— ‘vv— "——v——'T—v_ AN EVALUATIQN OF LEARNING EXPERIENCES FOR COMMERCIAL DIETE'IICS AND INSTITUTION WHAGEMEM STUDEN'I’S A? TUSKEGEE INSTITUTE AS PREPARA'IION FOR 'I'HE DUTIES WHICH THEY PERPQRM AFTER fifiADUATIQN “was. for I'Iw Degree GI M. A. MICHIGAN STATE UNIVERSITY William E. Brunson, Jr. 1957 AN hVALUnIICN Of LMAKNIQG leflfilnfiCné ELK CULLLnCIAL Dininleo AND ILJIIL‘L-ZL‘LDLII Linimdnninél' oft._iigi.i‘o n'i' iL‘QlenL anl‘Il‘L In Ad 12“; DciflLué .piisn -in;I limnEbigliLniiui~3nnlkuxiibn .Ir Lilli} Aim ll Li‘.’ FUN. By fiilliam E. Brunson, Jr. A THEdId School of Hotel, Me tau re nt and of Licl ligan State :17‘1 A“ fl ied Submitted to the Institutional Management University of Agricultuxe in Air Science in partial fulfill ant cf the rcquircnents for the degree 01' EASTER OF ARTS 1957 FOfiflnbfiD As a basis for future actions, it is helpful to occa- sionally taae stock of what one is doing. In a sense this report serves that purpose. The men and women who have graduated from the Department of Commercial Dietetics and Institution Management are its products. Their success should be a source of pride to all who have had a part in their training. The aim of the staff is to ever improve the instructional program of the Department of Commercial Dietetics and Institution Management. The constructive suggestions given by graduates for making the curricula of study better fit current needs are greatly appreciated. The instructional program of the Department of Commer- cial Dietetics and Institution Management to be effective must keep abreast of the changing science of food prepara— tion in the Age of Automation, the needs of students, the rapidly developing hotel and restaurant industry, and the political-economic conditions of our times. The coopera- tion, support, and counsel of the graduates are essential if Tuskegee Institute is to provide its students the best possible training for the future. The writer thanks personally the graduates and faculty who so freely responded to this appeal for information and advice. Their suggestions have been most helpful and have been given serious consideration. The information provided by graduates concerning their careers and described in this report should be of intense interest to students choosing a vocation, to student counselors, and to the faculty of Tuskegee Institute. William E. Brunson, Jr. Director of Commercial Dietetics and Institution Management Tuskegee Institute, Alabama ii ACKNOWLEDGEMENTS This report is based upon a study of the present our- riculum in the Department of Commercial Dietetics and Insti- tution Management at Tuskegee Institute as related to the work now being done by graduates of the Department. The re- search was directed by Dr. S. Earl Thompson, Assistant Di- rector of the School of Hotel, Restaurant, and Institution Management. Encouragement to undertake this study by Edward W. Ramsey, Assistant Director of the Department of Commercial Dietetics and Institution Management and Head of the Baking Division at Tuskegee Institute, is gratefully acknowledged. The writer is also deeply indebted to graduates of the Department of Commercial Dietetics and Institution Manage- ment and to faculty members in the Department whose coopera- tion made this study possible. The author is eSpecially grateful to Dr. S. Earl Thompson, Assistant Director of the School of Hotel, Restaurant, and Institution Management, Michigan State University, for constant encouragement and helpful criticism so generously given. iii TABLE OF CONTENTS FOR‘VJ O£{D O O O O O O O O O O O O O O O 0 O O O O O O O O i ACMOWLEDGEI‘.&1\TTD‘ O O O O O O O O O O O O O O O O O O 0 CHAPTER I——INTRODUCTION . . . . . . . . . . . . . . . . 1 History of the Department of Commercial Dietetics and Institution Management . . .-. . . . . . . . l Founding of the Department . . . . . . . . . 1 Variety and SCOpe of Training Offered . . . . 3 Faculty . . . . . . . . . . . . . . . . . . . 9 Teaching Facilities . . . . . . . . . . . . . 13 Enrollment . . . . . . . . . . . . . . . . . 15 Demand for Graduates . . . . . . . . . . 15 Statement of the Problem . . . . . . . . . . . . 22 Significance of the Study . . . . . . . . . . . . 22 IflethOds O O O O O O O O O O O O O O O O O O O O O 22 Procedures to be Employed in Investigating Problem . . . . . . . . . . . . . . . . . . 25 CHAPTER II--REVIEW OF SIMILAR STUDIES . . . . . 24 A. State College of Washington . . . . . . . . . 24 B. Iowa State College in 1955 . . 32 C. Cornell University in 1956 . . . . . . 57 D. Michigan State University in 1956 . . . . . . 42 CHAPTER III——METHCDOLOGY . . . . . . . . . . . . . 44 The Questionnaire . . . . . . . . . . . . . . . 46 Rationale for Questionnaire Approach . . 46 Preparation of the Questionnaire . . . . 47 Distribution of Questionnaires . . . . . 48 iv The Interview . . . . . . . . . Purpose of Interviews on Training Procedure for Arranging Interviews Procedure Followed in Conducting Interviews. Personal Observation . Purpose of Observation . Procedure for Making Observations CHAPTER IV——PRESENTATION OF DATA . . Introduction . . . . . . . . . . Analysis of Work Done on the Job by Graduates . Minimum Qualifications for Jobs Held Evaluation of Course Offerings . CHAPTER V--IMILICAIICNS FROM Thn STUDY I. Implications for the Instructional Program . A. B. C. D. E. F. Courses in Food Preparation Business Courses . . . Management and Psychology English . . . . . . . . Science . . . . . . . . Other Areas . Summary . . . . . . . . . II. Implications for Organization and Administra— tion 0 O O O O O O O O O O O A. B. C. D. E. F. CHAPTER VI--SUMMARY AND RECOMMENDATIONS General Emphasis . Internships and Field Trips Provision for Electives . Faculty Upgrading . . . . Space and Equipment . . . Fees and Remuneration . . smary o o o o o o o o o o o o 0 Recommendations . . . . . . . . . and Baking O O O O O O O O 0 O Page 48 48 50 51 51 51 52 55 55 55 58 68 68 68 68 69 7O 7O 71 71 BIBLIOGRAPHY APPENDIX Curriculum Adjustments . . . . . . . Administrative Adjustments . . . . . Areas for Self-Improvement for Staff EQWJNUOUHD Faculty . . . . . . . . . . Space and Equipment . Intern Program . . . . Student Compensation . Non-Deg ree Prog ram . . . . . In-Service Education . . . Change in Name of Department vi Table 10 ll 12 LIST OF TABLES Page The title, training, and eXperience of faculty members for the Department of Commercial Diete- tics of Tuskegee Institute when it was founded in 1956. . . . . . . ... . . . . . . . . . . . . 10 The title, training, and eXperience of faculty members for the Department of Commercial Diete- tics of Tuskegee Institute from 1959 to 1947 . . 11 The title, training, and experience of faculty members for the Department of Commercial Diete— tics of Tuskegee Institute from 1947 to 1951 . . 12 The title, training, and exyerience of faculty members for the Department of Commercial Diete- tics of Tuskegee Institute from 1955 to 1957 . . l5 Requests for Commercial Dietetics and Institu- tion Management graduates from June 1955 to AUEUSD 1955. o o o o o o o o o o o o o o e o o o 18 Average salaries offered Tuskegee Institute's Commercial Dietetics and Institution Management graduates from June 1955 to August 1955. . . . . 19 Location of establishments requesting Tuskegee graduates from the Department of Commercial Dietetics and Institution Management from June 1955 to August 1955. . . . . . . . . . . . . . . 20 Types of business establishments requesting Tuskegee Institute's graduates from the Depart- ment of Commercial Dietetics and Institution Management from June 1955 to August 1955.. . . . 21 Results of questionnaires to graduates of four— year college courses in hotel administration . . 24 Educational background of 125 hotel managers located throughout the United States . . . . . . 26 Associations to which surveyed hotels belong . . 27 Duties of dietitians in selected fields, 1949. . 54 vii Table 15 14 15 16 17 18 Page Responses to a curriculum survey made at Michi— gan State University in 1956 . . . . . . . . . . 42 Positions held by 125 graduates responding to the questionnaire. . . . . . . . . . . . . . . . 54 Percentage of 121 graduates performing selected duties 0 O O O O O O O O O O O O O 0 O O O O O O 56 Analysis of total time spent in food preparation and service by 42 graduates . . . . . . . . . . 57 Ratings of courses offered made by 125 graduates 59 Course inadequacies listed by graduates required to complete such training. . . . . . . . . . . . 65 viii CHAPTER I INTRODUCTION As our economic life became more highly industrialized and peOple found it expedient and necessary to eat more and more meals outside the home, the need for expanded food ser- vices in hotels, restaurants, cafes, and other types of eat- ing places gave rise to the need for more and better workers trained adequately for employment in such establishments. Even to the casual observer, it seemed that as the need for more and better workers became acute in food establishments, the supply grew smaller and had less skill. Fortunately, the managers of hotels and eating establishments sensed the need; and managers located in the South felt that training courses might well be established at Tuskegee Institute to help in meeting this need. History 9; the Department pf Commercial Dietetics and Institution Management Founding g; the Department During the summer of 1955 a prominent Alabama hotel man was returning from the American Hotel Association con— vention in Atlantic City. He met a member of the Tuskegee Institute faculty in the men's smoker. The two struck up a conversation on the future of Negro workers in Southern - 1 - hotels. The hotel man, w. T. Wilson, then of the Exchange Hotel in Montgomery, observed to the faculty member, G. L. Washington, that there was need for a school to train He- groes in the preparation and service of food.1 Dr. F. D. Patterson, in his second year as president of Tuskegee Institute, surveyed the commercial foods indus- try in 1955 and found it to be one of the fastest growing enterprises in the United States.2 This survey verified the need for trained workers in the food service field. As a result, a pilot prOgram was begun in June 1956, under the sponsorship of the Alabama Hotel Association. W. G. hoffat, then president of the association, did much of the spade work. The course later received the blessing of Frank McKowne of the Statler system, the late Lucius Boomer of the Waldorf Astoria, and the financial backing of the Rocke- feller and Carnegie foundations and the National Youth Ad- ministration.5 Thus an idea was born. The final result was the de- partment of commercial dietetics at Tuskegee. This Southern 1. Kate D. Davis, "Ten Years Growth," Reprint from Southern Hotel Journal, Jacksonville, Florida, February 1945, p. l. 2. Tuskegee Institute Daily Activity Sheet, Issued through the Division of Public Relations, Wednesday, March 20, 1957, p. l. 5. Kate D. Davis, gp. gig. \J‘J Ziegro coliege became the only college in the United States 1sliiich offered a full, four—year course in food 1r paration :fznxn a commercial point of View.4 The philos0phy of Tuskegee's founder to "put brains arni skill in the common occupations of life,"5 has traversed evwsry facet of the educational program at Tuskegee Institute. fifiie growth of the Commercial Dietetics Department was slxirited by this philosophy. Training was directed in de- v1£10ping skills and knowled_e in order to prepare graduates in) seek employment in the service field of commercial foods. ii program of study in food preparation and service promoted as sense of pride and integrity to an occupation which has discover what positions the reSpOndents were holding and thfii specific function involved in their duties. It was felt tkuat this information was necessary in order to obtain a Clmiar picture of types of work now available to and being INEDformed by graduates. Included with the questionnaire Was a letter of instruction. See Appendices l, 2, and 5 'fol? a copy of the questionnaire and related materials. \ a w.” ‘I. Carter Good and Douglas L. Scates, methods 9f 32- SeEfiPch, New York: Appleton—Century-Crofts, Inc., 1954, p. 606. ;;-“~2. Ibid.; Donald E. Lundberg, Personnel Management £2 C”tells and Restaurants, Dubuque, Iowa, l955; Job Descriptions IéaggytOtels and Restaurants, U. 8. Dept. of Labor, Wash. D. C. 48 fistribution 3f: Questionnaires The questionnaire was mailed to all the graduates the Department of Commercial Dietetics and Institution Lian— ageznent of Tuskegee Institute whose addresses could be ob- tained from the files of the Department. This covered the period from 1959, the year students first graduated from the Department, through 1956 and totalled 255 persons. Of this number, 1+5 questionnaires were returned undelivered and 85 others were not returned. Completed questionnaires were returned by 123 graduates or 49% of the individuals to whom the material was sent. There is no exact basis for determining the number of replies that would be adequate, but it is significant that the percentage of questionnaires returned was far beyond that normally expected in such mailings. With this degree of response the cross-section'of the alumni is considered to be representative.3 The Int ervi ew Purpose 9_f_ Interviews _q_r_1_ Training. When the job information plus the opinions and evalua- 1tions offered on the questionnaire by the graduates had been Studied, the author felt that additional information of 3. "Careers in Hotel and Restaurant management," Research geport, Bureau of Business Research, Michigan State College, aSt Lansing, Michigan, p. 2. pa 2- ‘I w . {owe vaJJae to the study could be obtained by interviewing some of the; respondents. His reasons for deciding upon the use of interviews were as follows: 1. The interviewee might provide personal and confi- dential information during the interview which he would not ordinarily place in writing and he might § need the stimulation of personal contact in order to fully answer the questions submitted. 2. The interview would enable the investigator to fol- low up leads and to take advantage of small clues. No instrument prepared in advance can take advantage of such situations. 5. The interview permits the investigator to form an impression of the person who is giving the informa- tion, to arrive at some judgement of the truth of the answers, and to "read between the lines" things that might not have been said in words.4 A group of questions in the form of a check list was develoyed by the author for use during the interview. These questions were intended to validate or invalidate opinions 33d iliformation given on the questionnaire, to add to infor- mation submitted in the questionnaire, and to provide for answers concerning faculty and training; which the interviewees ‘t.’Good and Scates, gp. cit. 50 might not wish to put in writing. The check list was de- signed to serve as a guide for the interview and at the same tinnee permit individual variations according to the inter- vievvee's interests and point of View; a copy is shuzxn in item ll- of the Appendix. grocedure for Arranging Interviews The investigator chose two localities in which to inter- vi eW graduates: Washington, D. C., and New York City. These places were chosen because a large number of graduates in a variety of food service occupatiens were concentrated in an area easily reached from them. Twenty graduates from the Department of Commercial Dietetics and Institution Lianmte- “a, ment were working in the areas selected and were interviewed. heir experiences ranged in duration from three to ten years. Positions held by the graduates interviewed were representa- tive of those reported in the questionnaire: supervisor of lunch room, dietitian, teacher, chef, food production mana- ger, head baker, steward, dining supervisor, food service manager, and food instructor. The investigator arranged with the graduates by telephone for a time convenient for the graduate. Fourteen of the 20 interviews were held at the graduate's place of work. At least a half hour was al- lowed. for each interview. 0‘ a“ 1 1» 4 ..r flax: 51 Procedure Followed i_r_1_ Conducting Interviews Each interview was opened with the question: "Do you enj oy your work?" The investigator then explained the pur— pose of the interview and the process ‘0‘ g/ which the inter— vie'wees were selected. A copy of the check list was given If“? i eacla person interviewed so that he might follow it if he ml.- wished. The investigator then asked permission to take a few notes durinL the interview. In most cases the graduates examined the check list briefly at the beginning of the in- \ m‘m‘sn-_. terview, followed it for about the first two questions, then became interested in the discussion and did not consult it again during the interview. Personal Observation Purpose 93 Observation Some authorities believe that observation is the most dixnect means of studying subjects, when the interviewer is interrested in overt behavior.5 In an interview people may telJ.‘what they think they do, but their reports often are different from their actual behavior, since human beings are not generally accurate observers of themselves. The author was especially interested in observing the graduates when as interviewed, in seeing the actual places where they 5. Good and Scates, pp. cit., p. 647. .\.UWd “.,I ’3; are working, and their response to their job situations. This experience, he felt, would further aid him in making recommendations for course and equipment adjustments in his department at Tuskegee Institute. i I Procedure for Making Observations Observations took place at the time of the interviews. The graduates conducted the author throu n the plant at ‘~:.-'hich $-_—1___q.__‘an..a. .‘ r‘! i I - ~ 4 a } they were working, introduced him to key personnel, and showed him the equipment with which they were working. A record was made of the observation immediately and was in- cluded as a part of the interview notes. Results of the questionnaire, the interviews, and per- sonal observations are contained in Chapters IV and V. CHAPTLR IV PRESENTATION OF DATA Introduction ’5 I The preceding chapter set forth the methods used for collecting data in this study. The aim of the present chapter is to present the findings from the questionnaire and. interviews which have implications for the instruc- : ‘ T‘fii‘i7_.1{ 'i-Q'LT'I" " “ 1'! tional program of the Department. Analysis 9}; Work Done 9_n_ the Job by Graduates The types of positions held by its graduates have def- inite bearing upon the kind of training that should be of- fered by the Department of Commercial Dietetics and Insti- tution Management at Tuskegee Institute. Only by knowing what types of ,jobs are available to its graduates can learn— ing experiences be planned that will make for success when the program has been completed. Table 14 shows positions in food service and related fields held by the 123 persons who responded to the questionnaire. -53- Table l4—-Positions Held by 125 Graduates Responding to the Questionnaire. TITLE NUMBER PERCENT Dietitian 28 25.0 Teacher 25 20.0 p. M Administrator , 16 15.0 E- Chef ’ 15 10.5 ' Food Service Director and Supervisor 11 8.5 E Student 4- 3 . 5 E Waiter ’+ 55 Baker 3 2. 5 Housewife 5 2.5 Lunch Room Assistant and Supervisor 5 2.5 Purchasing Agent 3 2. 5 Butcher 2 l . 5 Cook 2 l. 5 Personnel Manager 2 1.5 Steward 2 l . 5 Health Inspector l 1.0 Intern Supervisor 1 1.0 Totals 125 100.0 Of the 123 Commercial Dietetics and Institution Man- 8LSement graduates, approximately 98% were actively engaged in Food Service or teaching positions. Only 2% had left 55 the field, several only temporarily. Table 15 analyzes tile: duties of the graduates according to data obtained from the job analysis sheets. Only 42 graduates, or 54% of the 125 who responded, herdl duties involving actual food production and service. fPe£t>1e l6 analyzes the total time spent in food production 31161 service by these 42 graduates. The minimum qualifications for the jobs now being held by the graduates are listed below: Minimum Qualifications for Jobs Held A. Age: 21-25 - 50% 41-45 - 5% 26-50 - 59% 46-50 - 1% 51-35 - 22% 51-55 - 1% 36-40 - 5% 56-60 — 1% B. Sex: Male - 54%, Female — 51%, No restriction - 55% 0. Training: Baccalaureate Degree - - - 87% Masters Degree plus 5 years teaching experience — 5% Masters Degree plus 5 years work experience - - - 10% D. Experience: Two years - 8% Six years - 11% Three years - 18% Seven years - 12% Four years - 16% Not stated - 20% Five years - 15% fif—fi‘t-T I “an... 56 . I‘m I. t .... ...-V I ill. . . ..E'ur L: nonpo soapoSdon doom XNIV' msoapmnmmo mumps.“ no.“ wqflddwam E maflpmmoonom .98 magbmcdm g mumnpo mqflaflmnp 68m wnwnomoa wqflmmnohzm masses pang wnHMmS sums qummoM uncomm pnomon 30% Song op nomnom up“: wnHHHdeoo E doamfiermsm .mmdpfid dopomflom wQHBHOHHOQ mmpwfidmmm HNH Mo mmmpnoonMIlma manna 57 1 /)'.' me an monsnom use nonpsgmgoag coo . Hmnpo doapmpwqwm ooab Inmm manopmmwo no Boom wanfin doapwhmnonm dmddm monm mem hnoxooo manwpowob qumm aoononopw mqflppso paw: nowpwnwmmhm oanwpowo> % .mwflpsw scam mom oflnfiqummog on\onB mopmsuwnm M Q“ pummm asap prop 90 mammamq which they were asked to respond were as follows: 1. Did you feel that these areas of study were es- sential? 2. Did you feel the material offered was: adequate, inadequate, overemphasized? 5. If inadequate, please list why. 59 Table 17—-Ratings of Courses Offered Made by 125 Graduates COURSE Essential Ade— Inade- Over—em- Yes fio quate quate phasized ———— Food geparation and £3exrvice 11.. Baking 1. Foods 551-Breads 125 O 117 6 O 2. Foods 552—Cakes and Pastry 125 0 57 66 O B - Foods 1. Foods 151-Prin., Prep., Serv. 125 O 62 61 O 2. Foods l54-Meat & Meat Products 121 2 62 60 O 5. Foods 25l-Elem. Quant. Cookery & Catering 125 0 59 84 0 41 Foods 451--Spe— cial Hotel Cook- ery & Catering 125 O 59 84 0 5. Foods 456-Menu Making 125 0 88 32 5 6. Foods 455-Exper- imental & Adv. Cooking 89 5 80 7 7 7. Foods 152-Prin., Prep. & Serv. 125 O 120 5 0 Business g Personnel A. usiness 1. Business Law 452 108 O 67 41 O 2. Bookkeeping 220 120 5 75 45 O B. Economics 1. Economics 201 117 O 98 19 O 2. Economics 470 114 O 114 O O 0. Management 1. Management 561- Food Cost Control 125 0 24 99 O 2. Management 565- Personnel 96 0 25 99 O 3. Management 566- Food Purchasing 104 0 65 41 0 EduCation ~7r:—7EE§Iish 1.. 101, 102-Commu- nication 125 O 111 12 0 ~2. 205, 216-Lit. 125 o 57 50 16 .- ""“-~"‘t“,‘"“~ “......I—fiAT-n . .} . Table l7--(Continued) 60 COURSE Essential Ade- Inade- Over-em- Yes No quate quate phasized B. Social Studies 1. History Civiliza— tion, 101, 102 116 7 9O 20 15 2. Sociology, Intro. 240 120 5 115 5 5 C. Orientation l. Orientation 121 101 14 90 16 8 D- Drawing 1. Mechanical 171 96 27 62 48 15- E- Education 1. General Psychol- ogy 270 96 5 57 55 6 2. Methods of Teach- ing 218 105 O 96 O 9 5. Art--Interior De— sign a Renovation 60 21 25 50 6 4. Health Education 204 9O 12 50 56 4 F- Physical Education S j_ 1.. Pys. Ed. 102,105 125 O 101 22 0 C: (ence -Ma thematics 1. Math 101,102 - General 125 0 114 9 O B- Science 1. Biol. (Human) ' 101, 102 125 O 125 0 O 2. Anat. & Phys. 125 77 5 71 6 O 5. Bact. 501, 502 119 4 105 5 9 4. Chem. 221, 222, 511, 512 125 O 45 O 80 0. Nutrition 1. Nutrition 541 125 O 115 10 O F 12. Nutrition 542 106 0 91 15 0 16 d Trips And jLFernships ‘4. Field Trips 10 O O 10 0 13. Internships 123 o 10 55 78 61 The 20 graduates who were interviewed by the author were not asked to evaluate specific courses in the curricu- lum, as were the respondents to the questionnaire. Instead, they were asked to: (A) rate the usefulness of their aca- demic training in the development of specific skills, (B) state the courses they had taken which were most helpful, (C) list the courses which were least helpful, and (D) state the one course which was most essential to their success. Their responses to these inquiries were as follows: A. Did your training help improve the following? 1. Ability to write reports, letters, etc. IE2 ¥% 2. Ability to speak effectively to fellow workers and to the public 5 l7 5. Ability to interpret and analyze situ- ations 9 ll 4. Ability to get along with people 4 l6 5. Ability to participate in community ac- tivities 5 15 6. Ability to assume responsibility 16 4 7. Ability to lead pe0p1e 7 15 8. Ability to get things done 19 l 9. Ability to make wise decisions 9 ll 10. Ability to handle tools and equipment 18 2 ll. Ability to adapt to job procedures and conditions 19 1 B. tioned by the 20 graduates.) Course Personnel Management Food Preparation and Service Nutrition and Diet Therapy English Menu-Planning Marketing and Buying Mathematics and Bookkeeping Internship Administration Meat Cutting and Meat Products Food and Labor Cost Control Quantity Cookery Methods of Teaching Supervision Business Law What phases of your training have been most helpful? Number Who Mentioned 5...: \fl l—‘l—‘NNNNNWWWP-me 62 (Responses are listed in the order most frequently men- 65 C. What phases of your training have been least helpful? (Responses are listed in the order most frequently men- tioned by the 20 graduates.) 9933§3 WhoNfigggioned Chemistry 14 History 7 Art and Mechanical Drawing 7 Biology 4 Nutrition 4 BacteriOIOgy 4 Physical Education 2 Internship 2 Meat and Meat Products 1 D. Is there a single phase of your training that you have considered extremely essential to your progress and job performance? (Responses are listed in the order most frequently mentioned by the 20 graduates.) QQEEEE Ehgfifigggioned Management 8 Food and Food Preparation 4 Internship .5 Marketing and Buying 2 Menu-Planning 2 Meat and Meat Products 1 ' vn’- During the interviews graduates from the Department were asked to state any deficiencies they might have noted in the curriculum in general. Deficiencies were given by individ- uals as l. 2. 5. 4. 5.. 7o 8. 9. follows: The curriculum was not broad enough for the work I am now engaged in. I felt that the institution management graduates in my class should have had more training in marketing and buying, bookkeeping, and some knowledge of social security tax and how to handle income taxes for a small business. Practice teaching and subjects for teacher certifi- cation should be a must in this field. Business English would be very valuable. There was a lack of training in food cost, personnel management and organization, business report writing and business letter writing. The curriculum offered little preparation for the training of future trainees--a course in tests and measurements of teaching would be helpful. More stress should be placed on nutrition of diets. More attention should be given to institutional training and catering. Courses should be better planned and more offered in purchasing, storage, personnel program, job evalu- ating, and job training. Although the above comments were made by individuals and do not carry the significance of those made by the num- bers of peOple listing inadequacies on the questionnaire, they serve to point up some of the deficiencies as given in less detail by the larger group. Implications from the data asPresented in this chapter are to be found in Chapter V. 65 n 5’ ... VOLLLa-D G o C’ 142C111 \-' 7 "1. 5, r "f, 1 Lng—-1-Julatcd by 'or 1 3 L: C “,7 L. I“ V ..~ .LJ " 1 A, x, 6'1 112‘ , 1 l ~fllC£ Ina ‘ I ' L1 L; omplete + ’1 v who Listed Required to 5 Respondents Graduates ’7? 1 J . z , Q U 4.1. ... 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U0 anew sfcnft qou prp ssssetc Z _ ISUUIOSJGCI *4 Burqoesq psureiq [Tanenssps go 3091 ‘ xion Aq:qunn5 Trams qusrorgjnsuq i smrq faoqeaoqet ga'roryjnsui sousrxufxs {moraserd quarorggnsafl esae srqq up pspésw essxnoo Inasrqrppv frosqq quororygnsul x30: °qnt up qurrnn guerorggnsu ausrdrnbs 3 seeds °qef qasIOITjnsul I qI H «s! 07m QCL 3 8 '33 Tbs Eim the a E! U) '0 $4 Ffl G H (D E3 ru$4 04: riw v‘fl :3 04: find O -H C) e. 67 CHAPTER V IMPLICATIONS FROM THE STUDY The data presented in the preceding chapter as gathered from the questionnaire and the interviews hold certain im- plications for the Department of Commercial Dietetics and Institution Management at Tuskegee Institute. They may be grouped under the following divisions: (l) implications for the instructional program, and (2) implications for or- ganizations and administration. I. Implications for the Instructional Program 5. Courses in food prmaration and baking. These courses were considered by all graduates as being essential, but definite inadequacies were noted. Chief among these were lack of laboratory space and equipment, and lack of variety in course content. Specifically, more small quan- tity work is needed, more training in pastry, and more de- tailed work in catering. B . Business Courses Business courses were generally considered to be inade- quate. In light of the large proportion of graduates employed in managerial positions, it is expected that many would find business training necessary, and in this area in particular, -68- 69 training was found to be insufficient for their needs. Im- plications from the data are that (1) courses should be ex- panded and slanted more to the hotel and restaurant field, (2) additional Courses should be available for those who want them. 9. Management and Psychology Courses in this area were considered to be essential but were rated as inadequate by important numbers of gradu- ates. The findings indicate that in the four management courses that are available, further calendar time should be allotted or additional courses in the area should be of- fered. Need was also expressed for more practical experi- ence in actual working situations. Ninety-five percent of all the graduates who participated in the study stated that courses should be established dealing with job analysis, job classification, and job instruction as applicable to the food service field. The inclusion of work relating to human relations, salesmanship, and unionism was felt to be of vital importance. The Tuskegee Department offerings were consid- ered to be inadequate along the lines of administration and Personnel relations, and should be expanded and implemented by means of more inclusive course work and a larger number 01' c ourse offerings . 70 D . English All graduates contacted agreed that instruction in Eng- lish is essential. Major criticisms here were that there was insufficient exercise in writing presented in English 101, and that neither of the English courses held the stu— dents' interest. Of the students interviewed 18 of the 20 stated that further work in public speaking, oral English, business letter writing, and business report writing should be given. E- Science In the sciences, graduates all agreed that biology is necessary and also adequately taught at Tuskegee. Anatomy and physiology, however, were considered to be inadequate in course content and time allotted, but were not necessary for cooks and chefs. Chemistry was rated as essential by all, but over-emphasized by 80 of the group of 125. Interviewees stated that the 4 courses in chemistry required were unneces- sax-y unless graduates wish to seek membership in the Ameri— can Dietetics Association. It was also stated that chemistry requirements tend to exclude many persons who could be suc- cessful as food production managers and food supervisors. The implication is that chemistry should be kept in the cur- riculum but that it should receive less emphasis and that feWer hours should be required. 71 Courses in nutrition were considered essential by all :respondents but inadequate for persons in management posi— 'tions and for dietitians. The course was rated as inade- (pnate by 15 graduates who felt the need for more practical exzperience in writing diets and a period for current ap- prt>aches in nutrition and diet planning. The implication hezee is that an additional course in this area should be available as an elective. £- Other Areas Drawing—~Twenty-seven of the 125 graduates found me- clnsxnical drawing unnecessary and 15 found it overemphasized. Imdpflications are that it might be considered an elective for those especially interested. This is true also of interior design and renovation, which 60 found essential and 21 unnee cessary. Health Education--Ninety students out of 102 stated thuat this area was necessary but 56 of the number felt that instruction was too general in nature and therefore inade- quate for their needs. éfllmmmary Course implications from the data presented in this SIHIka may be summarized as follows: 1. Courses in food planning and production should be continued in the curriculum but should contain more detailed and varied work. 2. 5. 4. 6. II. 72 Business course offerings should be considerably ex- panded and slanted more toward the hotel and restaur rant field. Courses in management and personnel should be ex— panded and brought up to date by the inclusion of present day problems and interests. English courses should be made more practical and interesting by the inclusion of business forms and oral expression. Courses in chemistry should be reduced in number, but nutrition courses should have additional elec- tive offerings. Other courses necessary for a well-rounded educa- tion should be continued. Implications for Organization and Administration Most of the criticisms expressed by the graduates con- taxrted were directed toward the curriculum and course con— temit. Other criticisms, however, were of situations best adjusted by or with the help of the administration. The implications from the data for the administration of the Program are given below. 75 A. General Emphasis From the large numbers of graduates whose duties are chiefly managerial, and from the criticisms levelled at the 4 courses in management, implications are that a strong business core should be developed in the curriculum plan- ning, closely allied with improved courses in food prepara- tion and management. 2. Internships and Eigld,ggip§ The internship program was strongly criticized. The feeling has been that too much of the internship training has been left to chance and that more careful planning of the experience to be gained from it is necessary. The find- ings indicate that the prOgram should be completely investi- gated and that a systematized method should be developed of assigning students to internship, and providing sufficient supervision to see that a variety of experience is obtained. The graduates expressed overwhelmingly (119 out of 125) their Opinion that field trips should be stressed. The ad- ministration accordingly should arrange more visits to in— stitutions of various types to acquaint students with situ- ations and equipment they are learning about in theory in the classroom. In addition to making the learning situa- tion more practical, such field trips may serve to guide some students into specialized areas in the food industry. 74 9. Provision for Electives According to data found in this study, graduates have felt a need, not only for a greater variety of subjects within the Department curriculum, but also for more of the cultural subjects for which they have not had time. These findings suggest that more flexibility be allowed in the curriculum with the opportunity given for greater selectivity on the part of the student after basic courses have been taken. A prOgram of guidance would possibly be of great benefit in encouraging a student to take those courses for ‘which he has special interest and aptitude. 2. Faculty Upgrading Among the frequently mentioned inadequacies listed by 'the graduates were those concerning the lack of variety in 'the material presented in class and the lack of direction in terms of the field of commercial dietetics and institution IIManagement. These comments imply certain criticisms of the fkiculty of the Department with implications for the adminis- tration. The instructional staff should be upgraded to pro- Vdee personnel with specific interest and adequate training 111.commercial dietetics and institution management to better Prepare students for success in the field after graduation. CEllis appears to be particularly applicable in the areas of management and food preparation and service. In view of the 75 fact that these are the areas considered by the graduates to be most essential to progress and job performance, this ad- justing of faculty experience assumes great urgency. E. Space and Equipment A second serious inadequacy, according to the data col— lected, concerns space and equipment in the foods labora- tories. All of the 125 respondents to the questionnaire and the 20 graduates interviewed mentioned this deficiency. The aid of the administration is needed here, as in the case of .faculty upgrading, to provide the laboratory space and equip- Inent necessary for the adequate training of students in the IDepartment. 2. Fees and Remuneration The matter of fees paid to the school during the intern- :ship program, and the remuneration to the student for ser- ‘rices rendered to the school during this period, was one ‘consideration that graduates from the Department felt Strongly about. From the number and variety of their com- ments it appears that the administration should make a study of fees to be paid to the school by the students and salary 'b<3 be paid to the students, and reach an adjustment that Would be agreeable to both groups. Students who feel that 'bliey are being unfairly treated by the administration are Ilcrt likely to learn well nor to render efficient service. 76 The implications as presented here in the study are ne- cessarily general in nature because the graduates were asked to list inadequacies and not to check specific solutions. It is to be hoped that the faculty and administration of Tuskegee Institute may consider the data and its implica- tions with the view of making definite plans to improve the quality of training offered its students. The author of this work, from the findings presented, attempts in the fol- lowing chapter to state his own recommendations for specific adjustments in the prOgram at Tuskegee. CHAPTER VI SUMMARY AND RECCMLENDATICNS The following is a summary of the author's findings and recommendations based upon the data collected and reported in this study. Summagy Some of the important and significant results of the study were as follows: 1. 2. 50 The greater proportion of the graduates held posi- tions involving managerial duties rather than those involving the actual preparation and service of food. Graduates felt that training received at Tuskegee Institute provided most of the basic experiences needed on their jobs but that additional experiences would have facilitated adjustment and prepared them for solving problems that have arisen in their work. Courses in food preparation and service were con— sidered to have too little variety and to be too general in nature. Courses in'management should be greatly expanded in number and content. Most of the problems encoun- tered by the graduates seemed to lie in this area. -77- 9. 78 Courses in Business and Business English should be expanded and slanted toward the commercial field with opportunity for variety in electives. Science courses were considered subordinate in im- portance to foods and management courses but essen— tial nevertheless. A smaller number of required courses here would appear to be adequate with pro- vision for electives. The internship program was severely criticized as to assignment, experiences received, and compensation. A thorough investigation into this phase of the pro- gram seems to be necessary. Laboratory space and’equipment, considered by all to be inadequate, needs to be expanded and brought up to date to provide proper experience in use of today's specialized machines. As individuals, the faculty commanded respect but on-the-job experience of the graduates showed that faculty members' knowledge of the commercial field was limited. More adequately trained personnel would result in better prepared alumni. Recommendations From the data presented in this study and from his ex- perience as Director of the Department of Commercial Dietetics 79 and Institution Management, the author presents the follow- ing recommendations: Curriculum Adjustments 1. Courses whose principles apply to quantity cookery in hotels, restaurants, and industrial feeding es- tablishments should be strengthened much more in the Commercial Dietetics curriculum. A strong business core should be the basis for the curriculum. With increasing labor and food costs, the expansion of individual companies, and the de- veloping services of the food industry, the impor- tance of a good business background is increasingly evident. Handling the problems of personnel has be- come another major area in the hotel and restaurant field which must be met in the Tuskegee curriculum. In order that graduates can make the necessary ad- justments called for on the job, courses in manage- ment must be expanded in content and number. Train- ing in personnel management should be given more stress. New courses should be added to include salesmanship, advertising, public relations, busi- ness law, and food and labor cost control for smaller restaurants, hotels, institutions, motels, and re- sorts. 80 5. More experience should be offered in the English courses in public speaking, oral English, business letter writing, and business report writing. 4. Some of the courses in biology, chemistry, history, art, and bacteriology should be deleted as required subjects and listed among the electives. This will provide opportunity for the student to select other courses in which he is especially interested, in- cluding cultural subjects as well as those pertain- ing to his major field. Recommendations made below for the internship program also will provide addi- tional hours, which will allow more Opportunity for the construction of an adequate and satisfying pro- gram. Administrative Adjustments A. ggggg pf Sglf—Improvement fgglgpgff The following suggestions are offered as means of improvement that the present faculty under present conditions can make as steps toward improving the instructional program of the Department: 1. Syllabus should be prepared by each teacher for each course as an aid to more effective teaching. 2. Teachers should make greater use of audio- visual aids in their teaching programs. 10. 81 Teachers should be conscientious about meeting classes on schedule and returning written work promptly. A teacher rating sheet should be constructed by the faculty, completed by students, and returned to individual instructors for their guidance. Teachers should do independent and/or coopera- tive research as an aid in broadening their knowledge. Faculty members should affiliate with profes- sional organizations in their fields and par- ticipate in the activities of such organiza— tions. Each member of the staff should read the pro- fessional magazines in or closely related to his field of interest. Each faculty member should read the new books which are published in his subject matter field. The faculty should, as frequently as practical, visit other colleges having departments of food and institutional management. The faculty should attend and participate ac- tively in conferences, work shops, and short courses in their respective areas of interest. 82 B. Faculty The faculty of the Department needs to be up- graded as quickly as possible and rewards established in terms of increased salary for those who meet the higher standards. Faculty members should be relieved of the responsibility of supervising production and carrying a full teaching load simultaneously. It is recommended that the faculty be appointed for ten months annually and encouraged to work in industry or go to school during part of the year. This will keep them abreast of the changes in education and in industry and can develop a valuable liason with industry providing a means of replenishing interest and enthusiasm for the teaching job. Time and fa— cilities for faculty and students to engage in re- search should also be provided by the administration. 0. §p§gg ggg Equipment The need for additional space and adequate and up-to-date equipment is an urgent one. One of the reasons for the graduates' statement that some classes were frequently late in starting was that laboratories were needed for both production and teaching and as a result the students were often late being admitted. This situation limited even further the variety of experiences offered in the 85 foods curriculum and must be remedied as quickly as possible. Also the approach of automation in the food industry makes it mandatory that students be provided with the opportunity to learn about the new machines and the new techniques that are rapidly becoming a part of the food industry's essential processes. It is important that the administration recognize the immediacy of this need and set up a long range plan for the acquisition of space and equipment and the servicing of the latter. Intern Program The present intern program which includes six semesters of on—the-job training should be reduced as quickly as possible to four semesters. It is believed that the student can become sufficiently familiar with skills involved in the back of the house as well as the skills in the front of the house within four semesters providing there is a program of job instruction with well defined steps of accomp— lishment established. Students should advance from the jobs requiring the least degree of skill, such as pot and pan washing and dish machine operation, as rapidly as possible to those requiring higher skills, such as fry cook, meat cutter, and sauce cook, stu- dent dietition, and student manager. Progress from 84 The reduction of the intern program from six semesters to four semesters would provide space in the curriculum for two additional semesters of in- struction in the class room, which would amount to 50 to 56 semester hours. This would provide ade- quate time for the recommended additional required and elective courses. Of the semester hours re- quired for graduation, 25% are now satisfied by in- tern training. The writer feels that this slants the program too far on the vocational side, thereby hindering students from graduating with a broad background. The writer feels that a good arrangement for the commercial dietetics students internship would be: 1. One in the summer following the student's fresh- man year. This training period for the student should be spent in the salad pantry or vegetable preparation room. 2. The second on-the-job training period should come at the end of the second school year in the summer and should be spent in the kitchen from one station to the other. 85 5. The third training period should come at the end of the third school year in the summer and the training period should be spent in the bak- ery. 4. The fourth on-the-job training period should come in the fall semester of the senior year and should be spent in the front of the house and in the office. This arrangement in some respects would vary for the young ladies, no doubt, as many will want to intern in hospitals and in school lunch Operations. Changes are also recommended for the institu- tion management students' on—the-job training periods. The number of such periods should be increased from one to two semesters and should be as follows: 1. The first on—the-job training period should come in the summer at the end of the sophomore year. 2. The second on-the-job training period should come in the summer at the end of the junior year. These training periods should be Spent in hospitals, hotels, restaurants, or other food service programs. A survey was made by the writer of other col- logos and universities offering hotel and restaurant 86 training at the college level, including Cornell University, Michigan State University, Florida State University, and the University of Denver. Depart- ment heads at these universities felt that students should not be required to register with the regis- trar's office, but should register with the dean of school in which they are enrolled and that on-the- job training should be a curriculum requirement not for credit. They further felt that the student should not be required to pay the school tuition and fees dur- ing the semesters that they are engaged in on-the- job training. This feeling is shared by 98% of the 125 graduates who took part in this study. At the present time Tuskegee Institute appears to be the only school in this country with a restau- rant or hotel curriculum that requires on-the—job training as a part of the curriculum and requires the students to pay full tuition and fees, (3165 per semester), while the student is engaged in on-the— job training. The maximum charged by any other schools investigated was 310 per quarter. The writer recommends that Tuskegee Institute conform to the prOgram in the other institutions in this respect. E. 87 Student Compensation The writer also recommends that after a student has completed a specified number of hours of satis- factory work on the campus, while enrolled at Tuske- gee, his hourly rate be increased commensurate with his increased proficiency in his work. It would be advisable to set a pay scale that would give the student an incentive to progress from the beginning pay rate to a higher pay rate which would recognize achievement and efficiency through training and ex- perience. Students should be paid in cash as learn- ing to handle a budget is educational in itself. Egg-Degree Program A well defined non-degree prOgram should be in- stituted to offer courses to students who desire training in specialized areas such as chefs, bakers, waiters, butchers, etc. Such a program should stress development of special skills and permit the student to advance as rapidly as his ability allows him. Ig—Service Education Short courses for in—service personnel should be offered to persons employed in industry who are interested in improving themselves and learning new techniques that will be helpful in their work. 88 H. Change 2g Nggg E; Department The name of the Department of Commercial Dietetics should be changed to a name more ap- propriate and representative of its curriculum. To many people in the food service industry the name "Commercial Dietetics" has become mislead- ing and confusing. The writer suggests that the name be changed to School of Food Service Manage- ment. As a result of evidence cited in this study, the author judges the most important problems confronting the Commer- cial Dietetics and Institution Management graduates to be concerned with the need for a good business management back- ground, especially in personnel management, human relations, purchasing, and the writing of business reports. The writer believes that the findings and recommendations outlined in this study will give strength to this program——it is evident that much more strength is needed to qualify graduates for successful performance and progress. The writer realizes the limitations of this study, but it is hoped that the ideas expressed and the information presented will focus attention on the need for further in- vestigation into the training and educational demands of graduates from this program. Two additional pieces of re- search are recommended to help the department at Tuskegee with the evaluation and develOpment of its program: (1) a study of the programs of other schools and universities that offer training in Hotel and Restaurant Management, and (2) a questionnaire directed to those who are potential employers of graduates to ascertain the knowledge, skills, and attitudes they consider necessary for success in the field. Until other sources of information have been tapped, it is hoped that the present study may be of some assistance in supplying a critical look at the program as it has been in the past, and indicating the future direction that it may take. The recommendations submitted outline a program of improvement which the author believes to be essential to the continued strength of the Department of Commercial Dietetics and Institution Management at Tuskegee Institute. 90 BIBLIOGRAPHY Ag Explanatory Stud 9; Food Service TraininT in Vocational Schools an ommerciaI Establishments, .eEdquarters, Air Material Command, Wright-Patterson Air Force Base, Ohio. g Stud pf the Agricultural Graduates p£_Michigan State 001- Ie e, Thesis for Master of Science, Michigan State 01 ege, Irving R. Wyeth, 1955. Bernatsky, Matthew, Director, School of Hotel and Restaurant, Management, University of Denver, Denver, Colorado, Personal Correspondence. Bradner, J., Howard M. Carlson, and Henry T. Maschal, Profit- able Food and Beverage Operation, Ahrens Publishing Co., "Careers in Hotel and Restaurant Management" Research Report No. 9, Bureau of Business Research, Michigan State Col- lege, East Lansing, Michigan. Clearance pf Proposed Courses, Comments and Explanations, Restaurant Manager, Michigan State College, December 1950. Davis, Kate D., "Ten Years Growth", Reprint from Southern Hotel Journal, Jacksonville, Florida, February I945. Daza, Nora Villaneuva, Ag Analysis pf Required Courses $3 Institution Management g3 Cornell Universit gpg Their fiéiation pg Egg Duties 2: Egg HospitaI_DigtItian,-a—__ thesis, September I956. Fisk, Warren Wells, Evidences 2; Needs pf Hotel Managers lg Re ard 39 Training and Education, a thesis, State COIIege of Washington, 1947.. Galster, Marion Dorothy, Criteria for Certain Aspects of Institution Management Curricula, a thesis, Iowa State College, 1955. Ginzberg, Eli, The Ne ro Potential (New York, Columbia Univ. Press, 19565, pp. 25, 28. Good, Carter and Douglas E. Scates, Methods pf Research, New York:Appleton-Century—Crafts, Inc., 19 . 91 Greenaway, Donald, Director, School of Hotel, Restaurant, and Institutional Management, Michigan State University, East Lansing, Michigan, Personal Correspondence. Greenaway, Donald, Findings from the Stud , A summary of Evidences 9f Needs pf Hotel Managers lg Re ard 22 Training and Education, a thesis by Warren WeIls Fisk, I947. Historical Files of the Department of Commercial Dietetics, Tuskegee Institute, Alabama. Ip—Service Training Regulations, School of Hotel, Restaurant, and Institutional Management, Michigan State University, East Lansing, Michigan. Job Descriptions for Hotels and Restaurants, U. 8. Dept. of Labor, Wash. D. C., 1958. Johnson, Joseph T. The Potential Negro Market, (New York, Pageant Press, I952). Lundberg, Donald E., Head, Department of Restaurant and Hotel Management, Florida State University, Tallahassee, Florida, Personal Correspondence. Meek, H. B., Director, School of Hotel Administration, Cor- nell University, Ithaca, New York, Personal Correspond- ence. Morrow, J. J., American Negroes g Wasted Resource, (Harrors Business Review, Vol. 55, No. 1, January 1957). Re ort of Pro ress g; the Hotel Curriculum, Washington State oIIege, November I5, I949. Service magazines, Official organ of the National Cullinary Association, Tuskegee Institute Printing Department, Tuskegee Institute, Alabama. Thompson, S. E., Reactions pf Graduates to Training Received, Unpublished material, February 21, I957. Tuskegee Institute Daily Activity Sheet, Issued through the Division of Public Relations, Wed., March 20, 1957. Student Handbook, School of Commercial Dietetics and Insti- tutIOn Management, Tuskegee Institute, Alabama, 1954). 92 "Survey of Employment of Graduates of the Department of Com— mercial Dietetics," written communication with mimeo- graphed data, Tuskegee Institute, Alabama, Department of Commercial Dietetics, 1954. Washington, B. T., Up from Slaver , Doubleday and Company, Inc., New York, 195I. Young, Pauline. Scientific Social Surve s and Research, (New York: Prentice-Hall, Inc., 1951). 95 APPENDIX I Tuskegee Institute Department of Commercial Dietetics February 1, 1957 You, as an alumnus of the Department of Commercial Dietetics and Institution Management at Tuskegee Institute, are in a position to help your school. We are attempting an evalua- tion of our program - an investigation of its weaknesses. If need be, we plan to recommend changes in the curriculum. It is essential that we keep pace with the rapidly growing food service industry. Frankly, to do this successfully, we need the guidance from an experienced person like your— self. Honest criticism is a stepping stone to success. We would like to know our weak points and also our strong points. In an effort to give the Department the leadership which it should have, I am doing graduate work at Michigan State Univ- ersity this year in the School of Hotel, Restaurant, and Institutional Management. It is a requirement of the School that we submit a thesis and I have decided to further inves— tigate and report on our training program at Tuskegee. To facilitate your reply, we have prepared the following check list concerning the type and methods of instruction we offer. We are also interested in discovering the types of work which our graduates are doing and the specific duties which they perform. I have developed a job analysis form for your convenience in submitting this information and hope that you will com- plete it for inclusion in the study. Please return all of the material in the enclosed envelope to: William E. Brunson, Jr. Box 5 East Lansing, Michigan Since we are interested in reaching all graduates of the Department, please send me names and addresses of any gradu- ates with whom you are familiar. Sincerely, William E. Brunson, Jr. Director of Commercial Dietetics l. 2. Date of graduation from Tuskegee Institute 5. Place of Employment 4. 5. 6. 7. Name Date of employment in this location 94 APPENDIX II JOB ANALYSIS FORM Date Title No. of employees supervised Analysis of Duties (Please show what percentage of your time you spend on each of the following types of duties - add others necessary in the blanks provided.) a. b. l. Supervision Conferring with person to whom you report Record keeping (Time cards, payroll, inventory, sick leaves, etc. Menu making Diet making Purchasing (Food, supplies, equipment, etc.) Teaching and training others Budgeting and forecasting Planning for future operations Food production 100 Total Percentage Analysis of time spent in food production and service. (If your duties include food production, show the per- centage of time so spent according to the following categories.) ~ a. b. Vegetable prepara— e. Vegetable cookery tion Meat cutting f. Bake Shop Storeroom Salad preparation g. Range 10. 95 h. Dining room or cafeteria service i. Sanitation 100 Total Percentage What are the minimum qualifications for your position? "‘ Sex a. Age b. Education 0. Experience d. Other (Please explain) Please list any unusual tools or equipment which you are required to operate as a part of your duties. Please give any additional information which you believe might give us additional insight into your responsibili- ties in the position which you now hold. 96 APPENDIX III SURVEY OF COURSE OFFERINGS Department of Commercial Dietetics and Institution Management Tuskegee Institute, Alabama Office of Director of Commercial Dietetics Did you feel Did you feel the material that these offered was: areas of study COURSE were essential Over- lgg E2 Adequate Inadequate Emphasized (If SO, Why) 1. Baking a. Food 551 Breads b. Food 552 Cakes 2. Business a. Business Law 452 b. Bookkeeping 220 5. Drawin a. Mechanical 171 4. Education a.IGenera1 PsychOIOgy 270 b. Methods of Teach- ing 218 c. Art (Interior Design and Re- novation d. Health Education 204 5. Economics a. Economics 201 Principles b. Economics 470 Consumer 6. Food Preparation and Services a. Foods 151 (Princ., Prep., Serving) b. Foods 154 (Meat and meat products) c. Foods 251 (Elem., quan. cookery & catering) d. Foods 451 (Spec. Hotel cookery & Catering) e. Foods 456 (Menu Making) f. Foods 455 (Exp. & Advanced Cooking) g. Foods 152 (Prin. of Food Prep. & Serv.) 97 Did you feel Did you feel the material that these offered was: areas of study COURSE Over- were essential Adequate Inadequate Emphasized IEE fig (If so, why) 7. English a. English 101, 102 (Communications) b. English Composit. 0. English 205, 206, (App. of Lit.) 8. Management a. Management 561 (Food cost control & accounting) b. Management 565 (Personnel) 0. Management 565 (Eng. & Manage.) d. Management 566 (Food Purchasing) 9. Mathematics a. Math. lCI-IO2 (General) 10. Nutrition a. Nutrition 541 (Elementary) b. Nutrition 542 (Adv. Diet & Disease 11. Physical Education a. Phys. Ed. 102, 105 12. Orientation a. Orientation 121 15. Science a. BioIogy (Human) 102, 101 b. Anatomy and Psy. 125 c. BacteriolOgy 501- 502 d. Chemistry 221, 222, 511, 512 14. Social Science a. Histor (Civili- zation 101, 102 b. Sociology (Intro. 240 15. Field Tripg 16. Internships AI‘l-SNQIX IV INTERVIEW ON TRAINING DATE NAME OF PERSON INTERVIEWED PLACE OF EMPLOYMENT PRESENT IOSITION Statement of Purpose This interview is part of a general study designed to in- vestigate the degree to which training in Commercial Dietetics at Tuskegee Institute prepares students for success in the work which they do after graduation. I will appreciate receiving a frank and complete answer to each of the questions which will be discussed during our interview. 1. Did your curriculum include training of the types which you have needed? If not, what deficiencies have you discovered? 2. Was the subject matter in classes you attended well taught? 5. Did you instructors command your respect as persons and as teachers? 4. Were they usually well prepared? 5. Did they give evidence of having adequate training? 6. Was the space and equipment used in your classes ade- 9 quate. 7. Did your training help to improve the following? 10. a. b. Ability Ability ers and Ability Ability Ability ties Ability Ability Ability Ability Ability Ability ditions to to to to to to to to to to to to write reports, letters, etc. speak effectively to fellow work— the public interpret and analyze situations get along with pGOple participate in community activi— assume responsibility lead peOple get things done make wise decisions handle tools and equipment adapt to job procedures and con- 99 Yes What phases of your training have been most helpful? a. b. C. What phases of your training have been least helpful? a. b. C. No Is there a single phase of your training that you have considered extremely essential to your progress and job performance? m?” £1.22.” ‘3 d I 532???? a ’5‘- =~’ ‘fiateyjfifie " ..n its a: ‘wmfij 37/615 Demco-293 759 I, I I All I R' 8" l' l Ll I v." um Minn