Ly a Go Managing the Occupational Education Laboratory Second Edition Revised and Updated George Storm Professor Emeritus Ferris State University = bP vratcen Publications, Inc.© 1993 by Prakken Publications, Inc, ‘Ann Arbor, Michigan First Edition; © 1979 by Prakken Publications, Inc. ‘Ann Arbor, Michigan Additional Printings: 1983, 1987, 1991, 1995 All rights reserved. No part of this book may be reproduced in any form whatever without permission in writing from the publisher except for brief quotations in published reviews. Library of Congsess Catalog Card No. 92-82051 ISBN: 0-911168-84-2 Printed in the United States of AmeticaThis Second Edition of Managing the Occupational Education Laboratory is a practical guide forall those in occupational education. Occupational educators must be competent in three basic areas: occupa- tional skills, instructional/communication skills, and instructional management. While the training needs of each occupational area are unique, the management compe- tencies are common to most subject areas. Therefore this book is for all who seek a competency-based approach to planning and managing. the laboratory, The book deals with laboratory and in- structional management on an interdisci Plinary basis across the broad field of oc- cupational education. The principles discus- sed can be applied at all levels and in all types of laboratories. The text suggests ways educators can organize their laboratories sothat students can learn occupational skills inanefficient fashion. Well organized labo- ratories, in themselves, provide students with examples of effective management Principles at work, thus broadening and enriching the educational experience. Bf- feetive lab management also enables the instructor to spend more time teaching. Prepared with the instructor's role in mind, the book gives guidetines for: Preface © Selecting instructional material and equipment © Planning the budget and meeting demands for accountability in ot- cupational programs © Developing positive safety attitudes in students in these programs Planning new and remodeled fa- cilities ‘© Working with adutt students in oc- cupational education ‘© Serving special populations in the ‘occupational education lab © Planning the orientation phase of occupational education lab courses ©The occupational education in- structor’s role in teaching basic ‘communication skills Tohelp educators meet the objectives of ‘competency-based occupational programs, instructional management competencies are analyzed at the end of each chapter. Dis- cussion questions which refate concepts to actual tasks and help students detect prob- Jems and find solutions are also provided. ‘The quality of occupational instruction depends, to a great extent, on effective ‘management principles. Using this book as a comprehensive guide, the educator can organize both laboratory and classrooma Managing the Occupational Education Laboratory activities to provide opportunities for all students to learn skills correctly and safely. This book will, then, help occupational instructors fulfill their ultimate responsi- bility—preparing students foremployment, The following individuals provided valu- able assistance and reference materials for this new edition: Dr. Lester G. Duenk, Division of Voca- tional and Technical Education, Virginia Polytechnic Institute and State University Dr. Adron J. Miller, Department of Ed- ucational Studies, The Ohio State University Dr. Mary Lou Park, State University of New York, College at Oswego Dr. Carol Turner, Center for Occupa- tional Education, Ferris State University Dr. Richard Gaddis, Department of Ad- inistrative Services, Lamar University Dr. Johanna Hartfield, Department of Educational Studies, The Ohio State Uni- versity Dr. Ida Hatast, National Academy of Corrections Dr. Edward Cory, Center for Occupa- tional Education, Ferris State University Mr. Robert Miller, Principal, Mecosta- ‘Osceola Career Center Mr. Gerald Veeder, Associate Super tendent, Mecosta-Osceola Intermediate School District The four new chapters in the book, on (1) orienting new students, (2) students with special needs, (3) adult students, and (4) in- corporation of basic skills in occupational education, were added from their sugges- tions and recommendations and at the re- quest of other users of the book. I feel in- debted to all of these dedicated educators. Last, but certainly not least, I wish to express my gratitude to my Florence forher patience and assistance with editing the manuscript and putting up with long hours of husbandly neglect.Contents Preface «i 1 introduction e1 Discussion Questions » 2; Reference » 3; Other Selected Readings # 3 2 Equipment and Supply Selection e 5 Curriculum Considerations » 6; Writing Equipment Specifications + 7; Equip- ment Request Justifications « 9; Purchasing Office Functions 9; Equipment Rental «11; Competitive Bidding Procedures « 11; Instructional Supplies I Quantity and Timing of Supply Orders « 14; Purchasing Fundamentals « 15; Gifts and Donations « 17; Surplus Government Property « 18; Single- or Multibrand Equipment « 19; Equipment Amortization » 20; Summary « 20; Discussion Questions » 21; Instructional Management Competencies » 22; References « 23; Other Selected Readings 3 Facilities Pianning e 25 =. Stritegy for Gaining Administrative Approval of Facility Modemization « 25; Basic Facility Considerations « 27; Cluster Grouping « 27; Space Determination « 29; The Systems Approach to School Construction » 32; Educa- tional Specifications « 32; Laboratory Planning « 35; Planning for Ancillary Areas ¢ 41; Instructional Resource Centers 41; Instructors Offices « 41; Ceil- ings, Windows, Partitions, and Doors + 42; Acoustics « 42; Colors « 44; Mlumination « 44; Thermal Environment « 45; Reminders for Laboratory Plan- ning « 46; Notes to the Architect » 46; Laboratory Planning Sequence © 47; Summary ¢ 52; Discussion Questions « 52; Instructional Management Competencies » 59; References » 60; Other Selected Readings « 60 4 materiaicontro! «61 Instrument and Tool Storage and Control « 61; Supply Distribution and Control + 64; Inventory Control « 66; Quantity Estimates » 68; Customer-Service Materials » 70; Undesignated Cash Account « 71; Summary « 71;Discussion Questions » 71; Instructional Management Competencies « 72; References « 72; Other Selected Readings «72Managing the Occupational Education Laboratory 5 Maintenance and Records e 73 Routine Maintenance « 73; Preventive Maintenance » 74; Student Participation in Maintenance » 74; Equipment Repair « 78; Maintenance Agreements » 18; Institutional Maintenance Services « 79; Instructor's Maintenance Plan » 79; Class and Laboratory Records +79; Summary « 83; Discussion Questions « 83; Instructional Management Competencies « 83; Reference » 84; Other Selected Readings « 84 Safety e 85 Accident Costs « 85; Instructor Liability » 86: School Laboratory Hazards « 89; Safety Equipment » 90; Fire Safety « 90; Electrical Safety » 93; Safety in Health Occupations Education « 93; Safety Color Code « 94; Safety Lines « 95; Safety ‘Attitudes « 96; Safety Promotion » 97; Worker Safety and the Occupational Safety and Health Act + 97; Summary « 99; Discussion Questions « 99; Instruc- tional Management Competencies # 99; References « 100; Other Selected Readings « 100 Organizing Personnel e101 Planning Student Activities » 101; Work Rotation Systems * 103; Cooperative Education « 109; Simulation Techniques « 111; Student Behavior » 117; Sharing Labaratories « 119; Differentiated Staffing » 120; Summary « 121; Discussion Questions « 121; Instructional Management Competencies « 12: References + 122; Other Selected Readings « 123 Budget Preparations 125 Revenue Sources » 126; General Budget Considerations » 126; Budget Plannivig Sequence « 126; Instructor's Role in Budget Planning « 128; Department Head’s Role in Budget Planning « 134; Program Budgeting and Planning e 134; Summary « 135; Discussion Questions « 136; Instructional Management Competencies + 136; References « 136; Omer Selected Readings « 136 Orienting Students to Lab Activities ¢ 137 Personal Intcoductions # 137; Safety « 137; Course/Lab Objectives » 138; Inven- tory Control » 138; Lab Maintenance « 138; Attendance Policy « 138; Student Behavior » 139: Organization of Student Personnel 140; Lab Apparel + 140; Competency-Based Education in the Lab « 140; Grading « 141; Summary » 141; Discussion Questions « 141; Instructional Management Competencies « 141; Selected Readings « 14210 Students with Special Needs/ 11 12 Special Populations e143 Hearing Impairment » 144; Visual Impairment « 145; Speech Impairment ¢ {45; Orthopedic Impairment e 145; Emotionally Disturbed » 146; Mental Impairment » 146; Individualized Education Plans (EP) « 147; Facility and Curriculum Modifications + 147; Disadvantaged + 148; Summary « 152; Discussion Questions » 153; Instruc- tional Management Competencies « {53; Referenc=s « 154; Other Selected Readings « 154 Adult Students In Occupational Education e 155 Characteristics of Adult Students « 156; Adult Biological Changes « Adult Mental Development « 157; Lab Management in Adult Occupativnal Education « 158; Adult Students in Preadult Programs « 160; Summary « 161; Discussion Questions « 161; Instructional Management Competencies « 162; References « 162; Other Selected Readings » 162 Incorporating Basic Skills in Occupational Education e165 Reading Skills « 165; Writing Skills « 166; Math Skills » 168; Interdiscipli- nary Basic Skills Programs 16‘ lodels for Incorporating Basic Skills Instruction ¢ 170; Summary « 171; Discussion Questions « 172; Instructional Management Competencies « 172; References « 173; Other Selected Readings » 173 Appendices Appendix A: Facility Design-Requirement Forms « 175; Appendix B: Liabil- ity Disclaimer « 183; Appendix C: Safety Program » 185; Appendix D: National Safety Organizations » 189; Appendix E: Budget Forms « 191; Appendix F: Cooperative Education Record Forms « 197; Appendix G: Attendance Incentive Plan « 205; Appendix H: Letter on Student Unfitness for Lab Activity » 207; Appendix I: Guidelines for Serving Special Populations + 211 Index e 215 About the Author e Back coverPreparation of occupational education teachers consists of two basic components: occupational competency preparation and instructional competency preparation. The occupational training needs of each of the occupations are unique, but some of the instructional competencies are common to most occupational subjects. Laboratory management functions, the subject of this book, are identical for all levels and types of instructional laboratories. The basic skills needed to manage industrial, health, office, marketing, and agribusiness labs at allinstructional levels are the same and are so treated here. Instructors of academic subjectsare concerned chief- ly with establishing effective communication with their students. Occupational in- structors, in addition to com- municating effectively, need to provide learners with 2 smoothly functioning labora- tory in which they can ac- quire and practice their new occupational skills. If effe tive lab organization is ne- glected, the program may fail, Curriculum developers may Introduction well demand much emphasis on lab organi- zation techniques, since their planning ef- forts will have been wasted untess there is commensurate concern for laboratory man- agement. Similarly, instructional method- ology and educational media instruction are intertwined with lab management and organization. Proficiency in either must be accompanied by skill in managing the oc- cupational laboratory. Itseems incongruous, but new laborato- ries which contain equipment worth hun- dreds of thousands of dollars have been Energy management lab ale University Photo courtesy of Fe2 Managing the Occupational Education Laboratory turned over to people who lack preparation in organizing and managing such facilities, Not surprisingly, lab operating expenses in such situations can become exorbitant as a result of poor or nonexistent maintenance of equipment and pilferage of materials. Inadequate supply-need estimation tech- niques also increase costs. ‘Lab management books written in the past dealt almost exclusively with manag- ing industrial laboratories. However, pre- vious excessive separation of the major occupational education fields is far less evident today. During recent decades the instructional competencies of each occu- pational education cluster have been stud- ied and analyzed, and it has become evi dent that many of the competencies are common 10 all of the occupations. That efficient lab management techniques are equally essential for al! occupational la- boratories can no longer be questioned. Most occupational subjects are heavily de- pendent on laboratory activities to ceach instructional goals. Instructors in these ar- as rust follow sound management prin- ciples in operating their laboratory facili- ties, The Professional Teacher Education Module Series developed by the National Centes for Reseatch in Vocational Bduca- tion (Cotrell, Chase, & Molnar, 1972) groups all teacher education modules into~ fourteen categories: 1, Program Planning Development and Evaluation 2, Instructional Planning 3, Instruction—Execution 4, Instruction—Evaluation 5, Instructional Management 6. Guidance 7, School Community Relations 8, Student Vocational Organization 9. Professional Role and Develop- ment 10, Coordination 11, Implementing Competency-Based Education 12.'Serving Students with Special/ Exceptional Needs 13, Assisting Students in Improving Their Basic Skills 14, Teaching Adults There is a close interrelationship between instructional management functions and those of program planning, instructional planning, and instructional evaluation, to name only a few. This book focuses on the instructional management category. Lab management and organization is generally studied as a separate module, a course, workshop, seminar, of unit. It is not con- sidered a part of methods or curriculum development courses. Better coverage of the subject is possible when it is treated singly rather than incorporated into the other instructional disciplines. The term instructional manager, instead of instructor or teacher, is used by some educators. Whether or not this term will gain universal acceptance is not important, The concept which emphasizes the man- agement aspect of instruction, however, is significant because it recognizes this vital role, The thrust of this book is directed at the laboratory aspect of instructional man- agement, but organizational, planning, and supervising skills are just as necessary for successfully conducting learning activities that are not laboratory oriented. In response to the author's request for suggestions to teacher education institu- tions presently using this book as a text, four new chapters have been added: ‘Chapter 9: Orienting Students to Lab Activities Chapter 10:, Students with Special Needs/Special Populations Chapter 11: Adult Students in Occu- pational Education Chapter 12: Incorporating Basic Skills in Occupational Education Discussion Questions 1, What are the operational responsibili- ties usually associated with occupational teaching? 2. What relationship exists between the teacher's personal characteristics and hisIntroduction ability to manage the occupational educa- tion 1ab? . 3, In what ways are school laboratories. similar to commercial labs? In what ways do they differ? 4, What are some ways that you might evaluate the effectiveness of a school lab program? 5, What factors should be considered in determining the type of occupational pro- gram that should be offeredina highschool? 6. Who are the key people within the school with whom an occupational instruc- tor should develop a cluse working rela- tionship? Within the community? Reference Cotrell, C. J., Chase, S. A.,and Molnar, M. J. (1972). Model curriculum for vocational and technical teacher education Report No, V ). Cplumbas, Of: ‘The Center for Vocatioasl and Technieal Bducs- tion, The Ohio State University. Other Selected Readings ‘Apling, R. N. (1989). Vocational education perfor. ‘mance standards. Washington DC: Congressional Research Service, Library of Congress. (ERIC Doco- ‘ment Reproduction Service No. ED 309 320) Doty, C. R. (1987). Developing occupational pro- ‘grams: New directions for community colleges. (ERIC Document Reproduction Service No. ED 283 555) Office of Technology Assessment. (1989). Perfor- ‘mance standards for secondary school vocationat ‘education: Background poper. Washington, DC: ‘Author.Inclassroom-based instruction, the over- head projector, movie projector, audio and video tape recorders, and other similar para- phemnalia are viewed as instructional equip- ment, Regular classroom teaching can be managed with minimal projection and re- cording equipment. But, occupational edu- cation requires specialized equipment for each occupational field. Occupational skills cannot be taught sat- isfactorily without appropriate equipment. For example, dental hygienists and assis- tants are trained in instructional laborst0- ries equipped with the same type of equip- ‘ment found in the dentist's office. Simi- larly, machine-tool technicians learn to set upand operate machine tools on equipment that meets industrial standards. The Vocational Education and Career Development Division of the Michigan De- partment of Education (1990)offers the fol- lowing definition of instructional equipment: de-An instructional equipment item ist’ a movable or fixed unit of furni ture or furnishings, an instrument, a machine, an apparatus, a kit, ora set of articles which meets all of the following conditions: a. It retains its original shape and appearance with use, Equipment and Supply Selection b. It is nonexpendable, that is, if the article is damaged or some of its parts are lost or worn out, it is usually more feasible to repair it rather than replace it with an entirely new unit. . It represents an investment of money which makes it feasible and advisable to capitalize the item. 4. It does not lose its identity through incorporation into a dif- ferent or more complex unit or substance. 2, An instructional equipment item is used for instruction in programs by teachers and/or students. 3, A unit is a single piece or com: plex of apparatus used to perform. a particular function. Components seeded to operate such units may be included in the unit descrip- tion. 4A kit or set is a number of parts of the same kind that belong together orare used together. A kit or set of equipment should be ordered from the same supplier and can be iden- tified by catalog or catalog num- ber.6 ‘Managing the occupational Education Laboratory Industrial electricity laboratory Curriculum Considerations , _ When equipping or re-equippinga lubor- | atory, curriculum goals and performance ob- | jectives should be the prime considerations, ‘The program objectives provide the chief | bases for the purchase of particular types of equipment. A definable educational justifi- j cation must exist for the equipment sclec- | ted: “All equipment must support the cur- | Tieulum os provide safety protection to the student or the equipment” (Gillespie, 1974). Curriculum objectives in occupational education are developed in close coopera- tion with occupational advisory commit- teas. Consequently, they represent the judg- ments of qualified practitioners in the oc- cupational field as well as those of voca- tional-technical educators. Occupational adivsory committees assist and advise oc~ cupational educators concerning the man- power needs and skill requirements of bu ness, industry, and public service. Gillespie (1974) calls attention to the economic factor in equipment selection: “Heavy equipment often proves more eco- nomical for training purposes than regular ‘or light-duty. The possibility of misuse fof the latter] is greater and use by leamers often more wearing. The added expense is often a wise and justifiable investment.” He also stresses the need for transferring the skills and knowledge learned on school equipment to similar equipment in the field, inequipment selection, these guidelines shoutd be foltowed: 1, Adequate space is available in the lab. 2. Adequate electric power and other needed utilities are available. 3. Arrangements are available to ser- vice the equipment regularly at a reasonable cost. 4, The equipment is of heavy-duty construction to hold up under stu- dent use and abuse, 5. The equipment is suitable for teaching fundamental as well as advanced operating and service concepts. Highly automated equipment may not be satisfac- tory for this purpose. 6. The equipment is similar in speed and production capabvitities w that commonly used in industry and business. 7. Specific brands of equipment are not recommended unless there is only one company manufacturing them, State and federal regula- tions require provisions for com- petitive bidding on equipment and supplies purchased for public in- stitutions. 8, The recommended equipment has been approved by the occupational advisory committee. Other, somewhat less impostant, consider- ations include using the equipment for maintenance purposes, for production (graphic arts), for research activities, or for the construction of instructional aids. By themselves, these last three considerations are not sufficient to justify recommenda-Equipment and Supply Selection tion for the purchase of expensive equip- ment. When selecting equipment, pricrity should go to high-quality equipment. Tho- mas C, Dean (1979) cautions against sacsi- ficing quality for quantity when the i structional equipment budget is limited: is better to have one good item, than to have three that are inferior and cannot be kept operational.” He also warns against the purchase of multiple-purpose machines that are not typical of those used in industry. Dean favors single-pucpose units for it struction in basic industrial processes. “It Writing Equipment specifications Prenaration of equipment specifications for bid notices is frequently the task of the occupational education instructor. While t is definitely not an instructional assign- ment, the job is best assumed by the sub- ject-matter specialist in medium-sized school districts and institutions. Otherwise, the specifications may be written by a per- son who lacks adequate technica} knowi- edge and may be influenced by sales repre- sentatives, whose viewpoints could be somewhat biased. When new facilities are planned, the school district may not yet have occupational education instructors available to write equipment specifications. In that event, using temporary advisory committees composed of experts in the occupational field is recommended. Such ‘committees can provide valuable assistance to the total planning effort. The purpose of specifications is to in- Sure instructional supplies and equipment of satisfactory quality. Specification sheets have certain common items: size, operat- ing dimensions, and material and power requirements are indicated on most. Spe- cial operating features, such as speeds, safety features, attachments, portability, and conversion factors, are also indicated where applicable. Accessory items neces- sary to make the unit operational should always be included in the specifications, Service availability in the area should be 7 required; sometimes the quality of the equipment is satisfactory, but the service is not. ‘When inferior quatity Iab equipment is received, lack of clarity or other deficien- cies in the specifications is usually at fault. So long as the equipment received meets the specifications published in the bid no- tice, the institution has no recourse but to accept it. Instructors preparing specifications should avoid overly restrictiverequirements because they may result in higher costs. ‘When only one vendor can meet the speci fications, competition has been eliminated, and the lone bidder is not compelled to offer the equipment at its best price. Also, when specifications appearing in bid no- tices are so restrictive that only one vendor can meet the requirements, the district is vulnerable to charges of unfair bidding practices, Legal action may be taken by potential bidders who believe that they can prove that the sole purpose of some of the specifications is to restrict bidding to a favored vendor. . ‘There are exceptional occasions, how- ever, when restrictive specifications favor- inga single brand of equipment are accept- able. Some types of equipment are made only by the manufacturer holding the patent rights. In such cases there can be no legal basis for charges of unfair bidding prac- tices, since obviously the desired product is available from onty a single source. Arerestrictiverequirements, whichmay bar as many as 90 percent of potential bidders, really necessary to meet the objec- tives of the curriculum? For example, the Promotional brochure ou a patticular ma- chine may indicate “infinitely variable speeds from 45 (0 2,000 rpm.” If this ca- pacity is written into the bid specifications, the instructor should be prepared to show that the curriculum performance objectives require that speed range. If, in fact, the expected laboratory exercises call for speeds between 1,200 and 2,000 rpm, the taxpayers may be paying a premium price for an unnecessary machine feature. In ad-8 Managing the Occupational Education Laboratory Department of Education, Specification No. 1002 School Number Required Room Number. i Process Camera 1, SCOPE This specification covers the furnishing, delivering, and installing of a process cam {It shall be a manufacturer's standard product with the general features described below. 2, DATE OF DELIVERY The equipment must be delivered and installed prior to a8. 3, DESCRIPTION (Minimum Specific Requirements) Length 20 inches Width 20 inches Height 80 inches 4, SPECIFIC REQUIREMENTS 44 Size Gallery width 100 inches Copy board width 48 inches Optical center 44 inchos Height—ground glass open 80 inches Height—ground glass in position _64 inches Qcor—elearance height 38 inches Door—clearance width 48 inches Width—rear case frame 23 inches Height—rear case frame 32 inches Height—dark room opening 50 inches Height—above floor 16 inches Width—dark room opening 42 inches 4.2 Electrical controls: Volts 220 Hz 60 Amperage 30 maximum 4.3 General Construction Alll parts of the process camera shall be new, of the latest approved design, and of first-class commercial quality. Their size, material, and strength shall sustain properly the maximum allowable load imposed upon them, with maximum working efficiency and with minimum wear during operation. it shail be the manufacturer's current production modal as previously manufactured and placed in successful operation. 44 Frame The frame is to be cast iron or of equivalent strength, well finished and enameled, 5, NONCOMPLIANCE If the process camera offered does not comply in every particular with these specilications, a detailed statement covering each point at noncompliance shall be submitted with the bid, Variations found at time of inspection, before payment is authorized, shall be corrected by the vendor at no additional expense to the Board , of Education.Equipment and Supply Selection ition, bid specifications may list as neces- sary some features which seem to be in the sales-gimmick category. Thesecan be chal- Ienged for obvious favoritism toward a par- ticular brand of equipment which alone conforms to the specifications. “Precise, clear and fully written specifi- cations are the only protection against infe~ rior, inadequate and duplicate equipment, Most equipment purchased by a govern- mental agency must be submitted to com- petitive bid; therefore, one’s sole protec- tion is in specifications" (Dean, 1970). Equipment Request Justifications Equipping a new occupational educa- tion laboratory is based on the instructional goals, the proposed cusriculum, and the pro- jected number of students per laboratory session. Generally, the laboratory equip- ment must meet the educational require- ments of both beginning and advanced stu- dents. The instructional goals as well as the equipment list are to be approved by the occupational advisory committee. Equip- ment request justifications for new lab- oratories are included in the school district’s Program Statement (Educational Specifications) for the proposed educational facility. For proposed equipment replacement and for new equipment requests for laborato- ries already in existence, written justifica- tions are advisable (see sample). Such memoranda, which detail the specific rea- sons and supporting data for the equipment requests, are of great value to the depart- ment head or director. Equipment justifica- tion memoranda from instructors enable department heads to keep up with their department's equipment needs. They may deasked by budget directors to justify spe- cific equipment requests, and approval for requests hinges on their understanding of the need. The format and specific content of the purchase justification memorandum reflect individual writing style, In each memo the inclusion of the following is recommended: XU. Equipment description which in-* cludes necessary accessories 2. Identification of the pertinent st dent performance objectives Ao Estimated frequency of equipment use \4. Advisory committee recommen- dation \G. Equipment specifications 6. Statement of necessary electric power availability 7. Cost estimate which includes de- ™ tivery and installation AB: Special equipment features such as safety and serviceability For equipment replacement, additional information should be provided concern- ing the equipment to be replaced: its age, increasing operating costs due to excessive wear (if applicable), obsolesence as com- pared to equipment currently used in the ‘occupational field, and recommended dis- position, such as trade-in or sale (McColumm & Williams, 1991). Purchasing-Office Functions The school-district business or purchas- ing office has the final responsibility con- cerning prices and conditions of sale for all school purchases. Usually, an institution's supply and equipment requirements can be ‘met satisfactorily under the rules and regu- lations that govern all purchasing practices of public agencies. Prices secured from quotations should be considered confiden- (ial, and instructors should not discuss them with vendors. Fund designations and budget accounts are established by the accounting office. Orders to suppliers may be processed only against requisitions which indicate the es- tablished accounts to be charged and bear the signatures of both those authorized to administer the accounts and the budget di- rector. Purchase requests should indicate the instructor making the request and have the signatures of the department and divi- sion head. ‘Communications with vendors and pub- lishers regarding new products and trends10 Managing the Occupational Education Laboratory Equipment Replacement Justification TO: John Smith, Department Head FROM: Robert Brown, Welding Instructor TOPIC: Purchase of one 300-amp AC-DC rectifier type electric arc-wolding machine. The machine requested has excelient safety features and low maintenance needs since it has few moving parts. The Assistant Superintendent, Buildings and Maintenance, says existing electrical wiring in the welding shop is adequate for alectric-current needs and ample power is available for operation. This machine will expand and further develop welding i Phaso Cycles Primary Voltage Rating Currant Range Rectifier Power Factor Correction ‘Thermal Overload Protection Primary Breaker with Protecti (Specifications detailed on the e1 Price This machine is to replace a 25-year-old instruction courses. 3 80 230-460 300 an.> AC 8-400 imp DC 7-235 aro Silicon Yes Yos ion Yes nclosed purchase request) Approx. $1,500.00 200-amp, generator type, DC welding machine now somewhat obsolete, Replacement was Unanimously recommended by the Welding Advisory Committea, B.S, We have been advised by the Division of Vocational-Tachnical Education of the State Department of Educatt n that vocational education funds are available on a priority basis to local school districts for the purchase of the above type of equipment. are encouraged, The budget or purchasing office, however, is the sole agency autho- rized to make commitments for supplies, equipment, and services. All contracts or correspondence pertaining to prices, terms, conditions, delivery, or complaints for pur- chases are handled by the purchasing of- fice. Direct correspondence by faculty is accepted practice in other areas, such as availability of specified requirements, tech- nical information, instructional informa- tion, and requests for literature—-provid- ing the communication does not commit the institution. Materials are not to be or- dered on a trial basis. Materials and services are procured from reliable sources which offer the lowest cost. for the quality and service necessary, tak- ing into consideration the most economical quantities consistent with: the operation. Quantity purchases are made by competi- tive bidding or by negotiated pricing, Deci- sions in awarding purchase orders are based on the vendor's compliance with specifica- tions, price, delivery, and service terms. Complaints about purchase-order trans- actions should be handled exclusively by the purchasing office, ¢.g., overshipments, shortages, errors in materials shipped, ma- terial to be rejected, and material received in damaged condition. Complaints should be submitted in writing to the purchasing office and should include the purchase or- der number, the budget account number, the name of the vendor, and an explicit statement of the complaint, Alladjustments and credits as a result of complaints are administered by the purchasing office. While every school district may not com- pletely adhere to the procedures described‘&quipment and supply Selection above, these are generally accepted as sound laboratory management policies. Equipment Rentai ‘The rental of equipment for instructional laboratories is not widespread in occupa- tional education. It is common, however, in such laboratories as graphic arts and office occupations, where equipment leas- ing is normal procedure in the occupational field itself, The advantages of equipment rental are three-fold: (1) tere are no caj tal outlay expenditures; (2) equipment ser- vice is guaranteed in the rental agreement; and (3) expensive equipment is available for instructional use at a relatively small cost. ‘Occupational educators should also not overlook Jease-purchase options. Three distinct advantages of such plans are: (1) schools can obtain equipment for students when funds for capital outlay are not avail- able; (2) lease costs can be applied toward the equipment purchase price, if and when the necessary funds become available; and (3) a lengthy tryout period of equipment for possibfe later purchase is permitted without full initial financial commitment. Competitive Bidding Procedures Competitive bidding procedures are gen- erally mandatory for public agencies. All vendors of school supplies and equipment should have equal opportunity to compete for the business of public agencies and institutions; all publicly financed institu- tions should obtain the best value for tax dollars. A sealed bid system avoids favor- itismin awarding purchase orders, and gen- erally results in lower prices than can be obtained through open-market shopping. Competitive bidding is done after ap- proval of the budget, by a procedure which includes: \L. Bid notice preparation and dis- semination; supply and equipment lists and specifications are com- bined and made available to inter- ested and qualified vendors, 1 \\2. Submission of sealed bids by com- peting vendors, AG: Opening of the sealed bids at an open meeting of the governing body of the institution; bidders are invited to be present. \+ Awarding of purchase orders to vendors with the lowest price quo- tations meeting bid specifications. Since preparing bids is time consuming and may not result in sales, usually only well-established businesses can afford the risksand expenses of bidding. Private firms may also use competitive bidding practices since they, too, want to purchase products and service at the lowest possible cost. However, this is voluntary as opposed to the legally mandatory public-agency bid- ding practice. ‘Small supply requests costing less than a predetermined amount set by the district donot usually require competitive bidding, The procedure would be too slow and cum- bersome for every minor item, Note in the sample supply fist for a bid notice the qualifying term “similar to” has been inserted where the item description includes a brand name catalog number. This protects against (1) purchase of higher- cost supplies when lower-cost ones meet quality and service specifications, and (2) possible legal action by unsuccessful bid- ders claiming restrictive bidding practices. Instructlonal Supplies ‘Whether an item should be designated as ‘equipment or supplies is established on the basis of either expendability or cost. (See also chapter 8, Budget Preparation). Mate- rials consumed in some measure during the instructional process are a! ways designated as supplies. However, to simplify, book- keeping, such nonexpendable but relatively inexpensive items as small hand tools and instruments are also considered supplies. The hand tools may be usable for several years, but if their purchase priceis Jess than ated minimum for equip- ment, they are considered supplies. For instance. if purchasing guidelines spetity12 ‘Managing the Occupational Education Laboratory Bid Notice Capitol Public Schools Capitol (State) ,19 Sealed proposals for bids on automotive tools and equipment addressed to Superintendent of Consolidated School District No. 19 and endorsed bids for automotive tools and equipment will be received at the office of the Superinten- dent, Community Center Building, 8th and Madison Stroets (P.O. Box 710), Capitol (State), until 1:30 p.m. Central Standard Time, jammer The detaited fist of the automative tools and equipment available for bid is attached. Bids nay be on the entire list or any single item. All bids must be accompanied by an oxact description of the products together with prices. (Give trade name, model, and number.) Quote all prices {.0.b, Capitol (State). Quotations, in duplicate, sha 4 be submitted on the attached sheets; one copy to be retained by bidder. The right is reserved (1) to raject an; or all bids within 30 days, (2) to select the bid which appears to be in the best inteves:s of the District, or (3) 10 award asing!e. bid to a single bidder or the entire list on a iuinp sum basis, Consolidated Schoo} District No. 19 District No, 9A, Inn County, Capitol (State) By. W. L. Smith, Clark that nonexpendable items over $100 are in the equipment category, then an instrument costing $75 will be a supply item, The same type of instcument may become an ‘equipment item when it meets higher qual- ity specifications and is priced at $102. Insteuctional supplies for occupation- al education prpgrams fall into three major categories:[(1) written materials, (2) laboratory or rn ies, and (3) audio- visual materials. Written mateFTals include textbooks, stu- dent work books, programmed-reading books and booklets, equipment instruction manuals, parts and supply lists, reference books, handbooks (state and national stan- dards, certification requirements, codes), technical periodicals, and research reports. Typing paper is used up during typing practice; metal stock is used up during machine shop exercises; food is consumed after preparation. So these are clear-cut examples of laboratory or shop supplies ot expendable supplies. However, the distinc- tion between expendable and nonexpen- dable supplies is not always this clear. There are supplies designated expendable which are, in fact, used many times over. Metal used in the cast metals lab is usually remelted and cast again, Bricks laid in the building trades lab are also used repeatedly as a result of non-hardening mortar. In spite of these seeming inconsistencies, materials used for instruction are consid- ered expendable supplies. Laboratory or shop supplies which are nonexpendable include tools, instruments, implements, equipment parts, utensils, and permanent containers that have relatively long service lives when properly main- tained. Though these have characteristics similar to equipment, they differ in twoEquipment and supply Selection Supply List for Bld Notice 13 TEM QUANTITY DESCRIPTION just PRICE ‘TOTAL CHISELS: Forged from Sq. or Oct. tools, steel, best quality, tempered. Cape chisel, 1/4" x 4 1/2 to 6 inches long. Cold chisel, flat -- 1/2" x 6" PUNCH, pin, Oct. tool steel, 1/8" point 5/32" point PINCH BAR, (pry bar) 7/8" stock, 18" long, one end flat, other end tapered point, WRECKING BAR, (carpenter's), goose- neck pattern, black finish, carbon steel stock - 3/4" x 30" 1 set TWIST DRILLS, Str. shank, round, high speed steel, fractional sizes, 1/16" to 1/2" by 6dths, with metal, stand or case. HAMMER, soft face: Plastic or cellulose composition renewable tips,| about 3/4 1b. head, wood handle. BAMMER, same as above but 1 1b. or 1-1/4 Ib. head. PLIERS: Hardened alloy steel, polished. Style similar to “proto” number indicated. 9", gripping or “water pump" -. Proto" 4240 71/2 to 8", slip-joint, with cutter, heavy duty, #246 6 1/2" combination, heavy duty, #25714 Managing the Occupational Education Laboratory significant aspects: (1) the unit costs of nonexpendable supplies are lower than those of equipment; and (2) supplies are not capitalized, that is, they are purchased for instructional use and do not raise the value of the lab facility. The audio-visual materials category in- cludes blank audio and video tapes, photo- graphic slides, photographic film, thermo- graphic paper and acetate sheets, duplicat- ‘ing paper and diazo materials, which are some of the more common expendable audio-visual supplies. Prerecorded audio and video tapes, 1Gmun sound motion pic (ures, dim single-concept film loops, com- mercially picnared overhead transparen- cies, 35mm ph ogeaphic slides, and other instructional presenistions are’ available from distributors of educational medie sup- plies. These instructional aids are usable for both group and individualized instruc- tion and considered nonexpendable audio- visual supplies. Quantity and Timing of Supply Orders How many supplies to order is often a critical decision for the instructor. Placing frequent small orders has numerous disad- vantages, Discounts based on quantity pur- chasing are lost; time spent processing re- quests is increased; shipping costs rise; and more instructor time is taken ing purchase requisitions and receiving sup- lies. On the other hand, ordering more mate- rials than are needed may sesult in spoil- age, obsolescence, and deterioration. An excessively large stock inay requife extra handling asa result of limited storage space, Over ordering by individuals also reduces money available for the rest of the depart- ment (Ritterskamp, Abbott, & Ahrens, 1985). Quantity buying is advantageous to the school only when the supplies are not subject, to deterioration or spoilage, and storage space is available. Frequently, instructors forward purchase requests to department heads at the close of the school year, with delivery requested prior to the beginning of the Fall term, Generally, this provides the purchasing department sufficient time to process the requisitions for material delivery as re- quested, However, delays can occur, As a rule annual budgets for the next school year must be approved by the governing body prior to the end of the current fiscal year. ‘The purchasing office cannot issue pur- chase orders until the annual budjet is approved. While governing boards mhy be responsible for some delays in budget ap- proval, purchase requests may also be held up by lack of federal funds, insufficient local school taxes, labor disputes, and ma- terial shortages. These difficulties are simi- lar to those encountered in all segments of society. Ordering all of the materials needed for the year at one time may be convenient, but is not feasible in many occupational areas. Supply deterioration must be considered in food preparation, cosmetology, graphic arts, dental hygiene, and many other areas. Mar- ket conditions and seasonal trends can also influence optimum purchasing time. Fresh. food suppliers vary prices from season to season, and end-of-season sales of other materials such as electronic components may represent substantial budgetary sav- ings. The maximum-minimum inventory con- trol system commonly used in business and industry can also be used satisfactorily in ‘occupational education laboratories. This requires thata perpetual inventory be main- tained, When the quantity of stock on band reaches a predetermined level, a purchase request is originated, The reorder level should allow for time to process the pur- chase request, issue the purchase order, and receive the goods. If, for example, four weeks are likely to elapse between the date of the purchase sequest and the delivery date of the goods, then the reorder level should provide supplies for an. additional two weeks beyond this. Keeping a per- petual inventory helps the lab instructor provide for the unexpected—greater thanEquipment and supply selection anticipated use of the supply item or unex- pected delivery delays. Purchasing Fundamentals inée occupational instructors use and requisition supplies constantly, they should understand and review their institution's purchasing procedures. On the basis of their requests to the purchasing office, legally valid contracts are negotiated. The follow- ing description of the essential compo- nents of a legal contract should be of inter- est to occupational educators (Ritterskamp, Abott, & Ahrens, 1985): To be valid and enforceable a con- tract (1) must be made by competent parties. Competency implies sanity, sobriety, legal age, and in addition, the necessary authority, ifagents are involved. (2) Must involve legal sub- ject matter. (3) Must involve consid- eration. This is no problem in pur- chasing since the buyers promise to pay and the sellers promise to de- liver goods or services. This meets the requirement of mutual consider- ation. (4) Must involve a meeting of the minds of the parties. This is the agreement—the understanding be- tween the parties of their mutual promises and understandings. It must be clear and unequivocal. A valid contract may be oral, or written, for- mal or informal. A contract may be considered in effect when the vendor communicates that the pur- chasing agent’s offer to buy is accepted and that the particular conditions of the purchase order will be met. The agreement may also be considered completed when the vendor delivers the materials or ser- vices without actually having communicated his acceptance of the purchasing agent's offer to buy. Delivery of the material, in fact, indicates that the vendor has accepted the buyer's offer, and is considered as bind- ing as a written communication of accep- tance, Simple acknowledgment of the or- der, however, may not constitute an agree- ment (Ritterskamp, Abbott, & Ahrens, 1985). 15 Shipping Terms. An understanding of shipping terms permits realistic assess- ment of material and equipment.costs which is essential in budget planning. When the purchasing agreement states F.0.B. (free on board) Buyer, the vendor pays the ship- ping costs. The material is not owned by the buyers until they have received it. Ma- terial which is lost or damaged in transit is the vendor’s loss, ‘When the purchasing agreement states F.O.B. Seller, ownership of the material transfers from the seller to the buyer when the material is turned over to the shipping agent. At this time the buyer has legal ownership. Loss or damage to the material during shipment is usually covered by ship- per liability. The cost of shipment is borne by the buyer. When the purchasing agreement states F.O.B. Seller, Freight Allowed, the vendor assumes shipping costs, but tus over ‘ownership of the material to the buyer at the time the material is tumed over to the shipping company. Under this agreement the buyers will either deduct transportation charges from their payment to the vendor, or the vendor will pay the shipping cost directly. The Purchase Request. When rec- ‘ommending material for purchase, instruc- tors have three responsibilities: (1) prepa- ration of the purchase request, (2) inspec- tion of the delivered materials, and (3) addition of the new materials to the labora- tory inventory. Descriptions of items should be as spe- cific as possible, When preparing pur- chase requests for materials not requiring competitive bidding, catalog numbers should follow the item descriptions. The words “or equal” should follow each item description bearing a brand designation. This provides the purchasing office with possible alternate choices when the re- quested material is not available or too costly. Italso authorizes acceptable substi- tutions for brand name items while main- taining the original specifications -(see sample).16 ‘Suprise. Managing the Occupational Education Laboratory Purchase Request School #.0. No Contact Cement Wex (INT) Poste Serew Anchor Kit (10-1241 Anchor 4" Dill Size) Tool Holder (M524E Broadhead or Eqvel) 14 BBS Gauge Aluminum Wire Peneil Pointer 74* (12 sheets of sandpaper in pad) 16 B&S Gouge Nickel Silver Wire Phillips Screwdriver = Plostic handle ~ one eoc 5/168", 4x6", x10", 3/1618", SN7-2 Gorrett or equel Frinters OF Unk = Black (Miller 122) Aero donraed oy sopoed by omeEquipment and supply Selection Quantity must be indicated accurately. To avoid confusion, be sure to specify whether the quantity requested refers to sets, cases, dozens, ot each. For perishable chemicals or liquids, where storage is more advantageous in smaller containers, the size of the package of container should be speci~ fied as for item 9 on the sample purchase request. tis important that the requisition infor- mation be complete, When it is not, the purchasing agent will attempt to interpret the requisition as accurately as possible, but the agent’s knowledge of a particular occupational area may be limited and a well-meant interpretation erroneous. A delivery date should be specified on the purchase request. Notations such as “urgent,” “rush,” or “deliver immediately” are not always effective. They also are almost useless from a legal point of view. Such statements can be open to interpreta- tion, but when a purchase order with speci- fied delivery date is accepted by the ven- dor, the indicated delivery date becomes an enforceable part of the contractual agree- ment. Instructors should suggest possible sup- pliers on the purchase request. However, the ultimate responsibility for choosing the vendor rests with the purchasing agent, ‘who must determine objectively which ven- dor best meets the requirements of the pur- chase in terms of quality, cost, and service. The requisition should also indicate the estimated unit cost and total cost of each item. For inexpensive items, prices on re- cent invoices may be used, but for more expensive items, up-to-date price quota- tions from suppliers should be obtained. Generally, each requisition should be limited to closely related items with the exception of items kept in stock by the school district. Lubricating oil and metal fasteners, for example, should be on sepa- rate purchase requisitions since they come. from different sources. Inspection on Receipt. Instructors are responsible for inspecting materials de- livered to their laboratories. They must 7 check the quality and quantity of the ship- ment. Unless instructors inspect materials immediately on delivery, deficiencies may not be found until it is too late to make vendors comply with the original specifi- cations. ) Addition to Inventory. If the new | materials are acceptable, they should be | entered in the laboratory inventory records. | The responsiblity for these entries Hes with the instructor, although the actual in- | ventory: recording may be completed by paraprofessionals, clerical staff, or students in the lab class. Emergency Purchase. All institu- tions have policies concerning emergency expenditures for nonbudgeted supply or service needs. Emergency purchases may be processed on the authority of the divi sion head and are usually limited to small quantities of materials or repair services. They are available to aid the institution in temporarily overcoming losses due to fire, flood, other natural disaster, or robbery. Occasionally, instructors may request supplies using the emergency expenditure procedure when their programs cannot con- tinue without the materials. However, care- ful planning of the budget for supplies will decrease the need for such requests. Emer- ‘gency purchases in the middle of the schoo! year may be viewed as indications of poor ‘management, Exhaustion of the budget al- location for supplies before the end of the year indicates inadequate planning. Instructors in their first year of teaching ata school often have special problems and deserve special consideration, Sometimes they face supply shortages because the pre- vious teacher neglected to budget enough funds for materials. When an instructional program is actually jeopardized for lack of supplies, department heads should make every effort to see that emergency pur- chase requests are honored. Gifts and Donations Instructional supplies and equipment are sometimes donated by business and indus- trial firms. Materials received in this fash-18 Managing the occupational Education Laboratory ion may constitute a considerable savings fot the school. Schools receive donations for varied rea- sons. Some companies have a genuine in- terest in education in general or in a par- ticular instructional program. Many firms donate equipment that has become obso- tete for their operations or surplus sup- plies. Sometimes the donation of obsolete equipment or surplus supplies to educa- tional institutions is more advantageons for the company than other means of dik- posal. This is especially true when the terns of the donation specify that shipping and delivery expenses are borne by the recipi- ents. Unwary occupational educators may, belatedly, discover that the “free gift” they aud their goveraing boards so joyously ac- cepted entails excessive shipping expenses. For example, one midwest institution accepted a large piece of equipment for one of-their technical education programs un- der the stipulation that the institution bear the shipping costs. The equipment was lo- cated on the island of Guam, and the ship- pingcostsamounted tonearly $5,000. Since the machinery was valued at $35,000, the transaction could still have been consid- ered @ bargain. However, there were two additional problems: first, where to find the $5,000, since the donation materialized after the institution's budget preparation and approval; and, second, how to repair the equipment, which tured out to be badly damaged internally. Some of the parts needed for the repair were expensive and very difficult to obtain, Offers of such gifts should be considered carefully before they are accepted, Sample or exhibit displays, models, mock-ups, and cut-aways no longer used by manufacturers and businesses may also bbe donated for educational purposes. Many occupational instructors inform vendors that they are interested in using these pro- motional materials as teaching aids. OF course, care must be exercised so that the classroom or lab does not become a com- mercial showroom, Public schoo! instruc- tors must exercise caution when using in- structional aids initially designed to sell Products or services. Ethical conduct by in- structors, whose salaries are paid from funds received from al! segments of the popula- tion, prohibits the promotion of one brand of equipment or supplies. Brand names may be displayed on donated teaching aids, but the personal product preferences of the instructor should not be expressed to the students in the classroom or lab. Whether the donated materials definitely will be available may not be known at budget preparation time, prior to the begin- ning of a fiscal year. The budget requests, therefore, must indicate the existing mar- ket cost of all needed equipment and sup- plies. If the budget is approved, the funds necessary for efficient laboratory opera- tions will be available, whether or not ma- terials are donated. Budget savings due to donations made after the school budget is approved may be used for additional sup- ply purchases, When all of the particulars of instructional material donations are known during the budget preparation pe- riod, institutional costs such as shipping, handling, and instailation of donated mate- rials should be included in the budget esti mates, Formal acceptance of donations is the responsibility of the institution’s govern- ing board. A letter of acceptance and ap- preciation is usually sent from the board to the donor. Surplus Government Property Generally, three types of organizations are eligible to apply for state or federal surplus property: (1) civil defense ogani- zations; (2) non-profit or tax-supported medical institutions, hospitals, clinics, or health centers; and (3) nonprofit of tax- supported schools, colleges, or universi- lies. Every state has designated surplus government-property agencies to handle most transactions concerning the transfer ‘of such property to eligible groups, The administrative expenses of the sur- Plus government-property agencies are re-Equipment and supply Selection covered by imposing a service charge on recipients for each item received. The charge is a percentage of the original ac- quisition cost plus the transportation cost for each item. There is a ceiling on service charges for high-cost items. In addition to the service charge, recipients must assume the cost of transporting the property from the agency warehouse to their own loca- tion. In spite of the service charge, the cost of obtaining surplus supplies and equipment isnegligible. Occupational educators, how- ever, should recognize the limitations of procuring instructional materials in this manner. The natural tendency of most edu- cators is to judge the relative worth of an object on the basis of its purchase price. Thus, a piece of equipment priced at $50,000 must be worth more than one at $10,000. This type of thinking can lead to disastrous results in occupational educa- tion, At the end of World War II, enormous quantities of government material no longer needed for the war effort became available to educational institutions. Many school officials obtained valuable equipment for their occupational education facilities, which, after delivery, was found to be un- suitable for instructional purposes. Ma- chines later found to be prohibitively ex- pensive to operate and impractical.to ser- vice were widely accepted. After this was discovered, few remedies could be found because of the restrictive clauses in the surplus property transfer regulations (Sur- plus Property Act of 1944), The rules that govern the disposal of surplus government Property state that the property cannot be sold or traded in on other property for a specified number of years, nor disposed of in any other manner prior to the end of the designated time period without the permis- sion of the surplus property agency. As with other expenditures, purchasing surplus government property should be considered on the basis of program objec- tives and the availability of space, util and service. 19 Single- or Multibrand Equipment Equipment selection assumes special importance in occupational education: In many occupations the skilled worker or technicianmust operate, maintain, and cali- brate the laboratory equipment. The basic concepts of certain types of equipment are the same regardless of manufacturer, but the mark of the skilled craftsman, nurse, or technician is familiarity with the equip- ment of several major manufacturers, En- ticing discounts may be offered for using single brand of equipment in a new labora- tory. Quantity buying discounts may save a school district afew hundred dollars. How- ever, the range of student laboratory expe- riences will then be limited to the equip- ment of a single manufacturer, and.such limitation may offset the savings, There are some reasons for equipping a laboratory with a limited number of mod- els. From the aesthetic viewpoint, a row of shiny new, identical-looking machines is more attractive than a row of ten different makes and models, Also, purchase and stor- age of parts is easier for two models than for ten or fifteen, Some laboratories are designed for beginning, exploratory, or re- ated skill development only; students can master these skills using one brand of equip- ment, Therefore, such programs should seriously consider the advantages of the single-brand concept. This reasoning, however, cannot be ap- plied to every type of curriculum need, Pro- grams with sufficient enrollment to equip multibrand laboratory facilities should develop two or more separate units—at least one for beginning and one for advanced students. The advanced lab can algo be used to conduct upgrading courses for skilled workers and technicians in business and industry. The objectives of such pro- grams require equipment at an advanced level of sophistication. When separate be- ginning and advanced facilities are not practical, a single occupational education laboratory should follow the multibrand concept so that students can become skill-20 Managing the Occupational Education Laboratory ful with several brands of up-to-date equip~ ment. Equipment Amortization Equipment depreciation standards help to prevent the adverse effects of ald, obso- lete, or worn-out equipment—training on equipment no longer used in business or industry, frequent breakdowns and their interference with instruction, unsatisfac- tory public image relating to these factors, and high maintenancit expenses, Depreciation guid¢lines also provide a basis for justifying equipment purchase requests. The age of the equipments a part Of the justification for replacement, The guidelines identify items that may require replacement during a particular year, and, when they arc used a8 a basis Corequipment budget planning, allow budgeting adjust- ‘ments to be made well in advance. Consult- ing the guidelines can defer expenditures for replacement of equipment that has some useful life and theseby prevent unneces- sary budgetary outlay, When they are not already available, minimum-time replacement standards for ‘occupational education laboratory equip- ment can. be readily developed with the assistance of advisory committees and tech- nical or professional organizations. The ‘most commonly used equipment deprecia- tion guidelines are found in Interfal Rev- enue, Service Publication No. 534. This booklet specifies. equipment depreciation ranges under Asset Guidelines, Classes, and Periods. The guidelines are based on depreciation and replacement standards ‘recommended by technical societies, equip- ment manufacturers, and advisory commit tees representing specific industries. These guidelines assume,(t) the equipmentis used heavily during the day;<(2)'the' equipment seceives preventive maintenance regularly; sand (3) the equipment is subject te normal use and abuse. It should be recognized that at times equipment becomes obsolete before it wears out. Sometimes, through a technological break-through, perfectly good equipment becomes out of date overnight. However, such occurrences are rare and will prob- ably affect only a small portion of the equipment used, ‘When planning for equipment replace- ment consider the following factors: 1. The actual age of the equipment. Is it approaching obsolescence? 2, Service and maintenance avail- able, particularly important if equipment is critical to the func- tion of the lab. a. Are there frequent and recus- ting breakdowns? b. Have repair costs begun to ex- ceed trade-in value? ¢. Is quick, efficient maintenance available, or is the equipment so old that replacement parts are unavailable? 3. Salvage or trade-in value of equip- ment. Subtract this amount from cost of a new item for accurate budget planning, 4, Inflation factors, especially im- portant for long-range planning. Add annually three to five percent to current price for a more accu- rate projection of replacement cost summary Supply and equipment specifications cannot be prepared until the program's per- formance objectives have been determined. ‘The instructional needs of an occupational education program form the basis for the desired quality and quantity of supplies and equipment, Competitive sealed-bidding proceaures as the basic method for awarding purchase contracts benefit both vendors and schools. Vendors who want school contracts can compete under conditions which are fair, and, as a result of the competition, schools gain better services and products. Purchasing procedures for public insti- tutions differ markedly from those in busi- nessand industry. Occupational educators, due to the nature of their instructional pra- grams, have a special need to become fa-Equipment and supply Selection Table 1 Equipment Replacement Standards for Business Office Education Laboratories (Internal Revenue Service, 1991) tem Office Furniture Desks Files Communications equipment Information Systems ‘Computers Peripheral equipment Card readers Card punches Magnatic tape feeds Printers Optical character readers Tape cassettes Mass storage units Paper tape equipment Keypunches Data entry devices Teleprinters. inals Tape drives Disc drives Disc packs Visual image projector tubes Card sorters Plottors Collators Data handling equipment Typewriters. Calculators machines ‘Accounting machines Copiers Duplicating equipment miliar with the details of material procure- ment for public schools. Donated supplies and equipment can enhance instruction and ease budget prob- lems. However, donations can also create unforeseen problems in budgeting, main- tenance, storage, and space allocations. Discussion Questions 1, Why should a tentative selection of power equipment be made before the shop, lab, or classroom is designed? Class Lite Placed in Service After 1986 7 yoars S years 6 years 8 years 5 yoars 2. What fundamental factors should be keptclearly in mind when determining what instruments, tools, and equipment should be purchased for each occupational educa- tion lab? 3. What quality. of instruments, tools, and equipment should be purchased? 4, What factors should be considered’ when determining the types of machines to be purchased? 5. How may one become acquainted with the many types and kinds of equipment?6. Why should bid lists of tools, equip- ment, and supplies be prepared? 7. Why should bid sheets specify that ‘all instruments, tools, equipment, and sup- plies be shipped F.O.B. schoo! warehouse? 8. Whatare the difficulties in obtaining, comparable bids? 9. What are the best practices for writ. ing purchase requests? 10. What is the proper way to write specifications? 11. What determines whether an item is supply or equipment? 12. Are nonexpendable supplies capital ined? 13. What are the three major instruc- tional supply categories? 14. Woutd smait instruments be consid- ered instructional supplies or equipment? 45. How may the instructor estimate accurately the materials and supplies that will be needed? 16. How long in advance should materi- als and supplies be stocked? 17, What time of the school year is usu- ally the most desirable for ordering materi- als and supplies? Instructional Management Competencies: Instructional Resource Needs 1. Compile a list of supplies needed for the academic year. Criter a. Inventory of supplies on hand was reviewed. b. Supply needs were based on stu- dent performance objectives. ¢. Projected enrollment figures were reviewed in determining supply needs. 4.Per capita supply needs were determined. e, Supply priorities were listed, 2, Identify new instruments, tools, andor equipment needed for the sacademic year. Criteri a.An inventory was made of in- 22 Managing the Occupational Education Laboratory strument, tool, and/or equip- ment availability and condition, b. Student performance objectives were used to determine instru- ment, tool, and/or equipment needs, c. A ratio of students to instra- ‘ments, tools, and/or equipment was established, d, Instrument, tool, and/or equip- ment needs were based on pro- jected enrollment data, e, Instrument, tool and/or equip- ment priorities were listed. 3, Recommend reference books and periodicals related to occupational education that should be added to the library. Criteria: a. Occupational faculty regularly reviewed the library needs Cor the occupational education pro- gram, b.An inventory was made of books and periodicals currently in the library relating to occu- pational education. c. Publisher representatives and school library personnel were consulted for information on books and periodicals. 6. A follow-up determined wheth- er recommended books and pe- tiodicals had been obtained. 4, Design a procedure for acquiring needed consumable supplies and materials. Criteria: a.A list of needed consumable supplies and materials was de- veloped. b. Spending procedures relating to school policy and state regu- tations were checked. ¢. Possible sources for obtaining the consumable supplies and materials were investigated, 4.Procedure for placing orders was established, 5. Accept gifts or donations of sup- plies and equipment for the occu- ational education program inEquipment and supply Selection accordance with school policy. Criteri a. Use for gifts or donations of supplies and equipment was determined beforehand. b. Acceptance of gifts and dona- tions was cleared through ad- ministrative channels. c. Records of gifts and donations were kept. 4. Acknowledgment or recog- nition forthe gift was extended. 6. Prepare purchase requests for ap- proved occupational equipment and supplies. Criteria: a. A list wasmade of the approved occupational equipment and supplies, b. Cost of the items was tabulated. ¢. School policies and state regu- lations relating to spending pro- cedures were checked. 4. Necessary forms were com- pleted for the purchase re- quests. References Dean, T. C. (1970, March). When I select and specify ‘equipment. Industrial Education, pp. 112-114. 3B Gillespie, P.R. (1974, March), Planning a 1ab? Indus. trial Education, pp. 50-52. MeCotum J & Gane, W. (1991, October Nove ). A model for technical equipment assessment. ATEA Journal, pp 12-14. Michigan Department of Education, Vocttional Edu- ‘ation and Career Development Division. (1990) Funding policies for 1990-81. Lansing, MI: Aw, thor. New York: Columbia University, Teacher's Col- lege Press. ‘Surplus property act of 1944, 50 V. S. C. (Section 1622 amended Aug. 4 1972). Wathington, D.C.: USS. Government Printing C’fice. USS, Department of Treasury, Internal Revenue Set- vice. (1991). Astet guidelines, classes and periods (IRS Publication No. $34). Washington, D..:"J.S. Government Printing Office. Other Selected Readings Campbell, C. B. (1983). Instructional materits for ‘cational and technical education. ERIC Docu tment Reproduction Service No. ED 291 954) National Center for Research in Vocational Educ ‘tion, (1981). Manage the purchate of equipmient, supplies, and insurance (Leadership and Training Series No, $8B-14), Columbus, OH: The Ohio State Universiy. ‘West Virginia Research Coordinating Unit for Voca- tional Education. (1985). Stole vocational equip- ‘ment pool survey. Morgantown, WV: West Vi Universiy.Keeping up with technological advances in an occupational training program is not ‘a matter of choice for instructors and ad- ministrators. Itisanecessity! Educational/ training institutions can not prepare per- sons for today’s jobs with yesterday's in- struments, equipment, and facilities. From the occupational/technical point of view, keeping the lab up to date is the re- sponsibility of the person most knowledge- able in the occupational specialty—the in- structor, From a realistic perspective, the instructor's influence in gaining adminis- trative approval for modernization projects requiring financial resources appears lim- ited. However, active, functioning occupa- tional advisory committees, representing business and industry expertise as well as the tax-paying citizens, have great power with school governing boards and admini trations. It is highly beneficial for instruc- tors to play active roles in their instruc- tional program's advisory committees, so- licit their suggestions regarding the ade- quacy of the occupational program, and enlist their support for needed facility changes, At some time, most instructors of occu- pational subjects become involved in labo- ratory planning. Such involvement ranges Facilities Planning from alterations of existing facilities to assistance in planning new laboratories. To become effective members of a laboratory planning team, instructors must understand educational specifications, the laws gov- eming public school buildings, and mod- em trends and practices in educational fa- cility construction. This chapter will pro- vide an overview of the essential elements of facility planning, and should assist sub- ject-matter experts and occupational in- structors in developing an optimum facility for learning and skill development. Strategy for Gaining Administrative Approval of Facility Modernization Preliminary Assessment. Any plan for changing an existing lab should be pre- ceded by an assessment of the existing facility, the physical environment and ‘equipment needed to conduct the occupa- tional program, including 1, Conformity to local, state, and fed- cral health and safety regula- tions 2. Provisions for exhaust, ventila- tion, acoustics, and illumination 3. Logical arrangement for instruc- tion and lab management -26 Managing the Occupational Education Laboratory 4. Facility accessibility for handi- capped students 5. Storage space far equipment, in- structional materials, and sup- plies 6. Safe traffic-flow patterns 7. Similarity to labs/work stations fownd in the occupations repre- sented 8. Equipment and supplies adequate for the tasks identified for the program 9. Elimination of sex and race bias ~ 10. Availability of appropriate in- structional materials 11, Sound and light control for use ‘of multimedia 12. Space for instructor work center 13. Locker space for all students 14. Utility connections (adequate power, water, gas, etc.) ‘The preliminary assessment of the exist- ing facility should lead to a memorandum fom the instructor to the department head orother immediate supervisor witha sketch or floor plan af the proposed changes. The memo should include an outline of the changes, their justification, and a request for administration reactions concerning. their feasibility. It is usually the depart- ment head's responsibility to communicate such requests fram the faculty to princi- pals, deans, or directors, Needless to say, clear-cut well written communications from the faculty are essential, Wishout sufficient justification itis difficult for a department ead to promote a facility improvement plan, Initial discussions with supervisors and administrators regarding the proposed changes may be helpful, but such discus sions do not eliminate the need for written justification of the plan. Copies of the ‘memorandum of justification are transmit ted by the administration to other depart- ‘ments and personnel who may be affected in some manner by the proposed facility changes. The administration will closely serutinize those aspects of the plan that may have adverse corisequences on ather instructional programs or are in conflict with the institution’s philosophy or operat- ing policies. Lack of funds or funding sources can obviously also be a serious obstacle, The proposed facility changes may also affect the institution’s maintenance department (plant operations) in numerous ways, such as work schedules, skilled ‘worker availability, utility (power, com- Pressed air, gas, water, etc.) limitations, budget constraints, and engineering prob- ems, Formal improvement Plan Re- quest. Based on the responses of admin- ‘istrators and the affected departments, in- structors modify their initial modesniza- tion plans. The revised plan takes into con- sideration the concerns and objections raised during the preliminary assessment Phase. In addition to the above, the formal ‘irmproyement-plan request must address any other factors not dealt with in the prelimi- nary plan, Essentially, the instructor takes a very close, second look at his plan, and makes certain that the proposed facility revision will bring about genuine improve- ment in his/her instructional program. The ful at this stage: T-Adequate space for anticipated number of students 2. Sufficient space between work siations and equipment © 3. Adequate traffic lanes 4. Adequate areas for both group and individualized instruction 5. Appropriate instructional re- source center 6. Appropriate assembly or fabri- cation areas 7. Ancillary outdoor areas 8, Sufficient number of work sta- tions 9. Chalkboard 10. Bulletin board JL. Display area 42. Nonbearing-wall partitions 13, Storage space for supplies 14, Storage space for instruments, tools, and portable equipmentFacilities Planning 15. Adequate acoustic control 16. Adequate illumination for pro- jected activities 17, Adequate ventilation for pro- jected activities 18. Appropriate flooring for pro- jected activities 19. Adequate cleanup, sanitation, and waste disposal facilities 20. Adequate utility connections (electricity, gas, compressed air, water, etc.) 21. Instructor's work and stady area 22, Provision for use of multimedia 23. Provisions for handicapped stu- dents 24, Overall safe environment. ‘The references andreadings at the end of this chapter represent a high degree of ex- pertise in various phases of facility plan- ning. Those desiring more detailed informa- tion on selected facilities-planning topics should consult these sources from such re- search organizations as The Center for Vo- cational and Technical Education (now The Center for Education and Training for Em- ployment), The Ohio State University; Edu- cational Facilities Laboratories, Inc., New York; and the Bureau of Research and De- velopment, U.S. Department of Health, Education, and Welfare. Basic Facility Considerations Occupational education facility require- ments depend on two factors: first, the time devoted to specialized laboratory learning; second, the degree of multipurpose use for the instructional areas. A classroom serv- ing a cluster of laboratories for different subject areas would be considered a typical multipurpose facility. Generally, learning is divided into three. types: reaction learning, interaction learn- ing, and action learning (Meckley, Valen- tine, & Conrad, 1972). In reaction learning students listen, observe, and take notes. Group size need not be limited since the number of students has little effect on the learning experience if appropriate instruc- tional aids are used. Since students are rela- a7 tively inactive, short time periods are rec ‘ommended. For example, presentationon the Occupational Safety and Health Act to several classesiisa reaction learning activ- ity involving a large number of students. Small-group discussions, not exceeding 15 Persons, characteize intecaction learning Tearners participate as both speakers and listeners. Student lab. activities fall ionlearning and may be planned for groups or individuals, The tendency in many occupational edu- cation programs is to concentrate on action earning and neglect reaction and interac- tion learning activities. Frequently, reac- Lon and interaction facilities are limited or reduced for economic reasons. When con- structicn furds arereduced, the classrooms in occupational education are more likely tobecutback than the laboratory facilities. ‘Skill development must have specialized housing, while lectures and discussions can behandled, although inefficiently, inmake- shift spaces. However, future facilities should have adequate reaction and interac- tion learning areas. Meckley, Valentine, and Conrad (1972) suggest that “if learning activities in any , ‘occupational program are broken down into the modes of learning, it will be noted that reaction and interaction spaces are the same regardless of the occupational area.” Pro- viding some joint lecture and meeting rooms forrelated programs will better utilize avail- able space. Cluster Grouping ‘The following cluster listing includes the major current occupational education categories. Terminology may vary slightly from region to region, and some of the categories may be combined differently, but, overall, the list includes the existing occupational program areas: 1, Business Services 2. Child, Geriatric, and Handicapper Care 3. Electronics and Electromechan- ics 4, Graphics/Visual Imaging28: Managing the Occupational Education Laboratory 5: Heating, Ventilation, Air Con- ditioning, and Refrigeration (En- ergy Management) ~ 6, Health Occupations 7. Production/Manufacturing 8. Marketing 9. Agriculture and Natural Re- sources 10. Transportation Mechanics and Repair 11. Construction/Building Mainte- nance 12, Drafting and Design 13, Food Services 14. Protective Services/Law En- forcement 15. Textiles and Home Furnishings 16. Personal Services The following are three models for space- sharing cluster facilities (Educational Fa- cilities Laboratory, 1973): 1, The Magnet Model groups disci- plines which can share equipment, physical space, and learning ex- periences around their common features. For example, the materi- als testing laboratory can serve the metallurgy, civil engineering, and machine-tool technology laboratories. 2. The Spin-Off Model expands ex- isting facilities to. accommodate additional new programs, For ex- ample, a commercial photography program using the darkroom fa- cilities of the existing graphic arts laboratory may be added to the éurriculum, 3. The Hybrid Spin-OffiMagnet Model provides facilities foranew program while drawing elements from several existing ones. For instance, a woodworking labora- tory may be combined with elec- trical, sheet metal, masonry, and plumbing laboratories to add a new program in building construc- tion, Cluster grouping has special significance at the- secondary level. Occupational edu- cation curricula, under the cluster system, combine instructional programs for related. occupations. A typical cluster-grouped Yaboratory includes work stations and equip- ‘ment for the major occupations of the clus- tet. For example, ahealth occupations labo ratory may include dental chairs, hospital beds, medical examination areas, and medi- cal laboratory facilities. The health occu- pations lab functions satisfactorily as a multipurpose setting because its work is relatively quiet and clean. The multiuse laboratory can be the cen- ter of the office management department. Microcomputers, printers,calculators, tran- scribers, cassette players, copiers, text ed~ iting equipment, ete., may be located in this facility. in addition, equipment ocated ina school resource center can also be used for office management courses when regu- lar facilities are overcrowded and funds are not available for facility additions, Office management laboratories are designed to serve the needs of the curriculum, Curricu- lum design is based on community needs assessment. This identifies which occupa- tional focuses (administration support, ac- counting, business enterprise, etc.) should. be emphasized. Once a determination of occupational focus has been made, appro~ priate classroom/lab layouts can be recom- mended for administrative approval and funding. ‘The cluster grouping concept allows the student to explore a broad occupational field initially and later concentrate in a more specialized occupation. Typically, students concentrate in such occupations! cluster programs as health occupations, building trades, horticulture, manufactur- ing, and visual communications to become familiar with all common occupations within their clusters, They enroll in first- year introductory courses where they are exposed to the work, tools, instruments, and equipment of each field. In the second year, they concentrate on a favored occu- pational specialty within the cluster and earn specific job skills. The facility for the occupational specialty may be a separateFacilities Planning laboratory adjoining other labs in the clus- ter or in the same room or area with other cluster specialties. This latter arrangement is feasible when the instructor is competent in each occupation, Figure 1 illustrates the two different facility arrangements for a building/construction cluster program. One step beyond “occupational cluster- ing” isthe concept of an integrated facility. Business and office management depast- ments frequently integrate their programs with other departments. An integrated fa~ cility enables the business, mathematics, computer/data processing, and other simi- lar programs to interact in program devel- opment and implementausa. There are a number of reasons for such integrition (Tay- lor, 1990): 1. The cost of equipment is easier to justify when itis used by a greater number of curricula. 2. With the integration of an office management facility with other dis- ciplines comes opportunity for business educators to serve as re- sources for other educators. 3. Such an expanded role can justify fong needed program revision and equipment modernization, However, the multipurpose lab is not satisfactory for all occupational areas. In some o¢cupations dirt emanating from ac- tivity can damage ihe precision equipment used in a related occupation, e.g., metal testing and metal machining, or welding and foundry work, In the automotive ser- vice clusters, the noise associated with auto body work can interfere with instruction in the auto mechanic facifity. Itshould be pointed out that instruction- al laboratories which share space at the secondary evel are not necessarily con- fined to regions of low population density. ‘They are also popular in communities where terminal occupational education is deemed tobe the role of postsecondary institutions. The success of any laboratory sharing scheme will depend on the efficiency of laboratory management practices. The unigue features of health occupations edu- 29 cational facilities are considered in appen- dix C. Space Determination Modem school planners work under the assumption that “... whatever is initially Programmed fo fit into a school facility is likely to be changed, not once, but many tines over (Michigan Department of Edu- cation, 1987). They use the concept of space management, the science of managing people, time, and money to facilitate such change in facilities. Effective space management requires structures with open spaces into which an infinite variety of stations can be placed. ‘Many of these must be provided with light- ing, ventilation, heating, and cooling, as well as energy distribution, communica- tions, and waste disposal—with all the util- ity services necessary for operation. These services can be provided through available construction techniques using a systems approach, Thus, most of the open space can be manipulated and compartmentalized ac- cording to needs. In estimating space requirements for laboratories, six types of areas should be considered: 1. Basie station area, includinga desk, equipment, or workbench, with ad- equate work and service space 2, Support statfonandancillary areas, such as a duplicating area for a model office, finishing room for cabinet making, instrument room’ for medical technicians, or waiting room for a dental hygiene clinic 3. Traffic lanes for students, mate- rial, and equipment 4, Storage area, ten to fifteen percent of the instructional area 5. Assembly or fabrication space, which could be used for welding and metal fabrication, mianufactur- ing, or building construction 6, Laboratory instructional resource center, which may be shared with related programs Basic stations and support stations mayManaging the occupational Education Laboratory Figure 1a Building/Construction Cluster—Adjoining Facilities 5 | - |e CarpentryFacilities Planning Figure 1b Bullding/Construction Cluster—Single Lab Wiring Panel Pano! Stool Wall soren (—] ELECTRICAL Mortar Box Walls tor Masonry Panel ‘Arbor Concrete Mixer 17 ‘Saw a CARPENTRY Radial |_| Bench Drill Bench Fees! Arm Cutott Saw Bench wiPipe Vise Parts Storage Box and Pan Brake Rollersa2 Managing the Occupational Education Laboratory overlap, but usually the equipment area is considered a support station. Support area size will be the same whether the program is planned for ten students or for twenty. A woodworking laboratory must have a fixed array of power tools regardless of class size. Similarly, if educational specifica- tions call for preparation in assembly and fabrication skills, the area provided fos that type of work must be commensur- ate with the space needs of the activity. ‘There is a minimum space need that cannot be reduced, no matier how few the stu- dents., ‘The Systems Approach to School Construction The systems approach to educational facility specifications describes a series of activities rather than spaces. Activities which are related in sume form are grouped in blocks. These blocks establish the struc- ure and provide large open areas, which can be left open of divided depending on program needs. The dividers arc easily relocatable; both atmospheric controls and lighting provide similar adaptability. Building systems ulilizea planning mod- ule, usually five feet by five fect for schools. ‘The ‘use of standardized modules makes il possible to develop a series of standard- sized parts for construction. The building system is made up of subsystems designed for a specific function and composed of components and materials required for that function. The four most common sub- systems are: structural; ceiling and light- ing; heating, ventilating, and air condition- ing; and interior space division. The sub- systems make up 40 to 50 percent of con- struction costs of the building, and labor costs the rest. The systems concept in occupational education facility construction is particu- larly suitable for growin and change. 11 provides large, uncluttered areas without permanent partitions and other obstructions. Space within these areas can be changed easily,:as can the environmental control systems. Educational Specifications ‘The culmination of educational facility planning is a set of written educational specifications to guide the architect in the design of adequate physical spaces. Educa- tional specifications for occupational edu- cation facilities are usually developed un- der the authority of the governing board of ‘education, The following groups are active Participants in this effort: occupational advisory group representatives; labor and management represent~tives from business, agriculture, and indusu y; occupational in- structors; school administrators; state edu- cational agency representatives; «cmmu- nity Jay-group representatives; educatiurl consultants; architects; and studems. Before developing educational speciti- cations, an area-wide survey should be con- ducted, The survey examines area employ- ment opportunities, population character- istics, career interests of young people, and the occupational programs necessary for a wide range of curricula, Such surveys help ® Decide the number, size, and type of rooms needed © Aid architectural planning and de- sign © Stimulate more effective and eco- nomical planning of facilities The specifications, or program stace- ment, give the community's objectives for the entire occupational education program and cach subject area. It shows, in detail, proposed curricula, organizational struc ture, and student groups to be served, It also describes the educational facilities needed in terms of space requirements and numbers and kinds of rooms and laborato- ies for each subject. Other information deals with utilities and service needs, traf- fic patterns, storage, Moor materials, clean- ing systems, furniture and equipment, and custodial services (Bergen County Voca- tional Technical High School, 1985). Specifications for an office machine repair program, detailed on the following Pages, would be illustrative of occupational specialty information within a program statement. Each program at an occupationalFacitities Planning as Educational Specifications for Office Machine Repair Program ‘A. Program Definition This program is designed to prepare students for office-machine repair occupations. In addition to the usual office machines such as typewriters, adding machines, and calculators, the program also includes service training on duplicators, cash registers, electronic weighing machines, scales, and vonding machines. The program concen trates on the training necessary to service electro-mechanicaily operated machinery which utilizes small systems for mechanical transfer. ‘Tho major objective is to place each trainee in an office-rachine repair job or in a postsecondary institution for advanced training in this field. Emphasis should be placed upon mechanisms, electrice| circuitry, and logic sequenc- ing. Neatnoss and cleanliness are also important, A considerable amount of time should ‘8¢ devoted to the mechanical aspects of levers, cams, springs, gears, powered transfer linkages, and alignment of parts and components. Diagnostic work in connection with troubleshooting and interpretation of schematics is important. Understanding basic electricity and electronic circuits, including chip circuitry, is also important. It is desirable for the students to have previously studied applied springs, basic electricity, and blueprint reading at the equivalent of the tenth grac B, Objectives and Goals Upon successfully completing this program, the student shouls qualify for an entry-level job in acluster of service occupations related to business and office machines, vending- machines, copiers and duplicators, time clocks, and/or telephonic equipment. These measurable performance objectives will form the basis of instruction, 1 Given blueprints, schematics, and manufacturer's specifications, the student will identify: parts and their materials, section views, mating parts, gears and cams; h will also be able to write standard abbreviations and measure parts; all tasks in accordance with standards given in Technical Drawing by Gioscke, Mitchell, Spencer, and Hill. 2, Given various electrical and electronic components and a list of symbols, the student will be abfe to match components with symbols correctly. 3. Given proper equipment, materials, and tools, the student will perform these tasks according to curriculum standards and manufacturer's safety specifications, within ime limits acceptable to the advisory committee and local employers. # Use proper grounding procedures and devices to correctly and safely operate equipment. » Use proper hand tools to install or repair equipment. . iaeeee correct wire size, color, and insulation factors necessary for a specific jo Solder terminating conductors. # Install protective devices such as fuses, circuit breakers, and overloads, ‘¢ Clean, lubricate, and burnish electrica! equipment. # Use appropriate measuring devices such as neon testers, knops or Wiggins, split cores, volt meters, ohm meters, and amp meters, Properly prepare wire and cables for termination or splicing. # Install remote or relay controls, timers, pressure awitches, flow switches, and thermo controls. * Troubleshoot electrical, electronic, or mechanical difficulty in circuits or machines.. ‘* Compute load, resistance, voltage, and power in AC or DC circuits.Managing the Occupational Education Laboratory Educational Specifications for Office Machine Repair Program (cont.) @ Use bench power tools:such as grinders, buffers, and drill presses. Disassemble and assemble mechanical devices common ta the trade. « Properly apply all electrical and electronic devices such as rasistors, condensers, transformers, cails, vacuum tubes, solid state devices, diodes, transistors, FET's, SCR's, UJT's, modular integrated circuits, humidity censors, potentiometers, ther- mistors, thermocouples, and photocalis. © Identify and repair minor motor problems not requiring laboratory facilities. * Demonstrate proper care, maintenance, and use of tools and equipment. ‘¢ Properly uso tube testers, transistor testers, capicator testers, audio genarators, oscilloscopes, RF generators, signal ‘1acers, meg-o-meters, and field-strength meters. Instructional Content Topical Units Student Activities Adding machines Clean and lubricate a.'ers, calculators Linkages and mechanisms Clean and lubricate typewrite Cleaning solvents and procedures Mechanical typewriters Adjust and realign typewriter parts Electric typewriters Registers Adjust and realign adders, calculators Vending machines Service procedures for all types of vending Memory chips machines according to manutacturer's Electrical circuitry specifications Office copying machines Senvice procedures for all types of copiers, _ collators, sorters Other machines Service procedures for adders, calculators Dictation systems Service procedures for dictation, time, Telephone systems security, and telephone systems Transfer systems Troubleshoot transfer systems Special repair tools Bending and alignment techniques Disassembie ant reassemble typewriters Schematic diagrams Cleanliness and work habits Customer relations Complete customer bills and receipts Service call procedures Demonstrate ability to meet the public and handle service calls Parts and ordering procedures ‘Small business operations Simulated service calls ‘Thé following machines are typical of thase which students will learn to repair and service ‘Adding machines Duplicators Automatic stampers Electric typewriters Calculators Electronic weighing machines Cash registors Manual typewriters Collators Seales Copiers Telephone answering devices Dictating equipment Tima clocksFacilities Planning ‘education institution would have a similar typeof description. Such detailed informa- tionis beneficial to the community atlarge, prospective students, and, most importantly, the instructor appointed to teach the pro- mnal specifications are usually prepared by the staff of the institution plan- ning the facilities. When a completely new facility is contemplated by a school dis- trict, private educational or university con- sultants are commissioned to work in orga- nizing and preparing the document. At this stage of planning the district would prob- ably not have occupational education per- sonnel available to plan such an extensive project. Of course, the development effort still requires the active participation of the previously mentioned community groups. The chief purpose of such educational specifications is to insure that proper fa- cilities are provided for proposed instruc- tional programs. Planning and organiza- tion of actual instructional and lab activi- ties remain the responsibility of the in- structor. Laboratory Planning Modern occupational education labora- tories have many common aspects. Most are rectangular without columns or other projections, At least two entrances are pro- vided for each laboratory, one for students and one for service. Outside doors open outward or slide upward. Areas either adja- cent to or within the lab are provided for group instruction, planning, counseling, and office work. Display cases are installed in areas near the laboratories. Students have lockers to store personal belongings and uncompleted lab projects. Labs have wash basins; toilet facilities are accessible in each wing or section. Rooms with exhaust fans and explosion- proof electrical fixtures and switches are provided for labs where volatile chemicals or liquids are handled. Floor drains are installed in vehicle service laboratories to facilitate cleaning and maintenance. Sta- tionary equipment is located to provide the 35 Anatomy demonstration for nursing student student and instructor with adequate space to safely handle materials and to service the equipment, Storage facilities are pro- vided for instructional supplies and aids, tools and instruments, and reference mate- rials and records. The laboratory should also adhere to.oc- cupational work standards. Teaching occu- pational skills requires appropriate settings, and laboratory plans should reflect the planner’s concern for both instructional and occupational needs. For example, while the exact duplication of a dentist's office may seem desirable from an occupational viewpoint, it is not feasible from an in- structional viewpoint. Teaching in a labo- ratory the size of a dentist's office would not be efficient, and such a lab would ac- commodate only a few students, Any special requirements of an instruc- tional program can not be overlooked. For example, duplicating a well designed com- mercial automotive-service facility would i H i i36 seem desirable for an automotive service Program. However, the objectives of the two are not the same. The commercial service floor plan is to provide automotive service to customers. This is secondary in an in- structional program where the objective is to develop automotive service competen- cy. When planning facilities for occupa- tional education, a foremost consideration should be to provide adequate space for group, individualized. and laboratory in- struction. In addition ta small special ar- eas, occupational facilisies should include three zones: laboratory work, multipurpose resource, and storage, While these nay Managing the Occupational Education Laboratory overlap, cach has its distinctive and neces- sary function. Laboratory Work Zones, Luborato- ries should be large enough for the activi- ties indicated by program objectives. They should also include enough adequately equipped work stations to achieve the ob- jectives with the number of students en- rolled. Information for the space alloca- tions recommended in table 2 is in con- fosmance with state and national guide- lines on educational facility planning. Adequate space at each laboratory work station is an important ingredient for safe working conditions. When the work station involves the operation of large stationary Table 2 Recommended Space Allocations tor Selected Occupational Education Laboratories Square Feet Additional Space Number of Subject RerStudent for Storage Students. ‘Accounting 30-35 10-15% 18-24 Air conditioning 80-100 10% 16-22 Applianca service 130-150 20% 18-22 Auto body 180-250 20% 16-22 Auto mechanic 180-250 10% 16-22 Aircraft service 180-250 20% 16.22 Building trades 125-450 20% 16-22 Business machines service 50-70 15% 16-22 Cabinet & carpentry 125-150 20% 16-22 Ghild care & management 60-85 15% 15-20 Clothing, textiles, & related act 70-85 10% 15-20 Commorcial art 50-70 15% 16-22 Cosmetology 80-125 10% 16-22 Dictation 25-90 10-15% 24-90 Diesel equipment service 200-300 20% 16-22 Drafting 55-80 5% 20-26 Electrical service 50-70 10% 16-22 Electronics 50-70 12% 16-22 Forestry 180-200 10% 16-22 Graphic arts 80-125 15% 16-22 Lithography 80-125, 19% 16-22 Marketing 45-75 10-15% 20-24 Machine tool 130-180 15% 16-22 Medical assistant 95 15% 16-22 Nursing 85 20% 20-24 Office machine 32 10-15% 20-24 Sheet metal 80-115 10% 18-22 ‘Small engine service 80-80 20% 16.22 Stenography 30-40 10-15% 18-24 Typing 25-30 10-15% 25-60 Waitertwaitrass 50-65 20% 18-22 Welding & metal fabrication 130-160 15% 18-22Facilities Planning equipment, itis necessary to leave parallel additional space for servicing the equip- ‘meat, Traffic lanes should never be consid- ered part of work or service spaces. Addi- tional space is also needed for special op- erations and equipment. Often these opera- tions create excessive heat, sparks, or other potential hazards, or perhaps the stock or material protrudes excessively. A metal shear or cutoff saw, for instance, requires adequate space at the side for cutting com- mercial stock lengtlis. “Conditions under which instruction is given should compare favorably with de- sired conditions in the occupations con- cerned” (Roberts, 1965). These include supplies and equipment, arrangement of the laboratory, scope and sequence of the laboratory work, organization of instruc- tion, and evaluation methods. Quality equipment and well organized laboratories are necessary for students to attain the skill level required by agriculture or by business and industry. Multipurpose Resource Zone. Normally, the multipurpose resource area is either within the laboratory or directly adjacent to it, The area is designed for research, planning, individual study, group discussions, instructional demonstrations, and multimedia presentations (Ketcham, 1976). Itis used by students in conjunction with laboratory exercises. An essential component of this zone is an instructional-material resource center with student carrels containing up-to-date autotutorial equipment and materials. Space, shelving, and display units are pro- vided for books, magazines, and technical journals, When the labcratory work creates excessive noise and dust, this area is di- vided from the lab with partitions equipped with shatterproof glass panels permitting proper supervision. A well designed multipurpose resourc? area serves both individualized and group instruction needs. Outside light is con- trolled, and the area is equipped for multi- media presentations. Chairs and tables should be movable, so that the seating’ar- 37 rangement can be quickly adapted to lec- ture demonstrations, small group discus- sions, or individualized learning. For audio-visual presentations in this area, the screen width is best determined by the estimated group size (table 3). The screen width, in turn, determines the opti- mum viewing area (fig. 2). These dimen- sions are based on glass-beaded screens. The width of the viewing area can be in- creased to four times the screen width if a lenticular screen is used. While this is more costly, such expense is justified if space is limited. The projector-to-screen distance is of utmost importance. Using the distances recommended in table 4 will insure a sharp image which correctly fills the screen. Figure 2 illustrates a recommended seating arrangement for audio-visual pre- sentations. Table 3 Width of Audio-Visual Screen Width of Sereen Audience Capacity 30 inches 13 40 inches 23 50 inches 40 50 inches 40 60 inches 56 70 inches 80 Storage Zone. Occupational educa- tion emphasizes activity. Supplies, materi- als, tools, and instruments are integral parts of occupational preparation and must be managed along with instructional space. Peter Tarapata (1974) refers to things management as “the process whereby things are collected, the process started, set in motion, maintained, finally completed and cleared away for the next event.” - Gilbert G. Weaver (1959) indicated four concerns relating to storage and control of materials: 1. The necessity for convenience through good organization of the stored materials, which, in tum, minimizes the labor required for material handling and processing 2. The need for safety, against ex- treme temperatures and relativea8 Managing the Occupational Education Laboratory Figure 2 Seating Arrangement for Audio-Visual Presentations (Schnieder, 1970) Beaded Screen First Row of Seats Projector Ideal Viewing Area Last Row of Seats I 3x Screen Width |Facilities Pianning Table 4 Distance of Projector to Audio-Visual Screen Film Strips Width of Seroon LensFocallength 30inches 40inches SOinches §0 inches 70 Inches 3 Inches (75 mm) Bfoot 11 feet 17 tect 19 feet 4 inches (100 mm) 15 feet 22fect 26 feet 5 inches (125 mm) 14 fost 19 feet 2Bfost 32 feet 6 inches (150 mm) i7fect 22 fost 33 fect 39 fect \ " Lens Focal Lenath ‘ZWinches 3 inches (75 mm) 6 foot 7 feat Qfoot it fect 13 feet 4 inches (100 mm) Tfeet 10fect 12fect 1Stect 17 feet 5 inches (125 mm) Sfect 12fect 16 feet 19fect 22 feet 7Binches (150mm) 11 feet 15fest —*19fest 22 feet 26 feet humidity which may be respon- sible for material spoilage, break- age, and loss 3, Theneed for visibility of the stored materials which improves inspec- tion, prevents waste, reduces du- plication, and aids in maintaining adequate supplies 4, Theneed for adequate storage space for materials required by the in- structional program, to promote maximum efficiency. Planning of storage areas and facilities assumes considerable importance when buildingcosts are estimated. Approximately ten to fifteen percent additional space should be added to the instructional space for storage. Even this ample amount of .ce may prove to be adequate only when is utilized efficiently. The following space utilization methods are suggest 1, Maximum utilization of wall space; outside windows should be at least nine feet from floor. 2. Movable shelving; one aisle serves as many as twelve rows of ceiling- high shelving (fig. 3). 3. Workbench utilization for storage; storage space is placed under benches. 4, Mezzanine storage of infrequently used materials 5. Portable instrument, tool, and sup- ply cabinets 6. Vertical instead of horizontal stor- age of lengthy stock Each occupational area has its own sup- ply control and storage considerations. For example, in planning for the nursing lab, many of the problems found in hospitals must be dealt with. One of the major areas of concern is the prevention of infection. Any cart or cabinet used for storage must be easily cleaned. Materials for dealing with contaminated items must be stored as far as possible from materials used in stor- ing sterile items. With the increase in drug abuse, needles, syringes, and empty Gap- sules must be as closely controlled in the lab as they are in the hospital. Laboratory control of supplies should be accomplished as much like hospital control as possible. ‘Since hospital areas are divided into units for administrative purposes, storage and control in the nursing lab should be divided similarly. ‘Some large occupational education cen- ters have saved storage space by establish ing centralized supply rooms for laborato- ries within an occupational cluster. How- ever, sucha saving may be more than offset by resulting inconvenience for student and faculty. The time spent going to and from the supply room, plus the time spent wait-40 Managing the Occupational Education Laboratory Figure 3 Movable Shelving Overhead Rail 4 Sliding Shelves ing for services, is not only nonproductive, but counterproductive. Also, discipline and safety problems may arise when students are out of supervisory range. Storage areas should not interfere with the planned traffic flow or create projec- tions which may reduce visibility or work space. These should be easily accessible from the area of use. Storage rooms for volatile materials such as dangerous chemicals or flammable liq- uids must be constructed of materials ap- proved by the state Fire Marshall and with one-hour fire rating. These rooms must be equipped with self-closing doors, vented outside, and have a blow-out door or wall. Storage provisions for such three-dimen- sional instructional aids as models, smockups, and cutaways should be care- fully planned. Some reference objects may be kept in display windows or cabinets with glass doors. Other objects which are used occasionally can be kept in regular storage cabinets or on open shelves in se- cure storage rooms, Visual aids should not be left standing on workbenches or on tops of lab equipment. When left unprotected, freestanding threc-dimensional aids are casily damaged and cause safety problems, When stored on wall hooks, they become soiled and can spoil the lab's appearance. Storage space and security must be pro- vided for both institutional and student Property. Student's needs vary and may require secure storage space for instruments and tools in addition to individual projects. The size of the space needed depends on the laboratory activity. In most instances indi dual lockers or drawers equipped withcom- bination locks are adequate, Projects larger ihan lockers require separate storage areas with adjustable shelving and locks. Areas of this type should be divided into separate sections, one for each class. Concern over safeguarding student property is necessary for good student morale, Frequentiy, stu- dent earnings are cither limited or nonex- istent. The theft of instruments or a project representing evena modest investment may representa far greater loss toa student than to a wage-earning person. When damage involves a term project, the loss is even greater, since the student may have nothing to show for countless hours of work.Planning for Ancillary Areas There is close relationship between well planned ancillary areas and effective tab management. Ancillary rooms or areas for laboratories should be clearly labeled as such on preliminary floor plans, They should not be considered a part of the in- structional space. While supply and stor- agerooms are essential for instruction, they do not provide working space for students. ‘When ancillary areas are not provided in the initial plans, instructors are forced into developing makeshift arrangements, which frequently reduce already minimal student work space, ‘One or all of the following types of ancillary rooms may be considered in plan- ning facilities: supply room, instrument room, portable equipment room, student project room, and locker-dressing rooms. Other ancillary rooms may include the instructor's office, waiting rooms, and fin- ishing rooms, Frequently, special rooms for using precision instruments and com- puter equipment are planned with close temperature and humidity control. There are several programs which may require outside ancillary areas. The child care center laboratory, for example, re- quires an outdoor playground with direct access from the center. Automotive ser- vices require fenced outdoor areas for the storage of vehicles: 2 minimum of 4,000 square feet is recommended. The building trades program requires fenced outdoor stor- age for materials and equipment, with a minimum of 2,400 square feet recom- mended, A small engines and recreational ve- hicles laboratory requires outside storage which might be shared with the automotive programs. Proper clustering of the labora- tories can make this possible. In emer- gency medical-services training, the labo- ratory should have vehicular access for ambulances and proximity to extraction facilities. In agricultural education an out- door portion of the laboratory is necessary for raising livestock, field crops, trees, and ornamental plants. Instructional Resource Centers ‘Many institutions cluster their laborato- ries on the basis of occupational families. In addition, some instructional resource centers which serve occupationally related programs are centrally located. These re- ‘source centers either replace or supplement individual laboratory mini-resource ‘cen- ters and are accessible from each cluster laboratory. The decision whether to plan cluster or individual resource centers is difficult, Central units are less expensive since duplications of space and instric- tional resource material are avoided. But, whether the students use the materials which are centrally located as much as they use ‘materials in mini-resource centers is not known. Another factor that needs further study is supervision of the students while they are at the cluster resource center. An instructor who serves 60 or more students at the center may not be able to provide adequate individualized assistance. Also, occupational teachers believe that techni- cal reading materials in the mini-resource centers are used more widely by students than those in the school library. While this book usage may not be completely analo- gous to other resource center usage, it does indicate the need for complete information prior to ful) commitment to either plan. Instructors’ Offices There are three discernible patterns in the location of instructors’ offices at the postsecondary level: (1) glass, window- enclosed chambers, within or adjacent to the laboratory; (2) all offices clustered in one area away from the labs; and (3) no separate offices: all instructors’ desks, with or without partial partitions, in one large office. Locating the office either in or adjacent to the lab area has many benefits. The instructor may have private discussions during Jab instruction time, yet maintain visual supervision of students and the Labo- ratory. The possibility of student injury due to either carelessness or maliciousnessa2 Managing the occupational Education Laboratory is reduced, and overall laboratory safety and security improved, Yet, some instruc- tors like having tieir offices away from the Jab. They believe such location decreases student traffic in the offices during lesson * preparation time, and they can, thus, plan ‘more effectively. Each office arrangement has advantages and disadvantages. While the office ar- rangement away from the lab cuts down on student interruptions, it is questionable whether this is totally beneficial if students with legitimate needs for assistance out- side lab hours fail to contact their instruc- tors. Storing lab, student, and course records away from the lab may be inconvenient. Nevertheless, disturbance-free time is es- sential for the preparasion and organization of lesson plans and for evaluation of stu- dents’ work, In multiple-occupancy offices, private conferences between student and instruc- tor are inhibited unless some type of a partition is erected between instructors’ desks, The educational value of individual- ized instruction and teacher-student con- tact necessitates such partitions, Cellings, Windows, Partitions, and Doors Ceiling heights for laboratories vary with the nature of the program. Finsterbach and ‘MoNeice (1969) call attention to two con- siderations: (1) high ceilings facilitate the safe movement of materials and (2) help to eliminate excessive dust concentrations. ‘They also recommend that “When balcony type storage facilities are incorporated, the minimum ceiling clearance under support- ing beams to balcony floor should be 6 feet 6 inches. No part af the balcony coustruc- tion at any point should be less than 8 feet 6 inches high.” Robert D. Brown (1979) recommends lacating windows nine feet abave floar level to conserve valuable wall space. He also suggests that walls facing east and west be windowless to avoid the penetration of di- rect morning and afternoon sunlight into the lab, Windows atany location need to be. as free of glare as possible. The outside design of the building may effectively con- troi the amount of glare entering the room (Castaldi, 1969). Overhangs, externally ‘mounted slats, and tinted windows are some of the more common glare-control devices. Internally, either translucent or opaque shades may be drawn over the windows for glare control or for darkening an area for audio-visual presentations, When partitions are needed for acousti- ‘al, safety, atmospheric, or other reasons, transparent or partially transparent parti- tions are recommended. Whenever pos- sible, instructors should be able to main- tain visual contact with the students. Such visual supervision may prevent student in- jury, improve security for school property, and better direct student activities. Allied health laboratory areas designed for pa- tient care in school clinics, where privacy is essential, would be exceptions to this rule, Fixed partitions utilizing modular Construction principles are economical and easy to move for future laboratory space rearrangements. Such partitions are not load bearing and designed for fast and inexpen- sive relocation, Rooms with 2,000 square feet or more Mloor area should have at least two doors Jocated as far apart as possible. Laberato- sies receiving many materials should have ‘one outside door for deliveries. Interior entrance doors should be at least three feet wide, and exterior doors four feet wide, The door must be five feet wide if itis used (or material and equipment transfer. Such doors should be located convenient to de- livery and storage areas s¢ that deliveries do not interfere with laboratory activities - Finsterbach & McNeice, 1969), Acoustles Since much occupational instruction is carried out through auditory communicé tion, good sound control munt be imple- mented in the laboratory. Sound control deals with two separate problems: sound conditioning and sound transmission. Con- trary to popular belief sound conditioningFacilities Planning does not necessarily solve the sound trans- mission problem. Solutions to one type of problem are quite different from those re- lated to'the other. Sound conditioning re- fers to treatment of interior surfaces of a given space to attain the desired reverbera- tion time for the type of activity to be housed in the space. The persistence of sound within an enclosure, after the source is shut off, is called reverberation. The three surfaces which must be given acoustical consideration are ceilings, walls, and floors. Since acoustical tile and ceiling systems are available with wide absorption ranges, ceilings for light- to medium-duty laboratories offer little or no difficulty. However, in heavy-duty laboratories ceil- ing materials may present problems. Four solutions are possible: the use of acoustical decking, acoustical clouds suspended from the ceiling, installation of baffles to break ‘up sound, or any combination of these. The minimum sound absorption of the ceiling should be 75 percent. Many architects recommend treating the ceiling of the entire room with acoustical material, However, when this is done, the amount of sound absorption is excessive, and hearing conditions actually may be worsened, Instead, acoustical treatment should be located where large surfaces inter- sect at angles less than 180 degrees. When sound strikes at the intersection of two walls in a room, it undergoes two reflec- tions before returning to the interior of the room. Consequently, if two adjacent walls are treated, the intensity of the sound re- turning to the center of the room is reduced. For improved sound control, Castaldi (1969) recommends the followin, 1. Acoustical materials be used at the edge of large surfaces, where two surfaces meet, and at the comers 2..No sound-absorbing materials be installed on the central areas of ceilings in classrooms 3. The edges of ceilings and upper edges of walls in classrooms be treated with acoustical materials 4, Acoustical treatmentnot be massed as on onie wall or ceiling of an in- structional space ey ‘5. Sound materials be installed in pan- els or vertical strips about two feet wide for large rooms. Acoustical patches uniformly but not sym- metrically distributed may also be used quite effectively in larger in- structional spaces. Control of excessive outside noise penerating the lab is just as important and necessary as sound control inside the lab. To reduce outside noise interference, all sound paths, ¢.g., walls, doors, ductwork, should be insulated to the same level. If ‘excessive noise penetrates the room through any of the sound paths, the insulationof the others is wasted. Excessive sound generated inside the tab- oratory can be a two-fold problem: (1) it may emanate from the moving parts of equip- ment; (2) the equipment, in turn, may cause additional noise through contact with benches, tables, and the building structure. Excessive sound emission inside the laboratory can be a serious health hazard, Prolonged ex- posure to a noise level of 90 decibels or ‘more not only interferes with communica- tion, but can cause temporary or permanent hearing loss. Individuals exposed to such levels should wear ear protectors. Machine noises can be lessened to vary- ing degrees by enclosing the machine in acoustically absorbent material. The ma- chine should be mounted on resilient pads tocliminate vibration transmitted toabench or floor. Enclosing the noise source, when feasible, can bring about dramatic results. ‘The enclosure may be partial, witha shield treated with sound-absorbing material fac- ing a single source of noise; or, when the noise is excessive, the enclosure may be complete with full inside acoustical treat- meat. In all instances, the acoustical treat- ‘ment must be inside the enclosure walls, Using carpeting is another mettiod of improving the acoustical environment, Carpeting eliminates floor-generated noises and improves acoustical properties by re- ducing sound reverberations from the floor.48 ‘Managing the Occupational Education Laboratory Carpeted floors also seduce heating and floor maintenance expenses, lessen inju- ries due to falls, and can create a pleasant, comfortable atmosphere, Colors The energy in color and its influence should guide the selection of color schemes for laboratories. “Colors are merely a re- sponse to stimulation from light waves pass- ing through the eye. Each color or hue travels atthe same speed, bliton diferent wave length or frequency (like television signals from different stations)” (Pittsburgh. Paints, 1970). Color has three dimensions: hue, value, ard chroma. Thename of acolor isits hue, red, orange, yellow, green, blue, violet, tc. Primary hues are red, yellow, and blue—using these three, other colors can be mixed, Equal parts of red and yellow make orange; equal parts of yellow and biue produce green; and equal parts of blue and red produce violet. Red, yellow, and orange are considered warm hues; green, biue, and violet are considered cool hues. The lightness or darkness of a color deter- mines its value, Value levels range from brightest to darkest in each color, Chroma describes the relative intensity of acolor. A dull red is low in chroma, while a brilliant yellow is a color of high chroma—a high degree of intensity. A light color may be more intense than a dark color. Some colors soothe and relax; others excite and stimulate; still others depress and irritate. Red is stimulating and energiz- ing; yellow cheers; blue calms and soothes. Green, liked by most people because it is common in nature, is made of both yellow and blue, and has the characteristics of both, The application of certain colors can alter apparent proportions. Light colors make objects or rooms appear larger, while dark colors make them appear smaller. Warm colors stimulate human emotion, while cool colors tend to restrain them. A judicious balance of laboratory colors can Promote a beneficial degree of stimulation to aid learning. Complementary colors are contrasting hues of the same value, A warm hue, red for ‘example, is said to complement an equal val- ue of green, a cool hue. Orange comple- ments blue; yellow complements purple. Formanipulative tasks.a background of com- plementary colors is recommended. Such colors tend to absorb light and prevent eye strain often caused by prolonged exposure to contrasting colors. Contrasting colors arecontrasting hues of different value, Con- sequently; they are suggested (0 focus the eye’s attention, The safety color code de- scribed in chapter 6 utilizes the attention- getting power of high intensity colors. Such colors, in contrast with more balanced, Tower intensity hues, are used to indicate traffic lanes, first-aid equipment, areas of danger, fire-fighting equipment, and spe- cific equipment hazards. Color coding of aility pipes, industrial gas containers elec- trical and electronic components, raw ma- terials, and welding electrodes are just a few more of the many industrial uses of color. Color-engineered plants are credited with improved employee morale, lower ac- cident rates, and improved production. Robert B. Lytle (1976) believes that the utilization of color principles is necessary in the learning situation: “Color provides identity. Intensity provides visibility. Varia- tion minimizes monotony. The use of color demands attention.” Paint manufacturing companies often offer technical assistance to schools planning color schemes for edu- cational laboratories. The color systems recommended include visual separation of hazardous and safe equipment parts; ceil- ings, walls, and floors use colors comple- menting furniture and equipment, A coor- dinated color system seduces eye strain, provides greater safety, and produces a generally pleasing physical environment. iumination ‘An important factor in choosing wall, ceiling, and floor colorsis the light reflect- ing quality of the colors considered. The reflection factor is the percentage of light striking a surface which is reflected. For ex-Facilities Planning ample, if 10 foot-candies of light strike the ceiling and 8 foot-candles are reflected, the reflection factor will be 8/10 or 80 percent. ‘Whether the major portion of the labora- tory illumination is received through natu- ral or artificial light, the light intensity levels should conform to those recom- mended in table 5. The recommendations are the result of calculations based on Ili- mination Engineering Society (1987) for- mulas for determining optimum illumina- tion levels in educational institutions, Sat- isfactory illumination, a coordinated color system, plus good ventilation, heating, and cooling, contribute to student and instruc~ tor well-being and safety. Thermal Environment In addition to the effects of acoustics color, and illumination, thermal environ mentranks high among the physical factors that influence the learning process in the instructional laboratory (Mehallis, 1970). Table 5 ‘The relationship between student conduct and uncomfortable temperatures, humid- ity, and lack of an adequate supply of fresh air are discussed in chapter 7. ‘Temperatures between 65 and 68 de- grees are considered optimum for labora- tory activities requiring moderate to heavy physical effort. Therelative humidity range should be between 40 and 60 percent, and the tinea! movement of air between 20 and 40 feet per minute. Air-conditioned spaces require 1-1/2 cubic feet per minute (cfm) per square foot, while using outside air and mechanical ventilation requires 2 cfm per square foot. Mechanical power exhaust ventilation is necessary in all lab facilities producing ex- cessive dust, fumes, or odors, Exhaust col- ecting hoods should be 7-1/2 feet above the floor. Built-in mechanical exhaust sys- tems are needed for internat combustion engines, industrial furnaces, spray booths, welding, and other high-intensity fume pro- ducers. Suggested Lighting Levels tor Occupational Education Facilities Foot-candles. Television viewing room 5 Storage 10 Waiting lounges 20 Conterence rooms, laboratories 30 Classrooms, planning, rough testing 50 Proof reading, general testing, assembly 70 Drafting, counter displays 100 Fine drafting and assembly, testing, sewing, medium to savere office tasks, inspection display lighting 150 Extra fine assembly, testing, severe office tasks 200 Color identification, special inspection, very severo and prolonged visual tasks 500 To keep brightness of finishes within desirable ranges, the reflection factors should be as follows: Object Ceilings Wainscoting and trim Floors, desks, other equipment Sidewalls Percentage of Light Reflection 80-85 40-60, 30-4046 Managing the Occupational Education Laboratory Reminders for Laboratory Planning Each lab should have © Doors large enough to allow free movement of equipment, instruc- tional materials, and supplies ‘© Lockers or coat racks for each stu- dent, within the laboratory in the heavy equipment laboratories @ Washup areas and at least one drinking fountain Display case for both instructional and public relations purposes ‘© Provision for physically handi- capped persons to have access to all parts of the lab © Teaching station provided with a minimum of 16 linear feet of markerboard and 8 linear feet of tackboard Some programs have special needs, such as © Customer service entrances © Extensive trash and refuse storage and disposal facilities Safety {catures to be considered: @ Emergency shutoff switches for each of the laboratories which contain electrically powered equipment. These should be prop- erly labeled and strategically located on each wall of the la- boratory so that the instructor ‘will never be more than 25 feet from them when class is in ses- sion, © Fire extinguishers in strategic lo- cations in laboratories with po- ter fire hazards Locking to the future: © Laboratory design to provide for future expansion of reduction in size. The mechanical systems should be adaptable in design to Provide access to heating lines, electrical service, water lines, clocks, and air conditioning. © Overhead clectrical and mechani- cal systems should be used when- ever possible to provide flexibil- ity for program change and build- ing expansion, Notes to the Architect “Notes to the Architect” are prepared in conjunction with the recommended floor plan, and indicate the special features nec- essary or desirable for the laboratory (Torp & Tumer, 1973). They include the follow- ing: Location relationship identifies the desired physical relationship be- tween the laboratory under consi- deration and other programs (fig. 4). Climate control deals with special thermal and humidity consider- ations unique to instruction, such as special exhaust and ventilating systems to remove dust, smoke, fumes, vapors, of gases. Acoustical recommendations point out any special acoustical consid- erations for this laboratory. Mlumination factors include types and intensity of lighting devices for general use and supplemental light- ing for designated areas, Light in- tensity is expressed in foot-candles (cf. table 5), Storage facilities consider staff, stu- dents, equipment, instrumenta- tion, and supplies; other special storage problems may include stor- age for evening or adult education lasses. Utilities considerations include such items as electrical power, com- pressed air, natural gas, welding gases, and water. The equipment list and the projected learning ac- tivities bear greatly on these. Sanitation requirements include wash basins, showers, toilets, and spe- cial waste disposal facilities, Surface types are materials for floors, walls, and ceilings, Door considerations include needs for special doors such as overhead and light-trap doors.Facilities Planning Figure 4 Matrix of Relationships (Alger Associates, Inc., Educational Consultants, Grand Rapids, MI, 1973) xo) Y x KO) Y (CLASSROOMS, Unusual building maintenance prob- Jems include any special problems that might occur with a particular type of laboratory. The sample Notes to the Architect fol- lowing were prepared for a hypothetical new graphic arts laboratory, and highlight its specialized needs. Each occupational lab has requirements peculiar to it, which should be called to the attention of the facility planner. Simple, descriptive notes ‘can accomplish this. Appendix A contains tworeport formsused by occupational edu- cation facility planners. One is used to give special design requirements, and the other Troe SN Hee SERS | eanamane SONS RE ROR, BanOR BATT SOONER ISIS [runoromes SISSIES OSS [rooosenor SISSIES [sarne cone SSRIS ERO [ienrrnoce SIS IESE ETS [wear coor tara SOT SEES OSIRIS [romana Se SOKO ROR DRI ON ISIE OS [easoe a ast SISOS DR DR EDLY [exc ator SOS LISTS ERIS [esr reonocron SOS SSR [ions omce SR OSRORES IRIN [oan comrnat SISSON SES [unoerrare —SESRERISRSS i tom caTeRs SCS eos SRS RROD eee, Desirable to be in close proximity but not 5 4 3. Must be in close proximity 2 mandatory 1 ° ximity but not necessary Not desirable to be in clase proximity lists the equipment to be housed in the proposed laboratory. Both forms, included in educational specifications reports, are used for estimating construction costs and designing facilities. Laboratory Planning Sequence 1. Establish occupational advisory committee, Planning recommenda tions are made jointly by voca- tional educators, advisory commit- tee members, and architects. 2. Determine types and classifications of jobs this program covers.a3 Managing the occupational Education Laboratory Notes to the Artchitect—Graphic Arts Laboratory 1. General environment 1, Climate control a. General thermal and humidity control adequate to maintain comfortable and health{ul conditions during all seasons, b. Special thermal and humidity control necessary for instructional activities and paper handling ©. Special exhaust or ventilating system to remove dust, smoke, odors, fumes, vapors, orgases i. Exhaust fan to exterior over platemaker fi, Suitable ventilating system tor darkroom 2, Sound control Special sound control characteristics to muttle and control acoustics balance in laboratory—suspended acoustical ceiling. Walls should also absorb sound of ma- chinery. 3. Illumination a. Genoral lighting Genaral ceiling lighting ot adequata and unitarm brightness throughout labora- tory. Recommend white fluorescent suspended in acoustical ceiling with gold tubes aver platemaking area, b. Types and intensity of supplementary lighting devices for designated areas Line and halftone darkroom should have several 10- by 12-inch Kodak safe- lights mounted in appropriate working areas with a series 1A Wratten safelight filter in them, Minimum of eight required. ii, Continuaus-tone darkroom shauld have a Kodak § 1/2-inch adjustable safe- light mounted in each working booth and ‘suspended from ceiling in appropriate areas with a yallow series OC safalight filer. Minimum of ten required. I, Storage facilities 1, Staff (personal) 2. Lackers (ar 60 students, 10 by 10 inches. lil. Vertical instruction surfaces 1. Chalkboard, 18 linear feet 2. Tackboard, 12 linaar feet 7 IV, Utilities 1, Electrical @. 120-V convenience autlets spaced at 8-foat intervals on walle. b, 120- to 240-V three phase available in overhead buss bar above suspended piling 10 permit drop cords ©. Suitable power cut-off safety buttons provided for all laboratory equipment. One master ewitch located in office. 2. Compressed air One outlet on each wall, equipped with quick disconnects and regulators 3. Water a, Hot and cold with temperature cantral valve and ragulatar fordarkraam sink ia line and halftone darkroom 'b. Hot and cold with temperature contro! valve and regulator for darkroom sinks in continuous-tone darkroom c, Hot and cold with temperature control valve and regulator for plate finishing and developing sinkFacilities Planning “9 d. Hot and cold water for wash basin . Drinking fountain located in laboratory area 7 V. Sanitation requirements 1. Washing Circular wash basin with soap and towels 2, Special waste disposal ‘a. Photographic chemicals requiring glass or acid-resistant plumbing b. Solvent storage for disposal VI. Communication requirements 1. Synchronized clock and bell system 2, Two-channel sound system 3. Telephone in office with direct line outside after switchboa 4 closes for safety considerations after hours 4, Display aroa Glass-enclosed bulletin board in adjacent hallway, 10 by 15 feet VII. Special door considerations 1, Revolving light-trap entrance to both continuous-tone and line and halftone darkrooms from laboratory area 2. Receiving dock with 8-foot overhead door or direct access to common receiving dock with double doors without mullion 3, Emergency darkroom doors for each darkroom large enough to permit removal of equipment (42-inch door} Vill, Buitt-in equipment 1. Revolving light-trap entrance (three way) 2. Darkroom sinks (two), island type in continuous-tone darkroom 3. Darkroom sink in line and halftone darkroom 4, Counters and cabinets (with locks) in each darkroom 8. Enlarging booths and contact printing booth in continuous-tone darkroom \X. Material recaiving and shipping Receiving dock required to accommodate this program. (Note: relatively large trucks will be delivering paper in packages Weighing over 220 pounds, as well as skids of paper weighing over 2000 pounds.) X. Type of construction 1. Floor should be concrete with sealer and hardener. 2. Walls should have a smooth; washable surface, 3. Ceilings should be suspended acoustical tile with removable panels for access to electrical outlets. XI. Unusual building maintenance problems 1. Ink splatter and spillage may occur. 2. Photographic and platemaking spillage may occur. 3. oy lage—recommend oil pans under each piece of equipment that may drip oil, Xl. Laboratory location Locating the graphic arts laboratory near the drafting, commercial art, technical illustration, and office occupations labs is desirable, However, satisfactory sound Protection from printing-equipment noise is needed,50 Managing the Occupational Education Laboratory 3. Develop educational goals and task lists for the program, 4, Describe student laboratory and classroom Jearning activities, 5. Develop equipment and supply lists necessary for the projected tearning activities, 6. Determine the size of the labora- tory area, Estimate space needs for equipment and supplies. a. Utilize table 2, Recommended Space Allocations for Se- lected Occupational Educa- tion Laboratories. 'b, Figure space allowance per stu- dent: © 50 to 65 square feet in light- equipment lab #80 (0 100 square feet in medium- equipment lab © 130 to 150 square feet in heavy- ‘equipment lab © 180 to 200 square feet in extra heavy-equipment lab 7. Draw the outside boundaries of the floor plan, with a width to length ratio of approximately one to one and one-half (e.g. fig. 5), For drafting floor plans graph paper is recommended because it eliminates the need for using special drafting instruments, Equate each square on the graph paper withan arbitrary dis-tance, for example, if each square sep- resents one foot, then 85 squares in a straight line will represent 85 feet. A soft-lead pencil, a straight edge, and a set of hand- made or commercially made pat- terns (cut out, scaled to floor- plan paper guides) should be sufficient for locating furniture and equipment. . Determine the desired areas to be included (see table 6). Locate the boundaries of each area on the floor plan. Use dot- ted lines for nonpartitioned area boundaries (fig. 5). ef 10. Determine the locations of all doors, windows, and movabie par- titions. Reserve one nonload- bearing wall, without doors and windows, for possible future lab- oratory expansion, Provide a ser- vice door so that all large pieces of equipment may be installed or removed without removing doors or parts of the wall (fig. 6). 11, Locate traffic pattern for student ‘movement, material transfer, and customer or patient movement (fig. 2). 12. Locate furniture and equipment ‘using scaled patterns which in- clude operator and service space. Be certain that equipment space does not transgress into traffic tanes. Consider accessibility to supply, instrument, and taal stor- age. Place equipment with re- gard to sequence of operation and associated activities, Pro- vide for safety zones around po- tentially hazardous equipment {see fig. 8). 13 Locate storage facitisies (fig. 9). 14, Locate and identify utility sec- vice arrangements such as venti- lation hoods, vacuum lines, and compressed air outlets (fig. 10), 15. Locate vertical instructional sur- faces, such as markerboards, bul- tetin boards, and pegboards. The suggested standard for marker- boards is 16 to 20 linear feet for classrooms and 6 to 8 linear feet fos laboratories; the standard for bulletin boards is 12 to 20 linear feet for classrooms and 6 to 8 linear feet for laboratories. 16. Locate display window. 17. Locate material receiving area. 18, Locate sanitation facilities: wash basins, showers, toilets, and spe- cial waste disposal facilities, Identify areas and equipment by code numbers and letters (see table 7 and fig. 10). =Facilities Planning Figure 5 Floor Plan Showing Outside Boundarles and Interlor Areas52 Managing the occupational Education Laboratory Table 6 Checklist for Space Allocations Within a Laboratory 1. Planning area, including reference library 2. Multipurpose area 3. Small-group conference area 4, Demonstration area 5. Special lab areas* 8. Dressing area 7. Reception area 8. Material receiving and shipping areas 8. instrument, tool, and smali portable 10. Day-student project storage 11. Evening-student project storage 12. Audio-visual equipment and supply storage 13. General supply storage 44. Supply 18. Patient, customor, or patron lounge 48, Toilet 17. Instructor's office ‘equipment storage, HITTITE SSS *'Such as: darkroom, grinding toom, stotlizing room, shielded room (or elec- tronic communication equipment, finishing room, movable equipment storage area, equipment testing, and calibration area 19, When applicable, locate outdoor laboratory facilities, 20. When applicable, locate outdoor storage area. 21. Prepare equipment and area code lists (table 7) to accompany labo- ratory foot plan and equipment arrangement. 22. Prepare a set of Notes to the Architect (see sample preced- ing). summary Sometime during their careers most oc- cupational education instructors become involved in either planning new or modern- iaing existing facilities. Good planning re- quires that instructors be familiar with edu- ational specifications and trends in school construction, Facility planners seek ways to best uti- lize the school plant, Lab instructors can make significant contributions to the total planning effort by virtue of their expert knowledge of particular occupational abo- ratory requisements. Key considerations in designing labora- tory floor plans are traffic control, adequate space for both work and equipment service at each lab station, supply and equipment storage, auxiliary areas, multipurpose re- source centers, and a proper physical envi- ronment for learning, Discussion Questions i, What pant do instructors play in plan- ning for the renovation of existing occupa- tional education facilities or for new build ings? 2, What factors should be considered when planning modernization of existing facilities? 3, What factors determine the size of the the lab? The size of the related classroom? 4, Where should the lab of classroom be located with reterence to other departments of the school? 5. What type of entrance facilities and door sizes would be desirable for each type of instructional area? 6. Where should display cabinets be lo- cated? 7. What is meant by traffic control? 8, What factors should ve considered when locating equipment, work benches, work stations, and desks?Figure 6 Floor Plan showing Door Locations54 Managing the occupational Education Laboratory Figure 7 Floor Plan Showing Traffic PatternsFacilities Planning 5B Figure 8 Floor Plan Showing Equipment and Furniture Locations"56 ‘Managing the Occupational Education Laboratory Figure 9 Floor Plan Showing Storage AreasFacilities Planning 7 Figure 10 Floor Plan Showing Area, Equipment, and Furniture Designations by Coded Numbers and Letters ® @ Compressed* Air58 Managing the Occupational Education Laboratory Table 7 Equipment List for Bullding Maintenance Laboratory Code A 8 ° D E F 6 H 1 J Kem Workbench Drill press Metal lathe Grinder Milling machine Threading machine Vertical bandsaw Radial saw Tool cabinet Tackboard Chalkboard Wash basin Bathtub Sink Toilet Storage cabinet Display window Vertical metal storage Vertical lumber storage File cabinet Wardrobe cabinet Desk Bookcase Circuit breakers: 120 to 240 V, one phase, 60 cycle, 20 amp Table Lockers Multipurpose resource area instructar’s aftica Storage and material receiving Plumbing servico Machine tool area Electrical service Hardware area Spray booth Toilet Locker roomFacilities Planning 9. How may noise in labs be reduced to aminimum?. 10, What considerations should be given to the type of floor best suited for a lab? A classroom? 11, What factors should be considered when selecting wall colors? 12, What colors are assigned definite functions in industry? 13, What are warm colors? In what areas should they be used? 14, In what two ways is color value im- portant? 15. Why is the use of more than one wall color often advocated? 16. When should balconies or mezza- nines be constructed? 17, What factors should be used in de- termining the size of storage facilities? 18, What factors should be considered when planning storage for general supplies? 19, What safety factors should be con- sidered when planning a new lab? A new classroom? 20. What type of waste and refuse con- tainers aré appropriate? 21. What do you consider adequate pro- visions for audio-visual services. 22. What factors should be taken into consideration to insure flexibility in the use of facilities? Instructional Management Competencies: Facilities Planning 1, Arrange for additional occupational education facilities to accommo- date expanded enrollmentsand tech- nological advancements. Criteria: a. Existing physical facilities were evaluated, b. Technological advances and projected enrollment figures were reviewed in determining additional facility needs. ¢. The state department of educa- tion was consulted, \ 4. Differences between current fa~' cilities and projected facilities were determined, e. Priorities for necded fa were listed. £, The necessary steps were taken to gain approvel for the pro- Posed modernization, building addition, or new facility, based on the priorities determined . 2, Arrange layout of the occupational education laboratory to simulate the ‘occupaticnal environment. Criteria: a, Suggestions for the layout were obtained from recognized lead- ers in the occupation. b. Instructional techniques were reviewed. c. Safety regulations relating to the school and equipment were reviewed. 4, Laboratory layout was planned to provide for ease of mainte- nance. ¢, Periodic review of the labora- tory layout was conducted with the students and advisory com- mittee. 3. Arrange laboratory work areas and storage space to facilitate student performance. Criteria: a.Each student was provided a laboratory work and storage area. ». Work areas and storage space were labeled for easy idenitifi- cation. ¢. Students were informed of their responsibilities in maintaining their work areas and storage space. 4. Control heat, light, and ventilation in occupational education labora- tories and classrooms. Criteria: a, Temperature settings for the ar- eas were based on the instruc tional activity and class size. b, Lighting was properly adjusted for the particular instructional activity. ies60 Managing the Occupational Education Laboratory ¢. Ventilation of the room was regulated for the instructional activity and class size. 4, Need for special procedures re- ated to the environmental con- trol systems were explained to the custodial staff, e. Control of the classroom’s phy- sical atmosphere was consis- tent with local and state regu- tations. References Bergen County Vocstional Technical High School. (1985). Development of a school of science and technology, Hackensack, Ni: A thor. Bott, P.A. (1988). A comparison af ve. ational educa- tion programs located in schools of eus-ation vith those located in schools of engineerin, or tech nology. Journal of Industrial Teacher Educut.on, 25(4), 35-40. Brown, R_D. (1979). Industrial arts laboratory plan- ning and administration (p. S01), Milwaukee: Bruce. Castaldi, B. (1969). Creative planning of educational ‘facilities (pp. 186-188). Chicago: Rand McNally. Educational Facilities Laboratory. (1973). Career ‘education facilities, New York: Author. Finsterbach, F.C., & MeNeice, W.C. (1969). Creative ‘facilities planning for occupational education (p. 2), Berkley Heights, NJ: Educare Associates, MWhorsinating Engineering Society. (1987). JES light- ing handbook (8h ed.). New York: Author. Ketcham, W.G. (1976). Planaing the general shop. In ‘Modern school shop planning (Ithed.,p. 320). Ann Arbor, MI: Prakken Publications. Mts effect on teaching and 1 shop planning (Nhed., ). Ann Arbor, Mi: Prakken Publications. . Valentine, LE. ,& Conrad, M.). (1972), Meckley,R. A general guide Jor planning facilities for oceupa- tional preparation programs. Columytt, OH: Tae Center for Vocational and Technical Education, ‘The Ohio State Ur lerations for laboratory planning. in Planning facilities and equipment for comprehensive vocational education programs for the future (pp. 78-91), Washington, DC: US. Gov- emment Printing Office. Michigan Department of Education. (1987). Schoo! plant planning handbook, Bulletin No. 4 ning occupational education facilities, admi tive guide for vocationat-technical education in Michigon. Lansing, MI: Author. Pittsburgh Paints. (1970). Products & color dynamics ‘guide for schools (pp. 18-19). Pittsburgh: Author. Roberts, R.W. (1965). Vocational and practical arts ‘education (2nd ed., p. S42). New York: Harper & Row. Tarapat,P.(1974), Planning for chonge (Spaces for (Career Preparation Series Document 4, bp. 1-9). Lansing, Mi: Michigan State Depar mentof Eduey- ton Taylor, S. (1990) Adaptable laces: An improved environment for business and office studies for ther education. Business Educetion, (1), 32-41 Torp. D., & Tumer, C. (1973). Educational spect- ‘eatons development package (p- 25, LACOB, MI: Vocational a Cateer Development Service, Weaver, 6.6. (1959). Shop organizaion and man- Semen (pp. 6465) New York: Pima Other Selected Readings Maley, D. (1975). Clutter concept in vocational edu- cation. Chicago: American Technical Sovity. Office of Technology Assessment. (1989). Perfor- mance standards for secondary school vocational ‘education (Background Papes). Washington, DC: ‘author. Taylor, S. (1986). Adoptable facilities infurtheredu- cation for business ond office studies (Department of Education and Science Bulletin 64). London: Harrow College of Further Education,Public institutions and government agen~ cies, reflecting the views of the taxpaying public, are placing an increasingly greater emphasis on accountability of public funds. Dictionaries define accountability as “the state of being accountable, responsible, li- able...” This official language is descrip- Material Control instrument and Tool Storage and Control One of the essential ciements of labora- tory management is a system for providing students with the materials they need for their lab activities. School schedules and limitations of laboratory work stations make tive and easy to understand. In effect, df“*"fPtnperative that all essential material be taxpayers wish to insure that the funds they provide for operating the public schools are used effectively and efficiently. Occupational education with its high operationat costs is vulnerable to critics of education. Perhaps an instructor uses poor management practices and, inadvertently, makes the laboratory phase of a course a situation where students iearn more by trial and error than from formal instruction. Therefore, he/she is justifiably subject to criticism. One of the many nonteaching activities of an occupational instructor is suppty and equipment control. If laboratories are poorly organized, as much as one-fourth or even more of the teacher's time may be spent on non-instructional activities such as mate rial con-trol and lab maintenance. While engaged in these chores, (he instructor can- not assist the students and supervise the lab properly. available quickly and efficiently, What- ever system is used must be designed to hold losses to a minimum, keep tools and instruments in working order, teach stu- dents to assume responsibility, keep the laboratory neat and orderly, and promote safety. The system should also approxi- mate one commonly used in the particular occupation. Storage Methods. Storage facilities’ vary greatly among occupational laborato- ties, but a few basic considerations apply to all of them: ‘@ Frequently used tools and instru- ments should be located close to the general work area. © Frequently used tools and instru- ments should be located and ar- ranged for fast visual access and inspection, ie © Whenever possible, portable equip- ment and infrequently used instru- ~62 ‘Managing the occupational Education Laboratory ments should be issued to students only at the beginning of a lab pe- tiod. ‘Tools and instruments may be stored in 1. Open or lockable panels which are mounted on the walls or on casters 2. Storage rooms within the labora- tory 3. Central supply rooms which serve numerous labs within an occupa- tional cluster 4, Tool/instrument kits which contain a complete set of frequently used tools and instruments ‘Many instructors favor tool/instrument pants which can be placed near the work stations 19 make the implements conve- niently a.wilab'e, igh quality parcis al- low adequate space for each instrument, outlined in a contrasting calor; contain sturdy holding devices; and provide mount- ing positions that enable the student to remove and replace tools with minimal physical hazard. The checklist for tool/ instrument panel planning (table 8) is ap- plicable toll laboratories where hand tools and instruments are used. It is usually not feasible io mount al! tools and instruments on panels; most laboratories do not have. enough usable wall space. Panels mounted on lab walls should be locked when the lab is not in operation, When inventory control systems are de- veloped, handling of ail tools must be con- sidered. Storage cabinets or tool storage rooms in the lab may be used in conjunc- tion with tool/instrument panels. There is ‘no reason to limit a storage system to all, Panels or all tool storage rooms, when a combination of both or other arrangements, such as kits or student-owned tools kept in lockers, may be more advantageous. Another storage method uses central instrument supply dispensing rooms which are space savers, but may be less conve- nient because of their distance from work stations, Toollinstrument kits may be assigned to individual students either for a complete school term or only when needed. In either Checklist for rete, strument Panel 1. Proximity to the wack area. 2, Proximity to lab traffic lanes Good Satisfactory Poor 3, Adequate distance between exits and panel for security considerations 4, Adequate illumination for panel 5, Satisfactory height and depth 6. Adequate panel design for maintenance 7. Adequate pane! design for safety 8, Adequate panel design for expansion 9. Proper location of objects on pane! as to size and weight 10. Proper organization of tools and instruments on each panol with regard to lab work assignments 11, Panel security when not in uso 12, Stability of each object on the panel— strength of hooks, racks, and holding devices “13, Relative ease of visual inspection for missing items—adequate calar ar shading contrast for outline of each tool or instrument Y Qa a Q Q QO QO QO Q 0 oO 0 Q Q 0 Q O Q Oo QO Qa O 0 Q 0 QO QO 0 0 0 QO QO Q Q Q Q QO Q QMaterial Control case, a larger volume of tools must be purchased initially than is necessary other inventory control methods. Propo- neats of kits believe that using them per- mits more actual student-work time, since less time is spent obtaining tools. They acknowledge the higher initial cost, but claim that expenses are lower in the long term because students take better care of sets of instruments assigned specifically to them as opposed to caring for items indi- viduajly checked out, Effective distribution and control of laboratory tools and instruments is essen- tial for a number of reasons: 1, When technical teachers accept instructional assignments, they also accept responsibility for the labo- ratory and its contents. 2. Tool and instrument pilferage is especially serious because losses represent waste of public property purchased with public funds, 3. An effective distribution system encourages and sets examples for good work habits—the goal of ev- ery occupational program. 4, Tight security provisions discour- age the borrowing of instruments and tools from the school. 5. Missing instruments and tools limit student laboratory work. The es- sential tools must be available if ‘students are to achieve course per- formance objectives. 6. Student morale declines greatly whenneeded implements are miss- ing. No amount of instructor en- thusiasm and preparation can coun- teract the effect of lab work cur- tailed because tools or instruments are missing. Student involvement in tool/instrument control is a desirable learning experience. Rotating students through various inven- tory control assignments familiarizes them with a greater variety of tools and instru- ments for a particular occupation, Further- more, when they participate in operating the laboratory, they provide a useful ser- vice to their classmates and themselves by helping to protect those elements essential for their lab experiences. Specific student assignments might in- clude dispensing supplies, distributing in- struments, inspecting the tool/instrument panel for missing items at the end of the lab period, and checking tool/instrument kits. Asa mule, such activities should not con- sume more than a few minutes of each day's lab work, since the primary purpose of the lab period is to learn and practice occupational skills. One exception to this may be assigning a student full time to dispense instruments and supplies for a number of consecutive days. ; Even though various inventory control tasks are assigned to students, instructors must still maintain overall managerial.re- sponsibility. If losses occur, the blame will not fall on student inefficiency, but on the instructor. Therefore, any system must in- clude safeguards which double-check stu- dent work and reporting. Distribution Methods. Some of the more commonly used systems for issuing tools use numbered metal, plastic, or fiber discs. Each student is assigned a number and a set of discs. When a tool is removed from a panel, a disc must be hung in its place. An empty tool space without a num- bered disc instantly alerts the instructor and any student assigned to monitor the panel. The student also uses 's when tools are checked out from tool rooms with attendants. When a tool is issued, a disc is given to the attendant. Tools not returhed at the end of the period can be traced quickly through the disc number. Aless sophisticated method requires that students write their names on slips of paper: the slips are used in much the same manner as discs. In other systems, students com- plete industrial-type tool or material re- quest forms. An honor system, which per- mits students to remove and return tools without leaving any identification, may be satisfactory in labs using a small quantity and variety of tools, whiere a missing tool is relatively easy to detect. However, stu-64 Managing the Occupational Education Laboratory dents should be assigned, on a rotating basis, to make certain that all instruments and tools have been returned to their desig- nated places. Occasionally, in some school districts, salaried teacher aides assist instructors, and distribution control may be turned over, to such aides. Using such year-round full- time aides relieves the instructor from hav- ing to train students for inventory control tasks, making inventory control supervi- sion decidedly easier for the instructor. Undoubtedly, conscientious instructors would take advantage of such an opportu- nity to devote more time and energy to other instructional tasks. However, students not invotved in investory control may be deprived of valuable learning experiences. Where school funds are available for teacher aides (paraprofessionals) the ques- ion of whether or not to utilize aides for inventory control should be carefully weighed at the program planning stage, ‘Student activity In horticulture laboratory The ultimate decision shovid be based on. an analysis of the performance objectives for the particular occupational programs. If experience in dispensing supplies and instruments are necessary to meet some of the program’ s performance objectives, then having a salaried aide perform these tasks would be counterproductive. Conversely, when inventory control activities are time # consuming and not necessary to perfor- mance objectives, it may be difficult to justify the practice of having students very form such chores. Supply Distribution and { Control In the United States free public educa- tion is provided through secondary grade levels. Lack of money should not keep any secondary students from completing the learning experiences necessary to meet course pesformance objectives. In second- ary occupational education all students areMaterial control generally provided withnecessary supplies free of charge. One exception to this is to require payment for materials only when’ the students choose to make or service objects for their personal use, away from the school. The taxpayer should not be expected to pay for materials which benefit the private endeavors of individual stu- dents and their families. The cost of most occupational laboratory programs is much greater than those of academic courses. Reasonable restrictions are necessary to keep the operating expenses of each labo- ratory within a justifiable level. At the postsecondary level many com- munity colleges, technical education cen- ters, and technical institutes require labo- ratory fees to cover partially the cost of instructional supplies. In some lab pro- grams students are requested to purchase uniforms or work clothes for their fields. Other student expenses may include the purchase of tools and instruments basic to anoccupation. Institutions that require such extensive student financial outlays reason that the students will need these items to obtain employment after graduation and, therefore, should learn to use and care for them during training. . While these policies might appear to discriminate against less affluent students, it should be noted that federal, state, and local financial aid plus part-time employ- ment opportunities are usually available to those who cannot otherwise afford the re- quired purchases. Consumable instructional supplies, es- pecially those used in large quantities, re- quire careful control and distribution sys- tems, Waste and pilferage are difficult to control ina laboratory where students have easy access to all supply cabinets. The tax- payer deserves a careful and efficient sys- tem for accountability of school property, ‘ong based on sound management principles. feunoy Distribution Methods. Sup- Plies may be dispensed either inthe lab area, from central storage rooms serving an occu- pational cluster, or from school bookstores or supply centers serving the whole institution. In an efficient inventory control: sys- tem, all supply withdrawals from storage should be handled through requisition forms. The requisitions should specify the kind and quantity of material, be signed by the student requesting the material, be ap- Proved by the instructor, be accepted by the person dispensing supplics in exchange for the material, and be entered asa deduc- tion in the appropriate computer inventory file, When supply distribution and pur- chases are conducted at central locations for all laboratories, bonded attendant manage the facilities and handle distribu- tion. Institutions lacking centralized supply distribution may sell supply purchase cards in varying denominations at either the school bookstore or main office (see fig. 11). Again, the individuals who handle cash transactions are bonded for the school's protection. The supply cards are used by the students in lieu of cash, When material is purchased, the instructor either removes coupons or punches out designated spaces for the amount of the purchase. A more cumbersome system necessitates the instructor's determining the cost of the desired purchase, sending the student to a school cashier to pay for it, then issuing the purchased materials in exchange for the cashier's receipt. Some postsecondary in- stitutions sell plastic purchase cards, simi lar to credit cards, in $50 or $100 denomi- nations. These cards can be used for supply or other purchases on campus until the amount purchased is exhausted. Instructors do not handle cash payments of any type for sound reasons: @ They are not bonded. ‘© Bookkeeping and handling cash are time-consuming chores which take the teacher’s instructional time. @ Laboratories are not equipped for keeping cash. The supply distribution system should be clearly understood by the students. If students are to pay for the supplies they use, price information should be posted in an appropriate place. Supply cabinets and‘Managing the Occupational Education Laboratory Figure 11 Supply Purchase Card 2. fe & | 50] 50 | so | .50 fo -50 |’.50 | .50 | .50 ¢ 8 i \ = 8 a ! Purchase Card!_$16.50 value 8 s} . & is 8 ip a &} 1.00 1.00 1.00 1.00 1.00 + 1 storage areas should be kept locked when not in use. Inventory Control Establishing and maintaining a reliable inventory control system is necessary for budget preparation, The instructor must know accurately what supplies and equip- ment are in the lab. If large quantities of materials are discovered on hand after new ‘ones have been ordered, the instructor is embarrassed. The problem is magnified when instructional materials funds are lim- ited for each department; an expenditure for unneeded supplies uses up or reduces money available for needed materials for the rest of the department, Most impor- tantly, public funds, the taxpayers” contri- bution to education, are wasted if a careful inventory control system is not maintained (Storm, 1983). ‘An inventory control system also helps instructors carry out theic responsibilities for the security of lab equipment and mate- tials, An efticient system deters pilferage and vandalism, which, in turn, reduces in- terruptions in lab work caused by supply shortages and equipment malfunctions. There are other benefits accompanying an efficient inventory control system. Not only is the instructional program not ham- pered by material or equipment shortages, but its educational value may be height- ened when the control system resembles that in business and industry. The fact that instructional laboratories use far smaller quantities of supplies than even small-scale industrial or commercial enterprises should Nol deter the use of computerized inven- tory control methods. A computer data- base program developed for business and industrial use can serve instructional labs satisfactorily. PC-File+ or similar com- puter software programs may be used for occupational education inventory control. The following elements are normally in- cluded in a data base for supplies: 1, Number (catalog or arbitrarily des- ignated number) 2, Name and size or other unitdesig- nation 3. Quantity in stock 4, Reorder quantity 5. Reorder level 6. Name of supplier 7. Street address of supplier 8. City of supplier 9. State of supplier *Material control 10. Zip code of supplier After the inventory data base has been created, a complete list of the supply in- ventory is printed. Whenever an accurate inventory status isneeded a computer print- out of the current supply list is instantly available. The computer supply list should be checked periodically against actual, physical quantities of supplies. Such double checking of inventories is prudent protec- tion against supply shortages and may re- veal previously undetected security prob- Jems suchas unauthorized, unrecorded sup: ply acquisitions. . In addition to the obvious lab manage- ment advantages of a computerized per- petual inventory method, students become familiar with the system used almost ex- clusively in this country's workplaces. Four data-base files usually meet he needs of most occupational education laboratories: 1. Consumable supplies 2. Nonconsumable supplies 3. Equipment 4, Furnitiure (movable) For accounting purposes nonconsumable items which cost more than a set amount (which the school district determines) be- Jong inthe equipmentcategory; those priced less than the set amount are placed in the nonconsumable category. Most handtools/ instruments would, therefore, be entered as nonconsumable supplies. Computerized inventory control of consumable supplies is of genuine value to the instructor. It provides a perpetual in- ventory system which canbe instantly read. Ithelps instructors maintain adequate quan- tities of supplies by indicating at all times the quantity on hand, Each field entry ina data base indicates the name and specifica- tion of the material and the amount in stock. All additions and deletions (material with- drawn) are entered as they occur. When the quantity of supplies drops below a prede- termined level, the instructor requests ad- ditional quantities. Inventory control of nonconsumable supplies, tools, and instruments is a rela- lively simple task if supplies are locked in 7 ‘secure storage compartments when the lab isnot in use, if students are involved in this phase of lab management, and if noncon- sumables (tools, instruments) are checked at the beginning and end of each lab period. Missing or damaged items are reported to the instructor instantly. When this type of control is maintained and enforced through- outa program, changes in quantities will be minimal, largely due to breakage or pro- gram expansion/reduction. Name, speci cations, and purchase date and price, as well as the vendor's name and address, are entered in this data base for each item. In addition o daily inspections, thenonconsum- able supply inventory should be checked and recorded at the end of each school term or training program (Storm, 1979). Equipment data-basc files include an abbreviated record of maintenance and ser- vices. This information, as well as serial number, specifications, purchase date, and price, become especially valuable for docu- menting equipment replacement requesis. It is good practice to enter the name, ad- dress, and telephone numbers of the vendor and agencies which service the equipment if the vendor does not provide such service, Aninventory of equipment should betaken ‘once each year, preferably at the end of the school year. Furniture inventory records are kept by central school administrative departments, and inventory is taken by the maintenance department, However, thereis special value in the instructor maintaining his/her own inventory records. Movable furniture may be borrowed by students and instructors from other classes and laboratories. Fre- quently, the borrowed items are not re-" turned. Often, instructors fail to notice or protest, and the borrowed chair or table becomes a permanent fixture in its new location. The maintenance personnel tak- ing the annual inventory will rarely com- plain so long as they can find the furniture with the correct serial numbers on their inventory list. Their concern is to find each item, not to worry whether ornot itis in the right location.68 Managing the Oceupational Education Laboratory Multimedia equipment is often weated the same as movable furniture. In most instances, both are purchased out of school- wide budgets. Multimedia/audio-visual equipment is, normally, budgeted and pur- chased by the institution's instructional resource center for the institutionas a whole, even though many pieces of equipment are assigned to specific classrooms and labs, ‘When multimedia equipment for the occu- patione! lab or classtoomis purchased with occupalional education department funds, there should be either a separate data-base file for multimedia equipment, or it should be entered in the equipment data-base in- ventory file. The filé*should include the name of the equipment, specifications, se- rial number, date of purchase, vendor, and vendor address. Service responsibilities belong to the instructional resource center. Audio-visual supplies requested with oc- cupational education department budgets should be entered as nonconsumable supplies, While names and addresses of firms car- rying the particular material or equipment are entered in the data-base files, it should beunderstood that any legitimate company may bid on equipment or supply orders for public institutions. Instructors and school- district purchasing agents should encour- age competitive bidding for beiter mer- chandise and lower prices. Unit prices may also be indicated in the files. However, they are subject to many variables and should not be considered reliable indica tors of actual prices when preparing bud- gets. Chapter 8 deals with more realistic beses for supply cost assessment. Student involvement in inventory record- ing presents an opportunity for the instruc tor to teach technical nomenclature and terminology, 50 that students become fa- miliar with quantity and size designations for various parts, supplies, and pieces of equipment. But, since ultimately the lab instructor is responsible for the accuracy of the inventory, close supervision of stu- dents is necessary. Since instructional labo- ratories frequently are used by two day classes and one evening Class, the average inventory should be designed to support a Jaboratory serving 60 0 100 students in three classes. Although these figures may not apply to every school or training situa- tion, they can serve as guidelines for the development of inventory control meth- ods. Card-File Method. Occupational edu- cation labs lacking PC or mainline comput- ers can use & card-file inventory record system, The chief advantage of the card- file system over single inventory fists is greater flexibility. Each card represents an individual inventory item (see fig. 12). Supply quantity changes and equipment maintenance dates can be recorded on the cards, Inventory additions and deletions are handled easily in such a system. In contrast, changes in items on single lists require time-consuming, constantrevisions of the lists. Establishing the initial card-file system. on three- by five-inch or larger cards takes longer than preparing inventory lists, but co-op student assistance is frequently avail- able for such work at most institutions. Once the system is in operation, the initial effort will prove to have been worthwhile. The file categories and the information recorded on the cards are identical to those entered in computerized dats-base files, simplifying conversion from one system 10 the other, Quantity Estimates ‘One of the instructor's most difficult but necessary tasks is estimating instructional supply needs for the laboratory. This task is elmost exclusively the responsibility of instructors because, in most institutions, onily they and their subject-area colleagues are qualified by training and experience to judge and select laboratory materials. Esti- mating the quantity of supplies for a school year should be based on (1) rate of past use and (2) anticipated future use determined from a performance-objective analysis. With careful preparation ané experience in laboratory management practices, the in-Figure 12 Equipment Inventory Card (Side 1) Item name. No. Manufacturer Model Serial no. Size or capacity Weight Purchase order no. Dato received Service agency (Side 2) Maintenance and Repair Services Performed Date Service Date70 Managing the occupational Education Laboratory structor can calculate the amount of mate- rials needed for cach required exercise, experiment, or project. ‘The performance-objective analysis is ‘one method of estimating instructional sup- ply needs for laboratory programs. The instructor should follow this five-step pro- cedure: 1, Develop performance-objective analysis sheets (see sample) foreach planned objective in each course. 2, Multiply the amount of consum- able supplies indicated on line c by the number of students expected, line d. 3. Increase the product found in step ‘Z by ten percent, This pravides for variations in the rate of student learning ability and material con- sumption. 4, Add the cstimated material needs tor each objective, 5. Add the estimated material require- ‘ments (step 4) for all performance objectives for ali classes. The total is the estimated consumable sup- ply list for the lab for one year, For example, using the numbers given in the sample Performance-Objective Analy- sis, multiply the amount of consumable supplies on line, 15 Ibs., by the number of students, line d, or 40; the total would be 600 Ibs. This should be increased by ten percent to allow for variations, for atotal of 660 Ibs. This process is repeated for the 40 Ibs. of steel plate, again multiplied by 40 students (1600 Ibs.) and increased by ten percent, fora total 1760 Ibs. To meet the per- formance objective given, the instructor's estimated material requirements would include 660 pounds of 5/32" E-6010 elec- trodes and 1760 pounds of mild steet plate, Of course, no supply estimation method is foolproof; student abilities vary. Some students will need much practice to attain the required level of proficiency and, con- sequently, will use more supplies; others will progress more rapidly and need fewer supplies. In spite of such variations, this ‘method provides satisfactory accuracy for this type of supply determination, Customer-Service Materials When estimating material needs forcus- tomes-service occupations such as cosme- tology and appliance service, the above method is anly partially satisfactory. Flue ‘uation in customer-service needs may in- crease or decrease the original estimate. Generally, parts for customer service are excluded from material estimates for in- structional supplies, They are ordered as needed and paid for by the customers. If it is imperative that parts and materials for Performance-Objective Analysis Butt Weld 1/4" Mild Steet Plate in Vertical Position 7 a, Performance objective: Given 300 amp D.C, arc welder, £-6010 5/32" are welding electrades, 1/4" mild stool plate, lectures and demonstrations, the student will be able to butt Weld wo 6" long, 46 beveled plates in vertical position, so that when tensile and U-Bend tested, the weided metal will break before the wald and will also be even, display no overlay of undercut in accordance with good wolding Practices set forth by the American Welding Society. Learning experience: + Practice weld 1/4" mild steo! plate butt joints ¢, Estimated consumable supplies per student: 15 Ibs, 5/32" E-6010 electrodes + 40 Ibs, 1/4* mild steel plate (scrap) 40 Number of students estimated to be involved: ;Material Control customer service be kept iin stock in ad- equate volume, a separate (revolving) school fund should be established. Frequently, the school’s purchasing of- fice establishes special purchasing accounts with local supply firms so the instructor can order supplies by telephone without going through the usual purchase request procedure. Such accounts are balanced from: income derived from the customers who must pay for the materials used on their requested service. Customer payments into this account must be managed by schoo! employees who are bonded for this pur- pose. Regular instructional supply funds may not be used to pay for customer-ser- vice materials. As noted above, the instructor does not handle customer payment because of legal implications, ‘There are other alternatives for purchas- ing customer materials. At some schools customers purchase the needed parts them- selves at commercial establishments; at others, arevolving fund is used to maintain a supply of frequently used materials at the laboratory. The choice of systems to be used should rest with the instructor. The manner in which customer-service materials are handled has a direct bearing on storage and control of supplies. When materials considered essential for the pro- gram can be purchased “off campus” by students or customers,-or when supplies can be ordered quickly by telephone as needed, requirements for planning and or- ganizing storage space are greatly reduced. Undesignated Cash Account Using an undesignated cash account for minor and emergency supply purchases for the laboratory is strongly discouraged. This is cash kept by the instructor and handled without schoo! authorization. There are many valid arguments against this: First, in most states it is illegal for employees to handle school funds unless they are bonded; second, since such accounts are not au- dited, the teacher is vulnerable to charges of misappropriation of funds; third, the security of the instructional area is not ” sufficient for keeping cash, since desk draw- ers and file cabinets were not designed for this; fourth, the bookkeeping and purchas- ing chores necessary to maintain this extra account necessarily reduce instructional time. Instructors who favor sucha special cash account claim that they could not function without it, They believe the existing pur- chasing procedures at their institutions are too slow; supplies do not arrive in the lab when needed. Where these claims are true, it is the administration’s responsibility to improve supply and procurement proce- dures for occupational education programs, especially those which are customer-ser- vice oriented. Summary ‘ A considerable portion of the everyday management of any laboratory involves the storage and distribution of supplies. Effi- cient material control systems enable in- structors to devote more of their time to teaching instead of storekeeping. Involve- . ment of students in material control is'de- sirable since it helps them acquire occupa- tionally related skills. Inventory control systems should be designed to minimize instructional supply losses. The relatively high cost of occupa- tional education programs necessitates the implementation of efficient tool, instru- ment, and supply handling methods. Com- puterized, perpetual-inventory systems are successfully used in occupational educa- tion laboratories. They insure adequate quantities of supplies at all times, since the system alerts instructors to reorder before the stock of items is depleted, Payments for services or materials made by students, customers, or patients should be handled by bonded school employees. Since laboratory instructors have neither the necessary time nor safe storage facili- ties, they should not handle cash. Discussion Questions 1, What are some important points to consider when planning a storage system?72 Managing the Occupational Education Laboratory 2. What systems are widely used in storing instruments and tools? 3. What factors should be considered when locating storage facilities? 4, What are the advantages and disad- vantages of the instrumentjtoo} storage room? 5. What are the advantages of panels and storage cabinets in the lab work area? 6, What factors should be considered when locating instruments on an instru- ‘ment/tool panel? 7. What factors should be considered when planning a holder for each tool? 8. What precautions should be taken to protect instruments and tools from damage and toss when not in use? 9. What are regarded as the most satis- factory methods for storing small supplies? 10, What distribution systems are com- monly used fos prompt return of tools and equipment in good condition, and what are the advantages of each method? 11, How long in advance should materi- als and supplies be stocked? 12. What are the common methods of handling student purchases? 13. What are the common methods of isguing supplies? 14, How does the inventory system bear upon the problem of keeping an adequate stock of materials and supplies? 15, What are the essential elements for success in material control? Instructional Management Competencies: Equipment and Supply Control 1, Arrange for the storage and secu- rity of supplies and equipment. Criteria: a. Supplies and equipment needing storage were identified, b. Locked storage.was provided for portable equipment and supplics, c. Safety regulations for storing equipment and supplies were displayed. 4. Procedures for keeping the stoc- age area in order were included in the instructional program, 2. Implement student check-out pro- cedures for instruments, tools, and supplies used in the laboratory. Criteria: a. Check-out procedures simulated ‘those of the world of work. b. All students were oriented to the check-out procedures. c. A system for supervising the check-out procedures was de- veloped and maintained, 3. Devise a system for determining and collecting student fees for con- sumable supplies. Criteri a. School policy and state regula- tions were followed in estab- lishing a procedure to determine and collect fees Cor supplies. b. A plan was developed far col- Jecting fees and depositing them ‘with the school financial officer. c, A recordkeeping and audit pro- cedure was established. 4, Schedule laboratory equipment for ‘maximum utilization by students. Criteria: a. Instructional schedules were co- operati-sly developed by the oc- cupational education faculty to insure maximum use of Iabora- tory equipment, >. A plan for operating an “open ab” was developed. References Storm, G. (1979). Do you have a material contea! system? Industrial Education, 68(4), 36-38. Storm, G, (1983). Preventing wool losses in the lab. School Shop. 43 (4). 17. Other Selected Readings: Baird, R.J. (1972), Contemporary industrial teaghing. Souvh Holtand, Hs Gundhewt-Witheon, , Miller, W.R, (1989). Instructors and their jobs. Homewood, lL: American Technieal Publishers‘The schoo! laboratories of modern sec- ondary and postsecondary institutions con- tain elaborate and expensive equipment. Lab instructors must see that the equip- ment is well serviced and used safely. They must establish a functional plan to provide for routine and preventive maintenance of equipment in addition to contingency mea- sures for major and minor equipment break- downs. Many instructors do not like to have their equipment serviced or repaired by ~Someone other than themselves, Undoubt- edly, some instructors service their own lab equipment because this requires less advance planning on their part. By servic- ing the machinery only when itbreaksdown, they are relieved of planning and develop- ing a functional maintenance program and requesting funds for preventive mainte- nance. While the largest school systems have maintenance crews to service stan- dard lab equipmentand simple instruments, many instructors must make their own ar- rangements for such service. This respon- sibility adds to their work load, but, fre- quently, only they possess adequate knowl- edge to recognize the service requirements Of specialized equipment. Inadequate maintenance planning has Maintenance Records many negative consequences. When peri- odic servicing and calibration of instru ments and equipment is neglected, break- downs become frequent and expensive. Equipment should be viewed as a vital instructional tool. Damaged equipmentcan- not be used by instructors or students. With out preestablished service arrangements, “downtime” may be prolonged, since firms servicing equipmentoften take care of regu- lar customers before they respond to ¢he emergency service requests of occasional clients, If maintenance procedures are in- efficient, students are deprived of full use of the laboratory during the limited time they spend there. Routine Maintenance . Routine maintenance helps provide a safe working environment. It covers such areas as general cleanup; inspection and mi- nor servicingof instruments, tools,and equip- ment; disposal of scrap; and inspection and cleaning of lighting fixtures. Such a pro- gramis designed to maintain existing condi- Sions rather than to detect and remedy poten- tial hazards, In addition to regularly sched- uled service, an essential part of a functional routine maintenance program is the stock- ing of frequently needed parts and supplies.74 Managing the Occupational Education Laboratory Routine maintenance may be performed by students under the instructor's supervi- sion. The instructional value of such stu- dent involvement seems highly desirable, Students assigned to such duties must be given precise instructions relating to their specific tasks. They should follow defin- ite schedules and bave appropriate check- lists for their maintenance assignments. Students should not service equipment which requires advanced technical atten- tion. The chief criterion for deciding the ex- tent of student involvement in servicing instruments and equipment should be the instructional value of such involvement, In many schools, unfortunately, such work is assigned to students for other reasons, Stu- dent participation provides free labor and eliminates the need for maintenance plan- ning by the instructor. If an instructional Purpose cannot be justified, such practices amount to student exploitation. Preventive Maintenance Preventive maintenance is a regularly scheduled inspection and service proce- dure designed to prevent equipment break- downs and malfunctions through early detection and remediation of the causes of such failures (Baker & Peters, 1963). Foremost among the many benefits gained from preventive maintenance is long and reliable equipment op- eration for the instructional program, Other tangible gains include reduced repair costs, ex- tended equip- ment life, and increased safety for students. ‘A preventive maintenance program suitable for iaborato- ries usually includes (1) inspecting all equipment periodically, (2) performing services needed, (3) replacing parts and equipment periodically, and (4) recording inspection reports. One way to Keep in- spection and service records is to set up a data base equipment service file (ar card file, sce fig. 13), The file would include: item name, serial number, maintenance data, warranty information, and service and inspection records. The checklist in figure 14 may be used by students carrying out equipment inspections as a part of their laboratory work assignments, Student Participation In Maintenance Students often participate inmaintenance activities; however, the degree of student involvement varies and depends on the nature of an instructional program. Stu- Gents in electronics and machine technol- ogy participate far more in servicing their instruments and equipment than those in business education, food preparation, medi- cal technology, or nursing. Rotating all students through lab main- tenance assignments is highly recom- mended from an instructional viewpoint, Photo courtesy of Ferris Stal Unversity Hospitanty food service75 Figure 13 Equipment Record—Side 1 ITEM NAME, IDENTIFICATION NUMBER DESCRIPTION (TRADE WANE, HODEL, SITE, S°RIAL WO., 7 ‘COST DATA ANTACHMENTS, AECESSORIES, ETC INITIAL Cost FREIGHT INSTALLATION, TOTAL Cost LOCATION RECORD - TRANSFERS DATE REFERENCE LOCATION WET cate REFERENCE LOCATION pe EQUIPMENT RECORD REVERSE SIDE FOR WARRANTY, SERVICE & DISPOSAL DATA‘Managing the occupational Education Laboratory 76 Fame “Cy nase oe, O anon Oa eo ~_NOILISOGSIO WHI "oN wotayot sian ‘BONSIUSaXa SONVNBINIVI VIVO LOVHLNOD 3DIANZS YO ALNYEUYA @ epiS—pio9eH juewdindyMaintenance Records Figure 14 Checklist for Preventive Maintenance Equipment Date Condition a} 3 g : é 5 5 s e | 28 B)s/3]3] gs Parts to bo inspected eye, e | 2 | ze ——T Inspector's signature Date.78 ‘Managing the Occupational Education Laboratory ‘The performance objectives of maintenance assignments require that students acquire the knowledge and skill to properly care for instruments, tools, and equipment ac- cording to manufacturer's instructions. In involvement in lab maintenance helps the student realize the importance of proper care for all laboratory materials, while such care helps students and insteuctors abtain maximum use of available equipment. ‘The personnel plan for the lab may in- clude assigning two or three students to a fab maintenance crew. Using small main- tenance crew simulates the procedures of the commercial world, and, thus, provides a realistic experience for students, Where there are minor equipment malfunctions, having amaintenance crew available climi- nates possible interruptions of the whole class's regular work schedule, Only the students assigned to maintenance are in- volved in the service work. One factor that limits student involve- mantin laboratory maintenanceis thatmany maintenance jobs are beyond their ability level. Therefore, in each occupational area, the degree of student participation in rou- {ine and preventive maintenance should be based upon the instructor's assessment of student capabilities, Regularly scheduled maintenance in which students can participate presents an efficient and realistic approach to the prob- tema students will face as emergencies in Jobs after graduation, Some service skills and knowledge learned in academic train- ing exercises become more ‘Meaningful when applied to real, necessary maintenance services, Regardless of the occupation, considerable emphasis should be placed on teaching students to recognize the danger symptoms with equipment, To tearn when parts need replacement is essential for ef- ficiently maintaining equipment, and such familiarity with the equipment is a mark of 4 competent, well trained worker. Equipment Repair Many instructors prefer to make minor adjustments and repair on equipment in their labs, It is quicker to repair the equip- ‘ment themselves than to follow the formal institutional procedure for requesting ser- vice, Student assistance js desirable if the repair work meets the instructional objec- lives of the course. For the most part, how- ever, major repair work should not be per- formed by either instructors or students. It usually takes a long time to dismantle and reassemble equipment. If students are to complete their course requirements, their laboratory experiences and time must be carefully budgeted. Instructors must also allocate their time so that they teach ail of their students not just those involved in ‘he repair assignment, Maintenance and repair jobs not pes- formed by instructors and students should, whenever possible, be considered in ad- vance and included in the budget for each fiscal year. This means that cost estimates are needed for both routine and preventive. maintenance, and also for repair services after equipment breakdowns. Writtenagree- ments should be procured for regular and emergency services. To develop effective laboratory maintenance plans, insteuctars should be acquainted with supply and ser- vice organizations in their occupational specialties. Maintenance Agreements Maintenance agreements for all types of equipment should be formalized with a purchase request for maintenance, and pur- chase orders should be issued, Whenever possible, the period of the agreements should coincide with the school’s fiscal year. The requisition for maintenance should specify: © The maintenance service ‘@ The part of equipment ‘© The model and serial numbers @ The period of time to be covered © The location of each piece of equip- ment ‘When two ore more pieces of equipment or machines are involved, they are listed one below the other in a column on the requisition, 1f a company agreement formMaintenance Records is available, it should be submitted with the requisition. Maintenance agreements constitute budget commitments, Maintenance agreements reestablished to properly protect and maintain equip- ment owned by the institution or school district. Such agreements run for a speci fied period of time, usually the fiscal year. ‘ing agreement compliance is the re- ity of the instructor who requests the agreement. If service is not rendered or is not satisfactory, the purchasing office should be noticicd in writing with the pur- chase order number provided. Institutional Malniexance Services Maintenance services performed >y the institution’s maintenance departmea: should also be planned and arranged in advance. Request forms for such services may differ from those sent to outside com- mercial firms, The internal request is sent directly to the school’s maintenance de- partment; the external request is processed by the purchasing office. ‘Whether the expenses are budgeted by the maintenance department or by the re- questing department depends on institu- tional policy. If this requires the requesting department to assume this responsibility, then a cost estimate from the head of the maintenance department is necessary for each request so that this cost is added to the annual departmental budget. Instructor's Maintenance Plan Aninstructor’s maintenance plan should include a list of the services necessary for the safe and efficient operation of the labo- ratory. The plan, like the example follow- ing, shoutd describe the scope of each ser- vice, who performs the service, and how fre~ quently it is to be carried out. Ifthe plan in- cludes student participation in maintenance, the number of students needed for such tasks and the degree of their participation should be clearly indicated inthe instructor's overall plan for managing personnel. Class an Records” ere y Instructors constantly face a large vol- ume of paperwork and frequently say, “I was hired to teach wasn't 1? Why do I have to waste my time shuffling papers at all hours of the day?" Or, “What a waste of time. This is just! busy work.” Such remarks are common at all grade and course levels. Educational institutionsas weltas business and industry must constantly work to im- prove and update their record-keeping sys- tems. While it may be difficult for occupa- tional instructors to substantially reduce the number of records they must maintain, pre- cious time can be saved through an effi- cient data-base management system (DBMS). ‘The purpose of a DBMS is to store and organize data to produce usable informa- tion. Most DBMS software programs have the following features: Clearly defined file categories— data bases - © Simple data entry—informationei- tered through a standard key- board @Data_ modification—corrections and changes in data accomplished through the keyboard © Data sorting—system automati- cally arranges data in alphabetical or numeric sequence ' © System enables user to find spe- cific information in data base through data searching feature © Basic report generation capability prints needed information from data base, . Efficient record-keeping systems, com- puterized or manual, will: 1, Facititate communications among faculty, administration, advisory committees, students, and the gen- eral public 2. Provide 2 good learning environ- ment through an efficient supply and equipment requisition system 3, Expedite student laboratory activi- ties80 Managing the Occupational Education Laboratory Laboratory Maintenance Plan |. Equipment Maintenance A. Air Lift Drive on Ramp * Moving parts lubricated weekly by students. “Air tit components sarviced each summer by qualified technician, B. Engine Analyzer Meters externally calibrated dally by students. C. Exhaust Gas Analyzer “Sampling system checked weekly by instr’-ctor, “Calibrated each time before using by students. D. Power Drop Cords inspected for electrical hazards weakly by students in charge of maintenance. D. Glass Poon Machine “Filled every Monday or when necessary by students. “Internal components serviced each summer by qualified technician. F. Compression Gauge Set Hases and fittings cleaned and inspected weekly by students. G. Micrometer Set Calibrated each summer by manufacturer. H. Brake Drum Lathe “Cutting bits replaced weekly by instructor. “Cleaned daily by students. |. Brake Drum Micrometers Tested and adjusted weekly by students. J. Ceiling Suspended Lubricating Systom “Filled weekly by students, “Inspected and serviced each summer by qualified technician. K. Valve Grinding Machine “Cleaned daily by students, *Serviced each summer by qualified technician. L. Valve Seat Grinding Set Inspected for damaged parts each month by instructor. M. Hydraulic Press “Hydraulic fluid level checked weekly by students. *Hydraulic components serviced each summer by qualitied technician.Maintenance Records at N. Transmission Jack “Fluid level checked monthly by students, "Cleaned daily by students. ©. Automotive Hoists *Cleaned daily by students. : “inspected and serviced every three months by qualified technician, P, Solvent Tanks Drained and refillad with new solvent monthly by students, Q. Spark Plug Cleaning Machine Filled with blasting sand when necessary by students. i R. Oxygen-Acetylone Welding Set *Wolding tip cleaned after using by stud “Tans replaced when necessary by th ll, Tool Care A, Tools in cabinets chucked for condition, counted, and tallied on daily check sheet by studont in charge of tool cabinets. B. Tool kits inspected weekly by student in charge of supply room. ©, Postable instruments tested weekly by the instructor with the help of a student. Il. General Housekeeping and Sanitation ‘A. Ten minutes before tha end of the lab period students sweep working areas and clean equipment used. B. Cleanliness of laboratory checked daily by instructor. 1V. Maintenance of Lighting, Ventilation, and Heating A. Drop light bulbs changed by students. B. Ceiling lights, heating, and ventilating units serviced by the school maintenance crows.82 4, Protect taxpayers” investment in school property 5. Provide instructional aids needed for classroom and laboratory pre- sentations and demonstrations 6. Retain new technical information not yet available in reference pub- ications 7. Record student achievement and attendance An instructor who can find information quickly and easily will be able to devote more of his time to instructional endeav- ors. An organized filing systemis far better than having every piece of paper saved in one large drawer. For a manual filing system, a filing cabi- net located conveniently, near the in- structor's desk, can held the necessary records, Such subject headings asin table 9 can help the instructor set up the file fold- cers; the headings are intended as guidelines omly and will probably need modification for individual programs. The instructor's records must contain the up-to-date inventory system necessary for administrative purposes. An accurate record of inventory directly affects the ef- ficiency and work of the laboratory. Advi- sory committees, for instance, need to know the quantity and type of equipment avail- able for student use to assess the quality of the instructional program. They may falsely ‘Managing the Occupational Equeation Laboratory believe that a particular program is meet- ing the needs of the occupation when, in fact, the equipment is outdated and inad- ‘equate to meet minimal occupational stan- dards. As another example, acceptable in- ventory records may be needed to Support claims for insurance adjustment, Essentially, records can be classified in (wo categories: ($) those nceded by the in- ‘Structor to manage the lab and (2) those needed by the institution's administration. To a certain extent, these two categories overlap, Records concerning student in- struction, budget, and purchases are equally necessary for administration and the in- structor. However, records dealing with 111 tructional strategies, lesson plans, mod- ules, <) aninations, information sheets, Project plans, and assignments are chiefly of value {o the instructor, Occupational in- structors periodically prepare instructional rogram reports based on reliable informa- tion for administrators or supervisors. The instructors also need well organized records to make management decisions upon the basis of recorded experience, One of the most flexible and useful rec- ord-keeping documents is the class record ook. Instructors can use the book to record attendance, tardiness, excused and un: excused absences, examination scores, and Brades. Instructors can also record the schedules for lessons, films, field trips, Table 9 Subject Headings tor Files Accident reports Committee reports Cooperative agreements Cooperative student evaluations Cooperative work stations Customer or patient information Course of studies Course outlines Examinations General corraspondence Information sheots Insteuction sheets Inventory, audio-visual equipment Inventory, consumable supplies Inventory, furniture Inventory, nonconsumable supplies, Laboratory experiments, jobs, and projects Memoranda, department Memoranda, general administration Professional conference notes Professional organizations Purchase requests Service requests Shipping invoices Technical developments Technical project information Transparencies Work ordersMaintenance Records student assignments, laboratory rotations, and other information about the class. ‘Written records help instructors prepare instructional programs and also serve as reminders of lab organization details. They are of immense value to substitute instruc- tors since they enable the substitute to con- tinye the planned program of class activi- ties, The indirect beneficiaries of an effi- cient record storage system are the stu- dents, who receive the increased instruc- tional benefits of a well planned and orga- nized system, Summary ‘A functional plan to maintain tools, in- struments, and equipment is necessary both © protect public property in the laboratory and to develop proper work attittdes in students, Lab maintenance schedules for all equip- ment should indicate manufacturer's rec- ommended routine and preventive mainte- nance service, the frequency of service, and the personnel to be assigned. The ex- tent of student participation in maintenance services depends on the objectives of the program, Using students to perform ser- vices beyond the boundaries of such objec- tives should be avoided. Similarly, instruc- tors’ responsibilities for maintenance do not imply that they are obligated to perform any orall such services. In fact, instructors should not perform many maintenance du- ties because their function is to teach, not service equipment. Class and laboratory records are neces- sary for administrative, managerial, and instructional use. Inventory and mainte- nance records are essential for budgetary and insurance purposes. The occupational education laboratory resembles a small business enterprise; consequently, its record-keeping system should be similar to those of business and industry. Discussion Questions 1, What considerations are involved in good maintenance? a 2, What items should be included in a maintenance plan? 2. What are the students’ responsibili- ties in lab maintenance? 4. Whataré the instructor’ responsibili- ties in fab maintenance? 5. What items should be included in a checklist for appraising the quality of lab maintenance? 6. How does good maintenance reduce safety hazards? 7. Why is the iumediate repair of all damaged machines or parts important? 8, What precaution should be taken when machines and equipment are out of order for a period of time? 9. What are the characteristics of a good record-keeping system? 10. What basic records should be kept in all labs? 11, What special records might be ad- visable in a particular lab or particular school? 12, Whatequipment isnecessary toteep orderly records? 13, How may records be classified? 14, How can a ap inventory be kept up to date? 15. What is the value of keeping a cur- sent inventory of equipment? Supplies? 16. What instructional records should the instructor keep? 17, What safety records should the in- structor keep? 18, To what extent may the instructor use student aid in record-keeping? Instructional Management Competencies: | Laboratory Maintenance and Record-Keeping 1, Establish a system for repairing and servicing instruments, tools, and equipment in the laboratory. Criteria: a. A schedule for routine repair andManaging the occupational Education Laboratory servicing of instruments, tools, and equipment was developed. b, Manufacturers’ service manuals were consulted to determine periodic protectivemaintenance of equipment and warranties. c.A list of authorized repair and service representatives was compiled, &.Routine repaits and services which could be handled within the instructional program were implemented, ¢. A system for emergency repair and servizing needs was out- lined. £. Aplan for major « pairs and ser- vices was developed. g Arecord was kept of repairs end services. 2. Direct students in a system for cleaning and maintaining the labo- ratory. Criteria: a. The laboratory was checked to determine the cleaning and maintenance required. b, Custodial staff were consulted with regard to the cleaning re- sponsibilities that could be as- sumed by students, ¢. Cleaning and maintenance guide lines for each occupational edu- cation offering were based on instructional activities, number of students, and time available. 3. Maintain an inventory of occupa- tional instruments, tools, supplies, and equipment. Criteria: a. All occupational instruments, tools, supplies, and equipment were properly identified. , Procedures were developed for adding new instruments, tools, supplies, and equipment to the inventory. c. Procedures were developed for eliminating from the inventory ‘unusable instruments, tools, and equipment and expended sup- plies. Reference Baker, J. 1, e Petes, J. S. (1982). School mainte- ‘nance and operation (pp. 44-45). Danville, TL: Interstate Printers & Poblishers, Other Selected Readings Bradley, R., & Friedenberg, J. (1982). Professional ‘standards for professional development in occupa tionallvocatignal education: The challenge of the

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