program. 72p. - eric · to be employed as a trainee in an import automobile shop. upon completion...

DOCUMENT RESUME

ED 087 498 JC 740 063

TITLE Import AutrTechnician; Curriculum Guide for theDevelopmen of an Import Automobile TechnologyProgram.

INSTITUTION California Community Colleges, Sacramento.; East LosAngeles Coll., Calif.; Los Angeles Community Coll.District, Calif.

NOTE 72p.

EDRS PRICE MF-$0.65 HC-$3.29DESCRIPTORS *Auto Mechanics; *Community Colleges; *Curriculum

Guides; Post Secondary Education; ProgramDescriptions; School Industry Relationship;*Technical Education; *Work Study Programs

IDENTIFIERS *Import Auto Technicians

ABSTRACTIn this curriculum guide, courses in a three-phase

community college program for training import automobile techniciansare provided. Following an introducation to the guide, the backgroundof the development of the program, the program, the instruction,support for instruction, and the import automobile industry arediscussed. Sample options for students during five semesters of studyare listed. The three phases of the program are: I. GeneralAutomotive Background, II. Entry Level Preparation for the ImportAutomobile Industry, and III, Continued Training with On-the-jobExperience. The 19-subjects entry level class, which is one semesterin length, is designed to provide necessary background for a studentto be employed as a trainee in an import automobile shop. Uponcompletion of the entry level class, the trainee then enrolls in the11 advanced classes, covering three semesters, which provide acontrolled learning situation of a class associated withhands-on-training. Appendixes give lists of automotive test equipmentand tools and equipment, and provide a form announcing the program atEast Los Angeles College, an applicant information form, a Draft ofFlyer for the Import Automobile Distr'butors to Present to TheirDealers, a Student Data Sheet, and Instructor's Evaluation Form, andA Dealer Visitation Report ar.d Evaluation Form. A Management Plan,Performance Requirements, Narrative Description, Diagrams,Bibliography, and sample certificate to be awarded t,1 the trainineeare included, together with a sample of a Cooperative nducationAgreement among college, employer, and student. (DB)

U S. DEPARTMENT C .ALTN,EDUCATION A WELFARENATIONAL INSTITUTE Of

EDUCATIONTHIS DOCUMENT

HAS SEEN REPRO

DUCED EXACTLY AS RECEIVED FROM

THE PERSON OPORGANIZATION ORIGIN

A iING IT POINTS OF VIEW OR OPINIONS

stArEo DO NOT NECESSARILY REPRE

SENT OFFICIAL NATIONAL INSTITUTE OF

EDUCATION POSITIONOR POLICY

IMPORT

AUTO

TECHNICIAN.;

Curriculum Guide

For The Development of AnImport Automobile Technology Program

This publication was prepared by Los AngelesCommunity College District in cooperation withCalifornia Community Colleges pursuant to a fund-

ing under the Vocational Education Act of 1968(P.L. 90-576).

QUOTE

This is to inform you that the Federation of Local Automo-tive Apprentice Committees have approved and recom-mended the curriculum guide for Import Auto Techniciansof the Los Angeles Community College District, when ac-companied by the appropriate number of hours of on-the-job training.

It is our intention to recommend this program to all Federa-tion Committee members and to any and all schools andcolleges who wish to participate in related training for ap-prenticeship committees.

Joseph G. FitzhughChairman, Federation ofAutomotive Apprentice Committees

DESIGN: Robert Niece

PHOTOGRAPHY: Steve Dullany

CONTENTS

Preface 7

Project Team 7

Quotes 8

Introduction 9

Background on Development of the Program 9-10Sample Options for Students 11

The Program 12-13The Instruction 13-15Support for Instruction 16-17The Import Automobile Industry 19-52Entry Level Class 19-38Advanced Classes 40-52Appendix A Automotive Test Equipment 53Appendix B Tools and Equipment 53-54Appendix C Flyer for Student Recruitment 55Appendix D Intake Information Form 56-57Appendix E Flyer for Import Automobile Dealers .... 58Appendix F Student Data Sheet and

Instructor's Evaluation 60-61Appendix G Dealer Visitation Report

and Evaluation Form 62-63Form 62-63Management Plan 64Performance Requirements 64-68Narrative Description 68Diag rams 70-75Bibliography 76Certificate 77Cooperative Education Agreement 78

PREFACE

This publication was prepared by the Los Angeles Commun-ity College Diitrict in cooperation with the California Com-munity Colleges pursuant to a funding under the VocationalEducational Act of 1968, Public Law 90-576, Part D, Exemp-lary.

This guide is tt.e result of dual efforts of East Los AngelesCollege and the Los Angeles Community College District.The East Los Angeles College effort was hauled by Donald Y.Saguchi, who developed the project; the Los Angeles Com-munity College District effort was headed by John R. Luther,who originated the project.

This guide is meant to be simply a basic guide which shouldbe adapted to local needs and frequently updated. A princi-pal strength of the guide is that it reflects the industry point ofview. Hewing closely to the industry viewpoint was consi-dered absolutely basic because it is industry which wilt pro-vide the jobs.

We believe the students who successfully complete the sug-gested course will have the skills the import car dealers seekin entry level technicians and the basis for continuing train-ing towards journeyman status.

Persons having questions regarding the implementation ofthis program are asked to contact the Los Angeles Commun-ity College District or East Los Angeles College where theprogram is being implemented.

PROJECT TEAM

NORMAN CARTER Volkswagen of America

JAMES CHANDLER Don Bosco Technical Institute

RAY E. FAUSEL California State University, Los Angeles

JOE FITZHUGH Volkswagen of America

BOB FORD El Camino College

WILLIAM HUTTON Mercedes-Benz

ROY JENNINGS Nissan Motor Corp. In U.S.A.

CHUCK JOHNSON Nissan Motor Corp. In U.S.A.

KARL E. KARLSSON Volvo Western Distributing

JACK KEARNEY Los Angeles Community Colleges

JOHN L. LEMSTER Mazda Motors of America

JOHN LUTHER Los Angeles Community Colleges

JAMES J. MURPHY American Honda

THOMAS A. NEWALL Peugeot Western Distributors, Inc.

ROBERT C. NIECE California State University, North-ridge

BILL PALMER East Los Angeles College

DONALD Y. SAGUCHI East Los Angeles College

ROBERT SAYETTE East Los Angeles College

B. W. GEORGE SOANE Saab-Scania of America, U.S.A.Inc.

ROBERT SOLTYS Los Angeles County Education Center

JOHN A. STALEY Hoffman Motors Corporation - BMW

RICHARD B. THOMAS Toyota Motor Sales, U.S.A. Inc.

ALFONSO C. URIAS California Community Colleges

RON WOOD El Camino College

7

QUOTES

Good training is the kind of training which produces thedesired results. In the automotive repair business, the de-sired results are qualified auto technicians. Your programhas all the makings of producing the desired results and,thus, will contribute to the achievement of the end goals, i.e.,complete consumer satisfaction through quality service andrepairs.

B. W. George SoaneRegional Service DirectorSaab-Scania of America

In regard to your letter dated August 31, 1973, I have reviewedthe proposed Import Auto Technician curriculum guide, andin my opinion, it seems to cover what the Los Angeles Com-munity Colleges are trying to accomplish in preparing atrainee for a career as an Import Auto Repair Mechanic.

If the program as written is followed out and also followed-upthere can be no doubt that anyone who involves himself inthis program will be gratified that the Los Angeles Commun-ity Colleges had enough interest in the students who areseeking ways of obtaining a career in Import Auto Repair; todevelop this needed and worthwhile program.

Norman CarterVocational Training SupervisorVolkswagen of America, Inc.

I have reackthe-c6rricu1UM guide for Import Auto Technicianof the Loi Angeles Community College District. It appears tome that this is a complete up-to-date general guide, andwhen accompanied by relevant on the job training will con-tribute greatly toward the employability of students.

Because of its general theme, I believe that this guide will bea proper format to recommend to other community collegesthat are interested in entering the Import Auto TechnicianProgram.

Alfonso C. UriasSpecialist, Occupational EducationCalifornia Community Colleges

8

The need for a cooperative education program for importauto technicians has exi3ted for a long time. The concept ofcooperative education is not a new one, in fact, most Euro-pean technicians have received their training this way formany years now.

The most unique feature of the program is that It has beenplanned to meet the requirements of the import industry andwe at the Hoffman Motors Corporation are pleased to havebeen given the opportunity to be involved in the developmentof the program.

Naturally we intend to give you all the support we can on theprogram and look forward to the time when the program issupplying us with our future BMW technicians.

The need for automotive technicians is great. We feel that ourcombined efforts will now provide young people with theideal path to enter a respected and rapidly growing profes-sion.

John StaleyTraining ManagerBavarian Motor Works

"Theory, by itself, serves only a limited purpose. Applicationof the learned theories in a 'hands-on' training situationreinforces learning many times. In the area of automobilerepair and service, which is becoming more and more com-plex, this form of training is especially good. We are glad tohave taken part in the development of this training program,and we believe it will be successful."

Karl-Eric KarlssonService Training CoordinatorVolvo Western Distributing, Inc.

We, at Peugeot, feel that this program together with theenthusiasm of yourself and Bill Palmer, will prove to beworthy of the time spent on putting it together, and willmutually provide us, the importers, with the type of techni-cians we desire.

Thomas A. NewellRegional Service DirectorPeugeot

One of the greatest needs in the automotive industry is qual-ified, dedicated young men. The training program shouldprovide a basis for these young men to become Techniciansand help meet the needs of the industry.

W. J. HuttonZone Service ManagerMercedes-Benz of North America, Inc.

INTRODUCTION

California, without a doubt, is an automobile oriented state.There is hardly a community that does not have an au-tomobile dealer. In recent years, import automobiles havemade ever increasing gains in their dintribution in the UnitedStates and particularly in California. There are many factorsthat indicate that the trend for imports will increase; gasolineshortage problem is only one of them.

As sales increase, maintenance and repair needs increasealso. The import automobile industry is realizing a need forcompetent automotive technicians. Those who are presentlyemployed need constant upgrading. The consumer is de-manding more and better service.

A realistic import automobile technician training programmust combine classroom and laboratory programs with ac-tual experience on the job. To accomplish this, a studentmust first gain the necessary background to be employablein the industry, then continue his training while gaining ex-perience on the job. To develop and provide such a program,industry's cooperation and input is vital. Without industryparticipation, there is no way to define the needs and to trainaccordingly.

Another important aspect of this training is the automobile'srelationship to the environmental problem, specifically airpollution. With stricter controls and new devices on au-tomobiles, technical knowledge must be upgraded con-stantly.

The program described in this curriculum guide has beendeveloped to encompass the above described criteria.

BACKGROUND ON DEVELOPMENTOF THE PROGRAM

Assessment of ConditionsAny occupational program designed to give job entry andcontinued Irish uctions while a trainee is gainfully employedmust consider the many conditions that exist in the world inwhich that trainee will function. This, coupled with the natureof the student, must come together in formulating a realisticsituation for training and placement. This program is noexception. Therefore, the student and his relationship to theprogram must be considered.

Very fe% , if any, profit making organizations in a competitiveeconomy can afford to assume the responsibility of a traineewho is an economic liability. The import automobile industryis one of the most competitive and cost conscious busines-ses. A trainee must have at least entry level skills in order toremain employed. This is the nature of the business.

Conversely, there is an urgent need for technicians in theindustry. Many have tried to fill this need through existingsources with limited success Attempts have been made toplace trainees in the shops, but because they lack propertraining, most of these programs have not been successful.Many of the dealers, the ones who hire the trainees, haveexperienced these unsuccessful attempts. Understandably,they may be less than enthusiastic about having a trainee.This is the climate of the job market.

Recruitment, training, preparation and placement must con-sider these realistic circumstances. If they do not, extremedifficulties will be experienced after the program is in opera-tion. This will result in disappointment tc all concerned and adisservice to the trainee.

The StudentRecognizing the situation that prevails in the industry, thestudent who will be the trainee must then be considered. Tominimize the problems the trainee may confront, recruitmentand selection of students is vital for the students' sake. Toencourage a student without hope of a successful career inthe industry would be a disservice to him. Under the sectionentitled "Career Guidance Counselling", there is an elabora-tion on how the student is counseled to help him evaluatehimself so he could select a career suitable to his needs andabilities.

Categorically, there are two types of disadvantaged studentsthat would benefit from this program. An eligible studenteconomically disadvantaged would be made employable in asemester so he could continue his education and training.Also, the academically disadvantaged student will have anopportunity to have his deficiencies diagnosed and coun-seled so he could be successful in the program.

This program provides a student, who otherwise would notbe able to be employed in the import automobile industry, anopportunity not available until now. The student now has acontinuous spectrum of education beginning with the highschool, through the entry level class, to employment and acontinuing open-end program with technical classes in au-tomotive, supplementary classes and general educationclasses leading to an Associate of Arts degree.

9

Development of the ProgramThe program has been developed not merely with the aid ofthe import automobile industry veterans but with their par-ticipation in defining the objectives of the entire program andeach segment of it. It is through their input in an advisorycapacity that the program presented in this guide was de-veloped.

There are numerous automotive mechanics courses offeredby schools and colleges. This program was developed with-out using any of these existing automotive training prog-rams, but beginning with the basic problem of a need for atraining program for import automobile technicians. To ac-complish this a steering committee was formed of importautomobile distributor training personnel.

This steering committee is unique in that the members are alldirectly involved in their companies' training programs. Allare experienced in automotive maintenance and repair andtraining. Their companies' needs vary somewhat due to thesize and structure of their organization but the need for goodtechnicians is common to all. The fact that there was rep-resentation from both large and small, European andJapanese companies gave a broader input, thus a morecomprehensive program.

The first item that was defined was the trainee; just whatskills and knowledge he must have to be employable in anautomobile maintenance and repair shop; how he fits intothe operation of the shop in which he will be employed; andwhat will he realistically ba called upon to do in the shop. Thefollowing characteristics were agreed upon as desirablequalities for an entry level trainee:

1. A quality person with good attitudes, high motivation,and interest in import automobiles.

2. A background in import automobile nomenclature andfunction so that with short, intensive training by the dis-tributors on their respective automobiles, they can be placedin their dealer's shops.

3. A broad background in import automobiles withoutspecialization in any particular area.

4. Preparation for work in a real shop situation.5. Receptive to further on-the-job training coupled with

classroom instruction.6. Acceptable to the dealer as a productive employee.

Having defined the trainee, the prerequisites for enrollmentin the program were determined by the committee as: thestudent should have an automotive background and the re-commendation of his high school or trade school automotiveinstructor.

The subject matter and the depth to which each subject iscovered in the entry level training was determined by thecommittee. Based on this information. measurable objec-tives were written by the consultant-instructor and reviewedby the committee. The curricula material based on t!leseobjectives are found under the section entitled "Entry revelClass".

With the objectives defined, committee members committedthemselves to supplying those references, audio-visua mat-erial, components and related material they had at their dis-posal to meet these) objectives. The consultant - instructorreviewed all the materials and incorporated them in:o theinstructional package.

10

The same procedure was followed to develop the advancedclasses for continuing education after the trainee completedthe entry level class in the program and was employed. Thisportion will be an evening program to avoid conflict with theschedule of the working trainee. The objectives and othercurriculum material are found in the section entitled "Ad-vanced Classes".

Coincident with the curriculum development, a search for alaboratory facility for implementing the program was insti-tuted, recruiting of students started and all the administrativeprocedures for starting a new course were finalized.

Progression Through the ProgramThe student beginning in this program will enroll in the EntryLevel Class. As the end of this one semester class draws near,his availability will be made known to the import automobiledistributors participating in the program.

Upon completion of the Entry Level Class, the distributor willplace the trainee in a dealer's shop. The trainee will enroll inan advanced class in import automobile technology, con-tinue working in the shop and, on a Cooperative Educationbasis, receive college credit for both classroom work andon-the-job experience.

Each semester the trainee will take advanced class workwhile he is employed. When he has completed all of histechnical automotive course work, or concurrently, he couldtake classes in supervision, management, communication orgeneral education requirements for a degree. Classes otherthan the automotive classes arf those offered by the college.

A sample Cooperative Education form may he found on page78.

SAMPLE OPTIONS FOR STUDENTS

Option 1 Units Option 2 Units

Semester 1 Entry Level Class 4 Entry Level Class 4

Subtotal 4 General Studies orAccumulated Subtotal 4 Elective 3*

Subtotal 7

Accumul Subtotal 7

Semester 2 First Advanced Class 4 First Advanced Class 4Cooperative Education Cooperative EducationWork Experience 4 Work Experience 4

Subtotal 8 General Studies orAccumulated Subtotal 12 Elective 3

Subtotal 11

Accumulated Subtotal 18

Semester 3 Second Advanced Class 4 Second Advanced Class 4Cooperative Education Cooperative EducationWork Experience 4 Work Experience 4


Subtotal 11


Semester 4 Third Advanced Glass 4 Third Advanced Class 4Cooperative Education Cooperative EducationWork Experience 4 Work Experience 4


Subtotal 11


Semester 5 Cooperative Education Cooperative EducationWork Experience 4 Work Experience 4General Studies or General Studies or

Elective 3 Elective 6

Subtotal 7 Subtotal 10Accumulated Subtotal 35 Accumulated Subtotal 50

AdditionalSemesters

General Studies or Electives at 6 units per semesterwill require 3 additional semesters for sufficientunits for an A.A. degree.

General Studies or Electives at 6 units persemester will require 2 additional semestersfor sufficient units for an A.A. degree.

*If Semester 1, option 2 were a day program, additional General Studies or Electives can be taken reducing the total semesters requiredfor an A.A. degree.

11

THE PROGRAM

Scope of the Program

The program is divided into three distinct phases, one de-pendent on the other to train an import automobile techni-cian.

Phase I. General automotive background. There are manyways to acquire a general automotive background. The mostcommon ones are high school auto shops, both day schooland evening adult education programs; Armed Forces; tradeschools and working in an automobile repair shop. With thisbackground, a student is prepared for the second phase.

Phase II. Entry level preparation for the Import automobileindustry. This phase is a block program, one semester induration, specially designed for entry into the import au-tomobile dealer's shop. It contains a brief review of basicautomobile mechanics with emphasis on import au-tomobiles and concentrates on preparing the student to be afull time paid trainee-technician.

Phase III. Continued training with on-the-job experience.Once employed, full-time in an import automobile dealer'sshop, the trainee-technician will take evening classes in ad-vanced automotive while getting industrial experience. Clas-ses in supervision, management, communication and otherareas related to the trainee's job will be part of his program.Graduation requirements for an Associate in Arts degree alsomay be taken. Technicians presently employed in the indus-try can update their training in this phase.

Operation of the Program

Phase IContact with the high school auto shop teachers in the sur-rounding area is very important. Information must be pro-vided to them about the program. The extent of each nighschool's program may differ and these differences must beknown. This program has been well received by the highschool automotive shop teachers. They see this as a continu-ation of their training and it gives their graduates an oppor-tunity to prepare for a career in the automotive industry.

To determine the background a student actually has beforeentering the program, a pretesting program has been de-veloped. This will be covered in detail in the section entitled"Career Guidance Counseling". Pretesting will help to de-fine the students areas of strength and weakness so rein-forcement can be given as necessary. Individualized instruc-tional material incorporated into the program will permitreinforcement. There are details on this in the section enti-tled, "Individualized Instruction".

The student with trade school, Armed Forces or other au-tomotive training should not require any different considera-tion from the student coming from a high school automotiveprogram. Regardless of background, information about theindividual must be obtained so that appropriate considera-tion may be given in the training.

12

Should a student be.interested in the program but not havethe necessary automotive mechanics background, he can bedirected to the high school adult education program. There,in about one year, he can get the necessary background andthen enroll in the program. This is attractive to the highschools since it becomes another source for students andtheir program then becomes a part of the entire training.

In a college which has an existing automobile mechanicsprogram, this program would be a specialization in importautomobile added to their present program.

Phase II

The course material offered in this phase is detailed in thesection. entitled "Entry Level Class". It describes the objec-tive of each portion of the course and the associated materialand equipment to reach those objectives.

The primary objective of this phase is to provide the neces-sary skills that permit a trainee entry into the import au-tomobile dealer's shop. The requirements for entry havebeen clearly defined by input from the steering committeeconsisting of import distributors training personnel. Due tothe nature of changes in their industry, import automobiledistributors like any other dynamic industry, must maintainan in-house training program that constantly updates thetechnical knowledge of their product. More information onindustry's training is found in the section entitled "ImportAutomobile Industry's Training".

Since the students have basic automobile knowledge, thisfacet of the program briefly reviews the concepts they havealready been exposed to and continues further training withorientation to the import automobile. Components, enginesand audio visual material are oriented to the import au-tomobile. Although there is basically very little difference inconcept between domestic and import automobiles, thereare differences in size, tolerances and construction.

The program relies heavily on audio visual presentation forboth reviewing and presenting new material. Most of thesematerials have been made available from the importers. Alisting of audio visual material is found in the appendix andincorporated into the course material. Elaboration of audiovisual material can be found in the section entitled "AudioVisual Materials".

Hands-on instruction is essential to any automobile technol-ogy program. The nature of the student in an automotiveprogram is such that he would want and need to learn byusing his hands. The hands-on experience is a laboratorysituation rather than the traditional automobile shop. Thismakes the need for a traditional, extensive automobile shopunnecessary. In the laboratory, running engines mounted onstands are used for diagnostic work. Automobile compo-nents such as transmissions, front ends, rear ends, brakesand the like are mounted separately so their operation can bedemonstrated and appropriate adjustment made. Wheretearing down components is necessary, several componentsof different manufacturers are used for varied experience.

Since job entry is the objective, placement in a dealer's shopis an important consideration at the end of this phase. Thedetails of this is covered under the section entitled "Place-ment".

Phase IIIThis phase is the most important part of the program indeveloping the completely trained technician. It is a combi-nation of class and laboratory training and experience on thejob in a dealer's shop. The emphasis is to give the traineesrigorous background in specialized areas of automobilemaintenance and repair so their experience on the job wouldcomplement their training.

There are many facets in this phase. Details of eac:. of theseareas are found in appropriately titled sections further in thisguide. Briefly, the areas are the classes to be offered, coordi-nation of the trainee's classwork and job experience, followup by the college and the distributor, reporting on trainees'progress, and long range goals of the program.

Classes will be offered at times that would allow enrollmentof trainees employed full-time. This usually would be in theevenings. Weekend classes could be considered if the situa-tion permits.

Class Combination Options

Various combinations of classes can make up the entiretraining program. After the Entry Level Class, the advancedautomotive classes taken concurrently while gaining experi-ence in a dealer's shop are required to complete the techni-cal training. The program is open-ended in that after or con-currently with the technical training, general education clas-ses required for an Associate in Arts degree and technicaland non-technical electives to make up the necessary unitsrequired for the degree can be taken. The table (page 11)shows two sample options of a student's progress throughthe program that could lead to an Associate in Arts degree.Various combinations of classes can be made to provideother options to meet each individual's needs.

THE INSTRUCTION

The Instructor

In the setting up of any new curriculum, technically accurateinput is essential. This input came from the industry steeringcommittee. Once the information was available, a technicallycapable instructor who can translate the input into instruc-tional terms was absolutely essential. The instructor maderecommendations on equipment and tool selection andevaluation of a laboratory facility if an automobile shop is notavailable on the campus or if expansion of existing facilitieswas necessary.

An automotive course requires components for hands-ontraining. The instructor must determine what is necessaryand the quantity needed to meet the objectives. Since com-ponents must come from industry, the items required mustbe listed and the list made available to the appropriate peo-ple. Mock-ups and components must be mounted so theycan be used for demonstration and instruction. Details of thiscan be found in the section entitled "Components". Thesemust all be tested and made ready for use. All test equipmentmust be checked out and made ready.

A method for tool storage and distribution must be set up bythe instructor to insure orderly class operation and to pre-vent loss, damage or pilferage. More information on kind andquantity of tools is found under the section entitled "Tools".

The quality of the instructor will determine the quality of theprogram. The intent of this guide is to provide informationthat an experienced instructor can use to implement an im-port automobile technology program. The curriculum mater-ial in this guide is written for an instructor to use as a guide.Day-by-day or hour-by-hour schedule is not included. Objec-tives are stated and the support material required to meetthese objectives is included. How the instructor uses thismaterial to meet the objectives is the individual's prerogativeand must fit the style of the instructor.

Facility for Training

Unlike tradiional automobile courses, this program does notrequire facilities with hoists and other heavy equipment usu-ally found in shops. The classes are classroom and laborat-ory in nature, therefore, a large room with concrete floor anddouble doors for easy access, work benches and an exhaustsystem to remove engine exhaust is all that is required. Thismeans that appropriate available space can' be made usableat minimum expense. Funds can be used to provide qualitytest equipment and instructional aids rather than be spent onfacilities.

Since running engines mounted on stands are an integralpart of this program, the facility should be located in an areaof minimum student traffic due to the noise and exhaust fromthese engines. A minimum area of 2,000 square feet is neces-sary. Both classroom and laboratory facilities can be com-bined into one room and the activities scheduled to avoidconflict.

13

The major requirements of a facility are the following:

Work benches with metal topSecurity cage (tool crib) for tools and small equipmentStorage area for large equipment and componentsStorage for audio visual material and equipmentOffice area for instructorExhaust system to remove exhaust gasAdequate lightingFirst aid equipmentWash basin for clean upFire extinguisherDouble door access for large equipment and an au-

tomobile

Publications

There is no textbook which meets the needs of the entry levelportion of the course. Since the students will have an au-tomotive background, a basic automobile mechanic text-book would not he appropriate. However, a standard text-book can be used for reviewing basic principles.

There are many reference materials that an instructor canuse. Import distributors have developed instructional mater-ial for their use which has application to import automobilesin general. Shop manuals and manufacturers' publicationsmust be used for instruction. It is important that each engineand component used has its associated shop manual.

Arrangement for manufacturers' publication must be madeon an individual basis. Each distributor must be contactedand arrangements made for purchase, loan or donation.

Since emission control, brakes and headlights certificationis administered by the State of California, their handbooks inthese areas should be used as teaching reference. They areavailable for purchase from the State of California, Depart-ment of Consumer Affairs, Bureau of Automotive Repair,Sacramento.

In the sections describing the curriculum, appropriate publi-cations are specified.

Audio Visual Materials

Because of the variety of import automobiles, it is necessaryto provide the trainee general instructions on all imports andspecific instructions in areas common to all. It would beimpractical and expensive to have all parts of every au-tomobile involved. It is realistic and possible to present muchof the general information using available media material.

Import distributors all have general information films on ti rainfactory that include good background material. Using thissource of information, the trainee can become familiar withthe extent of the industry and relate to its economic impor-tance anfl how tho trainee is involved as a technician.

Because of the nature of the industry's training program,media material is available that can be incorporated into thisprogram. Some of the material is consumer oriented butthere is a great deal of technical information that can be usedfor instruction.

14

As an example available 35 mm slides can be adapted forinstructional presentation. Many imports use identical com-ponents, therefore information from one manufacturer canbe used to give general instructions.

Various means of audio visual presentation have been incor-porated in the instruction. The choice of media equipmentwas determined by what the importers used. The emphasis is\-N,to use as much of what industry has available to minimize "-duplication and to present a realistic program. The followingis the media equipment for which industry has developedaudio visual materials:

35 mm slide projector16 mm sound motion picture projectorOverhead slide projectorSuper 8 mm sound motion picture projector35 mm filmstrip projectorColor video cassette playerColor video cassette recorderColor monitor/receiver

One of the import automobile distributors has gone heavilyinto use of color video cassettes in their training. They havedeveloped many of their own cassettes that can be useduniversally for all imports. They have also made cassettes onuse of test equipment. Certain parts manufacturers havemade cassettes applicable for training. With the addition of aTV camera, audio visual material can be readily made on areusable medium. Experimenting on instructional ideas canbe done quite inexpensively after the initial investment forequipment. Updating can also be easily accomplished with-out wasting material.

Slide presentations can be converted into filmstrips oncethey have been finalized and with taped audio to accompanythem, they can be used for classroom or individual instruc-tion. The slides can bo used later when updating is neces-sary.

Overhead projector slides are commonly used by industryand are easily reproducable. Additional slides can be madereadily from printed material.

A combination of all of the mentioned media can bring avariety or information into the classroom and laboratory thatwould otherwise prove too expensive or impractical. A realis-tic program can be presented which would be interestingand comprehensive.

Audio visual material that import distributors have developedmust be arranged for by each college. The training depart-ment of each manufacturer must be contacted and arrange-ment for purchase, loan or donation be made individually.

Individualized Instruction

Although students have automotive background prior to theentry level portion of the program, the type and depth willvary with each individual. Through pretesting, areas ofweakness can be determined and reinforced individuallyusing prepared audio visual materials constructed to involvethe student actively in the learning process. There are suffi-cient materials available commercially. In the appendix thereis a listing of individualized instruction that has been vali-dated that has been reviewed and found effective. Thesematerials are used for review and reinforcement of basicconcepts to prepare the student for specialized instructionon import automobiles.

To meet individual learning needs of the student, mediamaterial in specialized areas of import automobile technol-ogy can be made to, (1) accommodate the slow learner, (2)the student who requires or desires reviewing and, (3) thefast student who wants to get ahead. This type of flexibilityallows the instructor to utilize his time to help the studentwhere he needs it most. A variety of activities can be takingplace at one time which allows the best use of equipment,components and tools.

The development of individualized instructional material re-quires time and talent. Where media production facilities areavailable on campus, their services will make the task mucheasier. To make such material, the objectives of the instruc-tion must te clearly defined in measurable terms and a testdeveloped to measure its effect to validate the material.

For technicians already employed in the industry who desireupgrading, the entry level material may be used to review anddevelop background at the individual's oviil speed. This al-lows students to enter the advance automobile technologyprogram with the same background as those going throughthe entry level program.

Components

Emission control and tune-up are a vital part of the trainingsince these are areas that require great attention in theshops. In order to give proper training in these subjects, arunning engine with emission control devices must be avail-able in the laboratory. Engines mounted on stands are ap-propriate for instructional purposes. They have many advan-tages over using engines in an automobile. Availability of avariety of automobiles for training can not always be assured.

An engine mounted on a stand accommodates instruction byproviding good visibility and easy access. Malfunctions canbe simulated without concern for having to make the engineoperable before the end of the class as would be necessary ifthe car were to be used for transportation.

Components mounted for demonstration and hands-ontraining are more accessible than in the normal location inthe automobile. This would not, however, detract from therealism of the course since all the students have experiencedworking on similar components in place of the automobile intheir prerequisite training. Making of mock-ups can be aclass project and used as a learning experience.

This program, of course, does not preclude the use of entireautomobiles. It is, however, not necessary to have au-tomobiles available.

The source of all automobile components is the manufac-turer. There has been no blanket commitment by the dis-tributors to provide components to any educational institu-tion. Each college must make arrangements with each indi-vidual distributor for purchase, loan or donation.

Test Equipment

In training automotive technicians, proper test equipment ofthe kind and quality used in industry is important. Althoughthere are many manufacturers of such equipment, industry,in general, has a preference. Wherever possible, the equip-ment most commonly used in shops should be used in train-ing. Also, there are more instructional aids available for themore popular brands of equipment.

The curriculum material indicates where the equipment willbe used in training. There is also a complete list of equipmentin Appendix A.

Training given on the use of test equipment must be com-prehensive. It must cover the function as well as simply theuse of the equipment. This type of training would equip atrainee to use, without difficulty, any test equipment, eventhose that he has not used before.

Tools

Generally, all European and Japanese manufactured au-tomobiles, are standardized under the metric system, with theexception of some English cars. Metric tools are readily av-ailable. Emphasis on quality tools should be stressed. Toreinforce this concept, industrial quality tools must be avail-able for training.

Special tools required to wcrk on certain manufacturer'sautomobiles are not always available commercially. Ar-rangements should be made for these tools when the man-ufacturer makes his components available to the program.One set of these tools is sufficient.

A system of toot inventory, storage and distribution must bedeveloped for orderly class function and to insure againstloss. Fixed or portable tool cabinets that allow easy distribu-tion and control must be used.

A list of the tools necessary for this program is in Appendix B.

15

SUPPORT FOR INSTRUCTION

Recruitment of Students

There are many areas from which students for this programcan be recruited. Because the nature of the program requiresautomotive background, there are some restrictions thatmust be made clear to the prospective student.

Before attempting recruiting, a brochure must be developedcontaining an invitation to the student and an explanation ofthe program. Where time is a factor or budget is a limitation, aprinted flyer would suffice. However, an attractive brochurewould catch more interest than a flyer. A sample of a flyer isfound in Appendix C. This same information with illustra-tions can be used for a brochure. It is important that theinformation in the brochure not be too wordy but it shouldspell out the progra.n's highlights and the advantages to thestudent. An application form included would prompt theinterested student to take positive action in showing thisinterest.

Since this program is looking for serious, career-mindedtrainees, this concept must be relayed in the recruitmenteffort. Career guidance counseling held in conjunction withsound recruiting would assure this. This would not necessar-ily exclude students wanting merely to expand their know-ledge but the Cooperative Educational features necessitatesthat the trainee be employed in the industry.

The vocational class of the high school auto shop is anexcellent source of students. Contact with the auto shopteacher early in the spring semester is important so that theteacher could look for the students with the necessary re-quisites.

Trade school graduates in automobile technology would bedesirable candidates. Although a student completing a col-lege level auto training may appear to have sufficient creden-tials for employment, not all schools provide intensive importautomobile training and very few have programs which pro-vide the entry skills required by the import automobile indus-try. Therefore, contact with local trade schools explainingthe concept of the program and how it complements theirtraining would result in good relationship and a source ofstudents.

Veterans can be reached through various governmentalagencies which provide services in helping and placing vete-rans on jobs and in schools. The veterans counselor and theveterans clerk at the college should be informed of the prog-ram. Since many veterans have responsibilities that necessi-tate their being employed, a one semester entry level class,after which they are placed on the job, has great appeal.Coupled with this, they can receive their G.I. education be-nefits both in the entry level class and in their continuingtraining to the extent that under cooperative education, theirjob experience is eligible for those benefits.

Publicity would inform the community of the program. ThenollegA's communication officer can handle the details oncethe information is provided. There are many people in thecommunity who are looking for an opportunity to pursue newcareers which would give them assurance of job placement.

16

Presently enrolled or enrolling students looking for such aprogram can be informed through the campus newspaperand publicity posted on the campus. Counselors must beinformed and brochures given them so they can effectivelyhelp interested students.

Career Guidance Counseling

An occupational curriculum must have as its goal job place-ment and hopefully a long tenure in the trade. Naturally, anemployer is looking for a career minded trainee. To realizethese ends, selection of students into the program is impor-tant. There are many factors to consider in student selection.It must be clearly understood that being selective does notnecessarily mean screening students out. On the contrary, itmeans using sound career counselling techniques to helpthe student determine for himself his interest and abilities sohe is assured in his mind that he has made the best selection.

An obvious requisite for career guidance counselling is anexperienced counselor. Tools to aid in his counselling areinventories and tests from which profiles can be constructedto use as a starting point for counselling. It is important torecognize that the test results themselves are of little valueunless properly evaluated. Therefore, the counselor's indi-vidual attention must be given to each prospective student.

To maintain an orderly record of testing and counsellingthere must be a systematic method. As each prospectivestudent comes from testing, he would be required to fill outan intake form which gives personal data pertinent to theprogram. A copy of such a form is in Appendix D.

A file including the intake form and test profiles must bemaintained. As the student is counseled, a record of thecounselling must be made.

In addition to interest arid personality inventories, know-ledge in automotive technology is important since the entrylevel class is designed for students with automotive back-ground. Level of technical knowledge required for accep-tance must be determined and the test written to measure it.The test should be divided into categories of subject mattereven though the student is required to have automotivebackground, he may not have it in all subject categories. Thisshould not disqualify an otherwise eligible student. Knowinghis deficiencies, the automotive instructor could help him inthese areas by use of individualized instruction and extraassignments.

Thu following is a package of inventories and tests that havebeen compiled for this program:

Occupational Interest Inventory: Measures six fields of oc-cupational interest; personal-social, natural (outdoor),mechanical, business, artistic, and scientific; also threetypes of interest; verbal, manipulative, and computational, aswell as a level of interest.

Raven's Progressive Matrices - Standard: Measures theability for non-verbal logical reasoning.

Wide Range - Arithmetic: A ten minute timed test that goesfrom very easy arithmetical computations to difficult, andindicates the degree of knowledge on a grade level andpercentile rank.

Gates-McGinitie - Reading: Determines the level of readingcomprehension, vocabulary, and speed.

D.A.T. Mechanical Reasoning: Measures the comprehen-sion of common principles of the mechanics of everydaythings, and the understanding of the laws governing themotion of simple appliances, machinery and tools.

East Los Angeles College Personality Inventory: Indicatescertain personality traits as they relate to the world of work.

Automotive Proficiency: Determines the student's know-ledge of automotive diagnosis and repair.

The Occupational Interest Inventory coupled with the D.A.T.Mechanical Reasoning will help the student to determine ifhis interest and aptitudes are in the automotive area. TheWide Range Arithmetic and the Gates-McGinitie Read-ing will determine the student's background in these twobasic areas. Without reading skills and mathematical ability,success in this or any other technical program would bedoubtful. Remedial work in these areas prior to entering theprogram would prove beneficial to the student.

Since diagnosis requires logical reasoning, the Raven'sProgressive Matrices - Standard will give insight to thestudent's reasoning ability. The East Los Angeles CollegePersonality Inventory will be used to discover personalitytraits that are desirable in a career minded employee.

All of the inventories must be used in conjunction with pro-fessional counselling so a student entering the program willdo so with good assurance of success.

The Automotive Proficiency examination will be used to testbasic technical knowledge of each interested student so hewould have the required prerequisite for the program or beadvised as to how he could prepare himself for the program.

Placement

The objective of the job entry portion of the program isplacement of the trainee in an import automobile dealer'sshop. With numerous manufacturers involved, it is importantthat a planned approach to placement be agreed upon by allconcerned.

Placement will be handled by the distributors contactingtheir dealers who need trainees. To introduce the traineeprogram to their dealers, a brochure was designed. Since thedemand for technicians has been well established, thebrochure will serve an informational function, however, forthose dealers who are apprehensive about hiring a trainee,the brochure is intended to recruit them as participants. Adraft of the brochure is found in Appendix E.

As part of the training program, distributors' training per-sonnel will appear as a panel where each will give informa-tion about his organization. After their presentation, they willbe available to answer questions either as a panel or indi-vidually. This will give the trainee an opportunity to gatherinformation so he could decide where he would prefer towork.

About a month prior to the completion of the entry levelprogram, the instructor will provide the distributors withinformation on each student that they can use to talk to theirdealers about specific trainees. The form used for this infor-mation is found in Appendix F.

The distributors will have the dealer understand that in theevent that a trainee does not fit into the dealer's shop opera-tion, the distributor will be notified before any action is takento discharge the trainee. The distributor may find anotherdealer that would prove satisfactory for both the trainee andthe dealer, or finding that not possible, inform the collegewho in turn will inform other distributors of the availability ofthe trainee for placement.

To insure that recruitment of trainees be on an equal monet-ary basis, a minimum starting salary equal to the minimumunion rate was agreed upon by the distributors.

Once the trainee has committed himself to a certain man-ufacturer, the distributor will train him on certain aspects ofhis automobile prior to actual placement in the shop. Theextent and length of training will vary with each distributor.

Follow-up After Placement

After placement, the trainee will continue his training in ad-vanced import automobile technology while employed fulltime in the shop. Under the Cooperative Education concept,the trainee will receive up to four units of college credits persemester for his work experience, one unit of which is acoordinating class.

Coordination of class work and experience on the job is arequirement of the Cooperative Education agreement whichmust be signed by the employer, the college and the student.The variety of experience would depend on the shop and thetrainee. A shop must obviously be profit' oriented. A goodtrainee will very quickly make money for tthe shop, and as heprogresses in his training, he would be able to do morecomplex jobs and still continue to be an economic asset tothe dealer.

In order to insure against conditions that would prove detri-mental to the trainee, a follow-up procedure was designedand implemented. The cooperative education coordinationclass will allow constant input from the trainees on the condi-tions of their employment. This class will also help the traineein understanding the shop situation by discussing theirsitua-tion with others in similar circumstances.

The college will make visits to the shops as a follow-up oncooperative education for an evaluation of:fhb-Trainee forpurposes of giving credit for his experience. During"thesesituations an evaluation of the working conditions and op-portunities can be made.

The distributor's training department will institute a follow-up procedure of their own. In some cases, they would usetheir service representatives who make frequent calls ontheir dealers. Other distributors will have training depart-ment representatives make the follow-up. In either case, areport will be filed on a standard form, a sample of one isfound in Appendix G. A copy of the report will be madeavailable to the college to help in evaluating the trainee andthe program.

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THE IMPORT AUTOMOBILE INDUSTRYThis program in no way competes nor conflicts with thedistributors' training. It complements it by providing inten-sive background and theory that is necessary to understandtheir training. As a trainee continues to take advanced clas-ses in automotive, this knowledge will be used as a founda-tion on which he builds his knowledge of diagnosing andrepairing particular automobiles.

In the development of this program, it was very fortunate thatthe training managers of the distributors were available toprovide the necessary information to formulate the objec-tives of a curriculum geared to their needs. Since they areexperienced and involved in training, they can very effec-tively provide the information needed to produce a programto meet the needs and goals defined.

Import Automobile Dealers' Shop

The primary concern of the service manager who is respon-sible for a shop is to maintain a sound economic operation.Unless this can be maintained, the shop will not survive. Toaccomplish this, the trainee will be used in the most produc-tive manner. How this would be done would vary with theshop and the individual trainee. This kind of situation ap-pears to be ripe for exploitation of the trainee and couldpossibly happen. The safeguards against this are that thedistributor will be selective of the shops in which trainees areplaced. Follow up by the college and the distributors willminimize questionable practices. The trainee will prove to bean asset to the shop and will be used productively and stillreceive a variety of experiences. Because the trainee will beaware of the operation of a shop from his training, he will beable to adjust to its demands and respond favorably so thatopportunities would be made available to him. Where thesituation becomes intolerable to the trainee or the shop, aprocess of rectifying this situation is mentioned in the sec-tion entitled "Placement".

Most shops are organized to pay a technician a flat rate forparticular jobs. This could cause a journeyman technician toavoid spending time helping a trainee to learn because hemay feel that his productivity would be reduced and conse-quently,. so will his pay. In some shops, this situation maymake it undesirable to place a trainee. However, with theacute shortage of technicians, trainees should, be acceptedand, once they prove productive because of their training,this situation will not be a detriment.

In areas where labor unions are strong, close liaison withthem in the development of the program, keeping them in-formed and getting union cooperation would minimize prob-lems that could arise due to misunderstanding.

This program has been approved by the Federation of LocalAutomotive Apprentice Committee when accompanied bythe appropriate number of on-the-job training hours. ThisCommittee has recommended the program described in thisguide to all Federation Committee members and to any andall schools and colleges that wish to participate in relatedtraining for apprenticeship committees.

ENTRY LEVEL CLASS

The Entry Level Class is one semester in length, designed toprovide necessary background for a student to be employedas a trainee in an import automobile shop. The curriculummaterial that follows is the result of the Steering Committee'srecommendations both as to the subjects and depth of know-ledge necessary in each subject.

The curriculum material is written as a guide for an Instructorimplementing the class. The objectives are written inmeasurable terms; the conditions given, the behavior de-fined and the criteria specified.

The subjects are presented in sequence. Some of the mater-ial can be used in conjunction with other subjects as sug-gested in the explanation of the characteristics of the sub-ject. Other subjects can be and must be injected throughoutthe class as again the characteristics suggest.

Estimated time for lecture and laboratory work is based onobjectives. It is suggested as a guide for the instructor.

Special material needed and sources of that material isindicated. The Appendix has listings of required tools andequipment.

To clarify what has already been said, this is a guide for theinstructor. It is not a teaching manual. Using this guide, theinstructor must work out his day to day activities to teach tothe objectives using his skills as a teacher and a technician.

This class can be offered in the evenings, two evenings perweek, for a total of 7 hours providing a full evening schedulefor a student working during the day.

If this class is offered during the day, the 7 hours per weekcan be supplemented with general education courses ap-plicable to an Associate in Arts degree. Students desiring orrequiring reinforcement in communication skills ormathematics may take appropriate courses to meet theirneeds and be integrated into a program leading to an A.A.degree. It is important that each student meet with his ad-visor so his particular needs are defined so he can be coun-selled in the proper selection of classes.

ENTRY LEVEL CLASS

OUTLINE OF SUBJECTS

Subject

Orientation to the ImportAutomobile Industry

Shop SafetyProper Use of Tools

Hours of InstructionLecture Laboratory

3 02 02 2

Correct Use of Fasteners 11/2 11/2

Use of Manuals andOther Publications 11/2 11/2

The Metric System, 11/2 1/2

Internal Combustion Operation As AppropriateCooling Systems 2 2Fuel Systems 6 6Basic Automotive Electricity 3 5Tune-Up 5 10Emission Control Systems 6 6Brake Systems 3 7Front End 21/2 g1/2

Suspension Systems 3 7Steering Systems 3 2Wheel Balancing 1 2Headlight Adjustment 1 1

Dealer Organization 2 0Totals 49 63

ENTRY LEVEL SUBJECT

Subject Title:ORIENTATION TO THE IMPORT AUTOMOBILE INDUSTRY

Characteristics of the Subject:Students will be informed about the automobile industry as awhole. This area will be treated as an introduction to theimport course itself. Differences in import versus domesticautomobiles and the technology required or each will bediscussed. The instructor will use his discretion as to thearrangement of materials.

Student Performance Standards (Behavioral Objectives):Conditions: With the aid of films, charts, booklets, demonst-rations, field trips and special qualified speakers from theimport industry, students will be exposed to and informedabout the industries.

Behavior: The students will be able to participate in classdiscussions. They also will be able to evaluate and apply thisinformation so as to assist themselves in planning theircareers.

Criteria: The Steering Committee proposed that no measur-able objectives be applied.

Estimated Time:Lecture: 3 hoursLaboratory: 0

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Special Materials Needed:Films, charts, booklets, speakers

Source of Materials:Distributors, Dealers, will supply Audio Visual materials andspecial speakers.

Note: See information about Source of Materials containedin Audio Visual Materials and Publications Sections.

ENTRY LEVEL SUBJECT

Subject Mil!!SHOP SAFin Y

Characteristics of the Subject:The students will be exposed to shop safety and required tobe aware of general shop safety. This subject is designed toprovide information through lectures, demonstrations, films,charts, and class participation. Students will learn the impor-tance of working safely with himself and others and how safepractices will prolong the life and use of tools, equipmentand physical plant. (It is significant to mention here thatsafety practices are an integral part of each subject and theywill be constantly applied and stressed throughout the totalprogram.)

Student Performance Standards (Behavioral Objectives):Conditions: With the aid of films, charts lectures, demonst-rations and class participation.

Behavior: Students will complete a written examination ongeneral shop safety.

Criteria: With a score of 100%

Conditions: Given the proper tools, equipment, laboratoryunits and the proper information on safe practices.

Behavior: The students will be performing shop activitiesthroughout the entire program and will be evaluated con-stantly in a manner consistent with accepted safety stan-dards.

Criteria: The acceptable assessment will be 100%

Estimated Time:Lecture: 2 hours

Laboratory: 0

Special Materials Needed:Films, Charts, booklet-. safety examinations

Source of Materials:Safety Film (Chrysler), Booklets and safety examinationssupplied by College District, films from distributors, instruc-tor developed materials.


21

ENTRY LEVEL SUBJECT

Subject Title:PROPER USE OF ;iAND TOOLS

Characteristics of the Subject:Students will review, identify, and learn to use hand tools.They also will learn the importance of selecting and match-ing the correct tool to fit the operation or ooerations involvedand do so in a safe manner. (Emphasis on this important areawill be prevalent throughout the total program.) (May beapplied concurrently with Correct Use of Fasteners.)

Student Performance Standards (Behavioral Objectives):Conditions: With the aid of films, charts, lectures, demonst-rations, and given various types of fasteners, laboratoryunits, hand tools, and practice time.

Behavior: The students will demonstrate their ability to iden-tify, select, and properly use the hand tools in a safe manner,and complete an identification examination.

Criteria: With a minimum of 85% accuracy.

Estimated Time:Lecture: 2 hours

Laboratory: 2 hours

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Special Materials Needed:Films, (ABC of Hand Tools), tool tests (one developed byJohn Lemster of Mazda), various fasteners, laboratory units.

Source of Materials:ABC of Hand Tools (G.M. Film), Tool Test (byJohn Lemster ofMazda). Tools on hand from college, flip charts and trans-parencies, instructor developed materials.

Note: See information about Source of Materials containedin Audio Visual Materials and Componk is Sections.

ENTRY LEVEL SUBJECTSubject Title:CORRECT USE OF FASTENERS

Characteristics of the Subject:Students will review, identify and learn the importance of thecorrect selection and safe use of fasteners. The significanceof the ability to differentiate will be stressed and appliedthroughout the total program. (May be applied concurrentlywith Correct Use of Hand Tools.)

Student Performance Standards (Behavioral Objectives):Conditions: With the aid of lectures, demonstrations, films,charts, and given various fasteners, laboratory units, handtools, and practice time.

Behavior: The students will be able to complete a writtenexamination and demonstrate ability to identify, select, andsafely use fasteners, and adjust or secure to specifications.


Estimated Time:Lecture: 1-1/2 hours

Laboratory: 1-1/2 hours

Special Materials Needed:Films, charts, booklets, fasteners, laboratory units

Source of Materials:Fasteners Film (Cadillac), flip charts, films from import dis-tributors, tools on hand at college, laboratory units providedby distributors.

Note: See information about Source of Materials containedin Audio Visual Materials and Components Sections.

23

ENTRY LEVEL SUBJECT

Subject Title:USE OF MANUALS AND OTHER PUBLICATIONS

Characteristics of the Subject:The subject is designed to instill in the student the impor-tance of the concept that a professional always refers tomanuals and bulletins for needed, accurate information andspecifications. Students will learn how to select and interpretvarious manufacturers' publications, and apply informationto simulated or real situations.

Student Performance Standards (Behavioral Objectives):Conditions: With the aid of lectures, demonstrations, classparticipation, and given manuals, publications, and supple-mental information involving real or simulated conditions.

Behavior: Students will be able to select the proper manuals,etc., and fill in the correct information written and/or orally,as to specifications, disassembly and assembly procedures,and compd.-Kent\ part identification.

Criteria: With 100% accuracy.

Estimated Time:Lecture: 1-1/2 hours

Laboratory: 1-1/2 hours

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Special Materials Needed:Manuals, publications, supplements

Source of Materials:Provided from distributors.


ENTRY LEVEL SUBJECT

Subject Title:THE METRIC SYSTEM

Characteristics of the Subject:Students will learn to measure, feel for size and use specifictools to a designated accuracy, with ref' rence to and utiliza-tion of the metric system.

Student Performance Standards (Behavioral Objectives):Conditions: Given the basic design of the metric system, withthe aid of charts, films, handouts, lecture, etc.

Behavior:The student will be able to complete a written examination.

Criteria: With a minimum score of 80%.

Conditions: Given a steel scale

Behavior: The student will be able to explain the divisions ofsaid scale

Criteria: To within one millimeter.

Conditions: Given an outside micrometer and measurablecomponents or objects

Behavior: The student will be able to measure and record atleast six different objects such as a crankshaft, piston, bear-ing race, valve stem, piston pin, camshaft, etc.

Criteria: To a minimum of 95% accuracy and tolerance of themicrometer.

Conditions: Given a vernier calipers and measurable com-ponents or objects,

Behavior: The student will be able to measure at least three ,

applicable items, ---Criteria: To a minimum of 95% accuracy and tolerance of thecalipers.

Conditions: Given a dial indicator.

Behavior: The student will be able to demonstrate the correctmethods of use and be able to measure at least three sur-faces; flat, end play, and out-of-round,

Criteria: To a mi nu mu m of 95% accuracy and tolerance of thedial indicator.

Estimated Time:Lecture: 1-1/2 hoursLaboratory: 1/2 hour

Special Materials Needed:Charts, films, handouts, steel scales, micrometers, calipers,dial indicators, crankshafts, camshafts, pistons, piston pins,bearings, valves, etc.

Source of Materials:Measuring equipment and tools supplied by college, com-ponents supplied by distributors, audio visual materials sup-plied by distributors.


2F

ENTRY LEVEL SUBJECT

Subject Title:INTERNAL COMBUSTION OPERATION

Characteristics of the Subject.This subject is not specifically one lesson, but is designed asa series of lessons given as necessary throughout the totalprogram. Internal combustion operation will be im-plemented wherever and whenever related to other subjectsin which internal combustion is a factor. Application will bearranged by the use of reviews, charts, lectures, films, de-monstrations, laboratory units, and class discussions.

Student Performance Standards (Behavioral Objectives):Conditions: With the aid of reviews, films, charts, lectures,discussions, and demonstrations,

Behavior: The students will be able to demonstrate theirknowledge of internal combustion operation.

Criteria: By completing written examinations with aminimum score of 85%.

Conditions: With the aid of laboratory units, proper tools,and various components,

Behavior: Students will be able to identify parts and demon-strate their ability to apply 4 stroke principles of operationwhile performing practical (hands-on) operations, such as,valve timing, camshaft/crankshaft timing, cylinder balance,and ignition timing,


Estimated Time:Lecture: At various appropriate times.Laboratory: At various appropriate times.

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Special Materials Needed:Films, charts, textbooks, engine components, running en-gines, diagnostic equipment.

Source of Materials:Audio Visual Materials supplied by distributors, engines andcomponents supplied by distributors, diagnostic equipmentand tools supplied by college.


ENTRY LEVEL SUBJECT

Subject Title:COOLING SYSTEMS

Characteristics of the Subject:Students will demonstrate their knowledge of AutomobileCooling Systems. Both liquid and air systems will be re-viewed through the use of films, charts, textbooks, manuals,lecture, demonstrations and class discussion.

Student Performance Standards (Behavioral Objectives):Conditions: With the aid of cooling system components asfollows: pressure caps, water pumps, radiators, thermostats,fan blades and fan clutches and given the proper testingequipment,

Behavior: The students will be able to identify the compo-nents, describe the function of each, and demonstrate theirability to select and use the proper test equipment correctly,

Criteria: By completing a written test with a minimum scoreof 85% and doing hands-on operations with a minimum of95% accuracy.

Estimated Time:Lecture: 2 hoursLaboratory: 2 hours

Spee,lai Materials Needed:Films, charts, manuals, textbooks, cooling sr .am compo-nents, OW equipment

Source of Materials:Audio Visual Materials provided by distributors, test equip-ment provided by college.

Note: See information about Source of Materials containedin Audio Visual Materials, Components and PublicationsSections.

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ENTRY LEVEL SUBJECT

Subject Title:FUEL SYSTEMS

Characteristics of the Subject:Students will review, identify, and explain the basic princi-ples of the operation of fuel pumps, carburetion, and fuelinjection systems. The student will learn also to identify andoperate fuel system test equipment.

Student Performance Standards (Behavioral Objectives):Conditions: With the aid of various films, charts, booklets,textbooks, lectures, diagrams, and class participation,

Behavior: The students will be able to review the operationsof the fuel system,

Criteria: And without reference to outside material completea written examination with a minimum score of 85%.

Conditions: Given a basic fuel pump, carburetor, and fuelinjection system, and proper tools,

Behavior: The students will be able to identify and explain theoperation of the basic components of the fuel pump, injec-tion system, and the choke, float, idle, low speed, high speed,accelerator, and power systems of the carburetor,


Conditions: With the aid of charts, films, lectures and de-monstrations on the types of and proper use of fuel systemtest equipment such as: Fuel Pump Tester, Infra-Red Spec-trometer, Exhaust Oas Analyzer, Tachometer, Fuel InjectionTest Equipment.

Behavior: The students will be able to test, adjust and correctbasic carburetor and fuel system malfunctions,


Conditions: Given a basic carburetor, proper tools, and withthe aid of specification manuals,

Behavior: The students will be able to adjust the float levelaccording to manufacturers specifications,



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Special Materials Needed:Films, charts, books, laboratory units, Fuel Pump Tester,Infra-Red Spectrometer, HC /CO Analyzer, Tachometer, FuelInjection Test Equipment, Special Carburetor Tools.

Source of Materials:Components will be provided by distributors, audio visualmaterial will be provided by distributors, test equipment andtools will be provided by college.


ENTRY LEVEL SUBJECT

Subject Title:BASIC AUTOMOTIVE ELECTRICITY

Characteristics of the Subject:Students will review basic automotive electricity in regard toampere, volt, ohm, DC, AC, and Ohms Law. He will be able toidentify, use and explain purposes of various test equipmentsuch as Ammeter, Voltmeter, Ohmmeter, Test Light and Con-tinuity Tester. He will be able to read accurately wiring diag-rams and trouble shoot and repair simple electrical problemssuch as found in the horn, lighting, turn signals, brake lights,wipers, charging system, starting system, and ignition sys-tem.

Student Performance Standards (Behavioral Objectives):Conditions: Given a review of basic automotive electricitywith the aid of textbooks, lectures, charts, films, demonstra-tions, class discussions and home study,

Behavior: The student will be able to complete a short writtenexamination with,

Criteria: A minimum score of 85%.

Conditions: Give information with the aid of films, charts, testequipment, manuals and demonstrations and test equip-ment such as, Ammeter, Voltmeter, Ohmmeter, Test Lightand Continuity Tester,

Behavior: The student will be able to trace and correct fivesimple problems in the electrical system, such as the lights,turn signals, horn, brake lights, starting system, chargingsystem, wipers and ignition system,


Conditions: Given an accurate wiring diagram,

Behavior: The student will be able to trace five separatecircuits from source of power to the unit,

Criteria: To the satisfaction of the instructor.


Special Materials Needed:Textbooks, charts, films, test equipment, manuals, wiringdiagrams, starters, alternators, batteries, lights.

Source of Materials:Audio Visual materials will be provided by distributors, com-ponents will be provided by distributors, test equipment andtools will be provided by college


29

ENTRY LEVEL SUBJECT

Subject Title:TUNE-UP

Characteristics of the Subject:Students will review and learn the following: The operatingprinciples of the ignition system, the correct sequence ac-cording to factory specifications while performing a tune-up;the correct procedure for attacking the problem when found;be able to identify, explain, and use the proper test equip-ment involved with tune-up, such as the Oscilloscope, Dis-tributor Tester, Dwell/1 ach Meter, Timing Light, CO/HCAnalyzer, Compression Gauge, and Complete EngineAnalyzer.

Student Performance Standards (Behavioral Objectives):Conditions: Given a review of the ignition system principleswith the aid of films, charts, lectures, demonstrations, text-books and class participation,

Behavior: The student will complete a written examinationon ignition system principles,


Conditions: Given lectures, demonstrations, proper manu-als, tools, laboratory units and practice time,

Behavior: The students will be able to follow the acceptablesequence as per manufacturers' specifications, while per-forming tune-up procedures,


Conditions: Given a laboratory unit with contrived or realmalfunctions, proper tools and test equipment, and specifi-cation manuals,

Behavior: The students will be able to attack the problem andproperly repair said problem or problems,


Conditions: Given test equipment, tools, manuals, andlaboratory units, and after the aid of films, charts, lectures,demonstrations, and practice time,

Behavior: The students vill be able to identify, explain, anduse the following equipment: Oscilloscope, Distributor Tes-ter, Dwell/Tach Timing Light, CO/HC Analyzer, CompressionGauge and Complete Engine Analyzer,



30

Special Materials Needed:Films, charts, books, laboratory units, mock-ups, runningengines, Oscilloscope, Distributor Tester, CompressionGauge, CO/HC Analyzer, Dwell/Tach Meter, Complete En-gine Analyzer.

Source of Materials:Engines, films, charts, components will be available fromdistributors. Special test equipment and tools will be pro-vided by college.


ENTRY LEVEL SUBJECT

Subject Title:EMISSION CONTROL SYSTEMS

Characteristics of the Subject:Students will learn the purposes of the Emission ControlSystems, how they operate, how they are tested and adjustedand certified. Films, charts, Smog Control Handbooks, de-rnonstrations, lectures and class participation will be im-plemented throughout. Students also will learn haw to usethe various test equipment necessary for Emission ControlSystems. Preparation for taking the State Examination forthe Class"A" Installers License will be emphasized and stu-dents will be required to have said license as a condition foradvancing to the Import Car Dealerships.

Student Performance Standards (Behavioral Objectives):Conditions: Given all possible and necessz:y informationwith the aid of films, charts, books, demonstrations, lecturesand class participation,

Behavior: The student will apply the related and theoreticalinformation necessary to complete practice written examina-tions, administered by the instructor,

Criteria: With a minimum score of 90% to qualify for takingthe State Examination.

Conditions: Given the proper tools, test equipment, manualsand automobile or engine,

Behavior: Students will be able to connect, test, adjust, andrepair Emission Control Systems, with proper procedure,according to manufacturers' specification,



Special Materials Needed:Films, charts, test equipment, State Emission Control Hand-book, automobile (or running engine with Emission Con-trols).

Source of Materials:Audio Visual materials will be provided by distributors, diag-nostic and engine analyzer and tools will be provided bycollege, State handbooks will be purchased by students fromState Department of Consumer Affairs.


31

ENTRY LEVEL SUBJECT

Subject Title:BRAKE SYSTEMS

Characteristics of the Subject:Students will review both drum and disc brake systems, withemphasis placed on the operation of the following systemcomponents; master cylinder, slave (brake) cylinder, boos-ter, disc and caliper arrangement, drum brake arrangementand emergency brake system. Students also will be preparedfor obtaining the State Brake Adjusters License.

Student Performance Standards (Behavioral Objectives):Conditions: Given a review with the aid of films, mock-ups,charts, textbooks, lectures and demonstrations,

Behavior: The student will demonstrate his theoretical know-ledge by completing a written examination,

Criteria: With a minimum score of 85%. Conditions: Giventhe two master cylinders and brake cylinders, proper tools,and with the aid of specifications,

Behavior: The student will be able to disassemble and ser-vice both single and dual master cylinders and brake cylin-ders, to manufacturers' specifications,


Conditions: Given a power brake cylinder, proper tools andspecifications,

Behavior: The student will be able to disassemble and ser-vice the power brake unit, to manufacturers' specifications,


Conditions: Given a disc and caliper arrangement, propertools and specifications,

Behavior: The student will be able to service calipers andreplace disc pads, to manufacturers' specifications,


Conditions: Given an emergency/parking brake system,proper tools, specifications,

Behavior: The student will be able to service and adjust tomanufacturers' specifications,


Conditions: Given a drum brake arrangement, tools, specifi-cations, and all special adjusting tools.

Behavior: The student will be able to adjust to manufactur-ers' specifications,



32

Special Materials Needed:Films, charts, textbooks, manuals, brake components, andbrake assemblies.

Source of Materials:Audio visual material provided by distributors. Brake as-semblies and brake components, provided by distributors.Special tools provided by College.


ENTRY LEVEL SUBJECT

Subject Title:FRONT END

Characteristics of the Subject:Designed to ensure student knowledge of front end princi-ples such as caster, camber, toe-in and toe-out on turns.Students will be able to identify symptoms of improper tirewear, adjust front wheel bearings and how to align front end.Films, charts, textbooks, demonstrations and lectures will beapplied.

Student Performance Standards (Behavioral Objectives):Conditions: Given a review with the aid of films, charts, lec-tures, demonstrations and class discussions,

Behavior: The student will be able to demonstrate his know-ledge of principles,

Criteria: By completing a written examination with aminimum score of 85%.

Conditions: Given common tools, a front wheel assembly, anautomobile, special alignment equipment and special toolsand specifications,

Behavior: The student will be able to adjust a front wheelbearing, and align a front end to manufacturers' specifica-tions,


Estimated Time:Lecture: 2-1/2 hoursLaboratory: 9-1/2 hours

Special Materials Needed:Films, charts, textbooks, front end components, mock-ups,automobile.

Source of Materials:Films, charts, front end components, mock-ups, automobile,and other Audio Visual materials will be provided by dis-tributors. Tools and equipment provided by college.

Note: See information about Source of. Materials containedin Audio Visual Materials and Components Sections.

33

ENTRY LEVEL SUBJECT

Subject Title:SUSPENSION SYSTEMS

Characteristics of the Subject:Students will review suspension systems. Emphasis will beplaced on different types of front and rear suspension sys-tems such as: McPherson-Strut, Unequal A Arm, SpringType, and Independent Arm Suspension. The students willlearn how to use the special tools and equipment associatedwith these systems. They also will learn the principles ofshock absorber operation and inspection.

Student Performance Standards (Behavioral Objectives):Conditions: With the aid of films, charts, books, laboratoryunits, lectures and demonstrations,

Behavior: The students will review and learn the principles ofthe above-mentioned suspension systems, and demonstratetheir knowledge and understanding,

Criteria: By completing a written examination with aminimum score of 85%.

Conditions: With the aid of demonstrations, practice time,laboratory units, special tools and equipment,

Behavior: The students will be able to use the special toolsand equipment required for the above-mentioned suspen-sion types, according to manufacturers' specifications,


Conditions: With the aid of demonstrations and practice timeand given the proper tools, equipment and laboratory units,

Behavior: The students will be able to explain the operationof and the testing procedures for shock absorbers throughwritten and manipulative examinations,

Criteria: With a minimum of 90% accuracy in each area.


34

Special Materials Needed:Films, charts, books, laboratory units, special tools, testequipment, various components.

Source of Materials:Audio Visual materials, components and laboratory unitsprovided by distributors. Special tools and equipment pro-vided by college.


ENTRY LEVEL SUBJECT

Subject Title:STEERING SYSTEMS

Characteristics of the Subject:The subject will be arranged in two areas, herein describedas Conventional Steering and Power Steering. The studentswill be reviewing from prerequisite point, and learning toidentify two different types of Conventional Steering Boxeswhich are recirculating ball and nut, and the rack and pinion.They will learn how to test, c -wok and make adjustments oneach, and learn also the procedural step-by-step method ofcentering the steering wheel.

Student Performance Standards (Behavioral Objectives):Conditions: With the aid of films, charts, books, lectures, anddemonstrations,

Behavior: The students will review the principles of bothconventional and power steering.

Criteria: Students will demonstrate their knowledge by com-pleting a written examination with a minimum score of 85%.

Conditions: Given demonstrations, practice time, propertools and test equipment,

Behavior: Students will be able to identify components of thepower steering system and make operational tests on powersteering pumps,


Conditions: Given demonstrations, practice time, propertools and equipment,

Behavior: Students will be able to identify the two differenttypes of conventional steering which are recirculating bal!and nut and the rack and pinion types, and will be able toperform adjustments on each, according to manufacturers'specifications,


Conditions: Given demonstrations, practice time, propertools and equipment,

Behavior: Students will be able to perform procedural step-by-step method for centering of the steering wheel, accord-ing to manufacturers' specifications,



Special Materials Needed:Films, charts, books, laboratory units, pump test equipment,toe-in/toe-out test equipment, special tools.

Source of Materials:Audio Visual materials, laboratory units, components will beprovided by distributors. Test equipment and tools providedby college.


35

ENTRY LEVEL SUBJECT

Subject Title:WHEEL BALANCING

Characteristics of the Subject:Students will learn the following; the principles of static anddynamic wheel balancing; they will learn and demonstratetheir physical ability to balance wheels; and they will developa knowledge so that no matter what type or make of equip-ment a dealership may use, he will be a'ale to adjust to itsproper use.

Student Performance Standard (Behavioral Objectives):Conditions: With the aid of films, charts, lectures, demonst-rations, textbooks and manuals,

Behavior: The students will be able to complete a writtenexamination,


Conditions: With the aid of the above materials, plus practicetime and given a wheel balancer, proper tools and unbal-anced tires,

Behavior: The students will be able to physically balanceboth front and rear wheels,

Criteria: To within 1/4 oz. accuracy.

Estimated Time:Lecture: 1 hourLaboratory: 2 hours

36

Special Materials Needed:Films, charts, wheel balancers, weights, instruction manu-als, wheels.

Source of Materials:Audio Visual materials, wheels and manuals will be providedby distributors. Wheel balancing equipment, wheels pro-vided by college.

Note: See information about Source of Materials containedin Audio Visual Materials, Components..and PublicationsSections.

ENTRY LEVEL SUBJECT

Subject Title:HEADLIGHT ADJUSTMENT

Characteristics of the Subject:Objectives of this subject a to prepare and qualify thestudents for the State License Examination. The goals will bedefined by State requirements.

Student Performance Standards Behavioral Objectives):Conditions: With the aid of the State Handbook, lectures,demonstrations, class discussion, films, charts and selfstudy,

Behavior: The students will be prepared to qualify for theState License axamination,

Criteria: And without reference to outside references andmaterials be able to complete a sample examination with aminimum score of 85%.

Conditions: Given the proper headlight alignment equip-ment and demonstrations as to its uses, proper tools andspecifications,

Behavior: The students will be able to adjust several sets ofheadlights,

Criteria: To State required standards.

Estimated Time:Lecture: 1 hourLaboratory: 1 hour

Special Materials:State Handbooks, headlight alignment equipment, au-tomobile.

Source of Materials:State of California. Automobile provided by distributors. Au-tomobiles owned by students. Equipment and tools providedby college.


37

ENTRY LEVEL SUBJECTS

Subject Title:DEALER ORGANIZATION

Characteristics of the Subject:Designed to help the students learn dealer organization andhis responsibilities and benefits.

Student Performance Standards (Behavioral Objectives):Conditions: With the aid of lectures, special speakers, dis-cussions and organization charts,

Behavior: The students will know the operation of dealer-ships and learn his entry position and will be able,

Criteria: To show his place in the dealership on an organiza-tion chart without any reference to outside materials.

Estimated Time:Lecture: 2 hoursLaboratory: 0

38

Special Materials Needed:Organization charts, outside speakers.

Source of Materials:Speakers, charts, brochures, etc. provided by distributors.


ADVAR10ED CLASSES

Upon completion of the Entry Level Class, the trainee willenroll in the Advanced Classes in import automobile tech-nology while he is employed in the dealer's shop.

The subjects for these classes were defined by the SteeringCommittee along with the required depth of each subject.

The basic concept of the Advanced Classes is to provide acontrolled learning situation of a class with associatedhands-on training so he could be well grounded in automo-tive technology. Thus, the experiences he gets on the jobwould have meaning rather than merely doing manual tasks.

These Advanced Classes and the Entry Level Class will pro-vide an in-depth background for the specialized training -given him in the distributor's training schools on their par-ticular product. These classes will comptemeat thespecialized training and shop experience to advance thetrainee to the technician level.

The order of appearance of the subjects is the suggestedorder of presentation. Those areas that a trainee would likelybe called upon to work in, should be offered first. The formatof the curriculum material is identical to the Entry LevelClass. The characteristics of the subject and the objectivesare written in broader terms since they cover a broader area.An instructor would very likely write objectives on segmentsof the subject that world all lead to achieving the broadobjectives stated for the subject.

Again, the material is only a guide for the instructor. Variouscombinations of subjects can be used to organize asemester's work depending on the number of hours the classis offered.

Since the Advanced Classes would most likely be offered inthe evening to accommodate the working trainee, the follow-ing is a suggested combination of subjects that could consti-tute a semester's work at 7 hours per week.

Semester 1:Air ConditioningAdvanced Automotive Electrical Systems andState Lamp LicenseEngine Diagnosis, Tune-Up, Emission Control

Semester 2:Brake Systems Advanced Level and StateBrake LicenseEngine ServiceSpecial EnginesGas and Arc Welding, Brazing and Soldering

Semester 3:Drive Train Conventional TransmissionsDrive Train Automatic TransmissionsDrive Train Propeller Shaft, U-Joints and RearEndService Writing, Management and Parts Man-agement

ADVANCED CLASSES

OUTLINE OF SUBJECTS

Subject Hours of InstructionLecture Laboratory

Air Conditioning 5 10Advanced Automotive Electrical

Systems and State Lamp License 15* 35Engine Diagnosis, Tune-Up,

Emission Control 15 35Brake Systems Advanced Level

and State Brake License 18* 27*Engine Service 15 25Special Engines 8 3Gas and Arc Welding,

Brazing and Soldering 5 15Drive Train

Conventional Transmissions 8 22Drive Train

Automatic Transmissions 10 30Drive Train Propeller Shaft,

U-Joints and Rear End 8 22Service Writing, Management

and Parts Management 3 7

Totals 110 231

*NOTE: Lamp and Brake subject matter hours are incorpo-rated into Advanced Automotive Electrical Systems andBrake Systems Advanced Level respectively.

ADVANCED SUBJECT

Subject Title:AIR CONDITIONING

Characteristics of the Subject:Provides information and hands-on experience to help stu-dents learn the principles of automotive air conditioning. Inaddition, the student will learn also how to test, service andinstall air conditioning units.

Student Performance Standards (f3ehavinrat Objectives):Conditions: With the use of films, charts, lectures, demonst-rations by the instructor using laboratory units,

Behavior: The students will learn the fundamentals andtheory of air conditioning and demonstrate their knowledge,

Criteria: By completing written examinations with aminimum score of 85% without reference to outside materi-als.

Conditions: With the aid of lecture demonstrations by theinstructor, and the use of laboratory units,

Behavior: The students will learn the proper methods oftesting, adjusting and installing air conditioning units, andwill practice these methods in the laboratory throughhands-on operations,



Special Materials Needed:Films, charts, textbooks, air conditioning, mock-ups, testequipment, manuals

Source of Materials:Import distributors will lend and/or donate units, films,charts and manuals.


41

ADVANCED SUBJECT

Subject Title:ADVANCED AUTOMOTIVE ELECTRICAL SYSTEMS

Characteristics of the Subject:In depth study of Automotive Electrical theory and applica-tion of principles involved will be provided. The students willlearn the theory of electrical units, and how to apply theorywhile diagnosing, repairing, and correcting electrical mal-functions. All information and operations involved will beapplicable to and will enhance the students' on-the-job train-ing. The electrical units involved will include the starter andrelated circuits, the battery and related circuits, the alter-nator and regulator, the lighting system circuits, the direc-tional signals, stop lights and related circuits, and otherapplicable vehicle wiring circuits.

Student Performance Standards (Behavioral Objectives):Conditions: With the use of textbooks, films, charts, lecturesand demonstrations by the instructor and class participation,

Behavior: Students will be able to demonstrate their know-ledge of the theoretical fundamentals of automotive electric-ity,

Criteria: By completing written examinations with aminimum score of b5% without reference to outside materi-als.

Conditions: With the application of theory, use of propertools and testing equipment, all demonstrated by the instruc-tor, and given proper tools, testing equipment, needed sup-plies, and hands-on practice,

Behavior: The students will be able to diagnose, test andrepair electrical problems in the starting system, chargingsystem, lighting system, stop light and directional system,and other related electrical systems,


Estimated Time:Lecture: 10 hours 1

Laboratory: 30 hours'

42

Special Materials Needed:Films, charts, laboratory units, testing equipment

Source of Materials:Import Distributors


ADVANCED SUBJECT

Subject Title:ENGINE DIAGNOSIS, TUNE-UP, EMISSION CONTROL

Characteristics of the Subject:Designed to provide an in-depth study of how to diagnoseengine malfunctions affecting tune-up and ignition service;how to perform major tune -up operations according to man-ufacturers' procedures and specifications and how to per-form tests and repairs on emission control devices. Labcrat-ory time will be provided with hands-on operations of alltesting and diagnostic equipment as well as the selection ofproper tools necessary to perform repair operations.

Student Performance Standards (Behavioral Objectives):Conditions: With the use of textbooks, shop manuals,equipment operating manuals, films, charts and laboratoryunits, the instructor will lecture and demonstrate the theoryand operations involved and combined with class discus-sion,

Behavior: The students will be able to identify and select thecorrect test equipment,


Behavior: The students also will be able to complete a writtenexamination as to theory and application of diagnosis andrepair procedures,

Criteria: With a minimum score of 85% accuracy.

Behavior: In addition the students will be able to connect alltest equipment properly,


Conditions: Following lecture-demonstrations by the in-structor in the proper uses, monitoring and reading of testinstruments and tools and after the students have completedhands-on practice with the equipment and tools and thengiven the necessary equipment, tools, and source of specifi-cations,

Behavior: The students will be able to connect test equip-ment, correctly diagnose malfunctions, and make repairs asnecessary, according to manufacturers' specifications,



Special Materials Needed:Films, charts, running engines, automobile

Source of Materials:Audio Visual materials, engines and autos provided by dis-tributors. Tools and equipment provided by the College


43

ADVANCED SUBJECT

Subject Title:BRAKE SYSTEMS ADVANCED LEVEL

Characteristics of the Subject:This suLlect area is in two parts. The first, will deal with theproper diagnostic procedures, their possible causes andcorrections, and the means of logically tracing troubles totheir causes. The second, will prepare students for theproper uses of take reconditioning equipment, such asdrum and disc rotor lathes, brake shoe arc equipment, anddisc pad, rotor and drum measuring tools.

Student Performance Standards (Behavioral Objectives):Conditions: With the aid of lectures, demonstrations, films,charts, textbooks and class discussions,

Behavior: The students will be able to complete a writtenexamination on the proper procedures of diagnosing brakeproblems, and the logical methods used in tracing down theactual causes,


Conditions: Given the proper equipment and tools, demon-strations, lectures, hands-on practice time, and suppliedwith proper specification manuals,

Behavior: The students will be able to measure, interpretconditions, set up and grind brake drums, disc rotors andbrake shoes,



44

Special Materials Needed:Films, charts, laboratory units, brake reconditioning equip-ment, measuring tools, used (damaged) brake drums, discrotors and brake pads and shoes.

Source of Materials:College will provide brake reconditioning equipment andmeasuring tools. Distributors will provide used drums, rotorsand other related eauipment as well as any pertinent films,charts, and other Audio Visual materials. Mock-ups andlaboratory units may be developed by the instructor.


ADVANCED SUBJECT

Subject Title:DRIVE TRAIN AUTOMATIC TRANSMISSIONS

Characteristics of the Subject:This subject will involve in-depth study and hands-on opera-tions of automatic transmission repair. Application frombasic through complex principles of automatic transmissionoperation will be correlated with disassembly, inspection,repair or replacement of damaged parts, adjustments andreassembly of the transmission. Instruction in the correctselection and use of special tools will be demonstrated.

Student Performance Standards (Behavioral Objectives):Conditions: With the aid of textbooks, manuals, films, charts,lectures, demonstrations and class discussion,

Behavior: The students will learn the basic and complexprinciples of automatic transmission operation and will de-monstrate their theoretical knowledge by completing a writ-ten examination,


Conditions: Given the proper manuals, tools, special tools,transmissions, and with the aid of demonstrations and amplepractice time,

Behavior: The students will be able to disassemble, inspect,measure, adjust and reassemble the transmission, and de-monstrate his ability to select and use the proper tools cor-rectly,



Special Materials Needed:Films, charts, automatic transmissions, special tools.

Source o' Mahrials:College MI pi ovide tools. Distributors will provide transmis-sions, charts, films.


45

ADVANCED SUBJECT

Subject Title:DRIVE TRAIN CONVENTIONAL TRANSMISSIONS

Characteristics of the Subject:This subject is designed to give in-depth study ,e princi-ples of operation of conventional transmissions andclutches, and hands-on practice of disassembly, inspection,measuring, adjusting, repairing, or replacing of damagedparts, and the reassembly of transmissions. Instruction in thecorrect selection and uses of special tools will be demon-strated.

Student Performance Standards (Behavioral Objectives):Conditions: With the aid of textbooks, films, charts, lectures,demonstrations, and class discussion, and given a writtenexamination,

Behavior: The students will be able to answer teat questionson the principles of operation of the clutch and transmission,


Conditions: Given the proper manuals, tools, special tools,and with the aid of demonstrations and ample practice time,

Behavior: The students will be able to disassemble, inspect,measure, adjust, replace or repair damaged parts, reassem-ble the transmission and at the same time demonstrate abilityto select and use the proper tools correctly,

Giiktria: With a mini mui of 90% accuracy.


46

Special Materials Needed:Transmissions, films, charts, special tools

Source of Materials:College will provide tools. Distributors will provide transmis-sions, films, charts.


ADVANCED SUBJECT

Subject Title:DRIVE, PROPELLER SHAFT, U-JOINTS AND REAR END

Characteristics of the Subject:This subject will deal with the principles of operation of thepropeller shaft, U-Joints aritd rear end assembly which in-cludes the differential and axle shafts. Hands-on practice ofdisassembly, inspection, measuring, replacing or repairingof damaged parts, adjusting, and reassembly will be pro-vided. Instruction on the correct selection and uses of spe-cial tools will be demonstrated.

Student Performance Standards (Behavioral Objectives):Conditions: With the aid of textbooks, films, charts, lectures,demonstrations and class discussion and given a writtenexamination,

Behavior: The students will be able to answer test questionson principles of operation on the propeller shaft, U-Jointsand rear end assembly,


Conditions: Given the proper tools, special tools, manuals,propeller shafts, with U-Joints rear end assemblies, and withthe aid of demonstrations and ample practice time,

Behavior: The students will be able to disassemble, inspect,measure, replace or repair damaged parts, adjust and reas-semble propeller shafts, U-Joints and rear end assembliesand at the same time demonstrate their ability to select anduse the proper tools correctly,



Special Materials Needed:Special tools, propeller shafts with universal joints, rear endassemblies, films, charts,

Source of Materials:College will provide tools. Distributors will provide propellershafts, rear end assemblies, films, charts.

Note: See information ,:pout Source of Materials containedin Audio Visual Materials and Components Sections.

47

ADVANCED SUBJECT

Subject Title:ENGINE SERVICE

Characteristics of the Subject:This subject is not designed specifically for engine overhaul.It is provided as information and practice to give students asidea of the size of the job, the special tools required and howthe troubles in the valve mechanism, pistons and connectingrods, and crankshaft and engine block may be corrected.

Student Performance Standards (Behavioral Objectives):Conditions: With the aid of films, charts, lectures, demonst-rations, class discussions and given a written examination,

Behavior: The students will be able to answer questions onthe principles of operation of the valve train, pistons andconnecting rods, and crankshaft and engine,


Conditions: Given the correct common tools, all specialtools, engine blocks with piston, rod, and crankshaft as-semblies, and cylinder heads with valves and after havinghad demonstrations and ample practice time,

Behavior: The students will be able to disassemble, inspect,measure, replace or repair aamaged parts, adjust, and reas-semble all parts in the valve mechanism, piston and rodassemblies and the crankshaft and blockassemblies accord-ing to manufacturers' procedures. The students also will beable to demonstrate ability to use correctly all special toolsinvolved,



4R

Special Materials Needed:Engines with all internal components, special measuringtools, films, charts, textbooks.

Source of Materials:College will provide all tools. Distributors will provide en-gines, films, charts.


ADVANCED SUBJECT

Subject Title:STATE LICENSING FOR LAMP AND BRAKE

Characteristics of the Subject:Designed to prepare students for the State Lamp and BrakeAdjuster License. Information and practice time will be pro-vided along with the use of the State Handbooks to qualifystudents for the State Examinations. Following this subject,the students are required to take the State examinations andsecure their Lamp and Brake licenses.

Student Performance Standards (Behavioral Objectives):Conditions: With the elid of the State Handbooks, lectures,demonstrations and class discussions,

Behavior: The students will be able orally and practically toapply information received from State Handbooks on Brakesand Lamps,


Conditions: Given practice written examinations, and with-out reference to outside materials,

Behavior: The students will complete test questions on bothLamp and Brakes,


Conditions: Outside the classroom,

Behavior: The students will apply to the State Department ofConsumer Affairs for an appointment to take the examina-tions, and will be able to complete the tests for their licenses.

Criteria: With the minimum score required by the State.


Special Materials Needed:State Handbooks for Lamp and Brake.

Source of Materials:State Department of Consumer Affairs

Note: See information about the Source of Materials con-tained in Audio Visual Materials and Publications Sections.

49

ADVANCED SUBJECT

Subject Title:GAS AND ARC WELDING, BRAZING AND SOLDERING

Characteristics of the Subject:This subject area will deal with the uses of gas and arcwelding only to the extent of its use in regard to the au-tomobile. Students will learn how to do an acceptable gasand arc welding job on small components or small sectionsof the car body and chassis. In addition, the students willlearn how to make small repairs by brazing and soldering.

Student Performance Standards (Behavioral Objectives):Conditions: With the aid of lecturds and demonstrations, theuse of equipment manuals, films or other audio visual aids,

Behavior: The students will learn the principles of gas andarc welding, brazing and soldering and will complete a writ-ten examination on these principles,


Conditions: Given ample practice time and supplied with gasand arc welding equipment, brazing equipment, manuals,and needed supplies,

Behavior: The students will be able to demonstrate ability toweld or braze with gas or arc on five different thicknessesand three different materials,


Conditions: Given ample practice time, soldering equipmentand needed supplies,

Behavior: The students will demonstrate ability to solderthree different materials,



50

Special Materials Needed:Gas welding equipment, arc welding equipment, solderingequipment, five different thicknesses of metals, three differ-ent materials of metal, welding and brazing material, solder.

Source of Materials.Welding and soldering equipment furnished by college.Welding materials furnished by distributors. Soldering mat-erials furnished by college and distributors.

Note: See information about Source of Materials containedin Audio Viva! Materials and Components Sections.

ADVANCED SUBJECT

Subject Title:SPECIAL ENGINES

Characteristics of the Subject:The subject is designed to help the students learn differ-ences of special engines in regard to design and operation.Two types are the gasoline rotary engine and the dieselengine.

Student Performance Standards (Behavioral Objectives):Conditions: With the aid of films, charts, components, run-ning engines, lectures, demonstrations and class discus-sions,

Behavior: The students will be able to demonstrate theoreti-cal knowledge of rotary and diesel engines by completing awritten examination,


Conditions: Given the proper tools and proper measuringequipment, manuals, demonstrations and ample practicetime,

Behavior: The students will be able to identify basic compo-nents and make minor adjustments on both rotary and dieselengines,



Special Materials Needed:Running rotary and diesel engines, components from rotaryand diesel engines, films, charts, special measuring equip-ment.

Source of Materials:Distributors will provide engines, films, charts. College willprovide tools and equipment.

Note: See information about Source of Materials containedin Audio Visual Materials, and Publications ComponentsSections.

51

ADVANCED SUBJECT

Subject Title:SERVICE WRITING, MANAGEMENT AND PARTS MANAGE-MENT

Characteristics of the Subject:The subject is designed to distribute information to the stu-dents regarding the knowledge and experience required towork with or to enter these phases of the industry, and theproblems involved with each area.

Student Performance Standards (Behavioral Objectives):Conditions: With the aid of films, lectures, demonstrationsand special speakers, the students will be provided withinformation about Service Writing, Management, and PartsManagement, and given a written examination,

Behavior: The students will demonstrate interpretation ofthese areas, identify each responsibility and describe theirresponsibility with persons in each area,


Conditions: Given the opportunity to play the role of a servicemanager, or parts manager, and with the aid of hypotheticalsituations, and the involvement of the whole class as roleplayers,

Behavior: The students will be able to react and demonstrateability to formulate sensible solutions to problems,

Criteria: To the instructor's satisfaction.

Conditions: After learning the responsibilities and problemsinvolved with service writing, management and parts man-agement,

Behavior: The students will be able to formulate ideas, com-pare positions and choose whether they would be interestedin pursuing any of the other categories for future employ-ment.


52

Special Materials Needed:Films, special speakers, special organization booklets.

Source of Materials:Distributors will provide films, booklets and speakers.


APPENDIX A

AUTOMOTIVE TEST EQUIPMENT

APPENDIX B

TOOLS AND EQUIPMENT

Quantity Item Quantity Unit Description

Sun Electric Corporation 10 set Screwdrivers10 set Midget combination wrenches

1 in Ta-red engine performance tester,Mod. EET-947

10 set Short handle combinationwrenches

1 Ignition simulator and drive unit, Mod. ISD 10 set Metric set Hex Key (5 keys)1 Battery charger, Mod. BC-160 Metric set Hex Key (7 keys)1 Battery, starting and charging system 2 set Metric set double flaring

tester, Mod. VAT-28 2 each Tubing cutterDistributor tester, Mod. DT-504 2 set Flare nut wrenches

1 Generator Alternator tester, Mod. 10 set Metric drive socket setGAT-620 10 set Metric Hex head wrenches

1 Tune-up tester, Mod.TUT-915 2 set Short handle box wrenches1 Power timing light, Mod. PTL-45 1 set Metric impact sockets1 Compression tester, Mod. UCT-48 1 each Universal joint

Rectifier-diode tester, Mod. RDT-10 5 set Feeler set gauges1 Battery cell probes, Mod, BCP-1 5 set Automotive wire gap gauges

2 set Flank drive metric sockets2 each Rachet

Ale mite 2 each Spinner4 each Extension

1

1

Electronic wheel balancer, Mod. 7064-ACross-sight w.,eel aligner, Mod. 3064

1

1

setset

HandleMetric set die

1 Torsion bar gauge, Mod. 328010 1 set Metric set tap2 each Metal tool box1 each Dial-type torque wrench1 each Click-type torque wrench2 each Inside metric micrometer2 each Outside metric micrometer2 each Main journal crank shaft gauge2 each Long pressure blow gun2 each Internal-External snap ring plier4 each Tip Kit1 each Oil filter wrench1 each Automatic transmission filler1 each Speed spout1 each Flip Spout1 each Extra long Phillips1 each Extra long Standard2 each Super Champ hand tool4 each Brake spring plier1 set Cylinder clamps1 each Brake shoe hold down tool1 each Disc brake piston popper1 each Disc brake piston plier2 each Interlocking joint grip plier4 each Ignition plier4 each Heavy duty gripping plier6 each Diagonal cutters4 each Vise grip wrenches2 each Hack saw frame2 pkges. Hack saw blades2 each Pressure blow gun3 each Half Moon Boxocket6 each Adjustable wrench6 each Small pressure oiler2 each Clamp Valve Lifter6 each Extra jaws4 each Fender covers2 each Angle-Nose battery plier6 each Hydrometer-Thermometer

53

1 each Battery cable terminal plier 1 pkge. Headlamp aimer2 each Battery carrier 1 each Bench grinder1 each Heavy duty booster cables 1 each Impact wrench1 each Battery filler2 each Battery '3rminal brush2 each Battery mate2 each Battery cable puller2 each Distributor wrench3 set File set12 each Wood file handles2 each Standard wire brush6 each Parts cleaning brush1 each Cross peen hammer8 each Ball peen hammer2 each Brass hammer2 each Soft face hammer2 each Tough nylon tip4 each Spark plug gapper5 each Extension cord1 each Pry bar1 each Pinch bar2 each Separator1 each Pry bar with handle1 each Round mirror2 each Engine Saf-T-Lif4 each Pick up tool-screw starter1 each Magnetic pick up tool6 each Needle Nose pliers3 each Off set screw driver (std)2 each Off set screw driver (Phillips)6 each Whip hoses6 each Quick coupler6 each Male coupler adapter6 each Female coupler adapter6 each Extension lights2 each Extension bars1 each Extractor set8 each Spark plug sockets (flank drive)2 each Brake cylinder hone2 set Grit stones2 each Rigid carbon scraper2 each ,Chisel edge scraper1 each 'Taunus brake wrench1 each Brake bleeder wrench1 each Brake adjusting tool2 each Disc brake piston compressor1 kit Electrical terminal and Con-

nector kit3 each Compressors2 each Wire wheels1 each Eye shields1 set Impact sockets1 each Whip hose2 each Boot2 each Case2 each Soldering gun2 sets Flexockets wrench1 set Chisel and punch1 set Drill bits1 set Outside metric Micrometer2 each Calipers2 each Drill motor4 each Vise1 set Radiator pressure tester1 each Jack4 each Car stands2 each Creeper

54

APPENDIX C

IMPORT AUTOMOBILE TECHNICIAN PROGRAM

to be offered at

EAST LOS ANGELES COLLEGE

What Is it? The Import Automobile Industry has a need for trainee-technicians who can train on-the-job. Tomeet this need the Industry, in cooperation with East Los Angeles College, has developed a program to giveinterested students, with automotive background, an opportunity to gain entry into the import automobileindustry with continuing education and training to become a technician.

What is different about this program? This program Ca directly oriented to the needs of the import automobileindustry and is being developed in cooperation with their representatives. It has the interest and support ofboth European and Japanese automobile distributors.

Who can participate? Anyone who has automotive background from high school, trade school, Armed Forcesautomobile or related training, or related job experience is invited to fill in the form below or contact EastLos Angeles College. Persons without automotive background will be counseled on how they can becomeeligible.

When does it start? The program is scheduled to start in February, 1974. A block program will be offeredto prepare the student to become a trainee- techn'cian.

How long Is the block program? The preparatory block program can be completed in no more than onesemester. After successful completion, the trainee will be eligible to be employed by the import automobileindustry in their shops and continue his education and training at East Los Angeles College and on-the-job.

What is the entire program? On a cooperative education basis, the trainee-technician will continue to getfurther education at East Los Angeles College in advanced courses in import automobile technology whilegetting coordinated work experience. Credit will be given for class work and the coordinated work experience.

MAIL TO:

Import Automobile Technology ProgramEast Los Angeles College5357 East Brooklyn AvenueLos Angeles, California 90022(213) 263-7261, Extension 425

Name: Telephone:StreetAddress: Automotive Background:

City: Zip: NoneHigh School or Trade SchoolArmed Forces

0 Other (explain)

55

Mr

Mrs.

Miss

APPENDIX D

IMPORT AUTOMOBILE TECHNOLOGY PROGRAM

EAST LOS ANGELES COLLEGE

INTAKE INFORMATION

DATE:

Name LAST FIRST MIDDLE PHONE NUMBER

Address STREET CITY ZIP CODE

Date of birth: Age today:Month Day Year

High School graduate: If not, highest grade level achieved:Yes No

Name of high school: City: State:

Number of semesters of high school auto shop:

High School auto shop teacher(s) we can contact:

Veteran: / Eligible for any G.I. BillYes No Yes No

Auto training in the service: If so, how many weeks of training:Yes No

Automotive trade school: If so, name of school(s):Yes No

Number of weeks attended:

Auto shop instructor(s) we can contact:

Work experience as auto mechanic:Yes No

Name, address and telephone number of auto shop(s) you have worked in:

56

Supervisor(s) we can contact:

Presently employed: If so, what work are you doing:Yes No

Presently enrolled at East Los Angeles College:Yes No

Presently enrolled at another college or trade school:Yes No

If so, name of school:

Address of school:Street City State Zip

If enrolled in any college, what are you studying:

In order to get the extent of your auto mechanics background, indicate the approximate hours of training in thecategories listed below. Precise hours are not necessary. If you have no training in any of the categories write "none".

Internal combustion theory Wheel balancing

Automotive electricity Cooling System

Emission control Steering System

Tune up Suspension System

Brakes, Fuel System

Front end Head lights

Transmissions

57

APPENDIX E

DRAFT OF FLYER FOR THE IMPORTAUTOMOBILE DISTRIBUTORS TO

PRESENT TO THEIR DEALERS.

Emphasis of the Program

The basic goal of the program is to make available to theimport automobile dealers' shops trainee-technicians who,through cooperative efforts of industry and college, willreceive training and experience to become an importautomotive technician. Your distributors' training person-nel have been involved in determining the material pre-sented in preparing the trainee for entry into your shops.It is through our efforts that your needs were defined andincorporated into the program.

Advantages to You

This program is designed with your needs in mind. Someof the direct advantages are:

1. Availability of trainees oriented to the importautomobile industry.

2. Trainees will have formal training in auto mechanicsand have a preparatory class in import automobiles.

3. Trainees will have California smog license.4. Trainees will be available during the normal working

hours and be an employee of the dealers.5. Trainees.will continue training in the evening while

gaining experience on the job.6. Efforts will be made by the college to provide career

minded trainees.7. Dealer recruitment will be minimized.

The Trainee

The students enrolled in the program have all had basicautomotive background in either high school, tradeschool, the Armed Forces or the auto industry. The classpreparing them for entry into the import automobileindustry builds on this background with emphasis onimport automobiles and orientation to that industry.Wherever possible, training aids, components and refer-ences are made to import automobiles. Upon completionof the entry level program, the student will be a traineewho will be a full time employee in your shop. He willrequire some supervision and guidance, but will be a pro-ductive person in your shop.

Entry Preparation Course

To prepare the student for entry into the importautomobile industry, a one semester cou.se, twenty weekslong, covering the following subjects will be presented:Orientation to the Import Automobile IndustryShop safetyThe metric systemCorrect use of fastenersProper use of hand toolsInternal combustion theoryBasic automotive electricityEmission control systemsTune-upBrake systemsFront end

58

Wheel balancingCooling systemsSteering systemsSuspension systemsFuel systemsHeadlight adjustmentUse of manuaN and other publicationsAutomobile dealer organization

1:4ntinuing Education and Training

One semester of classes certainly does not make anautomotive technician. For the trainee to advance, hewould be required to enroll in evening classes whileemployed in your shop. The classroom will further histraining and, complemented with on-the-job experience,for which he would receive college credit, a proficienttechnician will result.

Courses to be offered for continuing education will beadvanced courses in the following:

Air conditioningAutomobile electricalEngine diagnosis, tune-up, and emission controlBrakesDrive trainEngine overhaulLicensing by the State for lamp and brakeGas and arc welding, brazing and solderingSpecial enginesService writing and management, parts managementCommunicationsHuman relations

Cooperative Effort

The complete training of a technician requires a coopera-tive effort by all involved. The college will be responsiblefor the formal technical training and for follow-up with thedealers as the trainee continues to take classes while heis employed.

The distributors will follow up the trainees' progress in Cleshops.

You, the dealer, will provide a broad experience inautomobile maintenance and repair while the trainee isemployed productively in your shop.

Placement

Placement of the trainees will be coordinated betweenyou, the dealer, your distributor's training department andthe college. After having a trainee for a period of time, ifyou find he does not fit into your shop operation, you maycontact your distributor's service training departmentbefore you take any action. Placement in another dealer'sshop may work a mutual benefit for both you and thetrainee.

APPENDIX F


STUDENT DATA SHEET

DATE

Name Telephone

Address

Street Cit; Zip Code

Age

Marital Status

Number of Children Ages of Children

Military Service: Branch Years of Service

High School Graduated Highest Grade

Yes No

Prior Automotive training

Automotive Work Experience

Preference of automobile manufacturer to work for:

2.

3.

Willingness to travel

V.'

tr

0

,I\ :".1 fj;

4*,., .: ,, ..,e

, ' e .` '''''

_ .,:,11:0007:/il

IM4.

_.....3111.6 ''''`k: 1 ' 1, I. 711

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nn.,-,, T i.4..,

It f ..mMil e" 1'.

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1. Iv 14*- ....e

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Name

APPENDIX F


INSTRUCTOR'S EVALUATION

Date

The evaluation of the trainee-technician has been made based on the following scale:

A superiorB excellentC acceptableD below acceptableF unsatisfactory

Technical knowledge Work habits

Shop safety Neatness

Use of tools Use of tools and equipment

Use of fasteners Punctuality

Use of manuals Cooperation with instructor

Metric system Cooperation with students

tnternal combustion Speed of work

Cooling system

Fuel system

Basic electricity --Tune up

Emission control

Brake system

Front end systems

Suspension systems

Steering systems

Wheel balancing

Head lamp adjustment

Dealer organization

61

APPENDIX G


DEALER VISITATION REPORT AND EVALUATION FORM

Trainee

Dealer's Name

Address

City & Zip Code

Telephone Number

Trainee's supervisor interviewed: Name

Title

Date of previous visit

Date

Work trainee was doing at previous visit

Work trainee is presently doing

Supervisor's evaluation:

Evaluation scaleAttitude toward work 5 4 3 2 1

5 superior

Attitude toward supervisor 5 4 3 2 1 4 excellentacceptable

Attitude toward fellow employees 5 4 3 2 1 2 below acceptable

Speed of accomplishing work 5 4 3 2 11 unsatisfactory

Neatness and cleanliness 5 4 3 2 1

Attendance (lack of absenteeism) 5 4 3 2 1

Punctuality 5 4 3 2 1

Dependability 5 4 3 2 1

Eagerness to learn 5 4 3 2 1

Technical knowledge in skills performed on the job

5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

62


DEALER VISITATION REPORT AND EVALUATION FORM

Page 2

General impression of the trainee:

Is the trainee a productive employee?

Is the trainee fulfilling your shop's needs?

Area in which trainee needs improvement:

63

MANAGEMENT PLAN

The purpose of this section is to present an integrative,generic model for the assessment of educational needs withan attempt to integrate the values and human behavior as-pect peculiar to each partner in education the student, theeducator, and the community.

The challenge to provide veterans, disadvantaged and un-employed youth, career oriented youth, and handicappedindividuals with the skills, knowledge and attitudes requiredfor success as productive citizens on the job, at home, and atleisure is a real one.

Los Angeles Community College District has accepted thatchallenge. In doing so, they will develop an entry levelcooperative education program titled, IMPORT CAR TECH-NICIAN. This cooperative program will include theacademics of the college in conjunction with the practicalapplication as perceived by the automotive industry.

The task of this writer is to design a Management Plan for theImport Auto Technician Training Program. This plan willinclude the following:

(a) Mission Objective (a statement which tells us theoutcome of tne mission).(b) Performance Requirements (criteria for describingand determining outcomes).(c) Mission Profile (a flow chart indicating the steps orfunctions which will take us from where we are towhere we want to go).(d) Gantt Chart (a graph or time line indicating wheneach function of the Mission Profile shall be initiatedand completed). The Gantt Chart will not be included inthis paper as precise time constraints have not beendelineated at this writing.

It is obvious to this writer that quite often, in the process ofeducation, someone gets "left out". Often, it is the one forwhom the program was intended; the student. The partnersin education (student, educator, and community) all haveperceived requirements or values. A sound educationalprogram must consider the values of all partners and integ-rate these values into the learning process.

Perceived opinions, perceptions and outcomes are, ofcourse, important. But even more vital is the empirical de-termination between current and required outcomes; e.g.,VALUES. In applying the needs assessment approach toeducation, we must accept some of the inherent problems.One of the most important problem, that of defining therequired outcomes. We all have our )pinions. Usually, theseare stated in the form of goals but, generally. not in measura-ble terms. These goal statements reflect implicit values with-out an attempt to determine empirically what they are. Indesigning this generic model, an attempt has been made todetermine, empirically, the outcomes necessary to satisfy thestated goals. A further attempt will be made to appraise eachpartner of the significance of these values in relation to thesuccess of the educational program, and more important,the success of the individual as a human being.Values and human behavior is the launching pad aroundwhich this project has been designed. The reader'. attentionis directed to functions 4.0 9.0 in the flow chart. A detaileddiscussion of these six functions is to be found in the narra-tive portion of this paper. In determining the values involvedwithin these functions, instrumentation has been designed

64

to tap the goal statements (values) of students, educators,and industry.

Function 42.0 in the flow chart indicates a requirement forIn-Service training of educators. It is at this point that furtherinstrumentation designed around a value orientedframework will be utilized. A general value categories model(R. Rucker, 1969) represents eight valuing events rangingfrom personal to complex societal concerns. They includeaffection, respect, skill, understanding power and influence,goods and serv' fell being and responsibility. As definedby Rucker, these value categories could be utilized in defin-ing areas of concern for an educational needs assessment. Itis proposed that these value categories be united in in-strumentation using the Semantic Differential Scale (Os-good, T. and Suci, 1957) to obtain data concerning thehierarchy of educational valuing perceptions of students,educators, and industry. This data would be invaluable in thedevelopment of the In-Service program.

The model that follows is an attempt to integrate a systemanalysis approach to the development of a sound educa-tional process whose end product will be directed toward thehumanizing of the individual and, consequently, the benefitof society.

PERFORMANCE REQUIREMENTS

1.0 identify Planning Task Force

1.1 Planning Task Force shall be selected by and meetapproval requirements of Project Director Los AngelesCommunity College District.

2.0 Determine Preliminary Planning Requirements

2.1 All planning requirements will be listed as outcomestatements which meet the criteria identified by Mager, R.F.Setting Instructional Objectives. Palo Alto, California.Fearon Put ., Inc., 1961.

2.2 Where possible, planning requirements will bemeasured at the interval and ratio levels of measurement.

2.3 Panning requirements will be determined by Pro-ject Director and Advisory Committee.

2.4 Planning requirements from 2.3 will be matched,mismatched and reconciled using criteria developed byKaufman, R.A. Educational System Planning. New York:Prentice Hall, Inc., 1972.

2.5 Planning requirements will be approved by ProjectDirector. Approval to be secured through written sign-off.

3.0 Obtain Required Approvals

3.1 Approvals to be obtained from Project Director andAdvisory Committee.

3.2 Approvals to be secured through written sign-off.

3.3 Approvals shall be obtained.

4.0 Identify Preliminary Industry Perceived Requirements

4.1 A minimum of three (3) training managers of theimport auto industry shall be contacted and their perceived

SKA requirements of import auto entry level technicians shallbe determined and reported.

4.2 Approval and delineation of 4.1 shall be determinedby Project Director, the Advisory Council, and consultantteam.

4.3 Approval and delineation of 4.1 shall be securedthrough written sign-off.

5.0 Identify Learner SKA Requirements from PotentialEmployers

5.1 A minimum of ten (10) service managers of importauto dealers shall be contacted and their perceived SKArequirements of import auto entry level technicians shall bedetermined and reported.

5.2 Approval and delineation of 5.1 shall be as per 4.2.

5.3 Approval and delineation of 5.1 shall be securedthrough written sign-off.

6.0 identify Learner SKA Requirements From PotentialEducators

6.1 A representative sample of potential educators ofthe Import Auto Technician Training Program shall be con-tacted and their perceived SKA requirements of import autoentry level technicians shall be determined and reported.

6.2 Criteria for determining representative sample shallbe delineated and agreed upon by Project Director and con-sultant team.

6.3 Same as 5.3.

7.0 Identify Learner SKA Requirements from PotentialStudents

7.1 A representative sample of potential program enrol-lees shall be contacted and their perceived SKA require-ments of import auto entry level technicians shall be deter-mined and reported.

7.2 Same as 6.2.

7.3 Same as 5.3.

8.0 Identify Maintenance and Repair Requirements fromSample Industry Work Orders

8.1 Maintenance and repair requirements data fromwork orders shall be obtained from a representative sampleof import auto dealers.

8.2 Data of 8.1 shall be obtained, reduced, and reportedby consultant team.

8.3 Consultant team shall obtain from at least one (1)dealer representing each import auto manufacturer in theproject:

(a) work-orders representing five (5) working dayswithin the period January 1 - December 31, 1972.

(b) work-orders representing five (5) working dayswithin the period June 1 - July 1, 1973.

9.0 Identity Probable Future Maintenance and Repair Re-quirements.

9.1 Criteria for identifying future maintenance and re-pair requirements to be determined by Project Director andAdvisory Committee.

10.0 Determine Preliminary Curriculum Objectives.

10.1 Selection criteria shall conform to that estab-lished by Project Director and Advisory Committee.

10.2 Criteria requirements shall be determined from aminimum of two alternate selection methods-means.

10.3 Advantages and disadvantages of each alternatemethods - meads shall be reconciled before selection ismade.

10.4 Criteria requirements shall be matched, mis-matched and reconciled as per 2.4.

10.5 Preliminary curricular objectives shall be deter-mined.

10.6 Project Director and Advisory Committee shallmake final approval of 10.5 in form of written sign-off.

11.0 Determine Matches and Mismatches from 5.0 - 8.0.

11.1 Match and mismatch data shall be listed as perspecifications delineated by Project Director and AdvisoryCommittee.

12.0 Determine Current Available Time, Personnel,Facilities and Financial Resources.

12.1 Criteria for determining 12.0 shall be selected byProject Director and Advisory Committee.

12.2 Data of 12.0 shall be obtained, reduced, and re-ported.

13.0 Reconcile Discrepancies.

13.1 Criteria for 13.0 shall be established as per 12.1.

13.2 Same as 12.2.

14.0 Determine Preliminary Curricular Methods-Means.

14.1 Methods-means selection criteria shall be deter-mined by Project Director and Advisory Committee.

15.0 Report Reconciled Program Requirements.

15.1 Program requirements shall be reported as perspecifications established by Project Director and AdvisoryCommittee.

16.0 Obtain Preliminary Approvals for 15.0.

16.1 Approvals to be secured from Project Director,and Advisory Committee in form of written sign-off.

17.0 Determine Matches and Mismatches from 4.0, 9.0, and15.0.

17.1 Same as 10.1 -10.6 except for appointed dates.

65


18.1 Criteria for 18.0 shall be established as per 12.1.

18.2 Data shall be obtained, reduced, and reported.

19.0 Determine Required Learner Characteristics.

19.1 The required learner characteristics shall be de-termined from a minimum of the following categories:

(a) sex(b) age(c) physical requirements(d) language requirements(e) ethnic group(f) educational requirements(g) field experience(h) financial status

19.2 The required learner characteristics of 19.1 shallbe determined from data obtained from a minimum of thefollowing sources:

(a) a minimum of ten (10) service managers ofimport auto dealers.

(b) a minimum of three (3) training managers ofthe import auto industry.

(c) a representative sample of potcatialeducators of the Import Auto Technician TrainingProgram.

(d) a representative sample of current and po-tential students.

(e) a representative sample of current and poten-tial administrators and counselors.

19.3 Approval and delineation of 18.2 shall meetspecifications established by Project Director and AdvisoryCommittee.

20.0 Determine Current Learner Characteristics of Poten-tial Trainees.

20.1 Current learner characteristics shall be deter-mined from a minimum of those categories delineated as per19.1.

20.2 A representative sample of current learners shallbe selected from a population approved of and delineated byProject Director and Advisory Committee.

21.0 Identify Discrepancies Between Current and Re-quired Learner Characteristics.

21.1 Current and required discrepancies data shall belisted as specifications established by Project Director andAdvisory Committee.

21.2 Current and required learner characteristics out-comes shall be matched, mismatched, and reconciled usingcriteria developed by Kaufman, R.A., Educational SystemPlanning. New York: Prentice Hail, Inc., 1972.

21.3 Discrepancy data shall be obtained, reduced andreported to Project Director and Advisory Committee.

66

22.0 List Learner Characteristics Needs.

22.1 Needs shall be defined as the difference betweencurrent and required characteristics outcomes.

22.2 Needs shall be listed in prioritized order.

22.3 A minimum of two (2) priority setting andmethods-means criteria shall be presented to Project Direc-tor and Advisory Committee for consideration.

22.4 Priority setting criteria shall be approved by Pro-ject Director and Advisory Committee.

22.5 Determination of needs in priority order shall becompleted.

23.0 Obtain Required Approvals.

23.1 Approvals to be obtained in form of written sign-off.

24.0 Determine Learner SKA Requirements.

24.1 Criteria for determining learner SKA require-ments shall conform to that established by Project Directorand Advisory Committee.

24.2 Where possible, SKA requirements shall be listedas outcome statements as per criteria of 2.1.

24.3 Where possible, SKA requirements shall bemeasured as per 2.2.

25.0 Translate 24.0 into Summative Program Objectives tobe Accomplished by L.A.C.C. District.

25.1 Program objectives shall be listed as outcomestatements which meet the criteria identified by Mager, R.F.Setting /nstructional Objectives. Palo Alto, California.Fearon Pub., Inc., 1961.

25.2 Where possible, program objectives will bemeasured at the interval and ratio levels of measurement.

25.3 Program objectives shall be approved by Prog-ram Director and Advisory Committee. Approval to be sec-ured through written sign-off.

26.0 Translate 24.0 in Summative Program Objectives tobe Accomplished by the Import Auto Dealers.

26.1 Same as 25.1.

26.2 Same as 25.2.

26.3 Same as 25.3.

27.0 Translate 24.0 into Formative Program Objectives tobe Accomplished by L.A.C.C. District.

27.1 Same as 25.1.

27.2 Same as 25.2.

27.3 Same as 25.3.

28.0 Translate 24.0 into FOrmative Program Objectives tobe Accomplished by the Import Auto Dealers.

28.1 Same as 25.1.

28.2 Same as 25.2.

28.3 Same as 25.3.

29.0 Identify Required SKA Developmental Steps and Se-quences.

29.1 Criteria for identifying required learning stepsand sequences shall be established by Project Director andAdvisory Committee.

30.0 Identify Curricular Methods-Means.

30.1 Strategies selected shall be such as to meet prog-ram requirements as stated in the overall Mission Objective.

30.2 Methods-means shall comply with criteria estab-lished by Project Director and Advisory Committee.

30.3 Strategies shall be determined and reported toProject Director and Advisory Committee.

31.0 Identify Required Time, Personnel, Facilities and Fi-nancial Resources.

31.1 Same as 12.1.

31.2 Data of 31.0 shall be obtained, reduced and re-ported.

32.0 Determine Matches and Mismatches Between 12.0and 25.0 - 26.0.

32.1 Same as 11.1.


33.1 Criteria for 33.0shall be selected by Project Di-rector and Advisory Committee.

33.2 Data shall be obtained, reduced and reported.

34.0 Determine Revised Summative Program Objectives.

34.1 Same as 25.1.

34.2 Same as 25.2.

34.3 Same as 25.3 except for date revision.

35.0 Determine Revised Formative Program Objectives.

35.1 Same as 25.1.

35.2 Same as 25.2.

35.3 Same as 34.3.

36.0 Select Revised Curricular Methods-Means.

36.1 Same as 30.1.

36.2 Same as 30.2.

36.3 Same as 30.3 except for date revision.


37.1 Same as 3.1.

37.2 Same as 3.2.

37.3 Approvals shall be secured.

38.0 List Approved Program Objeclives, Methods-Meansand Resources.

38.1 Criteria for reporting 38.0 shall conform tospecifications delineated by Project Director and AdvisoryCommittee.

39.0 Develop Student Recruitment Plan.

39.1 Objectives for sub-system (39.0) shall be deter-mined through criteria developed by Project Director andAdvisory Committee.

39.2 Methods-means for developing (39.0) shall meetcriteria established by Project Director and Advisory Com-mittee.

39.3 Performance requirements 39.1 and 39.2, whenimplemented, shall cause the provisions accepted by thefunding agencies for the initiation of this current project tobe accomplished.

40.0 Develop Job Placement Counselling Plan.

40.1 Same as 39.1.

40.2 Same as 39.2.

40.3 Same as 39.3.

41.0 Develop Job Placement Vehicle Plan.

41.1 Same as 39.1.

41.2 Same as 39.2.

41.3 Same as 39.3.

42.0 Conduct Required In-Service Training (If Required).

42.1 Determination and -delineation of 42.0 to be es-tablished by Project Director and Advisory Committee.

43.0 Validate Training Summative and Formative Objec-tives.

43.1 implementation requirements shall conform tocriteria established by Project Director and Advisory Com-mittee for achieving program objectives.

43.2 Implementation of program shall be deemed inprogress when criteria for implementation have been met.

43.3 Performance effectiveness shall be determinedusing criteria established by Project Director and AdvisoryCommittee.

43.4 Data obtained shall be matched, mismatched,and reconciled using the criteria developed by Kaufman, R.A.Educational System Planning. New York: Prentice Hall, Inc.,1972.

67

44.0 Validate Training Materials.

44.1 Same as 43.1.

44.2 Same as 43.2.

44.3 Same as 43.3.

44.4 Same as 43.4.

45.0 Validate Training Aids.

45.1 Same as 43.1.

45.2 Same as 43.2.

45.3 Same as 43.3.

45.4 Same as 43.4.

46.0 Validate Program Methods-Means.

46.1 Same as 43.1.

46.2 Same as 43.2.

46.3 Same as 43.3.

46.4 Same as 43.4.

47.0 Determine Maintenance Requirements.

47.1 Program maintenance requirements shall con-form to criteria established and approved by Project Directorand Advisory Committee.

47.2 Program maintenance requirements to be de-termined and reported.

48.0 Determine Change Requirements.

48.1 Same as 47.1.

48.2 Same as 47.2.

49.0 Obtain nequired Approvals.

49.1 Approvals shall be obtained.

49.2 Same as 3.2.

50.0 Publish Curriculum Guides.

50.1 Above (50.0) shall conform to specifications es-tablished by Project Director, Advisory Committee and LosAngeles Community College District.

50.2 Completion of 50.0 shall be accomplished on orbefore established date.

51.0 Distribute Curriculum Guides to Funding Agencies.

51.1 Distribution methods-means shall conform tospecifications established by Project Director, and AdvisoryCommittee and shall meet approval requirements of LosAngeles Community College District.

68

NARRATIVE DESCRIPTION OF THEMISSION PROFILE

The following is a narrative description of the mission profilefound in the enclosed function-flow-block diagram. Eachfunction in the mission profile represents a series of tasks tobe accomplished. The profile shows the sequence and orderto be followed in the accomplishment of the required func-tions. These functions taken together represent the man-agement plan to be followed in reaching the major objectiveof the project found in the mission objective and perfor-mance requirements.

0.0MISSION OBJECTIVEAND PERFORMANCEREQUIREMENTS

1.0IDENTIFYPLANNINGTASKFORCE

2.0DETERMINEPRELIMINARYPLANNINGREQUIREMENTS

1.0 Identify Planning Task Force.

3.0OBTAINREQUIREDAPPROVALS

The accomplishment of this project is a joint venturebetween industry representatives, representatives fromLos Angeles Community College District, and outside con-sultants. Taken together, this team is the planning taskforce, it not only has been identified, but is already func-tioning relative to their assigned tasks.

2.0 Determine Preliminary Planning Requirements.

The preliminary planning requirements are those iden-tified in this management plan and in the work plandeveloped by Robert Ford and Ronald Wood which wassubmitted to John Luther, June 1973.


The planning requirements identified in 2.0 are approvedin this function. When approval has been given, the plan-ning task force then begins functions 4.0 - 9.0.

4.0 identify Preliminary Industry Perceived Require-ments.

This project has been designed from the beginning as ajoint effort between industry and educators. One of theimportant variables is the determination of requirementsthat industry would have this project meet. A curriculumwhich is designed to the satisfaction of educators butwhich is unacceptable to the clients served (industry) isone which will probably represent a waste of taxpayer dol-lars. By determining industry requirements first, it is pos-sible to develop a curriculum which meets those require-ments, thereby bringing education and the real worldtogether.

5.0 identify Learner Skills, Knowledge, Attitudes,Requirements From Potential Employers.

Based on the requirements that industry has for ImportAuto Technicians, there are certain entry level skills,knowledge and attitude requirements expected from prog-ram graduates. This step represents the identification ofthose requirements.

b9to

4.0IDENTIFY PRELIMINARYINDUSTRY PERCEIVEDREQUIREMENTS

5.0IDENTIFY LEARNER SKAREQUIREMENTS FROMPOTENTIAL EMPLOYERS

10.0DETERMINE PRELIMINARYCURRICULUM OBJECTIVES

6.0IDENTIFY LEARNER SKAREQUIREMENTS FROMPOTENTIAL EDUCATORS

7.0IDENTIFY LEARNER SKAREQUIREMENTS FROMPOTENTIAL STUDENTS

8.0IDENTIFY MAINTENANCEAND REPAIR REQUIRE-MENTS FROM SAMPLEINDUSTRY WORK ORDERS

11.0DETERMINE MATCHES 7

9.0IDENTIFY PROBABLYFUTURE MAINTENANCEAND REPAIR REQUIRE-MENTS

6.0 Identify Learner Skills, Knowledge and AttitudeRequirements From Potential Educators.

Not only is the planning task forca concerned about theskill, knowledge and attitude requirements from industryand potential employers, but also from the potentialeducators. This is based on the belief that, in the finalanalysis, the educator will be the mediator of the prog-ram; anything unacceptable to them, in all likelihood, willnot be taught; therefore, in developing the list of learningrequirements, educator input is vital.

7.0 Identify Learner Skills, Knowledge, and AttitudeRequirements From Potential Students.

Because students are the primary focus of the project,their perceived skill, knowledge, and attitude require-ments are important. This is based upon aphenomenological viewpoint which states that a person ismore likely to act on the basis of his perception of realitythan he is on the reality itself. If the program does notmeet the perceived expectations that students have, thenthey are likely to find the program of little or no value.This is one commitment or "buy-in" strategy to involvestudents in the decision making process.

12.0DETERMINE CURRENTAVAILABLE TIME,PERSONNEL, FACILI-TIES AND FINANCIALRESOURCES

1.11.

13.0RECONCILEDISCREPANCIES

14,0DETERMINEPRELIMINARYCURRICULARMETHODS-MEANS

15.0REPORTRECONCILEDPROGRAMREQUIREMENTS

16.0OBTAINPRELIMINARYAPPROVALSFOR 15.0

8.0 identify Maintenance and Repair RequirementsFrom Sample Industry Work-Orders.

Steps 4.0 through 7.0 are primarily concerned with per-ception. 8.0 is an empirical validation from the world ofreality where actual repair requirements are identifiedfrom work orders submitted to the service departments ofparticipating manufacturers and dealerships. During thisphase of the project, the types of repairs will be identifiedalong with frequency data to provide a base for cur-riculum decision-making. Training will be geared towardthe expectations identified in 4.0 through 7.0 and the realworld as identified in 8.0.

9.0 Identify Probable Future Maintenance and RepairRequirements.

This si is included to insure that program graduates willlearn si (Is which will be required not only in today's mar-ket but perhaps in tomorrow's market. For example, theexperience that industry had with the transition from theuse of generators to alternators in cars has shown thatfrequently mechanics are not prepared for changes on thehorizon. Some maintenance and repair requirements toconsider for the future might be such things as theincreased use of ratary engines, of turbine engines, of thestratofied chargers, etc. The planning task force believesthat the curriculum should reflect the real world, not onlyof today but of the near future.

10.0 Determine Preliminary Curriculum Objectives.

Coming directly from 4.0 where we have identified thepreliminary industry perceived requirements, is function9,0. Based upon those requirements, the preliminary cur-riculum objectives are established. These objectives are afirst cut waiting for the data to be fed in from steps 5.0through 15.0. Work has already begun to identify thesepreliminary objectives. It is understood that they are"carved in soap" and not "marble tablets". It is to beexpected that what is developed during this phase will berevised. The intent is to establish some preliminary cur-ricular guideposts.

17.0DETERMINEMATCHES &MISMATCHESFROM 4,0,9.0, 15.0

.11.18.0RECONCILEDISCREPANCIES

19.0DETERMINEREQUIREDLEARNERCHARACTERISTICS

20.0DETERMINECURRENTLEARNERCHARACTERISTICSOF POTENTIALTRAINEES

11.0 Determine Matches and Mismatches From 5.0Through 9.0.

During this step, the skill, knowledge and attitude require-ments identified from potential employers, educators, andstudents, are brought together to determine perceptionsshared in common and those unique to each group.Added to this perception data, is the real world data from8.0 (the current maintenance and repair requirements)and 9.0 (the probable future maintenance and repairrequirements). The outcome of this step is a list of theperceived and real requirements which ma'Lch one anotherand the perceived and real requirements which do notmatch. It is expected that non-matching requirements willbe reconciled further into the project.

12.0 Determine Current Available Time, Personnel,Facilities and Financial Resources.

A look at the miss;un profile shows that 11.0 comesdirectly out of 10.0 which are the preliminary curriculumobjectives. Based upon these preliminary objectives, thecurrent available resources are identified. The developedcurriculum must consider resource availability.


Function 13.0 comes out of 11.0 and represents a recon-ciliation of the mismatches identified in 11.0. The productfrom this function is a list of reconciled mismatches; thatis, the agreed-upon compromises between the employers,educators and students and these reconciled with the realworld requirements identified from the current and futuremaintenance and repair work-orders.

14.0 Determine Preliminary Curricular Methods-Means.

Function 14.0 derives from function 12.0; namely, thedetermination of currently available resources. Basedupon resource availability, and the preliminary curricularobjectives, a first cut curriculum is developed. This isdone with the realization that this curriculum wilt berevised based upon the report which is the product offunction 15.0.

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21.0IDENTIFYDISCREPANCIESBETWEEN CURRENTAND REQUIREDLEARNERCHARACTERIST ICS

22.0LIST LEARNERCHARACTERISTICSNEEDS (DISCREP-ANCIES BETWEENCURRENT LEARNERCHARACTERISTICSAND REQUIREDLEARNER CHARAC-TERISTICS)

15.0 Report Reconciled Program Requirements.


Function 15.0 is the written report of functions 5.0through 9.0 and functions 11.0 and 13.0. This report is theprimary responsibility of the Management Consultants andwas submitted to the Project Director on the agreed upondate.

16.0 Obtain Required Approvals of 10.0, 14.0 and 15.0.

During this step the preliminary curriculum objectives, thepreliminary curricular methods-means, and the report ofthe program requirements are approved by the approp-riate decision-makers. Upon receiving this approval, func-tion 17.0 commences.

17.0 Determine Matches and Mismatches From 4.0, 10.0and 14.0.

The discrepancies or mismatches will be identifiedbetween 4.ZI, the preliminary industry perceivedrequirements; 10.0, the preliminary curricular objectivesand 15.0, the written report of empirically identifiedrequirements. So too, will be identified their matches orcommon grounds of agreement.

18.0 Reconcile Discmpancies.

Where tnere are mismatches or discrepancies between4.0, 10.0 and 15.0, reconciliation is required. The prelimi-nary curriculum objectives and the preliminary industryperceived requirements will be revised in the light of thereport which is the product of 14.0.

19.0 Determine Required Learner Characteristics.

In this function those characteristics of the successfulImport Auto Technician are identified; that is, a determi-nation of what must the successful entry-level employeelook like, what kinds of physical attributes or characteris-tics must he have, what kinds of psychological charac-teristics must the employee have, what kinds of attitudinalcharacteristics must the employee have. The product fromthis function is a list of the learner characteristics that arerequired for the successful entry-level employee.

20.0 Determine Learner Charauieristics of PotentialTrainees.

Based upon the required learner characteristics identifiedin 16.0, what are the current or actual learner characteris-tics of those who might enroll in the program? This func-tion is designed to take a look at tho real world so thatit will be possible to have a "reading" of the characteris-tics of the average potential trainee in the program, com-pared with the required characteristics.

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24.0DETERMINELEARNER SKAREQUIREMENTS

25.0TRANSLATE 240 INTOSUMMATIVE PROGRAMOBJECTIVES TO BEACCOMPLISHED BYL.A.C.C. DISTRICT

26.0TRANSLATE 24.0 INTOSUMMATIVE PROGRAMOBJECTIVES TO BEACCOMPLISHED BY THEIMPORT AUTO DEALERS

27.0TRANSLATE 24.0 INTOFORMATIVE PROGRAMOBJECTIVES TO BEACCOMPLISHED BYL.A.C.C. DISTRICT

28.0TRANSLATE 24.0 INTOFORMATIVE PROGRAMOJBECTIVES TO BEACCOMPLISHED BY THEIMPORT AUTO DEALERS

21.0 Identify Discrepancies Between Current andRequired Learner Characteristics..

In functions 19.0 and 20.0 the required and current learnercharacteristics have been identified. In this step, the dis-crepancies or gaps are determined between the currentlearner characteristics and the required learner charac-teristics, it is quite possible that the required learnercharacteristics identified by employers and educators willnot fit the learner characteristics of the disadvantagedstudents who will enroll in this program. During this step,therefore, those gaps are identified and listed.

22.0 List Learner Characteristics Needs (DiscrepanciesBetween Current Learner Characteristics and RequiredLearner Characteristics).

In function 20.0 the gaps or discrepancies between thecurrent and required learner characteristics have beendetermined and listed. During this step, the gaps are iden-tified in measurable terms and listed in priority order.


This function represents the formal approval step forfunctions 4.0 through 22.0. Once this approval is given,the curriculum development begins, based upon the pre-liminary curriculum and the obtained empirical data.

24.0 Determine Learner Skills, Knowledge andAttitudes Requirements.

Based upon the data obtained from all of the functionswhich have been accomplished prior to 24.0, the skills,knowledge, and attitudes requirements for entry levelImport Auto Technicians are identified and listed. Theserequirements are the foundation for the definition of theprogram objectives to be included in the curriculumguide.

29.0IDENTIFYREQUIREDSKA DEVELOP-MENTAL STEPSAND SEQUENCES

30.0IDENTIFYCURRICULARMETHODS-MEANS

31.0IDENTIFYREQUIRED TIME,PERSONNEL.FACILITIES ANDFINANCIALRESOURCES

11.

25.0 Translate 22.0 into Summative Program Objectivesto be Accomplished by Los Angeles Community CollegeDistrict.

26.0 Translate 22.0 into Summative Program Objectivesto be Accomplished by the Import Auto Dealers.

Once the learner skills, knowledge, and attitudes require-ments have been identified in 24.0, the planning task forcewill translate those requirements into summative objec-tives. A summative objective is an objective to be attainedat the end of the training program. By definition, summa-tive objectives are program end-of-training objectives. Thereader will note that the summative objectives are listedin two categories, those to be accomplished by the Com-munity College District and those to be accomplishedthrough hands-on training at the import auto dealership.These objectives provide the basic criteria by which thetraining program will be evaluated.

27.0 Translate 24.0 into Formative Program Objectivesto be Accomplished by the Los Angeles Community Col-lege District.

28.0 Translate 24.0 into Formative Program Objectivesto be Accomplished by the Import Auto Dealers.

From the learner skills, knowledge and attitude require-ments identified in 24.0, the formative objectives arederived. A formative objective is an "enroute" objective tobe accomplished through the learning sequences of theprogram. By definition, a formative objective leads to theaccomplishment of a summative objective. Very often, asummative objective will have a set of formative objectiveslogically sequenced which, if accomplished, will lead tothe achievement of the summative objective. The readershould again note that this is done for the training to beaccomplished by the Community College District and bythe Import Auto Dealerships.

29.0 Identify Required Skills, Knowledge and Attitudes,Developmental Steps and Sequences.

Based upon the summative and formative objectives iden-tified for both the Community College District and Dealer-ship Training Programs, the learning steps are identifiedand placed in logical sequential order to maximize stu-dent learning in the shortest time possible. What is knownfrom learning theory and the field of educationalpsychclogy will be utilized in developing these learningsteps and sequences.

32.0DETERMINEMATCHES ANDMIST ATcHEsBETWEEN 12.0AND 30.0

33.0RECONCILEDISCREPANCIES

30.0 Identify Curricular Methods-Means.

Given the summative and formative objectives for theprogram and the identified learning steps and sequences,the actual curriculum will be developed. This processinvolves the determination of alternative learningstrategies along with their advantages and disadvantages;based upon an objective set of criteria, the selection ofthose methods-means most appropriate to the statedprogram objectives. The curricular methods-meansincludes the identification of all required learning vehiclessuch as written and audio-visual-media materials, thetraining strategies to be employed, and the selected train-ing aids.

31.0 Identify Required Time, Personnel, Facilities andFinancial Resources.

Based upon the identified summative and formative prog-ram objectives, the developmental steps and sequences,and the identified curriculum, the resources required toimplement the program are estimated. These resourcesinclude average training time, personnel requirements,facilities requirements and the required financialresources.

32.0 Determine Matches and Mismatches Between 11.0and 29.0.

In 12.0 the currently available time, personnel, facilitiesand financial resources are identified for the Import AutoTechnician Program. In 31.0 the required time, personnel,facilities and financial resources are identified for thesummative and formative objectives and curriculum to beincluded in the curriculum guides. If there is a gap or dis-crepancy between the currently available resources andthose which are required, then a reconciliation will benecessary. Based upon that reconciliation, a revision ismade in the program. This revision is the outcome offunctions 31 through 34.


Once the resource gaps have bean identified, the recon-ciliation occurs. This is usually a trade-off processbetween what the planning task force hopes toaccomplish and what is feasible within the resourcesavailable. Either increased resources can be applied tothe program to achieve the objectives as stated, or theprogram is revised downward within the realistic resourceframework.

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34.0DETERMINEREVISEDSUMMATIVEPROGRAMOBJECTIVE

35.0DETERMINEREVISEDFORMATIVEPROGRAMOBJECTIVES

36.0SELECTREVISEDCURRICULARMETHODS-MEANS

37.0OBTAINREQUIRELAPPROVALS

34.0 Determine Revised Summative Program Objec-tives.

Based upon the reconciliation between the available andrequired resources and the developed curriculum (func-tions 24.0 through 30.0), the end-of-program or summa-live objectives are revised; this is an attempt to bring the"ideal" curriculum of the planning team within the realityframework of feasible resource allocation.

35.0 Determine Revised Formative Program Objectives.

In the same way as the summative objectives are revisedin 32.0 above, so the formative objectives are revised.

36.0 Select Revised Curricular Methods-Means.

When the summati:e and formative objectives are revised,it is necessary to also revise the curriculum to match therevised objectives. This is usually a cutting back operationwhere the ideal program is changed to meet the reality-oriented objectives (hopefully) identified in the revisionphases of 34.0 and 35.0.


With this function, the revised training program udingobjectives, resources and curriculum) is appr ed by theappropriate personnel in the Community College Districtand planning task force.

38.0 List Approved Program Objectives, Methods-Means and Resources.

When the required approvals are secured, the program islisted for all interested parties to review.

39.0 Develop Student Recruitment Plan.

Given the approved program, the student recruitment planis developed. The recruitment plan is one of the featuresidentified in the project proposal which was granted by

IA

38.0LISTAPPROVEDPROGRAMOBJECTIVES,METHODS-MEANS,AND RESOURCES

39.0DEVELOPSTUDENTRECRUITMENTPLAN

40.0DEVELOP JOBPLACEMENTCOUNSELINGPLAN

41.0DEVELOP JOBPLACEMENTVEHICLE PLAN

42.0CONDUCT REQUIREDIN-SERVICETRAINING(IF REQUIRED)

the funding agency and represents the efforts by the Com-munity College District to meet the formal grant require-ments.

40.0 Develop Job Placement Counseling Plan.

The job placement counseling plan is also a grant require-ment and is developed during this function in the sequ-ence of the project.

41.0 Develop Job Placement Vehicle Plan.

The original grant also refers to the development of a jobplacement sub-system to insure that the import autotechnician trainees will secure jobs upon completion oftraining.

42.0 Conduct Required In-Service Training Program (ifrequired).

Based upon the developed objectives and curriculum, thein-service training (which might be required to, retool thecurrent educators) should be identified and listed. Thismight not be necessary depending upon: 1) the nature ofthe program that is identified and/or, 2) the skill, know-ledge, and attitude levels of the existing staff who will beinvolved in the training program.

_ _43.0

I IVALIDATETRAININGSUMMATIVEAND FORMATIVEOBJECTIVES J

44.0VALIDATETRAININGMATERIALS- -45.0VALIDATETRAINING AIDS

I 460VALIDATE

-4'1 PROGRAMMETHODS-MEANS

47.0DETERMINEMAINTENANCEREQUIREMENTS

48.0DETERMINECHANGEREQUIREMENTS

__J


43.0 Validate Training Summative and Formative Objec-tives.

44.0 Validate Training Materials.

45.0 Validate Training Aides.

46.0 Validate Program Methods-Means.

These four functions represent the validation phase forthe training program. The validation should consist of anempirical field-test to determine the success of theprogram. Because of time and financial constraints, how-ever, validation will not be possible before the curriculumguides are developed and published. In this project, theprogram will be validated at the end of the first year ofoperation. These functions are included in the manage-ment plan, however, to show the reader that in the idealcase, this is where the validation would occur. Note thatthese functions are surrounded by dotted lines in theflow-block-diagram; this is done to show that validation inthis management plan is a place-holding operation andnot a real function which will be accomplished before cur-riculum guide publication.

47.0 Determine Maintenance Requirements.

50.0PUBLISHCURRICULUMGUIDES

51.0DISTRIBUTECURRICULUMGUIDES TOFUNDINGAGENCIES

48.0 Determine Change Requirements.

These two functions are also part of the validation pro-cess and suggest that upon completion of functions 43.0through 46.0, those components of the field tests whichproduced student achievement at the desired levelsshould be "cast in concrete" as maintenance require-ments. This will insure that during the full-scaleimplementation, the obtained achievement levels will bemaintained. Undoubtedly, in a field test situation, changerequirements would also be identified. For those summa-tive and formative objectives not met during the validationphase, it is necessary to either revise the curricularmethods-means or to revise the objectives to meet theexisting program. Regardless, however, where studentssuccess is not achieved, revision is necessary and a deter-mination of change requirements is imperative. Thereader should note the dotted lines for function 47.0 and48.0 in the flow-block-diagram. They indicate that in theideal sense, the functions should be accomplished but,again, because of time and resource constraints, it willnot be possible before the publication of the curriculumguides.

49.0 Obtained Required ApproVals.

The approvals reverred to in this function relate to the stu-dent recruitment plan (39.0), job placement counselingplan (40.0), job placement vehicle plan (41.0), and therequired in-service training (42.0). If the planning taskforce were able to validate the program, these approvalswould also refer to functions 43.0 through 48.0.

50.0 Publish Curriculum Guides.

When the functions through 49.0 have beenaccomplished, the Import Auto Technician training prog-ram is complete and this function represents the publica-tion of the curriculum guides detailing the program. Thecurriculum guide will meet all of the requirements of thefunding agency and will minimally contain the manage-ment plan, the training objectives (both summative andformative), the curricular methods-means and other fea-tures identified by the planning task force.

51.0 Distribute Curriculum Guides to Funding Agencies.

Once the Curriculum Guides are published, they will bedistributed to the funding agency.

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BIBLIOGRAPHY

Arnspiger, Clyde V.; Rucker, Ray W.; Preas, Mary E.,Personality in Social Process. Dubuque, Iowa: W. C. BrownBook Co., 1969.

Campbell, Robert E.; and others. ''The Systems Approach:An Emerging Behavioral Model for Vocational Guidance." ASummary Report. Research and Development Series No. 45:January, 1971. ERIC document ED 047 127.

Hersey, Paul; Blanchard, Kenneth H., Management of Or-ganizational Behavior; Utilizing Human Resources. New Jer-sey: Prenti,:e Hall Inc., 1972.

Hunter, Walter E., "A Systems Approach to the InstructionalProcess". Saint Louis Junior College District Report: Feb-ruary, 1970. ERIC document ED 040 696.

Kaufman, Roger A., Educational System Planning. New York:Prentice Hall, Inc. 1972.

Kaufman, Roger A.; Corrigan, Robert E.; Johnson, Donald W."Towards Educational Responsiveness to Societies' Needs:A Tentative Utility Model." Socio-Economic Planning Sci-ence, Volume 3. Great Britain: Pergamon Press. 1968.

Mager, R. F., Setting Instructional Objectives. Palo Alto,California: Fearson Publishers, Inc., 1961.

Piele, Philip K.; Eidell, Terry L.; Smith, Stuart C. (editors)Social and Technological Change: implications for Educa-tion. Eugene: University of Oregori Press. 1970.

Rucker, Ray W.; Arnspiger, Clyde V.; Brodbeck, Arthur J.Human Values in Education. Dubuque, Iowa: Wm. C. BrownBook Co., 1969.

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CERTIFICATE

A certificate similar to the one shown below is suggestedas an appropriate award for those students successfullycompleting the Import Auto Technician Course. A similarcertificate may be awarded to those students successfullycompleting the Advanced Import Auto Technician Prog-ram.

CALIFORNIA COMMUNITY COLLEGES ACHIEVEMENT CERTIFICATE

IS AWARDED THIS CERTIFICATE IN RECOGNITION OF SUCCESSFUL COMPLETION OF THEIMPORT AUTO TECHNICIAN COURSE.

GIVEN AT THIS DAY OF 19

INSTRUCTOR PRINCIPAL

77

UNIVERSITY OF CALIF.

LOS ANGELES

FEE 2 8 1974

CLEARINGHOUSE FORJUNIOR COLLEGE

INFORMATION

Los Angeles Community Colleges

COOPERATIVE EDUCATION AGREEMENT

Date Semester Year

EMPLOYER STUDENT'S NAME

STATEMENT OF JOB-ORIENTED LEARNING OBJECTIVES

Each semester that a student is enrolled in the Cooperative Education Program it is necessary that new learning experiences beidentified on his/her job. The achievement of these stated objectives will determine the credit and grades which will be grantedfor work experience.

These objectives must be specific, measurable, and achievable during the semester. They will be reviewed at the end of thesemester by the college coordinator who will determine the level of achievement.

1.

2.

3.

The above learning objectives are reasonable and obtainable during this semester.

Employer-Company Representative

The three particioants in this Cooperative venture are the student, the employer, a, id the college. The college coordinator hasthe sole responsibility for evaluating each student with advice and counsel of the employer, and the college will award academiccredit.

The student agrees to abide by the Cooperative Education guidelines.

Student's Signature College Representative

78

program. 72p. - eric · to be employed as a trainee in an import automobile shop. upon completion...

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