Comparing Employer and Teacher Identified Entry-Level Job Requisites of Service Occupations

Abstract

As the number of successful demonstrations of the ability of severely handicapped persons to learn competitive job skills grows, the question of which skills to include in prevocational curriculum takes on increasing importance. Previous research, using descriptive validation assessment techniques, has identified employers’ expectations of entry-level requisites for sheltered and competitive jobs. Rusch, Schutz and Agran (1982) surveyed employers in Illinois and identified 70 skills critical for entry into service occupations. A relevant question concerns the level of concensus between classroom teachers and employers as to requirements for employement. Whether or not job requirements are consistent across regions or are locally determined also remains unanswered. The present investigation compared the level of agreement between employers and classroom teachers of secondary level severely handicapped students as to employment requirements. Missouri employers’ responses were also compared to those in the Rusch et al. study. While employers and teachers were found to strongly agree as to entry-level job requisites, no significant correlation was obtained between the two groups of employers’ responses. Results are discussed relative to vocational training program development.