7 9 0 2 1 2 8
FRANKLIN* f PATRICIA ANN INTEGRATION OF:DATA PROCESSING CONCEPTS IN THE SECONDARY AND POST-SECONDARY VOCATIONAL PROGRAMS IN THE STATE OF ALABAMA. THE OHIO STATE UNIVERSITY* PH.D.t 1978
University Microfilm s International s o o n, z e e b r o a d , a n n a r b o r, m m b io b INTEGRATION OF DATA PROCESSING CONCEPTS IN THE
SECONDARY AND POST-SECONDARY VOCATIONAL PROGRAMS
IN THE STATE OF ALABAMA
DISSERTATION
Presented in Partial Fulfillment of the Requirements for
the Degree Doctor of Philosophy in the Graduate
School of The Ohio State University
By
Patricia Ann Franklin, B.S., M.A.Ed.
*****
The Ohio State University
1978
Reading Committee: Approved By
Mildred Hillestad
Otto Santos Adviser Neal Vivian Department of Education ACKNOWLEDGMENTS
The writer is sincerely grateful to the members of her dissertation committee who gave her direction and encouragement during the study:
Doctor Mildred Hillestad, Chairperson, Doctor Otto Santos, and Doctor
Neal Vivian. The writer is also thankful to Ms. Helen Young, departmental secretary, for her assistance and counsel during the course work of the doctorate program.
Personal appreciation and gratitude is due to her husband, Jim, for his endurance, patience, and love during the course of study.
Appreciation is also expressed to her parents whose constant encouragement served as a continuous source of inspiration.
The writer is indebted to her sister, Mary, for her assistance in the typing, editing, and reproduction of material for the completion of this study.
The writer is also grateful for the assistance received from Jim
Ford and Doctor John Baker, Director of Institutional Research at
Alabama State University.
ii VITA
May 5, 1951 ...... Born - Montgomery, Alabama
1973 ...... B.S., Alabama A&M University Huntsville, Alabama
1973-74 ...... Stenographer, Atomic Energy Commission, Oak Ridge, Tennessee
1974-75 ...... Teaching Assistant, Department of Business Education, Tennessee State University
1975 ...... M.A.Ed., Tennessee State University, Nashville, Tennessee
1975-76 ...... Research Associate, The Research Center for Vocational Education, The Ohio State University, Columbus., Ohio
1976 ...... Acting Chairperson, Department of Business Education and Office Administra tion, Alabama State University, Montgomery, Alabama
1977 ...... Assistant Professor, Business Education Division, Alabama State University, Montgomery, Alabama
PUBLICATIONS
"An Experimental Study of Teaching Typewriting to Elementary Students in Nashville." Unpublished Thesis, Tennessee State University, 1975.
Business Education Student Handbook. Department of Business Education, Alabama State University, 1978.
FIELDS OF STUDY
Major Field: Business Education
Minor Fields: Management; Guidance & Counseling; Vocational Education; Teacher Education;
iii TABLE OF CONTENTS
Page
ACKNOWLEDGMENTS...... ii
VITA ...... iii
LIST OF T A B L E S ...... vi
Chapter
I. INTRODUCTION AND THE PROBLEM...... 1
Statement of the P r o b l e m ...... 3 Purposes of the S t u d y ...... 4 Delimitation of the Study ...... 5 Definition of Terms ...... 5
II. REVIEW OF RELATED LITERATURE ...... 7
Related Literature ...... 7 Related Dissertations ...... 19
II. RESEARCH PROCEDURES...... 26
Development of the Research Instruments..... 26 Selection of the P o p u l a t i o n s ...... 28 Collecting the D a t a ...... 31
IV. DEPARTMENT HEAD QUESTIONNAIRE FINDINGS...... 33
Characteristics of Data Processing Departments . 33 Development of Data Processing Instruction . . . 41 Organization of Data Processing Instruction .. . 48 Summary...... 55
V. INSTRUCTOR QUESTIONNAIRE F I N D I N G S ...... 57
Background Information on Data Processing Instructors...... 57
iv TABLE OF CONTENTS— Continued
Chapter Page
V. INSTRUCTOR QUESTIONNAIRE FINDINGS— Continued
Professional Training of Data Processing Instructors...... 59 Instructional Training of Data Processing S t u d e n t s ...... 63 Summary...... 71
VI. DATA PROCESSING MANAGER INTERVIEW SCHEDULE FINDINGS...... '...... •'72
Data Processing Equipment...... 73 Educational Requirements of Data Processing Employees...... 76 S ummary...... 92
VII. SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS...... 95
Summary of Findings...... 96 Conclusions ...... 107 Recommendations ...... 108
APPENDIXES
A. List of Secondary Schools, Post-Secondary Institutions, and Business Firms Used in the S t u d y ...... Ill
B. Transmittal L e t t e r ...... 115
C. Instructor Questionnaire ...... 117
D. Department Head Questionnaire...... 124
E. Data Processing Manager Interview Schedule ...... 135
F. Follow-up Letter ...... 142
BIBLIOGRAPHY ...... 144
/» v LIST OF TABLES
Table Page
1. Sales and Clerical Employees Employed ...... 29
2. Listing of Schools Used in Study ......
3. Number of Participants Responding ...... 32
4. Institutions Offering A Unit or Course(s) in Data Processing...... 34
5. Number of Data Processing Teachers Employed ...... 35
6. Use of Data Processing Personnel as Part-time Data Processing Instructors ...... 35
7. Frequence of Full-time Data Processing Instructors Receiving In-Service Training ...... 36
8. Updating of Data Processing Teachers ...... 37
9. Work Experience Requirements of Data Processing Teachers ...... 38
10. Qualifications for Selection of Part-time Instructors . . . 39
11. Approximate Number of Business Education Students ...... 40
12. Ownership of Data Processing E q u i p m e n t ...... 41
13. Time Period When Institutions Began Offering Instruction in Data P r o c e s s i n g ...... 42
14. Primary Reason for Offering Instruction in any Phase of Data P r o c e s s i n g ...... 43
15. Host Serious Problems in the Operation of Data Processing Instruction ...... 45
16. Data Processing Program Changes ...... 46
vi LIST OF TABLES— Continued
Table Page
17. Determination of Program Changes ...... 47
18. Grade Level of Students Enrolled in Data Processing C o u r s e s ...... 48
19. Selection of Students for the Data Processing Courses ...... 49
20. Prerequisites Required for Entry to Data Processing P r o g r a m ...... 50
21. Amount of Laboratory Work Performed Per W e e k ...... 51
22. Courses Taught by Part-time Personnel ...... 52
23. Location of Where Students Get Most J o b s ...... 53
24. Problems Experienced in Placing Students ...... 54
25. Total Teaching Experience ...... 58
26. Business Data Processing Teaching Experience ...... 59
27. Data Processing Areas in Which Teachers are Now Teaching...... 60
28. Courses in Data Processing Studied By Instructors . . . 61
29. Computer Programming Languages Studied By Instructors . 61
30. Sources Utilized By Instructors in Keeping Update in Data Processing...... 62
31. Recommendations Regarding Data Processing Courses Needed By Business Education Teachers ...... 64
32. Emphases of Instruction in Business Data Processing . . 65
33. Computer Programming Languages Being Taught ...... 66
34. Skills Instructors Felt Should Be Required of Computer Operators, Programmers, and Systems Analysts ...... 69
35. Data Processing Equipment Used By Students ...... 70
36. Data Processing Equipment Located in the Business F i r m s ...... 74
vii LIST OF TABLES— Continued
Table Page
37. Types of Data Processing Equipment Utilized By Schools and Businesses ...... 75
38. Preferred Level of Education for Selected Data Processing Positions ...... 78
39. Data Processing Source of Training...... 7 9
40. Location of Where OJT Classes are Provided or T a u g h t ...... 80
41. Educational Areas People With the Following Jobs Should Have Had C o u r s e s ...... 82
42. Specific Skills Required By Businesses for Computer Operator, Programmer, and Systems Analyst ...... 85
43. Skills Required By Businesses and Teachers for a Computer Operator ...... 86
44. Skills Required By Businesses and Teachers for a Programmer...... 88 # 45. Skills Required By Businesses and Teachers for a Systems Analyst ...... 89
46. Data Processing Work Experience Required By Businesses for Certain Data Processing Positions ...... 91
47. Comparison of Certain Data Processing Positions With Hillestad and Bangs Study ...... 103
viii CHAPTER I
INTRODUCTION AND THE PROBLEM
Finding competent well-educated office workers to fill the needs of business has been a problem in the United States for a number of years. Since the turn of the 20th Century this problem has increased as the number of jobs in the office has constantly increased. According to Felske (1974) one in twenty persons in 1910 was a clerical worker; by 1940 the proportion of clerical workers had risen to one in ten; and in 1950 one in eight employed workers was a clerical employee. Since then this ratio of clerical employees to the total work force has increased, more slowly, but it is still increasing faster than the work force as a whole. Today clerical workers represent about one out of every seven workers (Gibson and Gibson, 1975), and projections indicate that by 1980 more than 25 million employed workers will be clerical workers.
Although these clerical workers are employed in businesses of all sizes, from firms employing thousands of workers to very small ones with only two or three employees, Gibson and Gibson (1975) believe that the majority of them (about nine out of ten) are in small organizations employing fewer than twenty workers. Large or small, these businesses have one thing in common— they need financial records to provide information for owners, managers, governmental agencies, and others
1 2 interested in the operation of the business. They also need faster and easier methods of keeping records, but the information produced from these methods must be accurate and economical. Automated data processing has resulted from these demands.
Growth of Data Processing
Card punch/unit record equipment has been in general use for more than 30 years. Thousands of keypunch and tabulating employees proved that business and industry could process data in an efficient and economical manner; but the advent of the computer marked a new era in technological capability. In this new industry, 1954 marks the time when computers, in any significant number, were installed by business and industry. Fair (1974) stated that in 1967, the U.S. Department of Labor published a survey of computer installations in the United
States that showed a growth of from 2,500 computers in 1957 to 52,000 in 1967. In 1969 the "computer census" was updated by The Diebold
Group, Inc., indicating the total number of installations was 70,000.
At that growth rate, over 150,000 computers are now operational. To professionals in business and data processing education, the need for well-prepared data processing personnel has become an increasing challenge.
In order to develop an up-to-date business data processing curriculum, business educators and guidance counselors concerned with preparing students to work in data processing occupations need to be aware not only of the duties required once a student is on the job, 3 but also the business background and training necessary for job entry.
The challenge to business educators in data processing is to update and upgrade their course offerings continuously to prepare adequately
those individuals who will become the computer professionals of the
future.
Statement of the Problem
The problem of this research study was to compare the business
data processing instruction in the vocational programs at the secondary
and post-secondary levels in Alabama with what businesses require of prospective data processing employees. Data from such a study may
serve as basis for establishing or updating secondary and post-secondary
curricula and .business education teacher education programs.
In order to make comparisons, answers were sought to the following
questions:
1* What is the present curriculum of business data processing in
the vocational programs in the Alabama secondary and post-secondary
schools?
2. What business data processing skills are required by businesses
for students entering data processing positions from secondary and
post-secondary institutions?
3* Does the equipment being utilized in the businesses differ
from that being used in the public high schools and post-secondary
institutions?
4. What are the business education and data processing teachers'
formal training and/or work experience in business data processing? 4
5. What jobs are available for graduates from secondary and post secondary institutions?
6. Does the preparation differ of teachers Instructing data processing concepts at the secondary and post-secondary levels?
Purposes of the Study
The findings of this research study may contribute to the improve ment of instruction in business data processing in the following ways in that they may:
1. Identify strengths and weaknesses in the business data processing curricula in Alabama vocational secondary and post-secondary
schools.
2. Reflect changes that could improve teacher education programs.
3. Challenge others to do additional research in the area of' business data processing instruction at the secondary and post-secondary
levels.
To accomplish the above purposes, data were collected from two sources:
1. Department heads of data processing instruction in secondary schools, junior and community colleges, and vocational schools; as well as from data processing instructors in these institutions.
2. Data processing managers. 5
Delimitation of the Study
To help identify the specific area of this study, the following delimitation was made: Assessing the quality and effectiveness of instructional materials and media were not considered as a part of this study.
Definition of Terms
To provide a thorough understanding of terminology used in this study, the following definitions are given:
Automated Data Processing (ADP). The term applied to the processing of data by mechanical or electronic equipment that operates with a minimum of manual intervention. (Wanous, 1971)
Business Data Processing. This term includes manual, mechanical, and electronic means of manipulating business information in a form easily accessible for business reports. (Freeman, 1973)
Data. The raw facts which must be converted into information.
(Wanous, 1971).
Data Processing System. A network of machine components capable of accepting information, processing it according to a plan, and producing the desired results. (IBM, 1972)
Debug. To detect, locate, and remove mistakes from a routine or malfunctions from a computer. (Freeman, 1973)
Disk Storage. Storage on direct access devices that record data magnetically on rotating disks. (IBM, 1972)
Hardware. The physical equipment or devices forming a computer and peripheral equipment. (Wanous, 1971) 6
Magnetic Tape. A storage device in which data are stored in the form of magnetic spots on metal or coated plastic tape. (IBM, 1972)
Post-secondary Schools. Public two-year community colleges, technical Institutes, etc. that do not offer a baccalaureate degree in business and office education.
Programmer. A person mainly involved in designing, writing, and testing computer programs. (IBM, 1972)
Programming Language. A system of codes and symbols which can be translated by the computer into machine language recognizable according to the design and requirements of the particular computer being used.
(IBM, 1972)
Secondary Schools. For the purposes of this study secondary schools will consist of grades 10-12.
Software. A set of programs, procedures, and possibly associated documentation concerned with the operation of a data processing system.
Source Document. The business form from which raw or original data are obtained. (Freeman, 1973) CHAPTER XX
REVIEW OF RELATED LITERATURE
The search for related Information relative to determining the emphases being placed on the integration of data processing concepts in the business education courses at the secondary and post-secondary levels encompassed two phases: (1) a review of related literature, and (2) a review of related research. The review of related literature consisted of a library search through books, periodicals, and documents.
The review of related research consisted of a DATRIX computer research, a review of applicable dissertations and theses listed in the Business Education Index and the Business Education Forum, and a scanning of AIM and ARM indices.
Related Literature
Should data processing be included in the high school business education courses? In order to answer this question, an attempt was made to review current and past literature written by high school teachers. The literature included many different viewpoints, but most of the articles seemed to favor including at least a data processing unit in the high school business education curriculum as general background knowledge.
Millions of dollars are invested annually in automated data processing systems widely used in business and industry. Splegelberg 8
(1974) believed that data processing should be integrated in the secondary business education curriculum so students may develop a general understanding and appreciation for the capabilities and the limitations of these automated data processing systems. She stated that data processing can be taught without equipment, but for the students actual hands-on experience is additional motivation. K Bunch (1969) found after surveying 800 business firms in his community that 55 percent trained their own keypunch operators but that 95 percent believed that the public school should train keypunch operators.
Many people have traditionally associated the use of computers with the offices of large industrial organizations. This was partly due to the size and the initial investment of the first data processing equipment. Today, due largely to increased research and improvements in technology of the data processing hardware, the computer has not only decreased in size and cost but is now being made available to more businesses for use in a variety of applications. Retailing operations have turned to data processing as a means of facilitating their accounting activities. Miller and Walden (1973) pointed out that because of increased use of electronic data and in order to insure that today's students are prepared to enter the job market, data processing should be introduced in the business education courses. However, the degree and the source of the students' exposure to data processing need to be decided, the degree depending upon the career goals and educational levels of the students along with the hardware that is available to the students. 9
The high school student should be equipped with a basic under standing of computer terminology and with an introductory knowledge of computer applications, with some hands-on experience if possible, according to Miller and Walden (1973). They also stated that the co-op student, who is a stockboy, should be provided with information concerning the computer forms. Perhaps the girl who works as a sales- person at a department store will better understand the importance of gathering the price tickets at the time of the sale and how this informa tion will be utilized if she is acquainted with data processing principles.
In order for clerical workers and secretaries to communicate effectively, they should be familiar with data processing terminology. They should also understand the procedure for extracting information from .the computer's data base and how to interpret the computer output into useful information.
Bangs and Hillestad (1968) undertook a study to determine the implications of integrated data processing in offices for the preparation of office workers and the development of office occupations curricula in public secondary and post-high-school institutions. The purpose of their study was to provide guidance for schools in evaluating existing programs and for establishing new programs in integrated data processing.
Secondary and two-year post-high-school teachers from 176 school systems that offered programs in data processing were interviewed. Some of the
findings from their study that related directly to this study are the
following: 10
1. Most teachers (secondary and post high school) felt that data processing should be Introduced at the high school level, preferably at the eleventh and/or twelfth grades.
2. The teachers were in definite agreement that data processing should be introduced in a general introductory course, or at least in a formal course situation.
3. Approximately half of the teachers who suggested an introductory course seemed to think that data processing should be presented as a unit in another course first.
4. Only nine teachers out of approximately 125 felt that data processing should be introduced through the operation of the key punch machine.
5. Only a few teachers indicated that data processing should be introduced through unit record courses.
Reese (1970) contended that school monies, teacher, and student time can best be utilized by including data processing and computer concepts in existing courses such as office practice, bookkeeping, and basic •# business. Furthermore, he felt that having a good understanding of basic fundamentals such as English, mathematics, social studies, and basic business understandings is more important for students than to have a superficial understanding of data processing equipment and its operation.
Data processing practice sets have been developed that require no machines and include marginal notched cards or perforated punched cards which permit the holes to be punched by pencil or some other such 11 instrument. From the activities included in the practice sets, the student should be able to understand the similarities of the methods of data processing and the association of the manual method to the more highly sophisticated methods of data processing. Reese proposed that a simple expedient to accomplish essentially the same purpose would be the use of a bookkeeping practice set and incorporate the appropriate data processing terminology and apt examples and illustrations.
Reese (1970) suggested, also, that one of the greatest contributions that can be made by the secondary school is to develop within students a general understanding and appreciation of computers and the role they play in business. Students can also develop the readiness to accept change and a willingness to adapt to change which may be necessitated by computer implementation or other innovations. Therefore, students becoming familiar with concepts, terminology, and vocabulary of data processing is imperative.
Business educators and guidance counselors concerned with preparing students for work in data processing need to be aware of the activities required once a student is on the job. Travis (1971) stated:
To help students obtain an education for a lifetime of work, and especially to help them through initial years of employment, is a challenge to every business educator. Even as we provide opportunities for them to acquire the skills they will need for initial jobs, we must provide a broad background to carry them beyond those jobs.
Wood (1966) advocates, too, that business educators take the responsibility to prepare the students with at least a few basic tools in data processing. 12
Integration of Data Processing Concepts In the Accounting/Bookkeeping Courses
Several educators (Patton, 1970; Washburn, 1974; Majemik, 1974; and
Mott and Wall, 1975) have advocated that data processing concepts should be incorporated into accounting/bookkeeping courses.
Patton (1970) pointed out that one must look at what is necessary for the students to know in order to evaluate the bookkeeping positions in relation to data processing. Attention must be given to what the teachers are trying to do in their teaching of bookkeeping. There are two basic reasons for teaching bookkeeping; namely, the vocational need or the general education aspect. The general education need is not only education for the present but also preparation for the future. The best time, according to Patton (1970), to teach bookkeeping and data processing as a general knowledge is in the bookkeeping c1 Jisses when the students are getting an understanding of collecting data. At the same time, they are acquiring a knowledge of how to store and process these same data with automated equipment, which they may or may not use, but which they will have access to in the future. Data processing can be taught in book keeping as a general education background for students who think they are going on to college or for those students who will be entering into a training program that includes a more comprehensive course of study.
Because of the nature of the course, the bookkeeping/accounting course appears to be the most feasible one in which to integrate data processing concepts. After having a course with business data processing concepts integrated, the student should be able to better understand the concepts in the data processing courses in which the student may enroll. 13
Another aspect o£ general education was labeled by Patton (1970) as personal use, which may lead the student to future employment. Data processing concepts can be taught in bookkeeping classes for personal use and background for research purposes pertaining to work experience.
He states that before the material can be encoded on the card or diskettes by the key-punch machine, the encoder must know about the theory of data collection, which may seem minute to some but a problem to others. He also stated that in many companies, the secretary is the interpreter for the company and needs to know the general terminology of both bookkeeping and data processing.
Washburn (1974) stated:
Since data processing is growing and technological improvements are causing a revolution in American offices today, instruction in data processing should be included in the general curriculum of business education on the high school level and in bookkeeping classes.
Automated data processing instruction should be included in the curriculum of every accounting class. Majernik (1974) stated that the issue is not debatable, for including the teaching of automated data processing is much easier to justify than not including such instruction.
He, also, states that automated data processing instruction should be offered in the accounting curriculum since it prepares students for advanced study in ADF, and introduction to data processing aids all students preparing for business careers and in choosing a career.
Also important is that data processing knowledge adds realism to the instruction received in other classes. 14
Mott and Wall (1975) stated that data processing concepts that are to be incorporated in the bookkeeping/accounting course must be introduced at a time when articulation can be smoothly accomplished. They pointed out that the introduction of data processing concepts in an isolated unit or chapter near the middle or end of the bookkeeping/accounting course may be convenient, but it is not practical. Further, according to these authors, incorporating data processing concepts in the book keeping/accounting course systematically rather than as a "separate but equal" unit has several distinct advantages, of which the following appear most important: (1) data processing concepts can be more realistically identified, and (2) data processing can be more easily perceived as a valuable accounting tool.
Burgess (1974) pointed out that the bookkeeping teacher is account able for the student who wishes to develop a usable personal skill as well as for the student seeking a vocationally marketable skill.
Furthermore, he stated that this dual responsibility has caused a difference of opinion about what the high school bookkeeping course should accomplish. Burgess also stated that the university accounting professor traditionally looks at accounting as analyzing financial state ments and consequently sees little merit in a bookkeeping teacher's emphasis on the "how" of keeping accounting records. Perhaps because of this strained communication link, or perhaps due to preoccupation with pressing personal needs, the bookkeeping course has not been as responsive to the technological changes of the modern office as it might 15 be. The contention that manual bookkeeping reinforces learning and creates an atmosphere for additional learning is not challenged by
Burgess, but the need for more automated data processing knowledge is cited by Burgess as a major issue for business education of the seventies.
Suggesting change is easier than outlining steps for implementing methods or techniques that will facilitate it. Burgess (1974) stated that the strategic place and time for realistic changes to take place is in the individual teacher's classroom. Bookkeeping/accounting teachers must not wait for published materials to incorporate data processing concepts into their classes, for Burgess (1974) believed that to do so might provide fuel for the destruction of their course.
Gibson (1975) "also believed that the bookkeeping/accounting teacher must include data processing concepts in his/her teaching. Also, he felt that the teacher who fears that his/her own inadequate exposure to data processing concepts is a major drawback should enroll in a data processing course taught by a specialist in the field. A dedicated effort by teachers to integrate data processing into their bookkeeping/ accounting courses will revolutionize the course and make it more realistic, more vocationally effective, and more in line with the educational needs of the American student. A number of business education teachers seems to fear data processing because they believe it too mathematically oriented for their comprehension. 16
Integration of Data Processing Concepts In the Office Practice Course
Spring (1971) believes the business education teachers of office practice courses should include expository instruction in the area of data processing, which would mean the reorganization of the content of these courses. Spring claims this could be done either at the secondary schoola or post-secondary level institutions by incorporating data processing concepts as a unit in an office or secretarial practice course. She believes, further, that the inclusion of data processing concepts in the business education courses would increase the student's ability to communicate in an office occupation.
Spring (1971) contends that students can only become knowledgeable about data processing concepts if first they understand the term data processing and its origin. The student must also be familiar with the design of a card to understand the punched card processing system. The presentation of the unit record equipment should be expository in keeping with the objectives of the unit. The unit would be concluded with a lesson flow charts and system analysis and design. The writer must point out that today data entry is either on-field data entry or off-field data entry. On-line data entry would consist of keying directly into the computer, while off-line data entry would consist of key-to-tape, key-to-disk, key-to-diskettes, or key-to-card system. Most companies employ the off-field data entry— the key-to-tape, key-to-diskettes, or key-to-disk system. The key-to-card system is rapidly becoming obsolete. 17
Transparencies and handouts are. valuable teaching aids for
Introducing students to data processing concepts through a unit in the office procedure course.
Preparation of Business Education Teachers for Data Processing
Majemik (1974) expressed the belief that one reason for not offering
ADP instruction is that the teacher has not had any training in ADP principles. The educators have the responsibility to see that they are kept abreast of the latest developments in their field; otherwise, they
cannot prepare students for the future. Some businessmen feel that the
area of ADP is too complicated for the instructors to understand, there
fore, they are training their own data processors.
Bryson (1973) stated that an awareness of the needs o£ business
education teachers at all levels for instruction in data processing has
led to several approaches to meeting these needs by the Business Educa
tion Department at West Georgia College (WGC). Because integration of
data processing into existing courses is one feasible way to teach
students about the subject, instruction is provided in business education
courses on how this may be done. At both the undergraduate and graduate
levels, method courses emphasize how to integrate data processing in
secondary school courses such as bookkeeping/accounting, general
business, and office practice.
The methods used for teaching fundamental concepts of bookkeeping
are updated, continously to meet the rapidly changing business office
conditions, and data processing methods are related to accounting
problems in order to meet these conditions effectively (Bryson, 1973). 18
He states that instruction is provided on equipment used in data processing that is bookkeeping-related, and the language of data processing receives special attention in such courses as accounting and office management for flowcharting is introduced early in the curriculum so the student can use it as a tool throughout the program.
The WGC methods students are made aware of the many sources for obtaining materials which may be used for data processing instruction, and data processing workshops are available for graduate credit.
Enrollees are given an opportunity to complete a secondary-level fundamental of data processing text with data processing applications, and they are involved with "hands-on" experience at the WGC Computer
Center while enrolled in the workshop (Bryson, 1973). He states that the basic components of automated systems, the unit-record system, and the electronic computer system (including human language programs and block diagrams, machine-language instruction, COBOL applications, and careers in automated data processing) are covered. Area business education teachers may make arrangements with the Business Education
Department to bring students to the College to become familiar with data processing equipment and its operation. Bryson (1973) believes that business education teachers at all levels do need a basic data processing background as well as an understanding of the methodology appropriate for providing instruction in this important area. 19
Related Dissertations
One of the earliest significant studies was completed by Niemi
(1959) in which he mailed 452 questionnaires to computer users located throughout the United States. Only 182 (40.3 percent) usable replies were received. He attempted to categorize the knowledges, skills, and understanding of electronic data processing necessary for employment in the business community and stressed the importance of educational institutions to provide adequate training in electronic data processing on the secondary and post-secondary school levels. Niemi's study was one of the first investigations into the sphere of instruction of business data processing teacher training on the post-secondary level.
One of the most comprehensive studies of college and university courses in electronic data processing was done by E. Dana Gibson (1957).
A questionnaire was sent to 135 selected colleges and universities in the United States and 86 (63.7 percent) replies were received.
Conclusions drawn and recommendations made related to the future of computer technology and how the collegiate schools of business should proceed to meet the demands of the developing technology. While
Gibson's conclusions were essentially correct— namely, that integrated and electronic data processing would attain prominence in business operation in the near future, his recommendations generally concerned the educational programs of collegiate schools of business rather than the knowledge and skills needed in the computer operator and computer programmer levels of occupation. Nevertheless, the study has relevance 20
to programs at both high-school and post-secondary levels because it was
the pioneer investigation of the problem concerning the training of workers for occupations in digital computer installations.
Automation Research, a monograph by Enoch J. Haga published in 1965
at San Diego State College by the Society for Automation in Business
Education, lists 133 theses and dissertations on subjects ranging from
* clerical applications to systems theories. Only one of these disserta
tions (McCoard, 1961) related to junior college business education: a
survey to ascertain what effects automation might have on the general
business programs at El Camino College. Inasmuch as that institution
had no EDP program at the time, the recommendations of the survey were
directed to promotion of problem-solving techniques, the functioning of
logic in solving practical problems, the then current scope of EDP, and
the importance of accuracy.
The primary purpose of the Jones (1964) study was to ascertain the
knowledges and skills required of the high school graduate who desires a
computer or machine accounting career in business in which she received
69 (39.7 percent) responses from the 174 questionnaires that were mailed
to business managers. The information derived from the survey data is
delineated in 36 conclusions which point in general to the fact that high
school graduates may usually qualify for the semiskilled, clerical-
related operational functions of peripheral equipment in data processing.
However, because a "consistent inconsistency" was apparent among the
participants in many aspects of the investigation, and because of the
diversity of work experience and education or training requirements, 21 the responsibility for specific job training was concluded to lay with the respective employers. The high school’s responsibility was to provide such education as would allow the prospective employee to adjust to the situation in any one of the installations. It was suggested that preparation in the high school should be of the kind to provide students with fundamental skills and knowledges sufficient to give them flexibility * in seeking employment. The Jones study points clearly to the need for post-secondary data processing education and training for the skilled and technical occupations below the management and supervisorial levels.
If, as the Jones study revealed, post-secondary education is needed in order to qualify for occupations in computer operation and computer programming, a college degree is not clearly preferred for these occupa tions, the junior college appears to have a definite role in the training of electronic data processing personnel.
The need for high school business education departments to teach basic data processing was pointed out by Frisbie (1962), in which questionnaires were sent to 812 organizations which were thought to be m users of electronic data processing equipment; but only a total of 282
(34.7 percent) usable questionnaires were returned. She suggested that students be tested for aptitude in mathematics courses as a prerequisite to entering the advanced study of data processing. The need for mathematical aptitude in higher mathematics as a necessary prerequisite for learning or teaching of business data processing was examined in this study. 22
LaSalle (1963) on the basis of a study of business educators and manufacturers of automated data processing equipment to determine the role of secondary schools in the instruction and training of data processing, recommended that the secondary school business departments offer a one-year course. He stated that this course should be given on the twelfth grade level and should include a study of the following units: types of automated equipment available, employment opportunities in the field of automation, an orientation to data processing, and automated equipment operation.
A unit or study in the principles of data processing and automated equipment for secondary schools was developed by MacDonald (1964). He stressed the need for teaching the fundamentals of data processing in the secondary schools. In pointing out the need for qualified teachers of data processing trained at the collegiate level, MacDonald (1964) states that at that time (more than 10 years ago) colleges and universities had only recently begun to any extent to provide an opportunity for high school teachers to become trained in data processing.
He also points out that very few had the personnel or the equipment to offer training to teachers.
In his study of teacher education programs in business education
Schlapman (1969) studied the course offerings in business data processing available to business education teachers at the undergraduate level.
He found that the main points of concern centered around the availability of equipment, the number and variety of courses offered, course content, and the educational background and effectiveness of instructors. An 23 analysis also was made of the teachers' opinions of their college instructors in data processing relating to their teaching effectiveness and methodology.
Crawford (1970) investigated in-service education available for public secondary school business teachers at the Georgia teacher training institutions. A profile of characteristics of Georgia business teachers and an analysis of in-service education activities revealed that fewer than one-tenth of the Georgia business teachers had experience in data ' processing but that more than one-half of the 830 responding teachers desired a better background in data processing. Almost a third of the responding teachers desired assistance in increasing their knowledge of the content and methods of teaching business data processing.
Hurst (1970) analyzed the skills and knowledges needed by office occupation students for careers in business electronic data processing.
He collected data from 79 computer installations in the metropolitan area of Atlanta, Georgia, to determine the employers' requirements for employment in various data processing positions below the supervisory level. He recommended that students should be taught for the family of clerical positions at either the secondary school and junior college level or for the family of professional positions at the junior college level.
Relationship of the Studies to Present Study
Niemi’study dealt with the training and educational requirements of
the managers of computer installations, whereas one phase of this study investigated the training and educational requirements of entry-level 24 positions and mid-management positions. Niemi surveyed a sampling of computer users located throughout the United States, but in this study data processing managers located in Montgomery were interviewed.
Gibson study has a relation to this study in that both dealt with the knowledges and skills needed by clerical workers in first-level entry occupations, but this study also dealt with the knowledges and skills needed for the more advanced occupations. Gibson also made an attempt to arrange a bibliography of materials and writings on Integrated and
Electronic Data Processing, whereas this researcher did not.
The Jones study was designed to provide information that would have implications for secondary business education programs and also determine the computers used and the applications of computers. Jones mailed questionnaires to a sampling of computer users in Ohio, whereas in this study the interview technique was utilized. Jones only received a 39.7 percent response, while this study received a 71.4 percent response rate.
Frisbie used the historical method and survey questionnaire to determine what technological changes in electronic equipment had been introduced from 1932 to 1958, what trends in office employment had accompanied the introduction of this equipment, and what office occupations were being affected because of the use of this equipment.
Even though Frisbie study set forth: the training implications for future workers, this study made a comparison of the data processing skills required by business firms with the educational training received by students entering data processing positions from secondary and post secondary institutions. 25
One of the main purposes of this study was to evaluate the curricula of business data processing in the vocational programs in the Alabama secondary and post-secondary schools in order to see if the businesses demands of the state were being met. A higher rate of response was received from participants in this study as compared with the other studies. CHAPTER III
RESEARCH PROCEDURES
Developing business data processing curricula for the student
training programs and for teacher education programs is a problem for
educational institutions. Since no research report about the status
of business data processing in Alabama was located, the present study was designed as an attempt to determine the implications of automated
data processing for the preparation of office workers by vocational
secondary schools and post-secondary institutions offering less than
the baccalaureate degree.
Development of the Research Instruments
A survey design utilizing interviews and questionnaires was used
for this study because of the kind of information needed. Two
questionnaires were developed— one for heads of instructional units in
high schools, junior colleges, and vocational-technical schools; and
one for teachers of data processing courses in high schools, junior
colleges, and vocational-technical schools. The interview schedule
was developed for data processing managers in the business firms.
Department Heads and Instructors Questionnaires
A mailed questionnaire was developed as the research instrument for
department heads and instructors because the mailed questionnaire would
26 27 be able to reach the greatest number of secondary and post-secondary schools throughout the four largest metropolitan areas In the State of Alabama.
The questionnaires were developed initially on the basis of the related literature. Preliminary forms of the questionnaires were tried out tp evaluate the wording of the questions, the length of time required to complete the questionnaires, and for omissions of information that should have been included in the study. The tryouts were conducted in the Montgomery area, using one of the district supervisors for
Business and Office Education, the State Supervisor for Post-Secondary
Education, three high school teachers, and three post-secondary instructors. From the suggestions given by these people, the questionr naire formats were revised, wording was refined, and other suggestions were incorporated into shorter instruments, which were again tried out.
With a few revisions, the department heads' as well as the instructors' instruments were forward to the business education departments in the four cities.
Data Processing Managers Interview Schedule
Interviews, rather than mailed questionnaires, were the means by which data were collected from the data processing managers because of the greater probability of a higher rate of response.
A prepared schedule of questions was used to gather Information from data processing management personnel regarding the educational and skill requirements of data processing personnel. The schedule of 28 questions was developed from the review of literature and from feedback received from three data processing managers in the city of Montgomery.
The prepared questions were asked of each of the data processing managers in the 30 business firms who had data processing equipment by the researcher, and the answers were recorded on the schedule that was provided.
Selection of the Populations
Three populations were studied in this investigation: (1) businesses using either mechanical or electronic data processing located in
Montgomery; (2) public high schools, and (3) junior colleges and/or technical schools located in the four largest cities in Alabama.
Selecting the Data Processing Managers
Dun and Bradstreet's 1977 Million Dollar Directory lists the businesses with net worth of one million dollars or more. Forty-four businesses in Montgomery were listed in the Directory and constituted the population for the study. The information in the Directory revealed that the businesses in Montgomery are not different in type than businesses in the other three cities— Birmingham, Huntsville, and Mobile.
The businesses in the four cities consisted of the following types: manufacturing, processing, distribution, finance, and insurance. The
U.S. Bureau of the Census indicated that the four cities employed approximately thei same number of sales and clerical employees, therefore,
Interviewing the businesses in Montgomery should give data generalizable to the other cities (Table 1). 29
‘table 1
SALES AND CLERICAL EMPLOYEES EMPLOYED
City Total Percent
Birmingham 120,879 27.8
Huntsville 55,790 24.2
Mobile 69,980 27.3
Montgomery 54,254 29.1
Selecting the Secondary and Post-Secondary Institutions
The high school list appeared in the Business and Office Education
Supervisory Staff Directory 1976-77, while the post-secondary school list was found in the Alabama Educational Directory 1976-77.
The target population for the high schools consisted of the schools which offered vocational business and office education programs located in the four largest metropolitan cities. The population was limited to the schools offering vocational programs because of information received from more than twelve fellow business educators, while the researcher was conducting the pilot study, that the vocational programs are the ones integrating data processing concepts in the business education courses.
The study was limited to four cities, Birmingham, Mobile, Montgomery, and Huntsville, due to the fact that the employee market in Montgomery 30 basically consists of employees from these cities. The total population of the high schools used in this study consisted of 36 secondary institutions (Table 2).
TABLE 2
LISTING OF SCHOOLS TO BE USED IN STUDY
Secondary Pos t-Secondary Institutions Institutions
City f f
Birmingham 18 1
Huntsville 7 1
Mobile 7 2
Montgomery 4 3
TOTALS 36 7
The target population for the post-secondary institutions consisted of the seven two-year institutions offering a program in business and office education located in the mentioned cities.
The list of schools was keypunched to form a master file which was used for further processing of the data. The file was set up to be controlled in order by city. 31
Collecting the Data
Two questionnaires, one each for the department head and the teacher of data processing, accompanied by a letter of transmittal were mailed to
the head of the business education department at each secondary and post
secondary school in the four cities. The department heads were asked to
complete the questionnaire entitled "Department Head Questionnaire" and
refer the second questionnaire entitled "Instructor Questionnaire" to
the teacher who was most actively involved in teaching business data processing concepts in the school. Eighty-six questionnaires were mailed to the department heads in the four metropolitan cities.
The questionnaires and envelopes were designed for maximum
efficiency in mailing, recording data by the respondent, and transcribing
the data on punched cards by the researcher for further processing.
Addressed and stamped envelopes were included with all questionnaires mailed to the department heads.
Serial numbers were stamped on each questionnaire for identification
purposes. The', serial number was also stamped beside the school name on
a master list of schools in order by city. As the completed question naires were received, the date of receipt was noted on the master list.
Three weeks after the original mailing, follow-up letters were
mailed to the department heads of the schools who had not responded.
Ten days later a wide area telephone service (WATS) line was used to
call all schools from which no response had been received. 32
Data were collected from 42 (95.45 percent) of the 44 business firms of which 12 (28.6 percent) reported not having data processing equipment, leaving a total of 30 (71.4 percent) business firms with data processing equipment. Responses were also received from 33 (89.19 percent) of the
37 secondary department heads and instructors, and from six (85.71 percent) of the seven post-secondary department heads and instructors
(Table 3).
TABLE 3
NUMBER OF PARTICIPANTS RESPONDING
Number Number Participants Sent Returned , Percent
Secondary DP Heads 37 33 89.19
Post-Secondary DP Heads 7 6 85.71
Data Processing Managers 44 42 95.45
TOTALS 88 81 90.12 CHAPTER IV.
DEPARTMENT HEAD QUESTIONNAIRE FINDINGS
The findings from the department head questionnaire concerning the
business data processing instruction at secondary and post-secondary
* levels in Alabama are presented in this chapter. As stated earlier,
only those schools were surveyed that had federally funded vocational
business and office education programs in the four largest cities in
Alabama. The questionnaire was mailed to 37 secondary department
heads and to seven post-secondary department heads.
Characteristics of Data Processing Departments
The department heads were asked to respond to questions concerning
the employment of data processing instructors, the emphasis of the data
processing program, student enrollment, and the in-service training of
data processing teachers.
# Staff
Only nine, or 27.3 percent, of the 33 secondary department heads
responded that they offered a unit or course(s) in data processing.
However, all six of the post-secondary department heads from post
secondary institutions responded that they offered a unit or course(s)
in data processing (Table 4).
33 34
TABLE 4
INSTITUTIONS OFFERING A UNIT OR COURSE(S) IN DATA PROCESSING
Yes No Total
Institution f % f % f %
Secondary 9 27.3 24 72.7 33 100
Post-Secondary 6 100.0 _ — 6 100
TOTALS 15 24 39
Table 5 reveals that of the nine secondary institutions, five have a full-time data processing instructor, and/or that they hire business men to assist in the training of data processing students. All six of the post-secondary institutions have at least one full-time data processing instructor, of which four have two data processing teachers.
The majority (four or 66.7 percent) of the post-secondary department heads responded that they do not use part-time data processing personnel from business offices to teach data processing courses, but three (33.3 percent) of the nine secondary department heads stated that they do use part-time data processing teaching personnel (Table 6). 35
TABLE 5
NUMBER OF DATA PROCESSING TEACHERS EMPLOYED
Number of Pos t-Secondary Teachers High Schools Institutions Total
Full-time
1 5 1 6 2 - 4 4 3 — 1 1
Part-time
1 3 2 5 2
TABLE 6
USE OF DATA PROCESSING PERSONNEL AS PART-TIME DATA PROCESSING INSTRUCTORS
Post-Secondary High Schools Institutions Total Use of Part-time Personnel f % f % f %
Yes 3 33.3 2 33.3 5 33.3
No 6 66.7 4 66.7 10 66.7
TOTALS 9 100.0 6 100.0 15 100.0 Post-secondary department heads revealed that the full-time data processing instructors attended summer sessions, workshops, etc. more often than other full-time teachers in their schools. But the majority
(66.7 percent) of the secondary department heads indicated that they did not know the answer to the question, but three of them felt that data processing teachers received training as often or more frequent than other teachers in their schools (Table 7).
TABLE 7
FREQUENCY OF FULL-TIME DATA PROCESSING INSTRUCTORS RECEIVING IN-SERVICE TRAINING
Pos t-Secondary Frequency of High Schools Institutions Total In-service Training f % f % f %
About the same 2 22.2 2 33.3 4 26.7
More often 1 11.1 4 66.7 5 33.3
Not as often ------
Do not know 6 66.7 6 40.0
TOTALS 9 100.0 6 100.0 15 100.0
Secondary school department heads believe that special summer data processing workshops are most effective in updating data processing 37 teachers (Table 8). However, attending manufacturer schools was checked by four (66.7 percent) of the post-secondary department heads as being the most effective means of updating data processing teachers.
TABLE 8
UPDATING OF FULL-TIME DATA PROCESSING TEACHERS
Post-Secondary High Schools Institutions Total
Schools f % f % f %
Special summer DP workshops 4 44.4 1 16.7 5 33.3
Regular summer session classes 3 33.3 1 16.7 4 26.7
Manufacturer schools 2 22.2 4 66.7 6 40.0
TOTALS 9 99.9 6 100.1 15 100.0
All of the post-secondary and over three-fourths of the secondary school department heads responded that their full-time data processing teachers are not expected to work in data processing departments in business during the summer to get actual work experience on the equipment (Table 9). 38
TABLE 9
WORK EXPERIENCE EXPECTED OF FULL-TIME DATA PROCESSING TEACHERS
Post-Secondary High Schools Institutions Total Expected to Work in DP Departments f % f % f %
Yes ------
No 7 77.8 6 100 13 86.7
I M No, but recommended 2 22.2 - 2 13.3
No, but they do
voluntarily ------
No, but they visit offices
TOTALS 9 100.0 6 100 15 100.0
The majority of the secondary and post-secondary department heads
responded that part-time instructors are required to have teaching experience, but work experience was a requirement in only two secondary schools and in three of the post-secondary institutions (Table 10). The background courses required for secondary and post-secondary instructors are Business Courses, Data Processing Courses, Math, and Science; whereas
100 percent of the post-secondary schools require Psychology and
Psychology of Learning. 39
TABLE 10
QUALIFICATIONS FOR SELECTION OF PART-TIME INSTRUCTORS
------(— Pos t-Secondary High Schools Institutions Total
Qualifications f f f
Experience
Teaching 5 6 11 Business/Government 2 3 5
Education
High School Diploma — Business/Trade School - - - Junior College - 3 3 College Degree 2 2 4 Graduate Degree 4 2 6
Background Courses
Business Courses 3 5 8 DP Courses 3 6 9 Math 3 6 10 Science 3 5 8 Psychology 2 6 8 Psychology of Learning 2 6 8 Other Education Courses - 4 4 Other — — —
Students * The majority of the post-secondary department heads indicated that the number of students enrolled in business education was under 40
200, whereas the majority of the secondary department heads responded that their enrollment was 200 to 400 business education students (Table
11).
TABLE 11
APPROXIMATE NUMBER OF BUSINESS EDUCATION STUDENTS
Pos t-Secondary High Schools Institutions Total
Number f % f *'%' f %
Under 200 2 22.2 5 83.3 7 46.7
200 to 400 5 55.6 1 16.7 6 40.0
Over 400 2 22.2 2 13.3 0 TOTALS 9 100.0 6 100.0 15 100.0
Equipment
Three of the nine secondary department heads indicated that they had no data processing equipment in their schools, and half of the six secondary department heads indicated that the equipment they had was owned by the school or owned in cooperation with State or Federal
Agencies (Table 12). All six post-secondary department heads responded that their equipment was leased from the manufacturers. 41
TABLE 12
OWNERSHIP OF DATA PROCESSING EQUIPMENT
Pos t-Secondary High Schools Institutions Total
Ownership f % f % f . %
*N/A 3 33.3 - - 3 20.0
Owned by the school 3 33.3 - - 3 20.0
Leased - - 6 100.0 6 40.0
Rented 1 11.1 - - 1 6.7
Unknown 2 22.2 _ 2 13.3
TOTALS 9 99.9 6 100.0 15 100.0
*N/A stands for "Not Applicable"
Development of Data Processing Instruction
The earliest date data processing instruction was initiated at the post-secondary level was 1962, whereas data processing instruction did not begin at the secondary level until 1965 (Table 13). At the post secondary level, two (33.37 percent) programs were started in each of the years 1962, 1964, and 1965; but no post-secondary programs had begun since 1965. Even though business data processing instruction at the high school level is not new to business educators, the majority
(eight out of nine) of the secondary data processing programs in Alabama were not begun until the 70's. Only one secondary school had initiated 42 data processing instruction in as early as 1965, and two were initiated in each of the years 1972 and 1975; and the other three in 1977. One secondary school indicated data processing instruction will be initiated in 1978.
TABLE 13
TIME PERIOD WHEN INSTITUTIONS BEGAN OFFERING INSTRUCTION IN DATA PROCESSING
Pos t-Secondary High Schools Institutions Total
Year f % f % f %
1962 - - 2 33.3 2 13.3
1964 - _ 2 33.3 2 13.3
1965 1 11.1 2 33.3 3 20.0
1972 2 22.2 - - 2 13.3
1975 2 22.2 - - 2 13.3
1977 3 33.3 - - 3 20.0
1978 1 11.1 1 6.7
TOTALS 9 99.9 6 99.9 15 99.9
Operation of Data Processing Program
Seven out of 15 department heads reported that instruction in business data processing was offered primarily because the students were interested in data processing, and two programs were offered because 43 money was available for equipment— one secondary school and one post secondary institution. Four (26.7 percent) institutions offered data processing instruction because of the results received from a community survey. Two of the high schools listed "other’* as the reasons for offer ing business data processing; namely, (1) equipment was donated to the school for the purpose of starting a course in data processing and (2) small section of data processing was included in the accounting textbook.
TABLE 14
PRIMARY REASON FOR OFFERING INSTRUCTION IN ANY PHASE OF DATA PROCESSING
Post-Secondary High Schools Institutions Total
Reason f % f % f %
Community survey showed a need for it 2 22.2 2 33.3 4 26.7
Money available for equipment 1 11.1 1 16.7 2 13.3
Teachers interested in DP - ----
Students interested in DP 4 44.4 3 50.0 7 46.7
Other 2 22.2 — 2 13.3
TOTALS 9 99.9 6 100.0 15 101.0 44
The greatest number (7 of 15) of department heads considered curriculum problems to be the most serious instructional problem in teaching data processing concepts (Table 15). Another major problem indicated by the secondary school participants was selection of students for the program (6 or 66.7 percent), while arranging for field experience
(5 or 55.6 percent) was also considered a serious problem. Two-thirds of the secondary instructors responded that the most serious problem was the selection of students for the data processing program, whereas the post-secondary department heads indicated that student selection was not considered to be a problem. Curriculum development (two or 33.3 percent) and philosophical differences experienced among departments (two or 33.3 percent) were the most serious problems for post-secondary institutions.
Four secondary instructors listed other problems: (1) no equipment,
(2) teacher not trained in the area, (3) not having enough equipment for the larger classes, and (4) not being able to purchase updated equipment.
Nine (60 percent) institutions have made changes in the data processing programs since they were initiated by adding courses (Table
16). Third of the secondary institutions and all post-secondary institutions have included new courses in their programs,- and half of the post-secondary schools have added equipment. TABLE 15
MOST SERIOUS PROBLEMS IN THE OPERATION OF DATA PROCESSING INSTRUCTION*
Post-Secondary High Schools Institutions Total
Problem f % f % f % N=>9 N=*6 N= 15
Curriculum Development 5 55.6 2 33.3 7 46.7
Philosophical differences among departments - - 2 33.3 2 33.3
Scheduling students on equipment 3 33.3 -- 3 20.0
Selection of students for program 6 66.7 -- 6 40.0
Evaluation of student work ------
Trying to get other colleges to accept DP grades 1 16.7 1 6.7
Field Experience 5 55.6 - - 5 33.3
Keeping updated 4 44.4 1 16.7 5 33.3
Outside jobs - - 1 16.7 1 .6.7
Other 4 44.4 - - - -
*Columns add to more than "N" since the schools may have listed more than one problem 46
TABLE 16
DATA PROCESSING PROGRAM CHANGES*
Pos t-Secondary High Schools Institutions Total
Changes f % f % f % N=9 N=6 N=15
Added Courses 3 33.3 6 100.0 9 60.0
Combined Courses 1 11.1 1 16.7 2 13.3
Added Equipment 1 11.1 3 50.0 4 26.7
Changed in Standards 1 11.1 2 33.3 3 20.0
Selection of Students 2 22.2 - - 2 13.3
Other ------
*Columns add Co more than "N" since the schools may have listed more than one change
Procedures Followed by Instructors for Making Necessary Changes
Follow-up studies of students were listed most frequently by depart ment heads as the means of determining necessary program changes, four .
(44.4 percent) secondary schools and five (83.3 percent) post-secondary schools (Table 17). All post-secondary department heads reported some program changes were made on the basis of research literature. The least prevalent bases for making program changes indicated by secondary department heads were feedback from businessmen, research literature, and conversation with fellow data processing teachers; while suggestions from equipment manufacturers, feedback from advisory committee, and 47 conversation with fellow data processing teachers were the least used sources of information regarding program changes among post-secondary instructors.
TABLE 17
DETERMINATION OF PROGRAM CHANGES*
Pos t-Secondary High Schools Institutions Total
Basis for Change f . % f % f %
Follow-up studies of students 4 44.4 5 83.3 9 60.0
Advisory committee 3 33.3 2 33.3 5 33.3
Feedback from businessmen 2 22.2 4 66.7 6 40.0
Reading research literature 2 22.2 6 100.0 8 53.3
Conversation with fellow DP teachers 2 22.2 3 50.0 5 33.3
Suggestions from equipment manufacturers 3 33.3 1 16.7 4 26.7
Administrative directives ------
Other 1 11.1 - - 1 6.7
*Columns add to more than "N" since the schools may have listed more than one reason for the determination of changes 48
Organization of Data Processing Instruction
Table 18 reveals that four (44.4 percent) of the secondary department heads indicated that 10th, 11th, and 12th grade students are enrolled in data processing, while two of the schools offered data processing only to 12th graders. Five of the post-secondary department heads indicated they offer adult evening programs, and five have pre-employment classes.
Four of the six post-secondary schools offer CETA programs in data processing.
TABLE 18
GRADE LEVEL OF STUDENTS ENROLLED IN DATA PROCESSING COURSES*
Post-Secondary High Schools Institutions
Grade Level f f
Secondary
10, 11, 12 4 11 & 12 3 — 12 2
Post-Secondary
Pre-employment day classes — 6 Pre-employment night classes - 5 Adult evening - 5 CETA 4
*Since schools may have had both day and evening classes, totals are greater than the number of schools 49
Selection of Students
Selection of students for the data processing program is done by three of the secondary schools (Table 19). In two secondary schools the students were selected on the basis of test scores, and in the other high school students were selected because of their interest in data processing. Post-secondary department heads reported that students are selected according to state requirements.
TABLE 19
SELECTION OF STUDENTS FOR THE DATA PROCESSING COURSES
Pos t-Secondary High Schools Institutions Total Selection of Students f % f % f %
No Selection 6 66.7 2 33.3 8 53.3
Test Scores 2 22.2 - 2 13.3
GPA-General - - - - -
GPA-Specific Courses - - --
Certain Characteristics - - - - -
Other 1 11.1 4 66.7 5 33.3
TOTALS 9 100.0 6 100.0 15 99.9 50
Students must have prerequisite courses for entry into the data processing program in three of the nine high schools, but post-secondary institutions do not specify prerequisite courses (Table 20). Typewriting was the prerequisite course for data-entry clerks training in secondary schools. On the other hand, none of the schools specified a grade- point level for entry into their data processing programs.
TABLE 20
PREREQUISITES REQUIRED FOR ENTRY TO DATA PROCESSING PROGRAM
Pos t-Secondary High Schools Institutions Total
Requirements for Entry f % f Z f %
Prerequisite Courses 3 33.3 - 3 20.0
No Specified Grade Point 9 100.0 6 100.0 15 100.0
Accessibility and Assignment of Students on Data Processing Equipment
Students attending the post-secondary institutions have access to data processing equipment, but only students attending two-thirds of the nine secondary institutions have access to data processing equipment.
Table 21 reveals how the students’ laboratory periods are assigned or scheduled. Students in all post-secondary schools are scheduled on the equipment whenever they have free time. On the other hand, half 51 of the secondary department heads indicated that the laboratory periods are held as part of the regularly scheduled class periods.
The greatest amount of time laboratory work was performed by secondary students was indicated to be from five to seven hours per week, while more than 10 hours per week was common in the post-secondary schools.
TABLE 21
AMOUNT OF LABORATORY WORK PERFORMED PER WEEK
Post-Secondary High Schools Institutions Total
Laboratory Work f % f % f %
N/A 3 33.3 - - 3. 20.0
1-2 hours 2 22.2 - - 2 13.3
3-4 hours 3 33.3 - - 3 20.0
5-7 hours 1 11.1 - - 1 6.7
•» 8-10 hours - - 2 33.3 2 13.3
More than 10 hours 4 66.7 4 26.7
TOTALS 9 99.9 6 100.0 15 100.0
Part-time Personnel Teaching DP Courses
Table 22 reveals that the course most commonly taught by part-time personnel at the post-secondary level is programming, but the courses 52
taught by part-time instructors at the secondary level are keypunching and Accounting I. The teacher indicated that data processing concepts are integrated into the Accounting course.
TABLE 22
COURSES TAUGHT BY PART-TIME PERSONNEL
Post-Secondary High Schools Institutions Total
Courses f % f % f % N=3 N=2 N=5
Keypunch 2 66.7 - 2 40.0
Reproducer, etc. -- -
Unit record system - - -
Computer theory - - - - -
Systems analysis - - -
Programming - 2 100.0 2 40:0
Programming systems - - -
Computer console operation - - - - -
Data processing applications - - - -
Data processing math - - -
Data processing systems - - -
Other 1 33.3 - 1 20.0 53
Placement of Data Processing Students
Table 23 reveals that the majority of the secondary students find jobs In nearby large cities, whereas the post-secondary graduates tend to find jobs locally according to the department heads.
TABLE 23
LOCATION OF WHERE STUDENTS GET MOST JOBS
Post-Secondary High Schools Institutions Total
Location f % f % f %
All over the country
Locally 4 44.4 4 66.7 8 53.!
Nearby large cities 5 55.6 2 33.3 7 46.
Other
TOTALS 9 100.0 6 100.0 15 100. (
All six of the post-secondary department heads stated that they do not have any problems in placing students, and the majority (77.8 percent) of the secondary department heads responded that they do not have problems placing students (Table 24). 54
TABLE 24
PROBLEMS EXPERIENCED IN PLACING STUDENTS
Post-Secondary High Schools Institutions Total
Problems f % f % f %
No problem 7 77.8 6 100.0 13 86.7
Businesses hire students before they complete their work . .
Business reluctant to hire females -- - — —-
Jobs above tab equipment operation require more education than provided 2 22.2 2 13.3
Other _ ———
TOTALS 9 100.0 6 100.0 15 100.0 55
SUMMARY
1. Thirty-three (89.19 percent) of the 37 secondary department heads responded to the questionnaire, but only nine (27.3 percent) of the 33 department heads stated that they offered data processing instruction.
2. Six (85.71 percent) of the seven post-secondary department heads responded to the questionnaire, and all six of them stated that they offered courses in business data processing.
3. All of the post-secondary department heads stated that they had full-time data processing instructors, whereas the secondary institutions employ a number of part-time businessmen to assist in the training of data processing students.
4. The majority (44.4 percent) of the secondary department heads stated that special summer data processing workshops was the most effective means for updating data processing teachers. The post-secondary department heads (66.7 percent) responded that manufacturer schools was the most effective source for updating data processing teachers.
5. All six of the post-secondary department heads and seven (77.8 percent) of the nine secondary department heads responded that the data processing teachers are not expected to work in data processing departments during the summer to receive work experience in data processing operations.
6. The majority (70 percent) of the secondary department heads stated that the part-time instructors must have teaching experience and a graduate degree; three of the nine secondary department heads felt background courses in science should be a qualification factor.
7. All of the post-secondary department heads stated that the qualifications of part-time instructors should consist of teaching experience, data processing courses, math courses, psychology, and psychology of learning.
8. Three (33.3 percent) of the secondary department heads responded that they have no data processing equipment, whereas all six of the post secondary department heads stated that their equipment was leased from the manufacturers.
9. The first instruction in business data processing at the high school level began in 1965, but the post-secondary institutions had data processing instruction since 1962. 56
10. Seven (46.7 percent) of the secondary and post-secondary department heads stated that the primary reason for offering instruction in any phase of data processing was students showed an interest in data processing.
11. The instructional problem found to be most serious in the operation of business data processing instruction at the secondary level was selection of students for program, whereas curriculum development and philosophical differences among departments were considered to be most serious at the post-secondary level.
12. Data processing courses had been added to the secondary and post secondary curricula due to follow-up studies of students and infor mation received from research literature.
13. Six (66.7 percent) secondary department heads indicated that there is no selection process for students being in the data processing program, while four (66.7 percent) post-secondary department heads stated that students were selected according to the state require ments .
14. Typewriting was indicated to be a prerequisite at three of the nine secondary schools for entry into the data processing program, but no specified grade point was required.
15. Secondary graduates find the majority of their jobs in nearby large cities, whereas post-secondary graduates find jobs locally, according to secondary and post-secondary department heads.
16. Seven (77.8 percent) secondary department heads and all six post secondary department heads reported that they have no problem placing data processing students. CHAPTER V
INSTRUCTOR QUESTIONNAIRE FINDINGS
In order to gather data regarding teachers’ qualifications and methodology in data processing classes, an instructor questionnaire, mailed along with the department head questionnaire, was sent to 37 secondary instructors and seven post-secondary teachers.
Background Information on Data Processing Instructors
Data processing instructors were asked to respond to questions concerning their teaching background, professional training received, and the procedures and methodology for training data processing students.
Teaching Experience
The total teaching experience for the instructors ranged from two to more than 15 years (Table 25), but Table 26 reveals that two of the nine secondary instructors had been teaching data processing instruction for only one year. Most (50 percent) of the post-secondary instructors, however, had been teaching data processing concepts for six or more years.
Data Processing Areas Taught
The post-secondary instructors teach in all data processing areas ranging from introductory concepts to advanced programming and data processing applications, whereas the majority (55.6 percent) of the
57 58 secondary instructors indicated that they were teaching data processing units in accounting courses (Table 27). Only one secondary school taught advanced programming according to the secondary instructors, whereas advanced programming was taught by all six of the post-secondary instructors according to post-secondary instructors. Only two of the secondary schools offered any work on unit record, including data entry skills.
TABLE 25
TOTAL TEACHING EXPERIENCE
High School Post-Secondary Teachers Teachers Total
Years f % f % f %
1 to 12 months -- - — - -
2 to 5 years 1 11.1 2 33.3 3 20.0
6 to 10 years 3 33.3 1 16.7 4 26.7
11 to 15 years 4 44.4 2 33.3 6 40.0
More than 15 years 1 11.1 1 16.7 2 13.3
TOTALS 9 99.9 6 100.0 15 100.0 59
TABLE 26
BUSINESS DATA PROCESSING TEACHING EXPERIENCE
High School Pos t-Secondary Teachers Teachers Total
Years f % f % f %
1 year 2 22.2 - - 2 13.3
2 to 5 years 5 55.6 2 33.3 7 46.7
6 to 10 years 2 22.2 3 50.0 5 33.3
10 years or more .. « 1 16.7 1 6.7
TOTALS 9 99.9 6 100.0 15 100.0
Professional Training of Data Processing Instructors
Eight of the nine secondary instructors indicated that they had had an introductory course in data processing, but less than half of them had studied any advanced courses (Table 28). Only two of the six post secondary instructors responded that they had a course in operations research, whereas none of the secondary instructors stated that they had had such a course. The post-secondary instructors had studied introduction to data processing, keypunch, data processing applications, data processing systems, introduction to systems analysis, systems analysis, introduction to computer programming, introduction to digital computers, advanced programming, computer applications, and computer theory/logic. 60
TABLE 27
DATA PROCESSING AREAS IN WHICH TEACHERS ARE NOW TEACHING*
High School Pos t-Secondary Teachers Teachers Total
Data Processing Areas f % f % f %
Introduction to DP 2 22.2 6 100.0 8 53.3 Unit record equipment 2 22.2 1 16.7 3 20.0 Unit record systems 2 22.2 2 33.3 4 26.7 Introduction to systems analysis -- 4 66.7 4 26.7 Data processing systems 6 100.0 6 40.0 Introduction to digital computers - - 3 50.0 3 20.0 Computer theory/logic -- 6 100.0 6 40.0 Introductory programming 2 22.2 6 100.0 8 53.3 Advanced programming 1 11.1 6 100.0 7 46.7 Data processing applications 6 100.0 6 40.0 Field work in data processing - - 2 33.3 2 13.3 Data processing math -- 2 33.3 2 13.3 Accounting 5 55.6 5 33.3
*Instruetors could have checked more than one area
Computer Programming Languages
Two-thirds of the secondary instructors had not studied any computer
programming language, while all of the post-secondary instructors had
studied both FORTRAN and COBOL as computer programming languages (Table
29). Four (66.7 percent) post-secondary instructors also indicated that
they had studied RPG. 61
TABLE 28
COURSES IN DATA PROCESSING STUDIED BY INSTRUCTORS
High School Pos t-Secondary Teachers Teachers Total
Courses Studied f f f
Introduction to DP 8 6 14 Unit record equipment 2 2 4 Wiring 5 3 8 Keypunch 3 6 9 Data processing applications 2 5 7 Data processing systems 2 4 6 Systems analysis 2 4 6 Introduction to systems analysis 2 4 6 Introduction to computer programming 3 6 9 Introduction to digital computers 3 4 7 Advanced computer programming 3 5 8 Computer applications 3 5 8 Operations research - 2 2 Computer theory/logic 2 4 6
TABLE 29
COMPUTER PROGRAMMING LANGUAGES STUDIED BY INSTRUCTORS
Pos t-Secondary High Schools Institutions Total
Languages Studied f % f ■ % f % ' N=9 N»6 N=15
N/A 6 66.7 6 40.0 FORTRAN 2 22.2 6 100.0 8 53.3 BAL -- 3 50.0 3 20.0 COBOL 2 22.2 6 100.0 8 53.3 RPG 1 11.1 4 66.7 5 33.3 PL/1 — — 1 16.7 1 6.7 62
Updating Knowledge
- Reading periodicals was widely reported by both secondary and post-secondary teachers as a means of keeping updated in data processing
(Table 30). Secondary as well as post-secondary instructors responded that they do attend professional data processing meetings, but they do not seek summer work experience in data processing, nor do they attend summer school in order to keep abreast of the latest trends in data processing. Approximately seven of 15 instructors reported attending seminars sponsored by data processing organizations and being on the mailing list of equipment and supplies manufacturers.
TABLE 30
SOURCES UTILIZED BY INSTRUCTORS IN KEEPING UPDATE IN DATA PROCESSING
• Pos t-Secondary High Schools Institutions Tota]
Sources f f f
Read periodicals 7 6 13 Attend professional meetings 5 5 10 On mailing list of equipment & supplies manufacturers 3 4 7 Summer work experience in data processing - - - Attend summer school - -- Attend night school - 1 1 Attend manufacturers schools 1 1 Attend seminars, etc., sponsored by DP organizations 4 2 6 63
Approximately six secondary instructors responded that at least a unit in another course should be required for the clerical and secretarial science instructors, whereas six instructors indicated that two or more courses should be required of basic business and data processing instructors as background for teaching data processing (Table
31). About one-fifth of the secondary instructors felt that clerical instructors, secretarial science instructors, and accounting instructors should not be required to take a data processing course, but the majority
(five) of the post-secondary instructors responded that these instructors should have at least one data processing course in their program.
Instructional Training of Data Processing Students
Six (66.7 percent) of the secondary instructors reported that the emphasis in their schools in business data processing is a unit or section of another business course, and four (44.4 percent) indicated that mastery of the keypunch system is the emphasis in data processing in their schools (Table 32). On the other hand, post-secondary instruc- r tors indicated that they teach mastery of the keypunch and other data- entry systems, programming languages, course including the use of data processing equipment, and business applications. Only one secondary instructor stated that the programming languages were taught. TABLE 31
RECOMMENDATIONS REGARDING DATA PROCESSING COURSES NEEDED BY BUSINESS EDUCATION TEACHERS
Require No Unit in Another Two Courses Courses Course One Course - or More *HS *PS HS PS 1IS PS HS PS
Field f f f f f i f f
Clerical 2 - 6 - 1 5 1 1
Secretarial Science 2 - 5 - - 6 2
Accounting 2 - 1 - 5 5 3 1
Basic Business - -- - 2 3 7 3
Data Processing ------9 6
*1IS— High school response
*PS— Post-secondary Institution response 65
TABLE 32
EMPHASES OF INSTRUCTION IN BUSINESS DATA PROCESSING*
Post-Secondary High Schools Institutions Total
Emphasis f % f % f % N=*9 N=6 N=»15
A unit or section of another course 6 66.7 _ 6 40.0
Mastery of the key punch system only 4 44.4 - - 4 26.7
Mastery of key punch and other data-entry systems -- 6 100.0 6 40.0
Courses dealing with the various programming languages. 6 100.0 6 40.0
Course in the operations research of DP - - 3 50.0 3 20.0
Course including use of DP equipment 1 11.1 6 100.0 7 46.7
Course in business applications - - 6 - 6 40.0
*Columns add to more than "N" since the instructors could have more than one emphasis in teaching business data processing
Three of the six secondary instructors who indicated that the emphasis in business data processing was a unit of another course spent from one to four days on the unit, whereas the other two instructors spent from one to five weeks. 66
Computer Programming Languages Taught
FORTRAN was indicated as the computer programming language taught by four (66.7 percent) post-secondary instructors, although COBOL and
RPG are nearly as frequently taught (Table 33). Only one secondary instructor stated the programming languages taught were FORTRAN, COBOL, and RPG.
TABLE 33
COMPUTER PROGRAMMING LANGUAGES BEING TAUGHT*
Pos t-Secondary High Schools Institutions Total
Language f % f % f %
FORTRAN 1 11.1 4 66.7 5 33.3
COBOL 1 11.1 3 50.0 4 26.7
BAL - - 1 16.7 1 6.7
RPG 1 - 3 50.0 A 26.7
PL-1 ------
*Columns add to more than "N" because instructors could have been teaching more than one computer programming language
Two secondary and two post-secondary instructors indicated that their instruction included the wiring of control panels by the students. 67
The majority (60 percent) of the secondary and post-secondary instructors felt the textbook(s) they were using was adequate for introducing the beginning students to some of the topics in business data processing concepts.
Specific Skills Instructors Felt Should be Taught Computer Operators. Programmer, and Systems Analysts
Table 34 reveals that all of the post-secondary instructors indicated that accounting, flow charting, and programming should be taught to computer operators, while only two secondary instructors felt that computer operators would need these specific skills and knowledges.
Only three secondary teachers reported earlier that they had studied advanced data processing courses, therefore, six of them checked not applicable for the question. Business applications was a skill checked by the majority of the post-secondary instructors as needed by the programmer, but only one secondary instructor felt that it was the skill the programmer would need. The post-secondary and secondary instructors felt that the same skills needed by the programmer would. also be needed by the systems analysts.
Equipment
The secondary and post-secondary institutions basically do not have the same type of equipment, according to the secondary and post-
M secondary instructors (Table 35). The secondary teachers indicated that they have a collator, accounting machines, and calculating punch, but the post-secondary instructors indicated that they do not have that type 68 of equipment. Rather, they tended to have the reproducer, disc pack, computer, card sorter, and printer. The secondary and post-secondary schools do utilize the key punch and verifier. One secondary instructor also indicated that the computer output microfilmer is located at the school. Two (33.3 percent) post-secondary institutions have computer terminals, but no secondary schools reported to have the equipment. TABLE 34
SKILLS INSTRUCTORS FELT SHOULD BE REQUIRED OF COMPUTER OPERATORS, PROGRAMMERS, AND SYSTEMS ANALYSTS
Computer Operator Programmer Systems Analyst *HS *PS IIS PS IIS PS
Skills f f f f f f
N/A 6 _ 6 6 Unit Record Equipment 3 3 2 3 - - Basic Accounting 2 6 - 2 - 4 Flow Charting 2 6 2 3 1 4 Programming 2 6 2 4 1 4 RPG -- 2 5 2 4 Pl/1 1 - 2 - 2 COBOL 2 3 1 5 1 FORTRAN 2 4 1 5 2 4 Assembler - 1 1 4 - 4 Inventory - 4 2 5 2 4 Sales Analysis - 4 2 4 2 4 Profit & Loss - 4 2 4 2 4 Invoicing 2 4 2 4 1 4 Payroll 2 4 2 4 1 4 Linear Programming - - 1 4 1 4 Decision Tables 2 - 2 4 1 4 Strategies 2 - 2 4 2 4 PERT - -- 4 2 4 Queuing --- 4 2 4 Probability -- 1 4 ' 2 4 Simulation - - 1 4 2 4 Business Applications 2 1 5 2 4
*HS— High school response *PS— Post-secondary institution response 70
TABLE 35
DATA PROCESSING EQUIPMENT USED BY STUDENTS*
Post-Secondary High Schools Institutions Total
Equipment f % f % f % N= 9 N=6 N»15
Key Punch 6 66.7 6 100.0 12 80.0
Verifier 6 66.7 5 83.3 11 74.0
Dual Key Punch & Verifier - - -- -
Card Sorter 2 22.2 5 83.3 7 46.7
Reproducer 1 11.1 3 50.0 4 26.7
Collator 1 11.1 - - 1 6.7
Accounting Machines 2 22.2 - - 2 13.3
Calculating Punch 3 33.3 - - 3 20.0
Paper-tape Machine -- 1 16.7 1 6.7
Disc Pack 2 22.2 3 50.0 5 33.3
Card to Tape Converter 1 11.1 - - 1 6.7
Mag Tape Typewriter 3 33.3 - - 3 20.0
Computer 2 22.2 3 50.0 5 33.3
Computer Terminal - - 2 33.3 2 13.3
Printer 2 22.2 4 66.7 6 40.0
Computer Output Microfilmer 1 11.1 -- 1 6.7
*Columns add to more than "N" since the schools could have had more than one type of equipment 71
SUMMARY
1. The majority of the secondary instructors had been teaching business data processing from two to five years, whereas the majority (50 percent) of the post-secondary instructors had been teaching from six to ten years.
2. Advanced programming was indicated by one of the secondary instructors as an area which is being taught.
3. Only two post-secondary instructors indicated that field work in data processing was included in the curriculum.
4. Eight of the nine secondary teachers and all six post-secondary instructors had studied Introduction to Data Processing, but very few (three) of the secondary instructors had studied the advanced data processing courses.
5. FORTRAN and COBOL were the two programming languages studied by post-secondary instructors. Six (66.7 percent) secondary instructors indicated that they had not studied a programming language.
6. Reading periodicals was indicated by 13 of the 15 secondary and post-secondary instructors as the main source for keeping updated in data processing.
7. Approximately six of the nine high school teachers felt that teachers in the clerical and secretarial fields would only need to have data processing concepts integrated into another course, whereas the post-secondary instructors felt that clerical and secretarial instructors should have at least one data processing course.
8. The major emphasis of the instruction in business data processing at the high school level was a unit or section of another course, whereas the post-secondary instructors indicated that they offered the entire data processing curriculum.
9. One high school instructor responded that FORTRAN, COBOL, and RPG were the programming languages being taught, while FORTRAN, COBOL, BAL, and RPG were being taught at the post-secondary schools.
10. The secondary and post-secondary instructors indicated that they do not utilize the same type of data processing equipment. CHAPTER VI
DATA PROCESSING MANAGER INTERVIEW SCHEDULE FINDINGS
Dun and Bradstreet*s Million Dollar Directory listed 44 business
firms located in Birmingham, Huntsville, Mobile, and Montgomery,
Alabama. The researcher contacted 42 representatives of the 44 business
firms. Because of the types of questions found on the Data Processing
Manager Interview Schedule, the data processing managers of the business
firms were interviewed. Questions concerning the types of data processing
equipment located in the business firms, the level of education for
data processing employees, the desired and minimum amount of work
experience required for entry into various data processing positions,
educational areas employees should have studied in school, and the skills
that are required for a prospective computer operator, programmer, and
systems analyst were found on the interview schedule.
Representatives in 12 of the 42 business firms indicated that they
had no data processing equipment, making a total of 30 firms with data
processing equipment. The investigator found this response rather strange
but the answers given by the representatives had to be respected. Some
of the representatives stated, however, that their data were sent to
other companies for processing.
72 73
Data Processing Equipment
The data processing managers of all 30 business firms having data processing equipment indicated that they had a variety of machines and equipment, of which the dual keypunch and verifier, disc packs, computers, and printers were reported in all 30 firms (Table 36). On the other hand, none of the companies had a calculating punch, and over one-third of the companies had computer terminals and card sorters. The card reader, interpreter, disc drive, and data converter were listed as other equipment being utilized in the firms in the study, but the managers did not include the magnetic tape typewriter as part of the data processing equipment.
The keypunch and verifier machines were reported in both secondary and post-secondary schools to a greater extent than in businesses, approximately 100 percent of the post-secondary schools and two-thirds of the high schools indicated having the keypunch and verifier machines
(Table 37). The card sorter, disc pack, computer, and printer were reported to be in half or all 30 of the business firms, whereas the same type of equipment was reported to be located in both the secondary and post-secondary schools: card sorter in seven (55 percent) schools, disc pack and computer in five (33 percent) schools, and printer in six
(40 percent) schools. 74
TABLE 36
DATA PROCESSING EQUIPMENT LOCATED IN THE BUSINESS FIRMS*
Responses
Equipment f N=30 %
Dual Keypunch & Verifier 30 100.0 Verifier 2 6.7 Card Sorter 15 50.0 Reproducer 3 10.0 Collator 3 10.0
Accounting Machine 2 6.7 Calculating Punch - - Paper-tape Machine 2 6.7 Disc Pack 30 100.0 Card-Tape Converter 2 6.7
Computer 30 100.0 Printer 30 100.0 Computer Output Microfilmer 3 10.0 Computer Terminal 11 36.7 Other 13 • 43.3
*Columns add to more than. nN" since business firms could have more than one piece of equipment TABLE 37
TYPES OF DATA PROCESSING EQUIPMENT UTILIZED BY SCHOOLS AND BUSINESSES
Data Processing Pos t-Secondary Secondary Departments Schools Schools
Equipment f % f % f % N=30 N“6 N“9
Keypunch 6 100.0 6 66.7 Keypunch & Verifier 30 100.0 --- - Verifier 2 6.7 5 83.3 6 66.7 Card Sorter 15 50.0 5 83.3 2 22.2 Reproducer 3 10.0 3 50.0 1 11.1
Collator 3 10.0 _ _ 1 11.1
Accounting Machines 2 6.7 - - 2 22.2 Calculating Punch - - - - 3 33.3 Paper-tape Machine 2 6.7 1 16.7 -- Disc Pack 30 100.0 3 50.0 2 22.2
Card-tape Converter 2 6.7 — _ 1 11.1 Mag Tape Typewriter 1 3.3 - - 3 33.3 Computer 30 100.0 3 50.0 2 22.2 Printer 30 100.0 4 66.7 2 22.2 Computer Output Microfilmer 3 10.0 _ 1 11.1 Computer Terminal 11 36.7 2 33.3 76
Educational Requirements of Data Processing Employees
More than half of the data processing managers indicated that a high school education was sufficient for data-entry clerks, control clerks, and computer operators (Table 38). However, they indicated that if the high schools would train efficient data-entry and control clerks, and computer operators, they would more than readily hire them.
A programming trainee was felt to need a two-year degree or at least some training from a two-year institution. Twelve (40.0 percent) of the data processing managers indicated that the junior computer programmer should have a two-year degree, but 22 (73.3 percent) felt that the senior computer programmer should have a four-year degree. On the other hand, the positions of systems analyst and systems programmer were felt should be filled by persons with a four-year degree, according to the data processing managers. Although the majority (76.7 percent) of the data processing managers indicated that the positions of tape librarian and equipment analyst were not applicable for their businesses, they stressed the point that the systems analyst would perform the duties of the equipment analyst.
r Recommended Training Agency
According to the data processing managers interviewed, all of the data processing subject matter listed on the interview schedule should have been studied in school except calculating machines, unit record equipment, wiring boards, and paper tape equipment since that equipment is not used in their firms in accomplishing their assigned tasks (Table
39). On-the-job training was provided for all of the data processing 77 areas except those involving typewriting and outdated equipment. Although typewriting was one data processing area that seven (23.3 percent) of the data processing managers felt employees need not study while in school, the majority (76.7 percent) felt that typewriting should be studied at the secondary level. On-the-job training was reported to be provided for the training of data-entry clerks, but the managers also stated they prefer the data-entry clerks to be trained at the secondary level.
Computer console operation and introduction to data processing concepts were other areas that should be taught at the secondary level, and on- the-job training is provided by the businesses. However, programming, flow charting, and data processing applications should be taught at the post-secondary level, and on-the-job training also is provided.
Data entry and data processing applications are provided by the businesses, but not in formal classes; the employees acquire those skills as they learn the operation of the business, according to 60: percent of the data processing managers (Table 40). On-the-job training for computer console operation and introduction to data processing are provided in the form of formal classes by representatives of the business firms. On the other hand, manufacturers' schools provided necessary on-the-job training for introduction to computers and programming, according to most (51.7 percent) of the data processing managers. TABLE 38
PREFERRED LEVEL OF EDUCATION FOR SELECTED DATA PROCESSING POSITIONS
Private Business Some Post-High High School J.C. Tech Degree School School Training *N/A Jobs f % f % f % f % f % f %
Data Entry Clerk - - - 24 80.0 •1 3.3 - - - 5 16.7
Control Clerk - - 25 83.3 5 16.7 -- -- -
Programming Trainee . _ - 5 16.7 10 33.3 5 16.6 - - 10 33.3
Tape Librarian 24 80.0 6 20.0 ------
Computer Operator - - 20 66.7 4 13.3 - - - 6 20.0
Equipment Analyst 22 73.3 - - 2 6.7 2 6.7 - 4 13.3
Junior Computer Programmer 3 10.0 -- 12 40.0 11 36,7 - - 4 13.3
Senior Computer • Programmer 1 3.3 - - 5 16.7 22 73.3 - 2 6.7
Systems Analyst 1 3.3 -- 3 10.0 24 80.0 - - 2 6.7
Systems Programmer 2 6.7 -- 3 10.0 23 76.7 - 2 6.7
*N/A=*Not Applicable 00 79
TABLE 39
DATA PROCESSING SOURCE OF TRAINING
Secondary Pos t-Secondary On-the-Job School Institution Training
Areas f % f % f %
Typewriting 23 76.7 - 7 23.3
Data Entry 25 83.3 5 16.7 26 86.7
Calculating Machines - - - --
Unit Record Equipment - - - - -
Wiring Boards - - - - -
Paper Tape Equipment 1 3.3 - 1 3.3
Computer Console Operation 16 53.3 14 46‘. 7 26 86.7
Introduction to DP Concepts 24 80.0 6 20.0 20 66.7
Programming 7 23.3 20 66.7 25 83.3
Flow Charting 7 23.3 20 66.7 21 70.0
Data Processing Applications 11 36.7 16 53.3 20 66.7 TABLE AO
LOCATION OF WHERE OJT CLASSES ARE PROVIDED OR TAUGHT
OJT Formal Manufacturer Manufacturer OJT No Formal Local School Local School Classes Representative School Classes On Their Own Reimbursed
Areas f % f % f ' % f % f % f %
Typewriting . . 5 16.7 2 6.7 Data Entry A 13.3 - - - - 20 66.7 2 6.7 - -
Calculating Machine ------— - - Unit Record
Equipment ------
Wiring Boards ———— — —— — — — — —
Paper Tape
Equipment 1 3.3 ------
Computer Console 21 70.0 - - 2 6.7 3 10.0 - - - Introduction to Data Processing 1A A6.7 - - 3 10.0 3 10.0 - - - Introduction to Computers A 13.3 - - 12 AO.O 3 10.0 2 6.7 -
Programming 1 3.3 — — 19 63.3 3 10.0 — - 2 6.7
Flow Charting 5 16.7 — — 6 20.0 10 33.3 _— _ _ Data Processing
Applications 2 6.7 “ * 2 6.7 16 53.3
co o 81
Educational Areas Data Processing Employees Should Have Had Courses
All of the data processing managers Indicated that the Systems
Analyst and Systems Programmer would need all the courses listed on the interview schedule, but only three courses were felt to be necessary for data-entry clerks by at least half (15) of the data processing managers; namely, oral communications, office records, and introduction to business (Table 41). The majority (87 percent) of the managers indicated that the computer operator would need oral and written communications, management, introduction to systems, office records, principles of finance, and introduction to business. Written communica tions is needed by all data processing personnel except for the data- entry clerk, according to the data processing managers. Office records• was another area indicated by the data processing managers as needed by all data processing employees. Foreign languages, however, were indicated as being needed by only the programmer trainee, systems analyst, and systems programmer. More data processing managers said that logic rather than algebra should be studied by data processing employees. Introduction to business was indicated as an area that all data processing employees, except the programmer trainee, should study; this information appears to be inconsistent since the managers stated that the computer operator, computer programmer, systems analyst, and systems programmer would need this skill. TABLE 41
EDUCATIONAL AREAS PEOPLE WITH THE FOLLOWING JOBS SHOULD HAVE HAD COURSES
Data-Entry Control Programmer Computer Computer Systems Systems Clerk Clerk Trainee Operator Programmer Analyst Programmer
Educational Areas f Z f Z f Z f % f Z f Z f %
Oral Communications 15 50.0 27 90.0 18 60.0 26 86.7 30 100.0 30 100 30 100 Written Communications 13 43.3 27 90.0 21 70.0 26 86.7 30 100.0 30 100 30 100 Arts - — 3 10.0 7 23.3 — - 8 26.7 30 100 30 100 Sciences 1 3.3 5 16.7 11 36.7 -- 24 80.0 30 100 30 100 Social Science - - -- 11 36.7 3 10.0 7 23.3 30 100 30 100
Logic 10 33.3 3 10.0 14 46.7 — — 23 76.7 30 100 30 100 Algebra 5 16.7 3 10.0 17 56.7 11 36.7 12 40.0 30 100 30 100 Analytical Geometry --- - 17 56.7 - - 10 33.3 30 100 30 100 Trigonometry - - -- 7 23.3 - - 14 46.7 30 100 30 100 Calculus -——— 7 23.3 — — 8 26.7 30 100 30 100
Languages (Foreign) — _— 18 60.0 —— 6 20.0 30 100 30 100 Psychology -- 20 66.7 6 20.0 -- 11 36.7 30 100 30 100 Management -- 22 73.3 15 50.0 18 60.0 23 76.7 30 100 30 100 Personnel —— - - 8 26.7 —- 16 53.3 30 100 30 100 Quality Control ——— — 8 26.7 — — 14 46.7 30 100 30 100
Oo to TABLE 41 (Continued)
Data-Entry Control Programmer Computer Computer Systems Systems Clerk Clerk Trainee Operator Programmer Analyst Programme:
Educational Areas f % f % f % f % f % f % f %
Introduction to Systems 17 56.7 17 56.7 23 76.7 30 100 30 100 Office Records 17 56.7 24 80.0 * 18 60.0 26 86.7 23 76.7 30 100 30 100 Principles of Finance - - 3 10.0 7 23.3 21 70.0 25 83.3 30 100 30 100 Money & Banking ------17 56.7 30 100 30 100 1 Year Accounting — — — — — — 13 43.3 10 33.3 30 100 30 100
2 Year Accounting — — — — — — — — 10 33.3 ' 30 100 30 100 Cost ------4 13.3 30 100 30 100 Tax ------5 16.7 30 100 30 100 Introduction to Business 23 76.7 26 86.7 -- 28 93.3 30 100.0 30 100 30 100
Statistics ------8 26.7 13 43.3 30 100 30 100
Quantitative Analysis — — — — — —— — 14 46.7 30 100 30 100 Law - -- 7 23.3 9 30.0 5 16.7 30 100 30 100 Economics 21 70.0 ••• 11 36.7 30 100 30 100
00 Ul 84
Skills Businesses Require for Prospective Computer Operators. Programmers, and Systems Analysts
Accounting and business applications were the only two skills that were required by the majority (96.5 percent) of the data processing
managers for the computer operator, while basic accounting, flow charting,
programming, COBOL, profit and loss, decision tables, strategies, PERI,
queing, probability, simulation, and business applications were listed
as necessary skills for the programmer and systems analyst (Table 42).
PL/1 was felt to be needed by the programmer but not the systems analyst,
according to half (15) of the data processing managers.
Skills Businesses and Teachers Require for Computer Operators
Six out of the nine secondary school instructors did not respond to
the question because they do not train computer operators and since they had had no advanced data processing courses, they felt they were not
qualified to answer, leaving only three secondary teachers to respond
.(Table 43). Post-secondary and secondary teachers, however, agreed
that the computer operator would need to know how to operate unit record
equipment, whereas the businessmen disagreed. The only skill that the
three groups agreed was necessary for the computer operator was basic
accounting. Teachers, but not businessmen, responded that the computer
operator should have FORTRAN, COBOL, flow charting, programming, invoicing,
and payroll, whereas only the business managers and secondary teachers
felt that the computer operator should have business applications. The
managers and teachers felt that the computer operator would not need
the following skills: assembler, queing, and probability. 85
TABLE 42
SPECIFIC SKILLS REQUIRED BY BUSINESSES FOR COMPUTER OPERATOR, PROGRAMMER, AND SYSTEMS ANALYST
Computer Operator Programmer Systems Analyst
Skills f % f % f %
Unit Record Equipment 3 10.0 28 93.3 Basic Accounting 30 100.0 28 93.3 28 93.3 Flow Charting 9 30.0 ' 30 100.0 30 100.0 Programming 8 26.7 30 100.0 30 100.0 RPG — — 3 10.0 2 6.7
PL/1 —— 15 50.0 13 43.3 COBOL 13 43.3 26 86.7 26 86.7 FORTRAN —- 2 6.7 2 6.7 Assembler 11 36.7 14 46.7 14 46.7 Inventory Control 10 33.3 10 33.3 10 33.3
Sales Analysis 5 16.7 7 23.3 12 40.0 Profit & Loss —- 17 56.7 17 56.7 Invoicing - - 8 26.7 8 26.7 Payroll 7 23.3 7 23.3 7 23.3 Linear Programming — — 2 6.7 2 6.7
Decision Tables 3 10.0 23 76.7 23 76.7 Strategies - - 20 66.7 20 66.7 PERT —- 19 63.3 19 63.3 Queuing 10 33.3 27 90.0 27 90.0 Probability 12 40.0 23 76.7 23 76.7 Simulation —- 28 93.3 28 93.3 Business Applications 28 93.3 28 93.3 28 93.3 TABLE 43
SKILLS REQUIRED BY BUSINESSES AND TEACHERS FOR A COMPUTER OPERATOR
Business ♦Secondary Post-Secondary Firms Institutions Institutions
Skills f % f % f % N*30> N“3 N=6
Unit Record Equipment 3 10.0 3 100.0 3 50.0 Basic Accounting 30 100.0 2 66.7 6 100.0 Flow Charting 9 30.0 2 66.7 6 100.0 Programming 8 26.7 2 66.7 6 100.0 PL/1 -- 1 33.3 -- COBOL 13 43.3 2 66.7 3 50.0
FORTRAN «_ 2 66.7 4 66.7 Assembler 11 36.7 -- 1 16.7 Inventory 10 33.3 - - 4 66.7 ^ % Profit & Loss - -- 4 66.7 Invoicing — - 2 66.7 4 66.7
Payroll 7 23.3 2 66.7 4 66.7 Decision Tables 3 10.0 2 66.7 --
Strategies - - 2 66.7 - - Queing 10 33.3 - - - - Probability 12 40.0 - - -- Business Applications 28 93.3 2 66.7 - - Sales Analysis 5 16.7 mm 4 66.7
*Six of the nine secondary instructors indicated they could not respond to the question 87
Skills Raquired by-Businesses.and Teachers for Programmers
Data processing managers, secondary instructors, and post-secondary instructors did not agree to any great extent regarding the specific skills the programmer should be taught (Table 44). The three groups agreed that flow charting, programming, profit and loss, decision tables, and strategies were necessary skills for programmers. On the other hand, the secondary and post-secondary instructors felt that the programmer should also know how to operate unit record equipment, whereas the managers felt that this skill was not necessary since they were not using such equipment in their firms.
The secondary and post-secondary instructors responded that the programmer would need RPG, inventory, invoicing, and payroll, but the managers indicated that these skills were not necessary. The majority
(83.9 percent) of the managers and most (70.6 percent) of the post-.. secondary instructors indicated that the programmer should have business applications, simulation, PERT, probability, queing, and COBOL, whereas the secondary Instructors disagreed.
Skills Required by Businesses and Teachers for Systems Analysts
Profit & loss, strategies, PERT, queing, probability, simulation, and business applications were the only skills the majority of the secondary instructors, post-secondary Instructors, and data processing managers felt that the systems analyst should be taught (Table 45).
Most teachers (66.7 percent) indicated that the systems analyst should be taught FORTRAN, whereas the managers (86.7 percent) felt COBOL should be taught. TABLE 44
SKILLS REQUIRED BY BUSINESSES AND TEACHERS FOR A PROGRAMMER
Business *Secondary Post-Secondarj Firms Institutions Institutions Skills f % f % f % N=>30 N=3 N=6
Unit Record Equipment mm 2 66.7 3 50.0 Basic Accounting 28 93.3 - - 2 33.3 Flow Charting 30 100.0 2 66.7 3 50.0 Programming 30 100.0 2 66.7 4 66.7 PL/1 15 50.0 2 66.7 -- RPG 3 10.0 2 66.7 5 83.3 COBOL 26 86.7 1 33.3 5 83.3
FORTRAN 2 6.7 1 33.3 5 83.3 Assembler 14 46.7 1 33.3 4 66.7 Inventory 10 33.3 2 66.7 5 83.3 Sales Analysis 7 23.3 2 66.7 4 66.7 Profit & Loss 17 56.7 2 66.7 4 66.7 Invoicing 8 26.7 2 66.7 4 66.7 Payroll 7 23.3 2 66.7 4 66.7
Decision Tables 23 76.7 2 66.7 4 66.7 Strategies 20 66.7 2 66.7 4 66.7 Queing 27 90.0 - - 4 66.7 Probability 23 76.7 1 33.3 4 66.7 Business Applications 28 93.3 1 33.3 5 83.3 Linear Programming 2 6.7 1 33.3 4 66.7 PERT 19 63.3 - - 4 66.7 Simulation 28 93.3 1 33.3 4 66.7
*Six of the nine secondary instructors indicated they could not respond to the question TABLE 45
SKILLS REQUIRED BY BUSINESSES AND TEACHERS FOR A SYSTEMS ANALYST
Business *Secondary Pos t-Secondary Firms Institutions Institutions
Skills f % f % f % N=30 N=3 N=6
Basic Accounting 28 93.3 4 66.7 Flow Charting 30 100.0 1 33.3 4 66.7 Programming 30 100.0 1 33.3 4 66.7 RPG 2 6.7 2 66.7 4 66.7 PL/1 13 43.3 2 66.7 3 50.0 COBOL 26 86.7 1 33.3 -- FORTRAN 2 6.7 2 66.7 4 66.7
Assembler 14 46.7 4 66.7 Inventory 10 33.3 2 66.7 4 66.7 Sales Analysis 12 40.0 2 66.7 4 66.7 Profit & Loss 17 56.7 2 66.7 4 66.7 Invoicing 8 26.7 1 33.3 4 66.7 Payroll 7 23.3 1 33.3 4 66.7 Linear Programming 2 6.7 1 33.3 4 66.7
Decision Tables 23 76.7 1 33.3 4 66.7 Strategies 20 66.7 2 66.7 4 66.7 PERT 19 63.3 2 66.7 4 66.7 Queing 27 90.0 2 66.7 4 66.7 Probability 23 76.7 2 66.7 4 66.7 Simulation 28 93.3 2 66.7 4 66.7 Business Applications 28 93.3 2 66.7 4 66.7
*Six of the nine secondary instructors indicated they could not respond to the question 90
Desirable and Minimum Work Experience for Data Processing Employees
Three years maximum desired experience for all positions up through junior programmer, although most firms would hire them with a minimum of one year of experience (Table 46). More than one-third said five years experience or more is desirable for systems analyst, systems programmer, and senior computer programmer; and 25 out of 33 want at least three years of experience for senior computer programmer and systems programmer.
A little over one-half of them require a minimum of three through five years for systems analyst.
The primary source for securing personnel for data processing positions was from promotions, according to the data processing managers; while the next two most Important sources were inquiries and ads. TABLE 46
DATA PROCESSING WORK EXPERIENCE REQUIRED BY BUSINESSES FOR CERTAIN DATA PROCESSING POSITIONS
Junior Senior Data-Entry Control Programmer Computer Computer Systems Systems Clerk Clerk Trainee Programmer Programmer Analyst Programmer
Years Experience f % f % f % f % f % f % f %
Desired 0 2 6.7 —- 10 33.3 ------k ■ - —— - 4 13.3 ------1 18 60.0 19 63.3 -- 11 36.7 ------l k -— — - 2 6.7 2 6.7 ------2 6 20.0 11 36.7 12 40.0 12 40.0 2 6.7 6 20.0 4 13.3 3 4 13.3 — --- 3 10.0 7 23.3 6 20.0 7 23.3 4 - - --—- - - 11 36.7 5 16.7 6 20.0 5 —— — ———— 8 26.7 — - 6 20.0 6 — - —-—— - - - - 6 20.0 5 16.7 7 ------3 10.0 - -
8 — — — —— —— — —— 2 6.7 — —
Minimum 0 12 40.0 14 46.7 24 80.0 3 10.0 ------14 46.7 6 20.0 2 6.7 4 13.3 ------1 4 13.3 10 33.3 3 10.0 19 63.3 1 3.3 4 13.3 3 13.3 l k - - - —— - --- - 3 10.0 3 10.0 2 — — - — 1 3.3 2 6.7 2 6.7 4 13.3 -- 3 - ——-—-—— 20 66.7 11 36.7 12 40.0 4 - — ------5 16.7 - - 10 33.3 5 — — — — — — — — — — 5 16.7 — — 92
SUMMARY
1. All 30 of the data processing managers revealed they had the dual keypunch and verifier system, disc pack, computer, and printer. Only three of the 30 data processing managers stated they had the computer output microfilmer.
2. Data Entry Clerk
Level of Education--High School Educational Courses— Oral Communications, Office Records, and Introduction to Business Work Experience— Desired 1 year; Minimum 6 months
3. Control Clerk
Level of Education— High School Educational Courses— Oral and Written Communications, Psychology, Principles of Management, Office Records, Introduction to Business, and Economics
4. Programming Trainee
Level of Education— Any Post-High School Training or Two-year Degree Educational Courses— Oral and Written Communications, Algebra, Analytical Geometry, Languages, Principles of Management, Introduction to Systems, and Office Records Work Experience— Desired 2 years; Minimum 0 years
5. Computer Operator
Level of Education— High School Educational Courses— Oral and Written Communications, Management, Introduction to Systems, Office Records, Principles of Finance, and Introduction to Business
6. Junior Computer Programmer
Level of Education— Junior College Degree Educational Courses— Oral and Written Communications, Sciences, Logic, Management, Personnel, Introduction to Systems, Office Records, Principles of Finance, Money & Banking, and Introduction to Business Work Experience— Desired 2 years; Minimum 1 year 93
7. Senior Computer Programmer
Level of Education— College Degree Educational Courses— Oral and Written Communications, Sciences, Logic, Management, Personnel, Introduction to Systems, Office Records, Principles of Finance, Money & Banking, and Introduction to Business Work Experience— Desired 4 years; Minimum 3 years
8. Systems Analyst
Level of Education— College Degree * Educational Courses— Oral and Written Communications, Arts, Sciences, Social Sciences, Logic, Algebra, Analytical Geometry, Trigonometry, Calculus, Languages, Psychology, Principles of Management, Personnel Management, Quality Control, Introduc tion to Systems, Office Records, Principles of Finance, Money & Banking, 1 year Accounting, 2 year Accounting, Cost, Tax, Introduction to Business, Statistics, Quantitative Analysis, Law, and Economics Work Experience— Desired Between 3 & 5 years; Minimum 3 years
9. Sys tenu3 Programmer
Level of Education— College Degree Educational Courses— Oral & Written Communications, Arts, Sciences, Social Sciences, Logic, Algebra, Analytical Geometry, Trigonometry, Calculus, Language, Psychology, Principles of Management, Personnel Management, Quality Control, Introduction to Systems, Office Records, Principles of Finance, Money & Banking, 1 year Accounting, 2 year Accounting, Cost, Tax, Introduction to Business, Statistics, Quantitative Analysis, Law, and Economics Work Experience— Desired 3 years; Minimum 3 years
10. Data processing managers would like for employees to study typewriting, data entry, computer console operation, and introduction to data processing concepts at the secondary level.
11. Programming, flow charting, and data processing applications were indicated by the data processing managers as areas that should be studied at the post-secondary level. 94
12. The data processing managers indicated that the employees would not need training in the operation of calculating machines, unit record equipment, wiring boards, and paper tape equipment.
13. The data processing managers stated that they would provide on-the- job training for the following areas: data entry, computer console operation, introduction to data processing concepts, programming, flow charting, and data processing applications.
14. Specific skills required for a prospective computer operator:
Basic Accounting Business Applications
15. Specific skills required for a prospective programmer:
Basic Accounting Decision Tables Flow Charting Strategies Programming PERI PL/1 Queuing COBOL Probability Profit & Loss Simulation Business Applications
16. Specific skills required for a prospective systems analyst
Basic Accounting Strategies Flow Charting PERT Programming Queuing COBOL Probability Profit & Loss Simulation Decision Tables Business Applications CHAPTER VII
FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
The problem of this study was to compare the educational training received by data processing students enrolled in the vocational programs at the secondary and post-secondary levels in Alabama with what businesses require of data processing employees. Answers were sought to the
following questions:
1. What is the present curriculum of business data processing
in the vocational programs in the Alabama secondary and post
secondary schools?
2. What business data processing skills are required by businesses
for students entering selected data processing positions from
secondary and post-secondary institutions?
3. Does the equipment being utilized in the businesses differ
from that being used in the public high schools and post
secondary institutions?
4. What jobs are available for graduates from secondary and post
secondary institutions?
5. What are the business education and data processing teachers'
formal training and/or work experience in business data
processing?
95 96
6. Does the preparation differ of teachers instructing data
processing concepts at the secondary and post-secondary levels?
To answer these questions interviews were held with data processing managers and questionnaires were sent to instructors in data processing departments in selected secondary and post-secondary institutions offering vocational business and office education programs. The study was conducted in four cities, Birmingham, Mobile, Montgomery, and Huntsville; however, interviews were conducted in business firms only in Montgomery since the employee market there draws employees mainly from the three cities mentioned above. Responses were received from 33 (89.19 percent) of the 37 secondary institutions and six (85.71 percent) of the seven post-secondary institutions. Forty-two business firms were visited, of whom 30 (71.A percent) indicated that they used data processing equipment and answered the questions on the Interview schedule.
Summary of Findings
The summary of findings for this study will be reported in three sections: department head findings, instructor findings, and data processing manager findings.
Department Head Findings
Only nine (27.3 percent) of the 32 secondary department heads responded that they offered either a unit or course(s) in data processing, but all six of the post-secondary department heads indicated that such courses were available in their schools. 97
All six of the post-secondary Institutions Indicated that they have at least one full-time data processing teacher, whereas only five of the nine secondary institutions have a full-time data processing teacher. Part-time data processing teaching personnel were employed by three (33.3 percent) secondary institutions, whereas four (66.7 percent) post-secondary institutions reported no part-time teachers. Full-time teachers in post-secondary institutions attend workshops more often than do secondary teachers.
Special summer data processing workshops were considered to be the most effective source for updating secondary data processing teachers, while manufacturers schools were named as the most effective for updating post-secondary teachers.
Data processing equipment located at the post-secondary institutions was leased from the manufacturers, but three (33.3 percent) of the nine secondary schools had no equipment in their schools. The equipment located in the secondary schools was either owned by the school, rented, or the ownership status of the equipment was unknown.
The first instruction in business data processing at the post secondary level began in 1962, whereas the instruction at the secondary level did not begin until 1965. The primary reason for offering data processing instruction at the secondary level was due to the interest shown by the students. The instructional problem found to be the most serious at the secondary level was selection of students for the program.
On the other hand, curriculum development and philosophical differences among departments were considered to be the most serious problems at the post-secondary level. 98
Changes had been made in both secondary and post-secondary data processing programs since their implementation, mainly on the basis of follow-up studies of students and information derived from reading research literature.
Students are selected for the data processing curriculum at the post-secondary level according to the state requirements, while no selection process was reported for students at the secondary level.
Typewriting was a prerequisite for entry into the data processing program at the secondary level. Neither type of schools have problems placing students in data processing positions.
Instructor Findings
The major emphasis of data processing instruction at the secondary level.was a unit or section of another course, whereas the major emphasis at the post-secondary level was the entire data processing curriculum.
Programming languages, FORTRAN and COBOL, were taught at only one high school, while FORTRAN, COBOL, BAL, and RPG were taught at the post secondary level. Three of the six secondary instructors who indicated that the emphasis in business data processing was a unit of another course, spent approximately one to four days on the unit. Wiring of control panels was still performed by the students located in two secondary and in two post-secondary institutions. However, no data processing managers reported their firms using such equipment. All teachers at both levels felt the textbook(s) they were u3lng was adequate for introducing beginning students to some of the topics in business data processing concepts. 99
The total teaching experience for the Instructors ranged from two to more than 15 years, but two of the nine secondary Instructors had been teaching data processing topics for only one year. The post secondary Instructors, however, had been teaching data processing concepts for six or more years.
Only one of nine secondary Instructors had not studied an
Introductory data processing course, but three (33.3 percent) had studied advanced courses. On the other hand, post-secondary teachers had studied a rather wide range of data processing courses, Including
Introductory data processing, introduction to systems analysis, data processing systems, computer theory/logic, Introductory and advanced programming, keypunch, systems analysis, and introduction to digital computers. Three of the nine secondary instructors had studied a computer programming language, but two-thirds of the post-secondary instructors had studied FORTRAN, BAL, COBOL, and RPG.
Reading periodicals and attending professional meetings were the means used by secondary and post-secondary instructors to keep abreast of the trends in data processing. These teachers, though, do not seek summer work experience in data processing, nor do they attend data processing courses in summer school. At least one data processing
t course should be required of clerical instructors, secretarial science instructors, and accounting instructors, according to the data processing instructors; but the secondary instructors felt that a unit in another course would suffice for clerical and secretarial science instructors.
The post-secondary and secondary instructors tended to disagree on the 100 specific skills the computer operator, programmer, and systems analyst should be taught; however, six of the nine secondary teachers did not respond to the question since they had not studied advanced data processing courses.
The secondary and post-secondary instructors also do not use the same type of equipment. Six (66.7 per-ent) of the nine secondary schools have the keypunch and verifier, while all or the majority
(83.3 percent) of the post-secondary schools have the keypunch, verifier, card sorter, reproducer, disc pack, computer, and printer. A computer output raicrofilmer was reported in one secondary school.
Interview Schedule Findings
Thirty data processing managers in the Montgomery area were inter viewed and reported their equipment included dual keypunch and verifier, card sorter, disc pack, computer, and printer. Considerable difference was observed in the equipment in business firms, secondary schools, and post-secondary schools.
Possession of a high school diploma was preferred by data processing managers for data-entry clerk, control clerk, and computer operator positions; whereas the senior computer programmer, systems analyst, and systems programmer would need a college degree, with a broad coverage of data processing courses and skills. The Junior computer programmer would be accepted with a degree from a junior or technical school, according to some (40 percent) of the data processing managers. In response to a question about the school level in which selected courses 101 should be offered, data processing managers (73.3 percent) felt that data processing employees should study typewriting, data entry, computer console operation, and introduction to data processing concepts at the secondary level. On the other hand, data processing managers (61.6 percent) felt that programming, flow charting, and data processing applications should be studied by data processing employees at the post-secondary level. On-the-job training was provided in about 86.7 percent of the firms for data-entry skills, computer console operation, introduction to data processing, introduction to computers, programming, and data processing applications.
Comparative Analysis of Two Studies
Table 47 reveals a comparison of the present study findings with the findings from Bangs and Hillestad Study for certain data processing jobs.
The person who performed the duties of the data-entry clerk was referred to in Bangs and Hillestad Study as the key-punch operator.
There has been a change since their study in job titles for certain data processing positions; also, new positions have been created. The managers in the present study felt that written communications, unit record equipment, calculating machines, and accounting machines are not necessary knowledge and skills for the data-entry clerk. Managers in the present study reported that they do not use unit record equipment, calculating machines, and accounting machines to perform their duties; therefore, they felt that data processing employees would not need to 102 be able to operate these machines. Apparently, the operation of these machines were being utilized a great deal when Bangs and Hillestad
Study was conducted. Due to the advanced changes in the data processing market, some of the equipment that was used ten years ago has become obsolete.
The following positions were not discussed in Bangs and Hillestad
Study: Control Clerk, Programming Trainee, Senior Computer Programmer, and Systems Programmer.
The managers in both studies felt that the data-entry clerk (key punch operator) and coinputer operator would need only a high school education, whereas the systems analyst would need a college degree.
The managers in Bangs and Hillestad Study felt that the programmer should have a high school diploma or a junior or technical school degree, whereas the managers in the present study felt that the junior programmer would need at least a junior or technical school degree.
The managers in both studies basically agreed on the amount of work experience that should be required for the data processing positions. TABLE 47
COMPARISON OF CERTAIN DATA PROCESSING POSITIONS WITH HILLESTAD AND BANGS STUDY
Present Findings Hillestad and Bangs Findings (1968)
Data-Entry Clerk Key Punch Operator
Level of Education— High School Level of Education— High School
Educational Courses « Educational Courses
Oral Communications Oral & Written Communications Office Records Records Management Introduction to Business Introduction to Business Typewriting Unit Record Key Punch Machine Data Processing Theory Logic and Philosophy Social Science Data Processing Equipment Calculating Machines Accounting Machines Psychology
Work Experience Work Experience Desired: 1 year Desired: 6 months to 1 year 103 Minimum: 6 months Minimum: 3 months or less TABLE 47 (Continued)
Present Findings Hillestad and Bangs Findings (1968)
Computer Operator Computer Console Operator
Level of Education— High School Level of Education— High School
Educational Courses Educational Courses
Office Records Social Science Oral & Written Communications Oral & Written Communications Introduction to Business Typewriting Principles of Management Logic & Philosophy Introduction to Systems Data Processing Theory Principles of Finance Psychology Introduction to Business Introduction to Systems Principles of Accounting First Year Accounting Data Processing Applications
Work Experience Desired: 6 months to 18 months Minimum: 3 months to 1 year NOTE: Data processing managers in the present study indicated that they would like for employees to study typewriting, data entry, computer console operation, and introduction to data processing concepts at the secondary level. But programming, flow charting, and data processing applications should be studied at the post-secondary level. 104 TABLE 47 (Continued)
Present Findings Hillestad and Bangs Findings (1968)
Junior Computer Programmer Programmer
Level of Education— Junior College Level of Education— High School; or Technical School Degree Junior or Technical School
Educational Courses Educational Courses
Oral & Written Communications Oral & Written Communications Introduction to Business Introduction to Business Sciences Accounting Principles Logic Data Processing Equipment Principles of Management Principles of Management Personnel Management Statistics Principles of Finance First & Second Years Accounting Money & Banking Introduction to Systems Data Processing Applications
Work Experience Work Experience Desired: 2 years Desired: 1% to 2 years Minimum: 1 year Minimum: 3 months to 1 year 105 TABLE 47 (Continued)
Present Findings Hillestad and Bangs Findings (1968)
Systems Analyst Systems Analyst Level of Education— College Degree Level of Education— College Degree
Educational Courses Educational Courses Oral & Written Communications Oral & Written Communications Arts Algebra Sciences Logic Introduction to Business Introduction to Business Logic Accounting Principles Algebra Data Processing Equipment Office Records Records Management Statistics Statistics Introduction to Systems Introduction to Systems First & Second Years Accounting Second Year Accounting Principles of Management Principles of Management Analytical Geometry Trigonometry Calculus Foreign Languages Quality Control Cost & Tax Accounting Quantitative Analysis Law & Economics Social Sciences Work Experience Work Experience Desired: Between 3 & 5 years Desired: Over 3 years Minimum: 3 years Minimum: 1 to 3 years 106 107
Conclusions .
Based on the findings of this study of the Instruction of business
data processing on the secondary and post-secondary levels In the four major cities In Alabama,, the following conclusions are drawn:
1. A need exists for more business data processing programs
In the Alabama schools along with an expansion of the existing programs
so that the demands of businesses can be satisfied. A difference was apparent in the equipment being utilized by business firms, secondary
schools, and post-secondary institutions, and also the lack of data processing equipment for laboratory purposes is an impediment in the instruction of business data processing.
2. Secondary and post-secondary instructors do not have the same professional data processing training. The post-secondary instructors
stated that they nad taken the advanced data processing courses, while only a small number of the secondary instructors had taken the advanced data processing courses. The secondary teachers felt that only a unit
In another course on data processing concepts should be required of secretarial and clerical teachers. 108
Recommenda t ions
On the basis of the findings of this study and the conclusions derived therefrom, the following recommendations for instructional purposes are made:
1. A copy of this study be given to the Alabama State Department of Education so that the information can be used as a guide in the planning of future programs.
2. The State Department of Education and business teacher educators in Alabama work together in upgrading the curriculum of data processing programs and implementing new data processing programs.
3. The State and District Supervisors of Business and Office
Education and business teacher educators work closely together in encouraging and motivating business education teachers to enroll in data prpcessing courses and attend data processing workshops, etc.
4. The Business Education Department of Alabama State University sponsor data processing workshops, seminars, etc. for the business education teachers and encourage other teacher education institutions to do the same.
In order to stimulate interest in data processing on the part of business education teachers, the following recommendations are made:
1. Pre-service business teacher education students be advised to take data processing courses as elective courses in their curriculum.
2. Data processing workshops be coordinated between manufacturers and universities in Alabama for business education teachers. 109
3. Business education teachers receive credit for attending the data processing workshops.
4. Release time during the regular academic year be given to teachers so that they may spend time working in data processing firms.
5. Business education teachers be encouraged to work in business data processing departments during the summer to gain work experience. APPENDIXES
110 APPENDIX A
LIST OF SECONDARY SCHOOLS, POST-SECONDARY
INSTITUTIONS, AND BUSINESS FIRMS USED IN THE STUDY
111 LIST OF HIGH SCHOOLS
Birmingham Huntsville
Berry High School Madison County AVC Erwin High School Huntsville AVC Minor High School Butler High School Eastern AVC Lee High School Fultondale AVC Grissom High School Carver High School Huntsville High School Glenn High School Johnson High School Hayes High School Jackson-Olin High School West End High School Parker High School Phillips High School Banks High School Woodland AVC Huffman High School Jones Valley High School Ensley High School Ramsay High School Wenonah AVC
Mobile Montgomery
Baker High School Jeff Davis High School Davidson High School Robert E. Lee High School Murphy High Schqol Lanier High School B. C. Rain High School Carver High School Shaw High School Williamson High School Toulminville High School
112 LIST OF POST-SECONDARY INSTITUTIONS
Birmingham
T. A. Lawson State Community College
Huntsville
J. F. Drake State Technical College
Mobile
Carver State Technical Trade School Southwest State Technical College
Montgomery
John M. Patterson State Technical College Councill Trenholm State Technical College Alabama Christian Junior College
113 LIST OF BUSINESS FIRMS
Advertiser Company Inc. Alabama Farm Bureau Alabama National Bank Alabama Rural Fire Insurance Company Alaga Whitfield Foods, Inc. Alagold Corporation Blair Algernon, Inc. Blount Brothers Corporation Burford Equipment Company CCC Associates Company Capital City Asphalt Company Capitol Cheverolet Inc. Central Bank Colonial Banking Company Durr-Fillauer Medical Inc. Federated Guaranty Life Insurance First Alabama Bank Gambles Inc. Gulf American Fire & Caustly Company Halstead C&F Contractor Harper A&D Lumber Company Henley Hoyt Builder Hudson-Thompson Inc. Jenkins Brick Company Inc. Kershaw Manufacturer Company Leary & Owens Equipment Company Montgomery Aviation Corporation Old Southern Life Insurance Company Sabel Steel Service, Inc. Schloss & Kahn, Inc. Shoe City, Inc. Southern Bank Southern Guaranty Insurance Company Southern United Life Insurance Company Standard Roofing Company, Inc. Steiner-Lobman Manufacturer Company Teague Hardware Company Thames David W. Inc. Thornton Farish & Gauntt, Inc. Trotman Cattle Company Union Bank & Trust Company United Surgical Steel Company Upchurch W&K Construction Company VMS, Inc. 114 APPENDIX B
TRANSMITTAL LETTER
115 Dear Business Educator:
Successful and qualified employees are important goals of business education. However, for continued success, many educators feel that data processing must be expanded in the Secondary and Post-Secondary Business Education Curricula. We need to know what is currently included in the curricula in Alabama and what is needed in order to have a more effective data processing curriculum for the secondary and post-secondary schools.
Will you please complete the questionnaire entitled "DEPARTMENT HEAD QUESTIONNAIRE,'1 and request the instructor most familiar in teaching business data processing in your department to complete the second questionnaire and return them to me as soon as possible. A stamped, addressed envelope is enclosed. Even if data processing is taught only as a small section of another course, I would still like to have the response.
A summary of the results of this study will be made available to you upon request. Your assistance will be greatly appreciated.
Very truly yours,
Patricia F. McGill Researcher
Enclosures
116 APPENDIX C
INSTRUCTOR QUESTIONNAIRE
117 INSTRUCTOR QUESTIONNAIRE
THE INTEGRATION OF DATA PROCESSING CONCEPTS IN THE
BUSINESS EDUCATION CURRICULUM IN ALABAMA
The purpose of this questionnaire is to obtain information concerning the present practices, attitudes, education, and experiences of teachers in the instruction of business data processing at the secondary and post-secondary levels in Alabama. This questionnaire will be held in confidence when received from the respondent.
Your assistance and cooperation in this study will be sincerely appreciated. Please return this questionnaire to your department t chairperson.
This questionnaire has been assigned number ______as a control number.
118 119
SECTION I. GENERAL INFORMATION, Please answer this section if you teach a unit or course(s) in business data processing.
01. How many years have you been teaching (all subjects)?
1. 1 to 12 months _2. 2 to 5 years _3. 6 to 10 years _4. 11 to 15 years _5. More than 15 years
02. How long have you taught business data processing (including subjects that contain at least one section or unit of data processing)?
1. None 2. 1 year 3. 2 to 5 years 4. 6 to 10 years 5. 10 years or more
03. In what data processing areas are you teaching this school year?
1. Introduction to data processing 2. Unit record equipment Unit record systems 4. Introduction to systems analysis _5. Data processing systems 6. Introduction to digital computers 7. Computer theory/logic 8. Introductory programming _ 9 . Advanced programming _10. Data processing applications 11. Field work in data processing 12. Data processing math 13. Other, please indicate
04. What is the emphasis of the instruction in business data processing? (Check all that apply)
1. A unit or section of another business course 2. Mastery of the key punch system only 3. Mastery of other data-entry systems 4. A unit or section of a course other than a business course 5. An entire course without the use of data processing equipment 6. An entire course including the use of data processing equipment 7. A course in the business applications of data processing 8. A course in the operations research of data processing 9. Courses dealing with the various programming languages 10. Other, please list______120
05. If the emphasis of the instruction in business data processing is ONLY a unit or section of another course, indicate the approximate time allotted for the unit or section.
1. N/A 2. 1 to 4 days _3. 1 to 2 weeks 4. 3 to 5 weeks 5. More than 5 weeks
06. If computer programming is taught, which language(s) is used?
1. FORTRAN 2. COBOL 3. BAL (or other assembler) 4. BASIC 5. RPG 6. PL/1 7. Other, please indicate
07. If unit record equipment is taught, does the instruction include phe wiring of control panels by the students?
1. Yes 2. No
08. Do you consider your present textbook adequate%for introducing beginning students to business data processing concepts?
___ 1. N/A 2. Yes, for all of the topics 3. No, for only some of the topics 4. No, for none of the topics
09. Indicate the computer programming language(s) you have studied.
1. N/A 2. FORTRAN 3. BAL (or other assembler) 4. COBOL 5. RPG 6. PL/1 7. ALGOL 8. Other, please indicate______121
10. What data processing courses have you studied? (Check the course titles closest to ones you may have had.)
1. Introduction to data processing _ 2. Unit record equipment _3. Wiring _4. Keypunch _5. Data processing applications _6. Data processing systems _7. Systems analysis _8. Introduction to systems analysis _9. Introduction to computer programming 10. Introduction to digital computers "11. Advanced computer programming "12. Computer applications “13. Operations research ~14. Computer theory/logic "l5. Other, please indicate______
11. How do you keep updated in data processing?
1. Read periodicals "2. Attend meetings of data processing organization "3. On mailing list of equipment & supplies manufacturers "4. Get summer work experience in data processing "5. Attend summer school “6. Attend night school (extension, etc.) "7. Attend manufacturers schools "8. Attend seminars sponsored by data processing organizations "9. Other, please indicate
12. How many data processing courses do you think should be required of every business education teacher with the following areas of specialization?
Unit in 2 Course Field Not Any Another Course 1 Course or More
Clerical
Secretarial Science
Accounting
Basic Business
Data Processing 122
13. Please check the skills you teach a prospective Computer Operator, Programmer, and Systems Analyst.
Skills Computer Operato r Programmer Systems Analvst
N/A Unit Record Equipment Basic Accounting Flow Charting Programming RPG PL/1 COBOL FORTRAN Assembler Inventory Sales Analysis Profit & Loss Invoicing Payroll Linear Programming Decision Tables Strategies PERT Queuing Probability Simulation Business Applications Other, indicate 123
SECTION II. USE OF DATA PROCESSING LABORATORY EQUIPMENT. Please OMIT THIS SECTION IF YOUR STUDENTS DO NOT HAVE ACCESS TO DATA PROCESSING LABORATORY EQUIPMENT.
14. Check the type of data processing equipment your school has for use by students.
1. Key Punch
2. Verifier
3. Dual Keypunch and Verifier System
4. Reproducer
5. Collator
6. Accounting Machines
7. Calculating Punch
8. Paper-tape Machine
9. Disc Pack
10. Card to Tape Converter
11. Mag Tape Typewriter
12. Computer
13. Computer Terminal
14. Printer
15. Computer Output Microfilmer
16. Card Sorter
17. Other, please indicate APPENDIX D
DEPARTMENT HEAD QUESTIONNAIRE
12A DEPARTMENT HEAD QUESTIONNAIRE
THE INTEGRATION OF DATA PROCESSING CONCEPTS IN THE BUSINESS EDUCATION CURRICULUM IN ALABAMA
The purpose of this questionnaire is to obtain information concerning the present practices, attitudes, education, and experiences of teachers in the instruction of business data processing at the secondary and post secondary levels in Alabama. This questionnaire will be held in confidence when received from the respondent.
Your assistance and cooperation in this study will be sincerely appreciated. Please return the questionnaires in the enclosed, stamped, addressed' envelope to:
Patricia F. McGill 6615 Zenda Court Montgomery, AL 36117
This questionnaire has been assigned number ______as a control number.
125 126 DIRECTIONS: Please answer the following questions if your school teach a unit or course(s) in business data processing.
01. Does your school offer a unit or course(s) in data processing?
1. Yes
2. No
If no, please return questionnaire.
02. When did your school first offer instruction in any phase of data processing for business? ______
03. What was the PRIMARY reason for offering instruction in any phase of data processing in your school?
1. Community survey showed a need for it
2. Money was available for equipment
3. Teacher(s) interested in data processing as a field
4. Students were interested in it
5. Other reason, please list______
04. What three instructional problems have you found most serious? (Rank, with 1 most serious)
1. Curriculum development
2. Philosophical difference among departments involved
3. Scheduling students on the equipment
4. Selecting the students for the program
5. Evaluating student work in class, setting standards, etc.
6. Getting data processing grades accepted by colleges
7. Arranging for field experience
8. Keeping updated
9. Asked to do too many outside jobs on equipment
10. Other, please list ______127 05. Has; your data, processing program changed since you started it?
1. Yes
2. No
Ct6. How has your data processing program changed since you started it?
1. Has not changed
2. Added courses
3. Combined courses (’detail below)
4. Added equipment
5 • Standards have changed
6. Students selected more carefully
7. Other, please list ......
•07. How do you determine necessary changes?
0 1. Follow-up studies of students
2. Advisory committee
3. Feedback from businessmen
4. Read research literature
5. Conversation with fellow data processing teachers
6. Suggestions from equipment manufacturers
______7. Administrative directives
8. Other, please list______
08. Do students have access to data processing laboratory equipment?
1. Yes
2. No 128 09. How are students laboratory periods assigned or scheduled?
1. Regularly scheduled periods
2. At any time the student has free time
3. Subject to administrative work being processed
4. Other, please indicate______
10. How much laboratory work per student is performed (average time)?
1. 1-2 hours per week
2. 3-4 hours per week
3. 5-7 hours per week
4. 8-10 hours per week
5. More than 10 hours per week
11. What is the approximate number of students taking business education courses?
1. Under 200
2. 200 to 400
____ 3. Over 400
12. What is the ownership status of the data processing equipment? Check all blanks that apply.
1. Owned by the school (or in cooperation with State or Federal * agencies)
2. Leased from the manufacturer
3. Rented from private businesses
4. Ownership status unknown 129 13. In what grade levels are students enrolled in your data processing courses?
_1. 10, 11, 12
_2 . 11, 12 SECONDARY
3. 12
_4. Other, please indicate^
_5. Pre-employment day classes
_6. Pre-employment night classes POST-SECONDARY _7. Adult evening program
_8. CETA
9. Other, please indicate______
14. How do you select students for the data processing courses?
Secondary Post-Secondary
1. No selection is done
2. Test scores
3. GPA - general
4. GPA - specific courses
5. Certain characteristics
6. Other, please list_____
15. Do you require prerequisite courses for the data processing program?
1. Yes
2. No
16. Do you require certain grades in the prerequisite courses for the data processing program?
1. Yes
2. No 17. Check the areas that are prerequisites for the data processing program.
Data-Entry Prgmer Tape Comptr Equip Comptr Systems Systems Courses Clerk Trainee Lbrn Oper Anlyst Prgmer Analyst Prgmer
Mathematics
Science
Typewriting
Bookkeeping/Accounting
Office Procedures
Introduction to Business
English
Other, indicate 131 18. How many teachers do you have instructing in your data processing program?
Full-time
Part-time
19. Compared with other full-time teachers, how often do full-time data processing teachers attend summer sessions, workshops, institutes or special classes to keep updated?
1. About the same
2. More often
3. Not as often
•20. In your opinion, what kinds of schools are most effective for updating data processing teachers?
1. Special summer data processing workshops
2. Regular summer session classes
3. Manufacturers schools
4. Other, please list______
21. Are your full-time teachers expected to work in data processing depart ments in business during the summer to get actual work experience on the equipment?
1. Yes
2. No
3. No, but recommended
4. No, but they do voluntarily
5. No, but they visit offices
22. Do you use part-time data processing personnel from business offices to teach some courses?
1. Yes
2. No What courses do the part-time personnel teach.?
1. Key punch.
2. Reproducer, collator, interpreter, etc.
3. Unit record systems
4. Computer theory/logic
5. Systems analysis
6. Programming
7. Programming systems
8. Computer console operation
9. Data processing applications
10. Data processing math.
11. Data processing systems
12. Other, please indicate 133 What qualifications (preparation.). do you. look for in selection of your part-time instructors?
Experience: _1. Teaching
_2. Business/Government Data Processing
Education: _3. High. School Diploma
4. Business or Trade School
_5. Junior College or some college
_6. College Degree
_7. Graduate Degree
Background Courses: 8. Business Courses
Data Processing Courses
.10. Math.
11. Science
12. Psychology
13. Psychology of Learning
14. Other Education Courses
15. Other, please list 134 25. Where do MOST of your students get jobs? (Check only one choice.)
1. All over the country
2. Locally
3. Nearby large cities
4. Other, please indicate______
26. What problems do you have in placing students?
1. No particular problems
2. Businesses hire students before they complete their data processing course work
3. Business reluctant to hire females
4. Jobs above tab equipment operation seem to require more education than we provide
5. Other, please indicate______APPENDIX E
DATA PROCESSING MANAGER INTERVIEW SCHEDULE
135 DATA PROCESSING MANAGER INTERVIEW SCHEDULE
EQUIPMENT
Keypunch ......
Verifier ......
Dual Keypunch and Verifier
Card Sorter ......
Reproducer ......
Collator ......
Accounting Machines . . .
Calculating Punch ....
Paper-tape Machine ....
Disc Pack ......
Card to Tape Converter . .
Mag Tape Typewriter . . .
Computer ......
Printer ......
Computer Output Microfilmer
Computer Terminal ....
Other (Indicate) ......
136 137
What is the minimum desirable level of education for the following jobs? 1— H.S.; 2— J.C.-Tech.; 3— Degree; 4— Private Business School; 5— Any Post High School Training
JOBS LEVEL OF EDUCATION
Data Entry Clerk......
Programming Trainee ......
Tape Librarian ......
Computer Operator ......
Equipment Analyst ......
Junior Computer Programmer ......
Senior Computer Programmer ......
Systems Analyst ......
Systems Programmer ......
In hiring a prospective employee from outside your company, how much previous data processing experience do you require for the following job categories? Also, indicate the minimum amount of experience.
EXPERIENCE JOB CATEGORIES ’ Desired Minimum
Data Entry C l e r k ......
Programming Trainee ......
Tape Librarian ......
Equipment Analyst ......
Junior Computer Programmer . . . ______
Senior Computer Programmer . . .______
Systems Analyst ......
Systems Programmer Which data processing areas do you prefer employees to have studied in school? At what level? 1— Secondary; 2— Post-Secondary
Also, indicate the data processing areas you require (provide) on-the job training for each of the jobs?
AREAS SCHOOL OJT
Typewriting......
Data E n t r y ......
Calculating Machines ......
Unit Record Equipment ...... (Operating Concepts)
Wiring Boards ......
Paper Tape E q u i p m e n t ......
Computer Console Operation ......
Introduction to DP Concepts......
m Introduction to Computers ...... (Theory & Logic)
Programming......
• Flow Charting......
Data Processing Applications ......
In the above questions, also indicate where the OJT classes are provided— taught by whom?
1— In house, own company personnel
2— Manufacturing representative, in house
3— Manufacturing School
4—-'•OJT, no formal classes
5— Local School— on their own
6— Local School— reimbursed PLEASE NOTE:
Dissertation contains small and indistinct print. Filmed as received.
UNIVERSITY MICROFILMS. Khcro did you got most of the personnel for each of those jobs? Rank the 3 most important sources.
Data Jr. Sr. Entry Pqrmcr Tape Comptr Equip Comptr Comptr Sys Sys Clerk ■ Trainee Lbrn Oper Anst SOURCES OK EMPLOYEES Pgrmcr Fqrmer Ana Pqrmer
Schools
Ads
HI i s. Recommendations
Inquiries
Friends of employees
Public Employment Agencies
Private Employment Agencies
Promotions 139 In which of the following educational areas should people with these jobs have had courses?
Jata Hntry Prgmer Tape Comptr Equip OTHER EDUCATION Comptr Systems Systems Ilcrk Trainee tbrn Oper Anst General Background Pqrmer Analyst Pqrmer Communications— Oral Written Arts Sciences Social Sciences Louie/Philosophy
Anal. Geometry Trigonometry Cnlcu]us Languages Psychology
Management Gen. Principle Mgt. Personnel Quai. Control Intro, to Systems Ofiice Records
Finance Principle f Honey anc! Banking [
Account i nq 1 yr. Princ/Thcory 2 yr. Princ/Thcory Cost ' Tax
Genera 1 Bus i ness Intro, to Bus incss HI.a tistics Ouant. Analysis Business Lav; Economics 141
Please check the specific skills you require for a prospective Computer Operator, Programmer, and Systems Analyst.
Skills Computer Operator Programmer Systems Analyst
N/A Unit Record Equipment Basic Accounting Flow Charting Programming RPG PL/1 COBOL FORTRAN Assembler Inventory Sales Analysis Profit St Loss Invoicing Payroll Linear Programming Decision Tables Strategies PERT Queuing Probability Simulation Business Applications Other, indicate APPENDIX F
FOLLOW-UP LETTER
142 i
Dear Fellow Business Educator:
On February 21, 1978, I wrote requesting your assistance in obtaining data concerning Business Data Processing Education in Alabama. I feel that my study will be significant in business developments in our state.
I have not received the questionnaires from your school. If you have not already done so, would you please fill out the enclosed questionnaire and give the second one to the data processing teacher in your school and return them to me. As an educator, I respect the demands made' upon your time, and I will appreciate your cooperation.
Sincerely,
Patricia F. McGill Researcher
Enclosures
143 BIBLIOGRAPHY
144 BIBLIOGRAPHY
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Periodicals
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145 146
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Public Documents
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