The identification of vocational and career development competencies for school guidance counselors

The purpose of this study was to identify from the perceptions of selected counselor-educators and state directors of vocational education common competencies needed by school guidance counselors in the general category of vocational and career development.

Data were collected from a panel of experts composed of 20 recognized authorities who were members of two vocational guidance associations (AVA and NVGA). A list of 83 competency statements was presented to this panel. The panel members responded to each competency statement as either essential or nonessential. An acceptance level of 60 percent was established to determine when consensus of opinion had been obtained. A survey instrument of 72 competency statements was constructed, which incorporated a Likert-type scale, and was submitted to 50 selected counselor-educators, one from each state, and the state directors of vocational education.

The major findings of the research were as follows:

1 . State directors of vocational education consistently obtained higher mean values for responses on competency statements as compared to counselor-educators.

2. Considering the Likert-type scale, 42 of the competency statements were rated "high."

3. Competency statements in Area 10, psychological or counseling aspects of the guidance function, were all rated as essential by the respondent groups.

4. In 46 instances, the respondent groups rated competency statements as being "high" on the essential/nonessential scale, yet significant differences and significant correlations existed.

5. Based on the 6.8 value, a high majority (46) were considered essential by respondent groups. State directors of vocational education were nearly unanimous (66 of 72) in agreement with the panel of experts.

6. Significant positive correlation was found between respondent groups in all 12 broad competency areas.

7. Counselor-educators considered competency statements which required school guidance counselors to be involved in outreach programs beyond school boundaries to be among the least important competencies.

8. The respondent groups viewed the role of vocational assessment as being an important area for school guidance counselors.

9. The need for a set of common competencies in the category of vocational and career development was accepted by respondent groups.

10. Fifteen factors were clustered as having common elements within the 72 competency statements.

11. The factor clusters varied from the arbitrarily assigned competency areas.

12. Commonality of factor clusters exists because of the spread over competency statements.

Four conclusions were reached from this study.

1. State directors of vocational education have a more holistic view of vocational and career development requirements in the area of school guidance than do counselor-educators.

2. Sixty-six of the competency statements provide a sound basis for developing competency-based counselor education programs in vocational and career development.

3. Sixty-six competency statements provide a basis for setting school guidance certification requirements in vocational and career development.

4. The competencies identified in this study can be classified; however, regardless of the system of classification, commonalities exist among the various competency statements.