A study of entry-level competencies for graphic-arts industrial personnel in Pennsylvani

The primary purposes of this study were to (1) obtain information on the entry-level competencies that are considered essential by the graphic arts industry; (2) obtain information on the entry-level competencies that are considered essential by the vocational-technical educators; and (3) obtain data on the similarities and differences of entry-level competencies as identified by vocational-technical educators and respondents in the graphic arts industry.;A questionnaire was developed to meet these objectives and mailed to a population of 246. The first group consisted of 190 corporate members, located in the Commonwealth of Pennsylvania, selected from the membership directory of the Graphic Arts Technical Foundation, Inc. The second group consisted of graphic arts teachers from 56 vocational-technical schools throughout the Commonwealth of Pennsylvania selected from the VEMIS report.;Analysis of the collected data indicated that: (1) the vocational educators placed more emphasis on the technical competencies while the respondents from industry placed greater importance on cognitive-type competencies; (2) a high percentage of respondents from both groups reported that they had considerable trade experience; (3) the vocational educators placed more emphasis on the essential competencies than did the respondents from industry; and (4) 60% of the competencies were rated between 40%-49% at the "desirable but not essential" level by the respondents from the graphic arts industry.;Based on the analysis of data, these recommendations were made: (1) the instrument used for the 75 competencies could be used as content for instruction and/or evaluation of current programs; (2) vocational educators should constantly be reviewing entry-level needs with industry in order to maintain a viable graphic arts program; (3) a study should be conducted to determine the source of entry-level employees for the graphic arts industry; and (4) a study should be conducted to determine where and how employees in the graphic arts industry obtain both entry-level and advanced training. Far reaching curriculum implications for vocational-technical programs could be found in such a study.