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The primary purpose of the study was an initial attempt to identify the basic social skills which are pertinent to the general occupational categories of (1) trade and industrial, (2) technical occupations, (3) health occupations, (4) marketing and distribution, and (5) business and office. A secondary purpose was to compare the identification of social skills and the ranking of the importance of these social skills as related to job performance. Data were gathered from postsecondary instructors and industrial personnel within selected industrial settings utilizing a social skills inventory scale and interview techniques. Seven postsecondary complexes were selected to present the institutional input. In addition, industrial personnel representing the five basic occupational categories were selected for participation in the study. A major finding was that various degrees of social skill competence are of vital importance to the levels of performance within all basic occupational categories. The survey instrument is appended. (Author/VA)

The concern of educational and political leaders as to the extent and nature of impact made by Institutional Manpower Development and Training Act (MDTA) programs provided the basis for the study. The research report describes the degree of influence that the MDTA programs had on vocational and technical education in the State of Mississippi 1970-73. Thirty-five persons involved in vocational education were interviewed to obtain data which would contribute questions and answers to the focal point of the study. The data were analyzed within 10 categorical segments: outgrowing vocational education programs; the effect of manpower curricula and industrial training methods; obtaining necessary equipment and facilities; services to disadvantaged persons and the open entry--open exit policy; information on administrators, teachers, and students who went on to other vocational education programs or positions; information on the "start-up" policy; the effects of the MDTA stipend and the GED; years of most and least influence on other programs; influence ratings and state of Manpower training; and successful techniques used in industry. Overall, institutional MDTA programs were thought to have a moderately positive degree of influence upon other vocational education programs. The survey instrument and response data are appended. (VA)

The document contains the detailed tabulation of the data collected in an investigation of the degree to which social and mobility factors are important for the success of secondary and postsecondary students in vocational and technical training programs. Chapter 1 presents information on the relationship of social competency to mobility factors in the form of 122 5x4 matrices for the nine geographic zones of Mississippi, categorized in the following occupational areas: trade and industry, technical education, business and office, marketing and distribution, and health education. Matrices for each area contain data for secondary and postsecondary students and a zone composite of the students. Matrices are also presented for State composites of each occupational area, secondary and postsecondary students, and a State total for all students. Chapter 2 presents information on the relationship of mobility and social factors to personal and contextual factors. Data were derived from questionnaires completed by students. Mobility and social data are tabulated and discussed separately for secondary and postsecondary students. Twenty-two general conclusions from the study are outlined. The questionnaires used are appended. (Author/EC)

The purpose of the study was to determine the degree to which factors other than job skills, in particular mobility and social factors, are important for the success of students from vocational and technical training programs at the secondary and postsecondary levels. Data were gathered from interviews with selected center directors, from teacher observation, and from questionnaires developed for the study and given to students. The State of Mississippi was divided into nine geographic zones in order to secure a representative sample of institutions and participants. Participants in the study consisted of 1,781 secondary vocational students and 2,243 postsecondary vocational students. The social and mobility factors for secondary and postsecondary students in each zone are presented in table form, with discussion, separately according to the type of vocational training program: trade and industrial, technical, business and office, marketing and distribution, and health occupations. State composites of social and mobility factors for secondary and postsecondary students are also presented. Conclusions about each subject area and general conclusions are presented, based on the data collected. (EC)