| Summary: | The purpose of this study was to determine the perceptions of CETA and vocational education administrators as to the importance of procedures for the implementation and operation of jointly delivered CETA/vocational education programs in Virginia. In order to accomplish this goal, the answers to the following research questions were sought: (1) Can consensus be obtained among CETA and vocational education administrators as to what procedures are necessary for the implementation and operation of jointly delivered programs? (2) Are there differences in the perceptions of the two groups of administrators as to the importance of procedures for the implementation and operation of jointly delivered programs in Virginia? (3) To what extent do the panel members agree on the sequencing of these procedures? (4) Are there differences in the tenacity of CETA administrators and vocational education administrators as demonstrated by their willingness to conform to the group's opinions?
This study was conducted utilizing a modified Delphi technique and a panel of 28 experts. Panel members were divided equally between CETA and vocational education administrators and included representation from all geographic regions of Virginia. In each of the three Delphi probes, the panel members were asked to rate the importance of each of the items on the tentative list of procedures. Additional procedures were suggested by panel members in Probe I. The second and third probes included indications of the modal responses of the total group and each individual's responses on the previous probe. In Probe III each panel member was also asked to sequence the procedures.
The data collected in these three probes provided a sequential list of 33 procedures for the implementation and operation of jointly delivered CETA/vocational education programs in Virginia. On the basis of the findings of this study, the following conclusions were drawn:
1. Consensus on the procedures for the implementation and operation of jointly delivered CETA/vocational education programs in Virginia was obtained among the CETA and vocational education administrators participating in this study.
2. All procedures rated in this study are important to the implementation and operation of jointly delivered CETA/vocational education programs in Virginia.
3. Those procedures that pertained to developing communication links and program proposals are among the most important because they were rated as of "high importance" or "of extremely high importance" by 86 percent or more of the panel.
4. Those procedures pertaining to program evaluation by the operator and the prime sponsor were also very important.
5. Some localities have an administrative pattern that does not allow some of these procedures to be executed in the indicated manner.
6. Even in the final probe, there were some very low ratings of follow-up procedures. These low ratings may be attributable to the emphasis in the procedural statement on the completion of follow-up by vocational education administrators.
7. Any differences between the two groups of administrators in their perceptions of the importance of procedures are inconsequential.
8. Although the Kendall's W was significant and indicated moderately high agreement on the sequencing of procedures, some procedures are sequenced illogically.
9. The computed tenacity ratings indicate that each group of administrators was very tenacious. The high extent of agreement in the initial probe and the increase in agreement in subsequent probes would suggest the opposite, or that each group holds the same strong opinions. === Ed. D.
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