w — #- PERSONNEL TESTING AND TRAINING ESSENTIALS FOR PROCESSING EMPLOYEES OF DAIRY PLANTS Thesis for the Degree of M. 5. MICHIGAN STATE UNIVERSITY Amoici F. Leestma 1959 LIBRARY Michigan State University PERSWNEL TESTING AND TRAINING ESSENTIALS FOR PROCESSING EMPLOYEES OP DAIRY PLANTS By mom 1?. masm AN ABSTRACT Sub-itted to the College of Agriculture Hichigan State University of Agriculture and Applied Science in partial fulfill-eat of the.requirenenta for the degree of MASTER.OF SCIENCE Department of Dairy 1959 Approved Eflflgfi/M’é ABSTRACT ARNOLD F. LEESTHA Objectives of this study were to consider the application of selection tests to new dairy processing employees, to compare test scores with supervisor ratings and to recommend a training progran guide specifically for median and small size dairy plants. Forty-two (28.51%) replies were received to a questionnaire sent to dairy plants requesting information on their interest and need in organized employee training. Thirtyffive (83.331) dairies expressed a need for an organized training program but 76.191 did not have an organized training program for employees. The results indicated that the preparation of a training progral for new and regular employees would be valuable for the small and medium size plants. The Wonderlic Personnel Test was chosen as the most appropriate for testing new dairy plant employees and was used to test 254 dairy personnel. Test scores were classified according to the nature of the work. The same employees were also rated as objectively as possible by their supervisors for quality of work, volume of work, capacity to develop, initiative, work attitude, attitude toward others and knowledge of work. The correlation between the test score and the rating was(L167, which was significantly different from zero at the one per cent level. Job classifications and corresponding minimum test scores were respectively: superintendents-~26.3, dispatchers--25.6, part time students--2&.9, foremen~-2a.2, filler operatorsnpaper--21.3, mix ABSTRACT ARROLD F. LBES'IHA ‘mskers--21.2, laboratory workers-~20.8, separator operators--20.8, swing-en--20.3, route drivers-retail--l9.4, load out workers-~19.4, filler operators-can--l9.2, filler operators-glass~418.5, semi and tank drivers--18.S, can washer operators--l7.8, butter makers--l7.8, ETST operators--l7.3, vacuum.pan and drier operators--l6.5, route drivers-wholesale--l6.2, maintenance workers--16.0, freezer operators-45.9, receiving room workers-45.6, cheese packagers" 12.4, general plant workers--12.3, cheese mmkers--ll.7, cooler workers-~ll.2 and bottle weshers--lo.l. The recommended training program consisted of two parts, (a) on-the-job training for new'employees and (b) informational training for regular employees. The on-the-job training program consisted of the job statement, employee selection, instructor selection, orientation and induction, demonstration and explanation of each step in the job statement, encouragement and the follow-up process. The informational program consisted of an elementary technical dairy outline with suggested reading material arranged for con- venient use. Subjects included were properties of milk and milk products, microorganisms in dairy products, milk and related products, ice cream products, quality and composition control, housekeeping and cleaning, care and maintenance of dairy equipment, dairy arithmetic and accident prevention. Processing information included efficiency and losses, pasteurization systems and methods, and dairy processing equipment. PERSONNEL TESTING AND TRAINING ESSENTIALS FOR PROCESSING EMPLOYEES OF DAIRY PLANTS By ARNOLD P . LEES‘D‘IA A THESIS Submitted to the College of Agriculture Hichigan State University of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of MASTER OF SCIENCE Department of Dairy 1959 ACKNOWLEDGMENT The author wishes to express his sincere thanks and appreci- ation to Dr. T. l. fledrick, Associate Professor Department of Dairy, for his guidance, assistance and encouragement during the course of this study. ' Acknowledgment is also made of Dr. N. r. Ralston, Head, Department of Dairy, and the entire Dairy Department staff for their cooperation and advice in both the work covered by this manuscript and throughout the entire graduate program. TABLE OF CONTENTS REVIEW 0? LITERATURE............................................ 3 Employee Selection......................................... 3 Application for Employ-ant................................. 5 Personnel Tests............................................ 6 'Merit Rating...............................................11 Orientation................................................12 Indmtim.CO.0..0....0.0.0.000...OOOOOOOOOOOOOOOO.0.0.0....15 “ruining Preston: and Kaboom.............................17 Job Descriptions...........................................19 Training Procedure.........................................20 PROCEDURESeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeezs EXPERIMENTAL RESULTS AND DISCUSSIONeeeeeeeeeeeeeeeeeeeeeeeeeeeee27 Results Of thfl Questionnaire...............................27 Results of the wonderlic Personnel Test and Supervisors ratings....................................40 A Recommended Training Program for the Small and Hedi“ Size ”‘11., letOOOOOOOOOOOI...00.00000000000000000046 On-The-Job Trainins...................................46 Informational Training Progr-n......................51 References for an Informational Training Prograa......60 SW AND CMCLUSIONS.........................................62 lem cmDOOOOOOOOOOOOOOOOOOOOOOOOIOOOOOOOOOOOOOOOOOOOOOOO“ WHOOOOOOOOOOOOOOOOO...OOOOOOOOOOOOO.0.0.0.000000000000000067 ii Table II III IV Figure LIST OF TABLES AND FIGURES RESULTS OF SURVEYED DAIRY PLANT TRAINING PROGRNMS TIME ESTIMATED BY DAIRIES TO TRAIN EMPLOYEES EMPLOYEE REACTION T0 COMPANY'TRAINING PROGRAM TEST’SCORES AND RATING OF DAIRY PLANT EMPLOEEES COMPARISON OF NON-TEST AND TEST EMPLOYEES BY THE LOS ANGELES GAS AND ELECTRIC CORPORATION 111 Page 28 32 36 LIST OF APPENDIX MATERIAL Appendix I FIRST LETTER II SECOND LETTER III QUESTIONNAIRE IV EMPLOYEE RATING CHART V NONDERLIC PERSONNEL TEST VI APPLICATION FORMS iv Page 67 68 69 72 74 75 INTRODUCTION The need for organized training of dairy plant employees has never been greater in small and media size dairy plants. The necessity of increased efficiency for survival, high labor turnover, strict sanitation ad housekeeping requirements have resulted in an increased interest in organized job training. Large dairy plants have recognized the value of an orgaized training progra for both the new and present employees. However, the medium ad small size plants, in general, have neglected this important phase along with testing progr-s for the selection of new employees. Dooley (12) stated, "Training is not something that is done once to new employees-wit is used continuously in every well-run establish-ant. Every time you get someone to do work the way you want it done, you are training. Every time you give directions or discuss a procedure you are training." No organization has the choice between training ad not train- ing. Most new employees have to be trained, and present employees often must learn new skills and processes. The choice is between haphazard or misdirected training and carefully planed organized training. with the mounting labor costs and decreased profit margins that have been demonstrated in the dairy industry recently, a plant manager ca no longer afford to neglect the "out of pocket cost" involved in training a employee. Therefore, a training progra that is sponsored by management, planned in advace, developed -1- for a specific purpose and taught by competent personnel is necessary. Many new dairy processes ad techniques have been developed in recent years. Men must be trained to operate new equipment and to do so haphazardly may result in losing the initial savings contem- plated. A voluminous, detailed and complicated training program would probably remain on the busy manager's desk unused, but a simple outline of the essentials necessary in a organized training pro- gram might possibly be useful. Training progras have been adopted by practically every major industry. The dairy industry likewise has training progras. To develop a training progra for nonsupervisory employees, may of the factors used in established training progr-s of both the dairy ad other industries must be considered. During the process of selection, prospective employees are exained ad separated into two classes: those offered employment ad those who are not hired. Selection is closely associated with job specification, which includes the physical, mental and educa- tional qualities required of an employee. A selection test that is known to be effective as a measure of employee potentiality can be used to compare an individual's capabilities for the requirements of a specific job. The objectives of this study are to investigate selection tests, apply the one most suitable ad develop a training program guide specifically for small and medias size dairy plants. REVIEW 0? LITERATURE Job training has been in existence for many years. The writers of the Bible mentioned early training'methods in the Old Testament. Even Christ participated in a training program with his father, Joseph. The training in early times was mostly apprentice training. Training methods changed little until the Second world war. To meet increased production requirements with a shortage of ma- power, industry sought a method of training employees quickly ad efficiently. The fundamentals necessary to accomplish this were compiled during the war by the War Hapower Co-ission. The war effort and labor shortage caused a decrease in the tune allotted for a new*employee to attain full production. Not only was training necessary to teach beginners, but as button (14) stated, "Training was necessary to improve performace, prepare employees for different jobs and keep supervisors and staff informed of new production math ." button also stated that a ma who has to pick up his training by haphazard assistace from men who are little if ay better informed tha himself is beset by insecurities. Be learns to "get by." mlozee Selection One of the first considerations in a organised training pro- gram is selecting new employees to be trained. An early record of selection is found in the Bible. The book of Judges 7:1-7 describes the selection of Israelite warriors for a war with the Midiaites. Gideon's first procedure was to select those who were afraid from those who wated to fight. His second procedure was to bring the men to a river to drink water. "And the Lord said unto Gideon, everyone that lappeth of the water with his tongue, as a dog’ lappeth, him shalt thou set by himself; likewise everyone that boweth down upon his knees to drink." Gideon selected the non who lapped the water ad kept their eyes on the enemy shore as those who would be the warriors. Reitell (23) listed the fundamentals of a selection progr- 1. Job Rating. 2. Job Requirements. 3. Attracting Applicats. to. The Application Form. 5. Testing. 6. Health Requirements. 7 . Main Interview. 8. Placement. A brief aalysis of Reitell's job requirements are listed in the following chart . Job Requirements Chart Operation ----------------------------------------------------------- Date ---------------------------------------------------------------- Department ---------------------------------------------------------- Prepared by --------------------------------------------------------- s_ary of Duties Educational Requirements Training Required Skill Required Versatility Required Job Knowledge Required Responsibility Involved Working Conditions By using a chart such as this for each job in the dairy plat, the selection of a employee to fit the job requirements could be simplified. ens.__11cat1°n £2: Balms. Part of the selection procedure includes the application blak. According to Pigors ad Myers (21) the application blak should be designed to include the following information: 1. Should show the cadidate's ability to spell, write legibly, ad to aswer factual questions rapidly ad accurately. 2. Should give the employer pertinent information on the prospective employee's personal qualifications before the main interview begins. 3. Should be brief ad contain items that according to compay experience, are correlated with job success. Hetropolita Life Insurace Compay's booklet (6) stated that, "Frequently the applicat's first obstacle to feeling at ease is the application blak, which seems a formidable inquisition rather tha a friendly inquiry." Personnel Tests Personnel tests are known as natal tests, intelligence tests or general psychology tests ad ca be used as a definite part of the selection progra. Robertson (24) stated, "Psychology tests are not some kind of infallible touchstone that ca forecast a ma's probabilities for success on a job without further ado; it is still necessary to make the effort to get to know the ma or women thor- oughly through personal attention ad interest." Watkins _e_t_ g. (28) mentioned that intelligence tests attempt to measure the general mental capacities of the individual, to deter- mine whether or not a man has the capacity to learn certain tasks regardless of actual experience or training. He further stated that the results of intelligence tests given to the U. 8. Army during the First World War by trained psychologists led to the general conclusion that the rating which a ma earned furnished a fairly reliable index to his ability to learn, to think quickly -5- and accurately, to analyze a situation, to maintain a state of mental alertness, and to understand and follow instructions, all of which are fundamental elements in general intelligence. Morrow (20) said that it is fully as important to find people with below-average mental ability for low level jobs as it is to find those with higher intelligence for the more complicated posi- tions. A large percentage of labor turnover on routine jobs is the direct result of placing men ad women with too much intelligence on those jobs. These people who find too little to challenge their imagination and ability grow dissatisfied and bored with their task and eventually quit. Watkins _e__t_:_ _a_]_._. (28) also mentioned that mental tests are not adequate as a sole measurement of probable effectiveness in industry and business. Efficiency and success are partly dependent upon factors other than intelligence. Pond (22) cited the case of Los Angeles Gas and Electric Cor- poration where 594 persons hired‘without being given intelligence tests were compared with 108 persons hired after intelligence testing was initiated. Their conclusions were: (1) "Intelligence tests can be applied to a service organization in such a way as to multiply chances of successful selection. Scores in these tests do not tab and earmark applicants who‘will invariably succeed, but selections mede‘within favorable score ranges increased the percentages of success. (2) Intelligence test findings will rule out some appli- cats who conceivably might succeed. The same statement could be made regarding ay method of selection now in use. Not by any msas infallible, test findings merely point to greater or less probability of success in given cases." 4971. 227. 61 . 57. 331 Satisfactory Outstanding Satisfactory Outstandin: Employees Employees Employees Employees 29% Problem Employees - --------- ~5.5% Prob lem ' Employees A B Employees hired prior . Employees selected on to the testing program. basis of test rating Test 108 persons Non-Test 594 persons Total Rirings 702 persons Figure I Comparison of Non-Test ad Test Employees by the Los Angeles Gas ad Electric Corporation Watkins gt 9i~ (28) mentioned a large clothing company who tested several hundred of its employees. From the group tested 290 cases were taken at randomnand were investigated to find out whether ability as shown in the mental test had ay relation to productivity at the machines. The compay concluded that the use of mental tests, although only a partial measurement, is the quickest, most accurate ad most economical method of prophesying future skill at machines ad of placing operators at types of work‘most suited to their ability. Hill (18) stated, "The most widely used mental alertness test in Caadia compaies is the Wonderlic Personnel Test. It is a revision of the Otis test, one of the standard intelligence tests, but has been adapted to fit adult business and industrial situations and had lost the school flavor that clings to many intelligence tests." Tiffin (26) mentioned that the Wonderlic Personnel Test was particularly adapted to the needs of business and industry. The word "personnel" rather than mental ability or intelligence was used in the title to avoid the negative reaction that many applicats ad employees have to a test that deals with natal ability. ‘Wouderlic and Eovland (29) stated, "The Wonderlic Personnel Test requires only twelve minutes, is self-administering, easy to score, reliable, valid, and useful in a number of industrial situations. The short time interval for administration of the test does not make the test just a matter of speed. This is indicated by the high correlation obtained between limited ad unlimited testing time. Correlations between the Wonderlic Personnel Test and the Otis Test are from I .81 to I .87." Wonderlic (30) stated that the Wonderlic Personnel Test was constructed and patterned after a carefully developed formula and that all of the individual cases used in the test construc- tion were either applying for positions or were employed in various types of business organizations. He further stated, "No other available test has been established on such a large -9- number of cases obtained on adults in industrial situations. More than 30,000 adults were examined in constructing the various forms." By other forms, Wonderlic referred to test forms D, E ad 1", which are variations of the original Wonderlic Test. He also listed minimum scores for personnel of various occupations . These were: Maagers . . ........................................ 28 Plat Superintendent .............................. 28 Forema. . .............................. . .......... 25 Production Control Hen ............................ 25 Private Secretary ................................. 25 Stenographers ..................................... 22 Office Clerks.... ....................... . ......... 22 Salesman (Non-technical) . . ...... . ........ . ........ 22 Routine Clerical workers ..................... . . . . .20 Skilled mechaics ....... . ...... . . . . . ........... . . .18 Lead men--sub-foremen .......... ....... .18 General factory help-~Grade A ...... . ...... . . . . . . . . 15 Routine salesmen.................. ...... ...15 General factory help-«Grade B. . . . . . . .............. 12 UnskilledLabor .......... ..... ....8 Jaitors. . . . . ......................... . ........... 8 10 Meri t Rat in; A mental test used in industry should be stadardized to determine the passing scores necessary for successful job per- formace. This is generally done by comparing individual test scores with some type of merit rating. The merit rating is usually determined by measuring the degree of success an employee achieves at his job. Bittner (10) had difficulty classifying the rating forms now in use by the various food chains, but mentioned that there were three basic forms available to industry. These were: "1. Rating scale: general traits like 'dependability' are defined ad the rater is asked to mark on a scale the degree to which the person possesses this trait. 2. Behavior check list: a member of statements of specific activities involved in doing the job are given ad the rater is asked to check simply whether the person does them or he may be asked to estimate how well the person does them. 3. Raking: the rater is asked to list his people in order from the best to the poorest on over-all ability or a specific characteristic ." Bayer (9) in his thesis, concluded that of these three basic types of rating plas, the food industry generally use the basic construction of the rating scale;however there are numerous variations of style ad design of the rating form. -11— Orientation After selection a new worker usually enters a orientation program. In a manual prepared by the Roppers Company (1) the aim of. orientation is stated as follows: "The impressionable period of orientation offers an excellent opportunity to lay a solid foundation for developing satisfied and loyal employees. The treatment ad the training new employees receive at this time are perhaps the meet important factors in their feeling and attitude toward the company and their future job success. This is the time to establish the correct relationship with employees ad get them off to the right start. Almost all new employees are rather emotionally disturbed, subject to nervousness, apt to jump to conclusions and obtain false impressions, but they are open to constructive ideas and suggestions. It is very flmportant to let them know exactly where they stand and help them.become an asset to the company and feel that they are part of it." A supervisor in the Koppers organization said, "The more time I spend with a new ma during his first week on the job in making him feel at home, the less time I have to spend on him the rest of the time he is on the job. The more goodwill I ca build in him during the first week when the building is emsy, the less supervision I have to give him‘later." The Koppers manual listed 24 subjects that should be included in a orientation program. These were: -12- H1. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. Department organization (How the employee fits into the organization). Importance of work of department. Importance of the employee's work. Tour of the department and introduction to fellow werkers. Departmat regulations affecting the employee, (tele- phone, absenteeimm, lateness, safety, overtflme, sickness, etc.). Location of various services, (eating facilities, rest rooms, first aid, parking, etc.). Bulletin boards (location). Work week (hours of work, starting time, quitting time, lunch period ad overtime work) . I Pay day (when, where and how pay is figured). vacations and holidays. Time cards. Merit rating ad merit increases. Union relationships. Employee activities. Staff relationships. Promotional opportunities. Transfers. Bow grievances are handled. Expense sheets, where applicable. Probationary period (how long ad stadards by which employee will be judged). -13- 21. Job instruction. 22. Introduction to job steward. 23. Continuous orientation through informal conversation and meetings. - 24. Instruction of older employees on orienting new employees. (Every employee who comes into contact with the new employee ca perform a importat part in making the new member of the orgaization feel welcome.)" Koppers maual also suggested a check list to be filled in by the new employee. The list contained questions based upon the previous list of twenty-four factors. This check list is used as a tool to better acquaint the new worker with the orgaization. A booklet prepared by the Metropolita Life Insurace Compay (6) included information on what a new employee should receive from a orientation progra: "Orientation should give a new employee confidence in himself ad in the compay and make him feel that the compay is interested in him ad will treat him fairly, that his fellow workers ad his supervisor are glad to have him in their department, ad that he will like his job ad have a chance to get ahead." The booklet also listed the objectives of the orientation program of the New Englad Telephone ad Telegraph Compay for telephone operators as: 1. Provide a background of knowledge as it relates .to the business generally, "To make her job worth-while." 2. Help her in measuring up to the job. -14- 3. help her get along well with her associates. 4. Make the employee feel that she has a real place in the business . 5. To give her stability in her job. Induction Milk Industry Foundation (5) used a breakdown of orientation which included Induction ad Indoctrination. They listed "The earmarks of a sound induction program" as: "1. It must receive the strongest support of top maagsment. 2. It must be of sufficient duration to accomplish its objectives, but at the same time not be prohibitively costly in time or manpower. 3. It must proceed according to a orderly pla, carefully orgaized in advance, ad be tailored to the needs of the particular compay. 4. It must aim to develop the right attitude as well as to impart information. It must seek to develop pride in the job. 5. It should stress ad re-stress the necessity for doing the job safely. 6. It should provide information about the milk industry as well as about one particular compay. 7. It should include the presentation of written material about the coqay ad its importance. 8. It should provide a means of determining that the information has been absorbed. -15- 10. It should include a comprehensive check list. When all the items have been checked, the list should be signed by both the trainee ad the supervisor or other res- ponsible individual. It must be interesting, stimulating ad challenging." Pigors ad Myers (21) stated that the whole induction program should give the new employee a sass of belonging to the orga- ization. They also stated a good training program should include the following six functions: 1. The employee should be given information about the organ- ization, its policies ad regulations. This should be done in such a way as to make him feel at home quickly. The new employee should be instructed in the require- ments of the specific job that he is to perform, so that he ca meet stadards for quality ad quatity production. Training enables employees to acquire more ad greater skills, thus increasing their versatility for trasfers ad their qualifications for promotion. Properly trained employees have less accidents ad defective work damage to equipment. helps the employee to adjust to new processes that are introduced from time to time. Good training reduces dissatisfaction, absenteeism and turnover because it helps aployees to use to the fullest extent their individual capacities. Dooley (12) said, "Training is a maagement tool whereby -16- specific people are given help in acquiring definite skill in overcoming underlying causes of problems that currently exist or that are aticipated by management." He further stated that training, to be effective, must be accepted by the maagement as an integral part of production procedure, ad the line super— vision in the plat must be responsible for training the men they supervise. In a maual published by Allis -Chalmers Compay (15) five reasons were listed for establishing an'organized training program. 1. Lower costs. 2. Increased production. 3. Improved quality. 4. Savings in expended effort. 5. Reduction in accidents. Training Programs 22 Methods Baker (8) listed three types of training, vestibule, appren- tice ad on-the-job. Pigors ad Myers (21) stated, "Apprentice training is desirable in industries like the metal trades which require a constat flow of new employees who expect to become all-round‘craftsmen. Since the training progra is long ad requires continual supervision this method of training is ex- pensive. Stadards are rigid ad are defined in a apprenticeship agreement that in. unionized firms involves union acceptace. Furthermore, after the long period of apprenticeship is completed there is no assurace that the man will rain with the firm. Vestibule training is used primarily when large numbers of workers -17- must be trained quickly as during wartime although it is also helpful as a preliminary to on-the-job training. Mew workers are trained for specific jobs on special machines in a separate part of the plant." Toder (31) stated, "Job training simply places the employee in the workrocm and provides supervision while he learns to master the operations involved. Generally such training provides super- vision in some sort of sponsorship arragsmsnt whereby a older employee or supervisor is charged with responsibility for instructing the newcomer ad assisting him in mastering the job." An Esso Training Center publication (3) listed three general methods of presenting information to aployees. These are different from Baker's (8) list. Esso listed the informational, instructional, ad conference methods. The informational method was used for a group with little experience, a large group to be taught at one time or when some general information on new policies, methods ad procedures was to be explained. Motion' pictures, film strips, slides, charts, drawings adprinted materials were often used in the informational method of teaching. The informational method was usually known as a "pouring in" process. The second method listed by Esso, called the instructional method was essatially a on-the-job training program. The process sometimes called a "learning by doing process " was given under the guidace of a qualified instructor. The third or conference method was often used in the higher echelons of management. This should be a planned session ad not ~18 a "glorified bull session." The program should be outlined, objectives determined ad some method for evaluating the results outlined. Job Descriptions One of the first steps in a training program was to define the job for which a person was to be trained. This process was called by Watkins g. g. (28) a job description ad a job specification. my stated, "Job descriptions are stadardized stataents of the component elements on the job, the tools, equipment, ad materials used; the special training, skills, laptitudes, judpents ad decisions required; the speeds ad hazards involved; ad the conditions under which the work is per- formed." Ee also mentioned that a job specification shows the kind of person required to perform the job successfully. Laws (19) stated that every job has two parts: (1) the job description which is the what, how ad why of the job, ad (2) the job specification which is the degree to which the various elements are found. Dormuth (13) stated that the effectiveness of a on-the- job training program depads upon the attention given to careful planning and supervision "Merely to put a man on a new job ad expect him to become a skilled worker without the benefit of indoctrination, orientation ad supervised training canot be condoned." He also mentioned that in planning a clean-up man's job training, the foreman must have a clear cut idea of what he is going to tellad show the employee, in what sequence, how much -19- at one time and what points he is going to emphasize. Clark Equipment Compay's training manual (7) listed the following method of job breakdown: l 2. 3. List all the steps in the operation (each thing that ‘must be done). Make sure the method is the best available. Study each step, identify and make a list of the key points (that is the skills to be developed and informa- tion to be acquired). Simplify the job, whenever possible, by checking off points which can be deferred until the new'mmn.begins to get the feel of the job. Detenmine the order in which skills are to be developed and information imparted and prepare a plan for training. Training,Procedure The New“York Central System published a booklet entitled, "Be A Better Boss" (2). The booklet listed the nine essential steps in a training program for new employees as follows: 1. 2. Plan thoroughly. ‘Hake the proper approach to the new'employee. Explain the job thoroughly. Show the employee how to do the job. Constructively question the employee (check up if some- one else is doing the teaching). Let the employee try to do the job. ‘Hske a final inspection. -20- 8. 9. Follow up to see how the employee is progressing. Check on a way to teach better next time. Gagnan ad Verney (16) selected nine importat steps in a orgaized training program. 1. 2. 3. 0M 8. 9. Establish the need for a training program. Determine the objectives of the program. Determine the proper method. Develop the program. Sell the program to management. Select ad train the people who are to do the training. Schedule the training program. Follow-up. Evaluate the results . Diets (11) listed several methods that could be used to help establish a orgaized training program. His listing could be useful for both new ad existing training programs. The methods were: "1. Get the supervisors ad workers to tell about their current problems. Uncover problems by reviewing the performace, cost turnover ad accident records . Anticipate problems resulting from changes in orgaiza- tion or production programs. Analyse this evidence. Tackle one specific need at a time ad identify the training required to meet the need." The Clark nasal (7) outlined four principle steps in -21- instructing employees. The four steps were telling, showing, testing and checking. Dy telling, the job is explained to the employee ad includes giving him whatever preliminary intonation that will be helpful. The employee is put at ease when the trainer shows an interested attitude and associates instructions with the trainee‘s past experience. An.effort is made to be sure the trainee unders tads the operation by giving him a opportunity to ask questions. By showing, the trainee is informed about the correct way to do the job. During this phase the instructor shows the employee the simplest, easiest, shortest and most efficient method of operation. At this point the trainee should under- stand the "why" of the job. Dy testing, (trying) the trainee is allowed to do the easy parts at first and is then allowed to do the entire job slowly, if possible. The coaching tune required will vary with the job. As the trainee progresses the instructor explains ay additional fine points which may have been deferred at the start. During the checking or follow-up the instructor checks on the safety, quality and quantity of production and answers any questions the worker may have. Reitell (23) stated that the principles of good teaching include: 1. Knowledge of the operation. 2. Knowledge of individual differences in the way workers learn. 3. Creating interest. -22- 4. 5. 6. liaintaining a sense of humor. Clarity of expression. Building self ~esteem. Uris (27) listed five requirements for the person doing the actual instructing: l. 2. Be sure the work method is as good as you ca make it. Learn the job yourself-- job method, stadards of quality ad safety hazards. Break the job down into elements. Tag each element with its quality. Have all material ad equipment necessary in order for the teaching session. further stated that teaching technique should include the following: Give the background of the job. Put the operator at ease. Run through the entire operation. Teach operation by elements. Dave the operator perform the entire operation. Quiz the operator on the importat points. Follow up with checking worker's work method. Dris also mentioned that the instructor's teaching manner should be friendly, thorough, calm, proceed slowly ad be encouraging . Haas (17) suggested the qualities of a trainer as: 1. 2. Ability to manage a group. Mastery of the subject. -23- 3. Pleasing appearance. 4. Self-control. 5. Tact and sympathy. 6. Cheerfulness and vitality. 7. Good voice and speech. 8. Mental alertness. 9. Enthusiamm. lO. Instructional skill. Foremost Dairies, Inc. (4) has a manual which contained a production employees basic information program,, The program was composed of seven meetings. The subjects covered were: 1. Hilkuwhat milk is. 2. Ice Cream--what ice cream is made of ad how ice cream is manufactured. 3. Dairy bacteriology. 4. Dairy chemistry, of milk ad ice cream. 5. Temperatures. 6. Dairy arithetic for milk plats ad figuring ice cream mix. 7. Cleaning and sanitation. 8. Milk product and ice cream product defects. -24- PROCEDURES A survey in the form of a questionnaire, Appendixm, was sent to 147 dairy plats to determine their need ad interest in an organized training program. 'The survey included small, medium and large size dairy plants. Those dairies who did not answer the questionnaire within thirty days were sent a follow-up letter, Appendix II. The results of the survey were used as a basis for the development of the training program. By seeking out the essentials necessary in a training program from.literature, a recommended training program was established for small and medium size dairy plants. The selection of pros- pective dairy plant processing workers was regarded as a logical starting point for a orgaized training program. A personnel test was considered a importat part of a selection program. During the study of selection tests on file in the'H.S.D. Testing Center ad those from industrial sources, several tests were considered to be outstading. Some of the tests studied were the Otis Self -Administering Test, Woody ad licCall nixed Bundsmsntals in.Arithmetic, Bennet Test of‘Hechanical Comprehen- sion, SRA Don-Verbal Form, SRA Verbal Form, Wesma Personnel Classification Test and the wonderlic Personnel Test. Because the Vonderlic Personnel Test, Appendix V , had baa standardised ‘with a large number of industrial employees, (over 30,000) was relatively short ad simple for lay personnel to ahinister ad correlated with employee job performance, the test seemed to have greatest possibilities for adaptation to the dairy field. -25- To adapt the test for the dairy industry, the test was given to 254 dairy employees who represented nine different'liichigan plants and included dairy workers from the superintendat on down. All the reco-sndations for test ahinistration ad correction listed in the wonderlic Personnel Test lianual (30)were adhered to. The test was given in a separate room from the processing area in each individual plat to prevent ay interruption. The test scores were then separated into individual job classifications. Logarithic averages of the test scores were used to minimise the influence of extremes within a classification. A rating sheet, Appendix IV, was used to compare individual scores with the ealoyee's performance on the job. The rating form was prepared with seven different categories of traits. These were quality of work, volt-e of work, capacity to develop, initiative, work attitude, attitude toward others and knowledge of work. Wherever possible, two or more supervisors rated each man. Bach trait for each category was given a m-ber of one through five points corresponding with the degree of success the employee obtained. The rating given to each employee by the rating supervisors was averaged for each of the seven categories . These ratings were then totaled ad used to coaute the over-all average for the seven categories. The rating of each person was then coasted to his wonderlic Personnel Test score to determine the validity of the test for dairy ealoyees. The method for analysing the combined data from the test and rating sheet was obtained from the Test Service Bulletin (25). EXPERIMENTAL RESULTS AND DISCUSSION Results of the Questionnaire The total questionnaires sent to dairy plants were 147. Forty-two (28.511) were completed and returned and 22 (52.382) were from media and small size plats. The dairies surveyed varied in size from.2 to 3,200 employees. Those dairies who reported a large number of employees were operating several dairy plants. One dairy reported 2,500 employees, which included the poultry and'margarine divisions. Dairies having 30 employees or less were considered medit- ad small size plants. Six out-state dairies replied, one from Ohio, liissouri, new York ad Hinnesota and two from.California. Some dairies answered only part of the questions on the questionnaire. This is the reason all dairies are not represented on each chart. Question 1, Do you have a need for a training program in your dairy Plat? Yes No 0f the 42 dairies, 35 (83.33%) aswered yes and 7 (16.672) aswered no. Of the medium ad small size plate, 16 (72.731) answered yes ad 6 (27.271) answered no. Results are presented in Table I. -27- TABLE I RESULTS 0? SURVEY!!! DAIRY PLANT mm PROGRAHS Dairy Processing Sales Do you have a need Employees Employees for a training pro- (Route Drivers) gram? A 60 0 Yes B 150 160 Yes C 37 25 Yes 0* 4 0 Yes 3* 15 16 lo P 33 0 Yes 0* 5 0 no 3 117 171 Yes 32 3 No 3* 30 3 Yes K* 24 9 Yes L 2,500 (Includes ‘Yes Poultry) H? 14 2 Yes I 55 32 Yes 0 300 700 Yes P* 20 3 Yes~ Q 98 29 Yes R? 16 40 Yes 8* 6 15 Yes T 120 0 Yes D 50 0 Yes V* 3 3 lo 0* 28 3 Yes -23- TABLE I (Continued) Dairy Processing Sales Do you have a need Employees Employees for a training pro- (Route Drivers) gram? 1* 30 10 Yes Y* 4 36** Yes z 120 0 Yes AA 370 630 Yes AB* 18 4 Yes AC* 11 5 lo AD 3,000 400 Yes A! 45 45 . Yes A? 450 150 ’ Yes AC* 22 60' Yes All* 24 0 lo AI 40 20 Yes . AJ* 29 38 Yes Alt'lP 6 ' 2 Yes AL 3,200 4,300 Yes All”’ 3 2 No A!" 2 1 Yes A0 45 0 Yes AP* 18 0 Yes * Indicates small ad medium dairy plats. ** Store employees . -29- All dairies must do some training, even if it is not a orgaized program. Hay (83.331) recognized their training needs and were desirous of more training information. The results seemed to indicate that the main emphasis should be placed on disseninsting training information to those dairies who recognized their training needs ad by showing the importance of a orgaized training program to those dairies who do not recognize their training needs . Question _I_I_ At what stage in training is the new employee given informa- tion about compay history, regulations ad worker benefits? All but 4 (90.481) of all size dairies stated that the above information was given to the employee at the beginning of his employment. Dairies 0, V ad Y stated they had no definite time to disseminate the information in Question II. Dairy J said the new employee is given information about compay history, regulations ad worker benefits after his first 30 days of employment. This information given to the employee at the beginning of his aployment seemed to help welcome him to the organisation ad by knowing what was required of him, helped him get the full benefit of specific job training. Question I}; What type of training program do you have in your plat now? While some dairies stated they were starting a training program only 10 (23.811) of all size dairies reported having an -30. orgaized training program. Pour (18.181) of the media ad small size dairies reported having a orgaized training program. All the dairies with the exception of one stated that ay train- ing they did was on-the- job training or the learner-helper method of training. The nnager of dairy V stated that because he had a faily operation he had no training program. Thirty-two (76.191) of the dairies who did not have an orgaized training program, requested information pertaining to a orgaized training program. Question _I_Z Do you have a trainee evaluation program? Bight (19.059 of all size dairies stated they had a formal trainee evaluation program. Pour (18.181) of the media and small size dairies stated they had a formal evaluation program. The remaining 80.951 of the dairies said that informal rating was done either by the foreman or the superintendat ad that this rating was not formally recorded. Without a written employee evaluation pla, management could be at a loss for evidence of a trsinee's work progress. An evaluation pla such as a merit rating system could provide management with a periodic progress report to keep him informed of the latest developments in the training program. The personnel officer of dairy AB mentioned he was thinking of having each employee rate his fellow employees. The personnel officer believed this could help a individual employee determine what his fellow workers thought of his work progress. -31- Question 2 How much time do you allow for training the following: (Consider the training time as the time it takes to do a job without a instructor stading nearby). a. BTST operator b. Freezer operator c. Cheese maker d. Clean-up man e. Seasonal employees f. Route-delivery ma TABLE II TIME ESTIMATED BY DAIRIBS TO TRAIN EMPLOYEES Job Classifications Dairy a b c d e f (weeks) A - - - 2 2 2 - - - - - 2 C - - - - - 3 3* 4 2 4 2 l 2 P - - - 1 l - cs 5 - 104 l - - a 2 4 4 5 .25 4 I 5 - 1.5 l 1.5 l. 11* 2 10 12 6 l 3 3* - 8 - 2 - 2 N - - .5 1 2 O 4 7 52 2 2 pa - l. - 4 2 l -32- TABLE II (Continued) Job Classifications Dairy a b c d e . f (weeks) Q 1 l - 5 5 l S* 5 - - 1 l l T 12 - - 4 - - u 2 - - o - - we - - - 4 1* 2 2 3 l 1 z - - - 1 - - Al* 3 3 12 l l 1 sea 12 - - - - 4 AB 2 2 4 1 l 2 AP 1 l 2 5 25 1 AC* 2 - 2 l 1 2 All* - - 24 12 4 - AI 1 2 l . 5 1 . 5 AJ* 1 - - . 5 l 1 AK* 4 3 3 2 - 2 ”1* 2 - - - - 2 A0 2 - - 2 l - Averages 2.76 3.5 16.98 1.98 1.35 1.88 * Indicates snall ad medium size dairies. The training time required for some jobs listed in Question V varied considerably between plants(TABLB II). This seemed to be caused by some dairies including both on the job ad technical training in their program while others included only on-the- job training. Those dairies who left Question V unaswered, stated they did not -33- know how long the training tine should be for the specific jobs because they did not have an organized training program Question y__1_ Do you send any trainees to special schools? If yes, please list the type of schooling (short courses, company schools, night classes, etc.) Many (57.141) of all size dairies used special schools in their training programs. Fifteen (68.181) of the mediu- and s-all size dairies used special schools. The relatively high percentage of dairies that sent their employees to special schools seued to indicate that nany dairies were interested in special e-ployee training. Sons of the schools used were, Short Courses at Michigan State University, nechanics schools, Milk Industry sales training schools and special conpany training schools. Question VIII Do you use any type of tests in your training progran? If you answer yes, please state the types of tests used. Nine (21.431) of all size dairies reported they used tests in their training or selection prograns. No (9.097.) of the nediu and suell size dairies reported using tests. Several dairies stated they used Milk Industry Foundation's selection tests for their route salesnen. Dairy MTused the "Klein Supervisory Battery" for those employees who entered the supervisory training program. Dairies D, M, A? and AL use tests only for their co-psny training ‘3 curses . A few dairies (11.91%) were using a selection test for route drivers, but none nentioned using selection tests for processing e-ployees. Selection tests for processing e-ployees see-ed to be a subject that needed further study and was taken up under a separate section entitled wonderlic Personnel Test Results. Question 2 now do your e-ployees react to your training program (give percentages; use any percentage fro. l to 100 as your answer)? b. Like it. Consider it a "necessary evil." Dislike it Consider it helpful in adjusting initially. Expect an alnost i-ediate pronotion. Consider it too long. Consider it too short. Consider it too nuch of an interference. TABLE III EMPLOYEE MICE 1'0 CGIPANY TRAINING PRCSRAM Employee Response to Present “training Progr- Dairy a b c d e f g h I I I 3 8b 12 4 Yes No lo Mo Mo 8* 100 - - Yes No No Mo lo I 50 25 25 Yes No Mo Mo lo - n 85 10 5 Yes No Me No In K 100 - - Yes No No - - M - - - Yes llo Mo Ho Ho P* _ 70 20 10 Yes No Mo Mo Mo 8* 100 - - - - - - - - - - Yes Mo No No lo 100 - - Yes Mo Mo lo lo 1* 90 10 - Yes Ho Ho lo Mo 2 100 - - Yes Yes Yes No Mo AA 70 20 10 Yes Mo Mo Mo lo AD* 50 45 5 Yes Ho Ho Mo No A! 100 - - Yes No Me Mo lo AG* 100 - - Yes lo lo Mo Mo AH“r ‘ 100 - - Yes No No lo Mo AI 60 35 5 Yes M0 M0 M0 M0 AJ 50 40 10 Yes No Mo Mo Mo 65 23 12 Yes No Yes Mo Mo A0 50 50 - Yes lo Mo Mo Mo * Indicates snall and nediu size dairy plants. -35- All dairies (TABLE III) stated their employees considered the progr- helpful in adjusting to their job. The reneining answers to Question 11: seen to confirn the fact that the snployees realize a training progran is helpful in adjusting to new jobs. uestion ; Please note any other co-ents you have about training dairy production workers and route salesnen. ljo_tg: If you have any training naterials such as brochures, tests, or nsnuals, “please include then. Dairy 8 stated that they use a three nan training systen. "A short tine operator has a helper who works under the direction of the operator. The helper gradually acquires the skills of the job. When the operator is not on the job, the helper asst-es the job responsibility and is assigned a less experienced helper for those days. If he is not conpetent to do the job alone, a super- visor is there to guide bin." The dairy uses a standard operating procedure (written) to cover all operations. Dairy 1' s_erized that it can usually judge the better enployee by the attention that he gives the supervisor or instructor when describing details of his work and by the attention that he gives to ninor details of his work when doing the job assigned to hin. Dairy 11 stated, "We feel that training progras for production workers and route sales-en help neke then nore interested in their job through a better understanding of it. It also gives our sales- use a definite advantage over our conpetitors who offer no training -37- for their nen." . Dairy 11 also nsntioned a special training progran provided for college graduates with a degree in Dairy Manufacturing. "The new graduate works in Industrial Engineering for a nininu of one year. As a part of this assign-ant, he substitutes for first level pro- duction supervisors during their vacations ad is evaluated at the end of each.trial supervisory snip-at. After one to two years if the nan shows adequate potential ad interest he is pronoted either to a production supervisory position or his experience is broadened by assigning bin to aother function." The nanager of Dairy J said, "I feel that the dairy industry, as a whole, needs a better training progra, and believe ne, I feel that you are on the right track in trying to work out sons solution that would fit into the general dairy processing plant operation." Dairy M said, "A good eqloyee training progr- nust include such “as as enploynent policy under which you will find: 1. Age linits ad physical condition. 2. Conpany rules-both nen ad waen. 3. Enployee should be inforned as to tern of his snploynent (very iaortant in training progra) . 4. Explain benefits of union contract which the coqay has grated. Very inportant for saloyee to know this ad to know what he ca acccnplish if he because a good employee. 5. Explain nornel hours. 6. Explain overtine hours ad pay. 7. Explain question of age linitations. -33- 8. Inforn the enployee of nsterials available for self help, for exaple negazines and books in the office. 9. Inforn the enployee of training school he night attend at conpay expense. 10. Inforn hin of wage scale, conpensation, insurance, bulletin board, clothing, first aid ad what he nust do ha he is ill or injured. 11. Tell hi- how the conpay handles conplaints. 12. Explain the rule in regard to intoxicating liquors. 13. Explain how he should act ad treat new enployees. l4. Explain the safety rules, suggestion systen, punctuality, seniority ad snaking rules." ’ Dairy M further stated, "The above its. are inportant in asking a new nan a happy and efficient enployee." The plat superintendent of Dairy AK stated, "I feel in any ways a snall operation is an advatage for our enployees if they really wish to learn the dairy business. He give every nan the benefit of learning not only one nachine or operation, but as nsny as he desires or has the capabilities to naster. We never feel too badly to lose a good enployee if, when he leaves, he is bettering hineelf and taking a step upward in the dairy field. As yet, I have never found a good employee who does not learn sona- thing new each week." The training nsnager of Dairy AL stated in reference to a training progra, "Above all. the courses or progra lust be sold to top naagenent. Too nuch stress of an training as used in heavy industry in World War II is nisinterpreted as a cure-all for -39.. naagemsnt ills. Correcting pest practices which no longer work is a reorgaisational problem ad does not always level itself to the usual training techniques ." Results of the Wonderlic Personnel Test ad Supervisors Ratings The logarithnic average of the Wonderlic Personnel Test (Appendix V) score for 254 dairy plant employees was 20.60 out of a possible range of 0 to 50. The supervisors ratings (Appendix IV) on the same employees had a logaritbic average of 3.00 with a possible range of l to 5. Table IV presents, these data along with the range of test scores and ratings for each of the co-on job classifications (27 job classifications were studied) in the nine dairy plants involved in the study. Included were retail ad wholesale salesmen drivers as well as the various plant employees fron superintendent (production) don to unskilled laborers. Logarithic averages of the test scores and ratings were used to nininize the influence of the extrenes within the rage. The supervisors rating of each individual was compared with his personnel test score to ascertain if the score would serve as a reliable guide for the selection of prospective employees fron applicats for dairy plat jobs. The correlation between the test score ad the rating was 0.167 which is significatly different from zero at the one per cent level. The sanpling was sufficient in size to indicate that if the correlation was actually zero the chances of obtaining the correlation of 0.167 or larger would be less than one in one hundred. The rather low correlation does not necessarily invalidate the use of the Wonderlic Personnel Test for the selection of dairy _ plat ealoyees because of the following conditions: (1) Some of the employees, especially a few that were foreign born had trouble reading and understanding the personnel test questions. This could conceivably cause allow test score but would not be a handi- , cap in capably discharging many dairy job duties. (2) It was necessary to have the employees take the personnel test when it was least inconvenient for their activities. Consequently nay were tested during or at the end of the work day; fatigue could have caused the test score to be lower than it otherwise would have been. (3) Many of the supervisors who perforned the ratings were insufficiently trained in the proper essentials of evaluating their enployees. (4) In sone dairy plants only one supervisor was available for rating the employees thus, there was a possibility of personal likes and dislikes influencing the rating evaluation. (5) The variety of duties handled by some employees particularly in a small plat caused difficulty in the assignment of a single position. Correction of these weaknesses and the testing of a larger number of enployees especially in several job classifications with few test scores would add such to the value of this study. Standardization is usually referred to as a nethod of obtain- ing cutting scores for a particular test. They are used as a basis for the evaluation of the individual score. Cutting scores represent the ninimun score allowed for a job classification. wonderlic (30) has established minimi- personnel test scores from the data of 30,000 adults in various industries. Many of the -41- positions ad the corresponding nininun test score could. serve as a guide for application to dairy plant employnent: superintendent-- 28, forensn--25, production control-25, private secretary--25, stenographers--22, office clerk-~22, sales-en (non-technical)--22, routine clerical workers--20, skilled nechsnics--l8, sub-foreman"- 18, routine salesnen--15, general factory help (grade A)--15, unskilled 1abor--8, ad jaitor--8. An alternative possibility is for dairy plant nanagement to use the logarithmic average of personnel test score (Table IV) as a basis of the selection of prospective employees. After a careful study of the data, the nini-ns test score was established as the lowihric average minus 3 for each of the job positions: superintendents-46.3, dispatchers--25.6, part tine students-~24.9, foraen--24.2, filler operators-paper--21.3, nix makers--21.2, laboratory workers--20.8, separator operators--20.8, swinger-20.3, route drivers-retail--l9.4, load out workers--l9.4, filler operators- ca--l9.2, filler operators-glass--l8.5, seni ad tank drivers-48.5, can washer operators--l7.8, butter makers-47.8, HTST operators-- 17.3, vacux- pa ad drier operators-16.5, route drivers wholesale-- 16.2, naintenance workers--l6.0, freezer operators--15.9, receiving roon workers--15.6, cheese packagers--12.4, general plat workers-42.3, cheese nakers--ll.7, cooler workers--ll.2 ad bottle washers--10.1. The same job title is not an accurate indication of the. specific duties of individuals in various dairy plants. Hence there is a need as experience is gained for nanagenent to alter the linin- score for each position to best serve the local -42- requirements. This applies not only to different companies but to various plants within a company. A test score above the passing ninimtn is not a guarantee of employee success nor is a test score below the mininum a accurate indication the individual will be a failure on the job; however, Wonderlic and other studies show the value of utilizing the test score for selection to be high.compared to records on employees selected without personnel testing. This study did not include collection of data on the ‘maximum personnel test score for each job position. Nevertheless, manage- ment should investigate this aspect with the thought of reducing labor turnover by the establishment of maximum limits for each position. Except for training purposes, an enployee with too high a test score for the position will very likely become dis- satisfied and leave under normal conditions. Results of the data from this investigation definitely indicate the need for additional research on the use of personnel testing as a neas of selecting prospective dairy plant employees. -43- TEST SCORES AND RATING 0? DAIRY PLANT EMPLOYEES TABLE IV "underlie Test Supervisors Score Rating Job Me. Log. Range Log. Range Classification Ave. Aye. Dispatchers 3 28.6 23.0-32.0 2.55 2.43-2.78 Part time Students 11 27.9 19.0-38.0 3.29 2.90-3.86 Foreman 19 27.2 15.0-40.0 3.36 2.29-4.21 Filler operators- ' paper 13 24.3 13.0-37.0 2.58 2.29-3.86 "1: mt, 3 2‘s2 21.0-27.0 2e87 2e50’301‘ Laboratory workers 4 23.8 13.0-42.0 3.28 2.71-3.86 Separator operators 2 23.8 23.0-24.0 2.95 2.71-3.21 Swingmen 4 23.3 16.0-31.0 3.36 2.93-3.86 Route Drivers- Retail 56 22.4 10.0-35.0 3.03 1.85-4.64 Load out workers 12 22.4 11.0-30.0 2.83 2.14-3.57 Filler operators- can 3 22.2 19.0-25.0 3.32 2.71-4.04 Filler operators- . glass 5 21.5 17.0-28.0 2.81 2.43-3.50 Send.snd tank Can'washer operators 2 20.8 18.0-24.0 2.95 2.71-3.21 Butter nakers 2 20.8 18.0-24.0 3.38 3.14-3.64 TABLE IV (Continued) Wonderlic Test Supervisors Score Rating Job Ro. Log. Range Log. 'Range Classification Ave. Ave. RTST operators 8 20.3 12.0-32.0 3.12 2.07-4.21 Vacuum pan and drier operators 6 19.5 10.0-30.0 3.03 2.64-3.54 Route Drivers- flholesale 10 19.2 10.0-29.0 2.81 1.82-3.79 Maintenance workers 21 19.0 10.0-30.0 3.03 2.64-3.54 Freezer operators 6 18.9 10.0-28.0 3.35 2.00-4.29 Receiving roan workers 4 18.6 11.0-26.0 3.17 2.71-3.71 Cheese packagers 5 15.4 12.0-25.0 3.02 2.64-3.57 General plant ”rut. 27 1503 5.0-32.0 2e77 1.90-4.00 Cheese makers 5 14.7 11.0-20.0 3.46 2.93-4.14 Bottle washers ._Z_. 13.1 6.0-20.0 2.96 1.93-3.57 Total 254 20.6 Ave. 3.00 Ave. -45- A Recs-ended Training Program for the Snell ad Media Size Dairy Plant . A. On-The-Job Training Progra. Step I The Job Statement. Step II Selection of Employees. Step III Orientation ad Induction. Step IV Choosing the Instructor. Step V Demonstration ad explanation of each step in the job statement. Step VI Encourage the Employee to do the Job. Step VII The Follow-Up Process. Step I The Job Statenent A job statement usually contains two parts, the job descrip- tion ad the job specification. The job description includes a listing of the comment parts of the job, the tools, equipment and materials used, the special training required ad the conditions under which the work is performed. An explanation of each specific part of the job ad why each function is performed should also be included in a job description. A job description should be prepared for each job in the plant with the assistace of snployees who have a thorough knowledge of the job. The job description should serve as the basic guide for a on-the-job training progra. Job specification presents the qualifications required for the job such as skill, experience, special aptitudes, education and -45- nechanical ability. Step II Selection of Enployees The following is a brief guide which the dairy plant manger ca use in his selection program: 1. A short prelininary interview should be given to explain the type of opening available to‘ the prospective qloyee ad decide whether to proceed with the selection process. Choose a application form that gives the specific infor- mation necessary to properly evaluate an applicat (Appendix v1) . A plant manager should periodically review his application. form to keep it up to date. All previous supervisors listed on the form should be contacted to determine the accuracy of the applicats stataents. The Wonderlic Personnel Test should be used to assist in the selection of aployees for specific jobs by eliminating those cadidates whose scores are obviously too low as counted to the stadard score for the job. The Personnel Test ca also be used to help determine the qualifications of a present ealoyee to perform a new or different job in the dairy plant. A nedical examination for food handlers is required by law in most states. A coalete nedical ex-ination by a qualified physicia ca help materially in personnel ' selection. Persons with typhoid fever, paratyphoid fever, diphtheria, tuberculosis or ay other co-Inicable disease should be disqualified. Ey recording ay physical defects -47- that are noted during the selection process, the apleyer ‘ ca prevent unjustified compensation payments that may occur later. Through a medical exaination, an employer ca compare the physical requirements of the job with the physical capabilities of the prospective employee. 5. After the above processes have been ccaleted and the employer has a fairly good knowledge of the prospective enployee's capabilities, the manager should be ready to proceed with the main interview. The objective of the main interview should be to become better acquainted with the applicat ad help the applicant become better acquainted with the coaany. Specific subjects that should be discussed are; work history, domestic or faily background, educational background, tenure or stability, attitudes, personality, job information ad questions arising from the application blak. Step III Orientation ad Induction A manger can save valuable time by using a written preparation of pertinent facts about the compay through a printed booklet, nimeographed material or even a typed copy. The purpose of such a , booklet is to give the employee information about the company and serve as a future reference of compay policy. Specific subjects to consider in preparing a employee booklet are: Absence History of company Accidents & safety rules Holidays Activities 5. facilities Hours of work for employees -43- Care of equipment Jury duty Cashing checks Lunch hours Co-Inity relations Military service leave policy Credit policy Opportunity for advacement Employee benefits Overtime Ealoyment outs ide of Training program business hours Pay day ad how pay is Vacations figured Products of the dairy Union contract Recreation facilities ad activities Retiraent plan The plat manger should discuss the booklet with the aployee ad aswer ay questions pertaining to eqloyment with the compay. The enployee should be taken on a tour of the plant ad intro- duced to his fellow employees ad supervisors. Step IV Choosing the Instructor The man who does the actual on-the-job training is a inortant link between management's goals and the employees' job performance. He should have a clear knowledge of management's goals, the employee's job ad be a good teacher. By using a merit rating system as a measure of enployee performace such as that used in Appendix IV. a manager can determine which of his present aployees could qualify as an instructor. Step V Demonstration ad explantion of each step in the job 8 tatement -49- The instructor should perform the job operations while the new employee is standing nearby watching. After the operations are completed the instructor should had a copy of the job description to the aployee and explain each step using the job description as a guide. The new employee should then be allowed to personally perform parts of the operation while the instructor perform the bulk of the job. The instructor should point out the coast: difficulties encountered during the operation and also emphasize all product and personal safety precautions. Step VI Encourage the Ealoyee to do the Job. Gradually, the trainee should be given snall parts of the job to do until he ca complete the whole job without assistace. The instructor should be nearby to answer ay questions the trainee may have. Whenever possible the instructor should refer the question to the job description sheet. This does not mea that the instructor should side-step or dodge questions asked by the trainee. Mistakes in may operations are very costly ad the instructor should do all he ca to help the trainee think for himself. The instructor should not be a crutch to the employee but act as a guide who points out the correct way to do a job. Step VII The Pollow-Dp Process The follow-up process is often neglected in a training progra but ca be performed by periodically questioning the trainee about his job ad by observing ad correcting his mistakes. The follow-up process should also include a periodic evaluation to determine the so! cmployees work progress. This should be done after the first three months ad every six months thereafter. 5 E, Informational Training Program A series of informational progras should be given to supple- ment the on-the- job training program by educating the employees of the technology involved in processing dairy products. The progra can be used as a continuous educational pla to keep ealoyees informed of new trade and developments in the dairy industry ad as a refresher course in dairy plant processing. Group participation should be encouraged by keeping the meetings open for questions. The program should.be conducted by the plat manger or at least sponsored wholeheartedly by him. Technically trained plant personnel should be called upon for assistance. College extension personal ad equipment maufncturers are often available to help in certain phases. The following outline consists of the important subjects involved in dairy products processing. The naterinl is arraged for convenient use in lectures ad discussions. I. Basic dairy information A. Properties of Milk and Milk Products I 1. Legal stadards for milk ad milk products. a. Federal stadards for milk, ice crea, cheese, butter, condensed and dry milk. b. State stadards for sac products. -51- Conposition of ndlk. a. let. b. Solids-not-fat. c. Protein. d. Carbohydrates. e. Salts in milk. f. Enzynes. Vita-ins. h. Tnste, odor and color. 1. Acidity, alkalinity, pl and specific gravity. 1. Factors influencing composition. References (see page 60): (c) pp. 21-68, (g) pp. l-l7, (1) pp. 1-44, (k) pp. 10-37, (n) pp. 5-33, (s) pp. 1-30. B. ‘licroorganisns. 1. Bacteria, yeasts end nolds nonnelly found in dairy products. a. Kinds. b. Sources. c. Effects. Methods of destruction. e. Pasteurisation (tinc.and temperatures). b. Chenicel nethods. c. Other ecthods. liicroorganisms used in dairy products. a. Types of bacteria. b. Preparetion and care of cultures and sterters. l. Difficulties encountered. -52- 2. Handling procedures. c.. Molds. 4. Bacteriophage and its control. 5. References: (a) pp. 22-68, (c) pp. 102-131, (e) pp. 237-255, (f) pp. 3-29, 175-189, 272-309, (k) pp. 38-55, (0) pp. 375-393, (r) pp. 381-386, (s) pp. 79-93. Milk ad related products. 1. Crea line nilk. a. Define. b. Methods of processing. c. Defects ad their prevention. Green. a. Methods of preparstion for different percatages of fat. b. Defects ad their prevention. homogenized milk. e. Define. . b. Advatages ad disadvatages. c. Defects ad their prevention. . Fortified milk. a. Meas. b. Methods. c. Special hadling techniques. d. Defects and their prevention. Chocolate milk. a. Methods of preperation. b. Difference between cocoa and liquor chocolate. -53- c. Defects ad their prevention. 6. Buttermilk ad cultured crea. a. Methods of preparation. b. Defects ad their prevention. 7. Cottage cheese. a. Methods of preparation. b. Ore-ing procedures. c. Cheese failures, defects ad their prevention. d. "boy. 8. References: (1:) pp. 419-468, (1) p. 34, (m) pp. 511-591, (s) pp. 382-405. Ice crea, sherbets, soft serve ice crea ad milk ices. 1. Define each one. 2. Preparation methods of each. 3. Mix composition ad ingredients of each. a. Fat ad solids sources. b. Sweetening agents. c. Stabilizers ad ealsifiers. d. Flavoring ad coloring. 4. Calculation of mix. 5. Coaon defects ad their correction. 6. References: (c) pp. 290-312. '(n)pp. 27-411, 430-573, (r) pp. 32-131, 228-418. Quality ad composition control. 1. Rxplaation of quality control. 2. Sampling methods. 3. Control methods . -54- a. ~Organoleptic. (l) Sight, smell, taste, touch. (2) Scoring and grading. b. Bacteriological methods, significance ad procedures. (1) Standard plate count. (2) Direct mdcroscopic count. (3) Methylene blue ad resasurin reduction tests. (4) Coliform count. (5) Psychrophilic count. (6) Thermoduric count. (7) Proteolytic count. (8) Lipolytic count. (9) Yeast ad mold count. c. Che-deal and physical tests. (1) Pat tests, S.l.l. tests, acidity tests. (2) Phosphatase test. (3) Temperature. (4) Lactometer. (5) Momogenizer efficiency test. (6) Tests on water such as chlorine strength. (7) flasher alkali solution tests. I (8) 8.0.0. 4. References: (a) pp. 419-483, (b) pp. 9-352, (c) pp. 102- 150, (e) pp. 1-326, (f) pp. 1-252, (g) pp. 296-304, (h) pp. 640-733, (1) pp. 7-43, (5) pp. 45-202, (k) pp. 38-144, 199-220, 561-668, (m) pp. 395-444. T. Housekeeping ad cleaing. -55- Mons ekeep ing. Importance. Appearance of the plat. Proper placement of supplies ad equipment. Health ad clealinese of eqloyees. Insect and rodent control. - Cleaning dairy equipment. Cleaing compounds. Proper tools. Proper temperatures. 17qu solution strength. Methods for ca, bottle ad equipment washing. C.I.P. systems. Sanitie ing procedures . References: (a) pp. 523-399, (1) pp. 338-372, (k) pp. 272-310, (m) pp. 211-245, 363-394, (1‘) pp. 330-369. Care ad meintenace of dairy equipment. 1. 2. U! fi‘ h, Importance of care ad repair. Lubricat ion . Q. d. Lubrication schedule. Types of lubricate. Types of bearings ad lubricate required. Lubrication of specific equipment. Proper use of electric power for equipment. Care of refrigeration system. Proper use of specific equipmat. References: (a) pp. 601-614, (d) pp. 408-423. -56- 11. Dairy Arithtic. 1. Calculation of fat ad S.M.P. contat. 2 . Mantral ieation . . Standardization of fat or solids. Mia calculations. Calculation of efficiencies. 0‘ UI cfi 1» References: (a) pp. 437-443, (c) pp. 352-367, (II) pp. 723-727, (k) pp. 669-671, (m) pp. 454-455, (n) pp. 172-201, (r) pp. 115-130, (s) pp. 40-54. Accident Prevation. l. Importace. 2. Pirst aid facilities. 3. Eadling heavy objects. 4. Cleaing precautions. 5. Operation of equipment safely. 6. Caustics ad other chaical hadling. 7. Ploors ad stairways. 8. Ice hadling. 9. Plat traffic hazards. 10. Personal protective equipment. 11. Refrigerating systems, boilers ad pressure vessels, electrical apparatus. 12. References: (a) pp. 627-644, (p) pp. 185-201. Processing Information. A. Efficiency ad losses. 1. Define ad importance. 2. Efficiency. -57- a. Labor. b. Materials handling. c. Equipment operation. d. Others. 3. Losses. a. Product losses (when, where and why they occur). (1) Improper drainage of equipment. (2) Excessive foaing. (3) Overflow of vats. (4) Over filling package. (5) Leaky valves. (6) Height losses. (7) Sampling losses. (8) Standardisation losses. (9) Losses from returns. b. Supply losses. (1) Container. (2) Cleaners and sanitizers. (3) Maintenance supplies. (4) Farmers supplies. (5) iMiscelleneoue supplies (sugar, fruits, nuts, flavors, wax, etc.). c. Utility losses. (1) Fuel. (2) water and steam. (3) Electricity. 4. References: (a) pp. 159-174, (p) pp. 83-136. -53- Pasteurisation systems ad methods. 1. 3. ETST pasteurization. a. Function of component parts. b. Factors affecting operation. Vat method of pasteurization. References: (a) pp. 282-292, (c) pp. 187-196, (d) pp. 300-318, (h) pp. 260-300, (k) pp. 313-342, (m) pp. 104- 116, 323-360. Eomogaisers . 1. 2. 3. Function of comth parts. Factors affecting operation. References: (a) pp. 269-281, (c) pp. 196-200, (d) pp. 280-299, (k) pp. 435-443, (a) pp. 528-541, (q) pp. 59-81. Separators ad Clarifiers . 1. 2. 3. 4. 5. Explain the difference between the above terms. Function of component parts. Factors affec ting operation. Why crea tests vary. References: (a) pp. 261-268, (c) pp. 151-186, (0 pp. 292-297, (h) pp. 160-196, (k) pp. 251-255, 261-265, (m) pp. 445-454. Class bottle ad carton fillers. 1. 2. Function'of coaonent parts. Factors affecting operation. a. Air in product ad foaing. b. Class breakage. c. Control of fills. -59- d. Max surfacing factors. e. Temperatures. f. Paper storage. References: (a) pp. 328-338, (d) pp. 365-379, 256-261, (a) pp. 390-394. Crea Freezing. Explain how freezing is accomplished. Overrun. a. Calculation. b. Factors affecting. Freezer accessories. a. Fruit feeder. b. Packaging machines . c. Mold attacl-ents. Factors affecting operation. Describe the refrigeration controls. (I!) pp. References: (d) pp. 248-279, (h) pp. 249-315, (r) pp. 177-227. References for a Informational Training Progra. (a) (b) (C) (d) Anonymous. Maual _f___or Milk P1a__t QErators. Foundation, Tee-hington, D. c. 1.957 Anonymous . Produc ts . Eckles, C. E., Products. 4th ed. McGrav Eill Co., New York. Farrell, A. H. Sons, Rev York. 1953. Mi__1__k Indus cg Stadard Methods for the Exainetion of Deig America Public Reels-Association, i-ew York. 1948. Combs, w. 8. ad Macy, E. M___ilk and Milk _19‘5'1‘2’ Daig Engineering. 2nd ed. John Willey & (e) (f) (s) (h) (1) (j) (k) (1) (ID (a) (0) (p) (Q) (r) (a) Goes, E. F. Techn_igues g; Daig Plant Testing. Iowa State College Press, love. 1953. Ila—er, E. W. ad Babel, F. J. Daig Bacteriology. 4th ed. John Willey s Sons, Mew York. 1957. Eunziker, O. F. Condensed Milk ad Milk Powder. 7th ed. Otto F. Runziker, Illinois. 1949. Eunziker, O. F. The Butter Induetg. 3rd ed. Otto F. Eunziker, Illinois. 1940. Nelson, J. A. ad Trout, C. M. J_u_dg_i5g Daig Products. 3rd ed. Olsen Publishing Compay, Wisconsin. 1951. Wewlader, J. A. m Testing gag Chaista 2_f_ Daig Products. Olea Publishing Compay, Wisconsin. 1 9. Rodenhouee, C. L. ad Henderson J. L. EgMarket Milk lnduetg. 2nd ed. McGrav Hill Co. , Mew York. 1950. Saders, C. P. Cheese Varieties and. Descriptions. Mo. 54 0.8. Govern-cut Printing Office, Washington, D. C. 1953. Sean, B. E. Market Milk and Related Products. 3rd ed. Eugo M. Sean, Wisconsin. 1952. Soaer E. E. Thong and Prectice of Ice Crea mg. 6th ed. Hugo M. Sean, Wisconsin. 1952. Tanner, F. W. ad Tanner, F. W. Jr. Bacteriology. 4th ed. John Willey 5. Sons, New York. 1948. Tracy, P. E., Armerding G. D. ad Hannah, E. W. Daisy Plant Mg” . McCrav Mill Co., Mew York. 1958. Trout, C. M. Eomogenized Milk. Michiga State University Press, Michiga. 1950. . Turnbow, C. D., Tray, 1'. E. ad Raffetto, L. W. ‘_T_h;e_Ic_e_. Cream Induetg. 2nd ed. John Willey 6 Sons, New York. 1947. Va Slyke, L. L. ad Price, W. V. Cheese. 2nd ed. Orage Judd Compay, New York. 1952. -51- SW AND (INCLUSION The results of a questionnaire from.42 dairy plants indicated 83.331 recognized a need for an employee training program.in the plant but 76.19% did not have an organized training prograa. Special schools were used by 57.14% whereby a few of the employees attended university short courses, trade schools, industry train- ing classes and miscellaneous educational programs. In general, information about company rules and regulations, employee benefits and necessary details concerning duties were given to the employees at the beginning of employment in 90.481 of the dairy plants. Of these plants, most of which had very little planned training, all indicated the employees considered the infor- ‘mation beneficial in adjusting to the new job. The average'Wonderlic Personnel Test score for 254 employees in 9 dairy plants was 20.60. The supervisors' rating on the some employees was 3.00. The employees were classified into 27 job positions. The correlation between the test score and the rating was 0.167 which was considered significantly different from.zero at the one per cent level. This correlation was lower than Wonderlic's who studied 30,000 workers in various industries that did not include the dairy industry. But, dairy plant management can use the Personnel Test scores in the objective evaluation of applicats. The following minimun scores for various plat positions will provide a guide for the selection of employees among applicants until adjusted to local plant conditions by -52- experience: superintendents--26.3, dispatchers--25.6, partitime students-~24.9, forum-24.2, filler operators-paper--21.3, mix makers-41.2, laboratory workers--20.8, separator operators--20.8, swingnen--20.3, route drivers-retail--l9.4, load out workers--l9.4, filler opera tors-ca--l9.2, filler operators g1ass--18.5, semi and tank drivers 18.5, ca washer operators--17.8, butter akers--17.8, ETST operators--17.3, vacuus pan and drier operators--l6.5, route drivers-wholesale--l6.2, naintenace workers--16.0, freezer operators--15.9, receiving room workers-45.6, cheese packagere-- 12.4, general plat workers--12.3, cheese makers--1l.7, cooler workers--ll.2 ad bottle washers--10.1. A two phase progra was prepared for maagement of media ad snall dairy plants to facilitate the training of processing. employees. The first involved a procedure for effective on-the-job training of new enployees while they are learning the duties by working at the job. The second phase consisted of an educational program in outline form designed to inform the employees of the elementary technical subjects related to dairy products, pro- cessing equipment ad methods. In conclusion, this study indicated the need for training dairy plat employees, presented a personnel test for use in a selection progra ad proposed a training progra that should prove valuable for mediun ad small size dairy plants. -53- (1) (2) . (3) (4) (5) (5) (7) (8) (9) (10) (11) LITERATURE CITED Anonymous. A Suggested Outline for a Orientation Progra. Roppers Compay, Inc. , Pennsylvaia. 1952. Anonymous. Be a Better Bose, Unit 10. New York Central System, Mew York. 1949. Anonymous. Conferace Leadership. An Esso Training Cater Publication, Mew York. 1953. Anonymous. Production Employee Basic Information Progra. Foraost Dairies, Inc. , California. . Maus____1_ _f___or M_i__lk P___1at garators. 2nd ed. Milk Industry Foundation, Washington, D. C. 1957. . Orientating the Rev Worker. Prepared by Policyholders Service Bursa, Group Insurace Division, Metropolita Life Insurace Compay, Mew York. 1949. Anonymous. Training Material.Clark Equipment Co. Michigan. 1956. Baker, A. W. Personnel Moment _in_ Small Plats. Ohio State University Press, Ohio. 1955. Bayer, W. E. Merit Rating of Store Personnel in the Food Chains. Unpublished Masters Thesis. Mich. State Univ. , Michiga. 1954. Bittner, R. Developing a Employee Merit Rating Procedure. American Maagement Association, New York. 1950. Dietz, W. Spotting Training Reeds. Mamr Review. EU): 11. 1945. (12) (13) (14) (15) (15) (17) (13) (19) (20) (21) (22) (23) Dooley, C. R. Training Within Industry in the United States. International Labor Review, 54 (4): 161. 1946. Dormuth, L. G. Training Your Clea-Up Personnel. Milk Plat Monthlz, 44 (8): 31. 1955. Dutton, E. D. Employee Training. Factog Manamt _adeaintenance, 94 (2): 183-196. 1936. Fecht, S. J. Better Methods for Allis Chalmers. Fecht, S. J. ad Associates, New York. Gegnon, J. E. ad Verney, R. W. 3_'h_e Forg‘sMa J22. Rational Foremab Institute Inc., Connecticut. 1950. Bass. K. B. Tested Trainggg Techniques. Prentice-Mall, Inc., New York. 1950. Bill, M. 0. Testing Office Workers. Canadia Business, _1_8_ (2): 28. 1945. Laws, R. E. Job Evaluation in Small Industry. Management_ Aids f_o_r Small Maufactures, Mo. 89 p. 2. Small Business _Achinistration, Washington, D. C. 1958. Morrow, L. C. Row to Make the Most Effective Use of Mapower. Factogz M £3 Maintenace, 101 (8): 99. 1943. Pigors, P. ad Myers, C. A. Personnel Ahinistration. 3rd ed. McGraw Eill Co. , New York. 1956. Pond, M. What is Mew in Employment Training. Personnel JOUfll, 11 (l): 467. 1932. Reitell, C. Traini_pg Workers _a_n_d Sppprvisors. The Ronald Press Co. , New York. 1941. -65- (24) (25) (25) (27) (28) (29) (30) (31) Robertson, T. B. The Tools of Personnel Selection. America Milk Review, _1_8. (4): 50. 1953. Seashore, E. G. ad Proppett, J. E. How Effective Are Your Tests? Test Service Bulletin, _31: 4-10. 1949. Tiffin, J. Industrial Psghologz. Prentice-Ball Inc., New York. 1953. A Uris, A. Em demasFor emaship. Macmilla Co., New York. 1948. Watkins, G. S., Dodd, G. S. ,Mcllaughton, W. L. ad Prasow, P. The Maegaent of Personnel _a_n__d Labor Relations. 2nd ed. McGraw Hill Co., Mew York. __1950. Wonderlic, E. F. ad Eovlad, c. I. Personnel Test: A Restadardized Abridpent of the Otis S-A Test for Business ad Industrial Use. Journal Applied Pszchologz, 33: 685-702. 1939. Wonderlic, E. F. Wonderlic Personnel Test Maual. E. F. Wonderlic, Illinois. 1945. Yoder, D. Personnel Management _apg Industrial Relations. 4th ed. Prentice-Hall, Inc. New Jersey. 1956. -55- APPEMDIX I Mr. E. O. Smith, Manager Smith Creaery Joneeville, Michiga Dear Mr. Smith: How many times has your compay suffered a time or product loss because of improperly trained production workers ad route salesmen? Perhaps you have solved may such problems through a training progra. Many plats do not have a job training progra for production workers or route salesmen. By ease-filing the success- ful training methods used by different dairies, a complete ad worth-while training progra could be developed. This st-ary will be useful to both large and smell dairies. Some basic information about job training for the production worker ad route salesmen is covered in the attached question- naire. Your coaents in answering these questions will contribute materially in making a worth-while thesis of the one I a pre- paring es a partial requirement for a graduate degree at Michiga State University. Any pamphlets regarding your training progra will be helpful. A copy of the completed study will be available on request. Just jot does: your aswers ad ay co-ents you may have on the questionnaire. I will hadle ay material you submit with whatever degree of confidence you specify. I will certainly appreciate your helping to make this a more complete study. Sincerely, -57- APPENDIX II Mr. E. O. Smith, Manager Smith Creamery Jonesville, Michiga Dear Mr. Smith: Before you discard this second letter to you as just aother questionnaire, let me explain how you ca benefit by aswering the questions. Many dairies with few employees think that a training progra is just for large companies. Surely you realize that you are training everytime you show an employee how to do a new job. Here is where a training progra can help you. Modern methods have been developed to decrease the time ad the cost of training. Will these methods be available to you? Yes, this is the main reason for developing a program. Even if you do not have a formal training progra, you will be helping us by stating this on the questionnaire. Please add ay coaents you may have and return the questionnaire today. I will handle ay material you submit with whatever degree of confidence you specify. I will certainly appreciate your helping to make this a more coalete study. Sincerely, APPENDIX III Job Training for Dairy Production Workers ad Route Salesman Mae of Fin Firm Representative Title Date Maer of Production Employees Route Salesmen Instructions: Fill in your coaents after each question. II. III . IV. If you need more space please use the back of this page. (It is 3 pages long so that you'll have sufficient room to aswer.) Do you have a need for a training progra in your dairy plat? Yes No Coaents: At what stage in training is the new ealoyee given information about coqay history, regulations, ad worker benefits? Coaents: What type of training progra do you have in your plat now? Explain: Do you have a trainee evaluation progra? Give brief description: Row much time do you allow for training the following: (Consider the training time as the time it takes to do a job without a instructor stading nearby.) -59- VII. VIII. IX. 12an III (Continued) A. Short-time operator B. Freezer operator C. Cheese maker D. Clea-up man E. Seasonal employees F. Route-delivery man Do you have any special training program for college graduates‘with a degree in Dairy Manufacturing? Yes - Mo Explain (if yes) Do you send ay trainees to special schools? If yes, please list the type of schooling. (Short course, company schools, night classes, etc.) Yes No Kind of schooling: Do you use ay type of tests in your training progra? (If you aswer yes, please state the types of tests used.) Yes We Tests used ad your evaluation: How do your employees react to your training progra? (Give percentages, use ay percentage from 1 to 100 as your aswer.) Reactions: A. Like it. I B. Consider it a "necessary evil." 1 ‘L C. Dislike it. Total percentage 1 -70- APPENDIX 111 (Continued) D. Consider it helpful in adjusting initially to the job. Yes We .E. Expect a almost i-ediate promotion Yes We F. Consider it too long Yes No C. Consider it too short Yes We E. Consider it too arch of a interference. Yes Mo (Please check one) Please note ay other comments you have about training dairy production workers ad route salesmen. Mote: If you have ay training aterials, such as brochures, tests, or mauals, please include them. -71- Employee's lame Employee‘s Job Title Brief Description of Work APPENDIX IV EMPLOYEE BATIIGCIAM“ TODAEEASKEDTORATETEEEHPLOTEEMEACIOI'TIESEVERALTRAITSOR QUALITIES LISTED HERE. CHECK m APPROPRIATE DESCRIPTIOI AFTER EACH TRAIT. NH UI-FU till-‘1» UI¢~hahar- vac-Canar- QQALITTOFWORK Doubtful that quality is satisfactory. . . . While not unsatisfactory quality is not quite up to standard.... Quality is quite satisfactory. Quality is superior to that of general run .of employem Exceptionally high quality . . . . . . . . . . . . . I VOLIIIE or worn Unusually high output ..... Turns out more work than the general run of employees Average satisfactory output. . . . . . . ...... Inclined to be slow ...... Insufficient output. . . . . . CAPACITY TO DEVELOP Future growth doubtful . . . . . . . Moderate development ahead. Shows promise . . . . Very promising, promotional material . Great future growth probable; should go far . INITIATIVE Seeks and sets for himself additional tasks, highly ingenious. . . . . Resourceful; alert to opportunities for inprovement of work. . . . ..... Does regular work without waiting for directions. Sometimes needs to be prodded. . . . ..... A routine worker; usually waits to be told. . -72- uwar-o 0 H O “#0070 NH U'I-Pw APPENDIX IV (Continued) WORK ATTITUDE Extraordinarily enthusiastic about his work. . . . . . Shows eager interest in work. . . . Shows normal interest; all that is ordinarily expected Sometimes appears indifferent. . ..... . . . . Goes about his work half -hearted1y . . ATTITUDE TOWARD OTHERS Inclined to be quarrelsome, touchy or uncooperative; upsets morale. . . .......... . . . . . Sometimes difficult to work with. . . . . . . Normally tactful ad obliging; self-controlled. Always congenial ad cooperative . . An unusual ad strong force for plat morale . “WEDGE OF WORK Eas remarkable mastery of all phases of his work. . . Thorough knowledge of practically all phases of his work. . . Adequate knowledge; knows job sufficiently well. Insufficient knowledge of some phases of job . Has not gained adequate comprehension of his work. ADDITIONAL CMETS Please include any additional information that would help determine the value of the employee to the compay. *From Personnel Management _aA Industrial Relations, 4th ed. , by Dale Yoder, pp. 574-575. Copyright, 1956, by Prentice-Hall, Inc., Englewood Cliffs, M. J. Reproduced by permission of the publisher. -73- APPENDIX V 0~dkflfll°k -74- WONDERLIC PERSONNEL TEST FORM A NAME .......................................................................................................... Date ................ ' .................... (Please Print) READ THIS PAGE CAREFULLY. DO EXACTLY AS YOU ARE TOLD. DO NOT TURN OVER THIS PAGE UNTIL YOU ARE INSTRUCTED TO DO SO. This is a test of problem solving ability. It contains various types of questions. Below is a sample question correctly filled in: REAP is the opposite of I obtain, 2 cheer, 3 continue, 4 exist, 5 fl ......................................................... -. [__5__] The correct answer is “sow.” (It is helpful to underline the correct word.) The correct word is numbered 5. Then write the figure 5 in the brackets at the end of the line. Answer the next sample question yourself. Gasoline sells for 23 cents per gallon. What will 4 gallons cost? ........................................... [__] The correct answer is 92¢. There is nothing to underline so just place “92¢” in the brackets. Herc is.another example: MINER MINOR—Do these words have 1 similar meaning, 2 contradictory, 3 mean neither same nor opposite? ...................... [__l The correct answer is “mean neither same nor opposite” which is number 3 so all you have to do is place a figure “3” in the brackets at the end of the line. When the answer to a question is a letter or a number, put the letter or number in the brackets. All letters should be printed. This test contains 50 questions. It is unlikely that you will finish all of them, but do your best. After the examiner tells you to begin, you will be given exactly 12 minutes to work as many as you can. Do not go so fast that you make mistakes since you must try—to get as many right as possible. The questions become increasingly difficult, so do not skip about. Do not spend too much time on any one problem. The examiner will not answer any questions after the test begins. Now, lay down your pencil and wait for the examiner to tell you to begin! This page is not to be turned until you are told to do so. Copyright 1942 by E. F. Wonderlic Published by E. F. Wonderlic, P. 0. Box 7, Northfield, Illinois. All rights reserved. including the right to reproduce this test or any part thereof in any form by mimeograph, hectograph, or in any other way, whether the reproductions are sold or are furnished free for use. Printed in U.S.A. FormA 1. The last month of the year is \ 1 January. 2 March. 3 July. 4 December, 5 October ...................................... [__J 2. CAPTURE is the opposite of 1 place. 2 release, 3 risk. 4 venture, 5 degrade ................................................ [__] 3. Most of the items below resemble each other. Which one is least like the others? 1 January. 2 August. 3 Wednesday. 4 October, 5 December ............................ [__J 4. Answer by printing YES or No—Does R.S.V.P. mean “reply not necessary"? ................ [__J 5. In the following set of words, which word is different from the others? 1 troop. 2 league, 3 participate, 4 pack, 5 gang .............................................. [_J 6. USUAL is the opposite of 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 1 rare. 2 habitual. 3 regular. 4 stanch, 5 always ______________________________________________ [ __1 Which figure can be made from these two parts? ...................... . ..... f I A /\ "' [__—] 1: E . 2 V V S J 8 Look at the row of numbers below. What number should come next? 842153,!4? ....................................................................................... [__] CLIENT CUSTOMER—Do these words have 1 similar meanings, 2 contradictory, 3 mean neither same nor opposite? ------------- [__i Which word below is related to smell as chew is to teeth? 1 sweet, 2 stink, 3 odor. 4 nose, 5 clean ........................................................... [__] AUTUMN is the opposite of 1 vacation, 2 summer, 3 spring, 4 winter, 5 fall ................................................. [__] A train travels 300 feet in 1/2 second. At this same speed, how many feet will it travel in 10 seconds? ........................................................................................................................ [__] Assume the first 2 statements are true. Is the final one: 1 true, 2 false, 3 not certain? These boys are normal children. All normal children are active. These boys are active ................................................................................................... [__] REMOTE is the opposite of 1 secluded, 2 near, 3 far, 4 hasty, 5 exact ......................................................... [__] Lemons sell at 3 for 10 cents. How much will 112 dozens cost? ............................... _ ......... [__] How many of the five items listed below are exact duplicates of each other? .................... [__J 84721 84721 9210651 9210561 14201201 14210210 96101101 96101161 88884444 88884444 Suppose you arranged the following words so that they made a true statement. Then print the last letter of the last word as the answer to this problem. always A verb sentence a has ............................ ' ............................................. [ _] A boy is 5 years old and his sister is twice as old. When the boy is 8 years old, what will be the age of his sister? ....................................................................................................... [_] IT’S ITS—Do these words have 1 similar meanings, 2 contradictory, 3 mean neither same nor opposite? ............ [__] Assume that the first 2 statements are true. 15 the final statement: 1 true, 2 false. 3 not certain? John is the same age as Sally. Sally is younger than Bill. John is younger than Bill. [__] A dealer bought some cars for $4000. He sold them for $5000, making $50 on each car. How many cars were involved? ........................................................................................... [_g] Suppose you arrange the following words so that they make a complete sentence. If it is a true statement, put a (T) in the brackets; if false, put an (F) there. eggs lay All chickens ......................................................................................... [__J Two of the following proverbs have the same meaning. Which ones are they? ................ [__] 1. Many a good cow hath a bad calf. 2. Like father, like son. 3. A miss is as good as a mile. 4. A man is known by the company he keeps. 5. They are seeds out of the same bowl. A watch lost 1 minute 18 seconds in 39 days..How many seconds did it lose per day?-.-. [__] CANVASS CANVAS—Do these words have 1 similar meaning, 2 contradictory, '3 mean neither same nor opposite? .............. [_] Assume the first 2 statements are true. Is the final one: 1 true, 2 false, 3 not certain? All Quakers are pacifists. Some of the people in this room are Quakers. Some of the people in this room are pacifists ..................................................................................... [__] In 30 days a boy saved $1.00. What was his average daily saving? ..................................... [__] INGENIOUS INGENUOUS—Do these words have. 1 Similar meanings, 2 contradictory. 3 mean neither same nor opposite? .............. [ __| Two men caught 36 fish; X caught 5 times as many as Y How many fish did Y catch?.... [__] 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 43. 45. 46. 47. 48. 49. 50. FormA A rectangular bin, completely filled, holds 800 cubic feet of grain. If the bin is 8 feet wide and 10 feet long, how deep is it? ............................. . ....... ................................................... i ] One number in the following series does not fit in With the pattern set by the others. What should that number be? 1/2 1A 1,4“. IA; 1.4.3 1/12 ............................ . ........... i - _i Answer this question by printing YES or NO. Does A.D. mean “In the year of our Lord”? [_J CREDITABLE CREDULOUS—Do these words have 1 similar meaning, 2 contradictory, 3 mean neither same nor opp051te? ............... [__] A Skirt requires 2% yards of material. How many can be cut from 45 yards? .................. [__j A clock was exactly on time at noon on Monday. At 2 PM. on Wednesday, it was 25 sec— onds slow. At that same rate, how much did it lose in % hour? ........................................ [__i Our baseball team lost 9 games this season. This was % of all they played. How many games did they play this season? ------------------------------------------------------------------------------------------ [_ i What is the next number in this series? 1 .5 .25 .125 ? ..................................... [___] This geometric figure can be divided by a straight line into two parts which'will fit together in a certain way to make a perfect square. Draw such a line by joining two of the numbers. Then write the numbers as the answer. 3 s 7 ........................... [_] 12 Are the meanings of the following sentences 1 similar, 2 contradictory, 3 neither $1m11ar nor contradictory? A new broom sweeps clean. Old shoes are easiest. | ,_‘] How many of the five items listed below are exact duplicates of each other? ................. l -7 _| Rexford, J. D. Rockford, J. D. Singleton, M. O. Simbleten, M. O. Richards, W. E. Richard, W. E. Siegel, A. B. Seigel, A. B. Wood, A. 0. Wood, A. 0. Two of the following proverbs have similar meanings. Which ones are they? ................ [ __J 1. You cannot make a silk purse out of a sow's ear. 2. He that steals an egg will,stea1 an ox. 3. A rolling stone gathers no moss. 4. You cannot damage a wrecked ship. 5. It is the impossible that happens. This geometric figure can be divided by a straight line into two parts which will fit together in a certain way to make a perfect square. Draw such a line by joining two of the numbers. Then wr1te these numbers as the answer. ‘1 ................................... [ ] Which number in the following group of numbers represents the smallest amount? 10 1 .999 .33 11 _________________________________________________________________________________________________ [ ] Are the meanings of the following sentences: 1 Similar, 2 contradictory, 3 neither similar nor contradictory? No honest man ever repented.for his honesty. Honesty is praised and starves. ...... [ ] For $1.80 a grocer buys a case of oranges which contains 12 dozen. He knows that two dozen w111 sp01l before he sells them. At what price per dozen must he sell the good ones to gain % of the whole cost? .......................................................... . ....... i ............................. I I In the following set of words, which word is different from the others? _— 1 colony, 2 companion, 3 covey, 4 crew, 5 constellation .................................. [ } Assume that the first 2 statements are true. Is the final one: 1 true, 2 false, 3 not certain: Great men are ridiculed. I am ridiculed. I am .a great man. ........................ [ I Three men form a partnership and agree to divide the profits equally. X invests $4500, Y invests $3500 and Z invests $2000. If the profits are $1500, how much less does X receive than if the profits were d1v1ded in proportion to the amount invested? ........................... | I Four of the following 5 parts can be fitted together in Such a way as to make a triangle. Which 4 are they? .............. .. l ] 2 l ’ b In printing an article of 30,000 words, a printer decides to use two sizes of type. Using the larger type, a printed page contains 1200 words. Using the smaller type, a page con- tains 1500 words. The article is allotted 22 pages in a magazine. How many pages must be in the smaller type? ....................................................................................................... [ ] \ . * I t , v. " d, _I- yr I 1”! PERSONAL INFORMATION so...“ mum, DATE NUMBER r - > NAME AGE SEx 3 LAST FIRST MIDDLE PRESENT ADDRESS “ STREET CITY STATE PERMANENT ADDRESS STREET CITY STATE PHONE NO. OWN HOME RENT BOARD COLOR COLOR DATE OF BIRTH HEIGHT WEIGHT OF HAIR OF EYES MARRIED SINGLE WIDOWED DIVORCED SEPARATED TI :1 DEPENDENTS OTHER CITIZEN YES 0 0, NUMBER OF CHILDREN THAN WIFE OR CHILDREN OF U. s. A. NO 0 -1 IF RELATED To ANYONE IN OUR EMPLOY, REFERRED STATE NAME AND DEPARTMENT . BY DATE YOU SALARY POSITION CAN START DESIRED 5 D 0 IF so MAY WE INQUIRE .— ~ARE YOU EMPLOYED NOW? OF YOUR PRESENT EMPLOYER "I EVER APPLIED TO THIS COMPANY BEFORE? WHERE WHEN YEARS DATE EDUCATION NAME AND LOCATION OF SCHOOL ATTENDED GRADUATED SUBJECTS STUDIED GRAMMAR SCHOOL HIGH SCHOOL COLLEGE TRADE, BUSINESS OR CORRESPONDENCE SCHOOL SUBJECTS OF SPECIAL STUDY OR RESEARCH WORK WHAT FOREIGN LANGUAGES DO YOU SPEAK FLUENTLY? U. S. MILITARY OR NAVAL SERVICE ACTIVITIES OTHER THAN RELIGIOUS (CIVIC. ATHLETIC. FRATERNAL. ETC.) READ PRESENT MEMBERSHIP IN RANK NATIONAL GUARD OR RESERVES WRITE EXCLUDE ORGANIZATIONS, THE NAME OR CHARACTER OF WHICH INDICATES THE RACE. CREED. COLOR OR NATIONAL ORIGIN OF ITS MEMBERS. ‘ FoRM 660-26 w u. s. A. (CONTINUED ON OTHER SIDE) APPLICATION FOR EMPLOYMENT 9 FORMER. EMPLOYERS (LIST BELOW LAST FOUR EMPLOYERS. STARTING WITH LAST ONE FIRST.) DATE MONTH AND YEAR NAME AND ADDRESS OF EMPLOYER SALARY POSITION REASON FOR LEAVING FROM TO FROM TO FROM TO FROM TO YEARS I . I REFERENCES: GIVE BELOW THE NAMES OF THREE PERSONS NOT RELATED TO YOU.WHOM YOU HAVE KNOWN AT LEAST ONE YEAR. I I ‘ ACQUAINTED NAME ADDRESS BUSINESS 9 S 3 PHYSICAL RECORD: I LIST ANY PHYSICAL DEFECTS WERE YOU EVER INJURED? GIVE DETAILS HAVE YOU ANY DEFECTS IN HEARING? IN VISION? IN SPEECH? i IN CASE OF I EMERGENCY NOTIFY i NAME ADDRESS PHONE No. OMISSION OF FACTS CALLED FOR IS CAUSE FOR DISMISSAL. FURTHER. I UNDERSTAND AND AGREE THAT MY EMPLOYMENT IS FOR NO DEFINITE PERIOD AND MAY. REGARDLESS OF THE DATE OF PAYMENT OF MY WAGES AND SALARY. BE TERMINATED AT ANY TIME i I AUTHORIZE INVESTIGATION OF ALL STATEMENTS CONTAINED IN THIS APPLICATION. I UNDERSTAND THAT MISREPRESENTATION OR I i WITHOUT ANY PREVIOUS NOTICE. DATE SIGNATURE DO NOT WRITE BELOW THIS LINE _. _o- Q... ... - ._*_‘ ‘ --_‘_. 5 INTERVIEWED BY DATE I I REMARKSo O I I I I I I I NEATNESS CHARACTER l PERSONALITY ABILITY SALARY HIRED FOR DEPT. POSITION WILL REPORT WAGES APPROVED: 1. 2. ‘ 3. EMPLOYMENT MANAGER DEPT. HEAD GENERAL MANAGER 5 . . . A 3— 5%: PRINTED IN U.S.A. FORM C-Z (REV.) CARNATION COMPANY Application for Employment and Personal History Statement If you are employed by Carnation Company, this form will become a part of your permanent personnel record. It will be used by the company in assisting you to make progress. You are, therefore, requested to complete it carefully. The information given will he treated as confidential. (Please do not use typewriter) Social Security No ' ' Date I. GENERAL HISTORY: Name Date of birth Age (Please print) Present address 1?} _ (Street) ' . (City) (State) Telephone number .._p How long have you lived at this address Marital Status (check one or more): Single .......... Married ......... Widowed ........ Divorced. ........ Separated .......... Remarried .......... Engaged. ......... If engaged when will you marry? ........................ Number of children ............... List ages: , , , , , , , . , ; ; i, In case of accident, notify: Name Telephone number (Please print) Address (Street) (City) (State) II. PHYSICAL HISTORY: Height Weight Hearing Vision Color of eyes Color of hair Date of last physical examination Disabilities or handicap: Precautions as to health III. EDUCATIONAL BACKGROUND: Name and Address Number of Did You What Nature of Course Taken Age at of School Years Graduate? Year? or Degree Leaving I Grade School I High School College or University Graduate Study List any special school such as trade school, extension, business, night, or correspondence instruction and special military training Are you familiar with any foreign language? (Read, speak, write?) Scholastic Average: High School. ................... ; College .................... ; Iv. SOCIAL HISTORY: -” Do you live with your parents? I] Reflves? I] Wife or husband? [I Room-mate? E] Alone? E] Own your home? [:I If you rent (check one): hotel I]; apartment [1; private home I] What are your interests, hobbies, amusements, leisure activities, etc? What is or was your father’s vocation? Of what social clubs or organizations are you a member? (Exclude organiza- tions of a religious, racial or foreign national character) V. EXPERIENCE SUMMARY: Check (I) below the kinds of work you have done. Also check the office equipment you know how to operate. SKILLS AND FUNCTIONS MACHINES AND EQUIPMENT El Accounting D Payroll [I Inventory [I Stenography E] Calculator Multi r ' D Purchasmg E] Cashier D Personnel Clerk [:1 Filing E] Comptometer B Mimeggiggh El] Tiicriggililggc E] Bookkeeping E] Credit [3 Statistical Clerk [:1 Posting E] Nat’l Cash Payroll [3 Key Punch [:1 Adding Machine [I Calculating [:1 Traffic . . E] Stock Records E] Mail [I Burroughs Bkkpg. I] Addressograph C] Check Writer E] Cost . [I Advertisrng [j Switchboard [:1 Messenger [:1 Dictaphone E] Graphotype El Tabulator El Collections [:1 Receptionist D Typing El Teletype D Sorter El Typewriter : D Stenotype ‘7 . .‘V , L _t . i 7‘ ' ' VI. EMPLOYMENT HISTORY: List present or most recent employment first. Data must be complete and accurate. Append an addi- tional sheet if necessary. Duties and Position ? Immediate Superior Period and His Title? Firm Reason for ? Name FROM Address TO Business MONTHLY WAGE Name FROM Address TO MONTHLY Business WAGE Name FROM Address TO MONTHLY Busmess WAGE Name FROM Address TO MONTHLY Busmess WAGE What kinds of work do you feel you can do well? What type of work would you like most to do? Do you have any special knowledge of the dairy and/ or cereal industry? VII. WAR SERVICE HISTORY: (Leave this section blank if you have no record of war service.) Date of induction Type of discharge Highest rank (or rate) attained Rank (or rate) at time of induction or commission Overseas Duty? Further Comment on War Record --- VIII. ECONOMIC AND FINANCIAL HISTORY: Are you now employed? Husband’s or Wife’s occupation About what earnings would seem reasonably satisfactory to you? To start with? $ After five years? $ Names of relatives or acquaintances in our employ IX. REFERENCES: (Give five references other than relatives or former employers.) Name Business Position Address Telephone HE: 01738 1. 2 . 3. 4. 5. X. REMARKS: (Use this space for any information you feel Carnation Company would care to have about you or to amplify data fur- nished above.) Signature __ I r—Ni - ' (3.335% U355 OHLY J P W 1‘ A‘.‘ V 12- '. _YTW AUC 97 1960 a \QU‘T ‘3' 1' ; Inn. 3 “ /\"“Y ”w *— 0'3