WM i l W 125 588 TH ' 4 3 i r’ ;_‘3 141-7.; AKY P . CL, .‘ '8 v3 u-.-ti-'z:;;1n .J a: 3.9 5': "IA V ’5 l . .“ Rm mm. mm. «is ABSTRACT SUPERVISORY FUNCTION IN STUDENT MANAGERIAL ROLE IN HOME MANAGEMENT RESIDENCE by Reiko Shimonaka Home management is concerned with goal achievement through decision—making. If a goal requires one person, the manager, arranging the efforts of others for the per- formance of tasks, integration and supervision occur as well as differentiation and allocation of roles in the group as an essential internal characteristic of organization. The supervisor achieves the goal through workers, because the supervisor cannot perform all the work alone and cannot, assume all the responsibility in the group. After a decision is made, the supervisor's effort is focused on organizing human resources to attain goals. It is important for the supervisor to learn the workers' motivation and reaction reflected by the supervisor's particular behavior. It is desirable for the supervisor to devise and practice a suit- able supervisory technique for a particular organization. This study was undertaken (l) to identify one of the two organizational styles in a managerial behavior among the student managers in the home management residence; 1) task-centered style is one in which the manager's emphasis is primarily on the end product, and 2) person—centered style is one in which the manager's emphasis is on the Reiko Shimonaka person performing the task, and (2) to describe supervisory techniques among peers, being focused on directions they gave, communication used, and supervisory method. Data revealed the student managers' highly person- centered organizational style; eighty per cent of the group appeared highly person—centered, and twenty per cent were moderately person-centered. As to their supervisory tech- niques: 1) written directions were given especially to the cook and the assistant cook, 2) verbal directions re- inforced written directions, 3) the managers considered combination of written and verbal form was the most effec- tive communication, 4) non—verbal (visual aids) was useful for specific tasks, such as setting-table, 5) "casual over- seeing" was the most popular pattern of on-the-job super- vision, 6) the degree of interaction which manager had with the workers was high, 7) the student managers allowed the workers freedom to be initiators in the work within limits, 8) the manager's plans tended to be flexible according to the needs of the workers, 9) they evaluated that their super- visory techniques were closely related to goal achievement. While this study has provided some supports indi- cating interrelationship between the two objectives, fur- ther study is needed to appraise techniques associated with organizational style. SUPERVISORY FUNCTION IN STUDENT MANAGERIAL ROLE IN HOME MANAGEMENT RESIDENCE By Reiko Shimonaka A PROBLEM Six Term Credits Submitted to Michigan State University in partial fulfillment of the requirements for the degree of MASTER OF ARTS College of Home Economics Department of Home Management and Child Development 1965 ACKNOWLEDGMENTS The writer wishes to express her appreciation to Miss Esther Everett for her continuous support and encour— agement throughout this study. The writer also eXpresses her thanks to Dr. Beatrice Paolucci and Dr. Eugene O. Peisner for their assistance and suggestions in organizing and treating the data. The writer is grateful for the kind contributions of thirty students who lived in the home management house of Michigan State University in the fall term in 1964, and gave of their time to answer the questionnaires. The writer is grateful to Michigan State University and the Department of Home Economics and Child Development for providing the facilities needed to complete this study, and to the American Home Economics Association for offering an opportunity to be able to study in the United States and to complete the master's degree. ii TABLE or CONTENTS ACKNOWIJEDGWNTS O O O O O O O O I O O O O O 0 LIST OF TABLES O O O O O O O O O O O O O O O O CMRT O O O O O O O O O O O O O O O O O O O 0 Chapter I. INTRODUCTION. . . . . . . . . . . . . Supervision in Home Management. . . Supervision as a new idea among the Japanese homemakers. . . . . . . The supervisory function in the home management residence course. . . Objectives. . . . . . . . . . . . . II. REVIEW OF LITERATURE. . . . . . . . . Supervision in Time and Space . . . Supervisory Function in Management. Supervisory activity in home management Supervision as an aspect of organization. Purpose of the Supervisory Activities in the Family 0 O O O O O O O O O 0 O O 0 III 0 PROCEDURE 0 O O O O O O O O O O O O 0 Design for Study. . . . . . . . . . DevelOpment of Instruments. . . . . Nichols' instrument and modification for this StUdy O O O O O O O O O O 0 Development of the second questionnaire . Description of Group. . . . . . . . Coding, Tabulation and Analysis . . iii Page ii vi N OCDCDONOWU'IUON H l7 17 17 17 18 19 20 Chapter IV. FINDINGS O O O O O O O O 0 O O O O O O O O O 0 Objective I O O O O O O O O O O O O O O O 0 Organizational style. . . . . . . . . . . Organizational style scores . . . . . . . Style categories. . . . . . . . . . . . . Objective II. . . . . . . . . . . . . . . . Designating the degree of responsibility. Communication used. . . . . . . . . . . . Form of communication . . . . . . . . . Communication used to the housekeeper and the dishwasher . . . . . . . . . . The most effective communication. . . . Interaction between manager and workers Time of interaction . . . Degree of interaction . Supervisory method. . . Checking on-the-job . . Modification of manager's directions. . . Amount of freedom given . . . . . . . . . Reasons for dissatisfaction with super— ViSion O O O O O O O O 0 O O O O O O O O V. CONCLUSIONS AND DISCUSSION. . . . . . . . . . summary 0 O O O O O O O O O O O 0 O O O O 0 Common supervisory techniques . . . . . . Techniques associated with organizational S ty1€ O O O O O O O O O O O O O O O O O 0 Implications for Further Study. . . . . . . LITERATURE CITED 0 O O O O O O O O O O O O O O O O O 0 APPENDIX. 0 O O O O O O O O O O O O O O O O O 0 O O 0 iv Page 21 21 21 22 23 24 24 25 25 28 30 31 31 33 35 36 37 38 4O 4O 40 42 43 45 47 Table 1. 2. 3. 4. 5. 9. 10. 11. 12. 13. 14. LIST OF TABLES Responses to Individual Style Inventory Statements 0 O O O O O O O O O O O O O O O O 0 Distribution of Style Scores. . . . . . . . . . Distribution among Style Categories . . . . . . Amount of Directions Given. . . . . . . . . . . Distribution of Responses as to the Relative Proportion of the Three Types of Communica- tion 0 O O C O O O O I O O O O O O O O O O O 0 Distribution of Responses: Communication Used for the Housekeeper and the Dishwasher. . . . Distribution of Responses about the Most Effec— tive Communication for the Cook and Assistant COOK O O O O O O O O O O O O O O I O O O O O 0 Distribution of Responses: Time of Interaction with the Cook and the Assistant Cook. . . . . Distribution of Degree of Interaction . . . . . Distribution of Supervisory Method. . . . . . . Distribution of Checking on-the-Job . . . . . . Distribution of Modifying Manager's Directions. Amount of Freedom Given . . . . . . . . . . . . Reasons for Dissatisfaction with Supervision. . Page 22 23 24 25 27 3O 31 32 33 34 36 37 37 39 CHART Page 1. Rank Ordering of Managers by Verbal Directions Given to the COOko o o o o o o o o o o o o o o o 29 vi CHAPTER I INTRODUCTION One of the important objectives of home management is to allocate human capacities among tasks to achieve goals. Home management is concerned with people in their intimate living situations. This situation involves the differen- tiation and allocation of roles as well as the relationships among the members. This fundamental internal differentia- tion requires integration and supervision. The supervisor cannot assume all the responsibility for the members. Thus, a crucial task for the supervisor is to organize for the allocation of human resources and to cope with working re— lationships of members. Moreover, it is helpful for the supervisor to learn workers' reactions which are the result of the supervisor's own behavior. Increasingly, researchers in industry and in small group behavior have taken the approach which views the dy- namics of human relations: namely, the interactional process between workers and supervisor. The focus of this study was an attempt to investigate the home management residence situation in which the organization of work among peers was used as an observation situation for investigating supervision in home management. Supervision in Home Management Supervision as a new idea among the Japanese homemakers The researcher's special concern with the supervisory role is related to her interest in the changing status of Japanese homemakers. No doubt the post-war democratization in Japan brought about one of the most radical changes in the family system. The confusion which followed the war caused a great deal of unhappiness and much suffering among family members and others. Women, submissive for genera- tions, would have to face a new situation, one for which they had no preparation. With emancipation, women became responsible for decision-making for themselves and for their families. In the transitional period, some of them lacked the ability to practice the new role, and others exercised too much individual initiative and independence; therefore, there were problems of family unity and harmonious relation— ships among its members. However, they are now in a situ- ation to participate in supervisory function in management in the home, in the school, and in the community. It is important to educate the Japanese women to realize their new roles. Along with the changing status of women, the Japanese society has become concerned with and placed em- phasis on healthy, emotionally mature personalities which are able to fulfill the new responsibilities. Increasingly, more attention has been given to home management residence course in college teaching in Japan. Home management educators have been making an effort toward reinforcing the role of decision-maker and the decision- making process rather than the practical work of the house- hold. The purpose of supervision has not been fully real- ized. This may be attributed to the traditional notion that women seldom became supervisors in the home or in the society. But this traditional cultural tendency among the Japanese women to be submissive is changing. Hopefully, in applying supervision principles, they may become aware of the importance of supervision in home management. This cultural tendency of submissiveness can be observed in the students' dependency on the faculty adviser for the managerial activities in the home management resi- dence in Japan. During the researcher's observation of a Japanese home management residence, the faculty adviser took initiative in managerial activities in order that stu— dents might observe an experienced person carrying out the role. The supervisory function in the home management residence course It is important for the student, Japanese or Amer- ican, to experience the new idea of supervision in carrying through the role of manager in the family. In order to develop skill in the supervisory activity, the home manage- ment residence course at Michigan State University provides Opportunity for students to assume a supervisory role as they live with their peers in a managerial situation. Each student is given an Opportunity to be the ”manager" for a period of time during her stay in the home management house. Through the experience the student recognizes and exempli- fies the various concepts and generalizations of home man- agement which she may apply to her future professional ex- perience. In the home management residence, the student man- ager is responsible for more tasks than she can do alone. These tasks are delegated to the workers and carried out by them. Thus, one of the manager's main roles is conceived as supervisor in the processes of task completion and goal achievement. The goal is achieved through workers with whom the supervisor deals. In the home management residence, the manager is responsible for organizing because there is more than one task which can be performed by one or more persons. The manager's efforts are needed to assess and allocate non- human resources, to motivate the persons to action, at the same time controlling the outcome to prevent undesirable results. The manager's effort contributes toward the whole organization. The two possible dimensions of organizational style have been pointed out in the research (1). These dimensions were classified by the organizer's emphasis upon either the tangibles of the task itself (task-centered); or the task as a means for the development of the worker (person-centered) (2). In the home management residence, even with clear cut and specific responsibilities for each person in the group, the supervisory role is important to create a situ- ation for the smooth running of the whole and for creating possibilities for individuals to learn and grow. An ob- jective for the student manager is to experience supervis- ing peers in carrying through a decision. She develops her ability to implement change in situations based upon the needs of self and others. Supervision is essential to implement her role as manager. The manager makes an effort to attain goals through the constant interaction between workers and supervisors, and among workers. In the supervisory activity the manager develops an awareness of interpersonal competences. Investigations of the function of the student super- visory role in the peer group have not been found in any research in home management. This investigation identified kinds of organizational styles used by the managers and the supervisory techniques used. Objectives 1. To classify the managers in home management residence by organizational styles. 2. To investigate and describe the manager's supervisory technique associated with organizational styles. CHAPTER II REVIEW OF LITERATURE Supervision in Time and Space It is believed that leadership in a family shifts over time, is associated with the nature of the family struc- ture, and is held in different view from place to place. For example, in a highly patriarchal family, such as the traditional family of the Chinese peasantry or a typical Japanese extended family, females as homemakers had little influence. Primarily, women were not decision-makers in the family. The status of women was expressed as follows: A woman should obey her father before marriage, obey her husband after marriage, and obey her son when her husband had deceased (3). Informally, however, women, especially grandmothers, exer- cised considerable influence in decision-making and manage— ment of the household in these above mentioned cultures. Gross and Crandall clarify a misconception concern- ing the role of the leader in household activities; that is, "in each family there should be one person who is 'the' manager.” They also state: While it is true that there is usually a leader, all family members who are old enough to make de- cisions can and should participate in home manage- ment. Not only do they help make choices in rela- tion to group resources and group goals, but every individual has certain resources for which he or she alone is responsible (4). This indicates that management is not limited to one or to only the leader of a group. By and large, there has been a radical change in social system in many cultures in the last fifty years. Man has achieved tremendous success through technological changes. In the highly technological cultures, the society becomes more complex and interdependent than in the previous century. Haire expresses the relationship between this technological develOpment and changing society, describing the influence of the fundamental change of society upon operating daily living: . . . our whole culture, both industrial and non- industrial, is moving in the direction of a more and more highly interdependent society. We are no longer as self-sufficient as our fathers were. In the home, technological developments in process- ing and distribution techniques have relieved the housewife of many arduous jobs of baking, preserv- ing, washing, and the like. But, at the same time, they have made her more dependent on the regular schedules of the baker, the laundryman, and the supplier of frozen foods at the market. As we pro- gress, we can no longer do for ourselves. We build a more complex and hence more interdependent society, where each plays a specialized role and depends on the other to carry out his role. . . . As we become more complex, we depend more and more on one another, and our relations with others become more and more important for the smooth working of the system (5). Along with this interdependence within the society, the internal feature of each organizational unit is believed to have changed, too. It is important for a supervisor as manager to see an organization as a set of relationships among people, and how best to organize the human resources to achieve goals. Cultural value may be another important factor that has influenced the relationship between supervisor and work- ers. Traditionally, the American culture has given the individual greater freedom and initiative than some other societies. Instead of giving direct and unexplained orders, it is desirable for a supervisor to give the workers Oppor— tunities of participating in decisions, in the homes, in the schools and in the communities. Supervisory Function in Management Supervisory_activity in home management Home management is a means to an end. The broadly accepted definition is that "home management consists of a series of decisions making up the process of using family resources to achieve family goals” (4). Gross and Crandall further point out that this managerial process has "an . . . important phase when plans made by one person are carried out by others," and this phase "which occurs in the control step is supervision" (4). The supervisory activity is that part of management which deals with complex interaction of persons. In regard to this point, management in the family tends to be more humanistic and behavioristic. Liston, at the 1964 Home Management Conference at Michigan State University indi- cated that: If management is conceived as an aspect of family behavior, attention must also be given to the psy- chological and social processes of interaction dur- ing participation in making decisions: communication and the diffusion of ideas and practices; role re- sponsibilities with respect to leadership, infor- mation seeking, evaluation, organization, and super- vision; processes related especially to achievement of human needs and performance of social functions of the family such as consumption (broadly inter- preted) and motivation. To improve our understand- ings of management in home and family life we must give attention to these social and behavioral con- cepts in our research, teaching, counseling, writing, and the like (6). Little has been written specifically concerning supervision in the home. Management regularly involves supervision which is directly connected with a goal. A goal is set as a chosen result. If the goal requires one person who arranges the effort of other persons, a supervisor and worker relationship exists on that organizational level. Usually a homemaker is reSponsible as a supervisor to organize human resources toward the goals of the family. Since home man- agement is concerned with goal achievement, it is important for a home manager, as an organizer, to understand that there are intangible as well as tangible outdomes of super- vision. Nichols designed a research to identify organiza- tional style among 125 homemakers who were all in one oc- cupational group, that of automotive manufacturing opera- tive. The conceptual framework set up by her, indicates that ”the organization of home tasks is a process; a process is defined as operations conducing to an end, and, hence, implies movement from a beginning to an end, thus the oper- ations would appear to begin with selecting someone among those available to do the task and to end with some evaluation 10 of the performance" (2). According to her conceptualiza- tion, six operations, assigning, authorizing, actuating, supervising, co-ordinating, evaluating, were performed by the manager in the process of organizing tasks (2). An instrument was developed by her as a forced-choice style questionnaire consisting of statements indicating the con- tent of task-centered style and person-centered style, using the foregoing six organizational components as a basis. Her study demonstrates that those who were most task-cen- Egggg constituted 30.8 per cent of the sample; those who were moderately person-centered constituted 40.0 per cent of the sample, those who were highly person-centered consti- tuted 29.0 per cent of the sample (2). Supervision as an aspect of organization It is generally considered that a supervisor or a leader is the one who has authority within groups. The authority simply tends to be expressed in terms of influ- ence which a person can regularly exert over group members. Small group study explains that "authority is an interac- tional process by means of which the organization defines for each individual the scope for action he has in making decisions, carrying out responsibilities, and enlisting the cooperation of others” (7). Haire states as follows: The superior is in a superior position because he is responsible for more work than one man can do. That is why he has subordinates. . . . The princi- pal defining characteristic of his job is as simple as that. He is responsible for more work than he can do alone; therefore, he has subordinates to 11 help him get it done. The successful accomplish— ment of the superior's job depends primarily on his ability to get help from his subordinates in getting the job done. This means that the super- ior's job--at any level of the management hier- archy--is people, not production. He may be re- sponsible for production, but the medium through which he accomplishes it is people, and his success or lack of it depends chiefly on his ability to work through people (5). Furthermore, Haire continues to suggest some techniques of supervision. In order to do his job well, the supervisor must create conditions so that he gets help from others. According to Haire, ”knowledge of various sorts, an atmo- sphere of approval, and consistent discipline . . . the encouragement of growth and expansion of egoistic and so- cial need-satisfaction, participation, and the right to appeal," help the subordinates to feel secure, and make possible the development of independence (5). Likert suggests that modified theory of organiza— tion and management is needed because the traditional theory ignores the importance of motivation. "The modified theory emphasizes the necessity of a high level of motivation throughout the organization if the goals of the organiza— tion are to be achieved" (8). In their study, Likert and his associate witnessed the two patterns of supervisory behavior displayed by the high—producing supervisors and the low-producing supervisors. Likert states: Supervisors who base their activity on the concept of management are more often found to be in charge of units producing at a low rather than a high level; that is, those supervisors whose units have a rela— tively poor production record tend to concentrate on keeping their subordinates busily engaged in 12 going through a specified work cycle in a prescribed way and at a satisfactory rate as determined by time standards. Supervisors with the best records of performance focus their primary attention on the human aspects of their subordinate's problems and on endeavoring to build effective work groups with high performance goals (9). The supervisors with favorable attitudes to the subordinates are called employee-centered, and those whose primary con- cern is task rather than subordinates, are termed job-cen- tered. Apparently, treating people as ”human beings" is highly related to the behaVior and motivation of the workers. Gross and Crandall pointed out the two supervisory forms; the first is called directing which is defined as ”the technical aspects of the job and the resulting end product are uppermost in the mind of the manager," and ggiding defined, “the effect of supervision on the person's development is uppermost” (4). Urwick identifies two types of leaders as 1) "the man who cannot delegate properly and therefore demands a tight span of control so that he can pass on every subor- dinate decision, important or not" and 2) ”the executive who is prepared to trust his subordinates and therefore wishes to see little of them." He states: The first type of manager is simply one who does not know how to lead and hence tries to dominate. The latter type is one who does not realize that leadership calls for as much constant personal con- tact as circumstances permit (10). He concludes that leadership has other functions besides administration, that is "functions of representation, in- itiation, and interpretation.” First of all, therefore, 13 the most crucial responsibility of supervisor is "to know his men” (10). Research findings indicate, however, that the super— visory function is much more complex. It may be necessary to measure another class of variables which may influence the supervisory process. In recent years, "it is now pos- sible to measure such dimensions of organizational function- ing as motivational forces, communication effectiveness, and decision-making processes" (9). These are also believed to influence the end results significantly. Likert called these "intervening variables" (9). Measurement of the inter- vening variables can be of great assistance in supervision because, he states: The supervisory act alone does not determine the subordinate's response. The subordinate's reaction to the supervisor's behavior always depends upon the relationship between the supervisory act as perceived by the subordinate and the expectations, values, and interpersonal skills of the subordinate It is considered that "both of these variables are influ- enced by the subordinate's background, values, and past experience, culturally conditioned sets“ (9). These inter- vening variables can reveal the expectations, values, and perceptions of the persons with whom each supervisor inter- acts. Supervisors need to adapt their behavior according to the outcome of each interaction. Likert suggests that this generalization is valid for ”all his relationships with other persons: his superiors, his peers and his sub- ordinates” (9). 14 In examining the overall characteristics of the supervisory function in newer management theory, it is gen- erally accepted by researchers that the high producing man- agers tend to develOp highly coordinated, highly motivated, cooperative social systems. The supervisory technique is primarily that of human relationships. Likert introduces the principle, which may provide an invaluable guide in any attempt to apply the newer theory of management in an organization: in the home, in the school, or in the com- munity, that is: The leadership and other processes of the organi- zation must be such as to ensure a maximum proba- bility that in all interactions and all relation- ships with the organization each member will, in the light of his background, values, and expecta- tions, view the experience as supportive and on which builds and maintains his sense of personal worth and importance (9). The understanding of supervisory function is of great as- sistance towards an effective management and creation of harmonious human relationships in an organization. Purpose of the Supervisory Activities in the Family The family is considered as a problem-solving unit, that is, the family is a social organization. Bakke defines a social organization as follows: A social organization is a continuing system of differentiated and coordinated human activities utilizing, transforming, and welding together a specific set of human, material, capital, idea- tional, and natural resources into a unique prob- lem-solving whole engaged in satisfying particular human needs in interaction with other systems of human activities and resources in its environment (11). 15 According to family sociologists, family management is one of the internal activities in the family. Family manage- ment may be related to other internal activities, such as task performance. Bell and Vogel state: Because the family is a stable group with the same membership over a relatively long period of time, its division of leadership is ordinarily rather clearly structured. For example, parents have clear-cut leadership over children. However, be- cause of the complex nature of the family and the wide variety of activities within it, many subtle considerations are involved in its leadership de— pending on such things as the particular activity pursued, the present family situation, the needs of family members, and the willing (though not nec- essarily conscious) turning over of leadership in certain affairs to other members (12). As mentioned before, leadership or supervision in the family may involve a wide range of activities; "organizing the activities of various members to carry out various tasks, or organizing motivation and trained performance capacities to insure that they are carried out” (12). The home man- ager, as supervisor, plays an important role in the family leadership. Nichols states that the home manager is to be responsible for two major family functions, that is, decis— ion-making and organization (2). A goal is set as a result of decision-making; organization directs resources toward the expected result. Constantly, the manager controls the interaction of these two managerial processes to achieve goals. The maintaining of the motivational level of family members is important so that goals are achieved or tasks are performed. The supervisory activities are considered an important 16 part of home management. Family sociologists have mentioned the supervisory activities in the family have "wide-ranging effects upon the developing and the developed personality" (12). The supervisory aspects of management especially, assigning role and delegating task, seem to bring about change in personality of the family members, because ”per- sonality is acquired through the process of accepting roles assigned by parents” (12). Home management also concerns ”develOpment of individual" (13). CHAPTER III PROCEDURE Design for Study The study was designed to classify managers in the home management residence into one of two organizational styles—~"task-centered," or "person-centered.” Then it was attempted further to investigate the manager's super- visory techniques. The main concerns of this study were to learn how the student manager accomplished her supervisory role in the home management residence and whether any common super- visory techniques were used at this particular level of home management. The manager as supervisor was responsible for plan— ning and giving directions to the workers and organizing their efforts toward the goals. Consequently, the fulfill- ment of her goals depended on the workers since goal achieve- ment came through the workers. Development of Instruments Nichols' instrument and modification for this study Nichols' forced-choice test was used to derive each- manager's specific behavior in organization; i.e., task- centered, indicating that the manager's concerns were pri- marily the activity or person-centered, indicating that 17 18 the manager's concerns were primarily the human aspects of the workers. The statements in Nichols' instrument in- dicating the content of task-centered style and person- centered style, were formulated for each of the six organ- izational components; that is, assigning, authorizing, ac- tuating, supervising, co-ordinating, evaluating. For the attempt to identify the organizational styles among student managers in the home management residence, it was necessary that the Nichols' original forced-choice instrument be modified. The basic structure of each sen— tence was not modified, but more apprOpriate words were substituted for this particular group. (See Appendix.) Development of the second questionnaire A second questionnaire was designed for the purpose of learning the technical aspects of supervision which the managers commonly used in the home management residence; the kind of directions they gave, the communication they used, the pattern of supervision. Eight Open—ended questions and four direct-questions were formulated to identify supervisory techniques from the standpoints of responsibility, communication, inter- action, freedom given to the workers, flexibility of man— ager's plans and reasons of dissatisfaction with the task (see Appendix). Questions were designed to get at amounts and kinds of supervisory techniques. 19 Description Of Group The thirty respondents who constituted the group were either juniors or seniors, who were enrolled in HMC 332, Theory and Application Of Home Management, in the fall term Of 1964 at Michigan State University. All Of these students were Home Economics Teaching majors and were carry- ing full-time academic programs. As a part Of the course requirement, the students, five in a group, lived for three weeks in a home management house. Each student, for a three- day period, was the ”manager" Of the group which meant she made and controlled plans for the group. Each group estab— lished its own goals, its organization Of work, its schedule and a budget. In the managerial role, the manager made de- cisions for the members Of the group tO put plans into action. The manager took leadership in activities to ensure achieve- ment Of the goals while she was consciously making decisions and controlling her plans. She was responsible for 1) plan- ning the menu, 2) arranging the market order, 3) posting work plans, 4) budgeting, 5) paying bills and making permanent records, 6) taking charge of some additional activities. The manager was responsible for acting as hostess for the group. Since a part Of the organization Of the work was planned by the group, supervising Opportunities existed primarily for the manager in making work plans and giving directions to those who prepared and served the meals, and to those who carried out a special activity under her supervision. Pri- marily, the manager gave her attention to giving directions 20 to the cook and the assistant cook. Coding, Tabulation and Analysis The questionnaires were given to the students after the completion Of the managership. Thus, the last week Of the fall term in 1964 was chosen tO administer these questionnaires. The first questionnaire--the Nichols' in- strument-~was given to the whole group at one time. One student was absent although she had a chance to be tested later. Everyone was asked to identify her questionnaires. The second questionnaires were given to the whole group three days after the first one. CHAPTER IV FINDINGS Objective I The first Objective was to categorize the respond- ents as to organizational style. TO classify the thirty managers into one of two organizational styles, responses were tabulated, scores were derived and categorizations of organizational style were made. Organizational style The instrument which was used for the first Objec- tive had twelve pairs Of statements-—two pairs for each component. One statement Of each pair indicates task—cen- tered and the other is person-centered. The number of task—centered and person-centered statements chosen by the respondents for each organizational component is shown in Table 1. Of the two pairs Of task- centered and person-centered statements each about the six components the highest number of person—centered responses (59) was for the component ”assigning." Most Of the respond- ents (57) chose person-centered statements for actuating and supervising; only three task-centered statements were chosen. For co-ordinating and evaluating, a high number of person-centered responses (56) can be seen; four task-cen- tered responses were chosen for each component. The highest 21 22 number (9) Of task—centered responses occurs in authoriz- ing. The total number Of responses of person-centered is about fourteen times as great as that Of task-centered. This distribution clearly shows the highly person-centered tendency among the student managers. Table 1.--Responses to individual style inventory statements (N=30) Responses to Statements Task—centered Person-centered Organizational Responses Responses Components Number of Responses Assigning 1 59 Authorizing 9 51 Actuating 3 57 Supervising 3 57 CO-Ordinating 4 56 Evaluating 4 56 Total 24 336 ggganizational style scores Organizational style score was Obtained in the fol- lowing manner. "The total number Of person-centered state- ments selected for the 12 pair by each respondent was counted and divided by 12 to Obtain the percentage Of person—cen- tered responses the respondent gave to the style inventory as a whole" (2). This gave results Of possible style scores 23 of zero (no person-centered responses) to 100 (all person- centered responses). Table 2 shows the style score Obtained. It ranged from a low Of 75 to a high of 100. NO respondents selected all task-centered statements. More than half the number of respondents (16 respondents) chose all person~ centered statements. Table 2.-—Distribution of style scores W Style Scores Number of Respondents 75 3 83 3 91 8 100 16 Total 30 Style categories After making an ordinal ranking Of the style score, the respondents were classified into two style categories, selected on the basis Of percentage of responses in each category. The distribution Of scores for the two style cate- gories is shown in Table 3. The first category, style I, indicates those who chose relatively fewer person—centered responses; they were moderately person-centered. They con- sist Of only 20.0 per cent Of the whole group. Their style scores ranged from 75 to 85 per cent. The style II cate— gory consists Of those who chose all person-centered 24 statements or chose only one task-centered statement; those represent 80.0 per cent Of the group and are considered highly person-centered, as shown by style scores ranging from 91 to 100 per cent. Table 3.-—Distribution among style categories W H ‘ Respondents Style Category Style Scores Number Per Cent I 75-83 6 20.0 II 91—100 24 80.0 Total 30 100.0 Objective II The second objective was to describe the supervisory techniques which were used by student managers. Responses were categorized according to the six components of super- vision. Designating_the degree Of responsibility The degree to which managers gave workers responsi- bility was indicated by the responses they gave to the ques- tion asking to what degree directions were given, especially tO the cook and assistant cook. Their responses were cate- gorized into three groups according to the manager's descrip- tion of amount and preciseness Of directions: 1) very little, and general. 2) little, but precise and detailed. 3) very much, and extensive and specific. These three categories are described and tabulated in Table 4. 25 Most Of the respondents reported that the workers were quite experienced. By the time Of the last managership, the work- ers became well-acquainted with what they had to do, their role expectation, and a pattern Of working had been set up within a group. Therefore, the manager respondents expected more procedural decision-making and less initiative than was true earlier in the term. The general written direc- tions were reinforced with verbal consultation. The second category of the responses indicated that the respondents gave rather precise and detailed directions, because Of lack Of workers' skills, although directions were not always given to a great extent. Managers reported that what they had done was necessary to achieve goals, partic- ularly during the period the workers were not well-acquainted with the situation. Managers expected the workers to make decisions if possible. Table 4.-—Amount of directions given (N=29) m? ‘T W Respondents Category Of Direction Number Per Cent I. The directions were very little, and general. 14 48.2 II. The directions were little, but precise and detailed. 5 17.3 III. The directions were very_much, and extensive and specific. 10 34.5 Total 29 100.0 26 In the third category, more than one-third Of all respondents felt that they needed to give directions to a great extent. Their directions were very specific and de- tailed. These respondents gave extensive directions, not because the workers could not do the job satisfactorily, but because, as managers, they were very conscious of their responsibility. Their self-expectations in terms Of re— sponsibility as manager in the situation were obvious. Thus they designated a clear degree of responsibility for themselves and for the workers. They emphasized a clear— cut expectation of each role. Their goals and standards associated with the group were clearly set up tO be achieved and to be followed by the workers. As they were concerned with their own roles as manager, they expected little de- cisions by the workers. Regardless Of the workers' skill- fulness and experience, they prepared extensive task—centered directions for them, because of manager's responsibility. Communication used Form Of communication.--In the home management res— idence, it was one Of the major responsibilities for the manager to give the workers directions: a clear idea Of what was expected Of them, what resources were available. Among the student managers in the home management residence, three types of communication were used for giving directions tO the cook and the assistant cook: written, verbal, non- verbal (visual aids). The managers were asked tO allocate 27 among the three types Of communication used the relative proportion Of directions given the cook and her assistant. The distribution Of responses as to the relative proportion of the three types of communication used by each manager is shown in Table 5. The percentage of three types of com— munication used by managers was arbitrarily divided into the following three ranks: 0 - 30% Lower 31 — 60% Medium 61 - 100% Higher Table 5.--Distribution Of responses as to the relative pro- portion Of the three types of communication W Number of Respondents Number Of Respondents Rank Cook Assistant Cook Written Verbal Non-verbal Written Verbal Non-verbal Lower 4 15 29 9 21 22 Medium 15 11 - 13 6 5 Higher 10 3 — 7 2 2 Total 29 29 29 29 29 29 Using these three ranks as a basis, it is Observed that most of the respondents used a higher or medium degree Of written communication especially for the cook. For the assistant cook, some of the respondents used a higher or medium degree of non-verbal communication, compared to that none of them used a higher or medium degree of non—verbal communication 28 for the cook. More specifically, the form Of communication used by the student managers is shown by Chart I which indicates each individual's prOportional combination Of three types of communication. The rank ordering Of each manager by the amount Of verbal directions given to the cook results in a similar ordering in the amount Of verbal directions given to the assistant cook. The chart shows that most Of the respondents used more non-verbal communication for the assistant cook than for the cook, more varieties of form Of these three can be seen for the assistant cook than for the cook, and more than half of all the respondents indi— cate that they used about the same form of communication both for the cook and the assistant cook. Communication used to the housekeeper and dishwasher.—— The student managers were also asked to indicate which type Of communication they used the most, when giving directions to the housekeeper and the dishwasher. Nearly half Of the respondents reported that they used mostly verbal communi- cation tO the housekeeper and to the dishwasher. Approxi— mately one—third Of them used the combination of written and verbal communication. The rest indicated that they did not give any directions to the housekeeper and the dishwasher. The distribution of the responses is shown in Table 6. .22 Individual Respondent. 29 Chart l.——Rank ordering of managers by verbal directions _given to the cook .Cook- .33 .1...— “ - ,-,......J| ,u I! I7 ’6 I5 l4 0 /co 5" 5° 70 70 ((0 Per Cent no go 30 40 Directions Verbal Written Non-verbal ,7 ' 26' - 2! . (:1 ~09! "/6' Assistant Cook ,‘H’ 13 ‘5‘“: 5" ":1zmzs l7 -4} I? /0 l‘”;""" v v .70 so 50 {a 70 5’9 Per Cent {(D 70 /+__._,v . [00 30 Table 6.-—Distribution Of responses: Communication used for the housekeeper and the dishwasher Respondent Communication Number Per Cent Written and Verbal 10 34.4 Verbal 13 44.9 None 6 20.7 Total 29 100.0 Among those who gave directions to the housekeeper and the dishwasher, two different types of directions were found: 1) posted written directions Of a list Of routine duties for the day, reinforced by verbal; 2) verbal direc- tions only for specific tasks, such as new furniture arrange- ment or Christmas decoration. The most effective communication.——The student man- agers rated what they believed to be the most effective type Of communication when giving directions to the work- ers, i.e., written, verbal, non-verbal or a combination of these. As shown in Table 7, nearly half Of the respond- ents reported that the combination of ”written and verbal" brought the best result, especially when they used written form with reinforcement by verbal directions. Approximately one—third of the respondents reported that written communication brought the best result; actu- ally, half Of these gave mostly written directions for both 31 the cook and the assistant cook. One-fourth Of the respond- ents thought that verbal communication brought about the best result when directing the cook and the assistant cook. Nearly one-fourth of the respondents reported that visual aids communication was very useful for a specific task. They used the technique Of diSplay to communicate with the assistant cook when giving directions for table setting; these managers displayed their respective selec- tions of place mat, dishes, glass, silver to be used for the meal, so that the assistant cook could easily see which to use. The visual form Of a specific table setting con- veyed tO the worker the directions which in written or ver- bal form would have necessitated details which would seem superfluous or condescending tO the worker. Table 7.--Distribution Of responses about the most effec- tive communication for the cook and assistant cook The Most Effective Respondent Communication Number Per Cent Written 9 31.1 Verbal 7 24.1 Combination Of Written and Verbal 13 44.8 Total 29 100.0 Interaction between manager and workers Time Of interaction.--As shown in Table 8, most of the respondents had interaction with the cook both before 32 and géjgg the work was started by discussing and clarifying the directions. Only five of them reported that they had contact with the cook only before the work was started. Looking back at their combination style which compared the prOportion Of three types Of directions, it is seen that four Of these five respondents gave written directions to a great degree. Equal number of respondents interacted at both times with the assistant cook as with the cook, but they were not the same persons. Three Of the respondents interacted with the assistant cook only before the work was started, and two of them only after the work was underway. Table 8.-—Distribution of responses: Time of interaction I with the cook and the assistant cook W Cook Assistant Cook Respondents Respondents Time Number Per Cent Number Per Cent Before the work was started 5 17.3 3 10.3 After the work was underway - - 2 7.0 Both times 24 82.7 24 82.7 Total 29 100.0 29 100.0 Degree of interaction.-—The three groups were arbi- trarily categorized as low, moderate, and high degree of interaction: 1) low——"sometimes," 2) moderate——"half Of 33 the time,” and 3) high--"most of the time, and usually.” As shown in Table 9, more than two—thirds of the respondents had a high degree of interaction. Those who had a low degree of interaction tended to give written directions to a great extent. A few of them mentioned their heavy school schedules which made them unavailable at the request Of the workers. Table 9.--Distribution of degree of interaction W Cook Assistant Cook Degree Of Respondents Respondents Interaction Number Per Cent Number Per Cent Low 5 17.3 4 13.9 Moderate 3 10.3 3 10.3 High 21 72.4 22 75.8 Total 29 100.0 29 100.0 Supervisory method.--Three on—the-job supervisory methods were described as "close," "moderate,” and "casual." "close”: the manager carried on her own work in the vicinity of the workers so that she could direct as necessary. ”moderate”: the manager attempted to be on hand at crucial times so that she could oversee the actual job being done. “casual": the manager tried to be available during the work time to answer necessary questions. As shown in Table 10, most Of the respondents favored "casual overseeing" as their pattern Of supervision. Those respond— ents mentioned in their comments that they thought it was 34 necessary to be available to answer questions upon request of the workers, but it was better to stay out Of the area of work, because they felt the workers would rather work alone. A few respondents reported "close overseeing" and "moderate overseeing" as their supervisory methods. In their comments, they indicated that they were always in the vicinity and checked on specific tasks, but it did not al- ways mean a constant watching over the jobs of others. There was one respondent who attempted to give the entire initiative to the workers in carrying through their tasks. Thus she had little personal contact with the workers. Table 10.-—Distribution of supervisory method W Supervision Respondents Methods Number Per Cent Close 3 10.3 Moderate l 3.5 Casual 24 82.7 None 1 3.5 Total 29 100.0 Most Of the respondents reported that they did very little on—the-job supervision, as shown in Table 10. Be- cause the respondents felt that the workers were competent and skillful, they allowed them to make their own decisions in apprOpriate situations. They indicated that they did 35 just general overview, like "how everything was coming along," or "if there were any problems," although they tried tO check on specific tasks. Four managers did close or mod- erate supervision—on-the-job during the period when the workers weren't familiar with the house; they felt that more overseeing was needed. Their attention was primarily given to checking on "setting table,” and “serving meal.” Checking_on-the-job.-—Most Of the respondents re- ported the necessity Of checking after the task was completed, as shown in Table 11. Two characteristics analyzed were found in their contents of responses: 1) general-checking of outcome of the tasks, i.e., what things were in order, neatness of kitchen, or end product; 2) specific-checking Of the tasks, i.e., whether the work was done the way the manager planned, or the directions were followed, or all work was done satisfactorily and on time. Approximately one-third Of the respondents did general checking, and nearly one—fifth Of them did specific checking-on-the-job. As shown in Table 11, a few respondents thought that checking was not necessary, for they feared that the worker's per- sonal pride would be hurt, and they judged that the workers were very responsible. 36 Table ll.--Distribution Of checking on—the-job —‘I “ Respondents Degree of Checking Number Per Cent Specific-checking was necessary 6 20.7 General-checking was necessary 19 65.5 NO check 4 13.8 Total 29 100.0 Modification Of manager's directions The reSpondents either gave directions and explained and clarified ideas, manager gave directions and exchanged ideas with the workers and sharing in decision-making (Table 12). Only one person,who did not modify her directions, clarified and explained the ideas of the directions to the workers. She is considered as the former type. The remain- ing twenty—eight respondents modified their directions as they talked with workers, very Often in informal situations of unplanned meetings with them. Modifications Of direc- tions were made not only in timing sequences, menu, dele- gation of duties to avoid time conflicts, but also proced- ure Of work--different ways Of cooking, serving meals, or setting table. Also, some of those respondents took advan- tage of the workers' experience and skillfulness, because very Often the workers had more experience than the manager in the peer group. Some of those respondents reported that 37 they tried to make the situation appropriate to the workers by modifying their directions according tO the workers' knowledge, ability and needs, so the task not be too dif- ficult nor so simple that no learning took place. Table 12.--Distribution Of modifying manager's directions “ H Respondents Directions Modified Number Per Cent Yes 28 96.4 NO l 3.4 Total 29 100.0 Amount of freedom given As shown in Table 13, most Of the respondents said that they allowed a great deal Of freedom to the workers. The workers were allowed freedom to be initiators in the work within the limitations of the manager's goals and stand— ards; the workers could pace themselves and could use their own ideas and experience to do the job in the way they found worked best. Also, they reported that they trusted the workers to be reSponsible and skillful. Table 13.--Amount Of freedom given w Respondents Degree of Freedom Given Number Per Cent Little freedom; manager's direction and standards should be followed. 4 13.8 Very much freedom; within general limits. 25 86.2 Total 29 100.0 38 Among those who gave relatively little freedom, the workers were allowed freedom in timing sequence, and freedom in making any small decision if the manager was not available. On the contrary, most Of the managers al— lowed the workers freedom to use the workers' methods in doing tasks, freedom to make plans flexible, freedom to express their Opinions and very Often freedom to make a few minor decisions. Reasons for dissatisfaction with supervision The managers were given an Opportunity to eXpress the evaluation Of end—products Of their supervision, rather than the evaluation Of the manager herself, the manager's ability, or the personal quality of supervision. This ques- tion was included to investigate the evaluation of the total interpersonal relationships between the manager and the workers in the group's goal achievement, task performance and the manager's technical procedures in supervision. Most of the managers reported more than one reason that a job had not been done to their satisfaction as man— ager. As shown in Table 14, the responses were categorized into eight groups. In the eighth group, one manager found no reason for dissatisfaction with task accomplishment. Groupings of their appraisal were: 1) manager's poor direc- tions, 2) the worker's misunderstanding of the directions, 3) a lack of worker's ability, 4) a lack of concern Of the task because Of fatigue of the workers, 5) a lack Of 39 communication, 6) differences in values and standards, 7) difficulty Of supervision in peer group. The two main reasons, ”manager's poor direction" and "a lack Of worker's skills and experience,” were con- sidered as the causes which brought about unsatisfactory end products in the home management house. These reasons indicated a lack Of experience on the part Of both the man- agers and the workers. The reason, "poor communication or misunderstanding the manager's directions," implies that the managers were not quite aware of supervision as a means of implementing change in situations of interpersonal rela- tionship. As a result, unsatisfactory end products were usually associated with the manager's supervisory technique rather than with the values and standards of any individual. Table 14.--Reasons for dissatisfaction with supervision W Respondents Reasons Number Per Cent The manager did not give clear enough direction 14 32.5 The worker's misunderstanding of the manager's directions 6 14.0 A lack of knowledge, ability, or expe- rience on the part Of the workers 10 23.3 A lack of concern of job, because Of the worker's fatigue 4 9.4 A lack Of communication or poor communi- cation 4 9.4 Difference Of values and standards between the manager and the workers 2 4.5 The directions were not followed--diffi- culty Of the peer group supervision 2 4.5 There wasn't a job that the manager was unsatisfied with l 2.3 Total 43 100.0 CHAPTER V CONCLUSIONS AND DISCUSSION While findings reveal some Of the supervisory tech- niques which the student managers used in home management residence, further research will be needed to generalize the organizational process or dynamics Of supervision. Some Of the supervisory techniques used and implications will be discussed in this chapter. Relating the findings Of the two Objectives of this study will be attempted in the conclusion. Summary Common supervisory technigues The student managers in the home management resi- dence gave mainly written directions both tO the cook and the assistant cook. Particularly for the cook, these written directions were reinforced by verbal directions. Reinforc— ing by verbal directions seemed to be important for satis- factory task achievements. Some managers made use Of "dis- play method" when giving directions to the assistant cook in setting tables and serving meals. For the housekeeper and the dishwasher, verbal directions were the most common ones given by the managers. It was desirable for the housekeeper and the dishwasher to carry out their duties by their own ways, because tasks 4O 41 were conventional and detailed directions were not really needed. The student managers in the home management house had interaction in terms Of a frequent personal contact with the cook and the assistant cook to answer questions and to clarify procedures during the time of the work of the performer. They had interaction with these workers both before and aftgg the work was started. The findings also show a tendency that persons who gave written direc- tion to a great extent tended tO have less interaction with the workers than those who gave verbal directions to a great degree. The most popular pattern Of supervision among them was, ”the manager tried to be available during the work time to answer necessary questions, but tried to stay out Of the area of work--”casual overseeing." Most Of the man- agers thought it was necessary to check after the task was accomplished. These managers can be divided into two types: 1) those who did specific—checking, 2) those who did gen- eral—checking. The student manager in home management residence allowed the workers freedom to be initiators in the task within general limitations. In the process Of decision making with the workers, the managers tried to modify their directions according to the workers' needs, such as timing sequence, and delegation of duties. Moreover, some Of the managers modified some main plans which were directly related 42 to end products by the workers' suggestions. Sometimes it promoted manager's dependency upon the workers, because the workers were more skillful than the manager in the peer group. Modifying manager's directions according to both manager and worker's needs seemed to be an important super- visory technique. Finally, in the reasons for dissatisfaction with supervision evaluated by each manager, it was found that supervisory techniques and interpersonal skills on the part Of both of the managers and the workers were closely related to goal achievement. Techniques associated with organizational style The findings about techniques support the student managers' highly person-centered organizational style. In the first place, when the managers designated each worker's responsibility, approximately two-thirds Of managers allowed decision—making and initiative by the workers. Secondly, while managers tried to be available and to have frequent personal contact with the workers, casual overseeing was the most common supervisory method used by student managers. Instead Of looking constantly for the workers to do the job correctly, the manager tried to create a favorable situation, such as approving or accepting the workers' competence or giving freedom to do the task their own way. Even managers who did closely oversee made com- ments indicating that it did not always mean a constant 43 watching over the work Of others. This above practice may be associated with their highly person-centered organiza- tional style. Thirdly, for the managers, end products were impor- tant because Of responsibility as manager. Thus, most of the managers thought checking—on-the-job was necessary, but they favored doing general checking which usually did not include criticism. They seemed to be concerned with working relationships more than outcomes of the tasks. ' Through the managerial experience, each manager engaged in human relations in working situations. She con- sciously controlled and organized the constant interaction Of the group members to attain goals. Throughout the proc- ess of supervision managers' behavior was highly person— centered: they were concerned with human aspects of the working group. However, it should not be overlooked that there were a few managers who had some tendencies to be task—centered in their directions or in their supervisory methods. Implications fOr Further Study Since a supervisor adapts his behavior to the inter— actional process between himself and workers, or among work- ers, more precise examination Of the interaction is required. Dimensions Of organization such as motivational forces, communication effectiveness, and decision-making process must be considered in describing supervisory techniques; 44 to do this requires deveIOpment of more precise instruments for further study. While it is possible to Observe some Obvious techniques in supervision, the complexities Of dy- namics of supervision in a working group require study in depth. Some implications or a result can be suggested from this study: 1) the degree of interaction between managers and workers could be identified in relation to manager's organizational style. 2) evaluation of outcomes Of direc- tion-giving is essential. The pattern of communication described by rank ordering of amount Of managers' verbal direction given to the cook might be evaluated by comparing peers' judgment of direction giving. 3) as the findings of this study indicate, further study is needed to learn relationship between the degree tO which the manager gave workers responsibility and manager's organizational style. 10. 11. LITERATURE CITED Kahn, Robert L., and Katz, Daniel. Leadership Prac- tices in Relation to Productivity and Morale. Group Dynamics. Ed. Dorwin Cartwright and Alvin Zander. Row, Peterson and Company, New York, 1953, p. 620. Nichols, Addreen. Person—centered and Task-centered Styles Of Organization. Thesis Of the Degree of Ph.D., Michigan State University, 1964, pp. 3, 5, 6, 7. Shu-Ching Lee, China's Traditional Family, Its Char- acteristics and Disintegration. American Sociological Review, 18:272—280 (1953), p. 275. Gross, Irma H., and Crandall, Elizabeth W. Management fpr Modern Families. (2nd ed.). Appleton-Century- CrOfts, New York, 1963, pp. 4, 9, 89, 100. Haire, Mason. Payphology in Management. (2nd ed.). McGraw-Hill Book Company, New York, 1964, pp. 11-12, 61-62, 84. Liston, Margaret I. Management in the Family as Social Process. Proceedings Of a Home Mana ement Conference. Michigan State University, June 17-28, 1964, American Home Economics Association, p. 54. Stogdill, Ralph M. Leadership, Membership and Organ- ization. Group Dynamics. Ed. Dorwin Cartwright and Alvin Zander. Row, Peterson and Company, New York, 1953, p. 49. Likert, Rensis. A Motivational Approach to a Modified Theory Of Organization and Management. Modern Organi- zation Theory. Ed. Mason Haire, John Wiley & Sons, Inc., New York, 1961, p. 185. Likert, Rensis. New Patterns in Management. McGraw- Hill, New York, 1961, pp. 5, 6-7, 61, 95, 103. Urwick, Lyndall F. The Manager's Span Of Control. Harvard Business Review, May-June, 1956, pp. 43, 44. Bakke, E. Wight. Concept of the Social Organization. Modern Organization Theory. Ed. Mason Haire. John Wiley & Sons, Inc., New York, 1959, p. 37. 45 12. 13. 46 Bell, Norman W., and Vogel, Ezra F. (Ed.). The Family. The Free Press Of Glencoe, Illinois, 1960, pp. 22, 3o, 31. Nickell, Paulena, and Dorsey, Jean M. Management in Family Living. (3rd ed.). John Wiley & SOns, Inc., 9: New York, 19 p. 54. APPENDIX .. .‘ . '1 y N. ,' ~ ' . C. 1 i .. ‘ . . a - ,. . ~ _ -_. I ‘ ‘ . - . I \‘ I ' u 4 . .4 .. k .r g .-.. - .I . i. , , . L - 1". .. . W . ~ , . ._ \ ‘ 4. u . ' . ‘ ( .‘ K - . - _ _ . ,r , v \ v I ~ ‘ I I . .‘ v -. . ,g-'o :N _ , \- .. 1 a x u 1 I ' ‘ . - ~__ I ' V I l . . ~ I ~_‘ ~ —. . r . 7 J I O 1 . om. _ . , . ‘7 - .. v u . '1 \ l x I l . < J.‘ '1 ~‘-¢ _ _ u ' ‘ ' v ‘ ' > .. ... 7‘ . , s ) . . ' . . n... a r ' 'fN _ "" > 9 u.“. M! .~ — I . I at ‘17: o F's-v - IJJ’. =2“ ‘w-e-Ir “fi-um.st'3.» .h fiv . a, y . .5- _. . . ‘ ‘ 1., . , ‘l , , . , _ _ . n , ‘1'. . . , I - "n =- - ’v I" " I ‘ ; ' ; "I ‘4 rr.‘ 3 :_- ,. ‘ ~- . - _ . . I . 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In the columns at the right of each task, CH CK how oltun YOJ do each task by yourself not all families do all of these tasks, ave blank only those tasks that are not done .11. all in your home by family members. i1hout help from another family member. ?.nCt HOW OFTEN DO YOU DO THIS BY YOURSELF? Practically every time Usually Half the time Some- times Rarely or never 00k after the children o mending ash dishes ry dishes and put away ake laundry to be done or do wash on clothing repare foods for supper veep floors ust ash window 5 o the grocery buying ake out garbage or trash ake other beds than your own Lepare breakfast ack lunche s Egg up the wash :rub the floor 5 acuunn ake clothe s mills ESE STATEMENTS ARE ABOUT FAMILY MEMBERS' HELPING WITH HOUSEHOLD CHORES. 55TRUCTIONS: Below are 12 pairs of statements. Place a check before the one atement in each pair with which you most nearly agree. tanswer for each pair. _k _ The family member who does the job best is the one who should do it. It is important that you give _ Jobs should be changed around often so family members will enjoy what they do. (Check only one statement. ) ¥ _ They should be able to use their own ideas as to how they will do the job. -or- _ Directions need to be given so the job will be done right. (Check only one statement.) ¥ 38 39 ——— The best way to get them to do their jobs is to pay them. — -or- Knowing they are contributing to the family is the best way to get them to help. (Check only one statement.) It is important to check often to see if they are following instructions. -or- It is best if the mother doesn't stand over the helper while he is working. (Check only one statement.) They should expect to get some help with their chores on days when they are busy. cor- _ Children should have a set schedule for doing their chores and stick with it. (Check only one statement.) It is necessary to inspect the job each time to see how well they have done. -or- Expecting them to do the job as well as mOther might discourages them from - doing it another time. ' (Check only one statement.) __ It is best to shift jobs among family memoers to keep up enthusiasm. -or- _ The one who can be depended upon to get the job done is the one who should do it. (Check only one statement.) _ It is necessary to give directions every time to have the job done the way mother wants it done. -or- _ The helper should be able to do the job in way that makes it interesting for him. (Check only one Statement.) ‘ _ The way to get them to do jobs is praise them, and let them know you trust them. -or- _ They'need to know they will be punished if they don't help with the work. (Check only one statement.) * _ Asking an occasional question about how they are getting along should be all that is needed in the way of overseeing the job. -or- _It is best to oversee the work pretty closely in order to have the job done right. (Check only one statement.) —__ They should be expected to do the same amount of work every day. -or— They need to know the family schedule so they can choose their own time for doing their chores without inconveniencing others. (Check only one statement.) . It is necessary to do some checking on children's work when they are finished so they know you care. -or- _ If the job isn't done right they should do it over until it is. (Check only one statement. ) 40 41 42 43 44 45 47 48 49 ..p! i I \Il \ .. T. (.‘(k ~53. 7... 52,. Eastern. 2E? :23... .Jfl. .17....1. I. H. at... C 0.. "hinge: of m. t.._ .v..r ., an: 1.. . . Fl .13.... ‘ x u "IIIIIIIII [III II IIIIIIIIIIIII II”