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Bonaparte, Gertrude; Pfister, Linda A.Promote Equity and Client Advocacy. Module CG C-17 ofCategory C--Implementing. Competency-Based CareerGuidance Modules.American Association for Counseling and Development,Alexandria, VA.; American Insti-utes for Research inthe Behavioral Sciences, Palo Alto, Calif.; AmericanVocational Association, Inc., Arlington, Va.;Missouri Univ., Columbia.; Ohio State Univ.,Columbus. National Center for Research in VocationalEducation.Office of Vocational and Adult Education (ED),Washington, DC.ISBN-0-934425-29-98548p.; For other modules in the Competency-BasedCareer Guidance Series, see CE 041 641.Bell and Howell Publication Systems Division, OldMansfield Road, Wooster, OH 44691-9050.Guides - Classroom Use - Materials (For Learner)(051)
MFO1 /PCO2 Plus Postage.*Advocacy; Assertiveness; Attitude Change; CareerCounseling; *Career Guidance; Change Strategies;Check Lists; Competency Based Education; CounselingObjectives; *Counseling Techniques; *CounselorAttitudes; *Counselor Client Relationship; CounselorRole; Counselor Training; *Equal Opportunities(Jobs); Ethnic Bias; Guidance Personnel; InserviceEducation; Justice; Learning Activities; LearningModules; Lesson Plans; Paraprofessional Personnel;Postsecondary Education; Questionnaires; Racial Bias;Secondary Education; Self Evaluation (Individuals);Sex Bias; Social Bias
ABSTRACTThis learning module, one in a series of
competency-based guidance program training packages focusing uponprofessional and paraprofessional competencies of guidance personnel,deals with promoting equity and client advocacy. Addressed in themodule are the following topics: identifying stereotypes such asthose related to sex, race, ethnic group, age, and handicap in one'sown behavior and attitudes and in those of others; selecting criteriafor equitable, stereotype-free career guidance programs; developingcriteria for identifying the best possible advocate for a givenclient and making referrals where appropriate; and identifying waysin which clients can become advocates for themselves and helping themensure their success in doing so. The module consists of readings andlearning experiences covering these four topics. Each learningexperience contains some or all of the following: an overview, acompetency statement, a learning objective, one or more individuallearning activities, an individual feedback exercise, one or moregroup activities, and a facilitator's outline for use in directingthe group activities, Concluding the module are a participantself-assessment questionnaire, a trainer's assessment questionnaire,a checklist of performance indicators, a list of references, and anannotated list of suggested additional resources. (MN)
Promote Equity andClient Advocacy
Ii
U S. DIARTMINT OP (DUCATS'S.NATIONAL INSTITUTE OF EDUCATION
I DOC, At1ONAt atsounces INFORMATION
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BELL HOWELLPublication Systems Division
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"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY
TO THE EDUCATIONAL RESOURCESiNFoRMAlloN CENTER IERICi
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COMPETENCY-BASED CAREER GUIDANCE MODULES
PLANNING
41 Went& and Planfor Guidance Pro-ram Change
A Orsini*, Guid-ance Program Demi-*patent Team
A4 Collaborate withthe Community
A4 Es °blob aCareer DevelopmentTheory
A4 Build a ONO-once Program Plan-mg Model
A4 Determine Clientand E nvuonmentalNeeds
E
F
LUPPORTING
.11 InhumeLegislation
114 Write Proposals
0 Improve PublicRelations and Community Involvement
IMPLEMENTING
1.4 Conduct SleetDevelopmentActivities
B4 Use and Complywith AdministrativeMocha name
C.1 Counsel Inctivid-uals and Groups
I
C Tutor Clients
C Conduct Com-puterized Guidance
C4 Infuse Curricu-lumBased Guidance
I
1C4 CoordinateCoral( ResourceCenters
C4 Promote HomeBased Guidance
1
C Develop a WorkExperience Program
C4 Provide forEmployability SkillDevelopment
C4 Provide for theBasic Skills
C10 ConductPlacement and Refer-ral Activities
C11 FacilitateFollOW-th rough andFollow-up
C111 Create and Usean Individual CareerDevelopment Plan
T
__.r.C.1$ Provide CareerGuidance to Girlsand Women
C14 EnhanceUnderstanding ofIndividuals withDisabilities
C14 Help EthnicMinorities WithCareer Guidance
cs0 Meet initialGuidance Needs ofOlder Adults
OPERATING
r04 Ensure ProgramOperations
4.1NI Aid ProfessionalGrowth
3
J
1N11 Promote Equityand t Nett 01040444Y
rAssist Clients
with Equity Rightsard Responsibilities
I
C19 Develop Ethicaland Legal Standards
EVALUATING
11 Evaluate Guid-ance Activities
1
1 Communicateand Use E raluation-Based Decisions
Promote Equity andClient Advocacy
- -77 ;VT
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Module CG C-17 of Category C ImplementingCompetency-Based Career Guidance Modulesby Gertrude BonaparteMichigan State Department of EducationLansing, MI
Linda A. PfisterThe National Center for Researchin Vocational EducationColumbus, OH
The National Center for Research in Vocational EducationThe Ohio State University1980 Kenny RoadColumbus, Ohio 43210
1985
ISBN 0- 934425 -29.9
*VW
Copyright t985 by The National Center for Research in Vocational Educltion, The O'lio State university. All rights ress,ved.
These materials were developed by the National Center for Research in Vocational Education, The Ohio State University,Columbus, Ohio. The American Association for Counseling and Development, Alexandria, Virginia; The American VocationalAssociation, Arlington, Virginia, The American Institutes for Research. Palo Alto, California; and the University of Missouri-Columbia, through contracts from the United States Department of Education, Office of Vocational and Adult Education: underthe research section of the Educational Amendment of 1978 (P.L. 94-482). Copyright is claimed until full term. Thereafter allportions of this work covered by this copyright will be in the public domain. The opinions expressed. however, do not necessarilyreflect the position or policy of the Department of Education, and no official endorsement by the Department of Education shouldbe inferred
Published and distributed by Bell & Howell Publication Systems Division,Old Mansfield Road, Wooster. Ohio 44691.9050. 1.800421-9801 or In Ohio call (ale/ 264-6e66.
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FOREWORDThis counseling and guidance program series is patternedafter the PerformanceBased Teacher Education modulesdesigned and developed at the National Center for Researchin Vocational Education under Federal Number NE -000.3-77Because this model has been successfully and enthusiasticallyrecteved nationally and internationally. this series of modulesfollows the same basic format
T his module is one of a series of competencybased guidanceprogram training packages focusing upon specific professionaland paraprofessional competencies of guidance personnelThe competencies upon which these modules are based wereidentified and verified through a project study as being thoseof critical importance for the planning supporting implement-ing operating and evaluating of guidance programs Thesemodules are addressed to professional and paraprofessionalguidance program sf aft in a wide variety of educational andcommunity settings and agencies
Each module provides learning experiences that integratetheory and application each culminates with competencyreferenced evaluation suggestions The materialism designedfor use by individuals or groups of guidance personnel whoare involved in training Resource persons should be skilled inthe guidance program competency being developed andshould be thoroughly oriented to the concepts and proceduresused in the total training package
The design of the maferiais provides considerable flexibilitytot planning and conducting competency based prose, viceand rniarvice programs to meet a wide variety of individualneeds and interests The material:+ are intended for use byuniversities, state departments of education postsecondaryinstitutions intermediate educational service agencies. JTPAagencies employment security agencies and other commuMy agencies that are responsible for the employment andprofessional development of guidance personnel
The competency-based guidance program training packagesare products of a research effort by the National Center'sCareer Development Program Area Ma nyindtviduals institu-tions and agencies participated with the National Center andhave made contributions to the systematic developmenttesting and refinement of the materials
National consultants provided substantial writing and reviewassistance in development of the initial module versions overt300 guidance personnel used the materials in early stages oftheir development and provided feedback to the NationalCenter for revision and refinement The materials have beenor are being used by 57 pilot community implementation sitesacross the country
Special recognition for maw roles in the direction develop.ment, coordination of development testing and revision ofthese materials and the coordination of pilot implementationsites is extended to the following project stall Harry N DrierConsortium Director. Robert E Campbell, Linda Pfister.Directors. Robert Shaer man. Research Specialist KarenKimmel Boyle. Fred Williams. Program Associates, and JanieB Connell. Graduate Research Associate
Appreciation also is extended to the subcontractors whoassisted the National Center in this effort Drs Brian Jonesand Linda PhillipsJones of the American Institutes forResearch developed the competency base for the total pack-age managed project evaluation. and developed the modulesaddressing special needs Gratitude is expressed f o DrNorman Gysbers of the University of MissouriColumbia forhis work on the module on individual career developmentplans Both of these agencies provided coordination andmonitoring assistance for the pilot implementation sitesAppreciation is extended to the American Vocational Associ-ation and the American Association for counseling andDevelopment for their leadership in directing extremely impor-tant subcontractors associated with the first phase of thiseffort
The National Center is grateful to the U S Department ofEducation Office of Vocational and Adult Education (OVAE)for sponsorshipof tt.ree confracts related to this competency-bnsed guidance program training package In particular weappreciate the leadership and support offered project staff byDavid H Pritchard who served as the project officer for thecontracts We feel the investment of the OVAE in this trainingpackage is sound and will have lasting effcds in the field ofguidance in the years to come
Robert E TaylorExecutive Director
National Center for Researchin Vocational Education
THE NATIONAL CENTER
FOR RESEARCH IN VOCATIONAL EDUCATIONTHE OHIO STATE v111VERSiTYAGO KENNY 11(1A0 . COLU1ASUS OHIO 13210
The National Center for Research in Vocational Education's mis.soon is to increase the ability i ,i diverSe agencies. institutions. andorganizations to solve educational problems relating to individualr airier planning preparation. and progression The National Centertoitdia Its mission by
Generating knowledge through researchDeveloping ducaiional programs and produc isEvaluating individual program needs and outcomesProviding Information for national planning and inkyinstalling educational programs and productsOperating information systems and services(-Arnow tIng leadersh.p development and training programs
.m... .11,,
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Bell I Howell, Publication Products, is one of two operating unitsthat comprise Publication Systems Division Based in Wooster,Ohio. Publication Products specializes in the production and repro.auction of nowsiMpors. periodicals. indexes. career informationmaterials and other widely used information sources in microform.hard copy and electronic media
2
ABOUT THIS MODULE
INTRODUCTION 5
READING 7
Competency 1. Identify stereotypes such as those related to sex, race, ethnic group, age,and handicap in one's own behaviors and attitudes as well as thoseof others 7
Competency 2. Select criteria that must be met by an equitable, stereotype-free programand assess the current status of the career guidance program to determine aspectsthat must be modified 8
Competency 3. For each situation, determine whether you are the appropriate advocate orwhether the efforts of someone else, including the client, would be more likely to help reachthe goal or solve the problem. and make referrals where appropriate. 9
Competency 4. Identify ways clients can become advocates for themselves. and to helpensure their success. provide them with training in such areas as setting specific objectives,developing assertiveness. and improving public speaking 9
LEARNING EXPERIENCES
1 Identifying Stereotypes ..... 11
2. StereotypeFree Program Criteria 17
3. Selecting Advocates for Your Clients 21
4 Preparing to Become Advocates 27
EVALUATION . 33
REFERENCES . 41
3
ABOUT USING THE CBCG MODULESCBCG Module Organization
The training modules cover the knowledge, skiffs, andattitudes needed to plan, support, implement, operate. andevaluate a comprehensive career guidance program. Theyare designed to provide career guidance program im-plementers with a systematic means to improve theircareer guidance programs. They are competency-basedand contain specific information that is intended to assistusers to develop at least part of the critical competenciesnecessary for overall program improvement.
These modules provide information and looming ac-tivities that are useful for both school-based andnonschool- based career guidance programs.
The modules are divided into five categories.The GUIDANCE PROGRAM PLANNING category assistsguidance personnel in outlining in advance what is to bedone.The SUPPORTING category assists personnel in know-ing how to provide resources or means that make it possi-ble toe planned program activities to occur.The IMPLEMENTING category suggests how to conduct,accomplish, or carry out selected career guidance programactivities.The OPERATING category provides information on howto continue the program on a day-to-day basis once it hasbeen Initiated.The EVALUATING category assists guidance personnelin judging the quality and impact of the program and eithermaking appropriate modifications based on findings ormaking decisions to terminate it.
Module Format
A standard format is used in all of the program'scompetency-based modules. Each module contains (1) anintroduction. (2) a module focus, (3) a reading, (4) learn-ing experiences, (5) evaluation techniques. and (6)resources.
introduction. The introduction gives you, the moduleuser, an overview of the purpose and content of themodule. It provides enough information for you to deter-mine if the module addresses an area in which youneed more competence.About This Module. This section presents the follow-ing information:
Module Goal: A statement of what one can accomplish by completing the module.Competencies: A listing of the competencystatements that relate to the module's area of con-cern. These statements represent the competenciesthought to be most critical in terms of difficulty forinexperienced implementers, and they are not anexhaustive list.
This section also serves as the table of contents for thereading and learning experiences.leading. Each module contains a section in whichcognitive information on each one of the competenciesis presented,
1. Use it as a textbook by starting at the first page andreading through until the end. You could then
complete the learning experiences that relate tospecific competencies. This approach is good if youwould like to give an overview of some competen-cies and a more in-depth study of others.
2. Turn directly to the learning experiences(s) thatrelate to the needed competency (competencies).Within eecn learning experience a reading is listed.This approach allows for a more experiential ap-proach prior to the reading activity.
Learning Experiences. The learning experiences aredesigned to help users In the achievement of specificlearning objectives. One learning experience exists foreach competency (or a cluster of like competencies), andeach learning experience is designed to stand on its own.Each learning experience is preceded by an overviewsheet which describes what is to be covered In the team-ing experience.
Within the body of the learning experience, the followingcomponents appear.
individual Activity: This Is an activity which a personcan complete without any outside assistance. AN of theinformation needed for its completion is contained inthe module.
Individual Feedback: After each individual activitythere is a feedback section. This is to provide userswith immediate feedback or evaluation regarding theirprogress before continuing. The concept of feedbackis alto intended with the group activities, but it is builtright Into the activity and does not appear as a separatesection.
Group Activity: This activity is designed to befacilitated by a trainer, within a group training session.
The group activity is formatted along the lines of afacilitator's outline, The outline details suggested ac-tivities and information for you to use. A blend ofpresentation and .hands-on" participant activities suchas games and role playing is included. A Notes columnappears on each page of the facilitator's outline. Thisspace is provided so trainers can add their own com-ments and suggestions to the cues that are provided.
Following the outline is a list of materials that will beneeded by workshop facilitator. This section can serveas a duplication master for mimeographed handoutsor transparencies you may want to prepare.
Evaluation Techniques. This section of each module con-tains information and instruments that can be used tomeasure what workshop participants need prior to train-ing and what they have accomplished as a result of train-ing, Included in this section are a Pre- and PostParticipantAssessment Questionnaire and a Trainer's AssessmentQuestionnaire. The latter contains a set of performanceindicators which are designed to determine the degrea ofsuccess the participants had with the activity.References. AN major sources that were used to developthe module are listed in this section. Also, major materialsresources that relate to the competencies presented in themodule are described and characteri4.ed.
Focusing on the topic of equity is a relatively newphenomenon for career guidance personnel Aswe have traditionally been trained to deal with theneeds of the individual, it is often difficult for us torecognize our own biases. Biases, or stereotypes.often have their roots in years of training andsocialization and are not apparent to us, but areseen by the individual or groups to whom ourbiases are directed.
Although the lack of career options for most peo-ple may not be due to overt discrimination.society has not benefited as it might from theofferings that a wider range of people could pro-vide. These people -- minorities, women. personswith disabilities or who are olderare often treateddifferently. They are often viewed as members ofa group and not as individuals.
5
INTRODUCTION
The purpose of this module is to focus on devel-oping programs which address the problemscaused by stereotyping and discriminating and toassist clients in undertaking constructive actionsfor making change. This involves changing atti-tudes and behaviors on the parts of both staffmembers and clients. It is a sensitive, sometimescontroversial, and exciting effort to undertake.
An increasing number of resources are availableto help you address equity and advocacy needs.Depending upon your purpose. you may needadditional factual information. training ideas, orlegal standards. Some references of such mate-rials are listed in this module.
Identifying Stereotypes
Most people hold at least one bias, myth, or *ter-eotypeabout behaviors, attitudes, or feelings thatare associated with one population group morethan with another. It they are relatively free ofbiases about what is traditionally considered typ-ical male or female behavior, they may hold ratherbiased feelings about behavior that can be typi-fied as that of an older person or of certain racialor ethnic groups. Thus, before a stereotype-treecareer guidance program can be otteredto your clients, you and your staff need to identitythe biases that are present in your behavior anddetermine how the impact of these biases affectthe delivery of your services.
It is often very difficult for people to recognizetheir own biases, but you should examine yourown attitudes and behaviors.
For example:
Do you assume that people in authority arewhite unless their names are of ethnic origin?
Are you surprised when a person with asevere handicap has a position ofresponsibility?
Do you find yourself assuming that a medi-cal doctor or education administrator--any-one using the title of Doctor--is male?
7
READING
Do you believe that retirement should bemandatory or that after a certain age people"outlive their usefulness"?
Affirmative answers to any of these questionsreflect bias. Also success role models presentedin books, magazines, television, movies, and cur-riculum and guidance materials you use withclients often perpetuate stereotyping--t hough lessobviously.
There are ways besides job discrimination todeny equity, and one of the most prevalent waysis through the "hidden" messages that we send inteaching and counseling clients. A client's aspira-tions can be severely limitedor greatly enhanced--by your ability to look beyond, but not ignore,the client's sex, race, age, or disability. Helpingclients to identify appropriate role models canhelp keep them from being victims and perpetuat-ing stereotypic images.
It is not illegal to hold biases--laws only keeppeople from discriminating. And. it is doubtfulthat you or your staff intentionally discriminate.However, it people take the risk to examine theirown biases, they often Lind that their defensiveand angry feelings about specific populationgroups are reduced. Also in understanding whatbiases exist and from where they stem, peoplecan free themselves to be more open and honestin the information and assistance which theyoffer their clients.
Compton
Stereotype-Free Program Criteria
Select-criteria .that must be met by an equitable.. InisredtypIOreeprograrn end-assess the current sta-tus:0.th. career, guidance program to determineaSpeCti that must. be modified, :
.". . -,.
Although raising the consciousness of staff isimportant and essential to improving your pro-gram, it is not sufficient in guaranteeing equity foryour clients. To ensure that equity is built into thebasic framework of your career guidance pro-gram, you need to develop some criteria fororganizing, reviewing, and evaluating your efforts.The following list suggests the type of criteriaagainst which to assessthe status of your project.
Program Organization
V Policies and guidelines reflect the agency'scommitment to the elimination of bias, ster-eotyping, and discrimination or all agencyemployees and clients,
Procedures provide for systematic review ofall policies and guidelines to ensure that allsuch documents are consistent with theagency's commitment to equity.
Advisory council members include repre-sentatives of a wide variety of populations toensure that equity is viewed as a priority atall levels
Funds are earmarked for the purchase ofspecial materials which aid staff and clientsin understanding and using equitablepractices.
Staff development programs include activities which address the issues of equity andassist personnel in identifying and overcom-ing biases, stereotypes. and discriminatorybehaviors
Curriculum and Guidance Activities
Curriculum materials used with clients arereviewed to ensure that they are free of biasand stereotyping
Instructional activities are designed to sup-port the concept of equity and are tree ofbias, stereotyping, and discrimination.
Guidance and counseling services providedto clients support and encourage their careerchoices to be based on interests, abilities,and values as opposed to their particularpopulation groups.
Tests and inventories used with clients arefree of bias and stereotyping, and resultsand other feedback are related to perfor-mance rather than population groups.
Community Relationships
All literature provided to communitymembers describing the agency and pro-gram is supportive of equity and tree of biasand stereotypic statements.
Staff work closely with community membersto sensitize them to bias and stereotyping intheir dealings with clients.
Facilities
All physical facilities have been designed orremodeled to meet the needs of clients whohave physical disabilities.
Guides and materials that can help you implement the policies you establish are available.Excellent available procedures for developingand evaluating written and audiovisual materialsare useful when developing policy as well as cur-riculum and guidance materials. Two such doc-uments, deinloped by Women on Words andImages, are: A Checklist for Evaluating Materialsand Guidelines for the Creative Use of BiasedMaterials in a NonBiased Way. if the languageand visuals you use in all aspects of your agency's
8
1 0
operation are unbiased. you have taken a strong proactive steps. you may well change attitudes ofstep to change behavior. In time, with additional even the most skeptical.
Selecting Advocates for Your Clients
.th
c'N-.
1
Though you and your staff may pride yourselvesin identifying and overcom rig your biases, peo-ple in the world outside youi agency may not beso aware. They often need to be prodded- -sometimes with a legal stick--to avoid discrimi-nating against your clients.
Ideally, we can hope to change attitudes andbeliefs of those who mistreat clients of specialpopulations. Minimally. we can make sure, throughknowing the legal rights of our clients, that theyare not blatantly discriminated against. Yourinteractions with people on behalf of your clientswill undoubtedly run the rangeof dealing with themost enlightened to the most biased.
In some cases, for example, it is enough to informan employer of the expanding numbers of lobsheld by handicapped persons. In other situations.you may wish to have that employer talk withmore forward thinking colleagues to further sup-
Competency 4
port the capabilities, and rights, of persons withhandicaps.
In fact, you may often choose others besidesyourself to be your clients' advocates. If you arenot readily identified with the population forwhich you are seeking change, ask for help fromsomeone who is. You might better aid your clientsby assisting in a behind-the-scenes manner-- arrang-ing meetings. compiling needed information,writing articles, meetings and information orconducting meetings and workshops--to helpmore people understand the need for advocacyand ways in which they can help.
If your clients are school age or live with theirfamilies, parents and siblings can be very effec-tive advocates. Last, and perhaps most important,the best advocates you can choose for yourclients may be the clients themselves.
Preparing to Become Advocates
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If your clients are to be their own advocacyagents. they may well need some consciousness-raising of their own. Most of them, too, have beenraised with stereotyped expectations, sometimes
9
of themselves. It Is necessary that you and yourstaff help them u iderstand both the difficultiesthey may experien le in society through discrimi-nation and to understand how their own biases
11
and stereotypes may be self-hindering. In short,many individuals within special groups consciouslyor subconsciously believe that they are less cap-able than their "majority" counterparts. Thoughthey may not admit that this is true, their verbaland nonverbal responses may show them to bedeferential and self-deprecating. Others are soangry at societyor at least the group who theyare most often discriminated by--that their effortsat advocacy do not result in positive change.
Even if your clients have natural charisma, youwill need to help them develop their communlcation skins for use in both public speaking and inworking with individuals and small groups. Theyneed group process skills so that they are awareof the dynamics that occur when dealing withcontroversy and opposition. Some of your clientsmay need assistance in becoming more assertive- -m defining their goals and knowing how tostrongly, but not aggressively, demand their rights.In short, you are strivng to empower your clientsto be able to effectively represent themselves.This starts with helping them learn to clearly statewhat it is they are hoping to change.
Depending upon the needs of your clients and thecharacteristics of your community, you may wantto encourage your clients to build a coalition tomore effectively reach their goals. This most vis-ibly has taken place through such agencies as theAmerican Coalition of Citizens with Disabilities.Inc., which is a membership organization repre-
senting millions of people with a wide range oftypes of disabilities. This type of activity is notlimited to cross-disability groups and on a locallevel could mean uniting black and white womento work together toward improving women'sopportunities.
Pitfalls common to advocacy groups have beenidentified by Bowe and Williams in their book,Planning Effective Advocacy Programs. alongwith strategies to overcome them. Your clientsneed to understand that their efforts will be moresuccessful if they--
work with others toward common goals:
acquaint themselves with the workings oflocal, county, and state agencies andgovernments;
target their efforts;
obtain sufficient resources to support theirefforts: and
communicate their purposes and activitiesclearly.
Equity is the ideal state you and your clients areseeking to attain. A well-organized advocacyprogram indicates both commitment and respon-sibility for making that ideal state a reality.
10
1
Learning Experience 1Identifying Stereotypes
OVERVIEW
. COMP
INDI
MONO,41,00-, is t` g 7(104Thit
INDIVSDFEEDBA,
GROUPLEARNINOBJECTIVE
GROUPACTIVITY
Brainstorm commonly used stereotyping a bitthe:Implications of using then ..
11
13
,, ,
o in:OgotOsi desiOnedlo.tiolp yoWroolooriizo sexist. ..1 * s i .
nOt: .b.haVYMI; : . ' 4)
Listed below area number of situations which are familiar to career guidance program administrators.Under each situation three or four responses are provided Please read each situation and response.and determine how the response would be described according to the following categories.
D - Discriminatory behavior -a violation of Title IX of the Education Amendments of 1972 which statesNo person . . . shall. on the basis of sex, be excluded from participation in, be denied the benefits
of, or be subjected to discrimination under any education program or activity receiving federalfinancial assistance . .."
B - Sex-biased behavior--reflects bias or stereotyping but is not a violation of Title IX
F - Sex-fair behavior--treats both sexes in equal or similar ways
A Sex-affirmative behavior--attempts to compensate for the effects of past discrimination
Indicate your description of each of the responses and label them by placing the app'opriate letters inthe blanks.
1 Situation- You are interviewing a female candidate for an administrative position in your agency.In the course of the interview you ask the following questions:
Responses: _A. "Do you intend to have any more children?"
..... B. "What does your husband do for a living?"
.. C. "What happesis if one of your children gets sick? Will you take illness-in-the-family leave?"
_ D. "Are you in a position to stay after school for administrative planningsessions, or do you have to get home to fix dinner for your family?"
? Situation You receive information related to an administrative intern training program. You:
Responseso _ A. Distribute the information only to male staff members
B. Distribute it to all staff members
C. Conduct a special recruiting effort to attract more female staffmembers into the intern program
3 Situation Your InF"ution maintains the following administrative position on dress/appearance ofstaff
Pospons. Ps A Although there's an expectation that staff dress neatly and appro-priately for their jobs, there are no rules or regulattors Any grossviolations would be handled individually
12
1'1
B. There are no rules or regulations concerning staff appearance otherthan an unwritten expectation that "one wear what is appropriate forone's job." Female and male staff members are encouraged to wearcomfortable clothing that allows them freedom of movement neces-sary for carrying out their job responsibilities.
.____ _C. Staff members are required to wear dress apparel (shirts, ties, andiackets for males, dresses/pants outfits for women) or uniforms.
4 situation: Your agency has developed the following administrative procedures for clients enteringvocational programs nontraditional to their sex:
Responses: ______A. Females must secure from an employer a statement guaranteeing thatthey will be hired pending successful completion of the training pro-gram; ma!ds are accepted without such a statement.
_ B Students of either sex who want to enroll in e program with prerequi-sites which they have not had may take a prcficiency test to demon-strate relevant basic skills. Based on the results of that test, they may ormay not be admitted.
__C. Students of either sex who want to enroll in nontraditional programsand who, as a result of past discrimination, have neither had theprerequisites nor acquired the basic skills may receive supplementalinstruction. This intensified instruction can qualify them to enter theprogram within a short period of time.
Adapted from Vocattona Education Sex Equity Sfrategtes by L Vetter. C Burkhardt. ard J Sectiler The National Center forResearch in Vocational Education 1978
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l d Ad BO Cd 0
d Af B
C
4.
ABC
ABC
Note: The following outline is to be used by the workshop facilitator.
Facilitator's Outline Notes
A. Introduction
I Explain that the purpose of the activ-ity is to identify common stereotypes.
2. Indicate that paticipants will be brain-storming in small groups.
3 Have the participants review thereading for Competency 1 on page7
B Process
1 Dwicle participants into four groupsand assign each different topic areafor discussion.
male 'female.
white black.
young old. and
physically abler, disahlfd
Try to have each small group be representativeof the total (e.g.. each group should have menand women and be balanced racially if possible).
14
Facilitator's Outline Notes
2. Have each small group brainstormadjectives often attributed to onegroup within their topic area.
3. Have tha groups repeat the processfor the other population group intheir topic areas.
4. Ask each group to compare the listsof adjectives for the two populationsthey are discussing.
5. Convene the total group and ask forreactions or learnings from eachgroup.
6. Invite participants to react to the ster-eotypic statements listed about thepopulation groups to which theybelong.
7. Novo participants write two or morestereotypic statements that werereflective of their own feelings andinvitethem to share any new insightsthey have gained with the total group.
8. Wrap up discussion by emphasizingthe negative implications of peoplebehaving in accordance with theirbiases--reinforcing that awarenessof one's attitudes is needed if anytrue change is to take place.
Have someone in each group make a listing ona flipchart or chalkboard.
Encourage them to probe--How are the listssimilar or different? Are the adjectivesaccurate--why or why not? Which of the de-scriptors do you believe?
Encourage members from other groups tocomment or ask questions. Be aware that youare soliciting participants biases and others'angry feelings may be stimulated.
NOTES
16
is'
Learning Experience 2StereotypeFree Program Criteria
OVERVIEW
0
INDIVIDUALACTIVITY
INDIVIDUALFEEDBACK
GROUPLEARNINGOBJECTIVE
GROUPACTIVITY
Evaluate the description of ahtitherprovide leedbeck.desivied. blimpeventing *a stereOtYpe4nre program.
17
19
fan
spiny and ditirminothe11,10911001/11611t. it Will :beleqUired..
Review the reading for Competency 2 on page 8 prior to completing this activity. Your agency pridesitself on its commitment to making meetings and workshops easily accessible to persons with physicaldisabilities. You are planning a workshop in yourcommunity and will make your site selection based onappropriateness of the facilities. Make a list of physical features you would use as your criteria.
18
INDIVIDUAL.FEEDBACK
Did you list the following items?
Yes ....._ No ____ 1, Ramps and elevators are available for persons using wheelchairs
Yes .. No ____ 2. Telephones are placed lower so that people in wheelchairs can use them easily
Yes__ No__ 3. Persons who sign will be available to assist people who are deaf
Yes No ___ 4. Special parking will be available
Yes.. __ No_____ 5. All workshop rooms, dining rooms, and restrooms are easily accessible withdoors wider than 36"
Does your agency have a list of roiteila to evaluate workshop sites? if not. perhaps distributing you, listwould help others to be more sensitive in planning workshop functions.
GROUPACTIVITY
Note: The following outline is to be used by the workshop facilitator.
Facilitator's Outline Notes
A Introduction
1. Explain that the purpose of thisactivity is to review some "live" pro-grams to determine the progressthat has been made toward reducingstereotyping.
2 Indicate that everyone will be in-volved in this activity either as apresenter or a feedback agent.
3 Have participants review the read-ing for Competency 2 on page 8Highlight the suggested criteria.
19
21
Facilitator's Outline Notes
B. Process
1. Ask volunteers to describe how theirprograms have been successful inovercoming bias and stereotyping,Noting the specific actions under-taken to combat bias and stereotyp-ing and the audiences who havebenefited.
2. Invite questions f rom the participantsand then ask each one to rate theprogram on a scale of 1 (low) to 5(high) as to its effectiveness in over-coming stereotyping.
3 Invite presenter to question /challengethe evaluation.
4. Repeat the process two additionaltimes. allowing for questions. ratings.and rebuttals.
5 Discuss with the total group the min-imum criteria that they would use tojudge a program's effectiveness inproviding a stereotype-free program.(e cp.. Is revising curriculum mate-rials enough?)
If a few people volunteer, have them present tothe total group. lithe majority volunteers, thenbreak into groups for presentations.
Encourage participants to play "devil's advo-cate" role--to challenge the "real difference"that is taking place.
20
22
Learning Experience 3Selecting Advocates for Your Clients
OVERVIEW
COMPETENCY for each situatiOn, determine whether you are the Appropriate=..advOcateorWhether the efforts Of serneetieelee:lhetediea the,
would likelylo .6(004'0044000 On the.problem, and make referiali Wheree
READING 'Read,Competency 3 On page 0;
INDIVIDUALLEARNINGOBJECTIVE
INDIVIDUALACTIVITY
INDIVIDUALFEEDBACK
GROUPLEARNINGOBJECTIVE
GROUPACTIVITY
. .
List-individualsiandgrOups whkwoUfd:be Offfor your.clients;.
Brainstorm a list' Of possible advoCates for :1 sped .0.group. *.
Compare your ideas .withthe notes provided:
44.ZL. -.V
.4 It:,
. .,
Demonstrate skills needed to bean effective advotate for your ,,,clients. .
Learn the components of assertiveness skills.
21
23
111111
After reviewing the reading for Competency 3 on page 9, consider the following situation.
One program in your agency focuses on providing career guidance services to unemployed profes-sionals 50 years and older. You are aware that many companies and organizations in your communityare reluctant to hire the older worker--although you know of no actual cases of discrimination. As youbegin to design an advocacy program, what types of people and organizations would you seekinformation and assistance from?
22
24
In taking on such a oroiect, you would nee .; to be creative since this particular population has beenrelatively ignored until late. In your list, you may want to include--
Gray Panthers. a national advocacy group for older Americans:
Affirmative Action offices at the local or state level: and
Executives 40. a membership organization that assists unemployed professionals who are overthe age of 40.
You may also find out what research has been done through university gerontology programs orthrough such special efforts as the Commission on Aging. As one is often reminded--information ispower.
Undoubtedly you listed specific people or organizations within your community who could provideassistance. Do not forget to use the clients themselves--and in this case, former clients who havesuccessfully found employment!
Note: The following outline is to be used by the workshop facilitator.
Facilitator's Outline Notes
A Introduction
1 Explain to participants that theirstyles of communication will affecttheir abilities to be successful clientadvocates.
2 Indicate that the purpose of thisactivity is to alert them to assertivebehaviors that they might use inrepresenting their clients.
23
25
Facilitator's Outline Notes
B. Process
1. Explain to participants that peopleprimarily use one of three types ofcommunication when confrontingothers or seeking assistancenon-assertive, assertive, or aggressive.
2. Distribute the handout "Verbal andNonverbal Components of Behav-ior" found on the next page to eachparticipant.
3. Have participants divide into threegroups and assign them one of thethree behaviors to discuss in-depth--citing examples where advocateshave used that type of behavior.
4. Have the group select two or three"favorite" incidentsto there with thetotal group.
5. Following discussion. ask partici-pants to write down how they plan tochange their communication stylesin their roles as advocates and invitethose who wish to share their piens.
Participants may have different "labels" thatthey use to describe these behaviors. Avoidquibbling over words.
Allow 15-20 minutes for this discussion.
If some plan no change, challenge them tolearn their reasons. If they respond "asser-tively." congratulate them. If not, point that outtoo.
24
VERBAL AND NONVERBAL COMPONENTS OF BEHAVIOR
NONASSERTIVE1 ASSERTIVE 1
Handout
AGGRESSIVE
I. VERBAL
IL NONVERBAL
A. General
B. Specific1. Voice
2. Eyes
3. Stance andPosture
4. H.inds
Apologetic words.Veiled meanings. Hedging;failure to come to thepoint. Rambling, disconnected. At loss for words.Failure to say what youreally mean. "I mean,"you know."
Actions instead of words,hoping someone will guesswhat you want. Looking asif you don't medli what yousay.
Weak, hesitant, soft,sometimes wavering,
Averted, downcast, teary,pleading.
Lean for support, stooped,excessive head nodding.
Fluttery, fidgety, clammy.
Statement of wants.Honest statement of feelings.Objective words, directstatements which say whatyou mean."I "-messages.
Attentive listening behavior.General assured manner,communicating caring andstrength.
Firm, warm, well.modulated,relaxed.
Open, frank, direct.
Well-balanced, straighton,erect, relaxed,
Relaxed motions.
"Loaded" words. Accusations.Descriptive, subjective terms.Imperious, superior words."You"-messages, that blameor label.
Exaggerated show of strength.Flippant, sarcastic style.Air of superiority.
Tense, shrill, loud, shaky,cold, "deadly quiet" demand-ing, superior, authoritarian.
Expressionless, narrowed,staring, not really "seeing" you,
Hanr'. on hips, feet apart.Stiff and rigid, rude, imperious.
Clenched, abrupt gestures, finger-pointing, fist pounding.
Taken from The New Assertive Women by Bloom, Coburn, and Pearlman, 1975.
NOTES
..............11
26
28
Learning Experience 4Preparing Clients to Become Advocates
OVERVIEW
COMPETE. :.. .-..
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27
29
INDIVIDUALACTIVITY
Write a brief rationale outlining reasons for establishing self-advocacy groups.
After reviewing the reading for Competency 4 on page 9. consider your own agency setting. If yourclients are currently organized in a formal "advocacy" mode, list the activities they have undertaken. Ifnot, suppose that you were justifying organizing such an effort. Draft a memo for your supervisor--whothinks advocacy effort should be left to leaders outside the agency-- outlining reasons for establishing aclient self-advocacy group.
28
30
INDIVIDUALFEEDBACK
Comproiyour roost:poi:tit tho:tiogfeiiiir**PrOrficlid ,bokori. . . . .
In any rationale supporting the formation of self-advocacy groups, two points need to be made: (1) it isgood for the client, and (2) it is good for the client group's course or purpose. You should point out thatself-advocacy groups encourage client independence as they take the responsibility for pushing forchange. They learn skills in such areas as, organizing, decision making, public speaking and assertive-ness. Alsl, you should emphasizethat self-advocacy groups present a sense of reality to the public thatno external person can hope to accomplish.
GROUPACTIVITY
11
W o r k in small groups to,
Note: This outline is to be used by the workshop facilitator.
Facilitator's Outline Notes
A. Introduction
1. Explain that one area that self-advo-cacy groups need most help in is thearea of communication.
2. Indicate that the purpose of thisactivity is to develop a variety ofworkshop training plans for use withclients.
3 Have participants review the read-ing for Competency 4 on page 9.
B. Process
1. Have participants brainstorm thetypes of communication problemstheir clients have (e.g., public speak-ing, assertiveness, nonverbal cues.poor grammar).
2 Have participants select the areas inwhich they have the most interestand/or expertise.
29
List responses on flipchart or chalkboard
31
Facilitator's Outline j Notes
3. Group those with the same intereststogether and have them discuss thedimensions of the problems, identi-fying the knowledge and skills clientsneed to become better self-advocates(e.g., if the problem is with nonver-bal behAvior, clients may need train-ing in understanding bodylanguages).
4. Have participants use the TrainingAction Plan form on the next page tooutline their workshop designs.
5. Convene all participants and haveeach group give a brief report as tohow they would provide training toovercome specific communicationproblems.
30
t3
Handout
TRAINING ACTION PLAN
Objective
Tasksto Be
Accomplished
Person(s) toAccomplish
Tasks
Date TaskMust BeCompleted Resources Needed Comments
(Write in (List the (Indicate who (Indicate (List all human (Note any concewcbehavioral work tasks or will be respon- the final and non-human or reminders relatedterms the steps that sible for the date by resources that to the other items)learning must be completion which will be usedobjectives taken in order of each the task to completethat thetraineesare toachieve)
for theobjectivesto beachieved)
task) must befinished)
the tasks)
NOTES
32
3 4
EVALUATION
PARTICIPANT SELF-ASSESSMENT QUESTIONNAIRE
1 Name lOptionall
2 Position Title
Agency Setting (Circle the appropriate number)
.. 3 Date ..
4 Module Number
6 Elementary School 10 JTPA 14 Youlh Services. 18. Municipal Office.1 Secondary School 11 Veterans 15. BusinesstIndualry 19. Service Organization.8 Postsecondary School 12 Church Management 20. State Government9 College /University 13 Corrections 15 Business/Industry Labor 21. Other.
17 Parent Group.
Workshop Topics
PREWORKSHOPNEEDFORTRAIN- POSTWORKSHOP MASTERY OFIN G Degree of Need (circle one for TOPICS Degree of Mastery (circleeach workshop topic) one for each workshop topic).
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1. Identifying discriminating, sex-biased,sex-fair, and sex-affirmative behaviors.
0 1 2 3 4 0 1 2 3 4
2. Listing common stereotypes. 0 1 2 3 4 0 1 2 3 4
3. Planning for meetings of persons withphysical disabilities.
0 1 2 3 4 0 1 2 3 4
4. Evaluating whether or not programs arefree of stereotyping practices.
0 1 2 3 4 0 1 2 3 4
5. Identifying client advocates. 0 1 2 3 4 0 1 2 3 4
6. Learning the components of assertive-ness skills.
0 1 2 3 4 0 1 2 3 4
7 Outlining reasons for establishing self-advocacy firoups.
0 1 2 3 4 0 1 2 3 4
8 Designing communication workshops. 0 1 2 3 4 0 1 2 3 4
Overall Assessment on Topic of PromoteEquity and Client Advocacy
Comments:
33
35
NOTES
34
36
Trainer's Assessment Questionnaire
Trainer: ____________________ Date'
Title 0 Module.
Training Time to Complete Workshop:
Participant Characteristics
Number in Group
Distribution by Position
Elementary School
Secondary School
__._ .......__ Postsecondary School
College/University
_____ ______ . JTPA
Veterans
Church
Corrections
Module Number:
hrs. min.
Number of Males
PART I
Number of Females
Youth Services
Business/Industry Management
Business/Industry Labor
Parent Group
Municipal Office
Service Organization
State Government
Other
WORKSHOP CHARACTERISTICSInstructions: Please provide any comments on the methods andmaterials used, both those contained in the module and others that are not listed. Also provide anycomments concerning your overall reaction to the materials, learner& participations or any otherpositive or negative factors that could have affected the achievement of the module's purpose.
1. Methods: (Compare to those suggested n Facilitator's Outline)
2. Materials. (Compare to those suggested in Facilitator's Outline)
3 Reaction: (Participant reaction to content and activities)
35
37
PART 11
WORKSHOP IMPACTInstructions: Use Performance Indicators to judge degree of mastery. (Com-plete responses for all activities. Those that you did not teach would receive 0.)
Group's Degree of Mastery
Not Little Some Good OutstandingTaught (25% or lees) (26%40%) (S1%.75 %) (over 75%)
Note: Circle the number that best tenet,* your opinion of group mastery.
Learning Experience 1Group 0 1 2 3 4Individual 0 1 2 3 4
Learning Experience 2Group 0 1 2 3 4Individual 0 1 2 3 4
Learning Experience 3Group 0 1 2 3 4Individual 0 1 2 3 4
Learning Experience 4Group 0 1 2 3 4Individual 0 1 2 3 4
Code:
Little: Wart no concern for time or circumstances within training setting if it appears that less than 25% of the learnersachieved what was intended to be achieved
Some: With no concern for time or circumstances within the training setting d it appears that less than close to halt ofthe learners achieved the learning experience
Good: With no concern for time or circumstances within the training setting if it appears that 50%45% have achievedas expected
Outstanding: If more than 75% of learners mastered the content as expected
36
PART III
SUMMARY DATA SHEETInstructions: In order to gain an overall idea as to mastery impactachieved across the Learning Experiences taught, complete the following tabulation. Transfer thenumber for the degree of mastery on each Learning Experience (i.e., group and individual) from theWorkshop Impact form to the columns below. Add the subtotals to obtain your total module score.
GROUPLearning Experiencet score (t -4)
2 score (1-4)
3 , score (1-4)
4 = score (1-4)
Total(add up)
INDIVIDUALLearning Experiencet = score (1-4)
2 = score (1-4)
3 = score (1-4)
4 = score (1-4)
Total(add up)
Total of the GROUP learning experience scores and INDIVIDUAL learning experience scores =-'Actual Total Score Compared to Maximum Total'
'Maximum total is the number of learning experiences taught times four (4).
37
39
38
4 0
.....,.....-. 1
Performance Indicators
As you conduct the workshop component of this training module, the facilitator's outline will suggestindividual or group Ectiylies which require written or oral responses. The following list of performanceindicators will assist you in assessing the quality of the participants' work:
Module Title: Promote Equity and Client Advocacy
Module Number: CG C-17
Croup Learning Activity Performance Indicators to Be Used for Learner Assessment
Group Activity Number 1:
Brainstorm commonly used ste-reotyping labels and discuss theimplications of using them.
1. Participants can list common stereotypes associated withvarious population groups.
2. Participants can identify their own stereotyped attitudes.
Group Activity Number 2:
Evaluate another participant's pro-gram and give feedback designedto improve effooN )ward imple-menting a gteretype-freeprogram.
1. Participants can identify specific aspects of programswhich indicate proactive steps toward eliminatingstereotyping
2. Participants can list criteria for judging stereotype-freeprograms.
Group Activity Number 3;
Learn the components of asser-tiveness skills.
1. Participants can list three types of communication:
nonassertiveassertiveaggressive
2. Partin iparitt. can identify types of behaviors that are asso-ciated with types of communication.
Group Activity Number 4:
Develop plans for conducting aworitshop.
1. Participants can identify skills and knowledge needed tobecome a self-advocate.
2. Participants can prepare a training plan and present a ratio-nale fc- .: .ise.
39
NOTES
40
42
REFERENCES
Bloom. L ; Coburn. K.: and Pearlman. J. The NewAssertive Women New York' Dell Press, 1975.
Bowe. F and Williams. J. Planning EffectiveAdvocacy Programs. Washington. DC: TheAmerican Coalition of Citizens with Disabilities, Inc 1979.
Guidelines for the Creative Use of Biased Mate-rials in a NonBiased Way. Princeton, NJ:Women on Words and Images.
Vetter, L.; Burkhardt. C.; and Sechler. J. Vocational Education Sex Equity Strategies.Columbus, OH: The National Center for Re-search in Vocational Education, 1978.
ADDITIONAL RESOURCES
Materials listed are ones that can provide you with additional knowledge and skills in the area of clientadvocacy
Activities to Combat Stereotyping in CareerChoice. American Institutes for Research. PaloAlto. CA. 1980.
This booklet. with accompanying worksheets,outlines classroom activities that deal with reduc-ing the stereotyping of sex roles. race. and hand-icap conditions. T he activities were selected froma national search conducted by AIR and includeexamples which are appropriate from kinder-garten through grade 12 as well as some that canbe used for staff development purposes.
Bowe. Frank and Williams, John. Planning Effec-tive Advocacy Programs. The American Coalitionof Citizens with Disabilities, Washington. DC.1979
This book was developed specifically to help disabled people help themselves through the fot ma-tion of advocacy groups. The guidelines offeredare useful not only to the disabled but to all typesof individuals and groups interested in formingadvocacy groups.
41
Cracking the Glass Slipper: PE ER's Guide to End-ing Sex Bias in Your Schools. PEER, Washington,DC, 1979.
This guide contains a series of booklets designedto help local school personnel assess the sex biasthat is present in their schools. In addition to theguidelines for review, it contains a Title IX primerand suggested strategies for change.
Vetter, Louise; Burkhardt, Carolyn; and Sechier.Judith. Vocationas Education Sex Equity Strate-gies. The National Center for Research in Voca-tional Education, Columbus, OH, U78.
This document was designed to provide strate-gies and techniques to increase sex fairness invocational education. In addition to recommend-ing their own strategies. the authors have includedreprints from other recognized authors and pub-lishers. Its loose-leaf format provides for easymaterials reproduction or handbook modification.
43
NOTES
42
44
NOTES
43
.15
NOTES
44
46
KEY PROJECT STAFFThe Competency-Based Career Guidance Module Series was developed by a consortium of agencies. Thefollowing list represents key staff in each agency that worked on the project over a five-year period.
The Nation., Censer for Research in Veal Masi Education American aseeolatlen for Came lb* and DeMormit
Harry N. Drier Consortium DirectorRobert E. Campbell Project DirectorLinda A. Pfister Former Project DirectorRobert 'Moorman Research SpecialistKaren Kimmel Boyle Program AssociateFred WiNiams Program Associate
American Institutes for Renew*
G. Brian Jones Project DirectorLinda Phillips-Jones Associate Project DirectorJack Hamilton Associate Project Director
Naivete ity of klisseuri-Columble
Norman C. Gysbers Project Director
Jane Howard Jasper Former Project Director
Antesican Vocationsi Association
Wayne LeRoy Former Project DirectorRoni Posner Former Project Director
U.S Department of Education, Office of Adultand Vocational Education
David Pritchard Project OfficerHolli Condon .. Project Officer
A number of national leaders representing a variety of agencies and organizations added their expertise to theproject as members of national panels of experts. These leaders were
Ms Grace BasingerPast PresidentNational Parem-Teacher
Association
Dr Frank BoweFormer Executive Director
Ms Jane Rang%Education CoordinatorAmerican Coalition of Citizens
with Disabilities
Mr Robert L Clogvice PresidentGovernment sad Public AffairsAmerican Society for Training
end Development
Di Welter DavisWinks of EducationAFL -CIO
Dr Richard DsEugenioSenior LegisIslive Associste(representing Congressmen Sill
Doodling)House Education and Labor
Committee
Mr Oscar GimesAdministrator (Retired)U S Department of LaborDivision ot Employment and
honing
Dr Robert W GloverDirector and Chairperson*dotal Committee onApprenticeship
The University ot Texas at Austin
Dr. Jo HeyslipDirector of Plsnning and
Development in VocationalRehabilitation
New Hampshire State Department01 Education
Mrs. Madeleine HemmingsNational Alliance for Business
Dr. Edwin HerrCounselor EducatorPennsylvania Slate University
Dr Elaine HouseProfessor EmeritusRutgers University
Dr David LaceyVice PresidentPersonnel Planning and Owls**
IntegrationCIGNA Corporation
Dr Howard A MatthewsAssistant Staff DirectorEducation (representing Senator
Orin 0 Hatch)Committee on Labor and Human
Resources
Dr Lee McMurrinSuperintendentMilwaukee Public Schools
Ms Nanine MeiklejohnAssistant Director of LegislationAmerican Federation of State.
County. and Municipal Employees
Dr. Joseph D. MillsState Director of Vocational
EducationFlorida Department of Education
Dr. Jack MyersDirector of Health Policy Study and
Private Sector Initiative StudyAmerican Enterprise Institute
Mr. Reid MundellDirector of Personnel DevelopmentGeneral Motors Corporation
Mrs. Dorothy ShieldsEducationAmerican Federation o1 Labor/
Congress of IndustrialOrganizations
Dr 4 41 bars ThompsonFanner State SupenntenderilWisconsin Department of Public
Instruction
Ms. Joan WillsDirectorEmployment and Training DivisionNational Governors' Association
Honorable Chalmers P WylieCongressman/OhioU S Congress
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