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ED 391 889 CE 070 735
AUTHOR Harnish, Dorothy; Anukam, RayTITLE Survey of Georgia Employers.INSTITUTION Georgia Univ., Athens. Dept. of Occupational
Studies.SPONS AGENCY Georgia State Dept. of Technical and Adult Education,
Atlanta.PUB DATE 96NOTE 50p.
PUB TYPE Collected Works Serials (022) Statistical Data(110)
JOURNAL CIT Georgia Department of Technical and Adult EducationResearch Brief; v2 nl Win 1996
EDRS PRICE MF01/PCO2 Plus Postage.DESCRIPTORS Adult Education; *Employer Attitudes; Emploptcent
Patterns; Employment Projections; *EmploymentQualifications; Industrial Training; Labor ForceDevelopment; Labor Needs; Partnerships in Education;School Business Relationship; State Surveys; Tables(Data); *Technical Education; Technical Institutes;Two Year Colleges
'IDENTIFIERS Employer Surveys; *Georgia
ABSTRACTThe business and industry representatives present at
the initial meeting of each of Georgia's 16 state technicalcommittees responsible for reviewing the curricula offered by Georgiatechnical institutes were surveyed to gather information aboutgeneral trends in the workplace and ways of relating those trends toplanning/revising technical education in Georgia (93 responded). Thesurvey focused on the following topics: business-educationpartnerships; company-sponsored employee training; currentbusiness/industry trends (total quality management, hiringqualifications, technical institute program quality, hiringshortage/job growth); and work force issues. One-third of thecompanies represented were prezently members of tech prep orschool-to-work partnerships with high schools or technicalinstitutes. Employee training was being provided by 867. of thecompanies. The quality of programs at .!..echnical institutes wasconsidered excellent by 19% of respondents, good by 48%, adequate by23%, and poor by only 3%. The greatest areas of protected job growthin the next 5-10 years were in the categories technicians (66%),professional positions (25%), and entry-level production jobs (19%).Thirty-four percent of respondents expected downsizing of theircompanies in the near future. (Appendixes constituting more than 80%of this document contain 41 tables/graphs summarizing the surveyresults. Contains 10 references.) (MN)
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Reproductions supplied by EDRS are the best that can be Tadefrom the original document.
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Survey of Georgia EmployersResponsiveness to business andindustry needs for an educatedworkforce has beer a hallmark of the .
technical institutes (TIs) in Georgiasince their inception. Programstandards and guides for over 120technical curricula were originallydeveloped through an industry-drivenmodel utilizing input from StateTechnical Committees of business andindustry representatives, workingtogether with TI program faculty. TheStandards Project (now the Occupa-tional Research Group) of theUniversity of Georgia and the GeorgiaDepartment of Technical and AdultEducation (DTAE) provided leadershipfor this statewide curriculum effort.
Beginning Fall 1995 all standardizedprograms are undergoing a compre-hensive updating process, again basedon input from representatives ofbusiness and industry from across thestate. This statewide industry-drivenrevision process is focused on issuesthat defme a changing workforce:emerging technologies, the reorgani-zation of work and jobs, and the needfor high-level skills as well as basiccompetencies and productive workattitudes. As a first step of thecurriculum revision process, StateTechnical Committee members wereasked to discuss with programdevelopers their perceptions ofindustry's education and trainingrequirements for hiring qualifiedworkers. Discussion focused onfollowing questions:
* How is the workforce changing?* What does industry need fromeducation now and in the future?* What are the implications ofworkforce changes for postsecondarytechnical education curricula and thepreparation of students for a changingworkplace?* How well are the TI programsmeeting the needs of business andindustry in Georgia and preparingstudents with appropriate job skills?* What needs to change?
To gather information about generaltrends in the workplace and how thesemight be related to program planningand revisions in technical education inGeorgia, an employer survey question-naire was developed for use withDTAE's comprehensive revisionprocess.
MethodologyThe survey, designed and administeredby the Occupational Research Group(ORG) at the University of Georgia,queried members of the State TechnicalCommittees (STCs) for each of theprogram areas being reviewed duringthe first year of DTAE's three yearcomprehensive revision process.Questionnaire items were drawn fromnational literature on workforcedevelopment, and addressed topics ofbusiness/education partnerships,employee training needs, currentbusiness/industry trends, and changingworkforce issues identified in recent
national reports. The survey wasadministered by ORG to all businessand industry representatives at theinitial meeting of each of the 16 StateTechnical Committees in September1995. Members were asked tocomplete the questionnaire at themeeting and return it to the ORGprogram specialist facilitating themeeting. Data was compiled by ORGstaff', using SPSS and Excel software togenerate descriptive statistics (percentand frequency of responses) and tablesand charts illustrating responses to eachitem on the survey instrument.
SurveyPopulationA total of 93 completed surveys werereceived. Representatives frombusiness and industry in the followingprogram areas participated in thesurvey research: Accounting, AirConditioning, AutomatedManufacturing, Business/InformationTechnology, Business Equipment,Computers, Drafting, Electronics,Industrial Electrical, IndustrialMaintenance, Machine Tool,Marketing, Telecommunications, andEngineering Technologies - Civil,Environmental, Electronic, Mechanical,Electromechanical. The types ofcompanies STC members representedvere primarily manufacturing/
industrial and engineering/design(59%), with smaller numbers fromgeneral business, public service, and
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communications sectors (9-11% each).More than half (58%) worked at largecompanies of more than 200 full-timeemployees, and 15% at companies of20-100 full-time employees. Nearly allcompanies were American-owned(96%). Half of the companies werelocated in urban areas and another thirdin rural areas of Georgia.
Findings andDiscussionThe major categories of response fromthe survey are summarized andpresented in the section which follows.Detailed, descriptive data for each ofthe questionnaire items are provided inthe appendix of this report.
BUSINESS/EDUCATIONPARTNERSHIPS:Respondents were asked to provideinformation about current partnershipstheir company participated in witheducation and areas where they mighthave an interest in future involvement.One-third of the companies representedwere presently members of Tech Prepor School-to-Work partnerships withhigh schools or technical institutes inGeorgia, half were not, and the otherswere not sure. For those who hadpartnerships, the types of activities withtechnical institutes in which companyemployees most often participatedincluded representation on localadvisory committees for TI programs(73%), site tours for TI students orfaculty (56%), curriculum developmentfor TI courses (53%), and classroompresentations at local TIS (43%).Where companies were not currentlyinvolved with TI activities, theyexpressed the strongest interest in
muing work-based learning projectsfor students and serving as mentors forat-risk students. Nearly half ofrespoucieats' companies currentlyoffered tuition assistance for employeestaking TI courses, and a third
sponsored co-op or internshipprograms for students. Ft..ure interestwas expressed most strongly incompany sponsorship of summerinternships for TI students (37%), aswell as internships, job shadowing, andyouth apprenticeships where these werenot currently available.
COMTANY-SPONSOREDEMPLOYEE TRAINING:Asked about opportunities foremployee skill upgrading at theircompany, 86% of respondents statedthat their company provided theseopportunities. Areas of employeetraining provided most frequently bythe company included use of computersor other new equipment (73%),teamwork and problem solving (56%),safe use of equipment/tools (47%), andstatistical process control or other newprocesses (41%). This training foremployees was provided most often bya hired consultant (58%), a local TI(45%), or a continuing education unitof a local college (31%).
CURRENT BUSINESS/INDUSTRYTRENDS:Total Quality Management: Onearea of change in many corporatesettings today is the incorporation ofquality elements into standard practice.More than half of respondents indicatedthat the following areas have become orare becoming standard practice in theircompany: cross-training (70%),employee teams (63%), employeeempowerment (6)%), and continuousimprovement processes (55%).
Hiring Qualifications: Another areaof interest was the qualificationsconsidered most important in hiringworkers in business and industry.Asked to rank seven basic skillqualifications, respondents mostfrequently chose interpersonal skills astheir highest priority, followed byproblem solving skills, critical thinkingskills, and math/computation skills.Lowest ranked qualifications (relative
to others in the list) were presentationabilities, writing skills, and computerexpertise. Asked to rank eighttechnicallworkplace qualifications,respondents most frequently chosetechnical expertise as their highestpriority, followed closely by educationin the appropriate field, job-relatedexperience, and positive work attitudes.Lowest ranked qualifications (relativeto others on the list) were leadershipqualities, adaptability, ability to followdirections, and good work habits.
TI Program Quality: Respondentswere asked to rate the quality ofprograms at the technical institutes onthe basis of their experience in hiringTI gaduates. Overall responses werepositive, with 19% rating programs asexcellent, 48% rating them good, and23% rating them adequate. Only 3%said they were inadequate or poor.
Hicing Shortage/Job Growth: Askedif they were experiencing difficulties orshortages in finding potentialemployees in any areas, 46% ofrespondents answered yes, and thesame percentage said no. For thosewho responded in the positive, no clearpatterns wer.e identified in specificareas of hiring difficulty or in reasons toaccount for the shortages (see listing inappendix). The greatest area of jobgrowth in the next 5-10 years predictedby respondents was clearly in thecategory of technicians (66%). Smallerpercents identified growth in profes-sional (25%) and entry-level produc-tion (19%) jobs. Very few saw anygrowth in clerical and management jobsin the near future. Thirty-four percentof respondents expected to see adownsizing in their company in thefuture, mostly in management areas.
WORKFORCE ISSUES:Respondents were asked to indicate towhat extent their company wasexperiencing various trends identifiedin the national literature on thechanging nature of the workforce.
Based on the percentages ofrespondents who said it was verydescriptive of their company, thefollowing workforce trends seem to beoccurring in Georgia business andindustry: new technology has increasedjob skill requirements (58%);employees perform a broad range oftasks including operating andmaintaining their own equipment andperforming quality control (47%); goodattitudes, communication skills, andprevious successful work history aremore important than academiccredentials (38%), and work isperformed by self-directed teams(33%). In addition, approximately halfof the respondents said the followingtrends were somewhat descriptive oftheir company: employees participatein goal setting and budgeting activities,collaboration among autonomous teamsof workers has replaced chain-of-command management, andresponsibility is vested in individualswith specialized skills (horizontalstructures). The areas seen as leastdescriptive of Georgia business/industry, based on the percentage ofrespondents who said it was not at alldescriptive of their company weretelecommuting used as an option forsome employees (59%), full-timepositions being replaced with pait-timeand temporary employees (54%), massproduction being replaced withcustomized manufacturing (39%), andbachelor degrees being replaced bytechnical timing or associate degrees(38%).
NationalSurveys ofEmployersAt the national level, a number ofreports and books have appearedrecently which examine the changingnature of the workplace and whatemployers in business and industry
expect from education in response tothese workforce changes. AnthonyCarnivale (1989) states in WorkplaceBasics: The Skills Employers Want,"New technology. Participativemanagement. Sophisticated statisticalquality controls. Customer service.Just-in-time production. The work-place is changing and so are the skillsthat employees must have in order tochange with it. But many do not havethe basics essential for acquiring moresophisticated technical skills (p.ii).These basic skills are identified asknowing how to learn, conununi-cations, adaptability, personalmanagement, group effectiveness, andleadership, as well as the academicbasic skills. He goes on to link basicskills to global competitiveness,technical change, and individualopportunity, stating that "How acountry responds to economic andtechnical change - whether its responsewill be strong or weak - depends onhow the country integrates learningwithin its employer institutions" (p.6).Other publications by Camivale, TheLearning Enterprise (1989), Trainingthe Technical Workforce (1990),expand on these themes.
The 1991 SCANS Report What WorkRequires of Schools looked closely atthe changing workplace and the skillsneeded for employment. It identifiedfive competencies and a three-partfoundation of skills and personalqualities that lie at the heart of jobperformance. Likewise, workcurrently in progress with nationalcommittees and boards to identifyindustry-specific national voluntaryskill standards is another reflection ofthe national concern with developing aquality workforce education system.
The most recent nationwide survey ofemployers was conducted by theNational Center on the EducationalQuality of the Workforce (EQW) in1994. Called The EQW NationalEmployer Survey, the study examines
responses ftom over 4,000 companies,based on phone interviews withmanagers in both manufacturing andnon-manufacturing sectors. The surveyprovides information about howemployers recruit workers, how theyorganize work, which educationalcredentials and verience they use inscreening applicants, and what roleeducation and training play in providinga skilled workforce. Some of the keyfindings include:* Restructuring of the AmericanEconomy has not led to deskilling ofwork; 56% of employers reportedincreasing skill requirements.* Use of high-performance worksystems still remains the exceptionrather than the rule; only 37% reportedadopting a formal TQM program, only12% of non-managerial workersparticipate in self-managed teams,however, 54% do participate in regularmeetings to discuss work-relatedproblems.* Vutually all employers provide eitherformal or informal (on-the-job) trainingfor workers, and over half haveincreased formal training in the past 3years.* 20% of current workers were seen asnot fully proficient in their jobs becausethey lacked necessaary skills or becausethe skill requirements of the job hadincreased.* Years of schooling and skillscertificates are used to screen and hireapplicants, but not measures of schoolperformance (grades); what is mostimportant to employers is applicantattitudes and communication skills, anda successful history of previous workexperience.* The type of training employersprovide for workers most often relatesto safe use of equipment or tools.Second ranked training area wasimproving teamwork efforts or problemsolving skills and training in customerservice. Third ranked area was use ofcomputers and new equipment.* Training is most often provided byequipment providers/vendors (50%),
4 Research Brief Winter 1996
private consultants (36%), PICs orindustry associations (34%), technicalor vocational schools (33%) orcommunity colleges (30%).
The conclusion of the study's authors isthat "despite partnership in some areas,employers and schools do not speak thesame language. What is required toend the disconnection between schoolsand employers is the establishment ofmore direct and businessliketransactions between the two" (EQWIssues, 1995, pg.7). They, recommendthat employers need to become morefamiliar with measures of learningprovided by the schools, and schoolsneed to make the measures andschooling itself more relevant to theworld of work.
Interpreting and comparing results ofvarious surveys of employer needs forskilled workers is complicated byvariations in the sampling processesused, methods of collecting data,question formats, position ofrespondents, and focus of questions.
ConclusionThe role of schools and colleges inpreparing students for the workplace isrecognized as one which his directimpact on workforce quality and globalcompetitiveness. As the workforceneeds change, the Lizills and attitudesneeded by students to be successful inthis changing environment also mustchange. It is important to create clearand strong lines of communicationbetween education and employers toassure the relevance of technicaleducation programs. Involvingbusiness and industry in curriculumdevelopment and revision, as DTAErecognizes, is the most effectivestrategy. Periodically collectinginformation from employers aboutchanging workforce trends statewidecan also provide significant input forupdating programs in the technical
institutes. The annual survey ofGeorgia employers conducted by theOccupational Research Group can helpto inform educators in the technicalinstitutes about workforce trends andtheir implications for strengthingtechnical cunicula in Georgia.
ReferencesApplebaum, E., & Batt, R. (1994).
The new American workplace:Transforming work systems in theUnited States. Ithaca, NY: ILR Press.
Braddock, D. (1995). What is atechnician? Occupational OutlookQuarterly, 39 (1), 38-44.
Bridges, W. (1994, September).The end of the job. Fortune, 62-74.
Carnevale, A. P., & Gainer, L. J.(1989). The learning enterprise.Washington., DC: U.S. Department ofLabor; Alexandria, VA: AmericanSociety for Training and Development.
Carnevale, A. P., Gainer, L. J., &Meltzer, A. S. (1988). Workplacebasics: The skills employers want.Washington, DC: U.S. Department ofLabor; Alexandria, VA: AmericanSociety for Training and Development.
Carnevale, A. P., Gainer, L. J., &Shultz, E. (1990). Training thetechnical workforce. San Francisco:Jossey-Bass.
Cimmission on the Skills of theAmerican Workforce. (June 1990).America's choice: High skills or lowwages. Rochester, NY: NationalCenter on Education and the Economy.
National Center on the EducationalQuality of the Workforce. (1994). TheEQW national employer survey: Firstfmdings. U.S. Department ofEducation, Office of Educational
Research and Improvement.
The Secretary's Commission onAchieving Necessary Skills. (June1991). What work requires of schools:A SCANS report for America 2000.Washington, DC: U.S. Department ofLabor.
Zemsky, R., & Iannozzi, M.(1995). A reality check: First fmdingsfrom the EQW national employersurvey EQW Issues,( No. 10)National Center on the EducationalQuality of the Workforce.
GDTAE Research Briefs areprepared by the OccupationalResearch Group at the University ofGeorgia, under contract to theGeorgia Department of Technicaland Adult Education, to summarizeemerging issues in the nationalliterature on postsecondarytechnical education.
Contributors:
Dr. Dorothy Harnish, ProjectCoordinator, Occupational ResearchGroup, University of Georgia
Dr. Ray Anukam, ProgramSpecialist, Occupational ResearchGroup, University of Georgia
APPENDIX
RESPONSES TO EMPLOYER SURVEYQUESTIONNAIRE ITEMS
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ank
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1 1 1 I I I'
I
5%10
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%20
%25
%
Per
cent
age
BE
ST
CO
PY
AV
AIL
AB
LE
Pag
e 15
22
III
MI
OM
IN
D M
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blem
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llsE
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IGH
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ank
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ank
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ank
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11
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I
Pser
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Pag
e 16
She
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ank
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BE
ST
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PY
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AIL
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LE
10%
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Her
mita
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Pag
e 17
24
MID
MIM
ES
INM
-111
1111
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I OM
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WE
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ank
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Pen
onla
ga
1i
Pag
e 18
She
er!
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&W
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HE
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ank
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%11
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ank
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ank
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ai*
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BE
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26
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e aw
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ish,
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ank
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ank
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ank
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89
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king
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WE
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ank
I
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(HIG
HE
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ank
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of E
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tion
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e A
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1
Pag
e 20
0 P
I
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ical
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ertis
e
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ank
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ank
31
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ank
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ank
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ank
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p.ro
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ST
CO
PY
AV
AIL
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LE
Pag
e 21
2
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OM
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MS
MO
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xper
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ank
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age
22
29
She
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ship
Qua
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s
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untI
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BE
ST
CO
PY
AV
AIL
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LE
Pag
e 23
30
1011
INS
MO
WW
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MM
I SW
OM
MI
MB
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st1
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irect
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nrat
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ank
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k 2
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onk
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1I
1
Pag
e 24
31
She
etl
I
(13f
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osItW
e w
ork
attit
ude
I
&E
MI E
rma=
(HIG
HE
ST
) R
ank
118
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k 2
18%
I13
17%
j14
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k 3
pR
ank
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ank
611
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0%0
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WE
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ank
a
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k It
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(HIG
HE
S1)
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ve W
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tude
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BE
ST
CO
PY
AV
AIL
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LE
Pag
e 25
32
VII
IN
IBI
I I
IIfi
llSi
ll O
N M
INI
I I
IIN
1 I
I I
I I
MI
I I
I I
I O
M I
I 1
I I
1 I
I I
I11
1111
1M
I
Shee
n
(13g
) G
ood
wor
k ha
bits
ER
MA
End
ianc
3((H
IGH
ES
T)
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k 1
13%
12R
ank
217
%15
Ran
k 3
15%
13R
ank
415
%13
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k 5
12%
11R
ank
617
%15
Ran
k 7
7%6
(LO
WE
ST
) R
ank
84%
410
0%89
Ran
king
of G
ood
Win
k H
abits
(tow
Esr
, Ran
ks
Rae
* 7
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k b
Ran
k 3
!
Ran
k 4
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3
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NE
ST
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4111
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%
Pac
cona
m
11
Pag
e 26
33
Sha
stl
13h)
Ada
ptab
ility
Mut
Em
ma
(HIG
HE
ST
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ank
110
%9
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k 2
9%8
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k 3
8%7
Ran
k 4
12%
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ank
510
%9
Ran
k 6
12%
11R
ank
725
%22
(LO
WE
ST
) R
ank
813
%12
100%
89
(LO
WE
ST
) R
ank
111
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k 7
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k 6
Ran
k 4
Ron
k 3
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k 2
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HE
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k1
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king
of A
dapt
abili
ty
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anta
ge
20%
25%
-1
BE
ST
C01
-1 A
VA
ILA
BLE
Pag
e 27
34
IsIN
SM
O M
I U
MN
S U
MM
IN
MW
I11
111
MI
IIII
BM
B 1
110
She
t1
15.a
. Ate
you
exp
erie
ncin
g di
n:ul
tiss
orsh
orta
ges
in fi
ndie
v po
tent
ial
empl
oyee
s in
any
Ob
area
?E
XP
ER
IEN
CE
IN F
IND
ING
EM
PLO
YE
ES
Egm
ont
Enn
utac
xY
es46
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46%
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o R
eoPo
nse
8%7
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93
_D
IFFI
CU
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N F
IND
ING
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TE
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o 14
40on
ie41
4.
, .---
Yes
44%
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--11
1111
1111 '
L--
-
1--- -- f-
---
11
Pag
e 29
35
She
et1
114
. Bas
ed o
nyo
ur a
nuse
s to
que
stio
ns 0
12 a
nd 1
3, a
ndyo
ur e
xper
ienc
e in
hirin
g st
uden
ts o
r gr
adua
tes
from
loca
l tech
nica
l Ins
titut
es, h
ow w
ould
you
rate
the
qual
ity o
f the
prog
ram
s of
stu
dy a
t you
r lo
cal t
echn
ical
inst
itute
s?Q
UA
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Y O
F P
RO
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AM
RA
TIN
GE
mus
!E
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lent
19%
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ood
48%
45A
dequ
ate
23%
21In
adeq
uate
2%2
Poo
r1%
1N
o R
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nse
6%6
100%
93
QU
ALI
TY
OF
PR
OG
RA
MS
AT
LO
CA
LT
EC
HN
ICA
L IN
ST
ITU
TE
S
No
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an*
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r 3ku
kfoq
ua14
i rA
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stam
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i: N
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le
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r419
4
II
BE
ST
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PY
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AIL
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LEPo
go 2
8
36
MI
MB
OM
111
1al
l11
111
al M
B M
N a
ll W
SO
N M
I S.
She
et1
I
15.b
. If y
ou a
nsw
ered
yes
, In
wha
t fob
are
as a
n yo
u ha
ving
diffi
culty
/Win
g?
DIF
FIC
ULT
HIR
ING
AR
EA
SE
ffiC
ildE
linlif
filtr
y
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ding
1%1
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vice
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t
AS
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ning
1%1
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eek
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1%1
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ier
and
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ten
1%1
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ines
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ent t
ech
1%1
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ctur
al d
rafts
pers
on1%
1
tndu
stria
l mai
ntai
nanc
e1%
1
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med
ical
tech
1%1
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fters
with
CA
D e
xper
ienc
e1%
1
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nota
tion,
peo
ple
skill
s2%
2
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tech
I4%
4
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pute
r so
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e pr
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mm
ers
1%1
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reta
rial
1%t
1
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pute
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ills
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ing
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gist
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ffirt
ians
3%3
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wle
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of a
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ble
trad
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1
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ctro
nics
tech
4%4
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ufac
tufin
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1
Mai
nten
ance
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kers
with
wel
l rou
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es1%
1
All
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l are
as2%
2
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ount
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pay
roll
1%1
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ping
slu
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1
Sal
es1%
1
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ctric
al. t
echn
ical
1%1
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mic
al1%
1
Pro
duct
ion
wor
kers
I1J
1
1%E
nviro
nmen
tal m
onito
ring
Pag
e 30
She
et 1
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PY
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Pag
e 31
38
ON
WS
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ol
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s 33
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9
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ett
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. How
do
you
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or th
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ese
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tage
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OW
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OR
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GE
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NT
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RE
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dem
and
1%1
Low
pay
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es,
3%3
BE
ST
CO
PY
AV
AIL
AB
LE
Pag
e 32
40
OM
WM
111
1.11
110
al--
ON
OM
MI
alIO
NN
IP
She
'll
16.a
. As
you
look
she
ed to
the
next
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0 ya
ws.
whe
m d
o yo
u th
ink
mos
t of
the
job
grow
th w
ill o
ccur
in y
our
com
pany
?JO
B G
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H IN
ME
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5-1
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RS
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UM
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H IN
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l
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t
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, I--
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40%
50%
SO
S70
%
Per
tsol
ogo
1
Rag
e 34
41
She
et1
16.b
. Do
you
expe
ct to
dow
nsiz
e in
any
aru
DO
WN
SIT
E E
XP
EC
TA
TIO
Nrim
edB
um=
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es34
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pon
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93
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CT
ING
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SIZ
E IN
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Y A
RE
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ia A
mon
,4%
l'its
34%
No
52%
_ 11 H
_ _
BE
ST
CO
PY
AV
AIL
AB
LE.
Pag
e 35
42
OS
OM
I=
OM
MIS
IN
MI
MI
MI
In I
S M
I M
I M
I M
I
Sho
ot 1
113.
e. If
you
ans
wer
ed "
y."
In w
hat ar
ea(s
) do
you
exp
ect t
o do
wns
its?
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EA
S E
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TE
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eed
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ffice
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aced
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pute
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ay w
orke
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ase
1
Pag
e 36
43
She
etl
WO
RK
FO
RC
E T
RE
ND
SI
17. E
mpl
oyee
s pe
rfor
m a
bro
adra
nge
of ta
sks
incl
udin
g op
erat
ing
and
min
tain
ing
thei
r ow
n eq
uipm
ent a
nd p
erfo
rmin
g th
eir
own
qual
ity c
ontr
ol?A
rran
tE
ttaus
arat
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l des
aipt
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t des
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y de
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--47
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18. E
mpl
oyee
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rtic
ipat
e in
act
iviti
es s
uch
as g
oal s
ettin
g an
d bu
dget
ing
tom
fert
y re
serv
ed fo
r m
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t
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tal
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ma
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desc
riptiv
e of
my
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pany
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mew
hitt
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riptiv
e of
my
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pany
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ery
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riptiv
e of
my
com
pany
22%
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o R
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nse
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93
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EM
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YE
ES
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RT
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AT
E IN
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ITIE
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y de
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erse
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ST C
OPY
AV
AIL
Pag
e 37
44
OM
OM
MI
NO
OM
UM
OU
P O
N S
SII
III
Ili O
M 1
118
in S
IM O
S O
S
She
et!
I19
. Wor
k Is
incr
easi
ngly
per
form
edby
sol
Udi
roct
ed to
ws
who
re p
robi
omso
lvin
g an
d de
cisi
on m
akin
g ar
e im
port
ent p
arts
of t
he J
ob.
PIE
CIft
Eta
nutn
a I
Not
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ll de
scrip
tive
of m
yco
mpa
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%15
IS
omew
hat d
escr
iptiv
e of
my
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pany
46%
43I
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y di
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live
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pons
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410
0%93
1
WO
RK
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ER
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SE
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UM
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CO
MM
"47
16
20. C
olla
bora
tion
amon
g au
tono
mou
ste
ams
of w
orke
rs h
os m
ined
chai
n-of
-com
men
d m
anag
emen
t str
uctu
res.
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tE
mag
tosx
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ll de
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tive
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mpa
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ewha
t dui
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ive
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yco
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y de
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pons
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410
0%93
CO
LLA
BO
RA
TIO
N A
MO
NG
(A
UT
ON
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OU
S)
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TE
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S
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al r
issa
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1 of
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a474
7447
147
%
(---
---
Pag
e 38
15
She
et1
I
21. R
espo
nsib
ility
Is in
crea
sing
ly v
este
d in
indr
ridua
ls w
ith s
peci
altie
s.no
t in
posi
tions
(iro
nica
l vs.
hor
izon
tal s
truc
ture
s).
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ain
EfIK
U61
888
Not
at a
ll de
scrip
tive
of m
y co
mpa
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t des
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y co
mpa
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y de
scrip
tive
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Res
pons
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4 9310
0%
RE
SP
ON
SIB
ILIT
Y IS
VE
ST
ED
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IDU
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H S
PE
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S
:
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l CO
MP,
SS% I 1
22. M
ass
prod
uctio
n is
bei
ng r
epla
ced
with
cus
tom
ized
man
ufac
turin
g.1
arra
ntE
rna=
Not
at a
ll de
scrip
tive
of m
y co
mpa
nyI
39%
36S
omew
hat d
escr
iptiv
o of
my
com
pany
132
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y de
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tive
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17N
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MA
SS
PR
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BE
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ITH
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my
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of n
rf =
wry
3214
--I I
Li _
11
BE
ST
CO
PY
AV
AIL
AB
LE
Pig
s 39
46
am o
r as
as
am a
s as
sr
ea a
s al
s am
as
as a
s as
as
so s
oS
heet
1
23. F
ull-t
ime
posi
tions
are
bei
ng r
epla
ced
by p
art-
time
and
tem
pora
rysi
vapi
oyee
s.
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ent
Em
ma
Not
at a
l des
crip
tive
of m
y co
mpa
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Som
ewha
t des
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tive
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y de
scrip
tive
of m
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No
Res
pons
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4I
100%
93
,
BY
PA
RT
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E
Ng
el
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LL-T
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SIT
ION
S A
RE
BE
ING
RE
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CE
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----
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1111
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a,
---I i
L-1
--1
Som
e"ol
eiric
rIp"
,et
Myco
mae
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as
[I
I
24. E
mph
asis
on
bach
elor
deg
ree
colle
ge e
duca
tion
Isbe
ing
repl
aced
by a
n em
phas
is o
n te
chni
cal t
rain
ing
and
asso
ciat
e de
gree
ldip
lom
esin
tech
nica
l fie
lds
I
Bau
dI E
mm
aN
ot a
t al d
escr
iptiv
e of
my
com
panY
38%
35S
omew
hat d
escr
iptiv
e of
my
com
pany
39%
36V
ery
desc
riptiv
e of
my
com
lye/
15%
14
iN
o R
espo
nse
9%8
100%
931 i
_ ---.
----
,
BA
CH
ELO
R D
EG
RE
E L
I BE
ING
RE
PLA
CE
DE
DU
CA
TIO
N
Me
11".
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ary
deas
"Pfs
at"
ri,aw
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Sav
ooN
st O
NN
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Y T
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L
NO
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dos
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o et
"am
Pld
wf
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et"
wan
/as
II
P a
9e 4
0
17
She
et1
1I
25. T
elec
omm
utin
g Is
a w
ork
optio
n us
ed b
y so
me
of o
ur e
mpl
oyee
s. i Mut
I Em
ma
Not
at a
ll de
scrip
tive
of m
y co
mP
ally
59%
55S
omew
hat d
escr
iptiv
e of
my
com
pany
26%
24V
ery
desc
riptiv
e of
my
com
pany
11%
4%10
I4
1
No
Res
pons
e'
100%
93I
1
TE
LEC
OM
MU
TIN
G IS
A W
OR
K O
PT
ION
BY
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R E
MP
LOY
EE
S
Var
y do
sala
tive
atso
Roo
m.
My
com
pany
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%
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1111
1111
1111
k1
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ewha
tdo
saat
aws
et e
rgN
at a
t al d
ew:m
awca
nNol
tof
*Im
o =
mol
ly
E I 1 :-- 1
1
28. T
asks
form
erly
per
form
ed b
y m
any
unsk
illed
wor
kers
now
are
per
form
edby
few
hig
hly
skill
ed w
orke
rs.
Mid
Etio
logy
Not
at a
N d
escr
iptiv
e of
my
com
pany
33%
31S
omew
hat d
esct
iPtIv
e of
my
com
Pln
Y32
%30
Ver
y de
scrip
tive
of m
ycom
Pal
lY27
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No
Res
pons
e7
100%
93
_ -- -. _
TA
SK
S A
RE
NO
W P
ER
FO
RM
ED
BY
FE
WE
R S
KIL
LED
WO
RK
ER
S
No
Nos
was
Nei
l el 4
1168
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e al
tiIO
W 0
211,
1"W
IT d
olol
lef"
, ow
33%
2116
mim
eo,
3116
1
BE
ST
CO
PY
AV
AIL
AB
LE
Pap
41
48
ON
LIM
OM
-11
11-
GM
,49
Shee
r!
27. T
M in
trol
uctio
n of
new
tech
nolo
gy h
as in
crea
sed
job
skill
req
uire
men
ts f
orm
any
wor
kers
.E
rma=
Not
at a
ll de
scri
ptiv
e of
my
com
pany
9%8
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Page
42
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