AYFETUDES AND BEHAWOR CHANGE.
EN THE FOOD SERVICE INDUSTRY

 

Thesis for fhc Dawn of DH. D.
MICHIGAN STATE UNIVERSiTY
Leonard E. Zehnder
1966

 

   
 

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Michigan State
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thesis entitled

Attitudes and Behavior Change in the
Food Service Industry

presented by

Leonard E. Zehnder

has been accepted towards fulfillment
of the requirements for

M.— degree in Ming-é; and

Distributive Education

 

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ABSTRACT

ATTITUDES AND BEHAVIOR CHANGE
IN THE FOOD SERVICE INDUSTRY

by Leonard E. Zehnder

The general problem area investigated in the study
was occupational incompetence resulting from negative
capacities in the affective domain. The specific research
problems were: (1) developing a procedure and technique
for accurately analyzing the affective domain for educa-
tional purposes; and (2) specifying trait requirements
relevant to Job behavior that would be useful educational
objectives for vocational training.

The purpose of the research was to demonstrate the
feasibility of analyzing the affective domain and to
explore the possibility of including attitudinal develop—
ment in formal Educational programs. The study proposed
a personality trait technique of job analysis which was
demonstrated in a pilot study in the food service industry.
The female cook and waitress positions, the two largest
groups in the industry, were analyzed by utilizing the
technique in order to determine the affective, cognitive,
and psychomotor components of competence for the two job
classifications. The findings of the study were that each
job requires a variety of common and some unique affective

traits. The degree of trait development required varied

Leonard E. Zehnder

with the job and with the length of employment. Employers’
expectations were the basis for establishing trait require—
ments. The trait specification phase of the research project
provided conclusive evidence that personality trait require-
ments, perceived by employers, are useful in formulating
operational educational objectives.

The study confirmed the following four hypotheses:

(l) affective traits are intrinsic components of occupational
adaptation and competence; (2) affective variables essential
to specified job positions can be identified, isolated, and
classified for instructional purposes; (3) affective require-
ments vary with occupations and with length of employment;
(4) educational objectives in the affective domain can be
specified by carefully compiling employer expectations of
behavior.

The final conclusion was that the evidence which
indicated it is feasible to analyze the affective area, and
the evidence that showed the possibility of accurately
Specifying worker trait requirements, provides a legitimate
basis for the inclusion of affective trait development in
formal vocational education programs.

The recommendations were that additional research is
needed to solve the problem of affective deficiencies and
that course content and curriculum should be developed to
test the theories of trait teaching and learning in experi-

mental pilot programs.

ATTITUDES AND BEHAVIOR CHANGE

IN THE FOOD SERVICE INDUSTRY

By

Leonard E. Zehnder

A THESIS

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

DOCTOR OF PHILOSOPHY

Business and Distributive Education
College of Education

1966

PREFACE

The writer's interest in employee attitudes and
training resulted from many years of practical experience
in industry coupled with considerable college teaching
experience in hotel and restaurant management. The years
in industry were equally divided between subordinate and
management positions. The author was general manager of
a hotel and large restaurant for fifteen years and later
an executive officer in a corporation with more than four
hundred employees. Considerable understanding was acquired
from these experiences concerning the personnel problems
facing the food service industry.

Since 1961, the author has been on the teaching staff
of the School of Hotel, Restaurant, and Institutional
Management, College of Business, Michigan State University.
He has served as a consultant to hotels, motels, restaurants,
schools, and coordinated numerous management seminars. The
major problem encountered in almost all instances in these
experiences, dealt with some aSpect of personnel training
and develOpment.

The author is deeply indebted to Dr. Peter G. Haines
and Dr. Robert w. McIntosh for their counsel and cooperation
in directing the study, and to Dr. Frank H. Blackington and
Dr. Lawrence Borosage for their valuable guidance. The com-
mittee's patience, the assistance of associates, and the

encouragement of my family and friends is appreciated.

ii

TABLE OF CONTENTS

Page
PREFACE. . . . . . . . . . ii
LIST OF TABLES vi
LIST OF FIGURES . . . . . . . viii
LIST or SCHEDULES . . . ix
‘Chapter
I. INTRODUCTION . . . . . . . . 1
General Introduction . . . . . l
The Statement of the Problem. . . . 3
The Hypotheses . . . . . . . . 5
The Purpose . . . . . . . . 6
Definition of Terms. . . . . . . . 6
The Need for the Study. . . . . . . ll
II. THE PROCEDURE. . . . . . . . . . . 22
Developing a Plan for the Study. . . . 22
Phase 1: Developing a Technique for
Analyzing the Affective Domain . . . 23
Phase 2: The Method of Conducting the
Pilot Study--An Analysis of Two Job
Classifications in the Food Service
Industry to Demonstrate the Person-
ality Trait Technique . . . . . . 23
Details of Phase 2 Procedure. . . . 24
Collection of the Pilot Study Data. . . 27
Phase 3. The Method of Formulating
Educational Objectives in the
Affective Domain from Data Derived
by Utilizing the Personality Trait
Technique . . . . . . . . . 29
III. A REVIEW OF RELATED LITERATURE AND AN
ANALYSIS OF ASSOCIATED CONCEPTS. . . . 31
Part 1: A Review of Literature Pertain-
ing to Educational Objectives in the
. 32

Affective Domain. . . . .

111

Chapter

IV.

VI.

VII.

Part 2.
Concepts

Part 3.

An Analysis of Associated

A Review of Literature Pertain-

ing to the Pilot Study

A TECHNIQUE FOR ANALYZING THE AFFECTIVE

DOMAIN.

A Theory of Trait Analysis Based Upon a
Tentative Theory of Human Behavior .

The Nature of Personality .

A Personality Trait Technique of Analysis

The Nature of Personality Traits .

An Explanation of the Personality Trait

Technique.

Analyzing the Cognitive and Psychomotor

Domains

Analyzing the Affective Domain.
The Table of Traits . .

A PILOT STUDY DEMONSTRATION OF THE
PERSONALITY TRAIT TECHNIQUE OF ANALYSIS—-

PRIMARY FINDINGS

The Components of Competence for the
Female Cook Position . . .

The Affective Components.

The Cognitive Components.
The Psychomotor Components
The Components of Competence for the

Waitress Position
The Affective Components.
The Cognitive Components.
Psychomotor Components.

The

APPLICATION OF THE FINDINGS TO A VOCATIONAL

EDUCATIONAL SITUATION:

OBJECTIVES

DEVELOPING OPERATIONAL

Affective Terminal Behavior Specifications

for the Female Cook Position .
Affective Terminal Behavior Specifications

for the Waitress Position

Concluding Comments

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary
Conclusions
Implications.

Recommendations.

iv

Page

143
50

59

6O
65
69
7O

7l
72
7A

88

9O
90
102
107

109
109
118
119

132

134

1143
148

150

150
159
160
160

Chapter

BIBLIOGRAPHY.
APPENDICES

APPENDIX A——Educational and Recruitment Needs of
the Hotel Industry.

APPENDIX B--A Model Food Service Industry Employee

APPENDIX C-—Job Descriptions of Typical Food
Service Industry Occupations

APPENDIX D——Personality Scaling Device and
Tabulating Instruments .

APPENDIX E--Worker Trait Requirements:
Factor Definitions. .

Page

162
17A
H3
184
193
203

Table

9.

IO.

11.

Distribution of Women

LIST OF TABLES

Functions, 1960

Ten Occupations Employing the Largest Number

of Women, 1960

Affective

Desirable
to the

Affective
Female

Affective

Bi—polar Personality Trait List

Affective Personality Traits Common

Cook and Waitress Position

Personality Traits Unique to the

Cook Position

Personality Traits Unique to the

Waitress Position

Affective Personality Traits of a Competent
Cook Classified According to the Traits

Importance to the Job

Affective Personality Traits Required of a
Competent Cook, Classified According to
Employers' Expectations of the Desirable
Degree of Trait Development at the Time

of Entry into the Industry

Affective Personality Traits Required of a

Competent Cook,

Classified According to
Employers' Expectations of the Desirable

Degree of Trait Development After Two
Years of Employment. .

Affective Personality Traits of a Competent

Waitress Classified According to the
Traits Importance to the Job. .

Affective Personality Traits Required of a

Competent

to Employers’ Expectations of the Desirable

Waitress,

Classified According

Degree of Trait Development at Time of
Entry into the Industry . .

vi

Workers in Traditional

Page

21

77

91

\Q
I J

93

9A

96

98

110

112

Table

12.

13.

14.

15.

16.

17.

18.

Affective Personality Traits Required of a
Competent Waitress, Classified According

to Employers' Expectation of the Desirable

Degree of Trait Development After Two
Years Employment . .

Affective Personality Traits of a Competent
Cook Classified According to the Traits
Importance to the Job . . . .

Affective Personality Traits Required of a
Competent Cook Classified According to
Employers' Expectations at Time of

Industry Entry. . .ip.

Affective Personality Traits Required of a
Competent Cook Classified According to the
Employers' Expectations After Two Years

Employment

Affective Personality Traits of a Competent
Waitress Classified According to the Traits
Importance to the Job . . . . . .

Affective Personality Traits of a Competent
Waitress Classified According to Employers'
Expectations at Time of Industry Entry.

Affective Personality Traits of a Competent

Waitress Classified According to Employers'
Expectations After Two Years Employment

vii

Page

114

123

124

125

126

127

128

Figure

LIST OF FIGURES

Service Workers Employed in the Major
Occupational Fields . . .

Numerical Growth of Service Workers from
1910 to 1960

Numerical Distribution of Food Service
Industry Workers Attending Manpower
Development and Training Programs in 1963.

Percentage Distribuiton of Male and Female
Trainees in Manpower Development and
Training Programs in 1963 .

Projected Changes in Employment in Various
Occupational Fields in the United States,

1960—1975 . . . . . . . . . . .

The Relationship of Personality to Job Behavior.

Profile of a Competent Female Cook

Profile of a Competent Waitress

viii

Page

16

16

17

17

19

6A

100

116

LIST OF SCHEDULES
Schedule Page

1. Worker Trait Requirements for Selected
Jobs . . . . . . . . . . . . . 104

ix

CHAPTER I

INTRODUCTION

General Introduction

 

Economists have long been aware of significant changes
in employment distribution and of the increasing impcrtance
of service industries in the American Economy. Dr. Victor
R. Fuchs, for example, recently reported that the United
States is "the first nation in the history of the world
in which more than half of the employed pOpulation is not
involved in the production of food, Clothing, houses,
automobiles, and other tangible goods.”l According to the
report, in 1929 the number of Americans employed in the
production of goods totaled 27.5 million and those employed
in the production of serVices totaled 18.6 million. By
1963 the numerical distribution was reversed with 37.9
million employed in service occupations and 31.4 million

employed in the production of goods.2 Women hold A6 per

 

lVictor R. Fuchs, 45th Annual Report of the National
Bureau of Economic Research, 1965, quoted by Sylvia Porter,
The State Journal, "Workers' Shift iarks an Epoch," June 2A,
1965, Lansing, Michigan.

 

2Services in the above report include wholesale and
retail trade, general government, finance, insurance and
real estate, personal, professional, business and repair
services.

cent of all jobs in services as against only 19 per cent
of all jobs in goods.1

The historical change from a production economy to a
service economy is in some respects similar to two earlier
economic revolutions: These were the change from hunting
and fishing to agriculture and crafts, and later the shift
from agriculture and crafts to industry. All the educational
implications of the ongoing economic revolution have not
yet been realized, nor have they been fully grasped. Pre-
paring students for competence in many of the service
oriented industries, for instance, may require methods and
materials which are markedly different than those utilized
in traditional education and training programs. The educa—
tional systems of the future will undoubtedly be more
aligned with a service based economy. The newly discovered
needs, demanded by service oriented occupations, will prob-
ably also precipitate changes of great magnitude in instruc—
tional materials and methods of teaching.

The belief that changes in vocational education will
occur commensurate with the needs and corresponding to
economic changes now in process is based upon four theoreti-
cal premises:

1. The prime purpose of vocational education is to

prepare students for future functions by

145th Annual Report of the National Bureau of Economic
Research, op, cit.

 

developing their skills and abilities to
acceptable standards of occupational competence.
The course content and curricula of vocational
programs is derived from an analysis of the job
and an interpretation of the needs of the worker
and the employer.

Programs designed to develop job proficiency

are formulated by determining the expected skills
and behavior as these are observed and perceived
by employers.

The democratic charter of American education
clearly specifies that vocational education
should be impartially provided for individuals
and industries and that it be non—discriminatory
concerning the status and prestige of socially

sanctioned occupations.

The Statement of the Problem

The study investigated the problem of occupational

domain.

incompetence due to negative capacities in the affective

The affective area was defined to include emotional
responses possessing a degree of acceptance or rejection,

such as attitudes, values, and feelings.

The correction of the problem was presumed possible

if it was found feasible to develop educational programs

whose prime objective is attitude improvement. The initial

task in vocational education planning is to conduct an
analysis of the job to identify the essential elements of
an occupation and to list these for instructional purposes.
Previous research had revealed that the existing job
analysis techniques were inadequate for analyzing the
affective domain. Exhibits placed in Appendix C substan-
tiate this contention. The initial problem, therefore,
consisted of developing an analytical technique to deter—
mine the essential affective elements of an occupational
calling. The proposed technique was tested in a pilot
study limited to female cooks and waitresses, the two
largest occupational classifications in the food service
industry.

Vocational programs eventuating in competent perfor-
mance also require the formulation of meaningful educational
objectives. The second task, therefore, involved the prob—
lem of accurately specifying desirable job behavior in order
to establish objectives which might be the goals and guide—
lines of an educational program. Job specifications found
in the literature were discovered to be imprecise and not
useful for developing appropriate objectives. The proposed
procedure for analyzing the affective domain and the tech—
nique for specifying job behavior were demonstrated to be
operational by applying the two methods in pilot demon-
strations.

The proposed method of analysis was based upon a bi-

polar list of affective traits. It was designed to determine

each trait's order of importance and the desirable degree
of development that is needed for industry entry and advance—
ment, as these are perceived by employers.

The practicality of the postulated procedure was
demonstrated by the development of several descriptive
models, which could serve as points of reference for deter—
mining course content and curriculum construction in future
studies.

The research design was further demonstrated to be
feasible and Operational by formulating from the data
a series of educational objectives in the affective
domain. These objectives may in future studies serve as
the initial input into a system of affective education for

the food service industry.

The Hypotheses

 

The underlying hypotheses of the study were as follows:

1. Affective traits are intrinsic components of
occupational adaptation and competence.

2. Affective variables essential to occupational
competence can be identified and classified.

3. Affective requirements vary with occupations;
and entry qualifications are different from pro—
motion qualifications.

A. Affective educational objectives can be opera—
tionally specified in terms of employer expecta-

tions of employee behavior.

The Purpose

 

The purpose of the study was to demonstrate that it
is feasible to include affective trait development into
formally planned educational programs. The key elements to
show this to be possible were a technique for analyzing the
affective domain to determine its components and a procedure
for formulating educational objectives from job behavior

specifications.

Definition of Terms

 

The Affective Area

 

Affection refers to an emotional response possessing
a degree of acceptance or rejection. Affective traits
vary from simple attention to phenomena to complex quali-
ties of character and conscience. Attitudes, values, ap—
preciations, emotional sets or biases, and feelings are
included in the affective domain. Personality phenomena
which deal with inward disposition or inclination to act

are classified in the affective category.l

 

1The major semantic difficulty encountered in the

study was the vagueness with which the affective domain
is described. The concept is primarily an educational
classification with little meaning to employers and in—
dustrial psychologists who are inclined to use the term
"personality" when referring to affective traits. The
distinction between the affective area and the cognitive
in some instances is hazy, for cognition often enters
into affective responses.

The Cognitive Area

Cognition refers to remembering something which has
previously been learned. Cognitive reactions also refer
to solving an intellectual task by determining the problem

and rearranging material with ideas, methods and procedures

(b

known to the learner. Cognitive behavior may be simpl
recall or synthesizing new ideas into original combinations

V , 1
in creative ways.

The Psychomotor Area

 

The psychomotor area refers to some physical, muscular
or motor Skill. Reactions in this area reqtire the manipu—
lation of materials and objects and deal mainly wlih neuro-

muscular co—ordination and activity.

Occupational Competence

 

Occupational competence is defined as having sufficient
ability and possessing the requisite qualifications for a
speCified job. It is the product of some combination of
education, experience, and personal traits. The personal
traits are comprised of mental, physical and affective

factors.

Personaligy
Personality is defined to be "that which constitutes

a person; or that which distinguishes and charaCterizes a

 

1David K. Krathwohl, Benjamin S. Bloom, et_al.,
Taxonomy of Educational Objectives Handbook II: Affective
Domain (Neerork: New York: David McKay Co., Inc., 1969),

p. 6.

person."1 An amplified definition is provided by Cattell:
"The reactions, which constitute the data of personality
study are all the reactions of the organism; its reactions
to peOple, things and ideas; its partial reaction, as in

6 O ‘ 2
reflexes, and its unconSCious reactions."

Personality Trait

 

The term, trait, is used in the sense of a mental
structure deduced from a continuous or intermittent set
of behavior manifestations remaining recognizably consistent
over some period of time. Different individuals have more
or less of the same trait. The principal meaning of the
term, personality trait, in this study is that it is a
collection of reactions and responses to be brought under
one term and treated in the same manner. Traits are com-
prised of trait elements which when clustered form patterns
of behavior with dominant features revealing basic person—

ality traits somewhat consistent over time.

Education
Education is defined as the aggregate of all the pro-

cesses by means of which a person develops abilities,

_—__

lCollege Standard Dictionary (New York: Funk and
Wagnalls, 1933).

 

2Raymond B. Cattell, Description and Measurement of
EéiigfléllEl (Yonkers—on Hudson, New York; World Book '
Company, 1946), p. 15.

attitudes, and other forms of behavior of positive value in

the society in which he lives.1

Training
Training is defined as the teaching of Specific skills,

for an immediate purpose, to perform a specific task. Edu—
cation usually refers to a broader type of teaching in which
the objectives relate to some future situation. Training is

always task oriented, education may not be.

Job Analysis

 

Job analysis is the systematic technique of determining
the essential elements which constitute a Job. Job analysis
data provides teachers and trainers with basic information
as to what is entailed in performing a job. The main educa—
tional purpose of job analyses is to provide data for deter—
mining course content, developing instructional material,

and devising methods of teaching.

gob Description

 

A Job description is the organized written report
resulting from the Job analysis: It describes the job in

detail.

gob Specification
The job Specification indicates the Job duties and

Specifies job requirements including mental, education,

_—_

lCarter V. Good (ed.), Dictionary of Education (2nd.
ed.; New York: McGraw—Hill Book Company, Inc., 1959).

 

10

and personality requirements of a job. Training programs

are developed from job specifications (see Appendix C).

Job Definition
The Job definition is the most concise description

of a Job possible.

Educational Objectives

 

Educational objectives are instructional goals
specified in terms of intended student behaviors. They

represent the expected outcomes of an educational program.

Service Industries

The service oriented industries broadly defined
include trade, government, finance, insurance, real estate,
personal, professional, business and repair services.

Service workers, narrowly defined, include only occupa-

tions such as hospital attendants, barbers, bartenders,
male and female cooks, maids (not private household),
counter and foundain workers, janitors, hairdressers and

cosmetologists, kitchen workers, porters, practical nurses,

firemen, policemen, and male and female waiters.l’2

—_

1U. S. Department of Commerce, Bureau of Census,
§§atistical Abstract of the United States: 1963 (Washing-
ton, D. 0.: U. S. Government Printing Office, 1964),

Do 235.

2According to the Bureau of Labor Statistics Classi-
fications (ibid., p. 223, Table No. 295) employees in non-
agricultural establishments, excluding proprietors, self—
employed persons, etc., in March of 1963, were as

ll

The Food Service Industry

The food service industry is comprised of establish—
ments whose prime purpose is the preparation and service
of food. The work force in the industry consists of three
major divisions: (1) food production workers; (2) food
service or distribution workers; and (3) administrative
and office workers which are ancillary to the above.
Membership in the industry includes the food preparation
and service division of hotels, restaurants, inns, motor
hotels, public and industrial cafeterias, colleges and

schools, clubs, hospitals, and other institutions.

The Need for the Study

 

The affective domain merits investigation because
in most instances of occupational incompetence the main
problem is not a lack of knowledge or skills but primarily
negative capacities in the affective realm. Knepper, for
example, reports the findings of a study by the Wright
Stenotype Company, entitled, "Why People Fail," which

gives the following reasons for failure:

Lack of skill . . . . . . . . . . 2.2%
Inexperience . . . . . . . . . . 1.0%
Slowness in learning. . . . . . . . 2.0%
Carelessness . . . . . . . . . . 2.0%

*—

follows: (in thousands) Total 55,035; mining 617, con—
tract construction 2,306; manufacturing 16,605; transpor—
tation and public utilities 3,877; wholesale and retail
trade 11,466; finance, insurance, and real estate 2,821;
service and miscellaneous 7,808; government 9,535. The
total employed in all non—agricultural industries was
62,812,000 (ibid, Table No. 29a).

12

Misdemeanors . . . 3.0%
Lack of adaptability and inability to get 1
along with others. . . . . . . 88.8%

Another study conducted by the Carnegie Foundation
investigating reasons for success in business occupations
reported that 15% of the successes were due to technical
and special skills and 85% were successful because they
possessed the requisite personal qualities.2

Menninger and Levinson in their studies have also
found that the affective personality traits are crucial
to work adaptation. They write, ”Not to be overlooked
in this context is the need for good human relations, for
there is evidence that two out of three separations from
work are attributed to human factors other than incom—
petence."3

Dr. Francis J. Braceland, former psychiatrist—in-
chief in the United States Surgeon General's Office, also
comes to this general conclusion, when he states: ”From
60 to 80 per cent of all dismissals in industry are due

to social incompetence rather than industrial failure."u

 

lEdwin Garfield Knepper, Evaluating Competence for
Business, National Association of Business Teachers, 1950
Yearbook, p. 162.

2Ibid., p. 163.

3William C. Menninger and Harry Levinson, Industrial

Mggtal Health (reprint from Menninger Quarterly, Fall,
1964).

 

 

“The State Journal (Lansing), November 13, 1964, p.

 

B—ll.

13

The Absence of Affective Objectives
Explicit or precisely stated educational objectives
in the affective domain are almost non—existent. Teachers
generally consider this area outside of the realm of or—
ganized formal instruction. It is a controversial area
and, therefore, goals concerning the development of
attitudes, values and beliefs are seldom spelled out
explicitly. Nevertheless, they are implicitly present in
most educational programs, although the level of achieve-
ment is left to chance and not measured. However, in the
literature, it is assumed to be axiomatic that the develop-
ment of apprOpriate attitudes is an important part of
teaching and learning. Authors on subjec s in vocational
education all emphasize the importance of the attitudinal
factors in social adjustment and occupational adaptation.
But one is struck by the fact that teachers do not seem to
b

be very clear about objectives in this domain, nor ut

O

()1

lo the

(I)

e

('7

the learning experiences which are apprOpriate
objectives. The testing procedures for the affective area
are still in the most prim tive stages and precisely
stated objectives are lacking whereby achievement can be
reliably measured. Techniques for analyzing the affective
domain for the purpose of developing objectives are also
not sufficiently refined to be of practical value.

The assertion was made earlier that the major problem

in the service industries are employees who have inadequately

14

developed affective abilities. The need to study the
affective qualifications of service workers is readily
apparent. The importance of affective traits to specific
jobs and the desired degree of development needed for

entry and promotion are two topics for which substantiating
evidence is provided in the final findings of this report.
The pilot study findings support the need for more research
in the affective domain.

The Need for Educational Research
in the Food Service Industgy

 

 

The justification for focusing the pilot study upon
female cooks and waiters, in the food service segment of
the service industry, is documented in detail in the
following section. The hospitality and service industries,
where apparently the affective traits are crucial to
employment and job satisfaction and success; and, where
traditional programs are not now providing properly prepared
personnel, are prime industries for educational research in
the affective domain. This study, being basic research and
exploratory, will no doubt result in somewhat unrefined
first findings, which, although crude, may encourage more

extensive and refined studies in the future.

Egod Service Workers
In 1963, about one in every eight workers, or almost
eight million employees, were in occupations which the

Labor Department defines as service workers. One-fourth of

15

these were part-time and more than one-third of the service
workers were employed in some sixty job classifications in
the food service industry.1 Employment in service occupa-
tions is expected to rise rapidly, so that by 1970 three
million more will be employed in these industries than in
1960.2

The 1960 Census data reveals that food service
workers comprise the largest single block of employees in
service occupations. Male and female waiters, cooks, and
kitchen workers (not elsewhere classified except private
household) total 1,691,691: and of this total, female
waiters number 714,827 and female cooks number 361,772.3
A more detailed distribution of employees in service occu-
pations is provided in Figures 1 and 2, which graphically
illustrate the growth of service workers since 1910, and
their distribution in 1960.

Figures 3 and A indicate the need for education and
training as revealed by the approved projects of the
Manpower Development and Training Act. Since August of

1963, 108 projects for food service workers were approved.

k

1United States Department of Labor, "Occupational Out-
look Brief-—Service Occupations," Bureau of Labor Statistics,
Washington, D. 0., 1963—64, p. 1.

2Ibid., p. 2.

 

3Statistical Abstract of the United States: 1963,

02. cit., p. 235. 7"

(‘I’IART 1

THREEFOURTHS OE All SERVICE WORKERS EMPLOYED OUTSIDE
PRIVATE HOMES ARE IN THESE OCCUPATIONS

"‘(‘usurnh 0‘ WGILP'\ 19.6}

600 800 3‘7 3

400

 

Wouhu and woflrenOl

 

Janna”

 

(ooh

Misc-dank, hospiml and
own! inninuhon

Inkhn "when

3"OUN Opvmou

Ponmnor- and domain:

a

52‘ ‘

I

ails
F

G’JO'C‘S, wokkmomgnd

domigopoq

\Nomor-

FLT

Pluthzoi nun"

Chorwomen and :laoneu

 

Ber-ban

 

Sn urre U 5 Boron.) u. ”=0 from‘

Fiona l.--Service workers em-

ployed in the m ,
fkflds. aJor occupational

l6

CHART 2

EMELOYMENT HA5 - —
Changed IiHIr. (0! private househo‘d workers
Ruscn steadily for workers in o’hor service occupoh'oru

MIHI'JT‘I 0‘ "WIN?"

”I

  
  
   
 

Worhu employed oumdo privoh horn"

// ,1
xx \
,1 . 2' /~ \
x’ 1'
\ \ /‘

 

 

V Priva’l houu-hoId woviorl
n l I l l
wuo 1970 2933 IMO I950 1960

Sourccs US Boron» 0‘ Mo Comm.

Figure 2.--Numerica1 growth of
service workers from 1910 to
1960.

17

‘. .

051:: LT 3

ONE-HALF OF THE TRAINEES APPROVED WERE
FOR PROJECTS IN THE PREPARATION OF FOOD

Cook Apprentice

Food Service
Refluuran! Worker

Che!

Cook, Fry
loundsmon

Cook, Combinafion
Cook, She" Order
Pantryman

Cook Helper

   
  

Z" V ww—v . -.‘ , 7; v? v'
.4: ' u 'v: 1‘“. AM... .1.” A; by mu; 1 A. ~ )3

Cook

 

 

Waiter-Wain"!

    
   

               

I50 200 I500 I600 I700 I800 I900
NUMBER or rumus

50 IOO

Figure 3.——Numerica1 distribution of food service industry
workers attending manpower development and training pro—

grams in 1963.
CHALT l.

WOMEN ARE BEING TRAINED IN EVERY OCCUPATION
EXCEPT CHEF

 

Cook ”If/H”/’/’///_/-1v".//",/' , , , , . nun ., m ~ ‘
Helper HS , I/-' « . p.111” é... , »
. v / / I / I r //~/’///‘./.’/'/:,"/z’./."’/‘/'Vz‘ :.y""'m ""'M
WW" ‘ (x. 55 «my .::::::::::§T::::3 45..“
'- l ' ‘.' “,V',’ e - .15.) .t 90
w OIHOSS //’ . I .~ . .1 «’//‘,/,".//z/“. . . . .' ..3-Hl~..i.' ;:;‘50Nm
. . » ' . I ,v ; . _, . "C.”
C°°*' 5/ E'i'é’///.-'/f/.<4*/-W 1;.1EEW...§£€15§§§§' 439' z:
" 1’ / ., , 4 .21: ': 7 r -9
Show on!" 4'... H/ I“ '..." whim“. ....... .z

 

.,

P ///,»,r. . ’//"‘r;/,/: 1,], . 70‘::::"::x?91:::z;:vsdo7 .
"'9 fl /, ’/,’, f.» ,3.- ..ozeooJann-ne no . {
° "m o 507°.Cw'x/f’r/ :zixr'nmwwmg ° 1“

 

/, v
///////////// fl/l
’ ‘ ' ' "/' x ‘ critieebeee OLAoeeee e
/////, l/5,”/'/"""//","///4Ifr va‘bAvaJO-fOrOO. en
cook F'y 1~457,1/./ /,/,4,,. 1‘; .aftfioweeleeey-e 'eo eNA557°
' / . ’/«'/ ' ' ' '//",‘ ‘re’eee e ant-11‘
///II/,r./I///r "/r"/"' a...“

 

Co at f I "" /'/ I '/ 7. eKIIiIEHIITIIxieIQIKzllleae 103;” h"
u ’- 237 // Vt-Fnoe-Fe 4o. . ?::¢ot‘eeeegeeeeoe e:p¢¢ 77?
C 0 Mb!" ONO“ 7, . ,v /,. f/f/ ‘WNJd‘MWV ‘61:: e

I .
Mo" WWI/1
Cook {I42 ‘ f ' N
. '/ /////
l

 

 

 

(Siam. shit? mares-ass .
Ch" :uxhnuamfinifiglmi ' ”

J
r

  

.A

60 80 I00

 

g A A +
fi‘ T V’

100 so so 40 2o 0 20 40
PER CENT DISTRIBUTION

Scorch: ”training Under [he manpower UeVelocment And
Iralning Act' ,
Figure A.—-Percentage distribution of male and female trainees
in manpower development and training programs in 1963.

18

The female cook and waiter classifications represent the
largest number of trainees in these programs.

Figure 5 indicates the expected growth in all
occupational fields in the next decade, and reveals that
service workers will increase thirty-five per cent from

1960 to 1970 and more than fifty per cent from 1960 to

1975. The per cent of increase is second only to profes—

sional, technical, and kindred workers. The data signifies
that by 1975 about 1.5 million additional service workers

need to be educated and trained due to industry growth. In
addition, it will also be necessary to train a large number
of replacement workers to replace those expected to leave

the industry. In the recent past about 150,000 replacement

workers were needed annually.l This means that by l975 an

estimated 3 million new workers need to be trained.

women in the Work Force

 

Working women are an important factor in the present
service economy. This has significant educational implica-
tions. The distribution of women workers in traditional
functions is important to this study because of the relatively
large number of women employed in the preparation and service
of food. Table 1, indicates that l,642,727 women are employed

in this type of work and that they comprise a relatively

-_.__

lDonald Greenaway, ”An Overview of the Food Service
Industry," The Cornell Quarterly (Ithaca, New York: Cornell
University, August, 196”), p- 12-

 

l9

. I" y. ,, 6|“ " z

I

7:”??? G» ‘h‘

H? .- i;P

 

Figure G—Expected Change in Employment, by Type of Occupation, 1960—75

3%“ 0! Labor
3mm! “labor shunne-

31

Figure 5.--ProJected changes in employment in various
occupational fields in the United States, 1960-1975.

20

TABLE l.——Distribution of women workers in traditional
functions, 1960.

 

 

Traditional Functions No. of Women
Training and caring of young (teachers, etc.) 1,735,079
Caring of the sick (nurses, practical nurses,
etc.) 1,311,865
Making and caring of clothing (sewers and
stitchers, apparel workers, etc.) 1,510,111
Preparing and serving of food 1,642,727
Dietitians and nutritionists 24,757
381,078

Cooks
Kitchen workers 195,629
119,158

Counter and fountain workers
777,362

Waitresses
Workers in food manufacturing 144,744

Taking care of the home 1,805,684

TOTAL . . . 8,005,466

 

important part of the total number. Table 2, which follows,
reveals that female waiters constitute the seventh largest
occupational group in which women are employed. An examin-
ation of the tables also indicates that female cooks and
waiters are among the few for whom formal educational pro-

grams are not now generally provided in the secondary
schools.1
Qpncluding Statements

The material presented in this chapter was primarily

background information considered necessary for understanding

1The tables were compiled by Daniel H. (ruger, ”Women
at Work," Business Topics, Michigan State University, Grad-
uate School of Business Administration, Spring, 1964, p. 25.

21

TABLE 2.--Ten occupations employing the largest number of
women, 1960.

 

 

Occupations No. of Women
Clerks and kindred workers 1,788,667
Sales clerks 1,591,665
Secretaries 1,451,639
Private household workers 1,228,266
Teachers, elementary and secondary 1,111,721
Bookkeepers 783,309
Waiters (female) 777,362
Sewers and stitchers 579,364
Nurses, professional 577,038
Typists 516,844

 

Source: Bureau of the Census, 1960.

the remaining sectons of the study. The subject-matter was
combined as introductory material because it furnishes the
basis for what is to follow. The chapter included the prob—
lem to be studied, the hypotheses which were to be tested,
the purpose of the study, the definitions, and the justifi-
cations for conducting the study in the selected areas.
Chapter II, which follows, covers in detail the methods

and procedures which were utilized in doing the study.

CHAPTER II

THE PROCEDURE

Developing a Plan for the Study

 

Research in the affective area pertaining to teaching
and learning is in the early stages of inquiry. Technique
refinement is still one of the major problems and obstacles
in conducting studies in this domain. The procedure for
this study was therefore somewhat different because it was
necessary to first develop and refine the method by which
the study could be accomplished. The emphasis is on the
procedure because the greatest contributions of the research
are considered to be the method and procedure which are
proposed for analyzing the essential components of an
occupational calling. The proposed analytical technique
was also tested on a small scale, in a "real world” situa—
tion, by the use of a pilot study. The procedure had three
distinct phases: (1) developing an analytical technique
for the affective area: (2) demonstrating the technique's
feasibility by applying it to selected jobs in one industry;
and (3) Showing an application of the method by formulating
operational educational objectives in the affective domain

from the findings.

22

23

Phase 1: Developing a Technique for
Analyzing the Affective Domain

 

 

The first phase of the study consisted of a diligent
search to discover, of if not in existence to invent or
develop, an instrument and a method for analyzing the
affective aspects of job behavior. The literature on job
analysis techniques was reviewed initially to find an
existing and acceptable job analysis technique. No tech—
nique was discovered that was suitable for analyzing the
affective domain. The literature was then reviewed for
the purpose of analyzing associated concepts in order to
develop an adequate technique.

The concepts considered pertinent to an analysis of
the affective domain and relevant to vocational competence
included the concepts of personality, behavior, competence,
educational objectives and the affective domain. Some of
these concepts were central to the instrument development
phase of the research, some were germane to the pilot study,
and others to the educational objective formulation phase
of the project.

Phase 2: The Method of Conducting the Pilot

Study-—An Analysis of Two Job Classifi—
cations in the Food Service Industgy

to Demonstrate the Personality
Trait Technique

 

 

 

The procedure for demonstrating the above technique
of analysis consisted of applying the proposed method to

two job classifications in the food service industry: An

24

earlier study on needs had indicated that educational
research was needed for these two job classifications. The
two jobs for which the quality and quantity of employees
was deemed most deficient was found to be female cooks and
female waiters. A pilot study was conducted to determine
the affective characteristics which are required of appli—
cants aspiring to employment in these two occupational
fields.l

Research instruments were designed for identifying
precise affective personality traits considered by employers
to be essential for the two positions. The affective
qualifications which are needed by workers for industry
entry and advancement were determined and classified,
according to degrees of development, by the use of a
previously developed personality scaling technique. From
the data a descriptive model was formulated for each occupa—
tion. A graphical profile for each position was also
developed which indicated the essential traits and the

desirable degree of development required for job entry and

promotion.

Details of Phase 2 Procedure

 

The Population
The population for the pilot study consisted of the
food service industry executives in the standard metropoli-

tan area of Lansing, Michigan. Every type of operational

5‘

1Appendix A.

25

unit and variety of organizational structure which consti-
tute the food service industry were found to be present in
the Lansing area. The sample shows the population distribu-
tion, according to type of establishments; it is a cross—

section of the industry.

The Sample

 

Sampling is a statistical method whereby the sought
for characteristics of a larger population can be mOSt
economically obtained: For a random sample, margins of
error can be mathematically calculated. The present pilot
study, however, required data obtainable only from a small
strata of industry leaders, rather than from a random and
representative sample of the total universe. The minimal
number needed in the sample was not known prior to conducting
the study. From an original ”population” of thirty-five who
were considered by their positions to be knowledgeable in
the occupational field, an advisory committee of twenty—
three were willing to participate on the panel. Later,
after tabulating the responses, it was discovered that for
this particular study a smaller sample would have given the
same results. The findings changed only slightly beyond
seven responses.

The sample was selected in the same manner by which
advisory committees are selected for vocational education
curriculum construction. A recent publication of the

Michigan Department of Public Instruction states it thusly:

26

As a result of rapid changes in industrial and
business practices in each community, educators
need assistance in identifying the many significant
factors affecting curriculum planning and develop-
ment in vocational education. Consequently, schools
must have direct contacts with community leaders
representing the various occupational opportunities
in the community. .These lines of communication can
best be established and maintained through the use
of vocational-technical education advisory committees.

Advisory committees are of such importance to
vocational education administrators that their estab-
lishment and use is considered necessary before
reimbursement requests can be considered.

The report explains that there are two common types of
advisory committees, a general advisory committee and an
occupational advisory committee. About the latter it states,

The ”Occupational Advisory Committee" limits
itself to a Specific occupation or family of occu-
pations requiring specific skills and/or abilities.
Its purpose is to advise in the development and
operation of the total instructional program within
that specific occupation or area. The membership
should be composed of persons having experience in,
and knowledge of,the occupation.

The sample was therefore selected in compliance with
the above requirements and cognizant of the established
procedure that vocational instruction is developed and con-
ducted in consultation with potential employers and others

knowledgeable in the occupational field.

k

1A Manual and Handbook of Sample Forms for Making
Application for Vocational-TechnicalEducation Funds, Division
of Vocational Education, Department of Public Instruction,
Lansing, Michigan, May, 1965, p. 3.

2Ibid., p. 4. See also Vocational-Technical Advisory
ngmittees, op. cit.

 

27

The panel used in this study represents a stratified
sample of twenty-three of the largest employers in the
industry in this area.

The advisory committee represented the following
organizational units of the Food Service Industry: two
hotels, two hospitals, two motor hotels, six independently
owned restaurants, four chain operated restaurants, two
government office building cafeterias, one public cafeteria,
one general office building cafeteria, one country club, and

two college dormitory cafeterias.1

Collection of the Pilot Study Data

 

The instruments used to gather the data for the study
consisted of the "Affective Personality Trait List ”
Table 3, page 77, and the bi—polar trait pairs pertinent
to each position, Sections A, B, and C of the ”Personality
Scaling Device,” Appendix D. The trait pairs in Table 3
were adapted from Cattell's basic personality trait list,

which was a compilation of the findings of fourteen studies

‘

lThe twenty-three participants on the panel were

representatives from the following organizations: the Jack
Tar Hotel, Roosevelt Hotel, Edward Sparrow Hospital,

St. Lawrence Hospital, Holiday Inn, Capitol Park Motor
Hotel, Eyer's Steak House, Ziegler's Charcoal House, Eagle
Restaurant, Brauer's, Jim's Restaurant, Warren's Poplars,
Bill Knapps, Holly Grills, Howard Johnson's, Big Boy
Restaurant, Michigan Bell, Steven T. Mason Building, Lewis
Cass Building, Ralph's Cafeteria, Walnut Hills Country Club,
and Michigan State University's Brody and Wilson Hall
Cafeterias.

28

on personality, including research by Ackerson, Cattell,
Flemming, Jones, Maslow, Maurer, McCloy, Olinick, Sanford,
Horn, Murray, Sheldon, Tryon and Williams.1

The composite table of all personality trait pairs
(Table 3) was first submitted to a pre-selection panel
for the purpose of limiting the number of traits to only
those considered essential for employment in this industry.
The panel was asked to indicate the trait pairs which should
be considered in hiring and evaluating a potential employee.2
This was necessary because Table 3 is comprised of 149 trait
pairs and for practical purposes this was found to be too
cumbersome. The pre—selection of relevant characteristics
proved to be an effective method of controlling the final
number of variables which needed to be considered by the
scaling panel. The selection of pertinent traits occurred
in two stages: stage one included only the selection,
stage two included re-selection and scaling. The first
panel only determined which trait pairs were to be submitted

to the second panel for scaling, scoring, and selection.

Egeatment of the Data

 

The respondent's replies were tabulated to indicate

the advisory committee's opinion on-(l) the importance of

lCattell, OE. cit., p. 42.

2The pre—selection panel consisted of representatives
of the following establishments: Win Schuler's Restaurant,
Teysen's Cafeteria, Kellogg Center Hotel, The Bavarian Inn,
The Doherty Hotel, American Hotel Institute, Zehnder's
Restaurant and The Little Corporal Restaurant.

29

each trait to each job; (2) the entry qualifications for
each trait for each job; and (3) the improvement expecta—
tions for each trait for each job. A personality profile
for each classification was developed by synthesizing the
findings. The method utilized for determining the data
was basically a personality scaling technique.l

Phase 3: The Method of Formulating Educa—

tional Objectives in the Affective Domain

from Data Derived by Utilizing the
Personality Trait Technique

 

 

 

 

Interviews were conducted with six members of the
advisory panel for the purpose of developing specific
affective objectives. The interviewees were asked to
describe in detail the precise behavior an employee displays
who possesses a specific trait. Four traits were selected

for each job classification. All of the employer's

 

l 1 o a l o
The personality scaling technique, using bi-polar
positions on a continuum, was adapted from the following:

William J. Goode and Paul K. Hatt, Methods in Soci
Research (New York: McGraw—Hill Book Company, Inc., 195
p. 234.

 

Merl E. Bonney and Richard S. Hampleman, Personal-
§Qcial Evaluation Techniques (Washington, D. C.: The Center
for Applied Research in Education, Inc., 1962), Chapters 3
and 4.

 

 

Harold Gulliksen and Samuel Messick, Psychological
§galing: Theogy and Applications, Princeton University
Educational Testing Service (New York: John Wiley and Sons,
Inc., 1960).

 

Samuel Messick and John Ross, Measurement in Person-
aléty and Cognition (New York: John Wiley and Sons, Inc.,
19 2).

 

 

3o

descriptions were combined for each trait into a single
job-trait specification. The composite behavior specifica-
tions described the desirable behavioral outcomes employers
expect for each trait, for each occupation. Thus, the
specifications represent the affective requirements of a
competent employee (perceived by employers) stated in
behavioral terms. By translation these are operational
affective objectives which can become the objectives of

vocational programs for the two job classifications.

CHAPTER III

A REVIEW OF RELATED LITERATURE AND AN ANALYSIS

OF ASSOCIATED CONCEPTS

Chapter III is divided into three parts, corresponding
with the study's major divisions, which are, technique
development, technique demonstration, and technique applica-
tion. Before developing the analytical technique, however,
it was necessary to determine the type of data that was
needed. The section for formulating educational objectives
in the affective domain (technique application), therefore,
precedes the development and demonstration section in the
review of literature. The data that was needed for
formulating the affeccive educational objectives determined
the device that was required to obtain it. The chapter is

arranged in the following order:

1. For Technique Application.-—A review of literature

 

on educational objectives With emphasis upon objectives in
the affective domain.

2. For Technique Development.——A review of literature

 

and an analysis of the concepts which form the foundation of
the proposed analytical technique, including the concepts of

competence and personalitY-

31

32

3. For Technique Demonstration.——A review of litera-

 

ture pertaining to the pilot study, consisting primarily of
related studies on employee education in the food service
industry.

Part 1: A Review of Literature Pertaining

to Educational Objectives in the
Affective Domain

 

 

 

The preliminary step in planning an educational
program is the establishment of educational objectives.
These may take the form of aims and goals, intended achieve-
ments or explicit expressions of desired outcomes. Objec—
tives, however, do not only function as the goals toward
which the curriculum is guided but they also should provide
Specifications for evaluating or measuring student
achievement. An objective which is to serve as a goal must,
therefore, be specific enough to indicate when the student
has achieved it, and, on the other hand, functional enough
so that onecan proceed intelligently toward it.1

Educational objectives are also a logical point of

departure for this particular study for they will ultimately

 

1Several of the more relevant references on educational
objectives are listed below: Ralph W. Tyler and Eugene Smi: ,
Appraising and Recording Student Progress, Vol. III (New York;
Harper and Brothers, 1942), Chapter 1; Paul L. Dressel,
Eyaluation in Higher Education (Boston: Houghton, Mifflin C3
1961), Chapter I; Thomas R. Murray, JudggngyStudent Pro egress
(New York: Longmans, Green & Co. , 1954), Chapter I? E. F“"
Lindquist (ed.), Educational Measurement (Washington, D. 0::
American Council on Education, 1 51), Chapter 5; H. H. Remmeps
and N. L. Gage, Educational Measurement and Evaluation (revised
edition; New York: Harper & Brothers, 1955), Chapter 1.

 

 

 

33.

provide the general goals of‘aprogram of affective education
and also describe in detail the specification requirements
for measuring student achievement. The proposed technique
of analyzing the affective domain is merely the "means"
whereby the eventual "ends," educational objectives, can

be specified with sufficient precision that they can serve

as Operational objectives in vocational education programs.

Present State of Affective Research

 

The affective realm of education remains to a great
extent unexplored. Exploratory progress is hindered by
inadequate procedures of job and worker analysis. Research
in the area is awaiting analytical ”breakthroughs" which
will provide procedures, instruments, methods and techniques
for conducting more refined studies. Although there are
many unanswered questions in education, the most momentous
discoveries in educational research will undoubtedly deal
with the vast unknown regions of the affective domain, The
primitive stage of research in this area and the limited
resources available necessitated the confinement of this
study to the compilation of related readings, the invention
of research instruments, the discovery of plausible proce—
dures, and a limited pilot study to demonstrate their

application.

34

Excerpts from the Literature

The literature is replete with references to the
various aspects of educational objectives. A number of
these references were cited earlier and several excerpts
are examined in this section for their contributions to
the study. The end result of the research was to derive
data for the formulation of educational objectives in
the affective domain. The importance of the objectives
in guiding the development of the procedure can, therefore,

not be overemphasized.

Two Taxonomies of Educational Objectives

Attitudes and other affective factors have been a
major topic in education for some time. Educators have
always hoped, and sometimes mistakenly presumed, that
appropriate attitudes were a natural byproduct of their
teaching efforts. Few attempts have been made to intently
plan the teaching of prescribed affective attributes:
and even fewer attempts have been made at educationally
measuring the results of such teaching. Several recent
studies, however, have made exploratory probes into the
development of more meaningful measurement devices in the
cognitive and affective domains. The probes were con-
ducted by a committee of thirty-nine members of the Ameri-
can Psychological Association, including the most prominent
names in educational research, and the results were

published in the form of two taxonomies entitled:

35

(1) Taxonomy of Educational Objectives Handbook I: Cognitive
Domain;1 and (2) Taxonomy ongducational Objectives Handbook
II: Affective Domain.2

The present study was an extension of the two taxon-
omies into an educational and occupational context. It was
an application of the theoretical framework and findings of
the taxonomies to a practical vocational education situation,
More precisely, it was an effort to identify, define,
describe, isolate and classify educational objectives in
the affective domain in job-worker situations. The focal
points for this effort, however, were directed toward the
possible discovery of an analytical technique whereby a
practical application of the theory could be made. The major
emphasis of this study is placed upon the development of
an analytical technique because everything else hinges on
this contingency.

Handbook I provided a concise and working definition

 

of the term educational objectives: "By educational objec-
tives, we mean explicit formulations of the ways in which
students are eXpected to be changed by the educative process.

That is, the ways in which they will change in their

 

1Benjamin 8. Bloom (editor), Taxonomy of Educational
Objectives--The Classification of Educational Goals--Hand-
book I: Cognitive Domain (New York: David McKay Company,
Inc., 1956).

2David R. Krathwohl, Benjamin S. Bloom, and Bertram B.
Masia (editors), Taxonomy of Educational Objectives--The
The Classification of Educational Goals--Handbook II:

Affective Domain (New York: David McKay Company, Inc., 196A).

36

thinking, their feelings, and their actions."1 The Handbook
also expresses the participating panels' sentiments con-
cerning the importance of educational objectives in curricu—
lum construction and research:

After considerable discussion, there was agreement
that such a theoretical framework might best be ob-
tained through a system of classifying the goals of
the educational process, since educational objectives
provide the basis for building curricula and tests
and represent the starting point for much of our
educational research.

Handbook I also furnished an explanation of an

 

educational program and the relationship which exists between
a program and educational objectives:
An educational program can be viewed as an attempt
to change the behavior of people with respect to
some subject matter. When we describe the behavior
and the subject matter specifically enough to indi—
cate exactly what a pupil is to do and how he is to
perform after he has had a given learning experience
we have stated an educational objective.J
Handbook II: Affective Domain confirmed the idea that
educational objectives in the affective area can, at least
theoretically, be classified, ranging in order of involve-
ment from simple attention to phenomena to complex
internalization of sets of behavior. The Taxonomy panel
was also confronted with the problem of whether or not

educational objectives could be classified. The conference

participants realized that the phenomena to be ordered,

 

1Bloom, op. cit., p. 26.
2Ibid., p. 4.

3Ibid., p. 29.

37

could not be observed as in the physical and biological
sciences, nevertheless, they agreed that they could be
classified:

.It was the view of the group that educational
objectives stated in behavioral form have their
counterparts in the behavior of indiViduals° Such
behavior can be observed, described and these
descriptive statements can be classified.

The belief that affective objectives could be classi—
fied according to observed behavior of individuals was
important because this study was also behaviorally based.
Affective traits essential to work were to be Specified as
descriptive observations of employees by employers and

these were later to be classified.

Handbook II also provided a working definition of

 

the affective domain, which established the boundaries for
this study:'

Affective: Objectives which emphasize a feeling
tone, an emotion or a degree of acceptance or re-
jection. Affective objectives vary from simple
attention to selected phenomena to complex but
internally consistent qualities of character and
conscience. We found a large number of such ob—
jectives in the literature expressed as interests,
attitudes, appreciations, values, and emotional
sets or biases.‘

 

Another concern of the investigator was the actual
achievability of objectives in the affective domain:

Handbook II dispelled some of these misgivings.

_*

lKrathwohl, op. cit., p. 5.

Ibid., p. 7.

—_

38

The conference committee concluded: "A few studies appear
to us to make it clear that affective objectives can be
achieved by the schools if the attainment of such objectives
is regarded as sufficiently important by teachers and
administrators."1

The problem of the reality of three educational
domains posed a series of perplexing questions, one of
which was: "Does the affective domain really exist?"
Although references to three areas of learning are recorded
as early as the writings of Aristotle, there is some un-
certainty concerning the tripartite classification of
educational phenomena. Bloom, for example, doubts the
accuracy of classifying all activities into three distinct
domains:

For our purpose this (the affective area) will
include measures of interest; measures of Opinions,
attitudes and values; and measures of the person-
ality characteristics. We do not believe these
measures are purely measures of affective charac—
teristics since many of them include cognitive
components as well.

Krathwohl, however, in discussing the three domains,
concluded, ”teachers and curriculum workers who state objec-
tives do make distinctions between problem solving and
attitudes, between thinking and feeling, and between acting
and thinking or feeling."3 At the outset of this study,

lIbid., p. 81.

2Benjamin S. Bloom, Stability and Change in Human
Characteristics (New York: John Wiley and Sons, Inc., 1964).

 

3Krathwohl, op. cit., p. 7.

39

one of the guiding principles was that the decisions
concerning the direction of the study were to be made
favoring the operationality of the findings. The Krathwohl
statement, that teachers think in terms of three domains,
provided the most decisive argument toward accepting the
idea of the three domains. They are assumed to exist,

with appurtenant reservations.

Additional References

 

A recent report of a Regional Commission on Educa-
tional Co—ordination (Pennsylvania), emphasizes the
importance of stating objectives as desired student
behavior: ”Statements of the purposes of education are
truly meaningful only when they are made so specific as
to tell exactly what a pupil is to be able to do after he
has had a given learning experience."‘1 Concerning the
implementation of affective objectives, the report states,
"the impact of such statements on the curriculum or on
what actually takes place in classrooms is generally much
less than it might be.”2 The need is cited for detailed
descriptions of the operations and activities that a pupil

will be capable of carrying out when he "understands,"

"has command," or "appreciates."

L

1c. M. Lindwall (editor), Defining Educational Objec-
tiyes--A Report of the Regional Commission on Educational
99:0rdination and the Learning Research and Development
Center (Pennsylvania: University of Pittsburgh Press, 1964),
p. 2.

 

Ibid., p. l.

MO

The report was of value to this research because it
unmistakeably defined the nature and form educational
objectives must take to be meaningful goals. Tyler's
statement, for example, concerning the working of useful
objectives is very clear: "describing the reactions we
can expect of persons who have reached the objective."1
Lindwall's emphasis upon specificity is another example
of how objectives should be stated. He suggests that the
focal point should always be the pupil and objectives
should include the exact behavior that the pupil is
expected to exhibit.2 Lindwall correctly contends that
"when the objectives are clearly defined and understood by
the student, he can perceive what he is trying to learn."3
He also suggests that when teachers can perceive what they
are trying to teach, by clearly defining objectives, they
can teach better. The Lindwall teaching-learning frames
are an application of these ideas into an organized frame—
work whose purpose it is to increase intellection by a
perceptive device.

A review of the literature on educational objectives
also led to numerous statements by Cronbach which were

appropriate for consideration in determining what data was

llbid., p. 4.

2Ibid., p. 76.

*

3Ibid., p. 77.

~

41

needed for the formulation of objectives in the affective
domain. Cronbach is emphatic concerning the need for
precise statements of student responses:

Any educational objective which is to be studied
experimentally must be defined by stating the situ—
ation which the person is expected to encounter,
and the way he should respond.

Such a clear definition of the objectives helps
in planning and assessing the teaching far more
than does a general aim.

Defining objectives in terms of concrete,
observable changes to be made in the student's
behavior is a necessary preliminary to planning
how to teach, choosing teaching materials and class
problems, supervising practice, and evaluating the
learner's success-~all depend on a definition of
the responses to be altered.

The literature in business education contains many
references to the need for behavioral specifics in
stating objectives. Knepper's statements are typical of
the emphasis on student behavior: "objectives stated in
terms of desired behavior will help to determine the
procedures required to secure the desired outcomes.”2
Knepper reiterates the idea that personality factors are

considered by employers in evaluating competence and should,

therefore, not be ignored by the schools:

1Lee J. Cronbach, Educational ngcholo y (New York:
Harper & Brothers, 1960), pp. 39-AO.

2Knepper, op. cit., p. 9.

42

Subjective methods handled with a considerable
degree of objectivity offer great promise for the
measurement of behavior that reflects personal
traits and attitudes. The impressions an individual
makes upon others play such a large role in success
or failure on the job that they should not be over—
looked as alvalid means of evaluating that persons
competence.

When students know which aspects of learning and
behavior are to be appraised these will usually
become their real objectives in the course. It is
difficult to persuade them to place much emphasis
on elements of the job behavior not being measured.

Concluding Statements Part I

 

Educational objectives in the affective domain are
essential elements for planning teaching and learning in
the affective realm. Objectives in the past have been too
imprecise for developing definite affective talents.
Direction of affective learning requires explicitly framed
behavioral objectives leading to specific and intentional
outcomes, rather than chance occurrences. The literature
supports the hypothesis that the educative process for
the achievement of affective objectives can be most
accurately and adequately determined when the objectives
are stated as desired or expected student behavior.
Educational objectives in the affective domain, grounded
in desirable behavior, can function as guidelines in

Shaping curricula, goals for student achievement and

“3

standards for the measurement of student and teacher
progress in developing affective traits. Objectives in
the affective area, to be useful, require refinement
similar to the present state of development of educational

objectives in the cognitive domain.

Part 2: An Analysis of Associated Concepts
Occupational competence is the ultimate goal of
vocational education. The preparing of pupils to function
competently in their chosen occupational field is the task

assigned by society to the schools which accomplish the
task through vocational teachers. Before planning programs,
therefore, teachers of vocational subjects must first
determine the components of competence in a Specific occupa-
tional field. A crucial question in curriculum construction
is, "What are the components of competence?" A second
question, which arises from the first, is, "How can these
components be organized for analytical and educational
purposes?" The affective area,with which this paper is
primarily concerned, can be viewed as one aspect of the

total realm of competence. The cognitive and psychomotor

domains are the remaining realms of competence.

What are the Components of Competence?
Competence, in the present context, is defined as
having sufficient ability or possessing the requisite

qualifications for a job. Standards of competence are

an

established by employers. They are interpreted by
instructors for develOping vocational programs. In the
cognitive and manipulative areas, standards of competence
are more easily discernable than in the affective domain.
The attitudinal aspects, however, are vital factors in
assessing employee competence. An adequate theory of
competent performance includes measures of attitudes,
measures of opinion, measures of values and measures of
other related personality characteristics simply because
they are essential components of competence. Employers
evaluate employees on the basis of their accumulating
responses and reactions. The concept of occupational
competence, proposed herein, takes cognizance of the
reality of the educational realms and includes factors of
all three as constitutional components of competence.

Thus, competence is considered to consist of some
combination Of abilities and skills, blended with an
apprOpriate group of affective characteristics and interests
These factors put together, comprise the personality sphere
of a qualified worker. Personality, in this interpretation,

includes all the characteristics which distinguish a person.

Affective Components of Competence
Affection deals with the willing and feeling functions
as distinguished from the knowing and doing functions. Con-

versely, lack of affect is the absence of or weakness of

45

emotional response to interpersonal and intrapersonal
problems.1 The affective components of competence are
difficult to isolate because of their clustering nature.
Measurement presents an even greater challenge. Bloom
commented about the difficulty of measuring these components
when he wrote, "This has been a difficult area to measure
and one is struck by the lack of a unified view about how
to measure these characteristics."2 However, concerning
the measurement of these as individual characteristics, or
personality traits, he concludes:
The Judgments made by persons who are in a
position to observe an individual over time or
under specified conditions represent one tech—
nique for quantifying personality characteristics.
These Judgments, in the form of ratings, are
eSpecially useful when applied to a Specific
characteristic either observed directly or in—
ferred from case studies of the subject.
Such ratings, when made by competent observers,
are likely to be useful indicators of those per—
sonality characteristics which are reflected in
overt behavior and in interpersonal relations.3
The three components of affective behavior which
vocational educators are most concerned with are attitudes,
values and interests. These are all somewhat inter-related
in that each is an inclination to react or respond in a

special way to a given set of circumstances. A more

detailed analysis of these components follows.

 

2

1Good, Op. cit., p. 18. Bloom, op. cit., p. 133.

3Ibid., p. iuo.

A6

Attitudes and Values

An attitude is defined as a readiness to react toward
or against some situation, person, or thing in a particular
manner, for example, with love or hate or fear or resent-
ment to a particular degree.l Basic values are attitudes
reflected or manifested in behavior over an extended
period of time. These basic values are likely to remain
stable, while their representation in particular attitudes,
views, and opinions may shift considerably over time.
Bloom in a chapter entitled "Interests, Attitudes, and
Personality," suggests the importance of considering the
time element in personality development.

What is common to most of these theoretical
formulations is the assumption of very rapid
personality development in the early years of
infancy and childhood, the possibility of marked

changes in the adolescent period, and the like—

lihood of2small change during adulthood and
maturity.

Allport confirms this theory of change by stating that,
"All this evidence suggests that there is a change in these

characteristics throughout life. ."3

_ttitudes and Interests
An interest is expressed in terms of attention to an

object, whereas an attitude is expressed in terms of a

g

lGood, op. cit., p. 48.
2Bloom, op. cit., p. 132.
3Ibid., p. 178.

47

feeling toward an object or thing. Cattell provides a
more precise distinction when he writes,

Attitudes are distinguished from interests in
that they are defined not only by the object and
the strength of the attitude but also by the
direction in dynamic, feeling (i.e., orectic)
terms.

How Can the Components of Competence be
Organized for Analytical Pupposes?

 

 

The components of competence have a generic relation—
ship in the concept of personality. All aspects of compe-
tence are related in that the components can be identified
as a part of the larger personality sphere. In this
respect, the components of competence and the concept of
personality both refer to the reactions and responses which
constitute a person. Personality refers to all reactions,
while Job competence refers to those responses which arise
out of an occupational situation. Thus, the concept of job
competence is a small segment of the concept of personality.

On the other hand, the affective domain, which is the
primary interest of this study, is only one facet of the
personality sphere and also only one aspect of competence.
The affective domain is an artificial abstraction established
for the purpose of developing and understanding one phase of
the personality. The affective area is also an abstraction
from the larger class of related things which constitute

personal competence.

y

lCattell, op. cit., p. 383.

U8

The components of competence which need to be
identified for educational purposes in all areas were found
to be observable as basic physical, mental, or personality
traits. For the purpose of analyzing the affective domain
separate from the others, identity can be more easily
accomplished by viewing the affective components as basic
elements of the personality, which are classifiable as
traits.

Quantifying,Personality,Charac-
teristics py One System

 

 

The components of competence, which are all a part of
the personality traits of a qualified worker, can best be
organized and categorized educationally when these are
viewed as one facet of the personality sphere. This method
of approach permits the inclusion of the affective domain
in addition to the cognitive and psychomotor areas of
student development. The one-systenlpersonality approach
includes abilities, interests and affective traits found
in the personality sphere concept; it includes the biologi—
cal, sociological, and psychological components of the
functional approach; it includes the tripartite educational
approach of the three domains; and it includes the five
divisions of the worker trait analysis approach (abilities,
interEsts, character integration, temperament and disposi-
tion). The proposed plan of organizing the components of

competence into one system is made possible by the broader

’49

structural framework provided by the personality trait
concept, wherein the combined traits constitute all the
reactions and responses of the individual. It includes
all aspects of behavior in all three domains, with each
element of behavior identified with either abilities,

interests or affective behavior.

Concluding_Statements Part 2

 

Competence can be viewed as consisting of a con—
stellation of personality traits. A technique designed
to analyze the affective area of competence should take
into consideration the division of these components into
real or natural units. Personality traits, which include
all aspects of behavior, are natural elemental units of
human behavior suitable for organizing and analyzing the
affective domain. Affective competence can be accurately
described when its constituents are given as a pattern of
personality traits. Vocational competence can be specified
in operational terms for industrial and educational purposes
when all of the components which comprise competence are
given as individually identified personality traits.

Personal competence in life and at work consists of
an adequate personality in interaction. Learning is also
a process of personality change; unless behavior has
changed, one has not really learned. The key to effective

behavior change is an individual's discovery of meaning.

50

Attitudes, values, beliefs, and understanding affect
behavior the most. These factors when combined with
abilities (mental and physical) and interests, in appro-
priate constellations, constitute occupational competence.
Affective experience is an essential dimension of an
adequate personality. Competence is an achievement, not
a gift; people become adequate. Society's problem is to
produce people with adequate personalities who can perform
competently at work and away from work.1 The initial task
in developing competent people is to analyze the affective
domain for elements of competence. Educational objectives,
to be meaningful, require detailed descriptions and precise
specifications of the personality traits, in the affective
area, which are to be developed by students preparing for
a Specified occupation.

Part 3: A Review of Literature Pertaining

to the Pilot Study

The technique for analyzing the affective domain,
which was developed as an integral part of this study, was
tested in a pilot study conducted in the food service
industry. A review was made of the historical development
of vocational education in this industry in order to inter-

pret the industry accurately and to determine how the

g

lPerceiving,_Behaving, Becoming, The American Society
for Curriculum Development, 1961 Yearbook (National Educa-
tion Association, 1962), p. 97.

51

present state of events evolved. The literature on job
analysis, Job descriptions, Job Specifications and worker
trait requirements was examined because these are the
sources from which educational objectives are formulated

in vocational education. The specifications, theoretically,
include all the requirements of the Job. The review of

the literature revealed the existing data to be vague and
especially inadequate in the affective domain. It was
discovered from the readings that objectives in the affec-
tive area cannot be formulated from the data derived from
Job analysis techniques. Convincing evidence was provided
in the literature that the existing techniques are wholly
inadequate for the affective domain and that a better

means of analyzing the affective aspects was needed. These
findings led to the development of the personality trait
technique of analysis discussed in the next chapter. The
literature revealed a serious neglect of the affective
domain and the need for research to discover methods of
analyzing the area for planning vocational education programs.

__Brief History of Vocational Education
udies in the Food Service Industry

The historical development and the present status of
vocational education in the food service industry are dis-
cernable from five studies of the industry's educational

problems completed between 1920 and 1960. Hawkins (1920)

investigated the need and requirements of establishing a

52

system of vocational teaching for hotel and restaurant
occupations.l Hawkins analyzed every vocational calling
in the industry and recommended a program for all Skill
levels, including a detailed set of proposals for imple—
menting the program. Pope (1948) found that vocational
education in the industry is mainly patchwork programs,

and that the deplorable condition is due to a lack of
instructional materials, qualified instructors, physical
facilities, and a lack of management interest and support.2
The Statler Foundation (1955) Sponsored a study to deter-
mine ways to alleviate a critical shortage of cooks and
bakers. The proposals included the development of a curricu-
lum, the preparation of manuals and books, the establishment
of area vocational schools, the expansion of correspondence
courses and the establishment of teacher training programs.3

Tower (1959) studied the hotel industry's educational needs

lLayton S. Hawkins, Vocational Education in the Hotel
Business, A Report to the American Hotel Association of
the United States and Canada, 128 pages; no copyright or
publisher indicated.

 

2John B. Pope, The Report and Recommendations on
fiptel Education and Training, submitted to the Joint Edu—
cational Planning Committee of the American Hotel Associa—
tion and the Hotel Greeters of America, October, 1948,
67 pages; no copyright or publisher indicated.

3Statler Foundation, A Research Study to Improve the
égpply of Cooks and Bakers for the Benefit of the Hotel In—
dustry (Buffalo, New York: Statler Foundation, 1955), 39
Pages; no copyright or publisher indicated.

53

and found that two of the main problem areas are the
critical quantitative and qualitative deficiences of cooks
and waitresses. Tables Showing the results of this research
are in Appendix A.1 Weems (1960), investigating the possi—
bility of launching a large scale industry education and
training program, concluded that competent educational
leadership was needed to develop and guide needed programs.
Weems inferred that aggressive leadership was not now
available and that educators with Specialized talents in
this particular field need to be recruited and leadership
developed before substantial progress in developing voca-
tional programs iS possible.2

Related Job Analysis and Job
Description Literature

 

 

Kneeland (1963) prepared a manual on job analysis
techniques which Shows in detail the data derived and the
procedure for conducting job analyses. The manual reveals

the duty and task orientation of job analysis procedures

 

1J. W. Tower, Educational and Recruitment Needs of
thp Hotel Industry (New York, New York: Industrial Rela—
tions Counselors Service, Inc., 1959), for the American
Hotel Association, 65 pages; no copyright or publisher
indicated.

 

2Robert C. Weems, Jr., The American Hotel Institute:
LES Role in Hotel Education, A special Report Prepared for
the American Hotel Institute, 1960), no copyright indicated.

 

 

5H

and the exclusion of talents that are required in the
affective domain.1

The Texas and Indiana Employment Commissions (1956,
1957) have published Job description literature related to
food service occupations. These are industry and educa—
tional standards for developing job specifications and
guiding curriculum construction, but they only vaguely

refer to affective abilities.2’3

The National Restaurant Association has published
two manuals on employee training (1954), both refer exten-
sively to the affective aspects of occupational competence.
Nevertheless, no Specifications or teaching methods are
provided for developing these traits. Effective teaching

is not possible with the limited data which is provided.“’5

 

lNatalie Kneeland, Job Analysis Techniques, for the
University of Texas, in cooperation with the Texas Educa—
tion Agency, Distributive Education Division. 1963
edition.

 

2Job‘DescriptionS in the Texas Restaurant Industry
prepgred by the Texas Employment Commission, Austin, Texas
195 ).

 

3Guide to Job Descriptions in the Indiana Restaurant
Industry, prepared by the Indiana Employment Security
Division in cooperation with the Indiana Restaurant Associ-
ation, Indianapolis, Indiana (1957).

“A System of Employee Training for Restaurants, pub—
lished by the National Association, copyright by the Bishop-
Stoddard Cafeteria Company, Chicago, Illinois (1954).

5A Management—~Personne1 Training Program for Drive-In
Restaurants, edited by Kenneth Lawyer, published by Manners
Big Boy Restaurants, Cleveland, Ohio, distributed by the
National Restaurant Association (no publication date given).

55

The United States Employment Service has published
three documents pertaining to job descriptions and occu-
pational titles in the industry.l’2’3 The latest manual
is a worker trait analysis study which was focused on
physical capacities, training time, working conditions,
general education requirements, aptitudes, interests and
temperament. Each of the manuals has a bearing on this
study's areas of concern, although the affective domain
is not emphasized in the studies. This lack of emphasis
indicates the need for more research to determine why the
affective area is virtually omitted, or at least neglected,
in Job analyses.

A Review of Studies in the Affective
Domain Conducted in the Food
Service Industry
Studies in the affective area are Sparse in the food

service industry literature but several deal specifically

 

1U. S. Department of Labor, Dictionary of Occppa—
tional Titles, Part I and Part II, United States Employment
Service (Washington, D. C.: U. S. Government Printing
Office, 1939).

2U. S. Department of Labor, Job Descriptions, Hotels
apd Restaurants, Vols. I and II, Division of Standards and
Research (Washington, D.C.: U. S. Government Printing
Office, 1938).

3flprker Trait Requirements for AOOO Jobs, pp. cit.

56

with this subject. Whyte (1948) found that the crucial
factors affecting work adjustment, performance, efficiency
and happiness among employees in hotels and restaurants
were human relations problems pertaining to social adjust-
ment.1 In another study, focused on personnel problems,
Whyte discovered that hotels differ from other forms of
business organization in a number of important ways. The
main product for sale in hotels is human service, which in
contrast to material goods, is very difficult to standar—
dize. Production organizations serve an impersonal market,
whereas service organizations serve a very personal market.2
The distinction drawn by Whyte is an important consideration
in deveIOping curricula for vocational programs leading to
competence in service oriented industries.

Farrell (1963) conducted a study that involved the
customers and service personnel of thirty—five hotel dining

3

rooms and of fifty restaurants. Thirteen hundred customers

 

lWilliam Foote Whyte, Human Relations in the Restaurant

Industr (New York, New York: McGraw—Hill Book Co., Inc.,
194 ).

3

“William Foote Whyte, "Human Relations in the Hotel
Industry,” Action Research for Management (Homewood,
Illinois: Richard D. Irwin, Inc., 1965).

 

3Thomas Farrell, Communications in the Food Service
Industry, a study largely underwritten by a grant from the
Food Service Industry Research Center of the Hotel, Res-
taurant, and Institutional Management School, Michigan
State University. Excerpts published in The Cornell
Quarterly, November, 1963, and November, 196A.

 

 

 

“.-
~
,.
V
V.
.
n
n-
.‘1
,
v...
”-
.,..
§
'l
“I
<l
,.

2. J. J. as « ... . L.

 

57
were queried about their satisfaction or dissatisfaction
with different food service establishments and the service
given them. Two hundred and fifteen service personnel and
130 supervisors were interviewed concerning their goals.
The employees' replies were compared to the customers'
responses. Farrell found that most of the service indus-
try personnel are more job—oriented than customer-oriented.
The lines of communication between management and service
employees were studied to learn how effectively management's
policies are conveyed to those who serve the customers.
The findings were that the communication problems are
critical in this area.

Armatas (1962) found that the social adjustment
problem and the physical demand problem were the two most
difficult for food service employees to solve.1 By gener-
alizing the personal characteristics common to successful
food service employees, Armatas developed a descriptive
model. The character traits which comprise this model
employee are placed in Appendix B. A weakness of Armatas'
study appears to be his generalization that the model
applies to all food service employees instead of specified

occupational classifications.

 

1James P. Armatas and Donald E. Lundberg, The Manage-
mpnt of PeOple in Hotels, Restaurants and Clubs (Dubuque,
Iowa: William C. Brown & Company, 196A).

 

58

Employee Evaluation Forms

Flanagan (195A) developed a procedure for evaluating
employee performance called the "Critical Incident Tech—
nique."l This is a method of determining competent perform—
ance by studying the behavior of workers. Flanagan defines
a critical requirement as one "which is crucial in the sense
that it has been reSponSible for outstandingly effective or

definitely unsatisafctory performance of an important part

of the job or activity in question."2 The technique is use—

ful for employee evaluation but the data is too generalized
for developing course material and curriculum.

Tillotson and Styer (1965) analyzed on-the—job inci—
dents of behavior and were able to establish eleven major
requirements for successful performance in food service
work.3 Although useful for rating, the factors are too

imprecise to plan training programs designed to develop

them.“

1J. C. Flanagan, "The Critical Incident Technique,"
Egychological Bulletin, No. 51 (1954), p- 327-

2J. C. Flanagan, "Critical Requirements: A New

Approach to Employee Evaluation," Personnel Psychology,
Vol. 2 (Winter, 1949), p- A19.

3Jeanne L. Tillotson and Joanne Styer, "Performance
Evaluation Form for Food Service Employees," Journal of
ppe American Dietetic Association, Vol. A7, No. A (October,
1965?, pp. 301-3ou.

“The factors were cooperation, adaptability, inter—
est in doing a good job, initiative, following directions,
maintaining food service standards, housekeeping, attention
to detail, relations with supervisor, sensitivity to needs
of others, personal appearance, personal conduct, and
dependability.

 

CHAPTER IV

A TECHNIQUE FOR ANALYZING THE

AFFECTIVE DOMAIN

The existing methods and techniques of analyzing
job—worker Situations for educational purposes, found in
the literature included job analysis, occupational analysis
and worker trait analysis. An examination of the job
descriptions and specifications which were derived from
these traditional analytical techniques, indicated that
these approaches to analysis provided inadequate data for
planning educational programs for service oriented occupa-
tions.l Service occupations consist primarily of human
service, the development of affective abilities iS there—
fore important. However, a more inclusive and extensive
analytical approach is needed to identify the affective
components of competence for these occupational fields.

A theory and technique of analysis were therefore
developed for this thesis which take the affective aspects

of job—behavior into account. The prOposed theory is

 

1A series of job Specifications for food service
industry occupations are submitted as examples of evidence

in Appendix C.

59

60

based upon a behavioral concept of education and work. The
analytical technique is based upon a combination of the
personality trait concept of occupational competence,

which was explained in the previous chapter, and the

theory of behavior which follows.

A Theopy of Trait Analysis Based Upon a
Tentative Theory_of Human Behavior

 

 

Occupational activity and educational objectives
are generically linked by human behavior. Industry
evaluates employees by a set of criteria which are basi—
cally end—product behaviors. Education is the process of
modifying or changing behavior to sanctioned standards of
society: in the case of vocational education, to standards

of industry. Dewey described these desired changes as

statements of aims of education: ”We frame our eXplicit
aims in terms of some alteration to be brought about."1
Hull explains: "The results of the learning process can be

knowrlonlyindirectly through observation of the subsequent

”2

behavior of the learner. Cronback defines learning:

"learning iS shown by a change in behavior as a result of
”3

experience. Menninger writes:

h

1John E. Dewey, Democracy and Education (New York:
The MacMillan Company, 19637, p. 111.

2Clark L. Hull, National Society for the Study of
Education, 1942 Yearbook, Part II, The Psychology of
Learnin (Chicago: University of Chicago Press, 1932),
p. 61.

 

 

3Lee J. Cronback, Educational Ppychology (New York:
Harcourt, Brace and Company, 1953), p. 47.

 

61

Behavior is really the product of the combined
process of perception, intellection and emotion. . .
feelings and behaVior are chiefly the result of
development and training. Our inheritance does have
something to do with the way in which we develop
but by comparison With the environment it is of
minor importance.

Behavior, however, is deeply rooted in personality,
and personality is primarily psychologically and sociologi«
cally rooted. Thus, a behaVioral base for analysis is
acceptable for this study because it proVides a baSic con—

ceptual commonality,linking job-worker situations in

U)

industry with psychological and sociological concept
These in turn are linked With educational theory and
practice. Industry and education are both concerned with
behavioral outcomes.

Job behavior can be conceived as the manifested set
of responses and reactions of a workingman resulting from
acquired or innate traits in the cognitive, psychomotor
and affective areas 01 human learning. Stated less
technically, employee actiVitieS consist of a combination
of Skills, knowledges, attitudes and underStandings. When
these iactors are Stated as a w- ker's responses and
reactions they constitute job behaVior. The Specification
of occupational actiVity in terms of behavioral descrip-
tions would facilitate educational planning for vocational

DUFposeS.

—*

1William C. Menninger and Munro Leaf, You an

d
Psychiatry (New York: Scribner's Sons, 1955), p. 9.

62

A behaviorally based theory of analysis has the
important advantage of bringing job-worker analysis, job
descriptions and Specifications, educational goals and
related psychological and sociological aSpectS of the
teaching-learning process under one common conceptual
umbrella. In practice, an application of the theory
would require a change of focus from the job tasks to the
psychological requirements essential to job performance.
An analytical inquiry would center upon desirable job
behavior instead of operational functions. The written
reports of analysis including job Specifications, would
become Specifications of job behavior. Since job specifi-
cations are now an indispensable tool for establishing
training objectives in industrial programs, stating the
Specifications as desirable job behavior would enhance
their utility. Gilmer emphasizes the importance of
specifications to educational planning when he writes:
Procedures for the specification of the behaviors
to be develOped in a training program are extremely
important because on the basis of Ehese Specifications
the entire program 18 established.

Standardization of terminology and technique would enable

educators, psychologists and industrialists to work on

common grounds with interchangeable and communicable under-

standings.

—_

lB. von Haller Gilmer, Industrial Psyphology (New
York: McGraw—Hill Book Co., Ins., 1961), p. 134.

63

Behaviorally stated specifications would also be
more easily converted into attainable training objectives.
Specified behavioral responses which are expected at the
end of a course of instruction are ideal educational objec—
tiveS. Most important, however, to this study is the cone
Sideration that job behavior Specifications would take
into account the affective domain and would permit entry
of affective objectives into course content and curriculum

construction.

Personality and Job Behavior

The management literature of recent years draws
heavily from the behavioral sciences in its approach to
solving personnel problems of the firm. An example of
this orientation are the publications of the Institute
of Social Research at the University of Michigan. RensiS
Likerts' observations and ideas are particularly pertinent
to this study. Figure 6 an excerpt taken from Likerts'
study, diagramatically shows the vital relationship between
personality and job behavior. The initial input in almost
all theories of behavior is personality. Conversely,
behavior is the reaction resulting from a set of stimulated
personality traits. The behavioral theory of analysis,
therefore, apprOpriately functions as the foundation of
the about to be preposed personality trait technique. Before
develOping the technique, however, it is necessary to
examine the nature of personality because it is the keystone

to the develOpment of the technique.

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,V

The Nature of Personalipy

 

Personalipy Defined

 

It is doubtful that there is a universally acceptable
definition of the term "personality.” In Allports'
scholarly survey of personality theory, for instance, some
fifty-three definitions of personality are cited as
existing in the literature.1 In the present study, however,
the term will be used in a common dictionary sense: “Person-
ality, (1) that which constitutes a person, or (2) that
which distinguishes and characterizes a person;"2 and in
the sense of Cattell's description of personality:

The reactions which constitute the data of

personality study are all the reactions of the
organism: its reactions to peOple, things, and
ideas; its partial reaction, as in reflexes, and
its total reaction; its conscious reactions, and
its unconscious reaction.

Personalipy Factors Relevant to Job Success

Authorities differ regarding the segments of person—
ality which they consider pertinent to job success and

satisfaction. The United States Employment Service, for

example, based its extensive worker trait requirements

 

1G. W. Allport, Personality: A Psychological Inter—

ppetation (New York: Henry Holt and Company, Inc., 19377.

2College Standard Dictionary (New York: Funk and
Wagnalls, 19A3).

3

 

Cattell, op. cit., pp. 15-16.

66

study on the assumption that the important factors can be

classified in the following five categories.1

1.

The
fications
the above

determine

competence.

Abilities.

Interests.

(a) More constitutional abilities

(b)

(a)

(b)

and aptitudes; e.g., intelli—
gence, musical aptitude,
Spatial reasoning.

Attainments. Acquired informa-
tion, verbal and other skills.

Considered quantitatively as
interests, object cathexis of
love or aversion.

Considered qualitatively as
sentiments, attitudes, tastes,
infatuaticns, and phobias.

Manner of Character Integration.

Temperament.

Disposition.

(a)

Stability, moral orientation

(b) Other general characters of

(a)

(b)

the dynamic structure.

Including temper and emotion—
ality.
Constitutional reactivity.

The predominant dynamic drives
and purposes coloring persona-
lity.

worker trait analysis study analyzed job classi—

according to some of the factors that constitute

divisions.

The technique did not, however,

the Specific affective personality traits of

Nevertheless,

the data are highly refined and

appear useful for planning educational programs for the

development of the cognitive and psychomotor components

of competence.

‘

lWorker Trait Requirements for AOOO Jobs, pp. cit.

 

67

Personality as Working_Capacity

Griew, utilizing an Operational—functional approach,
deveIOped "the concept of working capacity," in which
working demands are counterbalanced with working capacity.l
Individual capacity for work is considered in terms of
those features of the capacity which are primarily consti—
tutional and those which result from training and education.
The Specific elements which constitute an individuals
capacity for work according to Griew are:

1. Physical Makeup

2. Attainments

3. General Intelligence

A. Special Aptitudes

5. Interests

6. DiSpositionS

7. Circumstances2

Several ways of increasing the efficiency and effec-
tiveness of men at work have been utilized by industrial
psychologists. The common placement procedure of “fitting
the man to the job" is the traditional and best known
approach. More recently ”fitting the job to the man" has

come into vogue. This method is called "Ergonomics," and

 

lStephen Griew, Job Re-design, Organization for
Economic Co-operation and Development, Paris (New York:
McGraw—Hill Book Company, 1964).

2

 

Ibid., p. 36.

68

its object is to reduce worker stress by alteration of the
working conditions and environment.1 The present proposal
suggests "preparing the man for the job” by the deveIOpment
of the personality traits which are required for a specified
job. This would require identification of the traits;
determining a worker‘s state of trait develOpment; and then
developing course material to take the student from where

he is on a given scale to where he ought to be. The approach
could be similar to the ability profile technique used in

student counseling.2

The_Personality Sphere

 

The interpretation of personality which proved the
most promising for the present study was the one given
by Cattell, who classified all the psychological traits
which constitute a person according to dominant personality
trait groups. From these he compiled ”a list of variables
constituting the complete personality sphere.“3 Cattell
combined the various interest traits, (scientific interests,

language interests, business interests, and interests in

 

1Ibid.

2George K. Bennett, Harold G. Seashore, and Alexander
G. Wesman, Counseling From Profiles. A Casebook for the
Differential Aptitude Tests (New York: Psychological Corpor—
ation, 1951?.

 

3Cattell, op. cit., pp. 219—2Al.

69

people), with the various abilities, (intelligence, physical
abilities, and aptitudes), and added to these the unclassi-
fied personality traits. Most of these are in the affective
category. These traits, according to Cattell, ”constitute
the complete personality Sphere." For the present study all
traits which were not abilities or interests, were considered

affective traits.

A Personality Trait Techniqpe of Analysis

 

The foregoing findings led to the development of a
technique of analysis based on the underlying idea that
a person has a personality sphere which is made up of
personality traits. These traits are all the elements
which constitute, distinguish, and characterize a person.
They are his responses and reactions. Thus, the education
and training of a vocationally competent person requires
the development of an adequate personality (1) in the
appropriate affective areas; (2) in areas of abilities; and
(3) in areas of interest. The development of the appropriate
personality traits can then be viewed as the process of
reaching a state of vocational competence. The goal of
competence is achieved when these traits are developed to

established standards.

70

The Nature of Personalipy Traits

 

Consistency and Change

The term "trait" is used in the sense of a mental
structure deduced from a continuous—-or, more commonly, an
intermittent—-set of behavior manifestations remaining
recognizably consistent over some period of time. It
is in the very nature of both common and unique traits
that they Slowly change their forms, so that even if
perfectly measured they would not give perfect repeat
consistency coefficients. Cattell explains this changing
nature when he writes,

For a trait,. . .is not a characteristic of

the individual, inherent in the individual, but
a relationship between the individua1——or rather
his group——and some real (or formerly real, or
phantasy) object. It can be defined only in
terms of both organism and environment, which
are constantly changing; no trait, unique or
common, is unchanging.

The above explanation of the changing nature of
traits, is important to this study. If personality change
did not occur, then educational objectives could not be
developed which prOpose to bring the behavior change about.
There is, therefore, need for consistency over Short
periods ofhtime which makes it possible to identify and

group individual traits into clusters of unified traits.

But there is also change over longer periods of time which

‘

lIbid., p. 124.

71

lends credence to the theory of personality trait measure—
ment and adds impetus to the idea that personality traits

can be taught and learned.

Common and Unique Traits

 

Some traits are quite common-—(i.e., Similar in all
people and present in various degrees in all)—-others are
unique to the individual. Cattell suggests, "It is there—
fore possible to say, with respect to some traits, that

different individuals have more or less of the same trait."i

An Explanation of the Personalipy
Trait Technique

 

 

Scope of the Technique

 

Personality, for this particular postulation, is con-
sidered to consist of all human behavior manifested in
reactions and responses. Inclinations to act, established
by the previous responses, are also considered personality
traits. These traits considered collectively comprise
every known reaction, response, inclination or disposition.
By transition, the components of personal and occupational
competence are comprised of a constellation of personality
traits. These include (1) interests (business, people,
language, scientific, etc.); (2) abilities (mental and

physical); and (3) affective traits, comprised primarily of

E

llbid., p. 61.

72

attitudes, values, appreciations, beliefs and other emotional
sets or biases.

The proposed technique consists of analyzing the
personality traits that constitute the characteristics of
a model employee for a specific occupational classification
or field. By identifying the abilities, interests and
affective components which are essential to a vocational
calling it can be determined what the cognitive, psycho-
motor and affective requirements of each position are. The
technique identifies what a person should know, what he
should be able to do, what he Should be interested in, and
what his attitudes Should be to assure a likelihood of
adjustment to a Specific occupation. From these findings
it may be possible to determine course content and construct
a curriculum for deveIOping the desirable personality
traits which are essential to occupational adaptation in
any given field. The technique determines what an adequate
personality in an occupational Situation consists of and
suggests a procedure to deveIOp it.

Analyzing the Cognitive and
Psychomotor Domains

The first step in using the technique involves the
identification and isolation of the personality traits
that are essential to each occupation. The data required
for the abilities and interest factors is available in a

recently published document by the federal government

73

l The

entitled, Worker Trait Requirements for 4000 Jobs.
manual is a comprehensive compilation of the ability and
interest requirements of all major job classifications.

The data is sufficiently precise for formulating educational
objectives in these two areas of development. The document
specifies the training time required, the general educational
and vocational development needed, the aptitudes and temp—
erament needed, the physical capacities required and the
interests which are necessary for occupational adjustment

in respective fields. The qualifications are indicated

in the form of factorial components e.g., "aptitude factors,"
"temperament factors," etc. The data's usefulness is
demonstrated in the next chapter.

The specific tasks or duties which a worker needs to
perform to meet the requirements of each job can be identi—
fied as aspects of behavior expressed in the form of job
specifications. These can be determined by the traditional
job analysis method and then combined with the trait tech—
nique results for formulating educational objectives which
serve as guidelines in the development of specific skills
and the attainment of specific knowledge. There is a signi—
ficant difference in focus and emphasis, however, between
the traditional method and the proposed technique. Job

analysis is focused upon the job and requirements are

 

lWorker Trait Requirements for U000 Jobs) op. cit.

 

74

stated as duties or tasks, whereas the personality trait
technique centers upon the worker and requirements are
stated as behavioral outcomes. The job analysis technique
is task oriented, the personality trait technique is person
oriented: for the former, job requirements are analyzed;

for the latter, worker trait requirements are analyzed.

Analyzing the Affective Domain

 

The final phase of the proposed technique deals with
the develOpment of a method for analyzing the affective
domain. The proposed procedure is to furnish knowledgeable
employers in the occupational field with a comprehensive
and descriptive list of bi—polar personality traits for
the purpose of identifying, by selection, the trait pairs
which should be considered in evaluating employees. The
universal trait list developed for this purpose is Table
3, which includes all known personality traits and elements

in the affective realm.1

The Table of Traits

 

The personality trait table is composed of 149
Opposing trait pairs placed in polar positions with a
descriptive set of definitions for each trait. The table

of traits can be viewed as a master list of personality

1Because of its length Table 3 has been placed at
the end of the chapter in order not to break the continuity
of thought in the text.

75

traits from which capable observers can select traits
important to a given occupation. The table of personality
traits lists the known elements which constitute the

affective domain.

Collection of the Data

 

The table of traits, because of its inclusiveness,
contains many traits not essential to any given occupation.
In order to assure participation and reduce respondents'
resistance it is advisable to pre—select the traits to be
scored. In the two-stage approach the first panel merely
selects the relevant trait pairs, a new trait table is
formulated which contains their selection, and these trait
pairs are then placed on a continuum for scaling and
scoring by a final panel of experts drawn from the community.
The instrument utilized for data collection in the pilot
study, which has been placed in Appendix D, is an illustra—

tion of the method by which the desired data is obtainable.

92mputation of the Data

 

The data which is derived from employers can be
tabulated on a tally sheet similar to the exhibit presented
in Appendix D, entitled, "Opinion Frequency Distribution.”
The computation of the incidence of trait selection and the
scaling quantification figures provide the results which

the research is seeking. The estimated degree of trait

76

development is determined by simply calculating the fre-
quency of occurrence. The degree with the greatest concen-
tration of replies (mode) is chosen to represent the

consensus of managements' opinion.l

Qualification Profile

A profile of the trait characteristics which describe
a model employee can be constructed for each vocational
calling. By placing the ratings of the employers for each
job position on a qualification graph the affective traits
which are essential are entered, the degree of trait
development at different time intervals is indicated and
the traits relative importance is revealed. The profile
diagramatically illustrates the expected qualifications
for a given job classification. A worker's abilities and
traits can be determined by examination and interview.
When these are plotted on the profile sheet in comparison
with the qualification requirements, it is possible to
determine the areas of weakness where additional trait
development is needed.

The technique is described and the instruments are
demonstrated in greater detail in the next chapter which

is a demonstration of the technique's utility.

¥

lIn teaching, it is surmised that some students will
exceed the consensus standards, most students will approxi—
mate them, and some will fall below. This would provide
for the varying standards of employment.

77

TABLE 3.--Affective bi-polar personality trait list.

 

 

I M
l. ALERT ABSENT—MINDED
(observant, vigilant) (dreamy, indefinite)
2. ACQUISITIVE
(greedy, grasping)
3. AFFECTED NATURAL
(theatrical, pretentious) (sincere in manner)
A. AFFECTIONATE FRIGID
(loving, fond, comradely) (cold, indifferent)
5. AGOROPHOBIC
(nervous out in the open)
6. ALCOHOLIC
(addicted to getting drunk)
7. AMBITIOUS UNAMBITIOUS
(aspiring, self-improving) (lackadaisical)
8. AMOROUS LUSTLESS
(erotic, lustful, amative)
9. ANALYTICAL
(casuistical, hairsplitting)
lO. ANTEVERT RETROVERT
(forward—looking) (retrospective)
ll. ARGUMENTATIVE
(altercative, contentious)
l2. ARROGANT HUMBLE
(insolent, proud, snobbish) (meek)
l3. ASCETIC SENSUOUS
(abatinent, abatemious) (pleasure-seeking)
1“. ASSERTIVE SUBMISSIVE

(dominating, aggressive)

(obedient, self-abasing)

78

TABLE 3 (Continued)
m

15. AUSTERE PROFLIGATI
(stern. dignified, severe) (abandoned, debauched)
l6. AUTOCRATIC
(domineering, dictatorial)
l7. BOASTFUL MODBST
(blustering, vauntful) (unassuming, demure, coy)
18. BROODING UNREPINING
(sulky, moody, mopey)
l9. CAUTIOUS RECKLESS
(wary, careful, precautious) (risk, dashing, careless)
20. CHARMING
(pleasurable personality, sweet)
21. CHEERFUL GLOOMY
(gay, happy, lighthearted) (depressed, sad, melancholy)
22. CLEAR-THINKING INCOHERENT
(does not lose head if excited) (confused, disoriented)
23. CLEVER
(agile, adroit, deft)
2A. CLAUSTROPHOBIC
(nervous in small enclosed spaces)
25. CONCEITED SELF-DISSATISFIED
(self-important, vain, cocky) (self—lothing, self—
accusing)
26. CONSCIENTIOUS . CONSCIENCELESS
(dutiful, active super ego) (unscrupulous, expedi-
ential)
27. CONSTRUCTIVE
(creative, happy in building and making)
28. CONTENTED DISSATISFIED
(satisfied, adjusted) (discontented, wistful)
29. CONVENTIONAL INDIVIDUALISTIC

(conforming, prim)

(dissenting, unpredictable
in outlook)

TABLE 3 (continued)

 

30.

31.

32.

33.

3M.

36.

37.

38.

39.

40.

Al.

A2.

COOPERATIVE
(helpful, willing)

COURAGEOUS
(brave, plucky)

CURIOUS
(inquisitive, snoopy)

CYNICAL
(sneering, nihilistic)

DEBONAIR
(jaunty, dapper, natty)

DEFENSIVE
(self—justifying)

DUBITATIVE
(doubting, hesitant)

EASYGOING
(happy-go—lucky, good—natured)

ECCENTRIC
(queer, unpredictable)

EFFEMINATE
(womanish, girlish)

EGOTISTICAL
(incapable of object love)

ELOQUENT
(fluent, oratorical)

EMOTIONAL
(emotionality in sociability)

ENERGETIC-SPIRITED _
(chipper, forceful, high-
spirited)

OBSTRUCTIVE
(saboteurish, ill-
wishing)

COWARDLY
(giving way to fear,
flinching)

UNENQUIRING
(incurious, searchless)

IDEALISTIC

(noble—minded, lofty)

DECISIVE
(decided, sees in black
and white)

PERNICKETY .
(unteasable, strained)

MASCULINE
(virile)

ALTOCENTRIC
(thinking of others)

INARTICULATE
UNEMOTIONAL

(Opposed to emotionality
in tenderness)

LANGUID ‘
(listless, spiritless)

80

TABLE 3 (continued)

 

AA.

45.

A6.

47.

48.

49.

50.

51.

52.

53-

5A.

55.

56.

57.

58.

ENERGETIC-INDUSTRIOUS

(active, strenuous, tireless)

ENTERPRISING
(eager to undertake)

ENTHUSIASTIC
(zestful, zealous, avid)

EVASIVE
(equivocating, escapist)

EXCITABLE
(thrillful, volatile)

EXTRA-PUNITIVE
(critical, nagging)

EXHIBITIONIST
(self-displaying)

FAIR-MINDED
(fair, just)

FASTIDIOUS
(prudish, dainty, over—nice)

FLATTERING
(fawning, oily)

FORMAL
(ceremonious, ritualistic)

FRANK
(straightforward, candid)

FRIENDLY
(accommodating, obliging)

GENEROUS
(indulgent, liberal)

GENIAL
(cordial, hospitable)

LANGUID
(fatigable, idle, lazy)

SHIFTLESS
(helpless)

APATHETIC
(world—weary, desireless)

FACING LIFE

PHLEGMATIC
(stolid, immobile)

PRAISEFUL
(complimentary)

SELF-EFFACING
(not show-off)

PARTIAL
(prejudiced, biased)

COARSE
(Slovenly, crude,
slatternly)

CASUAL
(informal, offhand,
spontaneous)

SECRETIVE
(guarded, non-committal)

HOSTILE
(surly, disagreeable)

TIGHT—FISTED
(mean, stingy).

COLD-HEARTED
(inexpansive, infestive)

81

TABLE 3 (continued)

 

59.

60.

61.

61.

62.

63.

6A.

65.

66.

67.

68.

69.

70.

GLUTTONOUS

(overfond of eating, piggish)

GRATEFUL
(appreciative, thankful)

HABIT~BOUND
(stereotyped, in a rut)

HARD
(callous, harsh, unfeeling)

HEADSTRONG
(self-willed, fiery)

HEARTY
(boisterous, vibrant, noisy)

HIGH-STRUNG
(tense, intense, hectic)

HONEST
(truthful, upright,
principled)

HURRIED
(hustling, pursuing
competition)

HYPOCHONDRIACAL

(concerned with half-imagninary

IMAGINATIVE
(fanciful, Visionary)

IMITATIVE
(apish, quick to copy)

IMPULSIVE
(impetuous, hasty)

THANKLESS
(ingrateful, inappreci-
ative)

LABILE
(unroutinized, youthful)

SOFT-HEARTED
(sensitive to feelings of
others)

GENTLE—TEMPERED
(conciliable, ruly,
passionless)

QUIET
(mild, gentle, milque—
toast)

RELAXED
(calm, serene, inex«
citable)

DISHONEST
(cheating, lying,
thievish)

LETHARGIC
(leisurely, unhurried)

illnesses)

DULL
(unimaginative,
plodding)

NON—IMITATIVE
(inemulous)

DELIBERATE
(level-headed, self-

restrained)

82

TABLE 3 (continued)

 

71.

72.

73-

7A.

75.

76.

77.

78.

79.

80.

81.

82.

83.

84.

INDEPENDENT

(self-reliant, self-helping)

INFLEXIBLE
(rigid, conservative,
die-hard)

INHIBITED
(restrained, constrained)

INTERESTS WIDE
(emotional response to many
things)

INTUITIVE
(implicit thought)

INTROSPECTIVE
(looking into the self)

IRRITABLE
(crabbed, hot-tempered)

JEALOUS
(envious, rivalrous)

KIND (BY DISPOSITION)
(benevolent, maternal)

KIND (ON PRINCIPLE)

DEPENDENT
(passive, clinging)

ADAPTABLE
(elastic, flexible)

INCONTINENT
(free, expresses emotions
easily)

INTERESTS NARROW
(emotional response
narrow)

LOGICAL
(explicit, detached
thought)

GOOD-TEMPERED
(Slow to anger)

RUTHLESS
(uncharitable, mean-
Spirited)

(christian, humanitarian, considerate)

LAUGHTERFUL
(jestful, flippant)

LEADING (NOT DOMINEERING)

MIRTHLESS
(laughterless, unamused)

(managing, leading democratically)

LOYAL
(faithful, stanch, true)

MATURE (IN EMOTIONAL
DEVELOPMENT)

(frustration tolerant)

FICKLE
(inconstant, never
attached)

INFANTILE
(not self-objective)

83

TABLE 3 (continued)

 

85.

86.

87.

88.

89.

90.

91.

92.

93.

9A.

95.

96.

97.

98.

99.

MEMORY GOOD
(recollective, retentive)

MISCHIEVOUS
(impish, wanton, playful)

MULISH
(obstinate, contrary)

MYSTICAL
(superstitious, soulful)

NEUROTIC
(unstrung, nervous tics)

OPINIONATED
(narrow-minded, fanatical)

OPTIMISTIC
(sanguine, hOpeful)

ORIGINAL
(resourceful, inventive)

PATIENT
(forebearing, long-suffering)

PAINSTAKING
(neat, thorough, accurate)

PEDANTIC
(precisionist, fussy)

PERSEVERING
(determined, tenacious)

PHANTASYING

FORGETFUL
(amnesic, aphasic)

REASONABLE
(tractable, teachable)

APPOLLONIAN
(matter-of—fact,
classical)

TOLERANT
(open-minded, liber-
alistic)

PESSIMISTIC
(hopeless, despairful)

BANAL
(notionless, poverty of
ideas)

IMPATIENT
(overhasty, restive)

SLIPSHOD
(lax, careless,
Slovenly)

DISORDERLY
(inexplicit, vague)

QUITTING
(faltering, lacking grit)

(deluded, living in imaginary world)

PHYSICALLY ACTIVE
(need of physical exercise)

PIOUS
(devout, saintly, spiritual)

WORDLY
(materialistic, impious)

T

84

TABLE 3 (continued)

 

100.

101.

102.

103.

104.

105.

106.

107.

l08.

109.

111.

112.

113.

114.

PLAINTIVE

(greedy for affection, cry-baby)

PLANFUL
(foresighted, purposeful)

POISED
(self-assured, nonchalant)

POLISHED

(smooth, refined, courteous)

PRACTICAL
(capable in emergencies)

PUGNACIOUS
(quarrelsome, militant)

RELIABLE
(trustworthy, dependable in
general)

RESERVED
(reticent, seclusive)

RESILIENT
(buoyant, effervescent)

RESPONSIVE
(sympathetic, movable)

REVERENT
(god-fearing, contrite)

SADISTIC

(cruel, spiteful, malevolent)

SARCASTIC

(sardonic, mordant, satirical)

SELF-CONFIDENT
(confident, assured)

PLANLESS

AWKWARD
(self—conscious, unsure)

ROUGH
(curt, abrupt, rude,
gruff)

UNREALISTIC
(not grappling with every:
day matters)

PEACEABLE
(pacific, not bel-
ligerent)

UNDEPENDABLE
(unpredictable, not
steadfast)

INTRUSIVE
(expansive, out going,
intimate)

DEPRESSIBLE
(not readily recovering
from emotional shock)

ALOOF
(shut-in, indifferent)

REBELLIOUS
(defiant, disrespectful)

MASOCHISTIC
(seeking Suffering)

SELF-DISTRUSTING
(self—uncertain)

85

TABLE 3 (continued)

 

“—
115. SELF-CONTROLLED
(self-commanding, self-disciplined)
116. SELF-DECEIVING
(self-deluding, self-escaping)
117. SELF-PITYING
(martyr-like, self-immolating)
118. SELF-RESPECTING
(self-revering, high ego ideal)
119. SELFISH SELF-DENYING
(self—interested, uses people) (selfless, considerate)
120. SENSITIVE TOUGH
(feelings easily hurt, (thick-skinned, insensi-
offendable) tive)
121. SENTIMENTAL HARD—HEADED
(slushy, romantic) (unromantic, not easily
sentimental) "
122. SERIOUS FRIVOLOUS
(earnest, grave, solemn) (light-minded, giddy,
rattlebrain)
123. SHREWD NAIVE
(cunning, astute, crafty) (innocent, simple)
124. SLANDEROUS
(calumniating,'detractory)
125. SLEEPS WELL SLEEPS POORLY
(deep Sleeper) (insomniac)
126. SLOW (TEMPERAMENTALLY) QUICK .
(sluggish, Slow-witted) (nimblew1tted, quick
Of apprehension)
127. SOCIABLE I SHY
(good mixer, fond of meeting (bashful, hermitish)
people)
128. SOCIABLE II SELF SUFFICIENT

(congregative, companionable)

(exclusive, solitary,
self-contained)

86

TABLE 3 (continued)

 

129.

130.

131.

132.

133.

134.

135.

136.

137.

138.

139.

140.

141.

142.

SOPHISTICATED
(subtle, wordly-wise)

SOUR

(sullen, sulky, embittered)

STABLE EMOTIONALLY
(constant, steady)

STRONG IN PERSONALITY

(easily dominating, well-knit)

SUBJECTIVE
(autistic, theoretical)

SUGGESTIBLE

SIMPLE-HEARTED
(childlike, ignorant)

CHANGEABLE
(fitful, erratic,
temperamental)

GUIDED BY REALITY
(objective, not deceived
by wishful thinking)

(impressible, easily influenced)

TACTFUL
(discreet, sensitive of
‘others' feelings)

TALKATIVE
(voluble, profuse)

TEMPERATE

(balanced, moderate)
THOUGHTFUL

(studious, reflective)
THRIFTY

(frugal, niggardly)

TIMID (DISPOSITION)
(fearful, apprehensive)

TREACHEROUS

(treasonable, deceitful, Sly)

TRUSTFUL
(gullible, trusting)

TACTLESS
(undiplomatic)

TACITURN
(terse, silent)

EXTREME
(tragic and heroic
emotionality)

UNREFLECTIVE
(thoughtless, hasty)

CARELESS WITH GOODS
(Spendthrift, extrava—
gant)

ADVENTUROUS
(love of risk and chance,

bold)

SUSPICIOUS
(skeptical, distrustful)

87

TABLE 3 (continued)

 

 

143. VERSATILE
(jack-of-all trades)
144. VINDICTIVE UNRESENTFUL
(vengeful, grievance-bearing) (forgiving, reconcili-
atory)
145. VIVACIOUS
(lively, expressive of face and gesture)
146. WANDERING SETTLING DOWN
(vagabondish, unable to stay (belonging)
still)
147. WITTY HUMORLESS
(humorous, waggish)
148. WISE FOOLISH
(sage, wordly-wise, sensible)
149. WORRYING PLACID
(anxious, agitated, fretful) (untroubled, airy,
fatalistic)
Source: Adapted from R. B. Cattell's, Description and

 

Measurement of Personality.

CHAPTER V

A PILOT STUDY DEMONSTRATION OF THE PERSONALITY
TRAIT TECHNIQUE OF ANALYSIS-—

PRIMARY FINDINGS

The personality trait technique of analysis pro-
posed in the previous chapter was demonstrated by applying
the method to a vocational education problem. A pilot
study was conducted in two occupationsl fields in the
food service industry. The purpose of the study was to
determine the affective trait requirements for the female
cook and the waitress position for a possible vocational
training program designed to deveIOp the required compe-
tencies. However, to unify the research project the pilot
study also determined the occupational requirements for the
two positions in the cognitive and psychomotor realms.

The pilot study findings are, therefore, (a) the
result of original research conducted by the author, which
centered upon the trait qualifications classified in the
affective domain; and (b) secondary findings developed by
' l

the U.S. Employment Service classified non—affective.

The non-affective traits were further classified for the

1U. S. Employment Service, Op. cit.

88

89

purpose of the study into either cognitive or psychomotor
components. This approach was necessary in order to take
into account all of the major factors which affect an
individual's adjustment to work.

The findings are presented separately for each job
classification and are divided according to the above three
generally accepted educational divisions.

The methodology for conducting the pilot study was
described in detail in Chapter II and IV. However, to
facilitate reading, the procedure will be briefly stated
here. The trait requirements essential to the cook and
waitress positions were identified by an industry advisory
panel. The selected traits were scaled by the panel tO
determine each essential traits: (l) importance to the
job; (2) the refinement required to meet job entry quali—
fications; and (3) the refinement required for advancement
in the job classification. The panel's consensus of
Opinion concerning the personality trait requirements for
the two occupational callings are presented in tabular
form and the highlights of the findings are described in

the text.

90

The Components of Competence for
the Female Cook Position

 

The Affective Components

 

Common traits.—-The affective traits essential to

 

the female cook position are provided in two tables.
Table 4 contains the traits which are required in common
with the waitress position and Table 5 contains the traits
uniquely required. The traits were determined by selection
from the master list of affective personality traits,
Table 3, and also selected by the panel rating the traits
on the personality scaling device. The traits listed in
Table 4 can be considered a common core of required
learnings for the two occupational groups.

Knowing which traits are common and which are
unique could be useful in determining course content and
designing curriculum for food service industry instructional
programs. Compiling similar data from a series of job
studies may make it possible to establish student groups
and blocks of subject matter for class instruction. Most
of the training in the area Of personality trait develop-
ment is now conducted on a one—to-one ratio. Cost reduction
in training could result by establishing homogeneous groups
with similar deficiencies for group instruction instead

of continuing the present practice of individual instruction.

91

TABLE 4.-—Desirab1e affective personality traits common to
the cook and waitress position.

 

10.
19.
21.
22.
26.
27.
28.
30.
37.
43.
44.
45.
46.
51.
55.
56.
58.

Alert

Natural

Ambitious

Antevert

Cautious

Cheerful
Clear-thinking
Conscientious
Constructive
Contented
COOperative
Easygoing
Energetic—spirited
Energetic—industrious
Enterprising
Enthusiastic
Fair—minded

Frank

Friendly

Genial

60.
62.
64.
65.
71.
72.
77.
80.
83.
85.
93.
94.
104.
106.
114.
115.
131.

135.

Grateful
Gentle—tempered
Relaxed

Honest

Independent
Adaptable
Good-tempered

Kind (on principle)
Loyal

Memory Good
Patient
Painstaking
Practical

Reliable
Self-confident
Self-controlled
Stable Emotionally

Tactful

92

Unique traits.--Table 5 contains the traits in the
affective area which the panel identified as unique to the
cook position. Because of their exclusive nature, trait
development is here dependent upon instruction independent
from the common traits, for they would require separate
subject matter and attention. Combining Tables 4 and 5
renders the qualifying traits in the affective area which
are needed by a person aspiring to become a commercial

cook-

TABLE 5.--Affective personality traits unique to the female
cook position.

 

Personality Traits

 

l Assertive 5 Planful

2. Decisive 6 Responsive

3. Tolerant 7. Self—respecting
4. Persevering 8 Thrifty

 

Table 6 contains the affective traits which were
selected by the panel as essential and unique to the
waitress position. These traits are mostly social inter-
action type characteristics which are not essential to
cooks because they usually are not in contact with the
consumer: waitresses, however, need the traits in dealing
with customers. Tables 4 and 6 when combined render the

qualifications in the affective area which are needed by

aspiring waitresses.

93

TABLE 6.--Affective personality traits unique to the
waitress position.

 

Personality Traits

 

1. Affectionate 6 Poised

2. Charming 7 Polished

3. Deliberate 8. Sensitive

4. Leading (not 9. Serious
domineering) 10. Sociable

5. Mature (emotionally) ll. Vivacious

 

It is interesting to note that among the affective
requirements there are many more common than unique traits.
This suggests that most of the needed traits might be
learned and taught in groups, while fewer would require
separate attention. However, it will be noted later that
the degree of refinement of each trait varies considerably
with the job classification. Also, trait requirements may
be similar but the Situation in which they are learned may
vary appreciably. The transfer of learning limitations idea
becomes a key issue in establishing core programs for the

purpose Of personality trait development.

Igait Importance to the Job
Table 7 contains the traits essential to the cook
position classified according to the traits importance to

the job. The consensus of opinion of the panel was that

94

Table 7.--Affective personality traits of a competent cook
classified according to the traits importance to the job.

 

 

Group A—-Very Important

 

 

 

 

 

 

1. Alert 4. Enterprising
2 Clear~Thinking 5. Honest
Cooperative 6. Memory-—Good
7. Reliable
Group B--Considerab1y Important

1. Ambitious 15. Adaptable

2. Cautious 16. Good-Tempered
3. Cheerful l7. Loyal

4. Conscientious 18. Patient

5. Constructive l9. Painstaking

6. Contented 20. Practical

7. EnergetiC_—Spirited 21. Self-Confident
8. Energetic--Industrious 22. Self-Controlled
9. Enthusiastic 23. Stable-Emotionally
10 Fair—Minded 24. Tactful
ll. Friendly 25. Temperate
12 Genial 26, Planful
l3. Relaxed 27. Thrifty
1“ Independent 28. Tolerant

Group C--Moderate1y Important

1. Natural 7. Antevert

2° Easy-Going 8. Assertive

3. Frank 9. Perservering

4. Grateful 10. Responsive

5' Gentle-Tempered 11° Self—Respecting
6. Kind l2. Decisive

 

Group D--Slight1y Important

NONE

95

twenty-eight traits were considerably important, twelve
moderately important, seven very important and none
Slightly important. This classification of traits may be
useful in establishing a priority of occupational needs.
In designing a vocational program the initial emphasis
could be placed on those traits with the highest priority

rating.

Entry EXpectationS for the Cook Position

 

Table 8 contains the affective personality traits
essential to a competent cook, classified according to
employers' expectations. These ratings were also established
by the consensus of Opinion of the advisory panel. The
expectations are scaled on the baSiS of the desirable degree
at the time of an employee's entry into the industry.

Employers indicated that for the cook position none
Of the traits selected as essential need be highly developed
at the time of application for a job. However, ten traits
were listed among those to be considerably developed, thirty-
seven among those to be moderately developed and none in
the slightly developed group. The expectations of the
employers appear to the writer to be realistic requirements
for this job classification. The opinions varied somewhat
and the dispersions ranged two or three points from the
central position, but the greatest number of respondents

cited the trait group classifications as they are shown in

96

 

 

 

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97

the table. Both the opinion dispersion and the mode are
indicated for each trait listed in Table 8. The Opinion
dispersion reveals that some employers have higher standards

than others.

Improvement Expectations

 

Table 9 shows employers' expectations concerning
essential traits after a two—year employment interval.
The table indicates that the highly developed traits now
number eleven, whereas for the time of entry there were
none. The considerably developed traits number thirty—
six, whereas for the time of entry there were only ten
listed. The last two groups contain none. The data shows
that affective improvement is expected of cooks from the
time they enter the industry as compared with two years
later. The promotion requirements are markedly different
from the initial acceptance qualifications. The expectations
in different time periods reveal that employers may have
experienced a change in affective behavior in their
employees in the past. Apparently, these traits are ex—
pected to be deveIOped to a fairly high degree of refine-
ment on the job. If affective attributes can be changed
by on-the-job learning the possibility exists that this
type of behavior change can also be brought about by other
instructional methods. The required change, however, is
not a total acquisition of the designated attribute but

a refinement of an existing trait.

98

 

 

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99

Affective Trait Requirements Profile

Figure 7 is a profile of all the traits which comprise
a competent female cook at two time periods. The data was
derived from Tables 7, 8, and 9. It shows the expected
behavior change for each trait from the time of entry to a
time period two years later. The difference between the
entry graph line and the two year employment graph line is
the expected behavior change.

The profile is a composite picture of all essential
traits and their desired development over time. The
graph is useful in determining the traits which need to be
developed and the degree of development needed at different
time intervals. The student's level Of trait development
could be determined by psychological testing similar to
the method used in the ability and interest profile ratings
now in use in counseling and guidance. A comparison of a
student's trait profile with the job requirement profile
would indicate where deficiencies exist and where improve—
ment is needed. The suggestion is that a student's
affective traits could be tested and developed to meet
the job requirements in the same manner that mathematical,
verbal and other Skills are now developed in vocational
education.

An example of how to read the profile follows: Trait
N0. 1, "Alert,” was considered by the panel to be very

important to the job of cook and is therefore in group "A."

100

 

 

 

 

 

 

 

 

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102

The consensus Opinion of the panel indicated that at time
of job entry employers expect the applicant to be "moder—
ately alert," level 4, and in two years time they expect
the employee to have advanced to level 8, "considerably
alert.” The lowest entry level listed by a member of the
panel was level 3. The behavior change eXpected in the

two year span is from level 4 to 8, four points on the ten
point scale. The bottom line graph represents entry quali—

fications and the top line graph improvement expectations.

The Cognitive Components

 

The cognitive components for the cook position were
determined from an analysis of the data compiled by the

federal government in a manual entitled, Worker Trait Re-
1

 

quirements for 4000 Jobs. The publication contains a

 

compilation of job requirements including the abilities

and interest factors of the personality sphere. The manual
presents a breakdown of the requirements for the major job
classifications including training time, aptitudes, temper-
aments, physical capacities, the type of work and the
industry with which the jobs are categorized. For com-
parative purposes the data are given in codified form.

The specific data which have relevance to the two
occupations considered in this study were abstracted from
the manual and are reproduced on Schedule 1, pages 104-105,
entitled "Worker Trait Requirements for Selected

-_._._

lWorker Trait Requirements for 4000 Jobs, op. cit.

 

103

Job Classifications." The schedule also contains a series
of contrasting occupations for illustrative purposes. In
addition, a template is provided on the page facing the
schedule, page 105, which serves as a key for deciphering
the code. A more comprehensive set of factor definitions,
relating to the code is provided in Appendix E as an
additional reference for interpreting the data which the
schedule presents. An interpretation Of the coded data

for the cook position follows below.

Training Time Required

 

The training time required for a cook to acquire the
knowledges and abilities necessary for average job per—
formance, according to the coded schedule, in General
Educational Development (GED) is level 5. On the "Scale of
General Educational Development" (Appendix E) level 5 is
the reasoning development level at which a person has the
ability to apply principles of rational systems to solve
practical problems, such as are found in bookkeeping,
electric—wiring systems, house building, or internal com—
bustion engines. A worker at this level needs the ability
to interpret a variety of instructions furnished in written
oral, diagrammatic, or schedule form. A worker performing
at this level, deals with a variety of concrete variables.

The highest and lowest levels of general educational

develOpment according to the scale are l and 7: At

104

 

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level 1, only common sense understanding to carry out simple
oral instructions is necessary; at level 7, the ability

to apply principles of logical or scientific thinking to a
wide range of intellectual and practical problems is mani«
fested. The level of attainment of an average cook in

this area is level 5, one step above the median level of

the scale.

The mathematical development required for a person
doing thiswork is to have the ability to perform ordinary
arithmetic, and also to be able to apply simple algebraic
and geometric procedures to practical problems.

The language development required is comprehension

and expression at the level of ngular Science magazine or

 

the "America Town Meeting of the Air" radio program.

The Specific Vocational Preparation (SVP) required for
a cook is level 7 (over two years of practical experience
and up to and including four years of practical work
experience). By interpretation, that is the amount of time
considered to be required of a job-holder to learn the
techniques and to develop the facility needed for average

performance in this job.1

 

lT . .

in contrast, an executive chef requires ten years
specific vocational preparation time, level 9, the highest
level, ibid, p. 112.

107

Temperament Needed

 

The temperament required of a cook falls into the
group dealing with sensory and judgmental criteria. In
other words, a cook works in situations involving evalua—
tion and judgment, such as weighing, measuring and mixing
of ingredients and later testing for quality and variations
from established standards of quality. A cook produces
finished products by processing raw materials. Throughout
this process the emphasis is placed upon the ability to
make discriminatory judgments concerning various elements

and combinations of elements.

Interests

 

The interests of a cook are generally and decidedly
non-social. A cook usually prefers situations which call
for activities in relation to processes, machines, and
techniques. There is a definite preference to work with

things rather than with peOple.

The Psychomotor Components

 

Physical Capacities

 

The physical capacities required to do the work of
a cook are those associated with moderate type work (M).
The job requires the worker to do considerable walking,
lifting, reaching, and material handling. Speaking and

hearing ability is needed. The work is inside work and

108

few extremes of temperature are encountered with the
exception of the heat and moisture from cooking and the

cold from entering refrigerated areas.

Aptitudes Needed

 

Concerning the required aptitudes for the job, a
cook requires the abilities common to the middle third of
the pOpulation for some aSpects of this work, and those of
the lower third, minus the lowest 10%, for others, such as
in eye-hand—foot co—ordination. In intelligence, form
perception, and manual dexterity the job requires abilities
common to the middle third. In numerical, verbal, spatial,
clerical perception, motor co-ordination, finger dexterity,
manual dexterity and color discrimination the job requires
an aptitude common to the lower third, exclusive of the
lowest 10% of the working population.

Concluding Statements Concerning Trait
Requirements for the Cook Position

 

 

The cognitive and psychomotor requirements of the cook
position, when combined with the affective personality
traits considered essential to the job (Table 7),
comprise the psychological trait requirements deemed
necessary to adapt and succeed in this occupational field.

The Specific skills for which a cook needs to be
trained, that is, the technical Skills and knowledge, are

obtainable by conducting an individual job analysis of

109

each of the sixteen job titles in the cook classification.
The Skills of a roasting cook, for example, differ from
those Of a short-order cook. The precise duties and tasks
are needed to establish job specifications leading to the
development of these skills. This problem is not within

the purview of the present paper. However, these behavioral
outcomes are a necessary component in training and would
have to be determined in the final stages of developing

an educational program.

The Components of Competence for
the Waitress Position

 

 

The Affective Components

 

The affective traits essential to the waitress posi—
tion are provided in two tables: Table 4 contains the com—
ponents which are required in common with the cook position,
Table 6 contains the components which are unique to the
waitress classification.1 The traits were determined in the
same manner as for the cook classification. The unique
trait group are mostly social Skills such as ”poise” which
are required in dealing with the public. They differ from
the cook traits primarily because a cook deals only with
fellow employees, whereas the waitress needs to deal with

both the staff and the public.

Trait Importance to the Job
Table 10 is a classification of the affective traits

considered essential to the waitress position. The traits

—_..__.__

lSee pp. 91 and 93-

110

Table lO.——Affective personality traits of a competent waitress
classified according to the traits importance to the job.

 

 

Group A—-Very Important

 

 

 

 

 

1. Alert 10. Honest

2. Clear—thinking ll. Memory—good
3. Conscientious 12. Patient

4. Contented l3. Painstaking
5. Cooperative 14. Poised

6. Enterprising 15. Reliable

7. Enthusiastic 16. Self—controlled
8. Friendly 17. Stable—emotionally
9. Good-tempered 18. Tactful

Group B-—Considerably Important

1. Natural 12. Independent

2. Ambitious l3. Adaptable

3. Cautious l4. Kind

4. Cheerful 15. Loyal

5. Constructive 16. Practical

6. Easygoing l7. Self-confident
7. Energetic—spirited l8. Temperate

8. Energetic—industrious 19. Antevert

9. Fair-minded 20. Charming
10. Genial 21. Deliberate
11. Grateful 22. Mature

23. Polished
Group C--Moderately Important

1. Gentle-tempered 4. Leading

2- Relaxed 5. Sociable I

3- Affectionate 6. Vivacious

 

Group D--Slightly Important

NONE

111
are classified according to their relative importance to
the job. Eighteen traits were found to be very important
to the job, twentyvthree considerably important, six
moderately important, and none slightly important. The
importance factor for the waitress job varied considerably
from the cook position. While only seven of the traits
listed were classified as very important to the cook,
eighteen were considered very important to the waitress
position. The traits were also different in kind. However,
all of the seven traits classified as very important to
the cook position were also in this category for waitresses.
The additional traits considered very important for the
waitress tended to be those required for more effective
inter-personal relations, including traits such as tactful,
poised, pains—taking, and friendly.

Entry Expectations for the
Waitress Position

 

 

Table 11 contains the affective personality traits
required of a waitress, classified on the basis of
employers' expectations. These are classified as desired
trait development at time of an employee's entry into the
industry. The trait groups do not differ much numerically
from the groups established for the cook position. For
instance, the waitress classifications contained one trait,
honesty, as requiring a high degree of refinement, the

cook contained none; the waitress classification contained

112

 

 

 

 

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113

eleven requiring considerable development, the cook class
shows ten; the waitress class contained thirty-five requiring
moderate development; the cook class shows thirty-seven.
However, the types of personality traits which made up each
classification varied widely. For example, the waitress
category of "considerably" included kind, charming and
tactful, three traits that were listed at lower levels for

cooks or not at all.

Improvement Expectations

 

Table 12 shows the essential traits in terms of
employer expectations after a two year time interval. The
panel's Opinions were very decisive for this part of the
study, and all of the traits were rated in the two highest
classifications and none in the two lower groupso Twenty-
two traits were expected to be highly develOped and twenty—
six considerably developed. The change expected from the
time of entry is considerable and the high degree of
refinement required is very significant to educational
planning. The on—the-job expected learnings are high both
in quantity and quality. The forty-eight traits included
in these two categories signify the magnitude of the
vocational educational problems in this reSpect° The
findings signify that the behavioral learning tasks in
this area are difficult. Judging job difficulty without

consideration for the affective learnings may lead to

114

  

 

 

 

    

 

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tions are that a job which may appear relatively simple

on the surface, from the standpoint of skills and knowledge,
may prove to be very demanding and complicated when con-
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placing emphasis in education on each segment of learning

in relation to the importance, need, and difficulty of

material to be mastered,

Affective Trait Requirements' Profile

Figure 8 is a profile of the traits which comprise a
competent waitress. The data for the profile was derived
from Tables 10, ll, and 12° As in the case of the cook
position the information illustrates the degree of trait
development needed for the job at different time intervals.
The difference between entry expectations and the qualifi-
cations expected after two years employment indicates the
behavior change expected for each of the traits listed in
the two year time Spano In each instance a change was
expected, indicating that employers consider a marked
improvement is necessary for advancement, The profile is
a composite picture of the Job requirements in the
affective domain with usefulness in plotting a person's
position and progress in relation to the requirements. A
determination of where a student is situated on the profile

would require psychological testing. This phase of the

116

 

 

 

 

 

 

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118

problem was not resolved in the present study, although it

appears feasible by utilizing existing testing procedures.
The Cognitive Components

The cognitive components for the waitress position
were determined in the same way that these traits were
established for the cook position. The codified data

from Schedule 1, page lO3, were interpreted to mean the

folloWing:

Training Time Required—-Cognitive and
Psychomotor Trait Development

The training time required for a waitress to acquire
the knowledges and abilities necessary for average Job-
performance, is level 3 listed on Schedule 1 in General
Educational Development (GED). On the "Scale of Educational
Development" (Appendix E) level 3 is the ability to apply
common sense understanding to carry out detailed but
uninvolved written or oral instructions. The Job-holder
deals with problems involving relatively few concrete
variables. A waitress is required to know arithmetic to
add, subtract, multiply and divide whole numbers. The
Specific Vocational Training time (SVP) is between 30 days
and 3 months, depending upon educational background.

The language development necessary to function effec-

tively as a waitress is at the level of comprehension and

119

expression such as pulp detective magazines and radio

programs of the Dorothy Dix and soap opera types.

Temperament Needed

The temperament requirements of a waitress are those
dealing with situations involving doing things only under
Specific instructions. The Job allows for little indepen—
dent action or Judgment in working out job problems. The

job requires work with situations involving the necessity

of dealing with people.

Interests

The interests of waitresses tend towards situations
involving a preference for activities including those of
business contact with peOple. The interests show a pre-
ference for activities of a routine, concrete and organized
nature. The work requires adjustment to many different

people and to repetitive work in sequential arrangements.

The Psychomotor Components

Physical Capacities
The physical capacities required for this type of

work are those associated with light work. The Job requires
considerable reaching for and handling of materials,
constant walking is necessary. The ability to speak and
hear well are important requirements for employment. The

work is usually inside with no extreme elements of

120

weather, heat, cold, or moisture. Curbettes in drive—
in—restaurants, however, must be able to adjust to inside

and outside temperature changes in some geographical

regions.

Aptitudes Needed

The person performing this type of work requires
abilities common to the middle third of the working popu«
lation. The required intelligence, form perception, motor
co—ordination, and manual dexterity are those found in the
middle third of the working population. The required
verbal, numerical, Spatial, clerical perception and finger

dexterity are those found in the lower third, exclusive of

the lowest 10%, of the working population.
Concluding Statements Concerning Trait
Requirements for the Waitress Position

The material presented above constitutes the require—
ments for the waitress position. The specific skills for
individual tasks, however, have not been included: These
precise duties and tasks would also have to be determined
before planning a vocational program. The tasks can be
determined by analyzing the work and drawing up Specifip
cations for these skills in behavioral descriptions. The
tables and figures represent the qualification traits in
the various domains, from which a set of Specifications can
be written. A demonstration of the application of the data

to educational uses is presented in the next chapter.

121

Pilot Study Summary and Conclusions

The pilot study was conducted to show that the
personality trait technique proposed in Chapter IV is prac—
tical and feasible. The demonstration indicates con—
clusively that the affective area of competence can be
analyzed for occupational purposes. The findings show
that the personality traits can be identified, isolated
and classified. They also demonstrate that the traits vary
with occupations and that the difference can be determined
for educational purposes. Considerable consistency was
found in the opinions of the members of the advisory panel.
The study showed that the panel's judgments could be
quantified.

The determination of the psychological traits, which
are needed for competent performance, and the degree of
development, which is deemed desirable for an occupational
field, are the foundational data necessary for the develOp—
ment of a vocational program designed to prepare students
to accepted levels of competence. Qualified service workers
need adequately developed personalities for successful
careers: This includes the attitudinal area of the person-
ality sphere. Teaching and training should take into account
all aspects of the personality and each realm should be
emphasized in relation to its influence and impact on com-
petent Job behavior. Educational consideration should be

given to the abilities, the interests and the affective

122

components in developing a competent employee. In the past,

the interests and abilities factors have received appro¢
priate attention but the affective factors have been
seriously neglected. The pilot study demonstrated that
this need not be the case, that the affective traits are
analytically approachable, and that data can be gathered

from which precise affective Job qualifications can be

determined.

A Second Study

Another study was conducted by the writer which
supports many of the pilot study findings. The second
sample consisted of fifty—eight enrolees in an Evening
College Seminar, con51sting of a crossection of managers
and owners of hotels, motels, restaurants and drive-in

restaurants, from the Central Michigan area. Although

the second sample was much larger than the first (58
compared to 23) the essential traits and their classifica-
tions chosen by both groups was similar. A number of
differences are evident and these will be explained

later. The findings are tabulated in Tables 13 through

18 in the forthcoming pages: The comments appear after
the tables. The procedure for the second study was the

same as the one used in obtaining data for the pilot study.

123

Study No. 2

TABLE l3.--Affective personality traits of a competent cook
classified according to the traits importance to the Job.

Group A——Very Important

 

 

 

 

 

l. Alert 7. Friendly

2. Cheerful 8. Honest

3. Clear Thinking 9. Memory Good

A. Conscientious lO. Painstaking

5. Contented ll. Reliable

6. Cooperative 12. Stable Emotionally

Group B-—Considerably Important

1. Ambitious 14. Patient

2. Cautious 15. Practical

3. Energetic—-Industrious l6. Self-Confident
A. Enterprising l7. Self—Controlled
5. Enthusiastic 18. Tactful

6. Fair minded l9. Persevering

7. Frank 20. Planful

8. Genial 2l. Self-Respecting
9. Independent 22. Thrifty
lO. Adaptable 23. Decisive
ll. Good Tempered 2A. Tolerant
l2. Kind on Principle
l3. Loyal

Group C——Moderately Important

1. Natural 6. Gentle Tempered
2. Constructive 7. Relaxed

3. Easy Going 8. Antevert

A. Energetic——Spirited 9. Assertive

5. Grateful lO. Responsive

 

Group D—-Slightly Important

NONE

Study No.

124

TABLE 14.—-Affective personality traits required of a
competent cook classified according to employers'
expectations at time of industry entry.

Group I——Highly DevelOped Traits (9-lO)

1.

Honest

Group II--Considerably Developed Traits (6—8)

 

 

 

l. Cooperative 3. Reliable
2. Loyal A. Tactful
5. Self-Respecting
Group III—-Moderately Developed Traits (3—5)

1. Alert 23. Adaptable

2. Natural 24. Good Tempered
3. Ambitious 25. Kind

A. Cautious 26. Memory Good

5. Cheerful 27. Patient

6. Clear Thinking 28. Painstaking

7. Conscientious 29. Practical

8. Constructive 30. Self—Confident
9. Contented 3l. Self-Controlled
10. Easy Going 32. Stable Emotionally
ll. Energetic-Spirited 33. Temperate

l2. Energetic-Industrious 3A. Antevert
l3. Enterprising 35- Assertive

lA. Enthusiastic 36. Persevering
15. Fair minded 37. Planful

16. Frank 38. Responsive

l7. Friendly 39. Thrifty

18. Genial HO. Decisive

19. Grateful Al. Emotional
20. Gentle Tempered A2. Tolerant

2l. Relaxed
22. Independent

 

Group IV—-Slightly Developed Traits (l-2)

NONE

125

Study No. 2

TABLE 15.--Affective personality traits required of a
competent cook Classified according to the employers'
expectations after two years employment.

 

Group I-—High1y Developed Traits (9—10)

 

 

 

1. Alert 10. Adaptable

2. Ambitious ll. Loyal

3. Conscientious 12. Memory Good

4. Cooperative l3. Painstaking

5. Enthusiastic l4. Reliable

6. Fair minded 15. Self-Controlled
7. Friendly 16. Stable Emotionally
8. Genial l7. Tactful

9. Honest 18. Tolerant

Group II—-Considerably Developed Traits (6-8)

1. Natural 16. Good Tempered
2. Cautious 17. Kind

3. Cheerful 18. Patient

4. Clear Thinking 19. Practical

5. Constructive 20. Self—Confident
6. Contented 2l. Temperate

7. Easy Going 22. Antevert

8. Energetic-—Spirited 23. Assertive

9. Energetic—-Industrious 24. Persevering
lO. Enterprising 25. Planful
11. Frank 26. Responsive
l2. Grateful 27. Self-ReSpectins
13- Gentle Tempered 28. Thrifty
14. Relaxed 29. Decisive

15. Independent

Group III——Moderate1y Developed Traits (3—5)

NONE

Group IV-—Slightly Developed Traits (1-2)

NONE

126

Study No. 2

TABLE l6.—-Affective personality traits of a competent
waitress classified according to the traits importance to

the Job.

 

Group A-—Very Important

 

 

 

 

 

1. Alert 12. Kind (on Principle)
2. Ambitious 13. Good Memory

3. Cheerful 14. Patient

4. Clear Thinking 15. Reliable

6. Contented l6. Self—Controlled
7. Cooperative 17. Stable Emotionally
8. Friendly 18. Tactful

9. Genial l9. Charming

10. Honest 20. Polished

11. Good Tempered 21. Sociable

Group B——Considerably Important

1. Natural l3. Loyal

2. Cautious l4. Painstaking

3. Energetic-Spirited 15. Practical

4. Energetic—Industrious l6. Self—Confident
5. Enterprising l7. Affectionate

6. Enthusiastic 18. Leading

7. Fair Minded 19. Mature

8. Grateful 20. Poised

9. Gentle Tempered 21. Serious
10. Relaxed 22. Vivacious
11 Independent 23- Temperate
12 Adaptable 24. Antevert

25. Deliberate
Group C--Moderate1y Important
1. Easygoing 3. Submissive
2, Frank 4. Quiet

5.

Hurried

Group D-—Slightly Important

NONE

127

Study No. 2

TABLE l7.--Affective personality traits of a competent
waitress Classified according to employers' expectations
at time of industry entry.

 

Group I--Highly DevelOped Traits (9-10)

 

NONE

 

Group II--Considerab1y Developed Traits (6-8)

 

l. Honest

 

Group III--Moderate1y Developed Traits (3—5)

 

1. Alert 27. Memory Good
2. Natural 28. Patient
3. Ambitious 29. Painstaking
4. Cautious 30. Practical
5. Cheerful 31. Reliable
6. Clear Thinking 32. Self-Confident
7. Conscientious 33. Self-Controlled
8. Contented 34. Stable Emotionally
9. Cooperative 35. Tactful
10. Easy going 36. Affectionate
11. Energetic—Spirited 37. Charming
12. Energetic—Industrious 38. Leading
l3. Enterprising 39. Unrepining
14. Fail“ Minded 40. Mature
16. Frank 41. Poised
17. Friendly 42. Polished
18. Genial 43. Sociable
19. Grateful 44. Serious
20. Gentle Tempered 45. Vivacious
21. Relaxed - 46. Temperate
22. Independent 47. Antevert
23. Adaptable 48. Submissive
24. Good Tempered 49. Conventional
25. Kind 50. Quiet
26. Loyal 51. Hurried

52. Deliberate
Group IV--Slight1y Deve10ped Traits (1-2)

NONE

128

Study No. 2
TABLE 18.——Affective personality traits of a competent

 

 

 

 

waitress Classified according to employers' expectations
after tWO Years employment.
Group I-—High1y Developed Traits (9—10)
1. Alert 12. Loyal
2. Ambitious 13. Memory—-Good
3. Clear Thinking 14. Patient
4. Contented 15. Painstaking
5. Cooperative 16. Reliable
6. Energetic——Industrious 17. Self—Confident
7. Fair Minded 18. Stable .Emotionally
8. Friendly 19. Tactful
9. Genial 20. Charming
lO. Honest 21. Polished
11. Good Tempered 22. Sociable
Group II-—Considerab1y Developed Traits (6—8)
1. Natural 17. Self—Controlled
2. Cautious 18. Affectionate
3. Cheerful 19. Leading
4. Conscientious 20. Unrepining
5. Easy going 21. Mature
6. Energetic—Spirited 22. Poised
7. Enterprising 23. Considerate
8. Enthusiastic 24. Serious
9. Frank 25. Vivacious
10. Grateful 26. Temperate
ll. Gentle Tempered 27. Antevert
l2. Relaxed 28. Submissive
13. Independent 29. Quiet
14. Adjustable 30. Hurried
15. Kind (on Principle) 31. Deliberate

16.

Practical

 

Group III--Moderately Developed Traits (3-5)

 

NONE

Group IV-—Slight1y Developed Traits (1—2)

NONE

 

129
Comments on the Tables Referring to
the Cook Position
Concerning the importance to the job classifications,

the first study showed seven as ”very important" while the

second study showed twelve of the traits in this category.
The additional traits selected by the second panel were
all in the "considerably important" group of panel one.
They included the following: cheerful, conscientious,
contented, friendly, painstaking and emotionally stable.
Similar degree differences occurred with the other classi—
fications.

The second study in contrast listed fewer traits in
the tOp classifications when considering entry qualifi-
cations. Study one listed ten traits in the "highly and
considerably developed" class and the second study listed
only six. The traits which were not in the top classes
included: adaptable, clear—thinking, good-tempered, good
memory, painstaking, and emotional stability; all of which
were on the lower end of the scale in the first study.

It is important to note that in both studies the
essential traits were similarly selected. The extra traits
which were added by panel two were also doubtful; only
about one-half of the sample selected them. The point is
that the panels agreed in principle but differed in the
degree of development needed at the different time intervals.

The studies reveal the same type of discrepancy for

the waitress position. The second study showed three more

13D

traits in the ”very important" column than the first. The
traits that were added were ambitious, cheerful, genial,
kind, charming and sociable and those excluded were
enterprising, enthusiastic, and painstaking: these were,
however, in the next lower classification.

The second panel was more liberal in their entry
qualifications for the waitress position. This was to be
expected because the first panel was a stratified sample
of the more successful and larger enterprises while the
second was comprised of more smaller businesses. Managers
in panel one hire only experienced waitresses whereas
many in panel two hired non-experienced employees. Appar-
ently, hiring standards differ considerably in the industry
and the two studies confirm this condition.

In the expectations after two years employment classi-
fication, however, the two panels were in closer agreement
with twenty—one and twenty—six listed in the highly developed
group and twenty-two and thirty—one listed in the consider—
ably deveIOped group. It appears that the managers expect
a considerable improvement in their employees and although
some may hire them with greater deficiencies,they expect
them to make up the difference in on—the—Job development.
The goal appears to be the same, although the entry level
is lower, and therefore more liberal, for the second panel’s

personnel, compared to the first panel's personnel.

131

Concluding Statement

The second study reinforces the findings and feelings
discovered in the pilot study. The affective traits appear
to lend themselves to identification and analysis and
possibly to instruction in groups of students and subject
matter. Managers differ in their opinions only in the
degree to which traits need to be developed, and not
concerning the essential need of the trait: Nor are they

doubtful that behavior change does indeed occur.

CHAPTER VI

APPLICATION OF THE FINDINGS TO A VOCATIONAL
EDUCATION SITUATION: DEVELOPING

OPERATIONAL OBJECTIVES

The prime purpose for determining the personality
traits which are essential to specified occupational fields
is the consideration that these traits may be learned in
an instructional situation. Chapter II discussed in detail
why educational objectives are necessary for effective
teaching. Chapter V focused on demonstrating that the
affective domain can be analyzed and the data quantified
for the purpose of developing qualification profiles. The
present chapter concentrates on specifying operational
educational objectives from information gathered in personal
interviews. This step completes the cycle of educational
planning from trait identification to trait specification.

The data—gathering interviews were conducted with
members of the industry advisory panel which had pre—
viously provided the data for determining the job requisites.
Eight traits in the affective area which were classified
as important to each occupation were selected for deve—
lOping detailed specifications. Four traits were chosen

for the waitress position and four for the cook position.

132

133

In each instance the specification states the behavior
expected of an employee in a typical job—worker situation.
The specifications are the reactions and responses dis—
played by a competent job holder, as these are observed

by employers or managers. These, by translation, constitute
the terminal behavior or the desirable outcome of a voca—
tional program designed to develop the identified traits.
Thus, the specifications are unrefined educational
objectives for the affective domain.

The managerial statements are in essence vocational
objectives because they describe the exact behavioral
reaction expected of an employee who has the particular
trait. They are trait descriptions, reported in the
language of the industry, from which course content could
be determined and course material developed for the purpose
of teaching trait modification. Case studies, for example,
could be written from this data which could serve as
instructional material to teach trait development. Audio-
visual material could be developed to demonstrate the
importance of specific trait skills. In contrast, the
affective deficiencies of a trainee or employee could
be determined in order to show the traits which need
modification. Co—operative occupational experience could
be scheduled to modify specific traits. A means of
measurement, however, would be needed to accurately assess

the value of the experiences. Instructional activities

134

require precise descriptions of the desirable behavior which
should be diSplayed by a competent worker. These are pPOv
vided in the specifications which follow. A series of

trait specifications for the cook position are presented
first'and these are followed by specifications for the
waitress position.

Affective Terminal Behavior Specifications
for the Female Cook Position

 

Specification No. l: Reliable Behavior

The behavioral activities which distinguish a compe-
tent female cook and which establish the essential traits
for the position are deduceable from observable reactions
and responses in occupational situations.1 A competent
cook establishes a record of coming to work regularly, each
day, over a time period of several months. She does not
take off an excessive number of days nor fabricate doubt—
ful excuses when not coming to work: Questionable excuses
for absences may accumulate detrimentally. When unable
to work, a reliable cook makes every effort to call the
supervisor as soon as possible to allow sufficient time
for schedule changes. Personal plans are formulated after

the needs of the organization are fulfilled. A reliable

 

1J. C. Flanagan, op. cit., p. 419. Flanagan referred
to the essential traits as ”the critical requirements for
a job or activity” and developed from these the ”Critical
Incident Technique" of employee evaluation.

135

cook is willing to work in spite of occasional incon—
veniences.

Reliability also refers to being punctual. The
working schedule of cooks and their superiors seldom
coincide. The cook often arrives before the supervisor
and is relied upon to be on time and to work responsibly
without direct supervision. She can be trusted regarding
time schedules and a supervisor can place confidence in
her statements concerning specific working hours. There
is no doubt that she will work each day, at designated
hours, and at prescribed levels of performance.

Reliability also involves consideration for others.
A reliable cook completes her work in coordination with
the sequence of the day's production schedule. She starts
the production cycle correctly and other members of the
kitchen staff can confidentally assume that the pree
preparation work is completed according to schedule,
permitting the work which follows to progress smoothly.

A competent cook is capable of meeting the established
standards of quality. She is consistent in her products
and instructions are followed meticulously to insure con—
sistency. She does what is expected of her, when she is
supposed to do it and in the manner it is supposed to be
done.

A reliable cook is capable of making practical pro«

duction decisions. At first, she is trusted to be reliable

136

with minor items but the expectations multiply as confidence
in her work increases. Her judgment is dependable. She
takes the initiative to get the work done. When the daily
deadlines have to be met for each meal period, she meets
them on time. She takes the initiative to see that her
work is done, that the food is properly prepared even though
many difficulties are encountered each day. She makes

many positive decisions, avoiding negative attitudes, and
takes definite action. In aggregate, these reSponses favor
the organization and its personnel and in time constitute

a cook who is considered competent in the area of ”relia—

bility.”

Specification No. 2: Good Memory

 

In reference to a competent cook, a good memory
means remembering a multitude of sequential activities in
their correct order, not merely the ability to memorize
facts and figures. She remembers the individual procedures,
the series, and the interrelationship of various tasks.

In food production work, memory is tied in with experience.
The available time does not permit going back each time

to review exactly the way something was done. Much of the
knowledge is cumulative. A qualified cook need not remember
mathematical details but it is expected that she will work
out a good approach to get her work done expediently. A

good memory means she develops an organized approach which

137

she commits to memory. She follows a planned procedure
and after the first experience remembers it.

A cook is not expected to remember all the ingre—
dients of a thousand recipes: These are recorded on the
standard recipe filing cards or in cook books and need
not be memorized. She must, however, know and remember
numerous temperature settings related to roasting and
baking and details concerning the various effects different
temperature and cooking processes have upon the food she
prepares. Quality depends upon consistently doing each
step in a series of cooking activities the identical way
each time. This is learned from experience committed to
memory. By remembering precisely how something was prepared
before and considering all influencing factors, a competent
cook can duplicate quality products. Many institutions use
a cyclical menu which usually runs twenty—one days and then
is repeated. A competent cook after completing the cycle
remembers most of the activities. She has to judge on
the basis of her memory and her experience what the menu
will do, how much has to be prepared, and how many portions
of each kind.

The time factor also enters into the memory require-
ments of a cook. All of the menu items have different
preparation times yet each needs to be ready at the same
time for serving. The items which come off of the steam

jacketed kettles, the ranges, the bake ovens, the radar

138

range etc., have to be started at different times. Pro«
duction completion coordination requires careful timing,
and timing is essential to efficiency in Operating a
commercial or institutional kitchen. A competent cook has
committed to memory a consciousness of time and the
sequence of tasks to be done.

Remembering also refers to removing products scheduled
for production from the freezer for thawing, placing
perishables in the refrigerator, turning off ranges and
deep fat fryers after use and a myriad of other tasks.
Chronic forgetfulness, the opposite of a good memory, rev
sults in inefficiency and high labor and product costs which
are intolerable in high volume food production. Employees
with a good memory help a unit to increase productivity

and reduce waste.

Specification No. 3: Clear—thinking

 

A clear-thinking cook is calm and collected in thought
and action. This trait is detected by observing that she
does not get excited easily. She listens carefully when a
work assignment is made and does precisely what she is in—
structed to do without undue confusion. When a number of
tasks are laid out for her she makes sure she understands
them. She is coherent, knows what is going on, and thinks
through the tasks which have been assigned her before

blindly plodding ahead in an aimless fashion. By being

139

clearheaded in the instruction phase she is able to do
precisely what is expected of her in the preparation phase.

Confusion among cooks is often a serious problem
which is hard to cope with. Clear—thinking requires confi«
dence and stability when things go wrong and knowing what
corrective action to take when confronted with a problem.

A cook requires the disposition to go ahead and do what
needs to be done when everybody else gets excited. She
hurries to do her work but keeps her head and is steady.
She doesn't fret nor panic in diffucult situations but
continues to think clearly.

This trait is noticeable in a cook's attitude toward
co—workers, toward equipment, toward supervisors, toward
the task and toward self. A clear—thinking cook is
concerned with anticipating mechanical breakdowns, she thinks
about the equipment and takes preventive action instead
of waiting for a crisis to develop. A cook is aware of the
possibilities of misfortunes and has alternative plans of
action.

A large menu requires considerable pre-preparation
planning. To produce quality products, to time production,
to work out the intricate details of a changing and com-
plicated menu requires careful thinking. A competent
commercial cook studies her work and is able to visualize
what occurs to a menu item from pre—preparation time to

final presentation to the customer. She mentally traces

140

a product from initial receiving to final serving and
clearly recognizes each critical step and its influence

on a quality product.

Specification No. 4: Cooperative

 

A cooperative cook is one who will go out of her way
to help new employees adjust to the job. She does not
resent coaching new employees and otherwise helping them
become accustomed to a new working environment. She
doesn't withhold secrets out of fear that she will lose
her job to a new employee. She willingly helps to train
and teach others. She understands that food production is
a team effort requiring cooperation. By her interest in
harmony she attempts to make the kitchen operate more
smoothly. In unusual and trying circumstances, she is
constructive and inclined to assist in finding a solution
to problems rather than finding fault and being critical
about the failure of proposed solutions.

A cook who is not inclined to be cooperative wants to
do everything herself and does not have the patience for
cooperative action. By refusing to work harmoniously with
others she is forced into difficult positions which lead
to crises. She tenaciously insists on personally doing
too many tasks and by her independence is not able to
Est along with others who resent this self—centeredness

and mistake it for mistrust.

141

A cooperative cook is also considerate of the group
on the next shift. The morning shift does the preliminary
work for the afternoon shift. When one kitchen crew is
unwilling to make an effort to make work easier for the
following group they are not cooperative. A cooperative
cook avoids feuds, friction and retaliation. She is
planely helpful to her co-workers and does whatever she
can to engender a spirit of mutual assistance between
different shifts.

When a menu change occurs which causes complex con-
version problems she works with the organization to insti—
tute the change. She does not buck policy changes but
attempts to make them work. The head cook's influence
permeates the organization. She deals with subordinates
and supervisors and her working together with management
is imperative for an efficient Operating kitchen: co-
operation is necessary laterally and horizontally. A
good cock is willing to do things differently if necessary
and will not stubbornly Oppose direction and suggestions
from the supervising staff. She is most cooperative during
difficult times by voluntarily offering her assistance
and expending effort to reduce confusion and as quickly

as possible establish a new routine.

142

Affective Terminal Behavior Specifications
for the Waitress Position

 

 

Specification No. 5: Patient

The behavioral activities which distinguish a competent
waitress are also deduceable from her overt reactions and
responses to situational choice—points. Patience enters
into several aspects of her work. She has to learn to
graciously accept any changes in a customer's order. She
shows patience by being kind and attentive to children's
demands. She explains the menu without being hasty or rude.
She needs patience in dealing with the cooks and the rest
of the staff by being sensitive to their feelings and
understanding of their problems.

An able waitress is aware of mistakes and misunder-
standings concerning what a guest ordered and what he
received. She acknowledges errors and corrects them by
bringing the customer what he expects and thereby minimizes
dissappointments. She is not sarcastic or nasty about
changes of mind but willingly makes corrections.

When a steak is returned to the kitchen because it
did not meet the customer's expectations, she must
restrain herself by being patient with the chef who resents
the change and may be offended by false accusations of
imprOper preparation. The waitress is the arbiter between
chef and customer, this requires personal and social skill

in correcting a problem to everyone's satisfaction.

143

A patient waitress waits her turn in line in the
kitchen, she doesn't call out her orders while someone
else is placing one. She takes time to be considerate of
others. In listing the desserts for the guests she does
it slowly so that the process need not be repeated. She
explains the menu items and company policy if necessary
and takes time to deal with older peOple and children who
often are undecided. She has to be careful not to be
noticeably uneasy in waiting and must know when to excuse
herself in order to come back a little later. She should
not be hasty in her actions, harsh in her language, nor
over—apologetic. She may at times accept blame for some
occurrences, although inwardly she knows it wasn't her
fault. She is rewarded for her patient personality by
higher pay in better tips. Patience is that quality which
when present reflects maturity of mind and willingness

to serve in spite of aggravating circumstances.

Specification No. 6: Tactful

A tactful waitress is one who has developed a
sensitivity to the customer‘s feelings and responds in—
offensively. She discreetly controls any embarrassing
situations. She is polite in her conversation, considering
the consequences of her words and actions. Many occasions
arise in the dining room and kitchen where tact is
necessary. Proper handling of problems requires common

sense, empathy and decency to do what is right.

144

A tactful waitress is able to size up a problem
and act accordingly in a diplomatic and appropriate manner.
She has to know what to say to an irate customer, a grouchy
guest, an irritable cook and complaining children. The
ability to properly explain the pricing policy so that the
customer does not leave dissatisfied requires skill. The
ability to personally relate to a customer, without over—
eagerness and embarrassment requires cautiousness in words
and actions.

One of the most distressing situations a waitress
faces is skillfully dealing with an undesirable guest. A
good waitress handles the case without being unnecessarily
objectionable and yet she is firm. She is more attentive
by providing rapid service. She trys in whatever way it
works to cut down any disturbance. Action at the appro-
priate time prohibits a situation from deteriorating. It
requires dealing with peOple who are out-of—sorts in such
a manner as to bring praise to the waitress from the other
customers. It involves intelligence and diplomacy under
trying conditions.

A waitress with tact has a way with the customers
that transcends her every action. She does small favors
to head off big problems. She is able to talk and
correct a customer who is out—of—line. She practices tact
with kindness and shrewdness and gains the cooperation of

bus-boys and kitchen staff. She is not phony DOT

145

undercutting but sincere in dealing with others. When
others are obstinate and ornery, in bad and indifferent
moods, when they are strained, a tactful waitress says

something that will ease the occurrence she will do

things that will smooth over undesirable incidents.

Specification No._]: Alert

An alert waitress sees customers that are seated at
her tables immediately after they arrive and acknowledges
their presence. The indication that she is aware that
they are there can be projected by speaking to them for a
short time, presenting them with menus or with water, or
any act which makes the customer feel noticed and welcome.
Attention is an expression of awareness which an alert
girl translates into service.

An alert girl is on her toes every minute, she does not
wait until the customer asks for what should be standard
service. She is able to sense what should be on the table
with the serving of each course of a dinner and brings any
omitted items as soon as she notices their omission. She
anticipates wants and provides extra pads of butter,
another roll, more salad dressing, or the necessary condi—
ments. She notices what is needed and desired and provides
the little extra service which makes the difference between
fair service and excellent service.

An alert waitress observes that the customer is not

really pleased and corrects the problem before it

146

spoils the meal. She is sensitive to a patron's personal
comfort and attempts to reduce little irritations. Antiv
cipating a problem and acting to avoid it constitutes alertv
ness. Most customers will not complain, though dissatisfied:
an alert girl knows and senses these problems and makes
every attempt to improve the service to overcome the
negative feelings.

An observant girl notices if a party is in a hurry
or wishes to dine casually. She can tell by their
demeanor what kind of service they expect. Customers
provide many cues or signs which tell what action is appro-
priate. They do not always make their desires known
verbally but leave hints which reveal their true wants.

The ability to assess a customer's needs from the available
cues takes considerable experience and training. If she

is alert, she is also skillful at asking the necessary
questions at the right time. Alertness in a waitress
involves being aware to what is going on all around her

and taking apprOpriate action.

Specification No. 8; Poise

A poised waitress shows signs of self—assurance,
she handles herself well, has the ability to meet and
speak to a total stranger with ease and is polished enough
to deal with the unexpected. Conversational ability is
therefore an essential part of poise. A command of the

language, especially conversational English, is useful.

147

There is also the physical side of poise. A waitress
with this trait has a mechanical type of movement, is not
awkward or clumsy, but displays an organized pattern of
physical activity. She possesses a gracefulness of body
and person and is immaculate in personal appearance. She
is neat and not unkempt.

A poised waitress has a ready use of wit, can be
conversational without being brash or crude. She is
SOphisticated in social skills instead of boorishly ignorant.
A waitress who has poise can deal with difficult guests
with respect and dignity. She gains the customer‘s respect
by graciously serving them. She is able to compensate for
the unsatisfactory factors associated with eating out by
applying social skills.

Poise is deduced from the way a waitress listens, talks
and walks. She is not sloppy in clothes or work habits but

attractively groomed. She exudes enthusiasm. Poise

is noticeable in how the waitress meets people, how she
approaches her table, how she extends a greeting, and the
things she says generally. Every move of a poised waitress
is carefully calculated to be in harmony with her work.

She doesn't drop dishes, pour over drinks, stumble over

her own feet, or bump into other people. Her actions are
coordinated and unhurried. Poise is a combination of

physical grace and social pleasantness.

148

Concluding Comments

 

The Specifications presented in this chapter demon—
strate how essential affective traits can be described in
terms of the behavioral responses which exemplify a model
employee. The data describe a competent job—holders'
choice of responses in Specified occupational Situations.
For the selected traits, they are the terminal behavior
required of a qualified employee, and thus, the educational
or training objectives for the develOpment of appropriate
affective traits by instructional methods.

In designing vocational programs the specifications
are useful in determining "end—product outcomes." The
general assertion is that a job aspirant is more likely to
succeed and adjust to his occupational choice if the
affective traits required for a job are identified and if
they are developed by instructional means to established
levels of competence. Most of the affective development
in vocational education is now left to chance. The under-
lying assertion of this study was that the essential affec-
tive traits of occupational positions are crucial to work
adaptation and job success. Because of their importance,
it was further reasoned that trait development should be
formally structured into vocational programs and that this
would provide a greater opportunity for systematic develop-
ment than is possible by traditional methods. The purpose
of the study was to Show that it is feasible to include the

affective area in formally planned vocational programs.

149

The proposed procedure may have application in other
fields of vocational education. For the method to be
operational, however, Specifications would have to be pre—
pared for each essential trait for each occupational calling.
Priorities could be established based on the traits impor—
tance to a specified occupational position. In the
secretarial positions, for example, separate specifications
are needed describing each affective trait considered
essential to that position.

The Specifications, however, supply only the necessary
raw data from which instructional material can be developed.
Research has not yet reached the point where it is now
possible to plan a program to teach appropriate attitudes.
Admittedly, the process of planning and the methods of
instruction suitable for behavior change in the affective
domain are complex. Nevertheless, the findings suggest
that the affective realm is ripe for more research and
ready for inclusion in planning vocational education pro-
grams where attitudinal factors are important elements of

competence.

CHAPTER VII

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary

The Problem

 

The study investigated the problem of occupational
incompetence due to negative capacities in the affective
domain. The affective area was defined to include emotional
responses possessing a degree of acceptance or rejection,
such as attitudes, values, and feelings.

The correction of the problem was presumed possible
if it was found feasible to develop educational programs
whose prime objective is attitude improvement. The initial
task in vocational education planning is to conduct an
analysis of the job to identify the essential elements of
an occupation and to list these for instructional purposes.
Previous research had revealed that the existing job
analysis techniques were inadequate for analyzing the affec-
tive domain. Exhibits placed in Appendix C substantiate this
contention. The initial problem, therefore, consisted of
develOping an analytical technique to determine the essential
affective elements of an occupational calling. The proposed

technique was tested in a pilot study limited to female cooks

150

151

and waitresses, the two largest occupational classifications
in the food service industry.

Vocational programs eventuating in competent perfor—
mance also require the formulation of meaningful educational
objectives. The second task, therefore, involved the prob—
lem of accurately Specifying desirable job behavior in order
to establish objectives which might be the goals and guide—
lines of an educational program. Job Specifications found
in the literature were discovered to be imprecise and not
useful for developing appropriate objectives. The proposed
procedure for analyzing the affective domain and the tech—
nique for specifying job behavior were demonstrated to be
operational by applying the two methods in pilot demon-
strations.

The proposed method of analysis was based upon a bi—
polar list of affective traits. It was designed to determine
each trait's order of importance and the desirable degree
of development that is needed for industry entry and advance—
ment, as these are perceived by employers.

The practicality of the postulated procedure was
demonstrated by the development of several descriptive models,
which could serve as points of reference for determining
course content and curriculum construction in future studies.

The research design was further demonstrated to be
feasible and operational by formulating from the data a

series of educational objectives in the affective domain.

These objectives may in future studies serve as the initial

152

input into a system of affective education for the food

service industry.

The Purpose

The purpose of the study was to demonstrate that it
is feasible to include affective trait development into
formally planned educational programs. The key elements to
Show this to be possible were a technique for analyzing the
affective domain to determine its components and a procedure
for formulating educational objectives from job behavior

specifications.

The Hypotheses

 

The underlying hypotheses of the study were as follows:

1. Affective traits are intrinsic components of
occupational adaptation and competence.

2. Affective variables essential to occupational
competence can be identified and classified.

3. Affective requirements vary with occupations;
and entry qualifications are different from
promotion qualifications.

4. Affective educational objectives can be opera-
tionally Specified in terms of employer expecta—

tions of employee behavior.

153

The Procedure

 

The study was conducted in three stages with a differ—
ent procedure for each phase. The stages were: (1) the
development of an analytical technique for determining the
affective requirements of a job, (2) the demonstration of
the technique in a pilot study; and (3) the application of
the findings to a vocational training situation. The final
phase posed the problem of developing educational objectives

from job behavior specifications.

Phase One: The Analytical Technique

 

Technique refinement was the major obstacle in con-
ducting the study. A personality trait technique of analysis
was developed which identified the affective factors essen-
tial to employment. The key element in the technique was a
comprehensive list of all known positive and negative surface
traits in the affective domain. The bi—polar trait list was
the master list from which the essential traits were selected
relevant to the Specified positions.

A personality scaling device was develOped for rating
job requirements. The device included only identified essen—
tial traits and their opposites. The trait pairs were placed
on a continuum with a twenty point scale to determine desirable
degree of trait development for each essential trait. Employers

scored job requirements on the basis of their expectations.

154

Phase Two: The Pilot Study

The second phase consisted of a pilot study which
was to demonstrate the practicality of the technique
proposed in phase one. The procedure, therefore, involved
the personality trait technique which was previously
explained. The object of the study was to determine the
trait requirements for the female cook and the waitress
positions. Primary data was derived by applying the
technique in analyzing the two jobs. The cognitive and
psychomotor requirements for the classifications were

developed from secondary data found in the literature.

The Instruments
The instruments used in the pilot study consisted
of the master trait list, the list of relevant traits, the

personality scaling device, the tabulating instruments and

the personality profile graph.

The Sample

 

The trait pairs considered essential to employment
success were placed on a personality scaling device to be
scored by an advisory panel. The sample which constituted
the panel was drawn from a population of food service
industry executives in Lansing, Michigan. The stratified
sample was made up of sales volume leaders representing
the major segments of the food service industry. The

panel scored each trait essential to employment according

155

to three aSpectS: (l) importance to the job; (2) job entry

qualifications; and (3) on—the—job improvement expectations.

Treatment of the Data

Tables were constructed and a profile was developed
indicating the consensus of opinion of the panel on the
various topics. The data provided the information from
which a descriptive model employee was developed for each
of the occupational classifications. The model is useful
in planning vocational training programs because it indi-

cates the intended outcomes.

Phase Three: Educational Application

The procedure for phase three of the study involved
the application of the pilot study findings to a vocational
training problem. Eight personality traits were selected
for which detailed specifications were formulated. The
trait Specifications were compiled from managerial state—
ments gathered by interviewing the advisory panel. They
consisted of desirable job behavior responses and reactions.
They were written as detailed descriptions of what a
competent employee does who possesses the desirable trait.
By conversion the Specifications can function as educational

objectives for the development of Specified traits.

Pilot Study Findings
The most significant findings of the pilot study were

that the female cook and waitress positions require

156

forty-seven and forty-eight affective personality traits
respectively. The study showed that thirtyeeight traits
are required in common and that eight traits are unique to
the cook classification and eleven are uniquely required
for the waitress position.

The affective traits that were found to be required

in common were:

1. Alert 20. Genial

2. Natural 21. Grateful

3. Ambitious 22. Gentle—tempered

4. Antevert 23. Relaxed

5. Cautious 24. Honest

6. Cheerful 25. Independent

7. Clear-thinking 26. Adaptable

8. Conscientious 27. Good—tempered

9. Constructive 28. Kind (on principle)
1 . Contented 29. Loyal

ll. Cooperative 30. Memory Good

12. Easygoing 31. Patient
l3. Energetic—Spirited 32. Painstaking
14. Energetic—industrious 33. Practical
15. Enterprising 34. Reliable
l6. Enthusiastic 35. Self—confident

17. Fair-minded 36. Self—controlled
18. Frank 37. Stable Emotionally
l9. Friendly 38. Tactful

The traits that were required for the cook position

exclusively were:

1. Assertive 5. Planful

2. Decisive 6. ReSponsive

3. Tolerant 7. Self-reSpecting
4. Persevering 8. Thrifty

The traits that were required for the waitress

position exclusively were:

157

1. Affectionate 6. Poised

2. Charming 7. Polished

3. Deliberate 8. Sensitive

4. Leading (not 9. Serious
domineering)

5. Mature (emotionally) 10. Sociable

ll. Vivacious

General Findings

 

The findings indicated that for each job classifica—
tion a different degree of trait development was needed
at different time intervals. The waitress occupation gen—
erally showed a higher degree of expected trait development
at the time of industry entry and also for advancement.
There were, of course, some exceptions, traits such as ”oo—
operative” and "clear-thinking" were scored at the same
level for both groups. The greatest difference in require—
ments was noted in the "after two years” category. For the
waitress position most of the traits were scored "highly"
and "considerably," but for the cook position most of
the traits were only scored ”considerably.”

The data showed that employers expected the degree
of trait develOpment to improve for almost all traits from
the time of industry entry to a time period two years
later. Thus, behavior change was expected to occur to a
remarkable degree from on-the—job learning experiences.
This finding lends credence to the theory that attitudes
change as a result of work experience. The study further
showed that affective traits are important, that they can
be identified and also classified to establish priorities

for training programs.

158

Trait Specification Findings

The third part of the study consisted of formu—
lating trait Specifications and developing a method
whereby these Specifications were convertible to educa—
tional objectives. It was found that by stating the
trait requirements in terms of job behavior, the state-
ments could serve as intended vocational training
outcomes. The reactions and responses of a competent
employee could, therefore, be easily converted into
specifications and to educational objectives. A cooper—
ative cook, for example, was described by the responses
and reactions which constitute competency. These be-
havioral descriptions of what a cook does who is cooper—
ative were combined into one composite trait specific-
ation. The specification indi:ated the intended
behavioral outcomes of a vocational training program,
and thus, were acceptable educational objectives for
developing the specific personality trait. The specifi—
cations were developed by interviewing the advisory
panel and then combining their statements into Specifi—

cations.

159

Conclusions

 

l. The research results confirmed the hypothesis
that affective traits are essential components of com-
petence and crucial factors in adaptation to work.

2. The pilot study findings confirmed the hypothesis
that affective variables which are essential to an occupa-
tional position can be identified, isolated from larger
constellations of trait clusters, classified to determine
the desirable degree of trait development required, and
grouped to determine the traits importance to the job.

3. The findings confirmed the hypothesis that
affective trait requirements vary with occupations. The
evidence also supported the theory that expected entry
qualifications in the affective realm are lower in degree
of development than expected promotion qualifications.
This means that job applicants do not need the same degree
of trait refinement as employees who wish to advance.

4. The research results confirmed the hypothesis
that educational objectives in the affective domain can be
specified in terms of employers' expectations of job
behavior.

The logical conclusions, therefore, are: (a) job
requirements in the affective area can be accurately
specified; (b) affective requirements are elements of
desirable behavior; (c) for instructional purposes educa—

tional objectives can be specified as expected behavior.

160

These conclusions provide a legitimate basis for develOping
vocational education programs which take the affective

domain into account.

implications

 

The implications that may be drawn from the study
are that in the future affective trait development might
be included in teaching/learning programs. Attitude modi-
fication or change may be emphasized in future course
content and curriculum planning and hold as prominent a
place in formal schooling as skill and knowledge learning.

Research on attitude change may unlock some of the
mysteries surrounding the problem of school drop—outs,
the unemployed, and the unemployable. Just as physicians
use laboratory tests in the diagnosis of physical disease,
educators with special training may in the future diagnose
affective deficiencies of pupils in order to plan instruc-
tional programs to develop these traits to require levels

of competence.

Recommendations

 

The major recommendation is that due to the prevalence
of the problem of negative capacities in the affective domain,
and because of its importance to job entry and success,
research should be continued to further probe all promising
avenues of alleviation of the condition. The present project

presented only one possible approach; there may be many

161

others. Educational research should continue to explore
the nature of the affective domain, procedures for
analyzing components of competence, methods of stating
job specifications, and means of developing meaningful
educational objectives in the affective area.

After more basic research has been completed,
pilot projects should be developed to conduct educational
experimentation with personality trait development in
classroom or other instructional situations. To do this
effectively would require measurement devibes for deter—
mining trait development at different time intervals in
order to determine where a student is, where he needs to
go, and how much progress he is making along the route.
Instructional materials and innovative methods are needed
before this can be undertaken. Research is the only way

by which all of the above can reasonably be brought about.

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162

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Indust_y. New York, New York: McGraw-Hill Book
00.1948.

Articles and Periodicals

Alexander, Ostin W. and Nichols, Robert C. "Life Goals
and Vocational Choice,” Journal of Applied Psychology.

February, 1964.

Argyris, Chris. "The Fusion of An Individual With An
Organizatic n,” American Sociological Review. Vol. 19

(1954), pp. 267- 272.

 

Breeder, R. F. ”Preparation of Job Instruction Sheet.s,"
American Business Education Yearbook. 1959, pp. 285—
295.

Bruce, Kathryn. "New Education Bills to Help Train
Workers," The Cornell Quarterly. School of Hotel
Administration. Ithaca, New York: Cornell University,
August, 1964, pp. 14—16.

Farrell, Thomas. "Communications in the Food Service
Industry," The Cornell Quarterly. Study sponsor d
by Food Service Industry Researcn Center, ifli higazl
State University, School of Hotel Administration.
Ithaca, New York: Cornell University. Part I,
November, 1963, Part II, November, 1964.

Feirer, J. L. ”Interpreting Industry: Cur Weake: t
Objective,” Industrial Arts and Vocational quc
SO-ll, January, 1961.

Ho

Greenaway, Donald. ”An Overview of the Food Service
Industry,” The Ccrnell Quarterly. 301001 of Hotel
Administration. Ithaca, New York: Cornell University,
August, 1964, pp. lO-13.

Haines, Peter G. ”The Occupational Analysis in Business
Education," NABTE Bulletin 66, Guide to Research
in Business Education. National Association of
Business Teachers, 1957.

if:
R”.
(J
"T
r»
p-
0
7U.
H'-
(3
E)
H

Irwin, F. W. "The Realism of Expectations," P.
Bailey. No. 55. 1944, pp. 120—126.

168

Journal of Educational Measurement. Vol. 1, No. 2, December,
1969. Woodruff and Findley's review of Taxonomy;of

Educational Objectives, Handbook II: Affective
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Services, Michigan State University.

Kruger, Daniel H. "Women at Work," Business Topics. East
Lansing, Michigan: Michigan State University,
Graduate School of Business Administration, Spring,

196”, pp. 21-27.

Phi Delta Kappan. ”Schools for the Sixties,” 3O Recommen-
dations of the NEA Project on Instruction. Bloomington,

Indiana: Phi Delta Kappa, Inc., November, 1963.

Phi Delta Kappan. "The Swing to Vocationaerechnical
Education," Vol. XLVI, No. 8 (Bloomington, Indiana:

Phi Delta Kappa, Inc., April, 1965).

Selvidge, Robert W. "What Shall We Teach?” Industrial
Education Magazine. August, 1929. (Reproduced in
Selvidge and Fryklund's Principles of Trade and

Industrial Teaching.)

Snyder, Richard V. "The Teacher Is The Food Industry's
No. 1 Need,” Food Executive. January, 1963.

Spears, Harold. "The Emerging High School Curriculum,"
Phi Delta Kappan, Vol. XLV, No. 2 (Bloomington,
Indiana: Phi Delta Kappa, Inc., November, 1963).

Whyte, William Foote. "Human Relations Theory—-A Progress
Report," Harvard Business Review. No. 34 (1956).
Bulletins and Reports
Basic Research: A National Resource. National Science

Foundation, NSF 57—35. Washington, D. C.: U. S.
Government Printing Office, 1957.

 

Blaker, Gertrude. Food Service Industry Training Programs
and Facilities. Vocational Division Bulletin No. 298,

Distributive Education Series No. 32 (1961).

 

Borosage, Lawrence, project chairman. Vocational Education
in Michigan, 1963. Prepared by the Michigan Vocational
Evaluation Project. Lansing, Michigan: Michigan
Department of Public Instruction, 1963.

169

Curriculum Development in Practical Nurse Education. Depart-
ment of Health, Education and Welfare, U. S. Office
of Education, Division of Vocational Education, No.

FS 5.285, 1960.

Dietz, Susan M. The Correct Waitress. New York, New
York: Ahrens Publishing Company, Inc., 1952.

Education and Training: Key to Development of Human
Resources. Second annual report of the Secretary
of Health, Education and Welfare to the Congress on
Training Activities under the Manpower Development
and Training Act. Washington, D. 0., April, 1964.

 

Erickson, L. W. and Oliverio, Mary Ellen. Evaluative
Criteria for Survey Instruments in Business Education.

Monograph III, Chicago, Illinois: SoutthestErnfv
Publishing Co.

Food Service Selling. Instructor's Manual, The University
of Texas Division of Extension, Industrial and Business
Training, Texas Education Agency, Vocational Division
Distributive Education Service, Austin, Texas, 1958.

Guide to Job Descriptions in the Indiana Restaurant Industry.
Produced by the Indiana Employment and Security'Division
in Cooperation with the Indiana Restaurant Association,

Indianapolis, Indiana, 1957.

Guide to Research in Business Education. NABTE Bulletin 66.
National Association for Business Teacher Education,
United Business Education Association, Washington,

D. c., 1957.

Guide to the Selection and Training of Food Seryice
Employees. Minneapolis, Minnesota: American Dietetic
Association, Burgess Publishing Co., 1947.

 

Hawkins, Layton S. Vocational Education in the Hotel
Business. A report to the American Hotel Association.

1921 (Mimeograph).

 

Innovation and Experiment in Education. A progress report
of the Panel on Educational Research and Development
to the U. S. Commissioner of Education, the Director
of the National SCience Foundation, and the
Special Assistant to the President for Science and
Technology. Washington, D. 0., March, 1964.

170

Job Descriptions in the Restaurant Industry. Prepared by
the Texas Employment Commission. Austin, Texas, 1956.

Kneeland, Natalie. A Guide to Practical Research. Vocational
Division, U. S. Office of Education. Bulletin No. 301.
Distributive Education Series No. 33 (1963).

Kneeland, Natalie. Job Analysis Techniques. Austin, Texas:
University of Texas Extension Service, istributive

Education Division, 1963.

Lawyer, Kenneth. A Management--Personnel TrainingpProgram
for Drive—In Restaurants. Prepared forfiand published
by Manners Big Boy Restaurants, Cleveland, Ohio.
Presented through the National Restaurant Association,

Chicago, Illinois, 1964.

Mahler, W. R. and Monroe, W. H. How Industry Determines
the Need for and Effectiveness of Training. Personnel
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Department of the Army, 1952).

Lefler, Janet and others. The Waiter and His Public.
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1960.

Occupational Outlook Handbook, 1963—64. "Service
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Pope, John B. The Report and Recommendations on Hotel
Education and Training, submitted to the Joint
Educational Planning Committee of the American Hotel

Association. 1948 (Mimeograph).

Practical Nursing. An Analysis of the Practical Nurse
Occupation with Suggestions for the Organization of
Training Programs, Department of Health, Education
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Vocational Education, Miscellaneous No. 8 (1947)

 

Practical Nursing Curriculum. Suggestions Based Upon the
Analysis of the Practical Nurse Occupation, Depart-
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of Education, Division of Vocational Education,

Miscellaneous No.11 (1950).

171

Preparing Pupils for the World of Work. Detroit Public
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Publication 1-900 ADM (1962).

Profits for You Through Increased Sales Effort. Hospitality
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of Business, Tallahassee, Florida.

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of Education, Conference Report, Washington, D. C.:
May 21—23, 1962.

Restaurant Employee Training Manual. Chicago, Illinois:
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State of Michigan. Studies in Employment and Unem-
ployment. Kalamazoo, Michigan: The Upjohn Institute

for Employment Research, 1963.

A System of Employee Training for Restaurants. Chicago 10,
Illinois: National Restaurant Association, 1954.

Statler Foundation. A Research Study to Improve the Supply
of Cooks and Bakers for the Benefit of the Hotel V
Industoy. Buffalo, New York: Statler Foundation,

1955.
Tower, J. W. Educational and Recruitment Needs of the

Hotel Industry. Prepared by Industrial Relations
Counselors Service, Inc., New York, New York, April,

 

 

 

1959-
Training Restaurant Sales Personnel. Wisconsin State
Board of Vocational and Adult Education. Madison,

Wisconsin, 1960, 99 pp. (Mimeograph).

Training Under the Manpower Development and Training

 

Act. ”Food Preparation and Service Occupations,”
Washington, D. C.: U. S. Department of Labor,
1964.

Weems, Robert C. The American Hotel Institute: Itszole
in Hotel Education. A special report prepared for
the American Hotel Institute, 1960 (Mimeograph).

172

Documents

Dictionary of Occupational Titles, Part I, Definitionfiof
Titles. Washington, D. 0.: United StatesfiEmployment

Service, 1949.

Estimates of Worker Trait Reouirements for 4000 Jobs as
Defined in the Dictionary of Occupational Titles.
Washington D. C.: United States Department of Labor,

Bureau of Employment Security, 1961.

Occupational Outlook: 1963-64. U. S. Department of Labor,
Bureau of Labor Statistics, Washington, D. C.

Spaoistical Abstract of the United States: 1963. Washington,
D. C.: U. S. Bureau of the Census. gfi
Newspaper Articles

Baird, Willard. "State Must Find New Jobs: 570,000 by
1970, Say Professors," The State Journal, February 25,

 

 

1965-

Cromley, Ray. "Many Jobs in Nation Unfilled Because of
Inadequate Training," The State Journal, March 9,
1965.

Porter, Sylvia. "Workers' Shift Marks an Epoch," The

State Journal, June 24, 1965.

Stuart, Robert. "Dropout Curb Aired by Melby," The
State Journal, May 8, 1965.

”Panel Gives Job Requisites," Michigan State News,
November 23, 1965.

Interviews

Bruce, Kathryn, Educational Director. National Restaurant
Association. Telephone Interview and Correspondence

November 25, 1964.

Cox, Mrs. Doris. Executive Dietitian, Sparrow Hospital,
Lansing, Michigan. June 22, 1965.

Davis, Mrs. Dorothy, Food Service Manager, Bill Knapp's
Restaurants, Lansing, Michigan. June 14, 1965.

173

Eyer, Fred, Owner—manager Eyer's Steak House, Lansing,
Michigan. June 28, 1965.

Hance, H. R., Manager, Howard Johnson Restaurant, Lansing,
Michigan. August 10, 1965.

Krathwohl, Dr. David R., Director, Educational Research
Center, Michigan State University. May 17, 1965.

Morgan, J. L., Manager, Elias Brothers' Big Boy Restaurant,
Lansing, Michigan. August 17, 1965.

Pruim, Warren, Owner, Warren's Restaurant, Okemos, Michigan.
August 12, 1965-

Sister Mary Rosita, Executive Dietitian, St. Lawrence
Hospital, Lansing, Michigan. June 7, 1965.

Tesseris, Spiro, Owner, Spiro's Cafeteria, East Lansing,
Michigan. August 12, 1965.

Wells, A. 8., Manager, Wilson Hall Dormitories, Michgian
State University. June 8, 1965.

Weiss, Helen, Educational Director, American Hotel and Motel
Association. December 18, 1964.

Woods, Joe R., General Manager, Jack Tar Hotel, Lansing,
Michigan. June 10, 1965.

APPENDICES

174

APPENDIX A

EDUCATIONAL AND RECRUITMENT NEEDS
OF THE HOTEL INDUSTRY (Tower, op.
cit., pp. 55-60)

175

176

ANALYSIS OF QUESTIONNAIRE RESPONSES

_9uestion 1. Classes of Employees Hos§4;n Need of Further Training.

 

 

 

 

 

 

 

Frequency of Mention
by Degree of Need Total Mentions
(l=uost Critical)
Class of Employee
Degree not Number As Percent
l 2 3 Differen- of
tinted 362 Hotels
Front office ..................... 125 56 43 .28 252 69.61
Chefs, cooks and bakers .......... 99 50 32 28 209 E 57.7
t
Waiters and waitresses ........... 45 56 52 26 179 A 49.4
I
Housekeeping: inspectresses, maids ! g
and housemen ................... 35 66: 54 22 177 i 48.9
I .
Maintenance workers: engineers, i 1
carpenters, painters, plumbers, : , .
electricians, etc. ............. 10 21 29 19 79 i 21.8
I
Other kitchen employees .......... 9 29- 24 17 79 J 21.8
i
Nonexecutive department heads and I - .
SUPEtVisors oooooooooooooooooooo 21 19! 25 12 77 2103
Sales and promotion personnel .... ll 22! 22 17 72 19.9
Bellmen, elevator operators,doormen 10 14 31 15 70 19.3
Bartenders OOOOOOOOOOOOOOOOOOOOOOO 5 14311 12 42 11.6
Housekeeping men ................. 4 10: 11 15 40 11-0
Accounting oooopoooooooooooooooooo 6 $1 13 13 37 10'2
1
Secretarial ...................... f 2 6 12 10 30 8.3
Laundry employees oooooooooooooooo : 2 3f 9 8 22 ‘ 6’1

 

 

 

 

177

 

 

 

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179

AQuestion 3. Sources for Getting Skilled Personnel

 

 

 

 

Frequency of Mention
by Degree of
Effectiveness Total Mentions
Source (l'uost Effective)
Degree not ' ~As Percent
1 2 3 1Differen- Number of
tiated 362 Hotels
Promote present employees from
lwer JOb3 0.000000000000000... 1'47 ‘9 48 10 254 70.2%
Advertising ooooooooseeseoeesoooe 71 64 49 9 193 53.3
Referrals from present and former
euployees oesseossseooesesseeee 49 74 60 7 190 52.5
State employment service ........ 19 SS 52 134 37.0
Private employment agency ....... 34 34 41 115 31.8
Transfers and promotions from
C'sxiated hotels 0000000000000 20 29 19 72 1909
Union ssooeseessoeoops-000000000. 9 17 24 2 52 14.4
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_Questions 4 and 5. Experience With Graduates of Vocational High Schools .

and Technical Schools

 

 

 

 

 

 

Vocational High School Technical School
Graduates ' Graduates
Nature of -—— - .
Experience Number of Number as Number of Number as
Hotels Percent of Hotels Percent of
Reporting 362 Hotels Reporting 362 Hotels
Little or no experience. 312 86.21 276 76.2%
Generally unsatisfactory. 8 2.2 10 2.8
Generally satisfactory . 29 8.0 54 14.9
Generally excellent .... 5 1.4 13 3.6
Not specified ..,....... 1.9 8 2.2

 

 

 

180

ation 6 Ex erience With Graduates of Four'Year College Programs in

Hotel Administration

(These figures reported in full in Section IV)

Questions 7 and 8. Sources of Training:R§ported by Hotels to be Success-
ful or Ineffegtive fl

 

 

Number of I Number of
or of . “°‘:::.::::::‘“g “$313323?“
Experience Experience
Programs developed inside hotel or chain 240 4
Material from American Hotel Institute . 78 10
Local vocational school ................ 23 14
Extension school courses ............... 21 16
Programs sponsored by local hotels ..... 18 14
Material from commercial correspondence
schools .............................. 13 22

 

 

 

w V—wv— ‘r—

Question 9. Managers' Personal Participation in Local Hotel and
’ Restaurant Training Programs at High School or Technical

School Level

 

 

 

 

 

Total Mentions
Degree of Participation Number As Percent of
362 Hotels

No such local program .......................... 169 46.7%
Never been asked ............................... 151 41.7
occasionally 0.0....IOOOCOOOCOOOCOCOOO0.0.00.... 35 9.7
Occasionally, but not recently ................. 28 7.7
Regularly and currently ........................ 16 4.4
Frequently I.OOOOOOOOOOOOOOOOOOOOOOO0.0.0.000... 2'8
Have been asked, have not served ............... 0.6

 

 

 

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APPENDIX B

A MODEL FOOD SERVICE INDUSTRY
EMPLOYEE (Armatas, 09. cit.,
pp- 42—u3)

182

183

The successful food service eiiii'iloyel: is characterized by piese traits:
I
l. fictiousness. He is task-oriented. a practical person who tends to be all business in his deal-
ings with his fellow employees and with customers. He knows what he and other employees are supposed
to do. and he works hard to accomplish what is expected of him. He plans for the future. dislikes having
things happen to him by chance. He lacks color. and is not active in the social sense. He tells few
jokes. does little bragging. is not apt to act on impulse.

2. Restxmsvibvility.

 

m g _ k He's the kind of person who once he finishes his own job looks for other things
to do. and he knows how to perform other jobs than his own. He can fill in for absent workers.

He is sensitive to how other employees perform. and when a fellow employee "goofs off" is quick
to let the supervisor know about it.

He understands the chain of command well and would not think of gomg over his supervisor's head.
or of countermanding a supervisor's deCision. He is bothered when someone does not appreciate or is
not satisfied With his work and goes to that person to find out what has been done wrong.

3. Control of Anger.
supervisor.

 

He keeps his anger well controlled, seldom blows off. especially towards his
Neither does he complain to his supervisor no matter how unjust an order may seem.

Basically pleasant and agreeable. he is not a bit flowery.

He goes out of his way to be helpful to his fellow workers. but can be aloof and cold towards any co-
worker who violates his friendship.

His friends tend to come from among co-workers and he likes people who are like him; tending to
be critical of people who are happy-go-lucky. lazy. outspoken. or irresponsible.

4. Energy. He has tremendous energy. is in action most of the time. He sets few physical lirgiits
on himself. doe-s not hesitate to lift and move things. rarely excuses himself because of physical limita-
tions for not domg a task. He needs little rest. does not develop physical symptoms.

5. Compulsiveness. He lives in a practical. concrete world. shuns theory. images. daydreams.
and things that lack a "real“ quality.

He is compulsive in the sense that he is keyed up and ready for action. spends little idle time. is

disturbed to find jobs unfinished. and is impatient with those who spend time contemplating various rami-
fications of a problem. or who otherwise delay taking action.

A job description stated in precise terms of what to do and what not to do comforts him and he seeks
definite instructions.

6. Need for Order. Being a rather rigid person. the model employee needs a sense of order about
He himself is neat. tidy. his personal belongings are kept arranged and in place. He keeps to a
schedule. usually comes early to work rather than risk being late. Before starting work he must clean
and arrange things and he is careful to do the same after he has finished the task.

 

him.

7. Belief Systems Stereotyped. His values and ideals tend to be of a stereotyped. nonreflective
nature.

He holds narrow views on politics. world affairs. religion and morals. For him. goodwill does not

necessarily win over evil. and personal freedom -- including his own -- should be restricted. controlled.
and dictated by a higher authority.

8. Conformance to the Work Situation.

He is sensitive to what is acceptable and nonacceptable be—
havior in a restaurant.

if at first he does not follow the policies and practices desired by his supervisor.
he quickly learns to accept and believe in such policies and procedures. There's no hesitation in doing

menial tasks such as lifting, mopping. and bending. and he accepts the View that he is not capable of
making important decisions.

9. T_rut£f£l_ness. He tends to be honest and truthful about himself even though such views might

hurt him. He doesn't put himself in a good light to gain favor with his supervisors or his friends.
What kind of person should be hired?

 

Using the model as described. we find that the successful food service employee is eager to conform
and is a follower. not a leader. If all such conforming persons are employed. the policy of promoting
from Within Will not work well. Consequently in employing new personnel. the vast majority of people
should be selected primarily for doing the jobs that need to be done with little thought to the person‘s
promotability. But other employees should be selected primarily for their potential as supervisors or
for managers. No system of selection should be so arbitrary that people from either one of the two

groups cannot be shifted over to the opposite group if their work demonstrates that such a shift is appro-
priate.

The ideal food service employee is not the kind of person we in American society often hold up as
being most desirable. the American stereotype of the upwardly mobile citizen. He is a conscientious.
highly responsible person who is eager to conform to the demands of the supervisor and of the job. in the
last analysis. the kind of person upon which this great industry rests.

APPENDIX C

JOB DESCRIPTIONS OF TYPICAL FOOD SERVICE
INDUSTRY OCCUPATIONS (Source: Dictionary

of Occupational Titles, Job Descriptions

for Hotels and Restaurants, and Job Analy-
sis Techniques, Qp. cit.)

18M

185

SAMPLE OF A DETAILED JOB

SPECIFICATION

Employer Job Title——Head Cook

1. Job: Head Cook in main kitchen.

2. Supervision: Dietitian is immediate supervisor.

3. Duties of Job:

a. Preparation of meats and desserts
b. Supervision of all cooking

c.

d.

Notification of dietitian when supplies are needed
Checking in supplies when dietitian is away

H. Details of Job:

a. Hours: 6:00 A.M. to 3:00 P.M.
b. Wages: per week with perquisites, room, board,
laundry

0. Time Off: One day each week

One week's vacation plus one day for each years
experience.

d. Uniforms: White uniforms with short sleeves.

5. Specifications for Job:

Necessary Attributes

a. Good Judgment: This is vital since the employee
will have some supervisory duties and also will have
to make many decisions in connection with the work.

b. Intelligence: A fair degree of intelligence is
required to perform the necessary supervisory duties
and to follow orders which cannot be repeated every
day.

c. Leadership: Leadership qualities are important as
the Head Cook will be directing a group of peOple.

d. Maturity: This Job requires a mature person of a
somewhat complacent nature.

e. Physical Requirements: This job requires a person
who does not tire easily and is able to be on his
feet for long periods of time.

186

Desirable Attributes

00“)?

Age: Between 30 and 45 years.

Education: Eighth grade or better

Experience: Previous experience as assistant or
Head Cook.

Initiative: A certain amount is desirable, but is
preferable that the employee consult the dietitian.

Personality: A pleasing personality is important
in order to maintain good will. The person should
be understanding and fair towards those working
under his direction.

Speed: Speed is an asset but only if associated
with a level head and calm personality.

Voice: A clear voice is desirable.

This is by no means a complete list of considerations
for all Jobs. However, the suggestions made should aid the
administrator in develOping Job specifications.

187

mm JOB TITLE DICTIONARY TITLE m
CASEIR CASHIER II 141.53
CASH GIRL

WORK 2mm

Receives payment has customers for food served, nukes change, and maintains records
of transactions: Receives food check and payment from waiter or customer. Rings up
the anomt of the check on a cash register, and gives waiter or custouer correct
change. If dining room is located in a hotel, may receive food check signed by
guest, and enter amount, date, and guest's name on guest charge list. Repel-es a
daily report listing all cash and charge food checks handled, and verifies cash on
hand with cash checks received. 'bhy perform other tasks such as maintaining time re-
cords of dining room or re'stam-ant uployees and purchasing and selling counter items
such as candy and cigars. May take telephone orders and reservations.

SULIS, UNLEDGE, ABILITIES

Must be able to operate cash register. Must be able to make change acctn'ately and
rapidly. Must be able to maintain simple records. Must be neat, courteous, and
well poised.

DETAILS 01" PHYSICAL ACTIVITIES

. Sits or stands at cash register throughout most of working hours. Should possess
good eyesight and hearing.

RELATION TO O'IEER JOBS

May be pranoted to HOSTESS. Generally supervised by MANAGER.

JOB CQIBIIATIONS I

In smaller establishments the duties of this Job may be combined with those of
HOSTEBB or mmss or included with those of MANAGER. In cafeterias, the duties

My be combined with those of FOOD m, CAFETERIA.

l£38

 

 

EMPLOYER JOB TITLE DICTIONARY TITLE CODE
COUNTERMAN COUNTERMAN, LUNCHROOM 2-27. 13
COUNTER WAITER ‘OR COFFEE SHOP

WORK PERFORMED

Serves food to customers at a lunch counter: Greets customer and ascertains his
wishes. Repeats order to COOK, SHORT ORDER or prepares order-himself. Serves order
to customer. Collects amount due or writes price on food check and gives check to
patron for presentation to CASHIER. TEnds to neatness and orderliness of equipment
by performing such tasks as filling condiment containers, arranging dishes and
silverware in convenient locations, and cleaning counter. May perform various un-
skilled or simple tasks in the preparation of food, such as cutting pies and cakes

and preparing toast, waffles, eggs, and beverages. May carry dirty dishes to kitchen.

SKILLS, KNOWLEDGE, ABILITIES

Must possess pleasing personality and be capable of meeting the public. Must have
knowledge of simple items of food and drink and their preparation. Must be able to

make simple mathematical calculations rapidly and accurately. This is frequently a

beginning Job for which experience is not required.

DETAILS OF PHYSICAL ACTIVITIES

Stands and walks short distances throughout working period. Constantly handles dishes,

silverware. and other equipment.

RELATION TO OTHER JOBS

May be promoted to CASHIER or Hos'nzss.

JOB COMBINATIONS

In smaller establishments the duties of this Job may be combined with those of CASHIER_

or included in those of COOK, SHORT ORDER.

189

EMPLOYER JOB TITLE EMPLOYMENT SERVICE D.O.T. TITLE
WAITRESS (WAITER) WAITRESS CODE 2—27.12

Work Performed

Serves food and beverages to patrons and keeps working

area and equipment in a clean and orderly condition.

I.

Prepares tables or counters for serving meals: Procures
linen, silverware, and glassware from buffet, arranging
them on table or counter in attractive fashion.

Obtains meal order from guest: Presents guest with menu
and fills glasses with ice water, while choice of food

is being made; answers questions about items listed on
menu and those not on menueuuiupon request offers sugges—
tions to assist patron in making food selection; writes
food order on small check.

Obtains food from kitchen and serves patron: Walks into
kitchen and either hands order to cook or calls out order
to cooks after obtaining necessary dishes from under the
counter and placing on counter in front of cooks, draws
coffee from urn or obtains beverages from cooler; assembles
orders from different stations placing them upon a tray;
carries laden tray to dining room; places food on table or
counter according to accepted rules of etiquette; observes
guests to fulfill any additional requests and to notice
when the meal has been completed; ascertains guest's choice

of dessert. Procures dessert from kitchen pantry and

serves it to guest.

190

A. Presents bill for payment: Itemizes and totals check and
presents it to guest for payment.

5. May perform various unskilled tasks such as filling and
cleaning condiment containers, sugar bowls, sacking

crackers, portioning jelly, wrapping silver, and other

related tasks.

Skills, Knowledge, Abilities

Must be neat, courteous, and possess pleasing personality.
Must know acceptable customs and etiquette for serving foods.
Must be able to write and figure cost of foods and beverages

served. Must be able to work rapidly, handling dishes and

trays of food dexterously.

Details of Physical Activities

Stands and walks constantly. Constantly lifts and carries

trays of food weighting up to 30 pounds.

Relation to Other Jobs
Generally supervised by HOSTESS or MANAGER and may be

promoted to HOSTESS.

Job Combinations

In smaller establishments the duties of HOSTESS or BUS

GIRL may be combined with those of this job.

191

EMPLOYER JOB TITLE EMPLOYMENT SERVICE D.O.T. TITLE

GRILL MAN COOK, SHORT ORDER CODE 2-26.33

ALTERNATE TITLES
COOK, SHORT ORDER

GRIDDLE MAN

Work Performed

Prepares, cooks, and serves to order all kinds of foods
which require only a short time to prepare such as chops,
outlets, and eggs: Receives order from customer or waitress,
cooks foods to fill order; fries meats, eggs, potatoes, or
other foods in a frying pan, on a hot plate or griddle, or in
deep fat; seasons foods; exercises care to cook foods exactly
as ordered. Places food between slices of bread to make
sandwiches, or puts food on plate and garnishes it as called
for on order. Serves food to customer over counter or gives
it to waitress for serving to customer. Prepares salads and
sandwich fillings to facilitate service during rush periods.
Checks supply of food items on hand daily, and orders or
secures items from storeroom as needed. May assist other cooks
in the preparation and cooking of roasts, sauces, soups, and

other food items. Keeps work station and equipment clean and

orderly.

Skills, Knowledge, Abilities

Must be able to prepare and cook short-order food items.

Must be able to work rapidly and be able to cook a number of

192

separate orders at one time without confusion. Must be
familiar with acceptable sanitary conditions and practices re-

lated to food preparation.

Details of Physical Activities

 

Stands and walks short distances throughout working period.

Constantly handles food and equipment. Must have good hearing.

Relation to Other Jobs
Generally supervised by MANAGER or CHEF. May be promoted

to FRY COOK or ASSISTANT to any cook.

Job Combination

 

The duties of this job may be combined with those of

SANDWISH MAN, COOK, or SALAD MAN.

APPENDIX D

PERSONALITY SCALING DEVICE AND
TABULATING INSTRUMENTS

193

 

194
PART I SECTION A

PERSONALITY TRAITS OF A COMPETENT

 

Key to Scoring:

 

 

 

 

 

 

 

Omit = Trait pairs which don't appLy. Circle those which do apply.
C) = Minimum entry qualifications.
L:'= Goal after two years employment.
h.= Importance to Job.
DESIRABLE
DEGREE OF TRAIT STRENGTH IMPORTANCE TO JOB
>3 ( >5
>. 3 L x :3
PERSONALITY TRAITS :3 ,5 g: >, '3, E‘.
—C 5— "".Q I'- 44 (1)
CD a) was >, 44 rd ‘0
r- "U C L. _c: 5.. .,._
r— O O (D U? (I) m >3
U) E U > -r— 'U C 5-
1 2 3 4 5 6 7 8 9 10 I}, § 8 i
ALERT l 2 3 4 5 6 7 8 9 TO
I. (observant, vigilant)
ABSENT-MINDED I 2 3 4 5 6 7 8 9 IO
(dreamy, indefinite)
AFFECTED l 2 3 4 5 6 7 8 9 TO
3. (theatrical, pretentious
NATURAL l 2 3 4 5 6 7 8 9 10 a__
(sincere in manner)
AMBITIOUS I 2 3 4 5 6 7 8 9 10 d__
7. (Aspiring, self—improving)
UNAMBITIOUS I 2 3 4 5 6 7 8 9 TO ___ ___ .__
(lackadaisical)
CAUTIOUS I 2 3 4 5 6 7 8 9 TO ___ ‘__ _fl_ _fl_
T9. (wary, careful, precautions)
RECKLESS l 2 3 4 5 6 7 8 9 IO __. d_fl ,._
(rash, dashing, careless)
CHEERFUL I 2 3 4 5 6 7 8 9 IO ___.___ ‘__ ,__
21. (gay, happy, lighthearted)
GLOOMY l 2 3 4 5 6 7 8 9 l0

 

(depressed, sad, melancholy)

 

 

 

DEGREE OF TRAIT STRENGTH

 

 

IMPORTANCE TO JOB

 

 

 

 

 

 

 

>> I >,
PERSONALITY TRAITS .3 f3 23.33 .33 f.
44 to "0.0 >., cu s.
-C 5*- ‘I—fU r— 4.1 a)
U) a) m >, +J rs ”O
r- "U C 5.. .C 5.. .,_.
r— O O (1) UV (1) m >3
U) E U >__ ‘l-' ”U C S—
T 2 3 4 5 6 7 9 TO I; ;§ ,3 g
CLEAR-THINKING T 2 3 4 5 6 7 9 TO
22. (does not lose head if excited)
INCOHERENT T 2 3 4 5 6 7 9 TO
(confused, disoriented)
CONSCIENTIOUS l 2 3 4 5 6 7 9 TO
25. (dutiful, active super ego)
CONSCIENCELESS I 2 3 4 5 6 7 9 TO
(unscrupulous, expediential)
CONSTRUCTIVE I 2 3 4 5 6 7 9 IO ___
27. (creative, happy in building and making)
CONTENTED I 2 3 4 5 6 7 9 TO
28. (satisfied, adjusted)
DISSATISFIED T 2 3 4 5 6 7 9 TO
(discontented, wistful)
COOPERATIVE I 2 3 4 5 6 7 9 IO ___ ___ __* ___
30. (helpful, willing)
OBSTRUCTUVE T 2 3 4 5 6 7 9 TO ___ ___ ___ ___
(saboteurish, ill—wishing)
EASYGOING I 2 3 4 5 6 7 9 TO ___ ___ ___ ___
37. (happy-go-lucky, good—natured)
PERNICKETY l 2 3 4 5 6 7 9 TO ___ _‘_ _‘_ ___
(unteasable, strained)
ENERGETIC—SPIRITED I 2 3 4 5 6 7 9 IO ___ ___._‘_.___
43. (chipper, forceful, high—spirited)
LANGUID l 2 3 4 5 6 7 9 TO “__ _‘_________

(listless, spiritless)

 

DEGREE OF TRAIT STRENGTH

 

 

IMPORTANCE TO JOB

 

 

 

 

 

 

 

 

 

 

>~ . >.
PERSONALITY TRAITS >. 23 51>, >, 5.:
"" 4" (DI—- l_" (U
44 rs “0.9 >5 (U S-
LC: 5- 't—¢U {—- 4._) Q)
03 cu m >, 44 co ‘0
4H 'U c s. .c L 'F
t—- O O (U 05 Q) (1‘) >5
(D E U > , 'r— U C S—
I 2 3 4 7 IO 3; :2 (3 g
ENERGETIC-INDUSTRIOUS I 2 3 4 7 IO
44. (active, strenuous, tireless)
INACTIVE-INDOLENT l 2 3 4 7 l0
(fatigable, idle, lazy)
ENTERPRISING I 2 3 4 7 IO
45. (eager to undertake)
SHIFTLESS I 2 3 4 7 IO
(helpless)
ENTHUSIASTIC I 2 3 4 7 I0
46. (zestful, zealous, avid)
APATHETIC I 2 3 4 7 IO
(world—weary, desireless)
FAIR-MINDED I 2 3 4 7 IO 4
5I. (fair, just)
PARTIAL I 2 3 4 7 IO ._"_
(prejudiced, biased)
FRANK I 2 3 4 7 IO ___ ___ fifl_ #m_
55. (straightforward, candid)
SECRETIVE I 2 3 4 7 IO ___ _____‘__“_
(guarded, non—committal)
FRIENDLY I 2 3 4 7 I0 _fl_ ___ _._ ___
56. (accommodating, obliging)
HOSTILE I 2 3 4 7 IO ___
(surly, disagreeable)
GENIAL I 2 3 4 7 IO ___ ___ #__ _fi‘
58. (cordial, hospitable)
COLD—HEARTED I 2 3 4 7 IO ___ ___ ___ ___

(inexpansive,

infestive)

DEGREE OF TRAIT STRENGTH IMPORTANCE TO JOB

 

 

PERSONALITY TRAITS

Consider-
ably
Very

 

‘Slightly
¢.Moderately

I\)

U)
Slightly
Moderately
Considerably

Very

 

 

 

 

 

 

GRATEFUL I 2 3 4 5 6 7 8 9 IO

(appreciative, thankful)

THANKLESS I 2 3 4 5 6 7 8 9 IO

(ingrateful, inappreciative)

HEADSTRONG I 2 3 4 5 6 7 8 9 IO

(self—willed, fiery)

GENTLE-TEMPERED I 2 3 4 5 6 7 8 9 IO

(conciliable, ruly, passionless)

HIGH—STRUNG I 2 3 4 5 6 7 8 9 IO ___
(tense, intense, hectic)

RELAXED I 2 3 4 5 6 7 8 9 IO

(calm, serene, inexcitable)

HONEST I 2 3 4 5 6 7 8 9 IO

(truthful, upright, principled)

DISHONEST I 2 3 4 5 6 7 8 9 IO “_
(cheating, lying, thievish)

INDEPENDENT I 2 3 4 5 6 7 8 9 IO ___ ___ ___ _‘_
(self—reliant, self—helping)

DEPENDENT I 2 3 4 5 6 7 8 9 IO ___ ___ ___.___
(passive, clinging)

INFLEXIBLE I 2 3 4 5 6 7 8 9 IO ’_‘ _._..__ _fl_
(rigid, conservative, die-hard)

ADAPTABLE I 2 3 4 5 6 7 8 9 I0 ___ ___ _,__,‘_
(elastic, flexible)

IRRITABLE I 2 3 4 5 6 7 8 9 I0 .__ “_ ____,,_
(crabbed, hot tempered)

GOOD-TEMPERED I 2 3 4 5 6 7 8 9 IO ___ ___ ___ ,__

(slow to anger)

DEGREE OF TRAIT STRENGTH IMPORTANCE TO JOB

 

 

>5 ' >5
k w L-> % :;
PERSONALITY TRAITS :3 :2 ~82 >. 2'3 2‘3
._C 5— 't—(U I—" +4 G)
U) m m >, -p m ‘U
‘r— '0 S: S- _C S- u—
— O O CD CD (I) m >3
U)’ E (_) > -.—— 'U C S—
l 2 3 4 5 6 7 8 9 l0 S E 8 i’

 

 

KIND (ON PRINCIPLE) I 2 3 4 5 6 7 8 9 I0

 

 

80. (Christian, humanitarian, considerate)

LOYAL I 2 3 4 5 6 7 8 9 IO
83. (faith, stanch, true)

FICKLE I 2 3 4 5 6 7 8 9 IO

 

(inconstant, never attached)

 

MEMORY GOOD I 2 3 4 5 6 7 8 9 IO
85. (recollective, retentive)
FORGETFUL I 2 3 4 5 6 7 8 9 IO

 

(amnesic, aphasic)

 

PATIENT I 2 3 4 5 6 7 8 9 IO
93- (forebearing, long—suffering)
IMPATIENT I 2 3 4 5 6 7 8 9 IO

 

(overhasty, restive)

PAINSTAKING I 2 3 4 5 6 7 8 9 I0 __‘ __#____
94. (neat, thorough, accurate)
SLIPSHOD I 2 3 4 5 6 7 8 9 I0 “‘_ ___ ___ ___

(lax, careless, slovenly)

PRACTICAL I 2 3 4 5 6 7 8 9 IO ___ ___ ______‘
I04. (capable in emergencies)
UNREALISTIC I 2 3 4 5 6 7 8 9 IO ___ ___ ___ ___

(not grappling with everyday matters)

RELIABLE I 2 3 4 5 6 7 8 9 I0 ‘_fl .__ ___ ‘__
I06. (trustworthy, dependable in general)
UNDEPENDABLE I 2 3 4 5 6 7 8 9 IO ___ ___.‘______

(unpredictable, not steadfast)

 

 

 

 

 

 

 

 

DEGREE 0F TRAIT STRENGTH IMPORTANCE TO JOB
>5
>. "a? s'. >, .33
PERSONALITY TRAITS F- P wr- z .o
44 (U "0.0 r-- (‘6
_C S- ‘f— (U >3 (D 5—
C31 <1) (1) >5 r— 4.) (u
!—' 'U C S— 4—’ (U 'U
'— O O (U _C $— '1—
U) E L) > CD cu m >,
I 2 3 4 5 6 7 8 9 IO ;: '3 g 3
(n 2: a) :>
SELF-CONFIDENT I 2 3 4 5 6 7 8 9 IO
II4. (confident, assured)
SELF—DISTRUSTING I 2 3 4 5 6 7 8 9 IO
(self—uncertain)
SELF-CONTROLLED I 2 3 4 5 6 7 8 9 I0

 

II5. (self—commanding, self—disciplined)

STABLE EMOTIONALLY I 2 3 4 5 6 7 8 9 I0
I3I. (constant, steady)

CHANGEABLE I 2 3 4 5 6 7 8 9 IO ___

(fitful, erratic, temperamental)

 

 

 

TACTFUL I 2 3 4 5 6 7 8 9 IO ‘__ ___
I35. (discreet, sensitive of others' feelings)
TACTLESS I 2 3 4 5 6 7 8 9 IO ___ ___

(undiplomatic)

TEMPERATE I 2 3 4 5 6 7 8 9 IO “_ _‘_ ___
I37. (balanced, moderate)

EXTREME I 2 3 4 5 6 7 8 9 I0 ___ ___.__. d_d

(tragic and heroic emotionality)

ANTEVERT I 2 3 4 5 6 7 8 9 IO ___ _‘_
I0. (forward—looking)

RETROVERT I 2 3 4 5 6 7 8 9 IO ___ ___ ___ #__

(retrospective)

ASSERTIVE I 2 3 4 5 6 7 8 9 IO ___ ‘__ ‘_fl ___
I4. (dominating, aggressive)

SUBMISSIVE I 2 3 4 5 6 7 8 9 I0 *__ ___ __# ___

(obedient, self—abasing)

 

 

7
PART I SECTION B

 

 

 

 

DEGREE OF TRAIT STRENGTH IMPORTANCE TO JOB
>. I x
PERSONALITY TRAITS 3‘ 3 $3 33 ‘3
44 to “on >, <1) 3.
.C $- q—(U l—' +3 CD
CD cu m >, 44 to ‘U
°r- .0 C 5- .C 5- ‘r-
t- O O CD 03 Q) m >5
(D Z L) > °I— ‘U C S—
l 2 3 4 5 6 7 8 9 lO 2; s ,3 s
PERSERVERING I 2 3 4 5 6 7 8 9 I0
96. (determined, tenacious)
QUITTING I 2 3 4 5 6 7 8 9 IO

 

(faltering, lacking grit)

 

 

 

PLANFUL I 2 3 4 5 6 7 8 9 IO
IOI. (foresighted, purposeful)

PLANLESS I 2 3 4 5 6 7 8 9 I0

RESPONSIVE I 2 3 4 5 6 7 8 9 I0
I09. (sympathetic, movable)

ALOOF I 2 3 4 5 6 7 8 9 I0

 

(shut-in, indifferent)

SELF-RESPECTING I 2 3 4 5 6 7 8 9 IO
II8. (self—revering, high ego ideal)

 

THRIFTY l 2 3 4 5 6 7 8 9 10
I39. (frugal, niggardly)

CARELESS WITH GOODS I 2 3 4 5 6 7 8 9 IO
(Spendthrift, extravagant)

 

 

DUBITATIVE I 2 3 4 5 6 7 8 9 IO
36. (doubting, hesitant)

DECISIVE I 2 3 4 5 6 7 8 9 IO ___ ___

(decided, sees in black and white)

EMOTIONAL I. 2 3 4 5 6 7 8 9 IO ___ fi__
42. (emotionality in Sociability)

UNEMOTIONAL I 2 3 4 5 6 7 8 9 IO ___ ___.___ ___

(opposed to emotionality in tenderness)

OPINIONATED I 2 3 4 5 6 7 8 9 IO ___ __‘ ___ ___
90. (narrow—minded, fanatical)

TOLERANT I 2 3 4 5 6 7 8 9 IO ___ ___ ___ ___

(open—minded, liberalistic)

 

 

 

 

 

 

 

 

 

 

 

 

 

DEGREE OF TRAIT STRENGTH IMPORTANCE TO JOB
>3 | >5
PERSONALITY TRAITS 3’ 3 $3 3: 8
+3 ro 15.0 > CU 9-
1: 5- °v—(U r- 4.) a)
C» cu m >, 44 re ‘0
‘I— "U C S— _c 5.. .._
l— O O G) U) (U U) >~,
V) Z 0 > 'l" 'U C S—
I 2 3 4 5 6 7 8 9 I0 I; ;§ .3 :2
CONVENTIONAL I 2 3 4 5 6 7 8 9 IO
29. (conforming, prim)
INDIVIDUALISTIC I 2 3 4 5 6 7 8 9 IO
(dissenting, unpredictable in outlook)
CURIOUS I 2 3 4 5 6 7 8 9 IO
32. (inquisitive, snoopy)
UNENQUIRING I 2 3 4 5 6 7 8 9 IO
(incurious, searchless)
DEFENSIVE I 2 3 4 5 6 7 8 9 IO
35. (self-justifying)
HEARTY I 2 3 4 5 6 7 8 9 IO
63. (boisterous, vibrant, noisy)
QUIET I 2 3 4 5 6 7 8 9 IO
(mild, gentle, milquetoast)
HURRIED I 2 3 4 5 6 7 8 9 IO __‘_
66. (hustling, pursuing competition)
LETHARGIC I 2 3 4 5 6 7 8 9 IO ___ ___ ‘__ ___
(leisurely, unhurried)
IMPULSIVE I 2 3 4 5 6 7 8 9 I0 #__ ____fi______
70. (impetuous, hasty)
DELIBERATE I 2 3 4 5 6 7 8 9 IO ‘__ ___ ___.___

(level—headed, slef-restrained)

JEALOUS I 2 3 4
78. (envious, rivalrous)

 

 

DEGREE OF TRAIT STRENGTH

IMPORTANCE T0 JOB

 

 

 

 

 

 

 

 

 

 

 

 

 

 

% I z
PERSONALITY TRAITS 3’ :3 23.—>3 3’ R
+9 rs “0.0 >~. cu 9-
_C 9- °t—(U r—- 4—’ G)
o» cu m >, 44 to ‘U
'l" 'U C $- _C S— w—
l—" O O (U CD (U m >3
(.0 Z (J > °r— T) C S—
I 2 3 4 5 6 7 IO 2; z; (3 jg
MATURE (IN EMOTIONAL I 2 3 4 5 6 7 IO
DEVELOPMENT)
84. (frustration tolerant)
INFANTILE I 2 3 4 5 6 7 IO
(not self-objective)
POISED I 2 3 4 5 6 7 I0
I02. (self—assured, nonchalant)
AWKWARD I 2 3 4 5 6 7 IO
(self—conscious, unsure)
POLISHED I 2 3 4 5 6 7 I0
I03. (smooth, refined, courteous)
ROUGH I 2 3 4 5 6 7 IO
(curt, abrupt, rude, gruff)
SENSITIVE ' I 2 3 4 5 6 7 I0
I20. (feelings easily hurt, offendable)
TOUGH I 2 3 4 5 6 7 IO
(thick—skinned, insensitive)
SERIOUS I 2 3 4 5 6 7 I0
I22. (earnest, grave, solemn)
FRIVOLOUS I 2 3 4 5 6 7 IO
(light—minded, giddy, rattlebrain)
SOCIABLE I I 2 3 4 5 6 7 I0
I27. (good mixer, fond of meeting people)
SHY I 2 3 4 5 6 7 IO ___
(bashful, hermitish)
VIVACIOUS I 2 3 4 5 6 7 I0
I45. (lively, expressive of face and gesture)

 

 

PART I SECTION C
PERSONALITY TRAITS OF A COMPETENT

 

DEGREE OF TRAIT STRENGTH

IMPORTANCE TO JOB

 

 

 

x I _§
>. m LIA >5 h
'— 4-’ (DI- r— ((5
p m '01) >. m L
-C 5‘- w—(U g-— 4...) a)
CD (U U) >3 44 ‘5 “U
'I— U C 5- .C $- '1—
PERSONALITY TRAITS ; 5,3 8 g E” .3; :2 f}
l 2 3 4 5 6 7 8 9 "“10 I; § 8 3
AFFECTIONATE I 2 3 4 5 6 7 8 9 IO
4. (loving, fond, comradely)
FRIGID I 2 3 4 5 6 7 8 9 IO
(cold, indifferent)
ALCOHOLIC I 2 3 4 5 6 7 8 9 I0
6. (addicted to getting drunk)
AUTOCRATIC I 2 3 4 5 6 7 8 9 I0
I6. (domineering, dictatorial)
BROODING I 2 3 4 5 6 7 8 9 IO
I8. (sulky, moody, mopey)
UNREPINING I 2 3 4 5 6 7 8 9 IO
CHARMING I 2 3 4 5 6 7 8 9 IO ___
20. (Pleasurable personality, sweet)
CONCEITED I 2 3 4 5 6 7 8 9 IO
25. (self-important, vain, cocky)
SELF-DISSATISFIED I 2 3 4 5 6 7 8 9 IO ___
(self-lothing, self—accusing)
LEADING ( NOT DOMI- I 2 3 4 5 6 7 8 9 IO ___ ___ ___
82. NEERING)

(managing,

leading democratically)

 

 

 

 

 

 

 

 

1 All.

 

QUESTIONNAIRE INSTRUCTIONS

On the attached questionnaire are listed a series of personality traits.
The traits are generally listed in opposite pairs, although some are
For example, ”Cheerful" is paired with its opposite "Gloomy.”

single.

Your task is to:

Determine which of the listed personality traits are relevant
to occupational competency for the specified job;

1.

Designate the degree of strength of the trait which is desirable;

Indicate the importance of the trait to the job.

Steps to Follow:

 

 

 

 

Step I: Omit all the trait pairs or singles which in your Opinion do
not apply to the given job classification.

Step 2: When a trait is pertinent or applies to the job, encircle the
trait name.

Step 3: Place a circle around the number to the right of the trait.
which approximates the degree of the trait (Trait Strength)
at which you would hire an applicant for the job.

Step 4: Place a square[:I on the number which approximates the degree
of the trait the employee should reasonably reach as a goal
after two years of employment. In some cases entry and goal
may be the same.

Step 5: Place an ”X" in the prOper column of the IMPORTANCE TO JOB
section.

EXAMPLE:
DESIRABLE
DEGREE OF TRAIT STRENGTH IMPORTANCE TO JOB
: .>. :2
>. m Lr- >. n
1" 44 (DD r“ (U
PERSONALITY TRAITS 4-’ g ‘0‘“ :3 g :3
E l—
0» a) m >, 44 r5 '0
‘r-’ 'C) C S- _c: S. -.—
,— o O a) CD cu (1) >3
.2— _._>= _ U ——2——— ; E S t
__ g I 2 3 4 5 6 7 8 9 TO (A z L, :,
12 3567910 A
I.
GLOOMY I 2 3 4 5 6 7 8 9 IO

[UH

By encircling "Cheerful”
By placing a circle around "4"

 

in the above you indicate that it is relevant to the job.
you indicate this as the lowest level or degree of

the trait (moderately cheerful) at which you would hire an applicant.

3. By placing a squareE]

on ”8” you indicate this to be the level or degree to which

an employee should advance in two years of employment. It is the goal. .
A. By placing an "X" in the "Very Important” column you indicate that this 18

how important the trait is to the job.

OPINION FREQUENCY DISTRIBUTION OF

ESSENTIAL PERSONALITY VARIABLES

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

JOb Trait
Part A—-Importance to Job
Priority Importance Respondents' Tally Total
A 1. Very (V)
2. (VC)
B 3. Considerably (C)
4. (CM)
C 5. Moderately (M)
6. (MS)
D 7. Slightly (S)
8. (SO,
,9. Omitted (0)
Mode
Median
Part B--Employers' Expectations
(desirable degree of trait develOpment)
Respondents' Respondents'
Priority Entry Tally Total Goal Tally Total
I TO
(Very) 9
ll 8 I
(Consid- 7 '
erably) 6 i
III 5 g
(Moder— u l
ately) 3 I
l
w 2 ;
Slightly l I
Mode MOde
Median Median

Correlated Priority Level

 

 

 

 

 

(rank ordered)

APPENDIX E

WORKER TRAIT REQUIREMENTS:
FACTOR DEFINITIONS (U. S.
Employment Service, op.cit.)

203

201-l

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00.8000 00.000008 088.0 000.» 80%|.
000.000? 000.000 000 000000000
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0000.0
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300800.00 0000.08 88.03.

00.00
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00 0030800008 00000>00
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00200000 8.0000050
000 100.0880 0. 00 .0000000
-08 000.000.00.08 .0 000.000
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-000 000.008.00.08 000.0080...
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00.00.00.» 0 Z. 820000000800 .3
.8 3.0.8 00>.» 000.000.0000. 0.08.0 0.00.» 000
00000 00 080000000000 00000 008800 0.880.

$800000 00.00.00.»
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000.0 000.00000000 00.3 .00Q 003000000
-0. 0000-030 .8 -000 0000.03 00 000.000 000
.3000 00 w0.0000000000 00000 008800 .3000.

.00.00.00> 00000000 .50. 0 m0.
->.0>0. 080.008 00.3 .00Q 000.000.0000.
.08 .8 00.00.03 00398.00 000 02.0000 000
00000 00 080000000000 00000 008800 .2000.
00.00.00.» 00000000 .0880 00.3008. 080.
008 00.3 .00Q .88. 050880880 8
..0.8 £000.03 0. 0000.000. 0020000000. 000
00000 00 080000000000 00000 008.000 0.880..
00.00.00.» 00000000 .0 000.00.» 0
00.3 .000 .0000. 0.000000 .8 6.0088000
0.0 ..000 6000.03 0. 0000.000. 000.000.0000.
.0 >.00.00> 0 0080000. 080.008 80.0008
0300 00 008000.00 0000.000 .0 8.0.00.8 .0804
00.00.00.» 00000000 000 00000000 .0880
00.3 .00Q .88. 3008800080 00 000.
0.0800008 .0.00008 60.000 0. .000.0000000.
.00.:0000 .0 000.00.» 0.».000000 00 008000
0. 000.0288 0:0.» .0000 000 .0000. 00..
00000 .0000 000.80 .080.008 000.000 00 00.
0.0.00 05000.00 00 .0300. .0 008.088 .0800.
0800000 .0 00000.0 00000000 0008 000
0000080.... 00.00.00.» 00000000 000 000000
-00 .0 30.00.» .0 0.03 .00Q 000.000 0.00...
-..0 0008 00. 0. .000 .0080 000.008 0.8000
08.00000 05000.00 0.0.0800: 80:00
-800. 10000.80: 00.3 .00: 080.008 .00..
008 000 100000.200. .0 00000 00.3 0 00 00.
4.0.00 05000.00 8 .0080. .0 008.058 3.84.

 

000800.803 00000.5.—

 

0 I

0008007503 000.000.0000?-

 

000080...>0C 00.00000m

 

.08..

 

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HZflZhOJfl>QG A<ZO~F<UDQH A<KHZHU no HJ<Dm

205
DEFINITIONS OF APTITUDE FACTORS

V-—VERBAL: Ability to understand meanings of words and
ideas associated with them, and to use them effectively.
To comprehend language, to understand relationships be—
tween words and to understand meanings of whole sen-
tences and paragraphs. To present information or ideas
clearly.

N-—NUMERICAL: Ability to perform arithmetic operations
quickly and accurately.

S—-SPATIAL: Ability to comprehend forms in space and
understand relationships of plane and solid objects.
May be used in such tasks as blueprint reading and
in solving geometry problems. Frequently described
as the ability to "visualize” objects of two or three
dimensions, or to think visually of geometric forms.

P-—FORM PERCEPTION: Ability to perceive pertinent detail
in objects or in pictorial or graphic material. To
make visual comparisons and discriminations and see
slight differences in shapes and shadings of figures
and widths and lengths of lines.

Q--CLERICAL PERCEPTION: Ability to perceive pertinent
detail in verbal or tabular material. To observe dif—
ferences in copy, to proofread words and numbers, and
to avoid perceptual errors in arithmetic computation.

K—-MOTOR COORDINATION: Ability to coordinate eyes and
hands or fingers rapidly and accurately in making pre—
cise movements with speed. Ability to make a movement
response accurately.

F—-FINGER DEXTERITY: Ability to move the fingers, and
manipulate small objects with the fingers, rapidly or
accurately.

M——MANUAL DEXTERITY: Ability to move the hands easily and
skillfully. To work with the hands in placing and
turning motions.

E—-EYE—HAND—FOOT COORDINATION: Ability to move the hand
and foot coordinately with each other in accordance with
visual stimuli. (Not measured by GATE.)

C—-COLOR DISCRIMINATION: Ability to perceive or recognize
similarities or differences in colors, or in shades or
other values of the same color. To identify a particular
color, or to recognize harmonious or contrasting color
combinations, or to match colors accurately. (Not measured
by GATE.)

G——INTELLIGENCE: General learning ability. The ability to
"catch on” or undestand instructions and underlying prin—
ciples. Ability to reason and make judgments. Closely
related to doing well in school.

206

TEMPEFAMENT FATTOES

The Factors

 

One the following pages l2 factors are defined in terms of
situations in jobs that have been judged to be homogeneous
in ttma‘temperwnmmital atkhistment Ixaguired. _For tt£?1marpose
of this study we are calling each of these l2 groups of
situations temperament factors. Desigtations and defini—
tions for these factors follow:

1. VARCH.-—Situations involvi g a variety of duties
often characterized by frequewt gharge.

2. REPSC.——Situations involving repetitive or snort
cycle operations carried out according to set
procedures or sequences.

3. US .——Situations involving doing things only under
srecific instruction, allowin little or no room
for independerfi zrflibmi or judgment in worKing out
job problems.

4. DCP.——Situations involving the direction, control,
and planning of an entire activity or the activities
of others.

5. DEPL.——Situations involvipg tre recessity of dealing
with people in actual job cuties beyond giving and
receiving instructions,

6. ISOL.——Situations involving working alore and apart
in physical isolation from Others, although activity
may be integrated with tnat of others.

7. INFIU.——Situations involving irfluenuing people in
their opinions, attitudes, or judgments about ideas
or things.

L

0732

l"

1.4

o

x

PUS.—-Situations involving performing a6 4
stress when confronted with the critical or
or taking risks.

SJC.——Situations involving the evaluation {arrivipy
at generalizations, judgments, or decisions) of ir~
formation against sensory or judgmental cri‘eria.
MVC.~—Situations involving Ire evaluation for arriv
at generalizations, judgments, or GETlGlObS) of
mation against measurable or verifiable criteria,
FlF.—~Situations involviyg the irtertreiation of

feelin 8 ideas, or facts in T"emit—3 of :ersonal view
3 l

point.
STS.——Situations invOlvirg the precise a‘t
set; limits, twilerarnxas, or sttmndarde

(i)

l t" file i ‘ i G

9.,
(l7

+—+-J

.‘\
I7}

207

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208

PHYSICAL CAPACITIES FACTORS

A study of the 27 Physical Capacities (Demands) listed
on the Physical Demands Form (ES 130) indicated that both
raters' power to discriminate and source information avail-
able did not warrant such a fine breakdown. Therefore, it
was decided to combine those items which are closely related:
i.e., involving the same muscles, organs, or parts of the
body. As a result there are six Physical Capacities
(Demands) factors and seven Working Conditions factors to
be rated. The definition of each factor is basically a com—
bination of t e definitions of the items from which it has
been derived.

Physical Capacities (Demands) Factors:

1. Lifting, Carrying, Pushing and Pulling (Strength)
Sedentary Work
Light Work
Medium Work
Heavy Work
Very Heavy Work
Climbing and Balancing.
Stooping, Kneeling, Crouching, and Crawling.
Reaching, Handling, Fingering, and Feeling.
Talking and Hearing.
Seeing.

ONUl-D‘UOR)

Working Conditions Factors:

Inside or Outside

Extremes of Cold plus Temperature Changes.

Extremes of Heat plus Temperature Changes.

Wet and Humid.

Noise and Vibration.

Hazards.

Fumes, Odors, Toxic Conditions, Dust, and Poor
Ventilation.

NOMnsrrwmw

 

1For complete descriptions of the items from which
these factors were derived, see ”Physical Demands Analysis
and Physical Capacities Appraisal” (Government Printing
Office, 1945).

"llilulllliii“)Will“

 

31293104170265