A dissertation completed at
The Center for Education, Widener University,
One University Place, Chester, PA 19013 		 
THE INTERPERSONAL DIMENSION OF SCHOOL-TO-WORK: THE CORRELATION OF INTERPERSONAL SKILLS, WORK VALUES AND CONFLICTS RESOLUTION WITH JOB READINESS
Zophora Saunders Omabegho, Ed. D.
October 4, 2000

RETURN
edited 6/20/01

 


ABSTRACT

Few would deny that rapid changes in the labor market, marked by a state of flux and uncertainty, has increased public attention on the importance of preparing adolescents for work. An adolescent faces a myriad of developmental issues while making the transition from childhood to adulthood. Osipow, a leader in career development, believes deciding on a career is a complex task. Erickson, psychologist/ theorist, believes students start making decisions regarding their vocational and personal futures during adolescence.

Erickson's psycho-social theory on adolescent development is an integral part of this research. Erickson believes adolescence is the time individuals struggle with a variety of identity issues or domains which include forming a stable identity and sense of self Erickson's theory has implications for understanding career development issues, a theme which is examined in this research.

The purpose of this study is to determine a student's vocational readiness by empirically investigating how three variables; conflict resolution, interpersonal skills and work values influence job readiness.

The first question posed in the investigation of vocational readiness is have students resolved the developmental task of selecting a career? Another question to be answered is are there any conceptual connections between these three variables selected and job choice? The last question focuses on how educators and policyrnakers coordinate comprehensive guidance programs when they are supplied with empirical information about students and their career readiness, work values, and conflict negotiation/resolution skills.

Another theme addressed in this research focuses on how school-to-work programs contribute to employability prospects of high school seniors. Shifting demographics, economic, and technological changes in the United States have put renewed emphasis on broader collaboration between secondary, vocational, postsecondary schools, and local partnerships to develop and coordinate partnership activities which address job readiness of all students. This includes helping students explore career interest and identify career goals. Therefore, the career decision-making process is examined with regard to the present school-to-work debate.

This study examines the multivariate relationship between career decidedness and its predictors in a sample of 67 male and 94 female high school students in eleventh and twelfth grades using the quantitative strategy of two scaled instruments; the Career Decision Scale (CDS) and the Interpersonal Style Inventory (ISI), to examine the relationship of career readiness to high school students' interpersonal style characteristics. The CDS scale is used to measure the degree to which students have made career decisions. The ISI scale measures how individuals relate to peers and authority figures across a variety of social situations. The ISI instrument evaluates characteristics in five broad areas of personality: interpersonal involvement, socialization, autonomy, selfcontrol, and stability.

Canonical correlation analyses revealed that students with more career readiness reported higher interpersonal style characteristics. On the basis of these findings, some tentative counseling implications are considered and directions for future research are proposed.

The results of this study reveal the extent to which high school students in the eleventh and twelfth grades have made career decisions. Results from this data could be used by educators, policymakers, and counselors when designing and implementing career development programs with a school-to-career component.

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