Abstract
Problem and purpose. Workplace leaders throughout the nation are concerned about schools failing to prepare Americas youth for jobs in the 21st Century. The purpose of this study was to compare the perceptions of high school business educators and workplace supervisors of bank tellers regarding the importance of workplace competencies, foundation skills, and personal qualities that should be taught in high schools to prepare students to succeed as bank tellers in the workforce. Methodology. This study was descriptive research based on the study conducted by SCANS for America 2000 Workforce. Data was collected through questionnaires from 110 educators and 110 supervisors of bank tellers in Santa Clara County. A Likert Scale format was utilized to determine the degree of importance of the competencies, skills, and qualities. Results were compared using the ANOVA of repeated measures and follow-up t tests. Findings and conclusions. Significant differences were found between the perceptions of educators and bank supervisors regarding all competencies except interpersonal skills. Educators perceived the competencies and foundation skills to be more important than did the supervisors. Both supervisors and educators perceived the importance of basic skills higher than the importance of thinking skills for entry-level bank tellers. There was no significant difference at the.05 level of confidence between the perceptions of educators and supervisors regarding four of the five identified personal qualities; however, there was significant difference relative to integrity/honesty. Recommendations. The current researcher recommends that each school's curriculum be examined relative to the inclusion of the SCANS competencies, skills and qualities. If these elements are not in the curriculum, it should be redesigned to include the "workplace know-how" in order for the curriculum to be more meaningful. This researcher also recommends that all governors, state, county, and school district superintendents make the SCANS Report for America 2000 a top priority and develop a vision as well as a plan of action for immediate implementation. Finally, it is recommended that each school's professional development plan/training consists of the "workplace know-how" and strategies for teaching it.