Title: Time Analysis: Still an Important Accountability Tool.
Abstract:The concept of time analysis systems is frequency of use (43.5%) in 1984 and not new. As early as 1955, Ohlsen recomsecond in frequency of use (60.1%) in 1990. mended that counselors use a daily log T...The concept of time analysis systems is frequency of use (43.5%) in 1984 and not new. As early as 1955, Ohlsen recomsecond in frequency of use (60.1%) in 1990. mended that counselors use a daily log This percentage increase was statistically to determine how they use their time. In significant (p < .05). When data from coun the past 20 years, time analyses have selors who collected accountability infor been used in various settings by human mation are combined with data from coun service workers. They have been used by selors who did not, the results show that elementary school counselors (Crabbs, almost one-fourth (23.8%) of all school 1983; McLaughlin, 1990), counselors in counselors surveyed in 1984 used time secondary schools (Fairchild, 1986b; analyses as one means of evaluating their Fairchild & Newell, 1980; Wilkinson, services compared to forty percent (40.3%) 1988), counselors serving K-12 populain 1990. tions (Fairchild, 1971; Hargens & GysAlthough time analyses are one of the bers, 1984), intern counselors (Trotter & easiest means of collecting descriptive in Hipple, 1991), school psychologist pracformation regarding counseling programs, titioners (Fairchild, 1974, 1975a, 1975b, 60% of school counselors do not use such 1985, 1986a), school psychologist interns approaches. Because one of the most fre (Fairchild, 1985, 1991; Martin, Duffey & quently identified barriers to account Fischman, 1973) and university faculty ability efforts is lack of familiarity with (Fairchild, 1981). procedures (Fairchild, 1993), the purpose Two national surveys of the accountof this article is to highlight one such time ability practices of school counselors analysis procedure that practitioners may conducted in 1984 (Fairchild & Zins, refine or adopt. First we will review the 1986) and 1990 (Fairchild, 1993) benefits of conducting a time analysis, provided information regarding the exthen describe the time analysis system that tent to which counselors used time we used, including a case illustration of analysis as one procedure for collecting accountability information. Respondents who were collecting accountability data identified the methods they used. Of the „ , , , .. . , . ,. Thomas N. Fairchild is a professor of counseling six possible choices (tabulation, rating , , , , . !■ ■ ,r . . . , and school psychology, College of Education, Unmer scales or questionnaires, time analysis, sUy ofJdaho in Moscowi ID 83843. Tracey J. Seeley interviews, case studies, and expert or )S a counseior anci school psychologist at Kendrick peer review), time analysis was third in School District #283, Kendrick, ID 83843Read More
Publication Year: 1994
Publication Date: 1994-01-01
Language: en
Type: article
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Cited By Count: 3
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