 10 3 0 22

Other 4 6 2 0 12 et er 2 6 4 0 12Priority Factor 1_7 Priority Factor 2.8

'TOTAL 56 41 22 3 122, 'TOTAL 29 48 39 7 123


Industrial Formats Clock Chips


Electronic Communication: 8 7 2 2 ig Electronic Communication 5 8 4 1 16

Computers 7 7 4 3 21 Computers 6 5 9 2 21

Manufacturing 6 15 9 1 31 Manufacturing 7 13 11 0 31

Oil Related 8 12 2 0 2i Oil Related 9 1 9 0 21

Other 2 r 2 0 1 Other 5 5 3 0 1;

Priority Factor 2_9 Priority Factor 2.9

(TOTAL 36 57 25 6 124 TOTAL 37 41 43 3 124_


Fetching Status ControllerResearch and Development! 6 6 3 2 17 Research and Development 5 5 19

Electronic Communication' 4 6 9 2 21L, Electronic Communication 4 10 3 1. 18

Computers 4 6 9 2 21.4Computers 5 6 7 2 20

Manufacturing 5 13 13 0. 31 Manufacturing 7 11 13 0 lt21li

Oil Related 4 14 4 0 22 Oil Related 7 8 fi 0Other 2 7 3 0 IL Other 4 5 4 0

Priority Factor 2.8 Priority Factor 2.9

1 TOTAL 25 52 41 6 124 1 TOTAL 32 45 41 4 P2

t 4

106



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Task No. Task No. 10177-61-Fammable I/O

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Research and Develo.ment 8 8 3 0 1 Research and Develo.ment 8 IMI 5 0Electronic Communication 5 7 4 1 Electronic Communicationl. 5 8 MIMIComuters 011111MINIFF Com.uters 9 MUMManufacturin: Ammon 0 WI Manufacturing 7 MFR.Oil Related MI _8 2_ 0_ Oil Related =MIMIOther inn 211M 0 InF Other MBAPriority Factor 3.3 11MIPriority Factor 3.1 IN

IOTA a/ 50 19 KEW TOTAL43 =Min

Task No. 8 111111111111 Task No. 11

IIIROM LatchesResearch and Development Research and Develo.ment 5 KIM 0 14Electronic Communication 5 7 4 1 Ii

8 allir.V3=1;IMEMMIII.MIW4

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MUMME7 8 7iiffg

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OtherPriority Factor

IIIPriority Factor 3.1

TOTAL 52 51 21 2 prr Earammuna 46 MEE 0--- ---

Task No. 9 .

'Me-MemoriesTask No. 12

DriversResearch and Development 0 6 12 1 inrElectronic Communicat onANIIIIIIIWIlmr,omputers 2 4 11 5 IEE

Research and Development 7 5 11E.0 19Electronic Communications 6 6 5 1

omputers =MIMI 21'anu actur ng MEBANE' 18 MENKE nanu actur ng 13 MIMIOil Re ated 111911117111 2 MEEOther AIMMEMOIRAIRPriority Factor 2.5

Re ate. =MEMOther 6 4 MME 0Priority Factor 3.1

TOTAL 10 35 67 12 not TOTAL 48 42 Irr r$

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1-40Z

,.:

1-C1--

---.Task No. 13 111111

..--Task No. 16

IIIMODEM*ro: !...able imersResearch and Develoment 4 8 6 1InM Research and Development am 9 7 2nurimm .

MillilMiA MkElectronic Communication 3 8 6 1 18 Electronic CommunicationComuters 4 . omputersMenu acturin: Iri 14 RionIni Manufacturing 3 11 10 1'S

Oil Related 7 10 6 MICIFF Oil Related 1 I 5

Other 4 4 4 'Ann. Ot er ILI ELI MrPriority Factor 2.8 III Priority Factor 2.7

iiiTOTA 2U 48 38 70 L clignon

Task No. 14III

Task No. 17IIIPROM

... :P:. a_Inter ut C nti. -

Research and Development 7 7 1 19 Research and Develo.ment 4 9 NO 2'2ectronic Communication 1Electronic Communication o NIW MINI

7 6ER 21

Computers 5 maw 0 21 Computers'anu actur ng 7 16 INE oigg 8 18 5 ma011 elated lilEU won 8

11112110111MMI11 4KI

WilallMillrolEr st erPriority Factor 2.9 Priority Factor 3.2

1TOTAL RIM= 2711 TOT . 33 57 34 5 ,K:

Task No. 15 III Task No. 18

4

linlinIMMID7

8

7

6 ' 1

5 221

9D- ontrols

19 Research and Developmentlirect. Memory Access ContrResearch and Development 8 6 1

' ectron c ommun cation. InIFIlm 1 18 ectronic Communication-omputers 1EJ 21 omputers"eau actur ng Milinill11111614 fttirjIMUCGEEINJEEMIMIMIIIMWEE1 'i 'a ate. ' *e ated 8 10 4 022.11FINIIIIFINNIES1Other IIKIIMINFINDIM, Other 4 6 3 013

Priority Factor 3.1 ME III Priority Factor 2.9

33 55 33 411TOTAL 43 50 2 412 TOTAL

108 ;



UNIT HEADING

=Ha.waZH."'G

E.

mEA3

t..1HtaCxP.,Z[4

Y..-3a..WHmm1:7kJtoU=0to)I0

HX0=.4E.

E-40Z

..4<E.0E.

UNIT HEADING

=HP.wal

Z1-1

f.=0=..GE.

a]Wt..31-1

Cl)<4=C.=:s.1

a....1WW1-4

mmcaWwto

'0W1--,0

Hx0=.4HH0Z

-1

H0E-4

Task No. 19 Task No. 22EPROM EAROM

Research and Development 5 7 6 1 19 Research and Development 2 4 11 2 iq17Electronic Communication) 3 7 7 1 18 Electronic Communication! 1 6 9 1

Computers4...., 5 7 4 70 Computers 6 13 2 1 22

Manufacturing 8 137 101 3

10 J. 326 0 23d 0 12

ManufacturingOil RelatedOther

06

1

9

7

3

209

8

4.330

0

2212

Oil RelatedOtherPriority Factor 2.3 Priority Factor 2.5

TOTAL 28 45 44 7124 (TOTAL 16 42 59 825

Task No. 20

0 6 1 1 19

Task No. 23

6 11 2 0 19

CCD Memories Basic_Arithme_t_i_c_Operatio_Research and DevelopmentResearch and Development

Electronic CommunicationE 0 7 1 17 Electronic Communication: 6 8 3 2 19Computers

1 4 5 19 Computers 6 13 2 1 22Manufacturing 0 9 2a 2 31 Manufacturing 13 14 4 0 31Oil-Related- 4 2 1' 1 24 Oil Related 9 11 2 1 23Other 1 2 Other 1 lk IPriority Factor 2.3 Priority Factor 3.2

L.[TOTAL 6,37 1022 'TOTAL 44 67 13 4

Task No. 21 Task No. 24PLA I/O 1717-ressing

Research and Development 1 5 1 2 19 Research and Development 10 7 2 0 19Electronic Communicational 0 6 1. 1 17 Electronic Communications 11 3 3 2 19Computers

1 3 9 6 19 Computers 7 10 4 1 22manutatturing 0 ¢ 2. k 32 Manufacturing 10 17 4 0 31Oil Related 3 4 1, 1 20 Oil Related 12 8 I 1 22Other 2 2 0 12 Other 5 6 2 0 laPriority Factor 2.2 Priority Factor 3.2

1 TOTAL 7 26 7, 14119 1 TOTAL 55 51 16 4

109



UNIT HEADING

=HA.wmzHF.....00<H

'

mWNHW.4=A....W

.4ta.WH-am0DIU)U)00WH0

s-=0=4F.

H0Z

.-3<H0f.

..

UNIT HEADING

=Ha.wmZH

s-

=00<(-4

A:...7

NHW<=M.MN

Y.4t..N,..4

am0NU)tr,a'UWH0

H=0<HH0Z

.4

H0[.4

Task No. 25 Task No. 28Interrupts Logic Problem]

Research and Development 11 3 4 1 19 Research and Development 15 3 0 119Electronic Communications 10

9

9112

1

6

108

5

111

19 Electronic Communications22r Computers

1 31,, Manufacturing1 2.22 Oil Related

9

19

7518

43

:55

4

1

1

1

0t200?4

8

1

ComputersManufacturing /Oil RelatedOther

L

8 2 13 OtherPriority Factor 3.6

12 2 U 0,14Priority Factor 3.2 j

TOTAL 54 38 27 71264 !TOTAL 98 22 6 2128

Task No. 26 Task No. 29Timing loops Signature Analysis

Research and Development 5 11 3 0 19, Research and Development 119Electronic Communication 5 7 4 9 17 Electronic Communications 9 4 4 118Computers 4 8 8 2 2g Computers 6 7 5 422

230Manufacturing 5 13 12 0 304 Manufacturing 6 14 8Oil Rented 6

5145

23

123 Oil Related

0 13 Other6

6

104

7

3

124114Other


'TOTAL 30 57 32 512 ITOTAL 38 46 13 10122

Task No. 27 Task No. 30.

Code Conversion EmulationResearch and Development 4 10 5 0 1 Research and Development

Electronic Communications4

7

8

3

5

6'

'2

2

19

18.flectronic Commun cation 6 6 4 2 18tomputers 6 11 2 22 Computers

.3 6 8 3 20

TlaiaTretnY.-ing . 9 12 9 0 30 Manufacturing 5 13 11 1 30Oil Related / 11 4 1 91 Oil Related 5 6 11 n 77Other 5 6 3 0 14 Other 2 7 2 2 13Priority Factor 2.9 Priority Factor 2.7

1 TOTAL 414 51 36 5126 TOTAL26 43 43 10 22

110

1978 1979 TASK' ANALYSIS SURVEY


UNIT HEADING

=HWw.-0Zt-i

1-1=0=-41--

inWNJ-1Le)<=00z03

.3WW.-4a=I

0W01ti)=Uto,..1CI

e-.=0=4I-4

H0Z

J

.34H0H

UNIT HEADING

ZHWw0Zt-i

H=0=4FI

0WN-1014=p..ZW

.3I..W1-4ixcer

0WtnEn=.0cn$.40

E-=0=<1-.

FI0Z

...3

<H0H

Task No. 31 Task No. 34Simulation Special I/O Instructions

Research and Development 4 9 5 i 19 Research and Development 7 8 3 119Electronic Communication- 6 6 5 1 18 Electronic Communication 7 5 4 218Computers 3 9 7 2 21 Computers 9 5 5 302Manufacturing 2 15 14 1 32 Manufacturing 8 18 5 OilOil Related 4 8 10 0 22 Oil Related 9 4Other 4 6 3 0 131 Other 6 3 1:3Priority Factor 2.8 Priority Factbr 3.0

TOTAL 23 53 44 5,2L 'TOTAL 46 47 25 8126

Task No. 32 Task No. 35Logic State Analyzers MemoryMapped I/OResearch and Development 11 6 1 1 19 Research and Development 7 9 1 2 19Electronic Communications 8 5 4 i 18 Electronic Communication 7 6 2 3 18

Computers 12 8 2 1 23 Computers 5 10 3 4 2231Manufacturing 15 8 7 1 31 Manufacturing 4 19 6 2

Oil Related 13 7 3 0 23 Oil Related 6 11 5 1 23Other 9 3 1 1 14 Other 6 2 3 2 13


ITOTAL 68-,37 18 5128 1TOTAL 35 57 20 14\126

Task No. 33 ..._ Task No. 3bMapping Analysis programmed I/O or Polling

Research and Development 5 5 7 2 19 Research and Development 8 8 3 120Electronic Communications 4 5 5 2 16 Electronic Communications 8 8 0 218Computers 7 4 8 2 21 Computers 4 11 3 L19Manufacturing 4 10 15 2 31 Manufacturing :

Oil Ae ated 6 6 7 3 22. Oi Related 9 13 0 022Other 4 5 3 1 13. Other I

Priority Factor...._

Priority Factor 3. -.%,

I TOTAL 30 35 45 1212; 1 TOTAL 40 61 16 51:2

111

119

19789-7)9 TASK ANALYSIS SURVEY


UNIT HEADING

-...

1

=HM=z,-..c.zwo

G=<E.

caw.4in

gp.ZW

-.1,.

Li:

D-.4

c401

c)

min

we-4q

s.=

<e"H0z

';4'H0E.

.

UNIT HEADING

=E.-.

it;

mz.--emwuH=05<t-e

awp.40.e=c..=W

-awW-.

c4mca

min

LIV)Na

E.4

x

<E.

H0Z

..,

..r.E-0i-

cask No. 37 Task No. 40 .

Interrupt Driven I/O Binary-WeigjIrpd R-1R n/AResearch and DeVelopment 9 4 6 0 19 Research and Development 4 5 9 1 19

Electronic Communication 7

7

8

8

1I5

2

1

18

21

Electronic Communication*Computers

2

c7

67

9

2

3

18222omputers

ianufacturing 9 13 9 0 31. Manufacturing 4 14 12 0 30

)il Related 9 13 0 0 22 Oil Related 8 7 8 0 23

)ther 4 7 2 0 13 Other 4 2 6 1 13

Priority Factor 3.1

45 53

Priority Factor 2.7

[TOTAL 23 3124 .

rTOTAL 26 41 51 7112f.


DMA Technique Current-Fed D/A


Electronic Communication 5 10 1 2 18 Electronic Communication:. 3 6 6 3 18


anufacturing 6 16 9 0 11 Manufacturing 4 8 16 3 31

)il Related 6 11 5 0 22 Oil Related -7 7 9 0 2212

)ther 5 5 2 1 13 Other 2 6 1

?riority Factor 2.9 Priority Factor 2.5

'TOTAL 36 56 25 71124 [TOTAL 25 33 52 16 1 21

task No. 39Binary-We TifiTTd ResistD/A

2 7 9 1 19

Task No, 42

1 7 8 .3 15Multiplying D/A

Research and DevelopmentResearch and Developmentelectronic Communication 9 6 2 18. Electronic Communications 1 8 6 3 18


Manufacturing 2 15 14 0 31 Manufacturing 3 11 15 2 31

Jil Related 5 8 10 0 23. Oil Related 6 10 7 0 31

)ther 4 2 6 1 13 Other 4 3 5 1


'TOTAL 17 50 53 612 I TOTAL 13 47 15 12i.46

112

1978 1979 TASK ANALYSIS SURVEY


UNIT HEADING

--.

=E-)

awm=1--.

H.==<H.

0WN-M<0,ZW

H=00<HH0=

.3

I.0H

,..-

UNIT HEADINGE.aw0Z--.

H=Z<H

am

0WN.4m<a,XW

'-'.

w,-1

mm0Wmm0inN

'mom

H=0<H

H0Z.

.-:.

I-01-..

Task No. 43

7 2

Task No. 46

0 10 2 19

CapacitorCharging A/D Sinale Slope (Ramp) ADCResearch and DevelopmentResearch and Development

Electronic Communication 7 2 Electronic Communication 2 7 2 1822Computers 7 2 Computers 3 . 4

Manufacturing 14 1 Manufacturing 3 16 2 32Oil Related! 5 1 Oil Related 4 6 1 23Other 3 1- Other 3 8 0 14Priority Factor 2.6 Priority Factor 2.5

TOTAL 55 9 122 TOTAL 15 49 11 28

Task No. 44

IDTask No. 47

roltage to Frequency ADC Dual Slope integrating ADResearch and Development 9

8

2

2

1

1

Research and DevelopmentElectronic Communication

6

3

2

4

3

3

1S

IEElectronic Communication-Computers 5 4 2 Computers .. 4 5 7 2;Manufacturing 11 2 31' Manufacturing 8 7 3 31OIT Related 12 1 2 Oil Related 6 10 1 2:Other WW1

111

1 1 t erPriority Factor 2.6

4 1 11Priority Factor 2,6

ITOTAL 18 49 48 TOTAL 31 31 47 18

cask No. 45 Task No. 48P W dth Modulator ADC B ncin ADCResearch and Development 0 9 1 Research and Development 1 2 1,Electronic Communication- 1 8 2 Electronic Communication- 2 4 ' 2 1.Computers 3 10 3 Computers 5 3 8 6 2Manufacturing 3 18 1 Manufacturing 2 7 o 2 3

Oil Related 3 9 1 Oil Related 3 9 ' 1 2Other 3 6 1 Other - 1 1'


TOTAL 13 45 60 9 I TOTAL 11 39 .:. 18 2

9

2

2

6



UNIT HEADING.

.-.

-

Hp..

wczrtNWUH.

U<H

aw,--i

=13.Z:4

.-.a4..wa

alCJ

C-)CO,--ICI

i-.==ilE-,0Z

.O..:C

E..0C.

UNIT HEADING ,

=i-.

c.,

w=z,-E.=L.,=<E-,

=:11

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au.w.-4

a°2

=WVIcrinLsL.1)

1.1

=

(..

=0<1-

E-404

aE-ot.

Task No. 49 p

2 4 11 2 19

Task No. 52

0 6 IO 3 19

Quad-Slope Integration Continuous Ramp ADCResearch and DevelOpmentResearch and Development

Electronic Communication1

2

6

6

4 3

7 7

1822

Electronic Communication.Computers

1

3

7

7

7

8

2 17

4 22Computersnanufacturing 3'

3

611'

2G 21

3123

ManufacturingOil Related

2

4

11Il

168

3 320 23Oil Related

Other 0 6 3 13 Other 2 3 8 1 14?riority Factor 2:4 Priority Factor 2.4

TOTAL 11 39 5:18 f126 (TOTAL 12 45 57 1312;

Task No. 50ADC

Task No. 53D : - Com.ariso Successive-A rox. ADCResearch and Development 2 5 1. 2 19 Research and Development 4 7 6 3 2(Electronic Communication- I 5 1 2 18 Electronic Communication 3 6 6 3 lE

Computers 1 6 4 20' Computers 5 6 6 6 2:Manufacturing 5 8 1. 1 30 Manufacturing 5 11 12 2 3(

Oil Related 4 10 0 22 Oil Related 9 8 6 0 2:Other A 3 0 12 Other 3 2 2 1:


TOTAL Y4 37 6 9 21 TOTAL 29 40 42 1612

Task No. 51 Task No. 54Counter Ramp ADC Simultaneous (Parallel.)ADS.


Electronic Communication- 2 6 : 2 18. Electronic Communication- 2 5 8 3Computers 4 7 : 3 223 Computers

3 5 7 6 24anutacturing 3 8 1: 2 31 Manufacturing

. 3 8 18 2 3311 Related 6 11 0 24 Oil Related 5 6 II 1 2

Other 3 0 13 Other 2 2 8 1 1


TOTAL 19 40 S. 9 127 TOTAL2

114

3

3

3

3



UNIT HEADING

-...

=E-.

awaZ1.-iNWUHGm<1-.

aWNM<Xa.Z1.4

aawam

Col

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H=

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.-3

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E.0I-.

UNIT HEADING

=E-,

awaZ1-1

H=c..,=<1-.

mwNHm<=P.=:4

.>.aww,..

am0WtnM5c..)

141-1a

i--,

=W=<H.

E.0Z

..:

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Task No. 55 Task No. 58Analog Multiplexers Software Delay

Research and Development 3 9 4 2 18 Research and DevelopmentElectronic Communication:Computers

4

1

3

5

7

4

8

7

9

_ 2

34

19

1820

Electronic Communication 4

4

7

5

5

903

1621Computers

1anufacturing 7

1413

7

8

2

1

0

29

23ManufacturingOil Related

3

3

86

1712

2 301 22

Oil RelatedOther

5 1 6 0 12 OtherPriority Factor 2.4

1 5 7 1 14Priority Factor 2.9

1TOTAL 37 42 34 6 119 (TOTAL 15 35 60 13123

rask No. 56 Task No. 59I . . ilexers Rollover

Research and Development 5 10 2 1 1. Research and Development 0 7 9 2 11Electronic Communication 5 7 4 0 16 Electronic Communications 0 7 6 5 11Computers

6 8 5 70 21

29

ComputersManufacturing

7

1

1

7

1218

4 2

3 24Manufacturing

8 17 4Oil Relatea 14 -6 3 0 2 0i1 Related 2:)they 4 2 6 0 12 Other 0 5 7 1 1:2riority Factor 3.1 Priority Factor 2.2

[TOTAL 2 50 24 3 119 'TOTAL 5 36 64 16 12

rask No. 57

i

Task No. 60Non-Encoded Keyboard Two Kev Rollover

Research and Development 3 7 6 2 18 Research and Development 0 9 7 '3 l'Electronic Communication 1 9 7 5 22 Electronic Communications 0 8 5 6 11computers3 2 10 4 19 Computers 2 2 12 5 2inutacturing 3 7_19 2 31 Nanutacturing 1 7 19 3 31Oil Related I 8 11 0 2 Oil Related 2 8 12 0 2

Other 2 3 7 1 1 Other 0 5 6 2Priority Factor 2.4 Priority Factor 2.2

1 TOTAL 15 36 60 14 12 1 TOTAL5 39 61 19 12

115



UNIT HEADING

.-..

=Hw0z4H=CD

M.4E,

0w4

t-I04ta..47.

Ill

a...awwaco

0tr)CA

CII,C.)MP-4

0

(-.

=C.,==eI-4

H04

..1

..SH0H

.

UNIT HEADING

=Hw0Z1--1

H -.

=0M4H

0I.1)NI.-4cn<=CS.

=w

:,--.1wwamCI143Win=0W1-,

0

=C.,M¢H

l...04

.-I

..:I.oN

Task No. 61 Task No. 64N -Key Rollover Encoded Keyboard

Research and Development 4 6 7 2 19Research and Development 0 8 8 3 19Electronic Communication. 1 . Electronic Communication; 2 4 18Computers

I 11 5 90 Computers 2 7 9 2 20

29

21

manufacturing 1 6

7

2012

3

0

302260i1

ManufacturingRelated 7

3

5

13

5

11

10

2

1Oil Related 3Other 0 4 7 2 13 Other

Priority Factor 2.62

18

4 7 _.()

11

13

i2C

Priority Factor 2.2

!TOTAL 42 49TOTAL 7 )4 63 19 123


N-Ke4r Tnckout Keyboard EncodersResearch and Development

(11-I

a1 19 Research and Development 3 6 8 2 IS

Electronic Communication 0 7 5 6 k18 Electronic Communications 2 7 5 4 IE

Computers 3 I 11 5 20 Computers 1 7 10 3 21'tanufacturing

17 19 3 in Manufacturing 2 14 14 1 31

Jil,.Related 7 il 1 77 on Related 6 5 11 0 2';

Other 0 4 7 ' 13 Other 21 5 7 0 14

Priority Factor 2.2

7 34161

Priority Factor 2.5

'TOTAL 20 122 1TOTAL 116 44 55 10 J12

Task No. 63 Task No. 66Scanning ChipsLinereversal Techniques

Research and Development 0 7 9 3 19 Research and Development 3 PF.lectronic Communication 1 6 5 6 18 Electronic Communication& 2 6 6 4 11

computers 1 2 9 7 1 Computers 1 5 8 6 2(

Canutacturing 0 6 Is % 79 Manufacturing1 10 17

)1.1 Related 4 6 10 2 22 Oil Related 5 6 II 0 2,

Dther 0 4 7 2 1\ Other 2 4 6 2 14

Priority Factor 2.1

6 31_58 254---

120

Priority Factor 2.4

.13j TOTAL [ TOTAL

37 56 18 12

116 124


ELECTRONIC TECHNOLOGY,

UNIT HEADING

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wp..AzMH=¢0=<EIN0ZH

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0

H=0<H.

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.-1<H0H

Cask No. 67

4 7 6 2 19

Task No. 70

5 9 4 1 19

ASCU Kevboards Seven SegmentResearch and DevelopmentResearch and Development


3

7

6

4

114

2

18 Electronic Communication22 Computers

63

6

7

5

7

1

5

18

22Computersanufacturin

4 16 11 1 32 Manufacturing 5 18- 6 2 31Oil Related7 0 4 1 22 Oil Related

7 6 10 0 2:Other. 3 4 3 1 11 Other

Priority Factor 2.84 7 3 0 14Priority Factor 2.7

'TOTAL 50 3. 11 24 ITOTAL 30 53 35 9 12;

Task No. 68 Task No. 71 .

'UARTS Multiplexing LEDsResearch and Developmenj

6 3 3 20- Research and Development 4 8 5 1 11Electronic Communication6 4 4 18. Electronic Communication 4 6 7 1 1EComputers

'314

8

105

1

2 Computers32 Manufacturing

2

1

8

21

8

7'

4

2

2;

37ganufacturingJil Related

10 4 1 2 Oil Related7 5 11 0 2:Other s 1 1 14 Other 2 9 3 0 iiPriority Factor 2.8 Priority Factor 2.7

!TOTAL 36 44 32 15 127 'TOTAL 20 57 41 8 12(

risk No. 69 Task No. 72LED Disjplays Marrix LEDs

Research and Development 5 8 5 0 18- Research and Development1 i 5 2 14Electronic Communication- 3 6 5 1 15 Electronic Communication4 6 7 1 UComputers

2 9 6 2 L9 Computers1 6 10 5 2:Tanufacturing 5 17 6 1 29 Manufacturing 0 15 13 3 3Oil Related 6 8 7 0 21 O3-1 Related 5 7 11 0 2:Other 2 7 2 0 11 Other 2 6 6 0 11Priority Factor 2.9 Priority Factor <2 .s-

1 TOTAL 23 55 31 4 11 I TOTAL13 51 52 11 12'

117

125



UNIT HEADING

....

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gr'''L'2p.

FG=<HWQZH

Q14N31...1

CO

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UNIT HEADING

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CO<=Clazw

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<1C.-k-

Task No. 73 Task No. 76T.CDs UAR Timin

Research and Development 2 7 2 3 14 Research and Development 7 7 2 3 19Electronic Communication 1 8 5

1 4 10

1

6

17

21

Electronic CommunicationComputers

4 5 64 7 4

25

1720

Computers>ianufacturing 3 14 10 3 30 Manufacturing 6 10_11 4 31Oil Related 4 7 11 1 23 Oil Related 5 8 7 2 22Other 1 4 5 i 11 Other 3 6 3 1 13Priority Factor 2_5 Priority Factor 2_7

ITOTAL 16 44 43 15 118 'TOTAL,1 29 43 33 172;

Task No. 74i

Task No. 77'RS212 7/0 Subroarinps

)Research and Development 7 7 2 a_ 19 Research and Development 3 7 5 4 1SElectronicCommunication 6 5 4 2 17 *Faectronic Communication 3 7 6 2 1EComputers6 S 4 5 20 Computers

1 6 7 6 2Clanufacturing 8 11 8 4 31 Manufacturing 3 12 11 5 31Oil Related7 8 5

3 9 1

21

2214

Oil RelatedOther

4. 9 7

4. 7 13

1

2:12

Other .


211WT'TOTAL 37 45 24 17 123 . ITOTAL 18 48 37

Task No. 75.

.

,-

Task No. 78Optical Isolators Kansas City Standard

Research and Development 3 10 3 3 19 Research and Development 1 2 11 4 11Electronic Communication 3 7 5 2 17 Electronic Communicationgt

1 3 9 5 11Computers 3 9 3 5 20 Computers 0 1 10 9 2(ianutacturing 6 13 7 5 31 frinUlacturing 1 7_16 7 3Oil-Related 6 8 7 2 23 Oil Related 2 4 12 2 2(Other 5 3 4 1 13 Other 0 3 9 1 1:Priority Factor 2.7 Priority Factor 2,0

1 TOTAL 26,50 29 18 123 1 TOTAL5 20 67 28 21

t

118 -1.2

3

6



UNIT HEADING

-...

=E-4

awaz...I

E.zC.,

. H

awN1-4

W<.A.

W

>-.aaw.-4

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=

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Z

...14E.

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1

.

UNIT HEADING

=E-,

awaz.-1NWUE-i=E.,

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awp.to<."-.Ft".

w

aaw.-4

amaucn

UWa

E.-.

==<E.

HZ

H

E-

Task No. 79

18

Task No. 82

3 8 6 1 lE

IC Can_trolless _Raster GenerationResearch and Devele,,mentResearch and Development

Electronic Communication- 18 Electronic Communicazion1 8 7 2 lE

Computers ' Comuters 1 2(manufacturing

1 9 17 4 31 Manufacturing 1 13 17 0 31Oil Related 3 7 11 1 2.2 Oil Related 2 10 10 0 2;other


2 7 4 1 1LPriority Factor 2.3

[TOTAL 8 38 53 23 122 TOTAL 12 53 53 512:

Task No. 80l

Task No. 83Timing Problems CRT Controllers

Research and Development 3 10 3 2 '18 Research and Development 3 8 5 2 11

Electronic Communication 3 9 3 3 18 Electronic Communication 1 10 4 3 11

Computers 4

2

9

175

112

1

2031

ComputersManufacturing

2

1 2

1018

6

10

2 21

1 3ManufacturingJil Related

1 12 7 0 22 Oil Related 2 13 7 0, 2Other 4 6 3 1 14 Other

2... 8 3 L.1Priority Factor' 2.7 Priority Factor 2.7

ITOTAL 19 63 32 9 12 [TOTAL 12 67 15 917

Task No. 81 Task No. 84Character Generators Intelligent CRT

Research and Development 3 6 1 1 Research and Development 4 4 2 1

Electronic Communication 1 f 7_ 2 1881 Electronic Communication1 10 4 3 1

2Computers4 8 7 1 201/4

Computers 4 8 5 3anufacturing 3 lil 17 0 31 Manufacturing 3 15 11 2 3Oil Related 4 9 9 0 22 Oil Related 3 1G 9 0 2Other 2 7 5 0 14, Other 2 8 2 2 1


1 TOTAL -19 49 51 4 123 I TOTAL_18 59 35 1212

119

4

Et

8

C

1

2

4



UNIT HEADING

-.,

=HawOZI-I

H=0=<H

mI4N)--;w<=a..7,';34

Y4Ww....

aal

0I4ww0C-)w3-4CI

H=00<HH021

.-2

.H0H

UNIT HEADINGHawaz,-;

H=C.,:-,<H

m;4N,-;w4=ra.=;3.1

v-4a.w..4

cdcc,

0WWwa(.)wP-4a

H=0=4HH0

;C

..-

I-0f-^

Task No. 85

18

Task No. .88

2 10 4 2 11

Formatine ilasic) Floppy Disk Drives Qperat,Research and DevelopmentResearch and Development


7

9

6

5

1

3

6

1820

Electronic Communication4Computers

3

8

6

5

5

5

3 17

2 2CComputersAanufacturing 4 10 15 2 31 Manufacturing 4 11 15 1 31Oil-Related 3 10 8 1 22 Oil Related 3 7 11 1 22Other


5 6 0 14Priority Factor 2.6

j TOTAL 20 49 37 17 123 TOTAL 23 44 46 912/

Task No. 86 Task No. 89.- .- ectorin:

-1- cResearch and Development 1

Lj1

8

9

67

3

33

6

t18

19

Research and DevelopmentElectronic Communication_,4Computers

0

1

5

11

8

8

4

5

4

3 if

4, lf

3 2(

Electronic CommunicationComputersManufacturing L11 17 2 Manufacturing 2 12 15 2, 31Jil Related

2 9 10 1 2 Oil Related1 7 13 1 2;Other

1 4 8 1 13 OtherPriority Factor 2,5

1 6 6 1 14Priority Factor 2.4

[TOTAL 6,48 51 16 121 ITOTAL 10 52 47 141

task No. 87

1 8 6 3 is

Task No. 90

0 11 4 3 1

Soft-Sectoring Reading and WritingResearch and DevelopmentResearch and Development

Electronic Communication- 17 7 3 Electronic Communication

1 9 4 4 11Computers 1 El4 5 5 1 Computers 5 8 4 3 2ilanufacturing .1-1 11 16 .3 31 Manufacturing 3 12 14 2 3Oil Related 2 9 10 1 2 Oil Related 1 10 10 1 2Other 0 6 7 1 1 Other

1 6 6 1 1Priority Factor 2.4. Priority Factor 2.5

503TAL . 12 'TOTAL11 56 42 1412

12o120



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Cask No. qt Task No. 94Disk Drive SignalsResearch and Development

.) ig Research and Development1cElectronic Communication 8 5 3 18 Electronic Communication 2 6 4 IfComputers

6 5 16. Computers 4 4 2(Manufacturing 13 12 1 29; ManufacturingOil Related

8 10 1 22 Oil Related7 12 1 2;Other

4 0 13 3 8 1 14Priority Factor 2.7 Priority Factor =5OTAL 43 7 117 TOTAL 1512

Task No. 92.Motor On Write Gate

Research and Development1' Research and Development 3 1Electronic Communication- 2 6 18 Electronic

6 4 11ComputersII 1 4 24anutactur ng12 3- 1 Menu acturing 14. 2 3Jil Related7 1 Oil Related

7 1 2Other2 y Other 71 1 L IPriority Factor 2.4

_oPriority Factor 2.4

TOTAL 13 44 51 15 TOTAL 13 45 52 1512

['ask No. 93. Task No. 96

Direction Select Track 00Research and Development 2 7 7 3 18 Research and Development 2 7 7 3 1Electronic Communication- 6 6 4 18 Electronic Communication: 2 6 6 4 1Computers

4 10 3 4 21 Computers5 9 2 4 21lanufacturing

1 13 16 2 32 manufacturing 12 16 2 3Oil Related 2 7 12 1 Oil Related 2 7 12 1 2Other 2 3 8 1 14 Other 3 8 1 1Priority Factor 2.5 Priority Factor 2.5TOTAL . 11IIIII 52 15 1 TOTAL

15 44 51 15i2

121

5

2

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Task No. 97 Task No. 100index/Sector IndexResearch and Development 2 7 7 3 19 Research and Develoment 1 9 6 3 ISElectronic Communication

2 6,:

6 4

4

18 Electronic Communication 1 7Com.uters 4 7

6 4 11

4 2CComputerssianufacturin: 11 16 2_32 Manufacturing

1 12 16 2 3]Oil Related2 7 12 1 22 Oil Related

I 8 12 1 2iOther / 4 Other1., 4Priority Factor 2,4

7 1 I:Priority Factor 2.5

125 TOTAL9 47 L5_2 15112:

OTAL _A 2 1

Task No. 101Task No. 98

Status Signalswrirp-ProrprrResearch and Development

1 9 6 3 1 Research and Development 1 9 6 3 ISElectronic Communication- 2 6 5 4 17 Electronic Communication. 1 7 6 4 11Computers4 6 5 4 19 Computers 4 7 5 4 2(Manufacturing

14 14 2 22 Manufacturing 1 12 19 2 31Jil Related _..2

Oil Related2;Other

4 6 1 1. t er 2_3 7 1 1:Priority Factor 2.5

14 48_46 1.5

Priority Factor 2.4TOTAL 123 ITOTAL II 4654 15 I

Task No. 99 Task N. 102Cyclic Redundancy Che.A.Ready I

?esearch and DevelopmentI 8 6 3 18 Research and Development 1 9 5 3 11Electronic Communication-1 8 5 4 IC Electronic Communication 2 5 6 4 Vcomputers4 6 4 20 Computers

4 7F5 5_ 2ganufacturing1 14 14 2 3 Manutacturing II 15 2 3Jil Related1 11 12 1 24 Oil Related 3 9 7 1 2 (Other1 4 7 1 Other

Q, 4 7 1 1:Priority Factor 2 4

48 50 15

Priority Factor 2.51 TOTAL

9 12-- I TOTAL113 45,45 16 1

)122

5

5



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Task- No.- 103+. ImMIRMIAMMft

iTask No. 106ontroller Chi.sRefresh Controller ChipsResearch and Develoment 111Mninigli Research and Development. 2 10 2 l'blectronie ComaunIcationinlrilrIMIIMITTmum/A

IMENTIFIEWOOMMmagiansgre. Electronic Communication MD 6 EINIKI 17Computers

Computers 3 8 5 5 21

31

Manufacturin; ManufacturingOil Related Oil Related1111111111111Other mum= 1 I OtherPriority Factor 2,3 11101111111

910311111W

III Priority Factor T111111111.1154 44 16 24

TOTAL TOTAL 10

Task No. 104 Task No.. 107Burst ModeIlvnchronous AccessResearch and Development Research and Development

1 9 7 2 19Electronic Communication Electronic Communication1 6 8 3 18Computers, griffilrigium Computers

11111111INSIVI cnanuracturLng11111111111 2 1 Manu acturing Min 15 3 31e are- j 2 e ate

1 10 10 1 23Other11

2

4 0

9

13 Other1

Priority Factor 2.43 6 1 13Priority Factor 2..4

'TOTAL [TOTAL 8 48 52 1512:.1.

Task No. 105

,

Task No. 108Distr_lb_ut or n:1--G Hidden RefreshResearch and Development

1 8 Research and Development7 1 1'Electronic Communication 1 5 Electronic Communication 5 4 ItComputers,

2 9 Computers7 5 2(Manufacturing 2 11 2 31 anu actur ng 9 17 2 3pil Related

2 8 1 23 Oil Related 11 8 1 2:Other 1 4 '0 13 Other4 8 0 1:Priority Factor 2.4 Priority Factor 2.5

TOTAL 121451111 9 125 TOTAL14m 52 13 :

123

1 3



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Task No. 109

6 8 5 ?0

Task No.__-5-100

_112EIA-RS232:'

Research and Developtnenri 1! Research and Developrat 7- -."i

/7 5 1 20

Electronic Communication ii 5

1 11 1!5

5 b 18 Electronic Communication 8 2 3 18;omputers PL . 5

4 31

Computers 8 5 3 4 --202 31

1 22

Manufacturing Manufacturing 1 0-11-7 11Jil Related 11, mum 27

L.Oil Related

Other 1 Other 5 2 2 1:Priority Factor 2.3 Priority Factor 2.9

TOTAL 40 23 123 !TOTAL 41 47 23 13 V

rask No. 110 Task No. 113 t

1ETE-488 EIA-RS422, kS423Research and Development ;

.=RE: Research and Development

Electronic Communication3 2(

4 ltElectronic CommunicationComputers L

4

10

Mir15 2 31

-

WIE

Computerslanufacturing 8 Manufacturing

01 Re ate-et er

11

8

187

3 3:

3 2:

2

Jil Related1

Other 9

Priority Factor 2.6 ' . Priority Factor 2.3

ITOTAL 25 41 38 18 .. TOTAL 13 38 51 21

rask No. 111 Task No. 114

1FEE-583 CAMAC ASCli InformationResearch and Development 1 4 ll 4 IFE Research and Development 7 3 7 3 21

Electronic Communication, 1 9 3 in; Electronic Communication 5 5 5 4 1

Computers 0 7 imAmmar7 11

3 8 2

Computers'.i 6 5 6 21

4anuracturing :anu acturing 7 14 8 3 3

Jil Related Oi Related 8Other 4

Priority Factor 2.7_

8

3

5

4

0 2

2otherPriority Factor 2.1

r-TOTAL 3 31 6' 21 12 [TOTAL34 39 34 17

12432

21

3

4



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Task No. 115on

7

___1;_Task No. :118

11.

Inierf,ce PIC-Programmable Inr.,JrruLT:o11111112 2 20 Research and lio:.:eltI:.;r.t; 6

4

5 4 3120UART-Programmable Communi it:

Research and DevelopmentLilectronic CommonicatiQn i 7

z

3 18 Electronic Comounication b 5 3 ISZomputers q t'20 Computers

11

4 20:ianufacturing

:

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21 12

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ail Related 1111 22 Oil Related f 13 3 1 22Other Other t NUM 2 13Priority Factor 3.0 . : Priority Factor -6

bt

=minima rfdtAL 110rfTf/T1.7 1 : . 49 29 16 12

cask No. 116r'

Task No. 115_ '',J.._ _- . I I st..._lit'trY_2-1q1:11ior

Int Research and Development

,

'10- Programmable I/O PortResearch and Development j

7

3 g

3

7 7 3 3 21

Electronic Communication! :, E ectronic Communic.itIon41 5 6 3 1

Computers7 4 4 1 Computers 2 7 5 4 2

stanufacturing' 6 12 3 / Manu-acturing 4 16 8 3 3

Oil Related ;.....5 13 ___3 i

/

2 4i Re eted 4 10 1 2Other ft er 4 1 2 1

Priority Factor 2.8 riority Factor .?.

1TOTAL TOTAL 77 46 35 1612

rask No. 117

Iffiluluntiv4

39

In4imam

III

28 16

Task No. 120t r

MINIMDMAC-Direct Memory Acces Coltr. 'IA-Peripheral Incertace AL

, Research and DevelopmentR;esearch and Development amilectronic Communication::. Electronic Communication 4 8 3 3 1

,omputers ME Computers'anu-acturing =Mil4 5 4 2

3 34anutacturing Miniil Related 415111MMIUMN

. Oil Related 11 5 0 2)ther orminimm Other

1.MEI=Priority Factor - ; Priority Factor ___...8

1 TOTAL 41 124 ITOTAL137 46 27 1512

1251 3 3

8

0

1

2

3

4

C

8

1

3

5



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Task No. 121 Task No.i

,

IIIPrinter-Serial-LineResearch and Development ii o

0 A:4 O 1 Research and Develooment ;ME=

IMMO1MMEIMEM.1.1111111.1Immis

.

ill

MElectronic Communication. 0 3 7 Electronic Communication...111NComnuters',:omputers

1 0 7 ):anufacturing 'its

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3 ManufacturingOil Related Oil Related

-.Other t, s OtherPriority Factor 3...,_

. Priority Factor -----TOTAL 10 TO1AL

rask No. Task No. ____

Research and Development .

Research and Development::lectrenic Communication ectronic Communica-ion MNIAMMIIIComputers

4 Computersanufacturing Manu acturingOil kelated siRe ate.

111111111111Ither t erPriority Factor Priority Factor

TOTAL TOTAL MMI

rask No. Task No.IIIResearch and Development Research and Development

electronic Gommuuicationi Electronic Communication

111computers Computers.TanufactuilTii Manufacturing)il Related Oil RelatedIther

s1Other r IMEPriority Factor Priority Factor

III1 TOTAL TOTAL

III

126

DOCUMENT RESUME CE 027 567 Orth, Mollie N.:-.Russell, Jill … · 2014. 2. 24. · DOCUMENT RESUME...

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Transcript of DOCUMENT RESUME CE 027 567 Orth, Mollie N.:-.Russell, Jill … · 2014. 2. 24. · DOCUMENT RESUME...