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MSU LIBRARIES “ . nnf‘ ‘ . . - ‘ "‘ , LIEMA’.1M “100.97” A CLARIFICATION OF RELATIONSHIPS BETWEEN FARMING AND CERTAIN OTHER AGRICULTURAL OCCUPATIONS WITH IMPLICATIONS FOR GUIDANCE AND CURRICULUM DEVELOPMENT BY WILLIAM HENRY KENNEDY AN ABSTRACT OF A THESIS Submitted to the School for Advanced Graduate Studies of Michigan State University of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION Department of Teacher Education 1958 ngpoee.-(l) To develop a system.of identifying the degree of relationship between farming and other occupations; (2) to select a suitable term.for referring . to those occupations which have a relationship to farmdng; (3) to define the degrees of relationship between farming and other occupations; and (4) to identify and describe some of the agricultural occupations other than farming which.have different degrees of relationship to farming. method.-A revised list of 786 occupations with agricultural connotations was drawn from the literature. These were ranked by a Jury on whether or not workers in the occupations needed a knowledge of farming. Ten high, ten middle, and five low ranking occupations were selected and ten interviews made in Michigan with.employers or workers on jobs in each occupation, using an instrument designed to score the Job on the knowledge of farming, farm background, and agricultural training needed. Knowledge of farming was defined as (1) awareness of, (2) understanding of, or (3) ability to perform.manipu- lative and managerial operations performed by farmers. Findings and Interpretations.-The Jury ranking correlated +.75 with the knowledge of farming score ranking of the twenty-five occupations studied. Three of the hypotheses of the study were eup- ported by the data and accepted as true. These were: 1. That there are occupations in which persons with a farm background or agricultural training are more employable or more successful than persons without this background or training. 2. That the effect of a farm background or agri- cultural training on the employability or success of workers is different for different occupations. 3. That workers in occupations involving service to farmers have a greater need for a farm background and/or agricultural training than do workers in occupations involving the transporting, handling, or processing of products of the farm, The fourth hypothesis--that the variation in need for farm.background or agricultural training in different occupations can be measured in terms of the knowledge of farming needed better than by the worker trait re- quirements of the occupations-~was neither accepted nor rejected. It was concluded that: (1) agricultural occupa- tions can be rated on the basis of the knowledge of farming needed by workers in the occupations; (2) many occupations previously regarded as related to agriculture require relatively little knowledge of farming; (5) 3 occupations requiring workers with a knowledge of farming should be called agricultural occupations and be grouped according to the knowledge of farming score; and (4) since many agricultural occupations are highly specialized and require varying degrees of knowledge of farming, training programs for these occupations should be flexible, adjusted to the requirements of the job, and highly individualized. APPROVED , Adviser A CLARIFICATION OF RELATIONSHIPS BETWEEN FARMING AND CERTAIN OTHER AGRICULTURAL OCCUPATIONS WITH IMPLICATIONS FOR GUIDANCE AND CURRICULUM DEVELOPMENT 137 WILLIAM HENRY KENNEDY A THESIS Submitted to the School for Advanced Graduate Studies of Michigan State university of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION Department of Teacher Education 1958 ACKNOWLEDGEMENTS The writer wishes to express his appreciation to his graduate adviser, Dr. Harold M. Byram, for his leader- ship and counsel during the planning, conducting, and reporting of this study; and to the other members of his guidance committee for their thoughtful suggestions and helpful criticisms. He also wishes to express his gratitude to the teachers of vocational agriculture who assisted with the interviews and to Dr. William.D. Baten, Michigan State University Experiment Station Statistician, who gave freely of his time to help plan the statistical treatment of the data. TABLE OF CONTENTS ACKNOWLEDGMENTS O O O O O O O O O O O O O O O O O 0 LIST OF LIST OF Chapter TABLES. O O O O O O O O O O O O O O O O O O FIGURES O O O O O O O O O O O O O O O O O O I 0 INTRODUCTION 0 O O O O O O O O O O O O O O C Hypotheses Philosophical Basis for the Study Background of the Problem Reed for and Importance of the Study Definition of Terms Assumptions Limitations of the Study II. REVIEW OF SELECTED LITERATURE. . . . . . . . Literature on the Relationships Among Occupations Relationship of occupations to each other Relationship of occupations to agriculture Scope of agricultural occupations Basis for relationship Summary ' Literature on Definitions of "Related Agricultural Occupations" Differences in interpretation of the term.'related agricultural occupations" Pilot study to identify characteristics of related agricultural occupations Summary Literature on Agricultural Occupations and Guidance Occupational Opportunities in agriculture Selecting an occupation Need for guidance Literature on the Agricultural Requirements of Certain Occupations Need for farm background Page iii xiv Chapter Page Need for farm.experience and for training in agriculture Summary Literature on the Classification of Occupations Dictionary of Occu ational Titles "Eiders and faEEIIes Industrial classification Census of population Other methods of classifying occupations worker trait requirements Summary Literature on Skills and Abilities Needed by'Farmers Summary Literature on Skills and Abilities Needed by Teachers of Vocational Agriculture Summary III. DESIGN OF THE STUDY. . . . . . . . . . . . . 106 Development of the List of Agricultural Occupations Rough Sorting of the Occupations Selection of the jury Instructions to the jury Analysis of jury responses for guessing Selection of Occupations to Study Comparison of Estimates of worker Trait Requirements for AgricuIturaI ana on-Agr cu ural Occupations Scoring Occupations for a Knowledge of Farming The interview schedule Selection of interviewers Attempts to reduce bias Selection of interviewees Tabulation and analysis of scores Comparison of ranking of occupations by score and by jury Analysis of the Need for Farm Background and Experience for Success on Jobs in Different Occupations Analysis of Differences between Jobs Involv- ing Bringing Goods or Services to Farm ers and Those Involving Moving Agricul- tural Products from the Farm to the Consumer Chapter Summary IV. REPORT OF FINDINGS O O O C O O C O O O C 0 Part I. The Findings Supporting the Use of the Survey Infltrument e e e e e e e e 0 Selection of a term. Occupations requiring a knowledge of farming Analysis of WOrker Trait Re uirements publicatIon General education development Specific vocational training General intelligence and aptitudes Temperament requirements Interests Physical capacities Working conditions Summary-AWOrker Trait Requirements Value of Worker Trait Requirements as a basis for classifying agricultural jdbs Validation of the survey instrument Part II. An Analysis of the Survey of the Knowledge of Farming Needed by werkers in Selected Occupations . . . . . . . . Use of the instrument and scoring the occupations Grouping the occupations Interviewee estimates of needs and characteristics of twenty-five occupations Steadiness of the job Time spent on the job Need for having been raised on a farm Need for training in agriculture Need for practical farm.experience Similarity of jobs studied Ehriety of work performed Group I Agricultural Occupations Dairy Plant Fieldman Farm.P1anner, Soil Conservation Service Poultry Farmer, Meat Frui t-Farm Foreman vi Page 164 165 218 Chapter- vii Page Group II Agricultural Occupations Caretaker, Farm. Research Worker, Agricultural municipal Forester Agricultural Engineer Salesman, Nursery Products Veterinarian, Public Health Veterinary Parasitologist Research Worker, Crops and Soils Salesperson, General Hardware, Rural Community Hulk Plant Operator Group III Agricultural Occupations Farm Custom.Service Operator, Seeding and Fertilizing Tractor Operator, Farm Accountant, Farmer Cooperative Lumber Yard Worker Laborer, Hatchery Occupations in Group IV Salesman, Fruit Trailer-Truck Driver Transplanter, Greenhouse Surveyor, Pipe Line Gravel Inspector Potato-Chip Frier Comparison of service occupations to marketing occupations Summary I v. SULIMAHY O O O O O O O O O O O O O O O O O O O 385 Procedure Conclusions Conclusions relative to hypothesis I Conclusions relative to hypothesis II Conclusions relative to hypothesis III Conclusions relative to hypothesis IV Implications of the Study BIBLIOGRAPHY. O O O O O O O O O O O O O O O O O O O 402 APPENDIXES A. Questionnaire Responses on Characteristics of Occupations that Can Be Regarded as Balated to AgricUI‘hurCe e e e e e e e e e e 414 B. Occupations with Agricultural Connotations . 416 viii Appendix “Page C. Names and Addresses of Jurymen . . . . . . . 449 D. First Letter to Jurymen. . . . . . . . . . . 451 E. Jury Instrument with Covering Letters. . . . 452 F. Follow-Up Letter written to Two Jurymen Who Did Net Return the Instrument in Ten Weeks. 481 Go The Intemiew SCthUlO e e e e e e e e e e e 482 H. Instructions to Interviewers . . . . . . . . 507 Table 1. 2. 5. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. LIST OF TABLES Characteristics of occupations related to agriculture as identified by agricultural teacher trainers and supervisors. . . . . . . Revised list of occupations with agricultural connOtation e e e e_e e e e e e e e e e e e e Qualifications of the jurymen . . . . . . . . Form of jury questionnaire. . . . . . . . . . Comparison of jury "yes" responses to chance. Occupational titlesprovided by jury responses, from which occupations for study were selected. Form.of interview schedule for scoring kHOWledga Of farming. e e e e e e e e e e e e Ranking of occupations by'the jury. . . . . . Comparison of general educational development required of workers in two groups of occupa- tions 0 O O O O O O O O O O O O O O C O O O 0 Comparison of specific vocational training required of workers in two groups of Occupations e e e e e e e e e e e e e e e e 0 Comparison of workers Comparison workers in Comparison workers in Comparison workers in Comparison workers in of general intelligence required in two groups of occupations . . . of verbal aptitude required of two groups of occupations. . . . . of numerical aptitude required of two groups of occupations. . . . . of spatial perception required of two groups of occupations. . . . . of form perception required of two groups of occupations. . . . . Page 59 115 132 133 155 156 151 171 199 200 201 201 202 203 203 Table Page 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 29. 30. Comparison of clerical aptitude required of workers in two groups of occupations. . . . . . 204 Comparison of motor coordination required of workers in two groups of occupations. . . . . . 204 Comparison of finger dexterity required of workers in two groups of occupations. . . . . . 205 Comparison of manual dexterity required of workers in two groups of occupations. . . . . . 205 Comparison of eye-hand-foot coordination required of workers in two groups of occupations e e e e e e e e e e e e e e e e e e 206 Comparison of color discrimination aptitude required of workers in two groups of occupations e e e e e e e e e e e e e e e e e e 206 Comparison of temperaments required of workers in two groups of occupations. . . . . . . . . . 208 Comparison of interests required of workers in two groups of occupations. . . . . . . . . . 209 Comparison of physical strength required of workers in two groups of occupations. . . . . . 211 Comparison of physical capacities required of workers in two groups of occupations. . . . . . 212 Comparison of adaptability to inside-outside working conditions required of workers in two groups of occupations . . . . . . . . . . . 212 Comparison of tolerance to extremes of working conditions required of workers in two groups of occupations. . . . . . . . . . . . . . . . . 213 weighted scores for 248 jobs in twenty-five occupations e e e e e e e e e e e e e e e e e e 219 Comparative preciseness of two methods of grouping occupations. e e e e e e e e e e e e e 223 Interviewee estimates of needs and characteristics of twentybfive occupations. . . 225 Table 51. 52. 55. 54. 55. 56. 57. 58. 59. 40. 41. 42. 45. 44. Comparison of interviewee estimates of steadiness of job for jobs in four groups of occupations. e e e e e e e e e e e e e e 0 Comparison of interviewee estimates of the time spent on the job for the jobs in four groups of occupations . . . . . . . . . . . . . Comparison of interviewee estimates of the need for having been raised on a farm.for placement or success on jdbs in four groups or occupations. e e e e e e e e e e e e e e e Comparison of interviewee estimates of the need for training in agriculture for placement or success on jobs in four groups of occupations e e e e e e e e e e e e e e e e 0 Comparison of interviewee estimates of the need for practical farm.experience for placement or success on jdbs in four groups Of occupations. e e e e e e e e e e e e e e 0 Comparison of interviewee estimates of similarity of jobs within the occUpation for the jobs in four groups of occupations. . . . . . . Comparison of interviewee estimates of the variety of tasks performed on jdbs in four groups at occupations e e e e e e e e e e e e Interviewee estimates of knowledge of farming needed by Dairy Plant Fieldman. . . . . . . . Interviewee estimates of knowledge of farming needed by Farm Planner, Soil Conservation semico O O O O O O O O O O O O O O O O O O O Interviewee estimates of knowledge of farming needed by Poultry Farmer, Meat. . . . . . . . Interviewee estimates of knowledge of farming needed by Fruit-Farm Foremn. . . . . . . . . Jury responses on Group II occupations. . . . Interviewee estimates of knowledge of farming needed by Caretaker, Farm.. . . . . . . . . . Interviewee estimates of knowledge of farming needed by Research worker, Agricultural . . . xi Page 227 229 250 252 254 256 257 242 249 254 261 267 270 276 xii Table Page 45. Interviewee estimates of knowledge of farming needed by municipal Forester. . . . . . . . . . 281 46. Interviewee estimates of knowledge of farming needed by Agricultural Engineer . . . . . . . . 286 47. Interviewee estimates of knowledge of farming needed by Salesman, Nursery Products. . . . . . 292 48. Interviewee estimates of knowledge of farming needed by Veterinarian, Public Health . . . . . 298 49. Interviewee estimates of knowledge of farming needed by Veterinary Parasitologist . . . . . . 505 50. Interviewee estimates of knowledge of farming needed by Research Worker, Crops and Soils. . . 508 51. Interviewee estimates of knowledge of farming needed by Salesperson, General Hardware, Rural Community 0 e e e e e e e e e e e e e e e 315 52. Interviewee estimates of knowledge of farming needed by Milk Plant Operator 0 e e e e e e e e 521 55. Jury responses on Group III occupations . . . . 524 54. Interviewee estimates of knowledge of farming needed by Farm Custom Service Operator, Seeding and Fertilizers e e e e e e e e e e e e 327 55. Interviewee estimates of knowledge of farming needed by Tractor Operator, Farm. . . . . . . . 555 56. Interviewee estimates of knowledge of farming needed by Accountant, Farmer Cooperative. . . . 559 57. Interviewee estimates of knowledge of farming needed by Lumber Yard Worker. . . . . . . . . . 544 58. Interviewee estimates of knowledge of farming needed by Laborer, HaUChery e e e e e e e e e e 348 59. Jury responses on Group IV occupations. . . . . 551 60. Interviewee estimates of knowledge of farming naedad by Salesman, Fru1t e e e e e e e e e e e 355 61. Interviewee estimates of knowledge of farming needed by Trailer-Truck Driver. . . . . . . . . 561 xiii Table Page 62. Interviewee estimates of knowledge of farming needed by Transplanter, Greenhouse. . . . . . . 565 65. Interviewee estimates of knowledge of farming needed by Surveyor, Pipe Line . . . . . . . . . 569 64. Interviewee estimates of knowledge of farming needed by Gravel Inspector. . . . . . . . . . . 575 65. Comparison of service and marketing occupations based on knowledge of farming score . . . . . . 577 66. Comparison of service and marketing occupations on the requirement of workers for having been raisedOHELQrMeeeeeeeeeeeeeeee 378 67. Comparison of service and marketing occupations on the basis of the need of the workers for training in agr1cu1tur° e e e e e e e e e e e e 579 68. Comparison of two groups of occupations on the basis of the need of the workers for practical farmexperience................ 579 69. Comparison of service and marketing occupations on the similarity of jobs within the occupation. . . . . . . . . . . . . . . . . . . 580 70. Comparison of service and marketing occupations on the variety of work performed by the 'Orkeraeeeeeeeeeeeeeeeeeeee 381 Appendix B. Occupations with agricultural com0t3t10n8eeeeeeeeeeeeeeeeee 416 LIST OF FIGURES Figure 1. Similarity of occupations based on the significance of the differences between 2. 5. 4. 5. 6. 7. 8. 9. 10. 11. 12. 15. 14. 15. the means of the occupation Knowledge of farming needed Fieldman. O O O O O O O O 0 Knowledge of farming needed Soil Conservation Service . Knowledge Meat. . . Knowledge Foreman . Knowledge Knowledge of farming needed of farming needed of farming needed of farming needed Agricultural O O O O O O O 0 Knowledge Forester. Knowledge Engineer. Knowledge Nursery Products. . of farming needed of farming needed of farming needed Knowledge of farming needed Public Health . . . . . . . Knowledge of farming needed Par381t010818te e e e e e 0 Knowledge of farming needed werker, Crops and Soils . . Knowledge of farming needed scores. 0 O O O O O by Dairy Plant by Farm Planner, by Poultry Farmer, by Fruit-Farm by Caretaker, Farm. by Research Worker, by municipal by Agricultural by Salesman, by Veterinarian, by Veterinary by Research 0 O O O O O O O O O by Salesperson, General Hardware, Rural Community . . . . . . . Knowledge of farming needed Operator. by Milk Plant Page 221. 245 248 256 265 272 277 282 287 295 299 505 510 516 522 Figure 16. Knowledge of farming needed by Farm Custom Service Operator, Seeding and Fertilizing . . 17. 18. 19. 20. 21. 22. 25. 24. 25. Knowledge of farming needed Operator, Farm. . . . . . . Knowledge of farming needed by Tractor by Accountant, Farmer Cooperative. . . . . Knowledge werker. . Knowledge Hatchery. Knowledge Knowledge Driver. . Knowledge Gre 61112101186 0 e Knowledge Pipe Line Knowledge Inspector of farming needed of farming needed of farming needed of farming needed of farming needed of farming needed of farming needed by Lumber Yard by Laborer, by Salesman, Fruit. by Trailer-Truck by Transplanter, by Surveyor, by Gravel Page 529 554 540 545 549 556 562 566 571 574 CHAPTER I INTRODUCTION This is a report of a study to clarify the relationship between farming and certain agricultural occupations other than farming. For purposes of analysis this problem.was divided into several sub-problems. These were identified as follows: 1. To develop a system of identifying the degree of relationship between farming and other occupations. 2. To select a suitable term.for referring to those occupations which have a relationship to farming. 5. To define the degrees of relationship between farming and other occupations. 4. To identify and describe some of the agricul- tural occupations other than farming which have different degrees of relationship to farming. This study attempted to clarify the position of workers in agricultural occupations, and to develop tech- niques for the collection and presentation of information which.might be appropriate for guidance purposes and which might also guide the development of the agricultural phases of suitable curricula for training workers for these occupations. The remainder of this chapter indicates the hypotheses tested, provides a philosophical base for the study, explains the background of the problem, lists the assumptions which underlie the study, recognizes the limi- tations of the study, and defines the terms used. Hypotheses . The analysis of the problem as stated depended upon the validation of several hypotheses regarding the occupations considered. These were: Hypothesis I. That there are occupations in which persons with a farm.background or agricultural training or both.are more employable or more successful than per- sons without this background or training. It was decided to accept this hypothesis and re- gard it as true if employers or supervisors of workers and/er workers in the occupations A. Reported to a significant degree that for success on jobs in that occupation it was 'essential' or 'desirable" for workers to have: 1. been raised on a farm, 2. received training in agriculture, and/or 5. had practical farm.experience. B. Identified manipulative and managerial operations in farming, a knowledge of which.was needed by workers on jobs in given occupations. guppthesis II. That the effect of a farm.back- ground or agricultural training on the difference in employability or probable success of the worker exists in different degrees for different occupations. It wasdecided to accept this hypothesis and regard it as true, if, to a significant degree: A. A variation was revealed in the need of workers in different occupations for different amounts of knowledge of the manipulative and managerial operations performed by farmers, as rated by ‘ employers, supervisors, and/or workers. B. The occupations studied were regarded by on. players, supervisors of workers, and/or the workers themselves to have different degrees of demand for having; 1. been raised on a farm, . 2. received training in agriculture, and/er 5. had practical farm.experience. Hypothesis III. That the demand of different occu- pations for different levels of farm.background or agricul- tural training can be measured in terms of the knowledge of manipulative and managerial operations performed by farmers in farming, better than by the temperaments, interests, or aptitudes required of the worker in the occupation. It was decided to accept this hypothesis and regard it as true if: A A. The occupations requiring workers with a great- er knowledge of the manipulative and managerial Operations performed by farmers in farming as rated by employers or supervisors of work- ers and/or workers in the occupations, also need workers who-have been raised on a farm, have had training in agriculture, and have had practical farm experience. B. If no significant difference between the temper- aments, interests, and/or aptitudes required of workers on jobs in agricultural occupations as compared to those required of workers on jobs in non-agricultural occupations was re- vealed by an analysis of the United States Employment Service reports of worker trait requirements. A As the study progressed there evolved another hypothesis whichwas deemed worthy of testing. This hypothesis was; Hypothesis IV. That workers in occupations involv- ing service to farmers, and those bringing the means of production to farmers, have a greater need for a knowledge of farming and for having been raised on a farm, for hav- ing had training in agriculture, and/or for having had practical farm.experience than do workers in occupations involving the transporting, handling, or processing of agricultural products from.the farm.to the consumer. It was decided to accept this hypothesis and regard it as true if the workers on jobs in occupations involving bringing goods and services.£q.farms as compared to those involving moving goods‘fgqm the.farm.to the consumer were regarded by employers or supervisors of workers and/or workers in the occupations to need to a significantly greater degree: 1. to have been raised on a farm, 2. to have had training in agriculture, 5. to have had practical farm experience, and/er 4. to have a knowledge of, the manipulative and managerial operations performed by farmers in fumnge Philosophical Basis for the Study The point of view of the present study was that the fields of work blend into each other and overlap so that a worker in a given job may at the same time be work- ing in two or more broad occupational fields which are so 6 interrelated that it is difficult to tell where one leaves off and another begins. This philosophy views agriculture as extending into many other fields where it ranges from comprising a major portion of the work in some occupations to a very minor portion of the work in others. This study viewed agriculture as much.broader than farming, even though it was recognized that many authori- ties, including the United States Census, regard agricul- ture and farming as synonymous terms. In.colonia1 times, when the head of the family “was responsible for providing both.the food which was eaten and the clothing which.was worn,'1 and for genera- tions thereafter much of all the work that was done, was done on farms. Davis and Hinshaw, however, in a report based on research.done recently by The Harvard university Graduate School of Business Administration, pointed out that a great change fromtthis type of agriculture took place in the decades between 1920 and 1940 when, The new land frontier faded from.the scene, and the frontier of economic progress shifted in such a way that farm.families were suddenly and desperately con- fronted with the necessity of buying a modern standard of living instead of being able to create it to a considerable degree directly from the soil of their farms. lore and more businesses appeared which fur- nished supplies to farms and which processed, stored and marketed farming's products. Combined with.agri- 1lichigan Employment Security Commission, General Farm Jobs Hichi an- A ril 1951 (Occupational Guide; 'Ditroit: HIcEIgan EfiponmenE Security Commission, 1951), p. 1. culture, these businesses formed an economic unit which by mid-century became more than twice as big as agriculture. This set the stage for a new idea in respect to economics-~the idea that agriculture has become an integral part of the agribusiness which no; constitutes a major segment of the nation's economy. This term~-agribusiness--and how it describes the agricul- ture of today and compares it with the agriculture of old is explained further as the writers describe the relation- ship among peeple involved in an agricultural problem.- that of increasingly improving the uniformity and raising the quality of pork put on the market. They say: ' This was an agribusiness question of profound impor- tance. The Carl Yeoman that represented the present generation of'Yeomans who had been agriculturists for centuries now found himself devoted to a new concept of his family's traditional vocation. The men sitting there in Stewart walliams' office-~the food merchant, the processor, the hog grower, the supplier--all of them.together were only the modern counterpart of Carl Yeoman's grandfather, Abner, the capable agriculturist of the earthbound era.3 This supports Berg's contention that much.of the traditional "work of the farm is now performed off-the-farm.in closely wrelated occupations." Berg goes on to say that 'Persons engaged in these occupations need a thorough grounding and training in farming, the work of the farm, and of the farm home.“ 2John B. Davis and Kenneth Hinshaw, Farmer in . Business Suit (New York: Simon and Sohuster, I957), pp. 75-76. snidc, PO 204. 4Gordon L. Berg, "Should 'Industry be Served' Through the Teaching of Related Occupations in Vbcational' Agriculture?" County Agent and ve-gg Teacher, x, number 9, (September, 19 , p. . Hoover, in introducing his study which related factors associated with establishment in related agricul- tural occupations to the high school curriculum, presented a detailed account of some important trends in farming and concluded that, These data, along with the knowledge that many Jobs formerly performed on the farm.ere now done by persons specializing in the performance of these Jobs, are sufficient to indicate that present day agriculture requires fewer persons living on farms and more persons engaged in occupations directly related to farming.5 Herein lies the problem. When a person performs work of the farm.eff-the-farm, to what degree is he in agriculture? Davis and Hinshaw included as occupations in the agribusiness area, those related to research in animal parasites and diseases,6 and research in vitamins,7 meat packing,8 and feed manufacturing.9 They defined agribusiness as including "all those factors both on and off the farm which.are involved in the production, 5NormanK. Hoover, "Factors Associated with Establishment in Related Agricultural Occupations and Their Relationship to the High School Curriculum in Vocational Agriculture” (dissertation, Ed. D., Department of Agricultural Education, The Graduate School, The Pennsylvania State University, University Park, Pennsyl- vania, 1957), p. 2. (University licrofilme, Ann Arbor, Michigan, January, 1957.) 6Davis and Hinshaw, op. cit., pp. 46-47. 71bid., pp. 45-44. BIbid., pp. 45-46. 9Ibid . , pp. 52-55 . processing and distribution of food and fiber."10 ‘ Even as much of the work formerly done on the farm has moved away from the farm and been taken over by a whole array of specialists, farming itself has become more spe- cialized. It is no longer usual to find a commercial farm which produces several kinds of livestock, several kinds of craps, and an extensive home vegetable garden. Rather, farmers are increasingly specializing in a specific class or kind of livestock or a certain kind of cropping program. Thus we have specialized broiler producers, beef feeders, and hog raisers; we also have specialized fruit growers, wheat farmers, and truck-crop farmers. It is altogether reasonable to expect to find some off-farm.workers who perform.a wider variety of the tradi- tional farming activities than some farmers. The Census classifies such workers in the non-farmer categories, while reporting a steadilybdeclining proportion of farmers. Sutherland and Thompson emphasized this trend in the report of their study. They said, During the 25-year period from.1930 to 1955 the percentage of those [gainfully employed persons] engaged in farming decreased from.22 per cent to about 12 per cent, and those engaged in service occupations increased from 47 per cent to 62 per cent.1 1°Ib1d., p. ix. 113. s. Sutherland and o. E. Thompson, The Train- 1 Re uired b Workers in #gricultural Business and Indus- tr In CaIifornia (report 0 a s udy; acramento, CaIIfor- 51a: California State Department of Education, 1967), p. l. ‘ 10 It is fairly certain that this decline in farm population is at least partially made possible by the increasing use of specialists to do work that farmers used to do. Whether these peOple who have taken over a part of the farmers' work should be classified as farmp ers, and how close their Jobs actually are to farming is purely speculative at this time. Economists view marketing as a part of production since it adds form, time, or place utility. As Thomsen said, no commodity really is "produced" until it is in a form.which can.be used, at a place where and at a time when it is needed, and in the possession of those who will consume it. 2 According to this concept, if farming is the production of food and fiber, then marketing and processing of food and fiber are also farming. Thomsen regards the notion that marketing is not productive as ”provincial," and finds it necessary to excuse the separation of the terms "marketing” and “production." He said, we may save time and prevent confusion by adhering to the customary nomenclature which.labels farming operations as 'production," as distinguished from the remainder of the productive process, designated as ”marketing.“ Idkewise, we may conveniently refer to the farmer as the "producer," avoiding designation of the middleman by that term.mere1y to avoid confusion. This is a practice generally followed in marketing leFrederick Lundy Thomsen, ricultural Marketi (New York: EcGraw-Eill Book Company, Inc., I§5II, p. 75. 11 literature, even by those who appreciate the possible erroneous implications of these terms. These ideas have a definite bearing on the present study since there is considerable difference of opinion as to whether the jobs in question should be considered as industrial Jobs, agricultural jobs, scientific Jobs, skilled labor Jobs, or what. The status of Jabs in the agricultural industry needs to be clarified so education and agriculture can keep up with the rapid changes in the occupational structure and so occupations can be categorized in such a way as to expedite occupational training and guidance services. Background of the Problem The proportion of the employed labor force required to man the farms of the United States declined from 11.9 per cent in November, 194714 to 9.0 per cent in November, 1957.15 Some of this reduction has been made possible by the increasing use of specialized workers who do many of the Jobs formerly done on the farm or by the farmer, and some of it has been due to the work of specialists 13Ib1d., p. 73. 14Department of LabOr, menthly Labor Review, DIVI, number 1 (January, 1948), p. 81. 15Department of Labor,‘!onthly Labor Review, LXXXI, number 1 (January, 1958), p. 83. 12 who have devoted their productive lives not to tilling the soil but to developing and distributing or disseminating information on the new machinery, the improved seed, the better feeds, and the other technological achievements which helped to increase agricultural productivity by thirtyaone per cent between 1939 and 1950.16 These peOple, though not farmers in the usual sense, are inevitably associated with.farming in the minds of those who understand the modern agricultural industry in.which agriculture has grown to be much more than that of producing food and fiber. It includes research, education, business, banking, communicatifn, and service organizations as well as farming. Those who see agriculture this way however, do not claim these occupations to be exclusively agricultural. They recognize these occupations to include also to a greater or lesser degree elements of the physical or social sciences, commerce, education, and human relations, which might make them even more closely associated with other fields or industries than with agriculture. Just how these fields relate to each other, and Just how much 16Department of Labor, Handbook of Labor Statis- tics: 1950 Edition (Bulletin Number 1516; Washington, uperintendent of Documents, United States Government Printing Office, 1950), p. 173. 17Department of Public Instruction, Facts for Administrators and Guidance Workers (Lansing,Michigan: Department of Pubiic Instruction, I957). 15 agriculture is in each of the occupations or occupational fields involved is not clear. It is known that there is a "significantly ex- panding list of openings in fields closely related to agriculture."18 According to the most recent edition of the Occupational Outlook Handbook, there were as many people employed in 1950 in "some other stage in the ro- duction of commodities of farm.origin" as were employed onfarms.19 [Not underlined in the original.] It is also known that about twice as many young men are growing up on farms today as will find available openings infarming.2O One responsibility of the guidance services in the school is to make available to students, information about jobs in which they might be interested or especially fitted. But information about many of the off-the-farm agricultural occupations is very meager, making it difficult to assist young men who might be fitted for Jobs in these occupations to gain information about them. As students find out about, and become interested in preparing for, off-the-farm.agricultural occupations, 18Department of Labor, Occupational Outlook Hand- book; Employment Information on—Major Occupations for Use n Guidance 1957 edition, Bul etin Number 1215, revision of Bulletin 998; Washington, D. 0.: Superintendent of Documents, United Skates Government Printing Office, 1957), p. 616. 19Loo. cit. 2°Ibid., p. 617. 14 it would be helpful to them if the value in these occupa- tions of a farm background and agricultural training was known. In addition, it would be helpful if they could be assured that there has been available enough informa- tion about the requirements of these occupations to enable the development of curricula which would contribute effec- tively to the preparation of workers for them. Many studies have been made which purport to show the relationship between instruction in vocational agricul- ture in high schools and eventual occupational placement. Usually there is reported a proportion of graduates in farmp ing and in ”related occupations" as compared to those in other lines of work. These studies have implications for guidance, curriculum improvement, and program evaluation. For example, a digest has recently been completed of data on follow-up studies reported in the Summaries of Studies in Agricultural Education between 1950 and 1957. Data were drawn from forty-six separate studies involving 122,484 former students of vocational agriculture. It was found that 8.9 per cent of these former students were in related occupations at the time the individual studies were reported.21 21H. M. Hamlin and G. F. Ekstrom, "Occupations of Former High School Students of Vocational Agriculture: Digest of Data from Studies Reported in Summaries of Studies in icultural Education (U. 8. Office of Educa- tion), Suppiements 3 to 15, 1955 to 1957.” (Mimeographed.) 15 Since these data have a bearing on evaluation, program planning, and guidance in vocational agriculture, it is unfortunate that their value is limited by the lack of a uniform.understanding of the term."re1ated occupations." For example, the writer of one of the studies included in the above mentioned digest, stated in the report of his study, ”A great lack of uniformity exists as to meaning, terminology, and classification of occupations related to agriculture."22 This lack of uniformity pervades a great deal of the "related occupations" research, a more detailed account of which is provided in Chapter II of this report. Chapter II will also call attention to the fact that there is neither a uniform, generally accepted definition of "re- lated occupations" nor a method of identifying them. Three main factors led to the development of this study. These were (1) the need for a generally accepted definition.for occupations such as those commonly referred to as “related to agriculture,” (2) the need for additional information to use as a basis for guiding youth who leave the farms into satisfactory employment, and (3) the need for information on agricultural occupations to use as a 22Wa1ter R. Gehlbach, "A Study of the Present Occupational Status of 1941 and 1948 Kansas High School Graduates Having Completed Two or More Uhits of Vocational Agriculture" (report, I. 3., Library, Kansas State College, Manhattan, 1955), p. 7. 16 basis for planning training programs for workers in these occupations. Need for and Importance of the Study Counter to the pepularly-held notion that all employers want to hire farm boys, there is some research to show that farm.boys who go to the city enter the labor force at lower levels than city-reared boys and do not reach, on the average, as high an occupational level as their urban counterparts.25a 24 There is a possibility that one reason for the lack of occupational success of farm boys as compared with city boys is that the farm.boys may not know of the Jobs into which they might go, and where the skills and knowledges they possess would be most useful. Lacking a knowledge of the highest level jobs for which they are suited, they apply for jobs they have heard about, often in the unskilled categories. It seems reasonable that improved occupational information, especially that comparing the requirements of Jobs with the skills and abilities possessed by farm boys, might serve to up-grade the occupational placement 23Anne Roe, The Ps cholo of Occu ations (Now York: John'Wiley & Sons, Inc., 1956 , pp. 108-109. 24Charles E. Ramsey, "College Plans of Hi h School Seniors" [university of Wisconsin, Madison . (unreported study.) 17 and degree of vertical migration of workers who leave the farm. At the same time the dearth of workers available even in the generally recognized agricultural occupations suggests that a greater amount of occupational information in the hands of farm.boys might serve also to help balance the supply and demand of workers for these Jobs. Several writers have expressed a need for a study of the kind reported here. Shartle saw that the ”schools and colleges of the country have a great need for occupa- tional information" for use in 'vocational counseling and in planning and establishing new and revised courses of study.”25 He also pointed out that "The schools are often criticized by industry and business for not relating edu. cational programs to the actual requirements of Jobs.”6 As a result of a recently-completed study in California, Sutherland and Thompson included in a list of conclusions and recommendations, There seems to be need for further study to determine whether or not farmers need the same understanding, abilities and skills as do the workers in agricultural industry.” Whether their suggestions also would imply the reverse zscarroll L. Shartle, Occ ational Information its Develo ment and A lication (second edition; flew’ibrk: Prentice-Hail, Inc., 1952), p. 8. 26100 e 0113 e 278uther1and and Thompson, op. cit., p. 9. 18 question is not clear, but it does seem to include a ques- tion of whether or not the two groups need any of the same understandings, abilities, and skills. Byram has long seen the need for research into farmprelated occupations for its value in improving guidance programs. In 1958, for example, he suggested that, "For many of theser[agricu1tura1] careers we should try to find the relationship, if any, between farm.experience and initial success of the worker.”8 Later, in 1951, he and nelson suggested that, among the areas which have had much less attention [than certain other areas of guidance] in the past, and which should be considered by researchers in the future include Finding and organizing information about occupations for which.farm experience and/or training in agricul- ture are essential.29 According to Secretary of Agriculture Benson, in the report on agriculture's human resources, "During the 1950-60 decade, at least one-fourth of the young men reach. ing working age on farms will be in oxcess of replacement of older men who die or retire.” The rural-farm replacement ratio varies over the united States, so he reported, "In several of the low-income areas a third to a half of these —fi ' 28H. I. Byram,'0pportunities for the ParmpReared Boy,” Occu ations The Vecational Guidance ma azine, Nbvember, i938 (reprinted By The NEtionaI Occupational Conference, New York), p. 8. ‘ 29Harold M. Byram.and Kenneth.G. Nelson, "Guidance and Placement in Agricultural Education,“ The icultural Education la zine, XXIV, number 2 (August, 195i), p. i3. 19 young men will need to take up nonfarm occupations during the present decade even if there is no increase in the size of farms.”30 It is generally felt that there are occupations into which these farm boys can go, to make better use of their farm.background and training, but these occupations, so far, have not been clearly identified. Sutherland and Thompson pointed out that sixtybtwo per cent of all gainfully employed workers were employed in service occupations in 1955 while only about twelve per cent were engaged in farming.31 They further referred to estimates that non-farming agriculture needs six college- of-agriculture graduates for each graduate required by farming or ranching.32 Of the 327 firms studied by these writers, 20.5 per cent of the 24,035 people employed held jobs "for which some proficiency in farming was needed, in the opinions of their employers."35 3°Uhited States, President, 1955 (Eisenhower), Development of Agriculture's Human ResourcesxAngppgpprpp o ems o w- ncome Farmers, House ocument er , 8355 Congress, lstISession (washington, D. 0.: united States Government Printing Office, 1955), p. 25. 51Sutherland and Thompson, op. cit., p. 1. 32Ibid., p. 2, citing Careers Ahead (n.p.: The Rational Project in AgriculturaI Communications, 1955), no page given [ pp. 2-3 ]. 33S. S. Sutherland, "Should Vocational Agriculture Concern Itself with Agricultural Occupations other than Farming?" An address delivered at the Annual Teacher Trainers Breakfast, St. Louis, Iissouri, December 5, 1956, p. 3. (limeOgraphed.) 20 These Jobs must be identified more explicitly and their requirements made known to youth, if youth or employ- ers are to benefit from this information. .Definition of Terms 2932. A single property devoted to the production of plants and animals. See specialized farm. Farm.Background. Having been raised on a farm.and having had practical farm.experience. Farmipg. One phase of agriculture which concerns itself with the management of, or labor on, a farm.a4, .gpp. A group of positions that are identical in all respects.55 Knowledge of Farming. The possession of an aware- ness of the kinds of manipulative and managerial operations performed by farmers, an understanding of how these operations are performed, and/or the ability to perform one or more of these operations. Occupation. A group of Jobs sufficiently similar in duties, responsibilities, and working conditions to warrant like treatment in personnel processes.56 '34Suther1and and Thompson, op. cit., pp. 114111. 35William H. Stead and w. Earl Masincup, The Occupational Research Pro ram of the United Spates Employ- ment Service (’ cago: b ic Administration Service, I945), p. 62. 36Loc. cit. 21 Qperation. A manipulative or managerial activity performed by farmers and listed on the interview schedule used in this study. Position. An aggregate of duties assigned to one individual.” , Specialized.Farme A single property devoted primarily to the production of a single enterprise or product as poultry meat, fruit, or small grains. Wbigpted Score. The cumulative total of the opera- tions on'the interview schedule with those needed at the awareness level only, counted as one; those needed at the understanding level, counted as two; and those at the ability level, as three. Assppptions Several assumptions were recognized as basic to the present study. Assmtion 1. It was assumed that employers, supervisors, and the workers themselves were competent to Judge, and given a set of criteria would judge accurately, the degree of knowledge of farming needed by the worker on.the Job; and the needfor having been raised on a farm, having had training in agriculture, or having had experience in.farming, for success on the Job. ”Loo . cit . 22 Several studies have been made which depended upon similar assumptions. Sutherland and Thompson reported a study based on interviews of 327 individuals who ran companies engaged in agricultural businesses in California. These included 7 owners; 115 manager, owners; 113 managers, hired; 32 office managers; 24 sales managers; 5 personnel directors; and 31 others.38 These people provided informa- tion on the number of employees needing agricultural training,39 the need for new agriculturally trained persons,40 the need for farm experience for each level of employment,41 the minimum.1eve1 of agricultural training recommended,42 and the areas in which agricultural training was needed.""'5 On the basis of these data the conclusions and implications of the study were drawn. A study by Green in Iowa was based on interviews of 424 managers of grain marketing and farm.eupply businesses.44 588utherland and Thompson, op. cit., p. 15. 59Ibid., p. 20. 4°Ibid., p. 24. 411mm, p. 31. 421bid., p. 32. 43113mm, p. 35. 44Donald G. Green, "Recommendations for Training Present and Prospective Employees in Grain marketing and Farm.Supp1y Business” (thesis, M. S., Idbrary, Iowa State College, Amos, 1954), cited by Jimmy Miller, Studies in Agricultural Education for Graduate De rose at Iowa State College (January 1951 to December 1953 .” (Mimeographed.) 23 These managers provided information which was used in the study of the training needs and recommendations for train- ing workers in these businesses. Hulslander had sufficient confidence in the Judg- ment of employers on the description of jdbs that he wrote directly to agencies responsible for employment in each particular occupation requesting them.to furnish a job description of the occupation in question. These descriptions were used for JObs not described in the Dictionary of Occupational Titles.45 Brandon trained interviewers in his study of technicians to check the qualifications of their respondents. They asked: (1) Does he supervise the work of the techni- cian? (2) Does he assign work to the technician? and (3) Does he perform liaison between the technician and others?46 Roberts identified an occupational analysis as a: technique for finding out what a worker in a specific occupation does and what he needs to know to perform his Job efficiently. This technique has been used for many years as a means of determining teaching content in trade and industrial education and is equally applicable to vocational technical education. The desired information may be obtained from.workers and 45Stewart Charles Hulslander, ”A Guide to Occupa- tions in Agriculture" (thesis, M. S., Idbrary, The Pennsyl- vania State College, State College, 1948), p. 5. 46George L. Brandon, Twin Cit Technicians (East lensing: Department of Vacational Education, Mic an State university, 1957), p. 11 plus appendix A-l. 24 supervisors currently employed in the occupation and from instructors and other persons who are occupationally qualified.‘-'E'7 The Uhited States Employment Service has used a similar technique to secure information.for Job descriptions. According to Stead and Masincup, when it was desired to determine the reasons for inconsistencies appearing in schedules from different parts of the country, supplementary information was acquired . . . from the Field Centers themselves or through making specific requests for information from.representative employers, trade associations, professional organizazions, and experts in.the field under consideration. 8 The fact that these studies have used information from.employers, managers, and workers with apparent success suggested the reasonableness of the above assumption for purposes of this study. Assppption II. It was assumed that if knowledge in the manipulative and managerial operations in.farming was Judged by employers, supervisors, and/or workers to be needed on the Job, then the persons who have this knowledge are more employable or more successful or both. Hoover reported that differences did exist between students who had graduated from vocational agriculture, 4'7Roy'W'. Roberts, Vocational and Practical Arts Education Histor Develo ment and Princi ies (New York: Harper & Brothers, Publishers, 1957),_p. 359. 48Stead and Easincup, op. cit., p. 40. 25 and those who had graduated from other curricula in all five of his criteria related to degree of establishment in an occupation. Among the five criteria were Job satis- faction, number of promotions, and annual income. Thus the group who had vocational agriculture in high school had a different degree of success as measured by Job satisfaction, income, and promotions than similar workers who had not had vocational agriculture in high school.49 Training background and/or experience then, does appear to influence employability and/or success. This would be expected, of course, since "needing" skills on the Job carries the connotation of employability and possibly also of success. Assppption.III. It was assumed that the weighting of the scores on the operations (one for awareness, two for understanding, and three for ability) was reasonable and that some other weighting would not have produced different results. The one-two-three weighting of scores was chosen because it seemed reasonable to count understanding twice the value of awareness and ability at three times the value of awareness. A greater spread might have been used, but it was felt that awareness and understanding are best obtained through actual performance of the operation. ‘gHoover, op. cit., pp. 89-90. 26 If this is so, then a wider spread would have been un- Justified. Assumption IV. It was assumed that the operations listed on the interview schedule were of approximately equal value. It would be difficult to establish a precise relative value for each operation performed by farmers. An effort, however, was made in adapting the list of operations to keep them somewhat similar to each other in difficulty and importance. Lgmdtations of the Study The scope of this study was limited by the follow- ing: _ a 1. The study was based on the need of workers in off-farm occupations for a knowledge of a selected list of manipulative and managerial operations in farming. Other bases of estab- lishing the relationship of farming to other occupations were not considered in this . study. 2. The study did not consider the level or field at which persons leaving the farm enter the labor force. Although it was recognized that people leaving the farm often secure employ- ment in other than agricultural Jobs, the reasons for this were not examined in the present study. 3. The study was based on a relatively small number of occupations in one state only. The conclu- sions might be expected to be valid for other occupations and other states only to the degree that the same conditions and Job . requirements exist. 4. The study was based on the Judgments of inter- viewees on the current needs of workers on Jobs considered with.them. no attempt was made to predict trends or to determine how long the information was likely to be useful. 5. Nb distinction was made in the Jury ratings between the agricultural needs of workers for placement and for success. CHAPTER II REVIEW OF SELECTED LITERATURE no reports of studies were located which considered the problem of identifying the degree of relationship between farming and other occupations. Hewever, there are reports of studies and other literature which relate to the problem and which are summarized in this chapter to provide some basis for, and direction to, the present study. For purposes of organization, this chapter is divided into five sections; (1) literature on the relation- ships among occupations, (2) literature on definitions of the term.'re1ated agricultural occupations," (3) litera- ture on agricultural occupations and guidance, (4) litera- ture on the agricultural requirements of certain occupa- tions, (5) literature on the classification of occupations, (6) literature on skills and abilities needed by farmers, and (7) literature on skills and abilities needed by teachers of vocational agriculture. Ehch.section is treated as a unit and concludes with a statement relating the material reviewed to the present study. 29 Literature on the Relationships Among_Occupations Relationship of occupations to each other In the only report reviewed on the relationships among occupations in general, Stead and Masincup described the procedure used by the Uhited States Employment Service in conducting "Job-Equivalents” studies to discover the relationships among Jobs as a basis for transferring workers from one occupation to another. For this purpose they analyzed and compared the “knowledge and abilities required of the worker in the satisfactory performance of each occupation."1 This approach emphasized the knowledge and abilities (presumably work abilities as opposed to human relations abilities) used by the worker in deter- mining the relationship between any two Jobs. The same authors also reported that information in future Job descriptions "will attempt to indicate‘pp! the occupations are related“ and if, for example, a relationship between a dental technician and a plastic patternmaker is reported, “the tasks, knowledge, and skill that the two occupations have in common will be noted."2 fiplationship of occupations to agriculture yggppe of agpicultural occupations. Farming and 1Stead and Masincup, op. cit., p. 15. 2Ibid., pp. 59-60. 30 the occupations referred to by various writers in the field of agriculture as "related occupations" or "related agri- cultural occupstions” are said to provide forty per cent of the Jobs in the United States.3: 4 Many of these "related agricultural occupations" are so new that they have not yet found a real place in the occupational structure. Consequently guidance and training pragrams are hampered by the lack of information and lack of understanding about them. Berg, in discussing the need for a training program for ”related agricultural occupations," has made reference to the "many, many related occupations in the expanding field of agriculture,"5 and the Association of Land Grant Colleges says there are over "600 distinct occupations in the eight maJ or fields of agriculture."6: " They 5Careers Ahead, op. cit., p. 2. 4This forty per cent figure is widely used, with one of the earliest references being in Capeers Ahead. 6Gordon Lm Berg (editor), 'In Summing Up ' Count Aggnt and Vo-gg Teacher, 3:, number.7 (July, 1954), ——Gzp. 4 . 6Careers Ahead, op. cit., p. 3. 70n the back cover of this publication is the following explanation: ”This booklet was deve10ped by a special committee of the Resident Instruction Section, Division of Agriculture, Association of Land Grant Colleges and Universities, in cooperation with The Rational ProJect in Agricultural Communications. For further information about this bodklet, contact the Dean of Agriculture in your state.” 31 show excellent opportunities for persons interested in securing more training for these occupations, referring in one instance to the 6000 openings in agricultural business and industry for men with a college training in agricul- ture.8 Not all Jobs in agricultural industry and business, however, need persons with agricultural training since, for example, there are many production, clerical, and mainte- nance Jobs in these fields which have no need whatever for persons from the farm.or with agricultural training. Basis for relationship. A few bases for relating occupations to farming have been suggested directly or indirectly by various writers. Lamar, in a report of a study of former students of vocational agriculture in Ken- tucky, found 6.7 per cent of the graduates and 5.0 per cent of the drOp-outs in occupations related to agriculture.9 Lamar did not define the term."related to agriculture" in his definition of terms but probably classified the titles reported by going to the question prompting the study which was, "What per cent of them.are engaged in.work that makes use of their training in vocational agriculture?"lo 8Careers Ahead, op. cit., p. 2. 9Carl F. Lamar, "Ten-Year Study of Former Students of Vocational Agriculture in Kentucky-~194O to 1950" (non-thesis study, Department of Agricultural Education, University of Kentucky, Lexington, 1954), p. 15. 1°Ibia., p. s. 32 It is presumed that this use of their training in voca- tional agriculture became the basis for classifying occu- pations as "related to agriculture,“ even though no allow- ance is made for degree of use made of the training or for the different kinds of training ordinarily provided in classes in vocational agriculture. Buie prepared an evaluation instrument for occu- pational information in agriculture. He used the term "related occupations" in scoring different materials for content, defining the term.as "occupations to which Jobs may lead and occupations from which one may transfer."11 Morrison, after reviewing recent studies, concluded that: Recent studies . . . classified the related occupations in which agricultural college graduates were finding opportunities. Generally, these Jobs included situa- tions in which farmpreared youth, by virtue of their 5253 'Eifififiififiieiniififiaifiiiis.1333 325133323153? 'mh This approach, in adding something called "farm.background" to training in agriculture suggests another possible variation in the method of defining related occupations. 11Tollie Raymond Buie, "Critical Factors Involved in the Evaluation and Use of Occupational Information in Agriculture in the North-Central Region“ (thesis, Ed. D., Library, Michigan State College, East Lansing, 1953), p. 77. 12Richard D. Morrison, "Occupational Opportunities in Agricultural and Related Fields and Their Implications for Agricultural Education of negro Students" (thesis, Ph. D., Library, lichigan State College, East Lansing, 1954), p. 142. 33 Summary Precedent has been established for an attempt to relate occupations on the basis of the skills common to the occupations. In relating occupations to agriculture, previous studies have suggested the use of the kind of background and the training needed by the worker as possible bases for establishing the relationship. gdterature on Definitions of "Related Agricultural Occupations_ Related occupations have been defined for specific purposes by various writers. The most complete definition for a specific purpose is provided by Hoover who recognized that, Up to the present time, however, in writings as well as in discussions of this problem, the term."re1ated agricultural occupations" has been used almost without limitation. It is often used to include any occupation involving food or fiber processing and marketing such as wheat milling operations and urban slaughter house operations; it might include farm.equipment manufacturing operations such as making wire fence in a steel mill; it might include delivering bread, milk, or mail in rural areas; or it might include selling general con- sumer goods to the farm.family. Agriculture in this broad sense includes all the avenues of industry which have a bearing on agriculture, and it is not conceivable that vocational agriculture has a direct responsibility to such a broad area.13 Hoover used an interview technique to study 142 young men who had graduated from.twenty-five rural Pennsyl- 1'3’Hoover, op. cit., p. 7. 34 vania high schools who were engaged in "related agricultural occupations" at the time he collected his data in the spring of 1956. These were divided into two groups, based on whether they had graduated from vocational agriculture or from other curricula, and studied to determine whether or not success on their Job was related to their having taken vocational agriculture in high school. His study required that he establish the area within the field of ”related agricultural occupations" "for which instruction invocational agriculture might have a definite responsibility."14 Therefore he "limited" the term.by several concepts: (1) Farming is the production of food and fiber and is one phase of the total agricultural industry, (2) the occupations, other than farming itself, with which vocational agriculture must be concerned are those off-farm occupations servicing rather directly the farm.enterprise through production materials and equip- ment or thro the processing and marketing of food and fiber, (3 the occupations require some knowledge of farming and/or involve working with.farm.peop1e, (4) the occupations are of such a nature that the employees are worth more to their employers because of their farm background, their knowledge of farming and their understanding of farm.folk, (5) the occupa- tions or the occupational steps leading to them are only one step removed from.an on-farm operation, (6) the occupations are serving the farm.enterprise and farmers in a manner unique for the farm.and not merely in the same way that they serve all other enterprises or persons, and (7) the occupations require an educa- tion of less-thanpcollege grade, i.e., the conventional four-year college course .1 14Ib1de, Pe Be 151300. Cite 35 Among the examples provided by Hoover of "related agricultural occupations" using this definition were the following: (1) hauling milk from.the farm to a dairy plant, (2) selling wire fence, (3) working in a tobacco receiving warehouse, (4) operating a sawmill in a rural area, and (5) selling farm.aupplies in a hardware store specializing in farm.production supplies and equipment. Occupations he classified as not "related to agriculture" were (1) delivering milk to consumers, (2) making wire fence in a steel mill, (3) bagging flour in a large flour mill, (4) operating a planer in a large planing mill, and (5) clerking in a general hardware store in which farmers make purchases but only to the extent that all other persons purchase general consumer goods.16 Within these concepts, Hoover provided in his defini- tion of terms the following: Related a icultural occu ations, for the purposes of this séuay, are off-farm occupations that require a knowledge of some phase of farming and/or involve working with farm people; they are off-farm occupations servicing rather directly the farm.enterprise through production materials and equipment or through the processing and marketing of food and fiber; the occupa- tions are of such a nature that the employees are worth more to their employers because of their farm background, their knowledge of farming and their under- standing of farm.folk; the occupations or the occupational steps leading to them are only one step removed from an on-farm.operation; the occupations are serving the farm.enterprise and farmers in a manner unique for the 16I'b1d., pp. 8-9e , 36 farm.and not merely in the same way that they serve all other enterprises or persons; the occupations ififiuiifivifiefififiitéfifirfiéi”2.322333%:Em” 1"" This definition would still need a great deal of inter- pretation if it were to be used by others for classifying a specific occupation to see if it was, in fact, a "related agricultural occupation." For example, how should ”serving rather directly the farm.enterprise” be interpreted? Does it mean contact with the farmer on the farm, providing only the means of production, or providing any services needed by the farmer? Does the Job require a farm background, a knowledge of farming, and an understanding of farm folk or would the presence of one or two of these requirements be sufficient cause to classify the occupation as related to agriculture? As can.be seen, this definition, although apparently useful in Hoover's study is not particularly appropriate for use by others. Even with.this carefullybworded definition and explanation it might be expected that Hoover found diffi- culty in classifying some of the occupations he encountered. In his study, among the occupations classified as related to agriculture were the following: Butcher, slaughter house work Butcher, slaughtering and processing 17Ibid., pp. 10-11. 37 Country store clerk Electric company right-of-way buyer Telephone company employee in a rural area Tobacco processing plant employee Forest ranger Dairy plant worker--laborer18 It is doubtful if other researchers would arrive at the same classification of occupations as Hoover. Uhless these classifications were similar, the studies could not be compared effectively, and their usefulness would be limited. Hulslander, in his "A Guide to Occupations in Agriculture," came no closer to a definition of agricul- tural occupations than the following: "There are also many occupations and Jobs very closely allied and related to Agriculture, which.may be properly considered with agriculture for vocational counseling purposes."19 Byram and anrich list broad areas of activity to identify the term. Their concept is that: Related occupations include those involving custom work for farmers; sales and service for farmers; buying from farmers; processing and distributing ' farm.products; specialized work with plants or animals; lelbid, pp. 123-124. 19Hu1slander, op. cit., p. 1. 58 professional agricultural work; and work in teaching, research or regulation in agriculture.20 Morrison, for his study on occupational opportuni- ties, laid emphasis on the services performed and training received when he defined “agriculture and related fields" as: The productive phases of farming and the allied services performed which.are directly responsible for meeting certain productive and marketing needs, such as, seed, feed and fertilizer dealing, farm implement salesman, repair and custom worker. Also included are professional occupations closely allied to agriculture for which specific training has been received, such as, teaching of agriculture, government work in technical agricul- ture, and research.work at experfifent stations and other agricultural laboratories. Morrison used a narrower interpretation than some other writers as, for example, Buie who defined "farm service and other related occupations” as: The farm.eervice occupations render services to farmers, such as tractor or equipment repairs. Other related occupations are those which require some agricultural knowledge, for example, salesmen or distributors of farm.equipment and special supplies.22 These two writers do have two common criteria in their definition since they both consider service to farmers and agricultural knowledge. It is clear that no suitable definition of related 2°Harold M. Byram.and Ralph C. Wenrich, VOcational Education and Practical Arts 1 the Communit .SchoI (New York: The Maciiiian Company, I956), p. éi4. 21R. D. Morrison, op. cit., p. 12. zzBuie, op. cit., p. 10. 39 agricultural occupations has been stated. Each study must classify occupations for its own purposes and few definitions are available which do not require, or are not based on, a list of examples. Even these are confusing. fferences in interpretatiop o; ghe term."related agricultpza; pgcupations." The lack of a suitable defini- tion of "related agricultural occupations" has not limited the use of the term to a very great degree. For example, Bell studied the occupational status of ninety-nine former students of vocational agriculture. He reported thirty-eight of the.former students as having farmed at some time since leaving school but were not farms ing at the time the study was made. Of these, one was unemployed. The other thirty-seven were engaged in twenty different occupations, of which six were regarded as "occu- pations related to farming."23 The occupations in which these workers were engaged were824 Armed forces 1 Cotton mill worker College student Lumber mill worker Shipyard worker Tobacco factory worker HNNNFIO 1. 25Arthur P. Bell, "Occupational Status of Former Students of Vocational Agriculture in a Nbrth Carolina High School" (thesis, M. 8., Library, The Pennsylvania State College, State College, 1952), p. 48. 241b1d e , pp e 49-50 e 40 Trade school Machine shop mechanic Electric repairman Taxi operator Construction worker Fertilizer plant worker Drug store worker Teacher of veteran farmer trainees Teacher of vocational agriculture Steel mill worker Truck driver Janitor Box making factory worker Grocery store worker QHHHHHHHHHHHHHH Of the two college students, one was reported to be enrolled in an agricultural college. It is impossible to tell from this list of occupations which of the six Bell counted as related to farming. Some writers would count only two (teacher of vocational agriculture and teacher of veteran farmer trainees) and others would find at least eleven by counting the student in agricultural college, and workers in fertilizer plants, cotton mills, and lumber mills. Thus, depending on who was reporting the study, the percent- age of persons in related occupations could vary between five per cent and twenty-nine per cent. Bell's figure was 15.8 per cent.25 Among the seventeen former students who had never :farmed, Bell found five, or 29.4 per cent, in occupations related to farming. These were selected from the following: (college student (two), dairy worker (two), armed forces __. 251bid., p. 48. 41 (four), cotton mill worker, tobacco factory worker, ship- yard worker, Janitor, silver refining company worker, shoe repairman, storekeeper, pipe company worker, and tractor operator.26 Again, it is impossible to select the five counted by Bell as related to agriculture. He did not give the criteria used for selection of these occupations. Remsberg included in his list of Maryland Farmers. who were in occupations related to farming, twenty-nine students enrolled in preparatory college prior to enrolling in agricultural college, and twenty-three high school students (presumably of vocational agriculture). Together these provided more than half of the ninetybsix persons in his related group, and provided a noticeable influence on the total of 23.1 per cent who were reported as in occupations related to farming.27 The balance of the ninety-six in related occupations included nine teachers of vocational agriculture; six in agricultural industries (one dairy plant employee, one in dairy manufacturing, three in the canning industry of whom two held executive positions, and one was in 261bid., p. 51. 2'7George C. Remsberg, Jr., "Activities of the Members of the Future Farmers of America Holding the Maryland Farmer Degree” (thesis, M. 3., Library and Depart- ment of Agricultural Education, University of Maryland, College Park, 1951), p. 31. 42 partnership); five in farmer's cooperatives (a district manager, one who "has an agency of a large cooperative," a pick up and delivery man between farms and the cooperative, an assistant to the manager in the grain department, and a director of management services for a large cooperative). There were also five in the Soil Conservation Service, one in the Department of Forests and Parks, three in private lumber business, three in the extension service, three employed by the United States Department of Agriculture, two by the Maryland Inland Game and Fisheries Commission, two by the Dairy Herd Improvement Association as milk testers, and one in the farm.machinery and feed business. Four were said to be in miscellaneous occupations.28 Some of the other occupations in which Remsberg found the former Maryland Farmers to be engaged and from which the four miscellaneous workers in related occupations may have been chosen were: tobacco buyer and salesman, cattle dealer and farm.owner, assistant manager of a loan office, wholesale meat packing and farm.owner, agricultural economist, tree expert company, partnership in a poultry farm.and hatchery, agriculture aide, meat packing business, and fieldman supervising laying flocks. From the information given, one would be as likely to include some of the Jobs in the latter group in the list of occupations related to 281100e Cit e 43 agriculture, as he would some that were considered as such by Remsberg. Hulslander based his study entitled ”A Guide to Occupations in Agriculture" on the classification used in, and information from, the Dictionary of Occupational Titles. He drew from the Dictionary an extensive list of occupations, apparently basing his choice of occupations on the purpose of his study. This was described as: to develop a guide to occupations in agriculture, which would in a single volume provide youth with: first, a procedure for intelligently choosing a vocation in agriculture; second, a Job description of all agri- cultural and related occupations, organized according to the Dictionary of Occupations sic]; third, a brief Job analysis of each of the more mportant occupations or occupational groupings in agriculture; and finally, an appropriate reference for additional study of a particular occupation or occupations.29 It should be noted that Hulslander referred to a "vocation in agriculture" and later to Job descriptions of all "agricultural and related occupations." He did not define either term. With this guide, Hulslander selected an extensive list of occupations from.the Dictionary of Occupational Titles. Examples of the titles he listed are: Professional Occupations Biographer Agronomist Tree surgeon Semi-Professional Occupations Milk tester 29Hulslander, op. cit., p. 2. 44 Laboratory tester, dairy products Agricultural chemist assistant Managerial and Official Occupations Manager, retail dairy products Manager, retail hardware and farm implements Grain inspector Agricultural, Forestry, and Kindred Occupations General and specialized farmers Fruit packer Flower raiser Greenhouse worker Cattle dehorner Skilled Occupations in Processing of Dairy Products Cheese maker Salter Pasteurizer Skilled Occupations in Feed and Grain Milling Miller, head Miller, head assistant Skilled Occupations in Slaughtering and Preparation of Meat Products Butcher ' Bone dresser, beef Food Preserving and Canning Occupations Retort Operator Tub tester Millers Grain Flour Feed Occupations in the Production of Lumber and Lumber Products Log grader Blazer High climber Semi-Skilled Occupations in the Processing of Dairy Products Fudge maker Bar dipper II Chocolate melter II 45 Semi-Skilled Jabs in Milk Processing and Related Occupations Drier operator Milk receiver Standardizer Containers washers and Related Occupations Bottle washer, machine I Temperature man I Semi-Skilled Occupations in the Production of Grain Mill Products Wheat runner Cleaner house man Corn sheller operator Killing Floor Occupations, Semi-Skilled Cattle sticker Belly grader Brisket opener By-Product Processing Occupations Lard refiner Tallow pumper Transportati 3 Occupations Routeman As can be seen, Hulslander, if his list of occupa- tions was intended to reflect his idea of agricultural occupations or agriculture and related occupations, used little restraint in selecting them. It appeared that even contact with.products of the farm.was a sufficient criterion to identify an agricultural occupation in his study. Turpin.followed up graduates in agricultural education from north Carolina State College to analyze their occupational distribution. His study required 5°Ihid., pp. 15-62. 46 classifying Jobs related to teaching vocational agriculture in each of three areas, (A) in agricultural education, (B) in agriculture, and (C) in education.31 Of 633 gradu- ates, 68, or 10.7 per cent, were found to be in related occupations in agriculture. Of these, seventeen were clas- sified as farmer; thirteen, merchant; eleven, farm.ooopera- tive employee; eight, farm manager; seven, manager; three, salesman; two, sales manager; two, lumberman; one, dairy manager; one, sales representative; one, game supervisor; one, tobacco leaf expert; and one, agricultural employee.32 Those in agricultural education included 174, or 27.5 per cent, of the 633 graduates in the usual professional agri- culture occupations, county agricultural agent, soil con- servationist, experiment station worker, and the like.33 Classified as in non-related occupations were bankers, mail carriers, camp superintendents, real estate dealers, and industrial employees. Thus Turpin was more restrictive in his classification than was Hulslander. Reference has already been made to Morrison's definition of agriculture and related fields.54 Morrison 31Charles Braxton Turpin, "Occupational Distribu- tion of Graduates Who Majored in Agricultural Education at North Carolina State College from 1918 to 1950" (thesis, M. Agr. Ed., Library, Worth Carolina State College of Agriculture and Engineering of the University of North Carolina, Raleigh, North Carolina, 1951), pp. 5-9. 521mm, p. 21. SSIOCe Cite 34cr. ante, p. as. 47 collected information on occupational opportunities in four southern states--Alabama, Arkansas, Mississippi, and Tennessee. To gather the necessary data he collected questionnaires from.299 professional agricultural people on an instrument asking in part, what "agricultural and related occupations" existed in.their districts. The occu- pations on this instrument were classified into groups and included county agricultural agent; teacher, college of agriculture; radio program.director; editor, agricultural; agricultural chemist; horticulturist; specialty farmers; farm.managers; landscape caretaker; welder (traveling); manager of canning plant; manager of freezing plant; staple crOp buyer; farm.machinery salesman; hatchery operator; and nursery salesman.35 Morrison's list apparently had as part of its basis the study of Nylund, whom.he quoted, The inquirer [Nylund] also explored the possibilities of employment opportunities in related service occupa- tions, and found a number of businesses definitely related to the field of agriculture, both in urban and rural centers. Essentially, these businesses were concerned with: ' ' 1. Dairy industries, including manufacturing, processing, and distributing. 2. Poultry industries, including manufacturing, processing, and distributing. 3. Food processing and preservation, other than dairy and poultry. 4. Mbrchandizing of farm.products and supplies. 5. Farm.machinery, including equipment sales, maintenance and repair. 35R. D. Morrison, op. cit., pp. 145-148. 48 6. Nursery products, including greenhouse, land- scaping, and floriculture. 7. Financing and farm sales, including credit and insurance.56 If all occupations qualifying under this definition were included however, Morrison would have made a much longer list. As has been seen, Remsberg included students in agriculture in high school and college in the "related" group.57 Smith did exactly the opposite. He found that, 58.35 per cent[of 432 State Farmers contacted were]_ in agriculture, 36.75 per cent of whom were in.farming and 22.60 per cent in related occupations. The 41.66 per cent classified as non-farmers were associated with the fellowgng occupations: high school and college students, . . . 8 The change in terminology from.agriculture as including farming and related occupations to the classification of the remaining 41.66 per cent as non-farmers should be noted. Since,:rather obviously, most persons in related occupations are non-farmers, the former terminology is apparently the intent of the writer. The error in listing the two per- centages 36.75 and 22.60 as making up the 58.35 is also 36Felix Alexander Nylumd, "The Discovery and Analysis of the Occupational Opportunities in Farming and Related Service Occupations for Former Students of Vocational A iculture" (thesis, Ph. D., Library, Cornell University, thaca, New York, 1946), quoted by R. D. Morrison, op. cit., p. 40. 37Cf. ante, p. 41. 58Harrell Smith, ”A Follow-Up Study of West Virginia State and American Farmers," The A ricultural Education Magazine, XXIII, number 8 (February, 195i), p. 182. 49 noted.. One follow-up study of 12,880 graduates of depart- ments of vocational agriculture for the period 1941-50 in Missouri was recently reported. The data were gathered on mail-in questionnaires from 163 schools with departments of vocational agriculture. Instructions to the respondents provided examples of, but did not define, related or non- related occupations. Key numbers were provided to be applied to occupations related to farming. One number was assigned to "professional-~jobs requiring a college education or the equivalent, e.g., county agent, agriculture teacher, veterinarian, soil conservationist." Another was assigned to "non-professional--e.g., implement dealer, livestock buyer, milk distributor, landscape gardener.“ Occupations not related to farming ”professional--e.g., lawyer, physician, science teacher," were provided a third number and the fourth number was assigned to ' non-profes- sional--e.g., electrician, carpenter, factory worker, store clerk."39 It is doubtful if, with these instructions, the different respondents would agree in assigning numbers to the occupations they encountered. A few examples of 39"Occupational Survey of Former Students of Voca- tional Agriculture who Graduated from Missouri High Schools 1941-1950 Inclusive," (summary, Department of Agricultural Education, University of Missouri in cooperation with Missouri Department of Education, 1956). (Mimeographed.) 50 occupations that might be difficult to classify with these directions are: (1) operator of a feed grinding mill in an elevator, (2) florist, (3) fertilizer salesman, (4) park superintendent, (5) student in agricultural college, and (6) farm loan supervisor in bank. The form does provide space for a short name to be assigned to the occupation. Some check by the tabulator would be possible on this basis, but it is doubtful if names applied to occupations by many different respondents would give much.basis for changing any of the code numbers assigned by the respondents. A similar study in Ohio has been reported in two parts, each part covering a two-year period.4°a 41 In this study also, teachers of vocational agriculture responded t0*a questionnaire providing information on graduates of the department. The instrument grouped occupations as agricultural, including: on the home farm; hired hand (not on the home farm); Job related to agriculture; and attending college of agriculture. In the case of those in jobs related to agriculture, the respondents were asked to name the jobs represented. The second classification was for 40Ralph E. Bender, "Vocational Status of Recent High~3chool Graduates in Ohio” (non-thesis study, Department of Agricultural Education, The Ohio State University, Columbus, 1953). 41Ralph.E. Bender, "Vocational Status of Students in Vocational Agriculture Graduating in 1953 and 1954" (non-thesis study, library, Department of Agricultural Education, The Ohio State University, Columbus, 1956). 51 non-agricultural and spaces were provided for recording the number in non-agricultural Jobs, attending college other than agricultural, and armed forces. Included in the 1953 part of the study were responses of ninety-seven teachers reporting on 1161 graduates of whom seventy-two boys were reported by the teachers to be in jobs related to agriculture. The seventybtwo boys en- gaged in various related occupations were distributed in the following classifications, according to their teachers. Agriculture--Processing and Service--twenty-eight boys--Feed mill, milk plant, cheese factory, poultry dressing, grain elevator, meat cutter, tree surgery, landscape, vegetable inspection, ditching, farm implement, hybrid seeds, lumber manufacturing. Mechanics-~eighteen boys--Carpentry, radio repair, electrician, welding, brick laying, garage, mechanic shep, construction company. Truck driving-~eleven boys--Milk, livestock, general, lime, gasoline. Farm.Bureau--ssven boys Miscellaneous--eight boys42 The average percentage of boys in related occupa- tions in this study was six, with.districts ranging from one per cent to thirteen per cent. It can be seen that w the respondents' personal definition of the terms could influence the percentage markedly. wyeth studied 2892 graduates from.Michigan State College [now Michigan State University] and found that Excluding the 100 graduates who reported their present position as members of the armed services, the 24 ' 42Bender, ”Vocational Status of Recent . . ." 22.222- p- 5. . 52 housewives, and five who were unemployed, only 478 or slightly over 16 per cent were engaged in non- agricultural work.45 The implication is that the balance are in agricultural work. However, wyeth did not exclude the eighty retired persons who reported,44 so if the obvious inference is made their occupation was regarded as agricultural. The occupations were classified from the job titles given by the respondents. Nb‘key to how this was done or to the criteria used is provided in the report. One researcher, Cullen, asked the workers themselves if they were engaged in.farming. If they answered ”No," they were asked to check whether or not they were working in some occupation related to farming. In the report of the study, the terminology used was "related to agriculture" with 8.32 per cent so classified.45 The different interpretations his respondents gave to the term.”occupations related to farming" and the different methods and instructions used by other writers may have prompted Cullen to make the following 43Irving Wyeth, "A Study of the Agricultural Graduates of Michigan State College" (thesis, M. 8., Department of Agricultural Extension, Michigan State 0011080, E8817 Lansing, 1955), De 44o 441mm. pp. 41-43. 45michael T. Cullen, "a Follow Up Study of Vocational Agriculture Graduates of Willmar High School for Period 1943-1954" (colloquim, M. 8., Library, Agricultural Educa- tion Office, St. Paul Campus, University of Minnesota, St. Paul, 1955), pp. 40 and appendix. 53 statement: One general conclusion that the author can draw from a review of previous studies is that a great deal of information can be revealed by such a study and that the finding may not necessarily agree with any previous studies in this field.46 Phipps, in his book directed to high school students in vocational agriculture, told them that there are many occupations related to farming which do not require college training. Among these are farm real-estate broker, land- scape architect, rural electrician, butter factory worker, combine operator, fruit packer, slaughter house operator, and florist. He listed twenty-eight occupations related to farming which require a college education. Among these are: agricultural extension specialist, agricultural mission- ary, agricultural editor, farm.appraiser, entomologist, and forest ranger.47 Phipps obviously does not classify farmprelated occupations on the basis of training required or on the basis of being a farm or non-farm boy. neither does he restrict his list to those who do business with farmers, at least directly. This leaves need for agricultural training as the only criterion of relationship either expressed or implied in this writing. 461bid., p. 13. 4”Lloyd J. Phipps, Ybur Qpportunities in Vocational Agriculture (Danville, Illinois: The nterstate, 1957), PP. " 0 54 Spanton apparently included a broad range of Jobs in his concept of related agricultural occupations. Among those mentioned in a recent article written by him are workers in hardware stores, lumber yards, chick hatcheries, feed stores, elevators, farm.machinery sales rooms and repair shops, and truck sales rooms and garages. He also mentioned drivers of fuel tank trucks, milk trucks, and livestock hauling trucks and drivers of the heavy machinery used in.building farm ponds, terraces, and roads. In addition, he mentioned the manager and the auctioneer of the community sales barn, the dairy herd tester, arti- ficial inseminator, plumber, electrician, and carpenter.48 Gehlbach, in a study of the present occupational status of 1941 and-l948 Kansas High School Graduates who had completed two or more units of vocational agriculture, referred to the great lack of uniformity existing in the meaning, terminology, and classification of occupations related to agriculture.‘9 He did not define the term but classified in his study as occupations Irelated to farming" the occupations: auto mechanic, feed and fertilizer salesman, welder, carpenter, vocational agriculture teacher, and packing house worker. He said: 43'. T. Spanton, 'Hdld Firm.to Vocational in Vocational Agriculture, Count cut and Ge eacher, 11, number 7,(July, 1955), pp. -2 . 49Gohlbaoh, op. cit., p. '7. 55 Question may arise on auto mechanic, welder, carpenter, and packing house worker being referred to as related occupations. It is not the primary purpose of the vocational agriculture program to develop Journeyman in the field of trade and industry; however, many of the fundamental skills needed in these occupations are referred to as related to farming in this study.50 Among the occupations classified by Gehlbach as not related to farming were oil field worker, ministry, farm equipment dealer, life insurance salesman, grocer or baker, hardware storekeeper, veterinarian, lumberman, and barber. He said, ”Several of these occupations could be classified as related to agriculture in certain respects but in this study they are considered non-related to farming.”51 In his study, Gehlbach asked his teacher respondents to give the present occupation of the graduates. The researcher then presumably classified the occupations from.the Job titles. This procedure might produce more uniform results than that of having respondents classify the occupations; however the evidence presented here indicates that studies using the same procedure would not necessarily be comparable because of the different interpretations of the different researchers. Byram.listed 107 "opportunities in and related to agriculture other than productive farming" in the earliest 501306. Cite 511mm, p. 11. 56 discussion of this subject which.has been located. 52 He described these as "occupations available to youth with farm background experience'53 and classified them into seven areas: Agricultural Education, Agricultural Publicity, Agricultural Research Specialist, Occupations of a Service Type, Occupations in the Processing and/or Distribution of Farm Products, Occupations in the Manufac- turing and Distribution of Commodities Essential to Farmers, and Occupations in Production other than.Farming. Deyoe used a similar classification except to include occupations in manufacturing and distribution of farm.equipment and in agricultural research under a miscellaneous group. He did not mention occupations in agricultural publicity or in processing and distribution of farm.products.54 These classifications appear to be convenient and reasonable, but too general to be of much help in curriculum.p1anning or vocational guidance. Rougeau reported a study of former students in six districts in Missouri. He included as in.related occupations, Iemployees in.feed stores, meat cutters, 5szram, op. cit., pp. 6m7. 551bid,, p. s. 540. P. Deyoe, Yougg Men From Michigan Farms--A Stud of FarmpReared Me Who Attended Certain ichiian Hi;h Schools Which Maintain De-artments of Voca iona ';ricu1ture on e n hummer ' .3 :ns ng, Eic gan: V-e , ate ioard of Control for Vbcational Education, 1939), p. 21. 57 milk distributors, meat inspectors, implement men, tractor mechanics, hatcherymen, and veterinarians.n55 He also used the term ”agriculture and kindred occupations" in referring to the fathers of seventy per cent of the students in the study.56 The classification of occupations used (approximated that used in another Missouri study reported earlier5'7 in that the data were analyzed by occupations and divided into related to farming, professional and non-professional; and not related to farming, professional and non-professional. In all, reports of more than fifty master's thesis and non-thesis follow-up studies reported in the Summarigg of Studies in Agricultural Education58 used some term.like "related agricultural occupations." Since, however, the ones examined provided no information in addition to that .already reviewed and reported, it was felt that securing and reviewing copies of all the studies mentioning related 55Amos B. Rougeau, "Ten-Year Study of Former Students of Vocational Agriculture in Six Reorganized School Districts in Missouri, 1946 Through 1955" (data abstracted from.atudy, Ed. D., Department of Agricultural Education, University of Missouri, 1957), p. 1. (MimeOgraphed.) 56399. cit. 570:. ante. pp. 49-50. 58Office of Education, United States Department of Health, Education and Welfare, Summaries of Studies in Agricultural Education (Vocational Division bulletin number 180 plus‘SuppIements 1 to 10; Washington, D. C.: Uhited States Government Printing Office, 1935-1957). occupations would be highly unproductive. Pilot study to identify characteristics of related gggicultural occupations. Ample evidence to explain the difference in interpretation by different researchers of the term "related agricultural occupations” was contained in the replies of sixteen vocational agriculture teacher trainers and supervisors from the North Central Region to the question, "What, in your opinion, are the characteris- tics of occupations which might properly be regarded as related to agriculture?” This informal pilot study involved securing responses to an open-end questionnaire from.many of those who attended the North Central Regional Conference on Research in Agricultural Education. This investigator prepared the questionnaire and is indebted to Dr. Harold Byram, Professor of Agricultural Education of Michigan State University for distributing the questionnaires and collecting them when completed. These respondents, many of whom.act as advisors on research studies, showed a decided lack of agreement in their answers. In all, sixtybtwo characteristics were named. These were analyzed and grouped into twelve differ- ent categories, as shown in Table 1. A complete summary of the answers is provided in.Appendix A. The specific comments ranged from.”Farm.experience is essential for success in the occupation," to "Farm. 59 TABLE l.-Characteristics of occupations related to agricul- ture as identified by agricultural teacher trainers and supervisors Number of Times Characteristic Maggigfigd Sixteen Respondents Kind of work done 19 Products or goods handled 5 Interests of the worker 5 Background of the worker 5 Attitudes held by the worker 4 Skills possessed by the worker 4 Nature and degree of technical training needed 4 Eligibility for employment 4 Where the work is done 3 Who employs the worker 3 Who the worker works with 3 Where the job training is received 3 —_* background is desirable, but not a must.” Whi 1e one per- son felt that the occupation "involves products or services needed and used on the farms or in the homes" liberal interpretation), another felt that it (a rather required "first hand service contacts with farmers in providing 60 services needed by them in their production process" (a narrow interpretation). The responses revealed a preponderance of charac- teristics involving in some way the vocational skills of the worker. A total of fifty-three of the sixty-two charac- teristics mentioned are in some way related to the vocational skills of the worker, provided that the (1) products or goods handled, (2) locale of the work, (3) associates of the worker, (4) employer of the worker, (5) background of the worker, (6) eligibility for employment, and (7) source and nature of training, can be regarded as representing, being affected by, or depending upon, the skills possessed by the worker. If this assumption can be made, then only the two tenuous and abstract characteristics, attitude of the worker and interests of the worker, mentioned a total of nine times by these agricultural educators, would be. disregarded if one concluded from this survey that a major determinant of occupations related to farming is the skills used in the occupation. Summary The studies reviewed, as shown in this section of Chapter II, reveal that the relationship between farming and other occupations is far from.clear. The lack of a 61 definition of related agricultural occupations and the confusion in the use of the term are made evident; in fact, as the above examples show, some writers refer to “occupa- tions related to farmigg" and others to ”occupations related to agriculture." NOne of the definitions given is likely to be of much help to a researcher, curriculum planner, or guidance worker when he looks at an occupation or occupa- tional title, to Judge its degree of relatedness to farming. In addition, the analysis of these studies shows the limi- tations that are evident when attempts are made to analyze, compare, or combine the findings of such studies. Literature on Agricultural Occupations and Guidance Many writers have treated the fact that there are many off-farm Jobs which have special demands for the kind of background and experience possessed by persons from the farm. Occupational opportunities in agriculture A limited amount of information is available on the demand for workers in agricultural jobs in general. The Association of Land Grant Colleges reported a need for 15,000 agricultural college graduates per year in eight different fields.59 This same publication reports that, 59W. 22.-.2221» pp. 2-5. 62 Of 62 million employed Americans, 25 million work some- where in agriculture--10 million on farms, 6 million produce for and service farmers, and 9 million.process and distribute farm products. In addition a qgsrter- million scientists directly serve agriculture. About forty per cent of all jobs, they say, are in agricul- ture. These figures have been widely quoted and generally accepted. They give some suggestion of the immense scope of agriculture in the broad sense, but it is certain that there is a wide difference between some of the jobs on farms and others included in, for example, the category "process and distribute farm.products," at least with respect to the knowledge of farming that is required. Some of these occupations, in fact, might be more closely related in the usual sense to business, to industry, or to retail sales, than to agriculture. Sutherland and Thompson, in their study of agricul- tural businesses in California, reported that: It can be assumed from the findings of this study that the annual demand for agriculturally trained persons in business in California is roughly comparable to ' that of farming itself. By projection, the replacement needs for farm operators in'the state appear to be about 5,000 per year; in contrast, the state-wide immediate needs for agriculturally trained persons in busépess were found to be in the neighborhood of 8,000. Phipps, in writing to high school students of vocational agriculture, encouraged boys to become estab- GOIbide, p. 20 61Sutherland and Thompson, op. cit., p. 8. 63 lished in farming if possible, but added: If you decide that you do not have a very good chance of becoming established in farming, look immediately for other outlets for your interests in agriculture. There are many occupations that are closely related to agriculture which can use persons trained in agri- culture.62 He also reported 'that 150,000 people are required in the United States for agricultural occupations other than farmp ing." He said: Some of these Jobs require college training; some do not. Some are open to non-farm.boys; some are not. ' we'dp know that farm boys with agricultural training are preferred for many of these jobs.‘ Most farmers prefer to do business with a man who has been reared on the farm.and who has had agricultural training if his Job requires him to handle such items as seed, feed, fertilizer, nursery stock, farm machinery and equipment.63 These writers suggest a good future for boys with a farm.background and agricultural training. It is impor- tant that the training and guidance be based on sound and accurate research into the needs and characteristics of these JObs. Selectinggan occupation Buie found that ninetybone per cent of the students in the classes in vocational agriculture that he surveyed thought they would chose a career in farming or one related 62Phipps, op. cit., p. 58. 53Ibid., p. 59. 64 to farming.64 These students are entitled to know which careers are related, and how closely they are related to farming, if they are to make reasonable vocational choices and plans. That these careers need to be grouped into broad categories is shown by Super, who feels that a coarse classification of occupational choice is an appropriate method of reducing the apparent difference between vocational preferences and ultimate occupational choices.55 Stead and Masincup looked at the individual and the problem of matching the person to the job. They feel that it is neither possible nor desirable ”to measure the characteristics of a person accurately enough to aid in the selection of a single occupation in which he is likely to be successful to the exclusion of all other occupations."66 They saw further that classification of Job applicants should be in terms of broad "kinds of work” rather than in terms of specific occupations.67 Techniques need to be developed then, to make possible a broad classification of occupations needing 64Buie, op. cit., p. 58. 65Donald B. Super, The Ps cholo of Careers an Introduction to Vocational velo ment New ork: Harper 3'5 Brothers, I957), p. 91. 66Stead and Masincup, op. cit., p. 71. 67LOC. Gite 65 similar skills or worker characteristics or both. Need for guidance The fact remains however, that information about jobs which can use the same skills as farmers or farm.boys with or without agricultural training is lacking. If infor- mation was available on the skills needed on various Jobs and if the information was in the form that youth could understand and interpret, guidance programs would be greatly enhanced. As Roberts said, A second important service in a program of vocational guidance is concerned with making available to the counselee usable information about jobs and occupations. The information needed includes data on the importance of the occupation, the nature of the work, working conditions, personal qualities needed, preparation needed, opportunities for advancement, rate of pay and advantages and disadvantages. Many writers have indicated that farm.boys are {good prospects for off-the-farm agricultural Jobs. Sup- Dorting this idea is the fact that ”for many years about llalf the farm youths [in low income areas] have been leaving farms"69 and_have had to find employment elsewhere. In iHails same vein, Morrison quoted another researcher as llaying, “The agricultural economy of this country would gcan be bankrupt if all farm-reared boys were forced to \‘ 68Roy w. Reberts, op. cit., p. 323. 69unitec States, President, 1955 (Eisenhower), \one cite, p. 38. 66 return to farming.“70 Byram said it is obvious that all farm-reared boys cannot farm and that: Many boys who find they are unable to carve out careers in the field of agricultural production could take advantage of their accumulated background of farm life and habits tflough entering occupations allied to agriculture. Lowe addressed the same message to the farm boys of West Virginia when he wrote, You are indeed fortunate to be Farm Boys. It is up to you to see that you do not waste your farm training and your farm experience, but that you build on them for your own benefit and the benefit of West Virginia, and to strengthen Agriculture and the industries related to Agriculture .72 The big question is how to get boys who are to leave the farm and who seem to be such good prospects for other agricultural jobs to understand the opportunities in these Jobs and secure sufficient information about them to enable them to make sound vocational choices. Shartle implied that with better occupational information, better courses of study could be developed;75 \ 70R. D. Morrison, 0 . cit., p. 53, quoting Charles 1". Shepardson, 'A Study of Ehe Ericultural Graduates of ‘Qriculture and Mechanical College of Texas" (Agricultural ‘hd Mechanical College, 1951). “Barr-m. M" p- 1- 72John I. Lowe, ”Preface,” c. D. Brown (editor), ricultural Occu tions and ortunities in West Vir inia r as on: rg n a a e car 0 oca one use- tion, n.d. ) . 730:. ante, p. 17. 67 a principle which, of course, is not new to vocational educations who have, almost from the beginning, advocated analyzing the activities of the worker on the Job as a basis for determining course content. But this guidance responsibility is a difficult one. Teachers of vocational agriculture in the smaller schools take a large share of the guidance responsibility for their students and even these teachers do not have available enough good agricultural occupational information for them. Many of the students who do not take vocational agriculture because they are not qualified, or think they are not, under the standards of the school, do not avail themselves of the counsel of the teacher of vocational agriculture. It is unrealistic to expect professional counselors 1n the schools to be familiar with all the agricultural occupations. As a matter of fact, according to Sutherland and Thompson, one-third of the agricultural businesses they studied in California came into existence in the JLast ten years.’74 As a result, these occupations are JLikely to be so new that they are not recognized by £§uidance persons. Weber would make up-to-date information llvailable to professional counselors because: Other opportunities crop up so fast it becomes hard for professional counselors to keep up with and know 74Sutherland and Thompson, op. cit., p. 7. about all of them. Many, I'm sure, forget about opportunities in business and in industry related to agriculture when they advise youth about careers. They are not aware of the number or the variety of opportunities in agricultural fields--especia11y for students who have a farm.background, native ability and who are intepgsted in the natural, physical and social sciences. Krebs studied agricultural businesses in Illinois and found among other things that: 1. Many vocational agriculture graduates who enter agricultural occupations other than farming do so only after additional education, training, and/or experience which could not be provided at the high school level. 5. There appears to be no general demand by either industry or individuals for special education and training programs for agricultural occupations other than.farming at the high school level. 6. Many positions in agricultural occupations other than farming do not require farm experience. 7. Women fill many jobs in agricultural occupations other than farming. 12. Preparation for agricultural occupations other than farming appears to be mainly a post-high school educational problem.'76 There is definite need for knowing which of these findings apply to which occupations and for making 'hlus kind of information available to counselors and Students. \_ 751. D. Weber (dean), as told to Lowell Brandner, "Go on to college!" The‘You Farmer (Minneapolis, Minne- :::ota: General Mills, Inc.), éll, number 3 (Spring, 1957), e 6e 75A1fred H. Krebs, 'Planni the Future of Public Eichool Education in Agriculture in llinois. Special epcrt: Education for Agricultural Occupations other than rming' (Teacher Education, University of Illinois, Urbana, I1.d.), pp. 2-3. (Mimeographed.) 69 Literature on the Agricultural Reguirements 2g Certain cupations geed for far!.background "That the farm.bome is an ideal place in which to build up the lives of growing boys and girls has become almost a trite saying.'77 80 wrote McKeever in 1915. To have been "born and raised" on a farm is, in the minds of many people, to have the right background. For many years farmpreared youth have been ascribed many characteristics as willingness to work, character, sense of responsibility, initiative, and willingness to see a Job through to the end. cheever deplored the city environ- ment and asserted that: One of the greatest virtues of the somewhat isolated rural home is that it matures human character more slowly and keeps the boys and girls fresh and ”green" and spontaneous while there is being gradually worked into their characters the habit ageindustry and the power of doing constructive work. But these words were written nearly a half-century ilgo. How the rural home is somewhat less isolated, and the farm homes have taken on many of the characteristics Gand conveniences of the city homes of ncKeever's time. JEt might be expected that less value would be placed on 1=he "farm background“ today. Nevertheless, among the ¥ 77William.a. cheever Farm.Bo and Girls (new ‘Erork: The Iacmillan Company, 19 , p. 2 . 731b1d., p. 90. '70 reasons for industries seeking out small town sites, according to Stroetsel, are "more conscientious labor" and ”easily trained labor." He said, "Farm.boys accustomed to fixing tractors, and town boys who rebuilt their own jalopies, catch on quickly.'79 Girls as well as boys can have farm backgrounds, and it is not unusual to hear reports of city employers of farm raised girls wishing they could hire more of them. Ordinarily they are reported to be thinking of the work habits and initiative of these girls, but Farm Journal reminds the girls: You'd probably have an edge over other applicants in a field you know. A farm and 4-H background might help you land a job as secretary in the Extension office for example. Other writers have associated a farm background with success in a given occupation. Byram pointed out that for sales jobs in rural communities, whether the Salesman ”handles trucks or tractors, feed or fertilizer,” 11' he has an agricultural background he ”will know the 1‘ armers' needs and be able, in the long run, to make a better Job of salesmanship" than one without such training, 0‘lzher things being equal.81 He attributed this extra \— 79Donald 8. Stroetsel, "Those New J obs in American Towns," Pathfinder . . the Town Journal, LII, number 5 (my, 1954 , p. o. 8("'How to Look for the Right Job," Farm Journal, In (Hay, 1955), p. 112. 81Byram, 02c Gite, pp. 4-50 71 success to knowing the farmers' needs and to the ability to create customer satisfaction. . The Michigan Employment Security Commission in the Occupational Guide, General Farm Jobs: Michigan, reported that "There are many jobs that are related to farm work. On these Jobs some agricultural background is necessary or at least helpful.”82 They mentioned a wide variety of such jobs, from.salesman of farm machinery to salesman of farm insurance, from field man for food processing plants to ice cream.maker, and from veterinarian t6 farm tractor mechanic. John M. Lowe, State Director of Vocational Education in west Virginia, told the farm.youth of his state, You have many assets which you can use to build a successful life and to help you to reach successfully a goal in life. Among these assets are your farm background and your training in Vocational Agriculture, 83 and Clements Brown in writing of agricultural occupations and opportunities suggested for those who leave the farm that a portion of the publication involved "covers a variety *of occupations in lest Virginia which require a farm‘back- ground, or for which a farm background is helpful."84 Ilhny generallybaccepted agricultural occupations are ¥ 82Michigan Employment Security Commission, op. cit., p. 110 8:5John M. Lowe, "Preface,” C. D. Brown, op. cit. 84C. D. Brown, op. cit., p. l. 72 included in the list but some not so generally accepted appear also. Among these are district managers for chain grocery stores, florists (mentions wholesale and retail plus allied businesses like greenhouse construction companies and florist supply companies), and hardware merchant. The thing not made precisely clear by these writers, is what is meant by an agricultural background. Is it the character traits and attitudes taught on the farm or is it the skills and abilities in farming that is desired? Hoover reported, however, that: most of the employers contacted expressed the opinion that they would prefer a farmpreared young man as an employee; some because of the employees' probable knowledge of farming as it pertained to specific related agricultural occupations and some because they thought the farmpreared youth possessed to a greater degree, certain desirable traits such as willingness to do hard work, work overtime to finish the job, less interest in labor anions and more personal interest in the business. 5 W? £222”: ; gram? Sutherland and Thompson have identified some areas flLn the world of work where farm experience is needed. They reported that in the agricultural businesses contacted for their California study, 54.3 per cent of the companies lairing semi-skilled and skilled workers indicated that 1Earm.experience is important. The percentages were 54.2 _‘ 85Hoover, op. cit., p. 50. 73 for sales workers, 64.5 for consultants, and 74.9 for super- visory and managerial workers. The writers concluded, It is quite evident that farm experience becomes some- what more important as one goes from the skilled to the supervisory-managerial group. Had it been possible to separate the sales persons into those who work in stores and those who sell on the farm it is reasonable to expect that a difference in need for farm experience would have been found. In.general the need for farm experience tends to increase with the dégectness of contact with the farm and with farmers. The writers concluded from these data that ”one half to three fourths of these employees need farm experi- ence."8'7 Further, the writers found that of the 24,035 people employed by the 327 firms, 4,965, or 20.4 per cent, held Jobs for which training in agriculture was needed, in the opinions of their employers.88 The senior author referred to these data in a speech on December 5, 1956, using the term "proficiency in farming” instead of training in agriculture.89 These writers found that semi-skilled and skilled jobs were found in seventy-one per cent of the companies contacted, accounting for over forty-two per cent of the workers needing agricultural training.90 86Sutherland and Thompson, op. cit., pp. 31-32. 37%., p. :52. 3?;p;g., pp. 20-21. 89Sutherland, op. cit., p. 2. 90Sutherland and Thompson, op. cit., p. 22. '74 The job of laborer was represented in only 1.2 per cent of the companies with few feeling agricultural training was at all necessary for these jobs. This was the case even though this group comprised the bulk of the employees in these businesses. Their jobs, according to Sutherland and Thompson, I'are those of the manual routine type, teachable on the 3 ob in a minimum time. Most employ- ers indicated that willingness to work was the prime requisite for this group."91 At other levels, sales workers were employed in 62.07 per cent of the companies studied and comprised 23.37 per cent of the agriculturally trained employees in the businesses studied; consulting workers were hired in 28.44 per cent of the companies and represented 6.12 PO: cent of the agriculturally trained employees in all the companies, 90.51 per cent of the companies had workers 111 the supervisory-managerial levels with this group 1'Opresenting 27.28 per cent of the agriculturally trained a"llbloyees. The authors reported, "It stands to reason that persons directing the operation of these agricultural businesses would need training in agriculture to function QIl‘f‘iciently."92 Iith regard to some of the groups Just mentioned, 911mm, p. 21. 921b1de, p. 22e 75 the writers reported a trend uto do more on-the-farm selling instead of the over-the-counter sales common a few years ago.” This, they said, is increasing the need for sales workers with agricultural training. They also reported an increasing trend toward establishment of companies whose primary function is to provide consultant services for . farmers,” thus predicting an increasing demand for workers of this type. The above-mentioned writers went far enough in their study to locate the training needs in various areas of agriculture as indicated by employers. These were classified according to crop production, agricultural Oeonomics, shop skills, animal production, and general a8:l.-icu1ture.94 Other writers have also mentioned the need for ‘Sricultural training. Roberts made reference to “Many ‘Sricultural occupations for which little or no training V‘s formerly needed now require workers with special knowledge and «111395 He mentioned the need for agricul- tural technicians in managing specialised farming operations and in other jobs such as broiler plant operator, hatchery l"'inager, plant breeder, and the like. He also mentioned these workers in reference to Jobs in soil conservation, \ ' 951nm” p. as. 94Ib1e., p. 35. 95301 w. Roberts, op. cit., pp. 345-344. '76 food and feed inspection, livestock sanitation, and farm credit. Another group he mentioned are technicians needed in agricultural industries such as feed manufacturing plants, milk plants, meat packing plants, fungicide and insecticide manufacturing plants, and the like. He further reported that, Studies indicate that there are very few institutions and agencies engaged in training vocational technical workers in agricultural occupations and that the demand for agricultural technicians will continue to increase.96 H. B. Swanson, Assistant Chief, Agricultural Education Division of the united States Office of Education, Washington, D. 0., in speaking to the Montana teachers of Vocational agriculture, was quoted as acknowledging, ”the need for training for related occupations." He went further to point out that this was not in the field of vocational ‘SI-iculture.9'7 I Other writers who have mentioned the need for ‘Sl‘icultural training for workers in specific occupations ‘hich have some relationship to agriculture include Weber, '110 reported that ”lost businesses and industries that ‘l‘e related to agriculture pay a premium for persons who \ - “Inc., 1). 344. t 97 Education News for Montana Teachers of ricul- ng (issued jointly by the ErIcEIturaI Education Depart- cent of the Division of Agriculture of Montana State t°11ege in c00peration with the Vocational Division of ha Montana State Department of Public Instruction, Helena, henatana), III, number 5 (July, 1954). Do 2. (Dittoed.) '7'7 understand rural life and know how to get along with rural people."98 He said, For example, air, rail, truck and water transportation companies need persons trained in agriculture and in business. Each hauls raw and finished farm products thousands of miles between farmer and consumer. Their needs are for yo men who are familiar with agricul- ture and business. Eb made the same case for banks, credit agencies, and insurance companies, who do business with farmers and related firms. He also mentioned packing companies, dairy industries, food processing companies, food manufacturing coupanies and firms that process other foods for consumers ‘8 being among those searching for youth trained in busi- ness and agriculture. Weeks, in New Hampshire, reported that seventy For cent of the employees hired by state departments of ‘Sriculture required an agricultural college background.1°° It seems clear that many businesses place some 3Dist of value on having agricultural training. The question becomes then one of how much and what kind of agricultural training e \ 98lbber, op. cit., pp. 6-7. 99Ib1a., p. 7. 1°°Silas s. weeke, nonfarm.Job Qpportunities in iculture, New Hampshire . ogress Report, Agriculture, F'01-estry, Home Economics (n.p.} Agricultural Experiment 8*Eation, Cooperative Extension Service, university of New Hampshire), II, number 3,,(llay, 1956), p. 16. '78 Summary It has been shown that writers have identified occupations which need workers with a farm background, farm experience, and/or agricultural training. It would be helpful to know whether these can be expressed in terms of the knowledge and/or ability needed by the worker in the occupation. It would seem that both experience in farming and training in agriculture should provide either knowledge or ability or both to a measurable degree. A background in farming might provide the same thing but Some people in referring to a background in farming think 01' the work habits and attitudes that are traditionally “accented with farm living rather than with the particular skills or abilities the worker possesses. Since, however, these characteristics are probably as desirable in completely nOIL-agricultural occupations as they are in agricultural °°cupations it is likely that the possession of these character traits would be of little help 1n identifying 80m. occupations as agricultural and some as non-agricultural. Qtprature on the Clapsification of Qccupations motionarz of Occupational Title; Many systems of classifying occupations have been ‘ueeested by various writers and agencies. Probably the "108% extensive organisation of occupations is in the 21.3- 79 tionary of Occupational Titles. The current edition of ppfinitions of Titles, Volume I of the Dictionary of Gogg- ati‘onal Titles, published in 1949 covers 1518 pages and includes descriptions of 22,028 different jobs in 8983 different occupations .101 This is admittedly a sizeable sample of the occupational titles represented in the world of' work, but the list is somehwat unrealistic when applied to agricultural occupations. For example, Volume II, Occu ational Classification and Industr Index, lists under Agriculture 380 Job titles including farm hand with nineteen specialties, and farmer, followed by eleven other Specialties as farmer, cash grain; and farmer, nut; besides twenty-two other former classifications distributed alpha- bO'tically among the 380 titles. These include frog farmer, Potato farmer, truck farmer, rattlesnake farmer, and walnut 1' firmer. Other titles, like turkey raiser and mushroom Shower, are likely as near to the ordinary concept of fafirming as some of those mentioned above, still do not 1Ilcslude the. word “farmer” in the title.102 This makes \ .m._ ' 1°1Department of labor, Dictionar of Occ ational r1‘tles, Volume I, Definitions of Titles (4 volumes, secoE °d1tlon3 Washington, D. .2 Super ntendent of Documents, United States Government Printing Office, 1949), . xiii. [ Referred to hereafter as Definitions of Titles.]p 1°2Department of Labor , ' Dictionar of Occu ational Titles, Volume II, Occu ational Classification and Industr NM“ volumes, second edItIon; Wasfington, D. 0.: Superln- 9ndent of Documents, united States Government Printing Qt’I'ice, 1949), pp. 507-509. [Referred to hereafter as \ocegmtional Classification and Industr; Index.] (I {w 80 the agricultural titles rather difficult to locate. lany farming specializations are included in the titles in the agricultural industry. Among these are: harvest hand, grain; wheat shocker; orchard pruner; milking machineoperator; apple sorter; chicken farmer; poultry sticker; and beet weeder. ‘lo 1 ob titles are evident in this industrial-agriculture section which would always be performed off-the-farm. The Jobs of egg grader, apple Decker, and poultry cleaner, while often performed off the farm as services in the marketing chain, are also undoubtedly often done on the farm, especially on the aI-‘iecialised farm. The 1955 supplement of the Q_ictionary 11 ets 360 new occupational titles in the agriculture industry.1°3 It also names fourteen definitions which Vex-e deleted from the agriculture titles in the 1949 ”ition of the Dictionarz.1°4 An examination of other occupational groups in M1dition to agriculture, such as Professional and llanagerial, 01¢ rical and Sales, and Service occupations in Volume II, ”Oveals that some of the off-the-farm agricultural occupa- 1‘S-cms are included in these sections. The Professional \ 'I' 103Department of Labor, Dictionar of Occu ational 1tles Su lament 1 (second editlon; WasEIngEon, %. 5.: a‘lperlntcngent of ficuments, united States Government Referred to hereafter Printing Office, 1955), pp. 275-277. “ Dictionar of Occu ational Titles u lament 1.] 10411316." pe 525s 81 Occupations listed include county agent and farm demon- strator; teacher, agriculture, high school; and agricultural economist. The Semi-Professional classification lists_ laboratory tester, dairy products; show animal trainer; and seed analyst. Listed in Managerial and Official Occupations are grain inspector; manager, retail hardware; and manager, farm.imp1ements. Uhder Clerical and Sales [is listed commission man, agricultural produce; and under Service Occupations is found veterinary-hospital attendant.105 The Dictionary of Occupational Titles is intended 1:0 cover the whole occupational field in this country. The over-all basis on which it is organized makes it difficult to analyze any one occupational area or indus- trial field separate from the others. Volume II of the 210 tionarz also provides an organisation of occupational t1'tles by industry.106 It is necessary to search through almost all of the industrial classifications in order to r 111d the occupations which various folks have accepted or mentioned as having some relationship to agriculture. F 01' example, under Government Services are listed county ‘Sl‘icultural agent, farm checker, fish and game warden, I"War-H agent, forester aids, and meat-and-dai ry inspector. This industrial classification section lists \ 1°5Occ tional Classification and Industr Ind , 2M3." pp. -4 . 106Ibid., pp. 507-733. 82 teacher, agriculture, high school, under Education; and buyer, field man under Canning and Preserving. Under Amusement and Recreation, horse trainer; grounds keeper, sports; and keeper, animal are listed, while the Professional and Kindred area lists other titles, agricultural economist, agricultural engineer, agronomist, animal ecologist, dairy bacteriologist, dairy husbandman, and agricultural chemist .107 The Agriculture and Horticulture Service section lists seventy-eight titles including airplane pilot, crop‘dusting; chicken'sexer; flower raiser; grave digger; greenhouse florist; rabbit hunter; tree planter; and poultry field- “11.108 Although many of these occupations identified as aStricultural or agricultural service would be accepted ‘3 related to farming by most writers, it is fairly certain 13hat some of them require a greater knowledge of farming 1illan others, and that the relation between these occupa- tions and farming is in some cases tenuous. One of the things making the Dictionary of Occppa- iional Titles difficult to use for the purposes outlined in this study is the fact that different classifications '11-. used within the Dictionary. As stated in the intro- auction to Volume I, \ 1°71bid., pp. 684-687. 1°31bid., pp. 509-510. 83 unskilled Jobs are classified according to both indus- trial surroundings and duties performed. For those Jobs which exist only in specific industries, indus- trial surroundings are the determining factor. Here, actual experience in the duties performed is of minor importance, as duties can be learned in a few days at most. As workers may be changed about from job to Job, consideration for employment in such jobs is a general familiarity with processes, surroundings and hazards, terminology, and other factors peculiar to the industry, rather than Esaual experience on any one particular assignment. Super, in a criticism of this system, said that, "Some of the categories in the broad groupings are skill, others are activity, still others are enterprise cate- gories."110 He identified Professional and Managerial Occupations, Clerical and Sales Occupations, and Service Occupations as activity categories. He saidAgriculture, 1"'llslhery, and Forestry Occupations are classified by enter- Pl‘ise and that Skilled Occupations, Semi-Skilled Occupa- t1Jane, and unskilled Occupations, are categorized on the ha131s of level. He further said, lithin the categories listed . . . are subcategories which are in turn sometimes based on distinctions of activity, sometimes of enterprise, and sometimes of skill level. For example, the Professional and Mana- gerial category is divided into Professional, Semipro- fessional, and Managerial and Official groups. The first two are differentiated on the basis of level, as the definitions make clear, while the last group is differentiated on the basis of activity or function. The Clerical and Sales category is subdivided into Clerical and Sales, that is, activity categories. The Service category is broken down into Domestic, 109Qefinitions of Titles, op. cit., p. xxii. 11°Super, op. cit., p. 45. E— 84 Personal, Protective, and Building grOups, the first, second, and last of which are primarily based on enterprise or location-~and to a lesser extent on activityb-while the third is based on both location and activity. The Agricultural category is broken ’ down on the basis of the types of enterprises named. And the three skill levels are subdivided on the basis of enterprise (manufacturing, nonmanufacturing, and ublic service), partly on the basis of function foremen) and partly on the basis of skill (apprentices). Similar criticiims hold for the Entry Occupational Classification. 11 The Dictionar of Occu ational Titles, then, seems to have at least two distinct limitations for classifying agricultural occupations. One of these limitations is the difficulty of locating potential occupations in the document and the other the fact that the use of the term agriculture, or farming, in the classification title or in the Job or occupational title tends to be somewhat misleading. That is, these terms are applied to some occupations which tends to relate these occupations to agriculture; at the same time, these terms are not used in certain other titles which for all intents and purposes Ire as closely related to agriculture as those where the terms are used. A 1955 interim release of the Dictionar 12 provides 1111hid., p. 45. ' 112Department of Labor, Dictionar of Goo tional 2&23451, interim.release, Aggicultural OccupaEIons [second edi tion; Washington, D. 0.: Superintendent of Documents, ted States Government Printing Office, 1953). [Referred t° hereafter as ggricultural Occupations.] 85 a listing of agricultural occupations but has some of the same limitations as Volumes I and II. It is based upon the same classifications that were included in the original Dictionary of Occupational Titles with some titles added but with some that might logically be included, missing. For example, the titles feed miller; feed mill operator, portable; and feed elevator foreman, although listed in Vblume I of the Qippionary pfigccupgtional Titles are not listed in the Aggicultural Occupations supplement. There may be at least one other limitation of the Dictionar: of Occupational Titles for classifying occupa- tions; namely that the information, with regard at least to agriculture, is incomplete. Stead and Masincup provided some clue to this possibility when they said, Industrially, coverage in the Dictionapz is extensive, though not complete. . . . In Agr c ture, coverage appears to be good although there is no stangigd criterion from which a Judgment may be made. Orders and families Bedford and Steelhead broke occupations down into Orders and families of occupations. They included in their work one chapter on each family. One of the orders listed is the Agricultural Order. This is divided into two families, the Animal Husbandry Family and the Plant \ 11"H'Stead and lasincup, op. cit., p. 67. 86 Agriculture Family.114 In the Animal Husbandry Family are listed twenty-four representative occupations as bee keeper, bird raiser, cowboy, whaler, and others.115 These authors selected two specific occupations in this family, dairyman and poultryman, and then provided a list of activities under the analysis of the work. Sixteen such activities were provided under the occupa- tions of dairyman and fourteen under poultryman. Typical activities for poultryman were, “He feeds and waters his flock" and 'He constructs poultry-houses, brooder, etc."116 A total of thirty occupations were included in the Plant Agriculture Family. Among these were seedsmen, fruit pickers, teachers of agriculture, woodchoppers, and fire wardens.]']"7 A description was also given of the work of the General Farmer. Sixteen activities were included, such as "He plans his crops and keeps records of his costs," ”He hires and supervises the work of hired men,” and "He repairs and repaints farm.buildings."118 114anes H. Bedford and Albert P. Steelhead, Occu ational Ex loration; A Guide to Personal and Occu a- EIonal Eaflustmeng (Dos Ingeles; Society for‘Occupational esearch, ., 941), p. 128. 11?;ppg., p. 132. llGLoc. cit. 117;pgg., pp. 157-138. 119;p;g., pp. 135-136. 87 This classification system seems to be incomplete for the purpose of identifying the degree of relationship to farming either for the purpose of guiding youth into the occupations or of planning training pregrams to meet the needs of workers in these occupations. Industrial classification Occupations have also been classified by industry. According t 0 Super, One of the most widely used classifications of this type is the Standard Industrial Classification prepared by the U. 3. Bureau of the Budget. In it, industries are classified by type in order to assist in the uniform reporting of economic data by a variety of government and private agencies. The code consists of nine major divisions, which are in turn divided into 91 major groups, subdivided into 519 groups of closely related industiies, and further subdivided into 1,530 industries. 9 Included in the nine ms: or categories is Agriculture, Forestry, and Fisheries, together with eight others includ- 1113 Wholesale and Retail Trade, Transportation and Communi- “tion, Services, and Government.120 Morin indicated that this kind of classification night not be very useful for our purposes. His study “3 concerned with trade unionism and organisational \‘ 119Super, op. cit., p. 41. ‘T 120Doc. cit. Su er footnotes this material orPOhhical We of ndustrial Classification, ureau the Budget. standard Industrial Classification Manual. “ahington: Governmen r :1 n3 00: 0 ,I 88 activity and was restricted in scope "to primary production workers in the fields and on ranches." He said, The many wage earners in the food-processing industries (canneries, packing sheds, dairies, etc.), while closely related to farm workers in problems and perspeigives, are essentially in industrial occupa- tions. Morin thus suggested a limitation on using this kind of classification system. At the same time, he does not make clear the kind or degree of relationship that these workers have to farm workers in "problems and perspectives." 0 u of oulation The occupational classification system used in the United States Census of Population is generally com- parable with the system used in the Dictionary of Occup_a_- t1 onal Titles. The occupational designations, however, are even more general than those listed in the Dictionapx __°1'. Occupational Titles and the data are difficult to ‘nfilyse. For example, one classification is Technician, Tea‘lring. In this classification are 119 occupations including a wide variety of testing technicians, some °f whem have some connection with the agricultural indus- try. Some of these are acidity tester-gdairy products, butter fat testerudairy products, and cream tester-- \ 1”Alexander Morin, The Or anizabilit of Farm “boil." in the United States ( arva Stu es n or n EEOulture Fumb'er 2-3; Cambridge, Massachusetts; Harvard “rd-Varsity Press, June, 1952), p. 4. 89 dairy products.122 Classified under the general heading of Chemists are soil expert and soil specialist.125 Under Engineers not otherwise classified are listed thirty-one occupations including engineer, agricultural.124 Under Economist are twenty-nine titles including agricultural economist,125 and under Teacher, not elsewhere classified, are fiftybfive including teacher, vocational training.126 There are other categories which list almost entirely agri- cultural specialties; for example, under classification 061 are Agricultural Scientists with a listing of twentybfive titles and under 062, Biological Scientists, are forty-nine titles including plant anatomist and plant physiologist.12'7 Thule the census classification of occupations for our Purposes is at most no more useful than the Dictionary 2! Occupational Titles classification system. Other methods of classifpipg occupations Super has shown that, 12iaBureau of Census, 1950 Census of Po ulatipp; Claeeified Index of Occupations and lndustrles (Wash.1 ngton, D 0.; Super ntendent of Documents, United States Government Printing Office, 1950), pp. 19-20. 123%., p. :5. 1241943., p. 10 125%., p. 17. 125332., p. 18. 127932., pp. 12-13. 90 work varies according to the level of ability it requires, the amount of education and training neces- sary, the degree of freedom.exercised by the worker, the amount of authority he exercises, the prestige it bestows Egon the worker, and the material rewards 1 13 yields e1 He further said, Occupations vary also according to the field of acti- vity or interest. Work activities and Interests may be classified as physical, social or personal service, persuasive business, administrative and controlling, mathematical and physical sciences, biological sciences, humanistic, and artistic.1 These fields, according to Super, do not have any partic- ular differences in ability or prestige levels. Another way in which work varies, he said, is with the enterprise in which it is carried on. The civil eng neer w 0 works for the Rational Park Service on conservation projects has a workplace, associates, and routines quite different from.those of the civil engineer who works in a construction company. Their work, again, is quite different from.that of the consulting engineer who has his own office, seeks and accepts or rejects contracts according to his needs and tastes, and works or takes time off accord- ing to his own judgment of what is wise and con- 'venient. Super devised a means of diagramming these three di- I"anions, level, field, and enterprise, in order to classify ‘nS' (secupaticn. Thus a worker in an agricultural occupation '°UULC1 be at a level of ability, in a field of interest, “‘1 in some enterprise. Thus a teacher of vocational -\ _ A 1288uper, op. cit., p. 50. 1291103 e Cite 130Loo. cit. ,1 91 agriculture might be a professional worker, in the bio- logical sciences field, and in the education enterprise. is enough information is gathered on agricultural occupa- tions, it might be fruitful to attempt to classify them by Super's system. Roe proposed classifying occupations into a two dimensional systemwith one dimension based on level, the other on group. The groups include Service, Business Contact, Organization, Technology, Outdoor, Science, General Cultural, and Arts and Entertainment.131 This system, then, divides groups on the basis of enterprise, function, activity, and location, making it difficult to analyze or use. There has been some interest recently in identi- flfilng technicians in industry. The job of the technician has been studied by J. Cayce Morriscnlz’2 and by Brandon.153 It is possible that the designation of technician may I113.1533 to some workers in the agricultural industry, but “3 far as can be determined this possibility has not b0 on studied. \ 131R00, Op. 01%., pp. 151-1520 132.1. Gayce Morrison (chairman), "A Guide to the 1”Welopment of Programs for the Institutes of Applied “‘38 and Sciences" (a report of the committee on institute mrrleulume, University of the State of New York Bulletin m”fiber 1352- Albany: University of the State of New York “‘98:, 1946 . laaBrandon, op. cit. 92 Morrison provided a check list of criteria for identifying technical jobs. These are based primarily upon the kind of work done, such as "Emphasizes technical skill," "Deals with rational processes," "Has concern with cause and effect,‘ "Emphasizes analysis and diagnosis,” "Contends with a large variety of situations," and the like.134 It appears the skills applied may be more mana- gerial than manipulative. Morrison suggests that "tech- nical positions sufficiently similar to be grouped for educational purposes were called job clusters.”155 That this means of grouping them was effective for their purposes is indicated by Morrison's report that forty-two such clusters were identified in New York industry and that each job cluster became the basis of a curriculum. This was in reference, of course, to the technical institutes set up in the state of New York.:'-36 Brandon investigated the work of the technician ‘and found a decided overlapping of the work of the tech- 111 eians with that of the engineer on the one hand and '1th that of the craftsman on the other hand. He said, ”3‘1 at what skills are common to the work of the crafts- man and technician, and to the technician and engineer \ A 1343', Cayce Morrison, op. cit., p. 45. 136nm. cit. 93 have not been determined.”157 It is reasonable to expect that with a more precise definition of the technician, some agricultural occupations might be conveniently classified by this system. 'Worker trait requirements ’ Still another method of classifying various jobs is on the basis of the traits required of the workers on the job. This has been investigated at some length by the Bureau of Employment Security and the results of extensive studies have been compiled and published in a book called Estimates of Worker Trait Requirements for 4,000 Jobs.138 no attempt is made in the publication to classify jobs. It merely lists the requirements of each job as determined by a detailed occupational analysis. As will be shown later in this report, this particular publication has limited value for classifying agricultural occupations, even though it is recognized that this information is important and necessary for guidance and occupational placement. If one is looking for a job which requires some of the same skills that are possessed by a farmer, lszr‘ndon, op. Cite, pe 37e 1"’Bnopartment of Labor, Estimates of gprker Trait Re ui ements for 4 000 Jobs as Defined in the Dictionapy of Occupational Titles éan Alphabetical Index) (lashington, . .3 uperintendent o ocuments, United 8 ates Government Printing Office, n.d.). [This document is hereafter cited as Worker Trait RggpirementsJ 94 however, this publication would be of less help than the previously mentioned Dictionary of Occupational Titlgp. Summary From the literature reported in this section, it seems clear that any system of classifying occupations which has been devised so far is inadequate for use in determining the relationship among occupations in agri- culture. It appears that the present study is the first one to attempt to relate agricultural occupations on the basis of the kind of knowledge needed by the worker in the occupation. It is of course recognized that jdbs may be related in many different ways and to many different industries. Thus relating a job to farming on the basis of the kind of knowledge required does not necessarily imply a lack of relationship to other industries or areas of activity. As has been shown by Sutherland and Thompson, Krebs, and others, jobs might at the same time have agri- cultural, business, industrial, scientific, and educational relationships. It seems that if the amount and kind of knowledge in all these areas needed in any job was known, this information would have tremendous implications for guidance purposes as well as in the planning and execution of training pragrams. 95 Literature on Skills and Abilities Needed byFarmegp Farming requires such a high degree of skill in so many different areas of work that it is difficult to describe the job and to analyze its requirements. The Michigan.nmployment Security Commission in its Occupational Guide, General Farm.Jobs3 Michigan, suggested: Farmers and Farm.managers need to possess a high degree of scientific knowledge with regard to animal husbandry, horticulture, or soil management. However, each type of farming requires special knowledges and abilities. Animal husbandry must include some knowledge of genetics, of animal diseases and of the nutritional value of the various types of foods. Horticulture and soil manage- ment call for an understanding of soil chemistry, bot- any, plant nutrition and control of plant diseases and pests. The principles of maintaining the fertility of soil are also important. These men should also know how to operate and maintain the various kinds of farm. machinery and equipment used in a particular type(s) of farming. In addition, they should also have some know- ledge of business methods, bookkeeping and farm.eccnomics so they can find the cost of production and know whether they are making or losing money and why.' Finally as they take steps to cape with the weather, soils, pests, available labor, and the labor market situation, manag- ing ability proves to be necessary.”9 The same publicationlisted ”the basic qualification for general farm work' as: (l) a general understanding of-one or more types of farming, (2) interest in.wcrking with soil, (3) will- ingness to work under all types of conditions, (4) a mechanical understanding or the knack of making minor repairs and adjustments on farm.machinery, equipment and buildings, (5) ability to reason, and (6) a good physique.1 0 159lichigan Employment Security Commission,‘22; Gite, p. 23. 14OIb1dO, p. 21. 96 It also suggested some of the characteristics needed by farm laborers, including strong legs, strong back and arms, willingness to work under all types of conditions and ability to work rapidly for long periods of time in order to get tasks performed on time, mechanical understanding, ability to make accurate discriminations through the use of vision or to determine by sight if a product has matured sufficiently, and reasoning ability to follow instructions and to think out a few things on his own.141 The farm hand, they added, needs all the char- acteristics of the farm laborer and in addition the ability to recognize the implications of the work situation and to act upon the needs of the situation without special instructions, the ability to shift attention rapidly from one job to another, the ability to adjust readily to new and changing situations, and some ability to make decisions and to plan; in addition, he must be tactful in dealing with people.142 The successful farmer or farm.manager, they said, needs to possess the same characteristics as the.farm.hand and in addition should have emotional sta- bility, mathematical ability, and sufficient intelligence to make decisions and plan the work, as well as tact in dealing with.people.145 I‘llbide, p. 22o 142Ibid., pp. 22-25. 1431b1d., D. 25s It is recognized, of course, that many jobs in other fields have as exacting requirements as those out- lined above for the farmer or farm.manager. For many other jdbs the work is much less exacting. It is not feasible within the scope of this study to examine all of the characteristics and traits required by farming and compare those with characteristics and traits required in other occupations, but sane progress in this direction is reported in Chapter IV. An indication of some of the difficulties of classification of agricultural occupations on the basis of skills needed is provided by Mbrin, who said, The skills of farm.1aborers are of a general nature, with.specific techniques varying widely among farms. Taking corn and dairy enterprises as examples, the ties of craft are far closer between workmen and entrepreneurs on the individual farms than between workmen on the farms in the two areas; even within one type-of-farming area, the similarity of work of laborer and operator on an individual farm.may be greater thap that among laborers on neighboring operations. 44 Ibrin.made an exception of the seasonal worker such as the sheep shearer or harvesting band who specializes in performance of one repetitive task. This seeme to say that if occupations are classified on the basis of the knowledge of farming required, then farming occupations will also vary greatly in the amount of knowledge required, or at least in the degree of knowledge required. It also 144l0r1n, OE. Gite, pa 37a 98 suggests that the establishing of the relationship between the different farming specialties might be as necessary and as difficult as establishing the relationship between farming and other occupations. This point of view was supported by Sutherland who said, I consider it a fallacy to consider farming as a single occupation. There may have been a time when this was true, when a more general type of farming was the rule, and when there were more elements in common between the type of farming carried on on this 160 acres and the one next door. In contrast, it seems to me that today there is as much or more variation between the knowledges, skills and abilities--the proficiencies, if you will--needcd by persons engaged in.different kinds of farming than there is between the competencies needed by persons engaged in certain farm and non-farm.occupations. For example, many of the knowledges, skills, and abilities needed by a vegetable grower would be almost identical to those needed by a field man for a fertilizer or insecticide company in that same community. In contrasti the training needed by this vegetable grower e has litt in common with that needed by a dairyman in the Los Angeles milk ehed.14 Summary It seems clear that the occupation of farming requires workers who possess a broad range of skills and abilities in many different areas. no reports were located which identified these explicitly. Attention is drawn to the fact that even if there was available a list of the knowledges, skills, and abilities needed by farmers in general, all these would most certainly not be common to 1453ntherland, op. cit., p. 2. 99 all farmers. Literature on Skills and Abilities Needed -_§ifTeachers o Voca ona Agricu ture Although no reports were found of any studies which have identified and listed the skills and abilities needed by farmers, several studies have been conducted which identify the skills and abilities needed by teachers of vocational agriculture. It is a generally accepted fact that teachers of vocational agriculture need the occupa- tional skills of farmers. Several researchers have operated under this kind of assumption. White, in his doctoral study of factors associated with certain abilities possessed and jobs taught in selected livestock enterprises by teachers of vocational agriculture in Michigan, said, "It is necessary for a person to have occupational ability in order that he may be able to teach manipulative jobs to present and prospective farmers," and that "If these manipulative abilities are necessary for farmers to operate their farmm successfully, then teachers of vocational agriculture should have abilities in the occupation of farming."14‘6 146Conrad Paul White, ”Factors Associated with Certain Abilities Possessed and Jobs Taught in Selected Livestock Enterprises by Teachers of Vocational Agricul- ture in.ldchigan" (thesis, Ed. D. Library, Michigan State College, East Lansing, 1951 , p. 11. 100 Torrance, in studying factors related to the success of teachers of vocational agriculture in Wisconsin, deve10ped a list of manipulative farm.akills to use in surveying the "competency [of teachers] in agricultural manipulative skills." "This survey,“ he said, was limited to 15 farm enterprises or areas of farm skills that would be of general use and applicability in all rural areas in the State of Wisconsin. Also, the skills under each enterprise or area were limited to those that were considered highly desirable for farm people to perform.proficiently.147 Other researchers who have studied the technical .preparation of agriculture teachers by considering their need for skills in relation to the skills used or needed by farmers are Ah.alt,1":8 Cross, 149 Hamilton,150 Roberts,151 147Andrew Pumphrey Torrance, ”A Study of the Rela- tionship of Certain Competencies to Success in.Teaching Vocational Agriculture" (thesis, Ph. D., Library, University of lisconsin, Madison, 1954), p. 41. 143‘rthur H. Ahalt, "Preface," mTechnical Skills needed by Teachers of Vocational Agriculture" (n.p.: Teacher Training Committee of the Nbrth.Atlantic Regional Conference for Supervisors and Teacher Trainers in Agri- cultural Education, llarch, 1953). (Iimecgraphed.) 149Irving 0. Cross, ”Agricultural Skills and Their Implications for Training Pre-Service and In-Service Teachp ers of Vocational Agriculture" (report, I; Ed., Colorado Agricultural and Mechanical College, Fort Collins, 1956). 150James Roland Hamilton, ”The Preparation of Michi- an Teachers of Vocational iculture in Two Areas of Farm gechanics' (thesis, Ed. D., brary, Michigan State Univer- sity, East Lansing, 1955). 151T. A. Roberts, "A study of the Technical Abilities needed by the Teacher of Vocational Agriculture in Helping Farmers and Farm.Boys with.Their Problems of Swine Produc- tion and Marketing" (problem, University of Georgia, Athens, Georgia, 1954). /'| I, 101 and Wilson.152 Rhoad made the most extensive list located of manipulative abilities needed by teachers of vocational agriculture. He built the entire list of 835 skills around the skills needed by farmers in various phases of their production activities. He said, "The technical training of a farmer or prospective teacher of vocational agri- culture who is to help him, covers the wide field of agriculture quite thoroughly.”155 Rhoad developed his list of competencies by listing the abilities needed by successful farmers which seemed to be closely associated with success or failure in each of the fields of agriculture. These were then presented to technical subject-matter specialists for verification.154 With.regard to managerial abilities, Rhoad pointed out that: The degree of success in farming attained by a farmer depends in a large measure upon his ability to make 15’3.Iohn selvin wilson, "Determining the Essential Farm.Skills for the Vocational Agriculture Course in High Schools of the Black Land Area in.Texasfl (thesis, I. 8., Library, Colorado State College of Agriculture and lechanical Arts, Fort Collins, 1937). 155Claude Elton Rhoad, ”A Study of the Comprehen- siveness of Abilities in Technical Agriculture Attained by Prospective Teachers of Vocational Agriculture in Ohio Previous to their Entrance into Student Teaching" (thesis, Ph. D., Library, [sic] Ohio State University, Columbus, 1943), p. 16. 154Ihid., p. 18. 102 sound managerial decisions. Rations must be calcu- lated; breeding schedules must be planned; and housing and pasture programs must be set up. . . . If teachers of vocational agriculture are to be able to develop these abilities in farm.boys and farmers they must possess these themselves.1 5 Rhoad made the same kind of case for manipulative abilities in farming, when he said, The business of farming involves the doing of physical work with care, with skill, and with the most econom- ical use of energy and materials.’ Successful farmers, therefore, must possess many manipulative abilities. If teachers of vocational agriculture are to make both.present and prospective farmers more proficient, then they, the teachers, must possess these abilities to a suffiiignt degree to be able to develop them in others. 5 Occupational competency is aprerequisite for most vocational teaching positions. As an example, Michi- gan State University uses a "Farm.Experience Inventory" to assess the farm.experience and farm.akills that pro- spective teachers of vocational agriculture possess. This becomes one basis for the recommendation of the institu- tion that vocational agriculture teaching certificates be granted by the State Board of Education. Clark, using about the same procedure as Rhoad, developed a list of competencies for beginning teachers of vocational agriculture in Michigan. This list included both technical or farming competencies, and professional or "educational" competencies. Subsequently, these comp 155Ibid., p. 46. lssIbid e , p e 51 e 103 petencies were rated by teachers of vocational agriculture for their opinion as to their importance for success and whether or not it was a worthwhile competency for a teacher or farmer to possess.157 There are, then, several lists of abilities that teachers and farmers need. The application of these to the present study is discussed further in Chapter III. Summary This chapter has examined selected literature serving as a basis for the present study. This literature revealed: 1. That there are many possible bases for estab- lishing a relationship between farming and other occupations, with one of the more fruit- ful being the kind of work done. 2. That although terms like "related to.farming" are frequently used in literature and in reports of studies, there is no suitable defi- nition which has won general agreement or reduced the confusion among the writers. 3. That there is a distinct need for improved 167Raymond M. Clark 'Competencies for Teachers of Vocational Agriculture” Depar ment of Vocational Education; lich gan State niversity, East Lansing, 1955]. (Dittoed. 104 guidance in.the area of agricultural occupa- tions. It was shown that part of the reason for deficiencies in the current guidance pro- gram.with regard to agricultural occupations is the deficiency in methods of organising information on agricultural occupations. There is also a lack of information to use as a basis for effectively guiding youth with an interest, background, and/or training in agriculture or some phase of agriculture into occupations which would enable them to capi- talise upon these interests and abilities. 4. That there are many occupations other than farming for which a farm.background, farm. experience, and/or agricultural training is required or helpful, either in increasing the employability or the probable success of the worker on the job. 5. That present methods of classifying occupations are unsatisfactory for the purpose of providing really effective guidance programs or for planning training programs to meet the specific needs of workers in agricultural occupations other than farming. 6. That compilations of competencies of farmers 105 have not been made directly, but that since lists of competencies of teachers of vocational agriculture have been devised from the needs of farmers, these competencies may effectively represent the managerial and manipulative abilities required by farmers. CHAPTER III DESIGN OF THE STUDY This chapter presents in detail the methods of collecting and analyzing the data in the present study. Included is a description of the procedure used to: 1. Develop a list of agricultural occupations; 2. Secure a rough sorting of the occupations by t Jury: 3. Select twentybfive occupations for study; 4. Compare estimates of worker trait requirements for agricultural and non-agricultural occupa- tions; 5. Secure data on the knowledge of farming needed for different occupations; and 6. Tabulate and analyse the data. Development of the List of ggricultural Occppations The first step in the study was to develop an axtended list of occupations with agricultural connotations. This list was compiled by reviewing occupational and guidance literature for occupational titles which might be classified by the most liberal writer or researcher as ”related to farming” or "related to agriculture." This was the only criterion to be met in order to have 107 the title entered on the original list. Since, as was shown in Chapter II, few writers or researchers have provided any definite basis for their selections, the decision as to whether or not to include any given title was purely conjectural. Generally, titles specifically mentioned as related occupations in the follow-up studies reviewed,1:3:5s4 those included in lists of agricultural occupations by various writers in the field,5s 5. 7, 8, 9, loand those 1Bender, 'Vocational Status of Recent . . . ,' OEe Cite 2Bender, "Vocational Status of Students . . . ," .22a_2l20 - 3Gehlbach, op. cit. 4Irvin.[Irving] W. Wyeth and John T. Stone, "Posi- tions held by Graduates of the College of AgricultureI (report of a study [College of Agriculture, Iichigan State University, East Lansing, 1953]). (Mimeographed.) 5C. D. Brown, op. oi . 6Clements D.‘Brown, Vocational Agriculture Plus Colle e Traini Show How to ca a Cro of areers (CEErIeston: fiIvIsIon a? VocatIonaI Education, west Vir- ginia Board of Vocational Education, October, 1956). 7Arthur Howland, Director of Farmers' Coo eratives in lichigapas of April 1, I955 (East LEnEIng: CooperatIve Extension Service, chigan State University of Agriculture and Applied Science, Department of Agricultural Economics, 1955 . 8Hulslander, op. cit. 9"One Hundred and One Agricultural Occupations" (Department of Agricultural Education, College of Agri- culture, lest Virginia University, Morgantown, West Vir- ginia, n.d.). (Mimeographed.) 108 included in guidance or occupational literature as agri- cultural occupationslls 12: 13. 14, 15, 16, 17, 18, 19, 2°: 21' 22' 23' 24' 25’ 26 were placed on the list. In 10Opportunities and Occu ations for ricultural College Graduates (East Lansing: School of Iéricuiture, c gan a e 0 legs, 1946). 11Buie, 9p. cit. 12Byram, op . cit . 1:z‘Career lo ent ortunities (Lansing, Michigan: The Michigan Dipartmeni o? Igricuiiure, n.d.). 1€ggpeers Ahead, op. cit. 15Career Service Qpportunities in the U. 3. Depart- ment of %gr cu ture r cu ture“Hand co Number 45; was ng- o n, . .: n e States Government Printing Office, 1957). 16Careers in ricultural Science (n.p.: Australian Institute or IEricuIturaI Science, n.d.). riculture for Junior (ricultural ng on, D. C.: a es Government FFinting Office, n.d.). 18Paul Wilbur Chapman, Jobs in Rural Service, (Ammrican Job Series, OccupationaI MonOgraphs; Chicago, Illinois: Science Research Associates, 1947). lgggplpzpppp_gpportunities with Swift and Co an (Chicago: ndustr a Re ations Department, §;i?t and Company, June, 1950). onandbook of Descriptions in Specialised Fields-- Animal Dair Poultrl Husbandr and Dair Products TecEEoIo (n.p.: Nationai Science Roster, Bureau 0? PIEcement, war Man Power Commission, June, 1945). 21Handb06k of Descri tions in s ecialized Fields-- ggponopz and SoiI Sciences (n.p.: NationaI Science Roster Bureau of lacement, War Fan Power Commission, June, 1945). 22Job ortunities in the Retail Farm E ui ment Business (n.p.: Michigan Farm.Equipment Association, February, 1954). 109 addition to these titles, additional ones were drawn from. the Dictionary of Occupational Titlesz7: 28: 29. 50 using the following criteria: 1. The word "farm" or ”farmer" is used in the occupational title. 2. The title is grouped with other agricultural occupations or classified under an agricultural classification title. 5. The worker handles farm products. 4. The worker provides services to farmers. 5. The work is done on the farm or on.the land. 6. The worker works with or contacts farmers in a unique way because they are farmers. The Agricultural Occupations supplement of the 23'Michigan Civil Service Examination Announcements" (n.p.: State of Michigan, miscellaneous dates). 24Michigan Employment Security Commission, op. Gite 25Veterinar Medicine as a Career (Chicago, Illinois: American Veierinary ESdicaI Associition, 1951). 26Your Future in riculture and Conservation (East Lansing: Michigan Siate CoIIege, n.3.). ”Agricultural Occupations, op. cit. 28Definitions of Titlep, op. cit. 29Dictionary of Occupational TitlesI Supplement 1, .22a_2lE° soppcupational Classification and Industr Index, 02. cite 110 31 was the source of Dictionapy_of Ocpppgtional Titles 681 of the occupational titles used in this study. One hundred and forty-one additional ones were taken.from Volume I of the Dictiongpy,52 seven from Volume 11,33 and fifteen from.the 1955 supplement.54 or the 1212 occupations on the list developed for this study, a total of 844 came from the various volumes and supplements of the Dictionapy of Occupational Titles. Some of the titles used were changed slightly to make them more appropriately descriptive, since when drawn out of context and without a description, they might not be recognized by one not completely familiar with the classification and naming system. Some of the titles drawn from.ather sources are also listed in the Dictionapy of Occupational Titlgp. During the process of developing the list of occupations some selection of titles was made by excluding those which, in.the opinion and experience of the inves- tigator, involved purely repetitive tasks, and those which were represented by another similar title already listed. This was done with the multiplicity of occupations in 31Agpicultural Occupations, op. cit. 52Derinitions of Titles, pp. cit. 330ccupationa1 Classification and Industpy Index, OEe Cite 54Dictionary of Occupational Titles. Supplement 1. OR. Cite 111 the meat packing industry, which were included under the four main classifications: Packing Plant Killing Floor Worker, Packing Plant Carcass Reduction Worker, Packing Plant By-Products worker, and Packing Plant Meat Processing and Handling worker. The complete original list of 1212 titles (Appendix B) was then condensed to 786 to make the list a more reasonable size for a Jury to consider. It was desired to reduce the time needed for checking an appropriate instrument to less than one hour. In the first effort to cull the total list, two groups of occupational titles were excluded. These exclusions were based on the fact that the study was not particularly concerned with the very highpscoring or very low-scoring occupations as defined in the study. Accordingly, the titles excluded were: A. Those which would be generally agreed upon as strictly farming occupations, including Farmers, Farm.Hands, and various farming specialties. Seventy-three such occupations were excluded. I B. Occupations which involve only a small amount of skill or knowledge and which can be learned in a very short time. Among these were bagger, hay stacker, and potato picker. One hundred and forty-three of these unskilled occupations 112 were excluded. The investigator checked the validity of these rejections by submitting a sample of ninetyafive of the excluded titles (forty-six from.Group A, above, and forty- nine from Group B) to a group of five experienced teachers of vocational agriculture and two teacher trainers in vocational agriculture. At the same time ninety-one of the titles left in the list were included in the sample to provide a trial run of the instrument which was later to be submitted to a Jury. Agreement with the exclusion of the "farming occupations" was almost unanimous, and there was general, although not unanimous, agreement on the exclusion of the others. Since there were still 996 occupations in the list and it was desired to make further reductions, 210 more were excluded on two other bases. These were: C. Titles of a general nature which included other occupations listed separately, and those which were extreme specialties of other titles listed. One hundred fifty-stx were excluded on this basis. D. Titles which.were judged by the investigator to be near enough like others on the list to sug- gest a requirement of about the same knowledge of farming. Fiftybfour of these titles were 113 excluded. These steps reduced the total number of occupations remaining on the list to 786. On the basis of the trial run, it was Judged that a juryman could respond to this number in slightly under one hour. The final list of occu- pations is shown in Table 2. TABLE 2.-Revised list of occupations with agricultural connotations Abstractor, Real Estate Titles Accountant, Commodity Exchange Authority Accountant, Farmer Cooperative Actuary, Federal Crop Insurance Corporation Advertiser, Farmer Cooperative Advertising Assistant, Farm Equipment Sales Advertising Executive, Farm.machinery Advertising Executive, Food Agricultural Agricultural Agricultural Agricultural Agricultural Agricultural Agricultural Agricultural Agricultural Agricultural Agricultural Agricultural Agricultural Research.Aide Attache, United States Foreign Service College Professor Economist Engineer Extension Administrator Extension Specialist Iarket Reporter Missionary Radio Announcer Statistician Supply Company Operator Writer-Editor Agronomist for Food Processor Airplane crop Duster Helper Airplane Pilot, Crop Dusting Alcoholic Beverage Chemist Alfalfa-Mill Operator Alligator Farmer Animal Ecolo ist Animal-Glue lant Worker Animal Husbandman Animal Keeper Animal Nutritionist Animal or Plant Cytologist 114 TABLE 2-Continued _— —: Animal Taxonomist Apiary Inspector Apple Packer Apple-Picking Checker Appraiser, Farm.Real Estate Aquatic Biologist Area Foreman, Hybrid Seed Corn Production Artificial Breeding Technician Asparagus Grader and Buncher Assessor, Rural Attorney, Rural Community Audio-Visual Specialist, United States Department of Agriculture Auto Mechanic Automotive Engineer Automotive Garageman, Rural Community Barbed-Wire-lachine Operator Barn.Boss Barn Painter Bean-Sprout Grower Beekeeper Beet-Harvester Operator Bibliographer, united States Department of Agriculture library Bindweed Eradicator Biographer of Persons in Agriculture Biological Research Aide Biologist Blacksmith, Farm Blaster, Stump, Stone, Ditch Blister-Rust Eradicator Blood Tester, Fowls Botanist Brick Layer, Rural Community Broker-Buyer, Cash-Truck Brusher, Gypsy Hoth.Control Building Designer, Farm Buildings Building Supply Jabber, Rural Community Bulb Grower Bulldozer Operator Butcher Butcher, Fish . Butter Maker Buyer, Chain Grocery Store Buyer, Citrus Fruit Buyer, Cream Buyer, Grain Buyer, Livestock 115 TABLE 2-Continued Buyer, Tabacco Buyer, wool Camp Tender Canning and Food Preservation Werker--Cooker, Freezer, Drier, Processor Canning and Food Preservation Worker--Packer, wrapper, Filler, Labeler, Shipper Canning and Food Preservation Worker--Receiver, Sorter, Grader,'weigher Caponizer Caretaker, Farm Car-Icer Carpenter Carpenter, Farm. CartOgrapher, United States Department of Agriculture or Soil Conservation Service Cataloger, united States Department of Agriculture Library Cat Breeder Cattle Dehorner Cauliflower Tier Celery Trimmer, Field Cheese Maker Cheese Plant werker Chemical Company Executive Chemical Weed Control Specialist Chemist, Agricultural Chemist, Grain Chicken Fancier Chicken Sexer Chicken-Sexer Helper Chick Grader Cigarette-Making-Machine Operator Civil Engineer Cold Storage Operator Collector, Finance Company Coloring-Room.Man Combine Operator ' Commercial Artist, Farm.Equipment Company Commercial Representative Commission Man, Agricultural Produce Community Planning Technician Comparison Shopper, Groceries Construction Company Worker, Rural Community Construction Engineer Consulting Engineer Contact Man for Processing Plant, Food Continuity writer, Agricultural Radio PrOgram Contractor, Field Hauling 116 TABLE 2-Continued Cook, Camp Cooler Foreman, Dairy Plant Corn Husker Cotton Chopper Cotton Field Crew Supervisor Cotton Picker Country Club General Manager Country Hauler Country HOme-Owner Country-Route-Man, Any Product County-Agricultural Agent Cowpuncher Creamery Manager CreamPSeparator Tender Crop Reporter Culturist, Biological Research Animals CustomkFeed-Mill Operator Custom Forest Tree Planter Dairy'Bacteriologist Dairy Bar Owner-Operator Dairy Chemist Dairy Company Vice-President Dairy'Engineer Dairy Equipment Repairman Dairy Farm Inspector Dairy-Feed-Mixing Operator Dairy-Herd Tester Dairy Laboratory Technician Dairy Manufacturing Technologist DairybPlant Bottle washer Dairy Plant Fieldman Dairy Plant Manager Dairy Plant Pasteuriaer Dairy Plant Worker Dairy Products Inspector Dairy Products Standardizer Day-Haul‘Youth Supervisor Day Worker, Agriculture Dean of Agriculture Decorator, Ice Cream Detasseling-Crew Supervisor Director, Agricultural Labor Camp Director, Bureau of llarkets Director, Milk Production Cooperative Director of Research, Farm.lachinery lanufacturing Company Director of Research, Food Processing Company Director, Recreation Camp 11'? TABLE 2-Continued H Lurector, Vocational Education Dispatcher, Forest Fire Crew District Forest Ranger District Game Supervisor District Manager, Chain Grocery District Park Ranger Ditch Digger Ditch Rider, Irrigation Dog Breeder Dog Trainer, Hunting Trials Doorman, Tabasco Auction Draftsman, Farm.Equipment.Company Dragline Operator Drainage Engineer Drain-Tile Maker Druggist, Rural Community Drug Grower Economic Geographer Editor, Farm.lagazine Editor, Livestock Magazine Editor, Rural weekly Newspaper Educational Worker, Heat Industry Educational Director, Farmer Cooperative Education Department Director, Farm.machinery Company Egg Grader Egg Packer Egg-Room.Fcreman Egg Trayer Eflectrical Engineer, Rural Electrification Administration Electric-Eye-Sorting-Nachine Technician Electrician, Farm Electrician, Rural Community Entomologist Essayist, icultural Conditions Experiment tation werker Farm.Assemb1er and Sorter, Vegetables and Fruit ‘Farm.Auctioneer Farm Bureau Executive Farm Bureau Service Store, General Manager Farm Buyer, Agricultural Produce Farm.Construction Contractor Farm.Coup1e Farm Custom.Service Operator, Earth.loving Farm Custom Service Operator, Harvesting Farm Custom Service Operator, Insecticide, Fungicide, Herbicide Spraying Farm.Custom.Service Operator, Seeding and Fertilizing 118 TABLE z-Continued Farm Equipment Designer Farm-Equipment Mechanic Farm Equipment Testing Engineer Farmer, Crop Specialty Farmer, Nut Farmers Cooperative Executive Farmers Cooperative Manager Farmers Home Addaistration Supervisor Farm Forester Farm Hand, Crop Specialty Farm Hand, Fur Farm Farm Hand, Seasonal Farm Insurance Salesman Farm Loan Association Field Man Farm Loan Association Secretary Farm Machinery Factory Worker Farm Machinery Operator Farm Management Consultant Farm Mechanic (Machinery Repairman) Farm Organization Director Farm Placement Specialist, Employment Service Farm Planner, Soil Conservation Service Farm Produce Storage Inspector Farm Safety Specialist Farm Service Advisor, Electric Power Company Farm Structures Designer Farm Writer, Newspaper Federal Land Bank Agent Feed and Fertilizer Inspector, State Department of Agriculture Feed Bag Maker Feed Blender Feed Elevator Foreman Feed Miller Feed-Mill Operator, Portable Feed Store Clerk Feed Store Manager Feed store Salesman Fence Erector Fence-Making-Machine Operator Fertilizer-Plant Operator Fertilizer-Plant Worker Field Checker Fieldman, Agricultural Publications Field Man, Canning and Preserving Field Man, Crop Contractor Field Man, Farm credit Agency TABLE 2-Continued r Field Man, Livestock Commission Company Field Ian, Purebred Livestock Breed Association Field-Sorter Foreman Field Supervisor-~Harvesting crew Field Supervisor, Seed Production Fig Caprifier Fish.Culturist Fisheries Conservation Executive Fisheries Director Fishery'Bacteriologist Flavor Chemist Floral Designer Florist Flour Blender Flower Clipper Flower Grader Flower Raiser Flower Shop Operator Food Bacteriologist Food Chemist Food Containers Chemist Food Technologist Foreman, Chick hardening Room Foreman, Erozen.Food Processing Foreman, Testing and Analysis Department, Hut Processing Forest and Wildlife Manager Forester Forest Farmer Forest Fire Fighter Forest Fire Look-Out Forest Fire Technician Forest Geneticist Forest Hydrologist Forest nursery Superintendent Forest Products Technologist Forest Recreationist Forestry Specialist, Soil Conservation Service Forest Service Information Specialist Forest Supervisor Four-H Club Agent FrOg Farmer Frozen Food Plant Operator Fruit Company General Manager Fruit-Farm Foreman Fruit Gardener Fruit Packer Fruit-Packing Grader Operator 119 TABLE 2-Continue_d_ 120 Fruit Research Technician, Processing Company Fruit Sorter Fruit Thinner Fumigator, Nursery Fumigator, Orchard Fur Breeder ‘ Fur Farmer Game and Wildlife Biologist Game and‘wildlife Manager Game Conservationist GamewFarmer Game warden Gardener Gardener Helper General Manager, Farm Geneticist Geologist Germination Worker Gin Clerk Ginner Goat Herder Goose Herder Grading Foreman Fruit Grain and Feed Mill Sifter operator Grain Cleaner Grain-Elevator Foreman Grain-Elevator Operator Grain Hauler Grain Inspector Grain Mixer Grapevine Pruner Grave Digger Gravel Inspector Greaser, Farm Machinery Greenhouse Florist Greenhouse Manager Greenhouse'worker Greenskeeper Greensman Greens Picker Greens Tier Gristmiller Grocer, Rural Community Groundman for Tree Surgeon Grounds Keeper, Industry or Business Property Grounds Keeper, Sports Group Leader, Farm.Hands 121 TABLE 2-Continugd Grove Foreman Grubber Guide, Hunting and Fishing Gypsy Moth Scout Harvest Contractor Harvest Hand, Berry Harvest Hand, Crop Specialty Harvest Hand, Fruit Harvest Hand, General Farm Harvest Hand, Grain Harvest Hand, Migratory Harvest Hand, Nut Harvest Hand, Tobacco Harvest Hand, Vegetable Hatchery Man, Poultry Hazer Health Officer Herdsman, Cattle, Sheep, Swine Herpetologist High School Teacher, Rural Community School Highway Engineer Highway'Forestry'Foreman Hired Boy, Farm HomeéDemonstration Agent Horse Breaker, Draft Herse Breeder and Showman Horse Pusher Horse Trainer, Race and Trick HotaBed Men Housewife, Farm Humane Officer Hydraulic Engineer Hydraulic-Lift Operator, Tobacco Processing Hydraulic-Press Operator Hydrologist Ice-Cream.Maker Ice Cream.Plant Manager Ice Cream Plant Production Supervisor Ichthyologist Incubator Foreman Incubator Han Industrial Chemist Insect and Rodent Exterminator Inspector, Plant Industry Inspector, Tax Division, Internal Revenue Bureau Instructor, Agriculture, High School Invertebrate Zoologist TABLE 2-Continued 122 =— :=— H Irrigating-Pump Operator Irrigation Engineer Irrigator Junk Buyer, Farm.Area Kennelman Kilnman, Hop Drying laboratory Tester, Dairy Products Laborer, Agricultural Equipment Manufacture Laborer, Construction Laborer, Cotton Ginning Laborer, Cotton Seed Production Laborer, Farm and Garden Laborer, Fruit Farm Laborer, Garden Laborer, Grain and Feed Mill Laborer, Hatchery Laborer, Irrigation Laborer, Landscape Laborer, Nursery Laborer, Hut Processing Laborer, Poultry Dressing Laborer, Seed Corn Laborer, Seed Farm Laborer, Vineyard Land Resources Surveyor Landscape Architect Landscape Construction Worker Landscape Gardener Landscape Nursery Manager Landscape Superintendent Land Use Planner Land Use Specialist Lawyer, Real Estate Live-Car Caretaker Livestock Auctioneer Livestock Shipper Livestock-Spray-Machine Operator Loan Department Manager, Rural Community Bank Locker-Plant Attendant Log and Pulp Buyer Logger Lumber Grader Lumber Hanufacturer Lumber Yard Worker Machine Duster Machinery and Tool Designer, Farm.Equipment Machinery Demonstrator, Farm.Machinery TABLE 2-Continued Mail Order nursery Operator Make-Up Marketman, Truck Garden Mammalogist Manager, Manager, Manager, Manager, Manager, Manager, Manager, Manager, Manager, Manager, Manager, Manager, Manager, Manager, Manager, Manager, Manager, Manager, Manager, Manager, Manager, Canning Plant Egg Grading Station Farm. Farm Equipment Store Floor Tobacco Auction Food Locker Plant Fruit Packing Plant Grain Feed Store Hardware Store Hatchery Livestock Auction Yards Lumber'Yard Orchard Company Park Produce Company Production, Seed Corn Public Utility, Rural Retail Dairy Products Store Seed Department Sugar Company Tobacco Warehouse Manufacturers Technical Sales Representative Manuscript Illustrator, Agricultural Publications Market Analyst, Food Processing Company Market Master Measurer, Land Acreage Meat-and-Dairy Inspector Meat Cutter Madicimal-Plant Collector Melon Capper Meteorologist Microbiologist Migratory-Crew Foreman Milk Administrator Milk ByaProducts Technologist Milk Pick-Up Truck Driver Milk Plant Operator Milk Products Distributor Milk Receiving Plant weigher-In Milk-Route Deliveryman Milk Sales Promotion Director Milk Sanitarian Miller, Flour Meisture-Meter Operator, Tobacco 125 124 TABLE 2-Continueg Moss Handler Municipal Forester Mushroom.Grower Mushroom.Spawn Maker Hen-Alcoholic Beverage Chemist Nurseryman Nursery Order-Filler nursery Stock Inspector Nut Processor Office Assistant, County Agricultural Stabilization and Conservation Office Office Clerk, County Extension Office 011 and Mineral Laase Buyer Oil Leases-and-Iand Supervisor Oil-Spraying-Machine Operator-Aleed Control Oleomargarine worker Ornamental Horticulturist Ornithologist Ostrich Farmer Pace Setter Packaging Engineer Packing Company Executive Packing Foreman, Fruit Packing-House Foreman, Fruit and Vegetable Packing House Meat Grader Packing Inspector, Fruit or Vegetables Packing-Plant By-Products Worker Packing-Plant Carcass Reduction worker Packing-Plant Killing-Floor worker Packing-Plant Meat Processing and Handling Worker Park Construction Terker Park Grounds Supervisor Park Superintendent Parts man, Retail Farm.Equipment Pedigree Tracer Pharmaceutical Botanist Photo Interpreter, Conservation Department Physician-Surgeon, Rural Community Physicist, united States Department of Agriculture, Bureau of Agricultural and Industrial Chemistry Picking-Crew Foreman Pigeon Fancier Plant Digger Plant Diseases Control Specialist Plant Ecologist Plant Explorer Plant Foreman, Hybrid Seed Corn Processing TABLE 2-Continued 125 Plant Grader; nursery Plant Ramatologist Plant Packer Plant Physiologist Plant-Quarantine Inspector Plant Taxonomist Plant wrapper Pomologist Post-Hole Digger Operator Posting Clerk Potato-Chip Frier Potato Digger Potato Grader Potato Inspector, Seed Production Potato Sorter Potting Man, Nursery Poultry Association Field Man Poultry Culler Poultry Dresser Poultry Farmer, Meat Poultry-Feed-Mixer Operator Poultry Field Man, Feed Company Poultry Grader Poultry Husbandman Poultryman, Technical Adviser, Hatchery Poultry Packer Poultry-Picking-Machine Operator Poultry Processing Plant Operator Predatory-Animal Hunter Principal Clerk, County.Agricultura1 Stabilization and Conservation Office Produce Dealer Production Clerk Progressive Assembler and Fitter, Agricultural Equipment Propagation Man, Nursery Public Health.Bacteriologist Publicist, Current Agricultural Topics Public Relations Director, Farm.Machinery Company Pulp Bark Skinner Pulp Mill Manager Rabbit Fancier Rabbit Hunter, nursery Radio Repairman, Rural Community Railroad Farm.Agent. Rampman, Grain and Feed Mill Rattlesnake Farmer Receiving-and-Shipping Foreman 126 TABLE 2-Continueg Reference Librarian, United States Department of Agricul- ture Library Refrigeration Company Director Refrigeration Engineer Research Chemist, Mbat BybProducts Research Poultry Flock Tender Research WOrker, Agricultural Research Worker, Crops and Soils Research Worker, Dairy Research worker, Floriculture Research‘worker, Food Technology Research worker, Histopathology Research worker, Horticulture Research Worker, Market Research Werker, Meat Research‘Worker, Pathology Research Worker, Physiology Research Worker, Poultry Research worker, Seed Technology Research Marker, Weed Control Research Worker, Zoology Right-of-Way Buyer Rodeo Performer Root and Bulb Planter, Hand Rose Breeder Rose Grower Row Boss, Picking Row Boss, Thinning Rural-Mail Carrier Rural Minister Rural Sociologist Sales Clerk, Groceries Sales Clerk, Poultry and Poultry Supplies Sales Clerk, Produce Han Salesman, Agriculture Supplies and Sbrvices Salesman, Automdbiles and Trucks Salesman, Dairy Manufacturing Supplies Salesman, Farm and Garden Equipment Salesman, Farm.Implements Salesman, Farm.Real Estate Salesman, Feed Salesman, Fertiliser Salesman, Florist Supplies Salesman, Foodstuffs Salesman, Fruit Salesman, Grain-and-Feed Products Salesman, Insurance, Rural Community 127 TABLE 2-Continueg Salesman, Livestock Salesman, Nursery Products Salesman, Orchard and Crop Chemicals Salesman, Ornamental Nursery Salesman, Rural Power, Electric Salesman, Wholesale Meat Salesperson, Farm Implements Salesperson, Flowers Salesperson, Garden Supplies Salesperson, General Hardware, Rural Community Sample Man, Vegetable Receiving Sanitary Engineer Sawmill Operator School Administrator, Rural Community School Science Teacher Scratch-Feed-Plant Operator Script Reader, Agricultural Radio Programs Script Reader, Radio Programs with a Basis in Agriculture Seasonal Worker, Farm Secretary, Agricultural Law Association Secretary, Growers Association Secretary, Livestock Breed Association Secretarbeanager, Farmer Cooperative Secretary or Field Man, Horticultural Clubs or Societies Seed Analyst Seed Catalog Illustrator Seed-Cleaner Operator Seed Corn Grader Man Seed Cutter, Potato Seedsman Seed Sorter, Vegetable Seed Specialist Set-Up man, Retail Farm Equipment Sheep Shearer Shepherd Shipping-Point Inspector, Fruit, Vegetables, Nuts Small Animal Caretaker Smudger, Fruit Farm Sod Layer Soil Analyst Soil Bacteriologist Soil Conservationist Soil Conservation Service Training Officer Soil Mapper Soil Physicist Soil Scientist, State Soils Engineer 128 TABLE 2-Continued Soils Tester, Laboratory Soil Survey worker, United States Department of Agriculture Soil Tester, Physical Properties Solicitor Electric Line Routes Sprayer, Insecticides, Forest Sprayer, Insecticides, Herbicides, on Farms Spray'Foreman Stableman State Fair Agricultural Supervisor State Four-H Club Leader State Park Naturalist State Supervisor, Agricultural Education Stenographer, State Department of Agriculture Stock Driver Stockman for Railroad Stock-Ranch.Foreman Student, Agricultural College ‘ Sugar-Beet Blocker Sugar Tapper Superintendent, Canning Plant Superintendent of Agricultural Experiment Station Superintendent, Production, Citrus Grove Supervisor of Sales, Tobacco Board of Trade Supervisor Rural Electrification Surveyor, Highway Surveyor, Land Surveyor, Pipe Line Surveyor, Topographical Swamper, Livestock Farm Sweet-Potato Inspector Taxidermist Teamster, Commercial or Industrial Teamster, Farm Teacher of Conservation, High School Teacher of Vocational Agriculture Telephone Engineer, United States Department of Agriculture Tester Inspector, Cantaloupes Thinner, Vegetables Tiling-Machine Operator Timber Cruiser Timber Cutter Tobacco Auctioneer Tobacco Drier-Conditioner Tobacco Grader Tobacco Houser Tobacco Inspector Tobacco Packer 129 TABLE 2-Continued Tobacco warehouse Auction Worker J _I— Tobacco Warehouse Shipping-Crew Foreman Tractor Operator, Any Industry Tractor Operator, Farm. Trailer-Truck Driver Transplanter, Greenhouse Trap Nestor Trapper Tree Budder Tree Planter, Forest Tree Planter, Nursery Stock Tree Pruner Tree Spraying Service Worker Tree-Trimming Line Technician Truck Driver, Gasoline, Farm.Delivery Truck Driver, Heavy, Any Industry Truck Driver, Light, Any Industry Truck Driver, Lime Truck Driver, Livestock Truck Driver, Milk Transport Truck Mechanic Turkey Raiser Urban Planner, Parks, Roadsides, Fairgrounds Veterinarian, Bird Specialist veterinarian, Public Health veterinarian, Rural Practice Veterinarian, Urban Practice Veterinary Anatomist veterinary Bacteriologist Veterinary Epidemiologist Veterinary Food Sanitarian veterinary-Hespital Attendant veterinary Livestock-Inspector Veterinary Meat-Inspector Veterinary‘Milk-Specialist Veterinary Parasitologist Vocational Counselor Warehouse-Traffic Man ‘Washer, Raw Fruit and vegetables Watchman, Hatchery Water and Sewage Bacteriologist Watermaster Watermelon Inspector later-Well Driller ‘leeder Welder Wheat Storage Operator 130 TABLE 2-Continueg Wild-Animal Trainer Wildlife Producer woodlands Manager ‘Wood Preservation Expert Wood Technologist 'Wbol-Fleece Grader Wool-Fleece Sorter ‘Iool Shearer, Contract ‘Yerdman, Cotton Gin Yard Zanj ero Zoo Director Roggh Sortingof the Occupation; It was not feasible within the scOpe of this study. to examine carefully all of the occupations on the list. For this reason a Jury was used to provide a rough sorting of the occupations and to insure that the occupations selected for study would represent a wide range of those listed. In addition, it was considered important to check the reasonableness of the list with persons qualified by experience and training to understand the broad field of agricultural occupations. Selection of the Jury .Accordingly, a Jury was selected"?5 and their opinions were secured on whether or not placement or success in the 36The names and addresses of the Jurymen are reported in Appendix C. 131 occupations listed required some knowledge of farming. The requirements established for a Jurymen were that he have (1) a broad background in or a knowledge of farming and (2) an understanding of the agricultural work done off-the-farm. Each juryman selected was invited by letter to assist in the study (Appendix D). All of the Jurymen invited returned the self-addressed postcard indicating their willingness to serve. The instrument was then mailed, together with the covering letters (Appendix E) and return envelope. Follow-up letters were written to two Jurymen whose responses were not returned in ten weeks (Appendix F). As a result, responses were received from all fifteen Jurymen selected. The qualifications of the Jurymen.to respond to the questionnaires sent them.are given in Table 3. Six of the men were in agricultural education teacher training or supervision and as such were known to have both.farm. experience and agricultural training along with close contact with agricultural occupations; seven had done extensive research and/or writing in the field of agricul- tural occupations and guidance; three were concerned with occupational analysis and placement, one on the state and two on the national level; and five were concerned with training programs for agricultural occupations, two of these in four-year colleges or universities and three in 152 Junior colleges and technical institutes. Six of the fifteen jurymen were each qualified in at least two of these categories. TABLE 3.-Qualifications of the jurymen a g 2 I: owe: o o ::A .4 .4 «Fl $1.05 to £184: 4’ as: a 3:2. 33 can Far-l was: a. as: :28 52:3 Jurymen '83 33% 33” £80 o-l-ri 00 :3an H H 2% “no 93.5: ’82 5310 no» on 4: our +2 u 0 bond 0 4: HS-u-I emu 0H0 rim-3 :30: £400 moms as. 0;: 00+: he 000 «400 and cosh-Io 0.3114 “38' “'3': as“: 8%“ 254m émm main. can? Berg x Biddle x (Junior College) Brown x x Byram. x x Cook x (Technical School) Gray x Krebs x x Larson x (College) Lewis x Martin x x Morrison x x (College) Oglesby x (Junior College) Sutherland x x Wetzel x Yeutter x Instructions to the Jury The Jurymen were instructed to check each occupa- 153 tional title in one of four columns (Table 4). The first TABLE 4.-Form of jury questionnaire In your opinion, does placement Do not or success on understand this job require Occupational Title or some knowledge recognize of farming? the job 'Yes No Can not decide Abstractor, Real Estate Titles Accountant, Commodity Exchange Authority Accountant, Farmer Cooperative Actuary, Federal Crop Insur- ance Corporation column was provided for checking jobs which were not recognized or understood. The other three columns were placed under the heading "In your opinion, does placement or success on this job require some knowledge of farming?“ Under this heading were provided columns labeled (1) ”Yes," (2) ”No," and (5) "Can not decide." The cover letter instructed jurymen to check in the "yes" column if the worker on the Job would need to 134 do‘ggy of the following: ‘ A. Recognize that certain skills or abilities are performed by farmers. B. Understand how certain skills and abilities are performed by farmers. C. Be competent to perform at least some of the skills and abilities the farmer uses. They-were instructed to check in the “no" column if they felt that the worker would not need any of these, and to check in the “can not decide” column if they had trouble ranking the job "yes" or "no.""~"6 Analysis of Jury responses fopgguessigg The returns of the fifteen jurymen were tabulated and analyzed for guessing by using the Chi-square statistic, according to the formula: x2 _ Esra zero)? to compare the number of ”yes" answers on the tabulations with the number that would be expected if no Judgment was used in the checking. From.Table 5, it can be seen that the composite scores of the jurymen were significantly different from chance at the one per cent level of confidence, indicating 36See Appendix E. 135 that the Jurymen used judgment in checking the instrument. TABLE 5.-Comparison of Jury "yes" responses to chance Number of occupations Number of ”yes. NUJIIber of expected in each group responses occupations checked it checked by chance 15 67 49.125 14 62 49.125 15 45 49.125 12 59 49.125 11 47 49.125 10 48 49.125 9 52 49.125 8 45 49.125 7 59 49.125 6 51 49.125 5 75 49.125 4 57 49.125 5 56 49.125 2 55 49.125 1 52 49.125 0 .22 M Z = 786 2. 786.000 :2 . 56.45 Degrees of freedom.- 15 Difference is significant One Juror was asked to check the instrument a second time at a later date. He recorded identical re- sponses on.both instruments on.74.6 per cent of the items. Selection of Occupations to Stuiy The returns of the first ten Jury respondents were tabulated and the sample of occupations for study 156 was drawn from.these tabulations. In the responses of the first ten Jurymen to whether workers in the occupations need a knowledge of farming for placement or success, there were ninety-two occupational titles which were checked "yes" by all of the first ten Jurymen, thirteen titles which were checked "yes. by five and "no” by five Jurymen, and twenty-three titles were checked "no" by all of the first ten Jurymen. The occupations in each of these groups are shown in Table 6. TABLE 6.-Occupationa1 titles provided by Jury responses, from which occupations for study were selected - f Group I Titles marked "yes" by all first ten respondents ‘Agricultural Attache, united States Foreign Service Agricultural College Professor Agricultural Engineer ‘Agricultural Extension Administrator Agricultural Extension Specialist Agricultural Research Aide Agricultural Supply Company Operator Agricultural writer-Editor Agronomdst for Food Processor Animal Enabandman Animal Nutritionist Appraiser, Farm.Real Estate ‘Area Foreman, Hybrid Seed Corn Production Assessor, Rural ‘Barn.Boss Building Designer, Farm Buildings Caretaker, Farm ‘This title was eliminated before Jobs for study were selected. (See text.) 157 TABLE 6-Continued W Chemical Weed Control Specialist Chemist, Agricultural Combine Operator ‘Cotton Field Crew Supervisor CountybAgricultural Agent Dairy Farm Inspector DairybHerd Tester Dairy Plant Fieldman Day‘lorker, Agriculture Director, Agricultural Labor Camp: Editor, Farm.lagazine Editor, Livestock magazine Educational Director, Farmer Cooperative Education Department Director, Farm.Machinery Company Farm.Eureau Executive Farm Buyer, Agricultural Produce Farm Construction Contractor Farm Custom Service Operator, Harvesting Farm Custom Service Operator, Insecticide, Fungicide, Herbicide Spraying Farm.Custom.Service Operator, Seeding and Fertilizing Farm.Equipment Designer Farmer, Crop Specialty ‘Farmer, Nut Farmers Home Administration Supervisor Farm Forester Farm Hand, Crop Specialty Farm.Hand, Seasonal Farm.management Consultant Farm Planner, Soil Conservation Service Farm Safety Specialist Farm.Structures Designer Field Man, Crop Contractor Field Supervisor-~Harvesting Crew Field Supervisor, Seed Production Forest Farmer Forestry Specialist, Soil Conservation Service Four-H Club Agent Fruit-Farm.Fareman Fruit Gardener Gardener General Hanager, Farm Grapevine Pruner ‘This title was eliminated before Jobs for study were selected. (See text.) 158 TABLE 6-Continued Herdsman, Cattle, Sheep, Swine Instructor, Agriculture, High School ‘Irrigator Laborer, Farm and Garden Laborer, Fruit Farm Laborer, Garden Land Use Planner Land Use Specialist Manager, Farm ‘Manager, Production, Seed Corn Nurseryman Pomologist Poultry Farmer, Heat Poultryman, Technical Adviser, Hatchery Research worker, Research worker, Research Werker, Research‘Worker, Research Worker, Research.lorker, Seasonal werker, Agricultural Crops and Soils Dairy Floriculture Harticulture Poultry Farm 8011 Conservationist ‘State Fair Agricultural Supervisor ‘State Four-H Club Leader “State Supervisor, Agricultural Education ‘Stock-Ranch Foreman Student, Agricultural College ‘Superintendent of Agricultural Experiment Station ‘Superintendent, Production, Citrus Grove Teacher of Vocational Agriculture Tractor Operator, Farm Turkey Raiser Veterinarian, Rural Practice Group II Titles marked ' es" b five and "no" by five rrI—L o t e first ten.respondents Accountant, Farmer Cooperative ‘Biographer of Persons in Agriculture ‘Greaser, Farm.lachinery ‘Laborer, Cotton Seed Production ‘This title was eliminated before Jobs for study were selected. (See text.) 159 TABLE 6-Continued Laborer, Hatchery Milk Plant Operator ‘lunicipal Forester Salesman, Fruit Salesman, Nursery Products Salesperson, General Hardware, Rural Community Transplanter, Greenhouse Veterinarian, Public Health Veterinary Parasitologist Group III Titles marked ‘no' by all first ten respondpnts Alcoholic Beverage Chemist ‘Cigarette—Making-Hachine Operator Dairy Bar Owner-Operator Food Chemist Food Containers Chemist Grave Digger Gravel Inspector Highway Engine er Industrial Chemist Laborer, Construction Lumber Yard worker Hon-Alcoholic Beverage Chemist ‘Oleomargarine‘Worker Park Construction worker Potato-Chip Frier Refrigeration Company Director RefrigerationiEngineer Surveyor, Highway Surveyor, Pipe Line Trailer-Truck Driver Truck Driver, Heavy, Any Industry Truck Driver, Light, Any Industry Truck lechanic ‘This title was eliminated before Jobs for study were selected. (See text.) Before drawing the sample for study, occupations in which less than ten Jobs were Judged to be available 140 in Michigan were eliminated. These are indicated by the small letter "a” before the title in Table 6. It was decided to study ten Jobs from the first group, ten from the second, and five from.the third. Since only the prescribed ten titles remained in Group II, these constituted the sample for this group. The remaining titles, seventy-eight from Group I and twenty- three from.Group III, were numbered consecutively and a random.sampling technique, described by wallis and Roberte,37 was used to select the occupations for study. Those selected on this basis are referred to hereafter in this report as Jury Group I, Jury Group II, and Jury Group III. They are: Jury Group 1 Agricultural Engineer Caretaker, Farm Dairy Plant Fieldman Farm.Custom.Service Operator, Seeding and Fertilizing Farm Planner, Soil Conservation Service Fruit-Farm Foreman Poultry Farmer, Meat Research Worker, Agricultural Research Worker, Crops and Soils Tractor Operator, Farm Jury Group II Accountant, Farmer Cooperative Laborer, Hatchery Milk Plant Operator 37W. Allen we111e and Harry V. Roberts, Statistics A New A roach.(G1encoe, Illinois: The Free Press, I956), PP. 115-El” and 632-655. 141 Municipal Forester Salesman, Fruit Salesman, nursery Products Salesperson, General Hardware, Rural Community Transplanter, Greenhouse 'Veterinarian, Public Health Veterinary Parasitologist Jury Group III Gravel Inspector Lumber Yard worker Potato-Chip Frier Surveyor, Pipe Line Trailer-Truck Driver Con-arison of Estimates of Worker Trait R:ouirements for -;ricultura1 and Non- :ricultura 0 cu-ations The occupation of farming traditionally requires the possession of certain traits, interests, and attitudes which are supposed to be different from.those required by other occupations. Some of the traits usually men- tioned in this respect are ability to work alone, initia- tive, Judgment, physical strength, and liking for outside work. This investigator felt that if agricultural occu- pations require any particular traits or characteristics different from those required in other occupations, it might be possible to adapt the Department of Labor's Estimates of Worker Trait Requirements for 4,000 Jobs?)8 for this purpose. .Accordingly this information was analyzed in an attempt to discover whether or not on this 38Worker Trait Requirements, op. cit. 142 basis agricultural occupations were different from other occupations. Examination revealed sixty occupational titles reported in Worker Trait Requirements which.were identical or practically identical with titles in the 11st of 786 which.was prepared for the present study. These sixty titles were compared with sixty other titles selected from the 4,000 for which worker trait data are presented in the above-mentioned publication. To select sixty ran- dom titles from the 4,000, it was decided to select every sixtyasixth occupation in order from the whole 4,000. numbers from.one to sixty-six were placed in a box and one number drawn to select a starting place, then every sixtyasixth occupation thereafter was selected. If one of the already-selected agricultural occupations was chosen by this method, it was skipped and the next title was used. Tabulations were made of all the listed require- ments for each.set of sixty Jobs. These were totaled and the Chi-square statistic applied to determine whether any differences were significant. The expected frequency was computed by the formula ‘gpw total x column total grand total on the hypothesis that the traits were distributed evenly between the two groups of occupations. The formula used 143 for computing the Chi-square value was s - f 22 with Smith's Chi-square table of probabilities39 serving as a basis for accepting or reJecting the hypothesis of no difference. lhen scores for a given trait were logically accumulative, the scores for cells were combined to bring the expected frequency to five. If they were not logi- cally accumulative, as in the case of interest require- ments, pairs of cells with expected frequencies of less than five were disregarded innthe computation of the Chi-square value. A detailed summary of the findings of this analysis is found in Chapter IV. Scoripg Occupations fog a Knowledge of Farmipg The first step in scoring occupations on their need for a knowledge of farming was to develop a list of abilities representative of the abilities generally pos- sessed by farmers. Since lists of abilities needed by farmers were not available except in specialized enter- 396. Milton Smith, A Sigplifig Guide to Statistics for Psychologz and Education revised; ew or : no r & Company, nc., 1946), p. 88, citing R. A. Fisher Statistical methods for Research‘Workers (Edinburg : ver an oyd, n.d.fi 144 prise areas, and lists of farming abilities needed by teachers of vocational agriculture were available, it was decided to adapt one of these lists for this study. As shown in Chapter II,40 the genesis of such lists of teacher abilities is in the abilities needed by farmers. Accordingly, several possible lists of abilities were secured and analyzed. The most extensive list available, prepared by Rhoad, included a large number of abilities.41 Rhoad's procedure was to list 855 manipulative abilities which, in the opinion of the author and technical specialists on the staff of the College of Agriculture at The Ohio State university, beginning teachers of vocational agri- culture should possess. This list was then presented to five training teachers who decided that a teacher should possess 557 of these previous to their entrance into student teaching. It should be noted that these were primarily manipulative abilities. The only other abilities listed were some in Judging livestock. Another part of the study covered a wider range of abilities in one enterprise--swine. An analysis of Rhoad's list of 855 manipulative abilities showed the following distribution among the 400:. ante, pp. 99-103. 41Rhoad, op. cit. 145 farm,enterprises: Farm Mechanics, 45 per cent Fruit, Garden, and Potatoes, 17 per cent Livestock, 19 per cent Crops, 12 per cent Soils, Erosion Control, Home Beautification, and Miscellaneous, 7 per cent For purposes of this study, Rhoad's list has three apparent limitations: (1) It is too long, (2) It does not include Agricultural Economics or other managerial skills, and (5) It seems unbalanced in favor of Farm Hechanics. Using Rhoad's list of 557 essential skills instead of the complete 855 relieves the first limitation somewhat, aggravates the third, and does not alter the second. The proportion of the 557 essential skills in the different enterprises was: Farm.machanics, 59 per cent Livestock, 14 per cent Field Crops, 9 per cent Fruit, Garden, and Potatoes, 14 per cent Soils, Fertilizers, and Miscellaneous, 4 per cent Cross studied the importance of some agricultural skills commonly performed by farmers and ranchers in Colorado.42 Farmers were surveyed to determine the skills they possessed or needed. His original check list had 197 Farm.lechanics skills and 168 others. This list identifies very specific skills and they are, with rare 429m", 22.2.2.9? 146 exceptions, all manipulative. This list then, has the limitations of unbalance and lack of managerial skills. A North Atlantic Regional Research ProJect in Agricultural Education identified technical skills needed by teachers of vocational agriculture. These were divided into separate areas to break the proJect down into parts for study by separate individuals. Separate parts covered were Vegetables, Fruit, Livestock, Forestry, Farm.Eechanics, Soil and Water Conservation, and Field Crops and Soils.43 The reports for the Livestock and Farm.machanics areas were examined. The 175 skills listed in the Livestock area were largely'manipulative.44 In Farm.uechanics, 205 skills were listed.45 The analysis of these two areas indicated that this study had the same limitations as the others mentioned. Reports for the other areas were not axamined. Clark prepared a list of competencies for teachers ‘5Ahalt, op. cit. 44Arthur M. Ahalt and warren C. Smith, "Livestock Area,“ "Technical Skills Needed by Teachers of Vocational Agriculture" (n.p.: Teacher Training Committee of the Forth Atlantic Regional Conference for Supervisors and Teacher Trainers in Agricultural Education, March, 1955). (Iimeographed . ) 4'5Arthur ll. Ahalt and Harry T. Miller, "Farm Mechanics Area," "Technical Skills Needed by Teachers of Vocational Agriculture” (n.p.: Teacher Training Com- mittee of the Nertthtlantic Regional Conference for Supervisors and Teacher Trainers in Agricultural Educa- tion, larch, 1955). (Himeographed.) 147 of vocational agriculture in Michigan under assignment by the Michigan Committee on Vocational Education. Large- ly from'the literature, he developed a tentative list of competencies in two sections--professiona1 competencies and technical agricultural competencies. He submitted this list to the Michigan State supervisory staff in agricultural education and the Nuchigan State University agricultural education staff-for suggestions. A revised list was then submitted to specialists assigned by depart- ment heads in the College of Agriculture at Michigan State University. These suggestions were incorporated into a final list of competencies. The final list was divided into two parts, Form I and Form.II, and submitted to twenty-two and twentyqfour teachers of vocational agri- culture for checking on a seven-point scale which asked for a.rating on (1) when these competencies should be learned by teachers and (2) the value of each competency for success in teaching.46 Clark's list of competencies showed several advantages for the purposes of the present study which were not present in the other lists of abilities reviewed. 1. The competencies listed were more general in nature, requiring fewer of them to cover more completely the activities of the farmer. ‘BClark, o . cit. 148 2. It included managerial as well as manipulative skills. 5. It was a relatively recent study. 4. It contained a reasonable number of items--254. 5. The balance among the areas seemed appropriate, with 19 per cent of the competencies in Farm Mechanics, 46 per cent in Livestock, 50 per cent in Crops, Soils, Horticulture, and Conservation, and 5 per cent in.Agricultural Economics. 6. Previous studies were considered as a basis for its development. This list of competencies had the following disadvantages for this study: (1) It lacked consistency in form.from.enterprise to enterprise, as it was influ- enced by various subject-matter specialists, and (2) It had some overlapping of competencies from.anterprise area to enterprise area. Clark's list seemed the most suitable basis on which to start to construct a list of farmer competencies. It was modified for this purpose, and the list rewritten to provide consistency in terminology. The competencies checked as not worthwhile by five or more of the 22, or 24, teachers who checked them for value were excluded, and duplications were eliminated. The list was still 149 Judged to be too long, so the competencies which were common to all livestock enterprises were removed from separate listing and placed in the general livestock section. The final list contained 154 competencies and was then checked against lists of abilities prepared by other writers. All but a few of the very specific skills, such as "Ring a bull" and "Draw a blood sample," listed in Rhoad's report are included in the more general items in the final list as adapted from.Clark. The same applies to the other less extensive lists reviewed. The final list was then Judged to be representative of the skills needed and used by farmers and contained 154 individual items which are hereafter referred to as farming operations. The interview schedule In developing the interview schedule (Appendix G) items were included to identify the interviewee and the Job and to secure information with which to analyze the hypotheses on which the study was based. The trial form.was presented to a group of six teachers of vocational agriculture for suggestions, and three interviews were made to locate pr0blems of terminology or make-up. The final form was then prepared and mimeographed. The final form of the interview schedule listed ‘ 150 the 154 farming operations divided into appropriate enter- prise areas. The interviewer checked in one of three columns to record the Judgment of the respondent on whether the worker on the Job being considered needed: 1. To be aware that this operation is performed by farmers. (A check in this column is here- after referred to as a check in the awareness column and the worker is referred to as needing an awareness of this operation.) 2. To understand how this operation is performed. (A check in this column is hereafter referred to as a check in the understanding column and the worker is referred to as needing an under- standing of the operation.) A check in this column also presupposes a check in‘the aware- ness column although this was not recorded. or 5. The ability to perform.the operation. (A check in this column is referred to hereafter as a check in the performance column and the worker is said to need the ability to perform the operation.) A check in this column also presupposes responses in the awareness and understanding columns, although these were not recorded (Table 7). If no knowledge of the operations was Judged to 151 be needed, the blanks for that item were left unchecked. TABLE 7.-Form.of interview schedule for scoring knowledge of farming —: :-__— — 4—_' Degree to which the Job requires a knowledge of.farming Check in the appropriate column if the worker needs: Operations Performed by Farmers To be aware that this operation is perform! ed by farmers To understand how this operation is performed The ability to perform.this operation ANIMAL HUSBANDRY 1. Select breeding stock using type and records of production, breeding and calving, longevity, and persistence 2. Select breed of animals best suited to the farm, community, feed supply, and market situation 5. Select stock for feeding, fat- tening, or production, using production records, knowledge of market demands, and con- sidering farm.feed supplies 152 The schedule also provided space for recording the interviewee qualifications and the nature of the work done by the worker, as well as the interviewee Judgment on whether the Job is ”temporary," "seasonal or sporadic," "year-round,” or "other" (hereafter referred to as steadi- ness of the Job) 3 whether the worker works at the Job as compared to other assignments "all the time," "most of the time," "about half of the time," "sometimes,” or "other" (this is referred to in the rest of the report as time spent on the Job); whether having been raised on a farm is "essential," "desirable," or "immaterial" for success on this Job; whether training in agriculture is "essential,” "desirable,“ or 'immaterial' for success on this Job; whether practical farm.experience since elementary school age is "essential," "desirable," or "immaterial" for success on the Job; whether other workers on this or closely similar Jobs have duties which are "the same," "similar," "different," or "much different" (referred to in the balance of the report as similarity of Jobs in the occupation); and whether the worker does "a great many,‘I "many," ”some,” or "few” different tasks or operations (referred to in thebalance of the report as variety of work performed). Selection of interviewers The investigator personally conducted 186 of the 155 248 interviews. The remaining sixty-two interviews were conducted by fourteen different teachers of vocational agriculture and one teacher trainer in agricultural educa- tion in Michigan. Seven individual teachers conducted twelve, nine, eight, seven, six, five, and three interviews respectively. Four teachers conducted two interviews each and three conducted one each. The teacher trainer conducted one interview. Teachers of vocational agriculture were selected as interviewers because of their familiarity with farming and with other agricultural occupations. Sonnenberg reported that there is little agreement on qualifications for interviewers, but: There is some evidence, however, that the nature of the specific interviewing Job, rather than any gener- ally agreed upon requirements for the interviewers, prescribes the qualifications.47 Each prospective interviewer was provided with a set of directions ihich gave specific instructions on the approach to be made to the interviewee and how each question should be interpreted (Appendix H). Examples were provided to make clear the interpretation to be made of the items on the schedule. Since the teachers of vocational agriculture were known to be familiar with the terminology used in the schedule and with the impli- 417Helenan Sonnenburg, "Interviewer Problems and the Hon-Professional Interviewer" (thesis, M. 8., Depart- ment of Sociology and Anthropology, Michigan State College, East Lansing, 1955), pp. 24-25. 154 cations of each operation listed, a major source of possibility of error or misinterpretation was minimized. In all but two cases, this direction sheet was read through with the interviewer with constant reference to the sched- ule so all anticipated questions could be cleared up. In.each of the two other cases, the interviewer was given the directions ahead of time. Questions were answered and a check of his understanding of the schedule and the directions was made later in a personal conference with him. Hens of the interviewers reported any problems of meeting interviewees, interpreting the schedule, or in securing responses. Since Sonnenberg reported that prop- erly-trained interviewers encountered fewer of these problems,‘8 there is at least some evidence that the amount of training given was sufficient. However, a contributing factor may have been the highly structured nature of the schedule. Even though it would be possible for a respondent to complete the schedule by himself, the interview was chosen as the data-collecting device for this phase of the study for the following reasons: 1. Names and addresses of interviewees in the occupations to be studied were not available. 48I‘bj-dO, p. 22. 155 The persons had to be located. 2. It was necessary to check with the interviewee to see if the Job in question was one for which he was qualified to respond. In many cases, a prospective interviewee could not be used because he had no direct connection with the Job. 5. It was felt necessary to secure a minimum num- ber of interviews for each Job, and it was . known that some Jobs, veterinarian, public health for example, were not available in sufficient numbers in Michigan to risk a low rate of return. 4. The information desired was of such a nature that there was definite need for an interviewer to explain many of the questions and items so that the meaning of each question and an understanding of what was involved in each farming operation on the list would be made clear to the respondent. Atteglpts to reduce bias; It is recognized that in any study of this nature, the bias of the interviewer or the interviewee may influ- ence the findings of the study. Attempts were made to hold this factor to a minimum, however. 156 In the first place, the rather objective nature of the schedule encouraged the actual response to be made by the interviewee, and interviewers were trained to secure a specific response to each applicable item. Secondly, a liberal interpretation of each item.was expected, and thirdly, there was no particular reason for the interviewers wanting to influence the results. Nb way was found to eliminate completely the possible bias of the respbndents for or against the farm as a "good way of life" and thereby biasing the results in one direction or another. As will be shown later, however, the respondents were shown to agree with theme selves then their estimate of the requirement of the JOb for having been raised on a farm, for having had practical farm experience, and for having had agricultural training was compared with the score computed from their estimates of the need on the j0b for a knowledge of specific farming operations. Selection of interviewees Jobs were studied in sixty-three different comp munities in the southern peninsula of Michigan. There was no attempt to secure a random sample of the employers or workers in each Job, neither was there any attempt to select the interviewees. Rather they were taken where they could be found. Potential interviewees were listed . 157 by contacting, usually by telephone, otherwise by personal call, persons who might know something about the job and the possible locations of employers and workers. Where there was a choice, an attempt was made to secure inter- views from as broad a range of employers as possible, and representing as many different jobs in the occupation as possible. The investigator traveled a total of nearly 4000 miles to secure the 186 interviews conducted by him. The other interviewers did not do much extra traveling because, for the most part, they conducted interviews in their home towns. The Lansing and East Lansing area, partly because it is where the investigator lives, partly because it is the location of Michigan State University with a concentra- tion of research personnel who were studied, partly because it is the capital of Michigan with its seat of government and government services, and partly because it serves as the headquarters for businesses or agencies employing workers in some of the occupations studied, had the great- est concentration of interviewees. The other interviewees were quite widely distributed over Southern Michngan. It is recognized that a different geographical distribution of interviewees might produce different results. However, Sutherland and Thompson, after keeping their data from different cities separate, finally combined them for all the communities studied because the differ- 158 ences between them.were so minor.49 Tabulation and analysis of scores As interviews were completed they were tabulated by occupation, and the score for the Job and the total score for the occupation computed. As described in the instructions to interviewers, a check in the understanding column presumed the need for an awareness of the operation (as well as an understanding of how the operation was performed), and a check in the performance column presumed a need for understanding and awareness as well. Accord- ingly, a check in the awareness column scored one, a check in the understanding column one plus one, or two, and a check in the performance column one plus one plus one, or three." The total score was computed on each Job interview and for each enterprise area within the schedule. Scores for all the interviews in.aach occupation were totaled and divided by the number of interviews for the.occupa- tion to find the mean occupation score. The total number of items checked provided a measure of the range of knowledge needed. The score for each enterprise area provided a measure of the amount of knowledge needed in that area, and the average score was 49Sutherland and Thompson, op. cit., p. 10. 159 a measure of the level of knowledge needed on the opera- tions regarded by the interviewee as needed. The standard deviation of the scores for each occupation was computed by the formula 2(x - 322 s = n - 1 where x equals the total score on individual jobs,'x equals the mean of the scores, and n equals the number of interviews for each occupation. The standard error of the means of the occupation scores was then computed by the formula is. s; i {a where‘i'equals the mean of the scores for each occupation, s equals the standard deviation of the scores for each occupation, and n equals the number of interviews. The t-test was then used to determine the signifi- cance of the difference between the means of the scores on the different occupations. This test provided a measure of the probability that Jobs in the two occupations could have been.drawn from the same population. For this pur- pose the formula used was: it “Eb {.53. ab? where‘ih is the mean of the scores for occupation a, 160 §£ is the mean of the scores for occupation b, s‘ip equals the standard error of the mean of the scores for occupation a, and B'Es equals the standard error of the mean of the scores for occupation b. Fisher's Table of t (abridged). in smith50 was used to determine within the five per cent level the probability of a ”t" as large as the computed value occurring from chance, using as the degrees of freedom n1 + n2 - 2 where n1 equals the number of scores (interviews) in occupation one and n2 equals the number of scores (inter- views) in occupation two. The results of the t-test gave an indication of the occupations that should logically be grouped together. After the mean occupation scores were determined for the twenty-five occupations studied, their mean and standard deviation were computed to provide a statistical basis for a grouping of the occupations. gapparison of rapképg of occupations by score and by jury As shown in Chapter IV, the 786 occupations on the jury list were ranked in order of the jury estimate of the need of workers in these occupations for a knowledge of farming. When the scores of the twenty-five occupations 508mith, op. cit., p. 69. 161 included in this study were computed, the occupations were ranked by score and this ranking was compared to the ranking by the Jury of the same twenty-five occupations. The Spearman rank-correlation coefficient between the two ranks was determined by the formula side rPOnkgl-N(N2-l) ‘épalysis of the Need.for Farm Background and Experience for Success on JObs in Different Occupations Occupations for which farm background or experience is needed for success were determined by adding the responses “essential" and "desirable" and comparing them with "immaterial." The need for having been raised on a farm,:for training in agriculture, or for practical farm.experience was regarded as significant at the five per cent level as computed by the Chi-square test, if either of these categories “essential and desirable" or "immaterial" was checked eight or more times while the other was checked two or less times. The significance of the difference in need for farm.background and training in agriculture for success in the occupations, as reported by interviewees for dif- ferent groups of occupations, was determined by the Chi- square test. For this purpose, the three responses, "essential,” "desirable," and "immaterial" were totaled 162 for each of the four groups of occupations and the results tabulated into an appropriate 5x4 table. Similar proce- dures were used to determine the significance of the differ- ences in the steadiness of the job, the time spent on the Job, the similarity of Jobs within the occupation, and the variety of work performed by the worker on the job. Anal sis of Differences between Jobs Involvi Bri i Goods or Services to Farmers and Those Involv}_pg Movipg Agricultural Products from the Farm. 0 the Consumer Five of the occupations studied were judged by the investigator to involve bringing goods and services to the farmers and four to involve transporting, handling, or processing of agricultural products. Because of the small number of occupations involved, the individual scores on each group of occupations were tabulated into four rows divided by points at the mean, the mean plus one standard deviation, and the mean minus one standard deviation. For this purpose, the mean and standard deviation of all 248 individual Job scores were used. The resulting data were analyzed by the Chi-square test. The interviewee Judgments on the need for having been.raised on a farm, for having agricultural training, and for having practical farm.experience, as well as their responses on the similarity of the Jobs within the occu- pation, and the variety of work performed by the worker 165 on the Job were analyzed by totaling the responses for each of these items for all the occupations in each group and analyzing them by the Chi-square test. Differences reported as significant were signifi- cant at the five per cent level of confidence, unless reported in the text as significant at the one per cent level. Summary This chapter has provided a description of the procedures used in the present study to locate agricul- tural occupations, to select a sample for study, and to analyze the characteristics and the knowledge of farming needed by workers in the selected sample of occupations. CHAPTER IV REPORT OF FINDINGS This chapter presents the findings of the study. In Part I are the findings supporting the use of the survey instrument including (1) the basis on which terms were selected, (2) the results of the search for occup pations requiring a knowledge of farming, (5) an analysis of the worker Trait Requirements publication as related to agricultural occupations, and (4) the validation of the survey instrument. Part II shows an analysis of the survey of the knowledge of farming needed by workers in selected occupations including (1) the use of the instru- ment and the scoring of the occupations, (2) grouping the occupations, (5) the analysis of the interviewee estimates of the needs and characteristics of twenty-five occupations, (4) a description of Group I Agricultural Occupations, (5) a description of Group II Agricultural Occupations, (6) a description of Group III Agricultural Occupations, (7) a description of the occupations in Group IV, and (8) a comparison of service occupations to marketing occupations. 165 Part I The Findipgs Supporting the Use of the Survey Instrument Selection of a term In Chapter II, it is shown that different writers and researchers use different terms to identify occupations related in some way to farming, with no single name being used consistently in the literature to describe such occu- pations. Among the terms used in the literature already cited are allied occupations, kindred occupations, related occupations, related agricultural occupations, farming and related occupations, occupations allied to agriculture (or farming), agriculture (or farming) and kindred occu- pations, non-farm.agricultural occupations, off-the-farm agricultural occupations, occupations in agricultural industry, and agricultural occupations. Each of these terms has several disadvantages. The terms, related occupations, allied occupations, and kindred occupations, have a connotation of association with, or being a part of, something else. This raises the question of the nature, extent, and kind of relation- ship. Ueed alone, as they sometimes are, these terms do not call attention to the agricultural or farming implications of the occupations considered. 166 Related agricultural occupations is the most commonly used term, appearing in reports of research studies, guidance literature, and recruitment literature. Its maJor disadvantage is that it has been used indiscrimi- nately by different persons who have different concepts of the meaning both of related and of agricultural. Under this one name, writers have included occupations ranging from farmer to radio repairman. Farming and related occupations has not been used as widely as has related agricultural occupations, but is a more precise term since farming is not subject to as varied a definition as is agriculture. Occupations allied to agriculture (or to farming) has many of the same limitations as the above two terms. It has not gained general acceptance. Agriculture (or farming) and kindred occupations has been recently used in literature. This terminology, however, because of the use of the word "kindred" in occupational literature, carries the connotation of rela- tionship on a broad industrial basis, since the language of the Dictionary of Occupational Titles includes terms like Agriculture, Forestry, Fishing, and Kindred Occupations. Ron-farm.agricultural occupations has been used to some extent in the literature and appears to be in- creasing in favor. It is, however, a negative term rather than a positive one and does not allow for the fact that 167 the work in.many of the occupations included is actually done on the farm. Off-the-farm.agricultural occupations, a term.which also appears to be increasing in favor, has the same limitation as non-farm.agricultural occupations with respect to the place the work is done. It is, how- ever, a positive term. Occupations in agricultural industry has been used by some workers. This term.allows for an extremely broad concept of the field considered. Obviously there are many occupations in agricultural industry that are not related to farming no matter how broadly the term is defined, e.g., a steamfitter in a food processing plant. In view of the limitations of the terms used so far, this investigator proposed the use of the term Egricultural Occupations to refer to occupations which require to some degree, a knowledge of the operations performed by farmers in farming. As is shown later in this report, these occupations can be classified into groups according to a score on the knowledge of farming needed bwaorkers in the occupations. Therefore it was further pr0posed that when scores are available these occupations be divided into groups on the basis of the scores, and referred to as Group I Agricultural Occupa- pgppp for those needing the greatest knowledge of farming, onup II Agricultural Occupations for those needing the next greatest knowledge of farming, and Gpppp III Agricul- 168 tural Occupations for those needing the next greatest knowledge of farming. Because of the limited knowledge of farming required in them, the Group IV occupations in this study were not regarded as agricultural occupa- tions. This system has the following advantages: 1. It recognizes the differences in the amount of knowledge of farming needed in different occupations. 2. It makes possible the easy ranking of a Job or occupation, once its score is established. This can be done on the general three-part scale mentioned above or on a much more precise numerical scale. 5. It recOgnizes that some kinds of farming are so specialized that some farmers actually need less knowledge of farming than some workers in other occupations. 4. It makes no assumptions about a relationship or lack of relationship to any other industry or field. 5. The group numbers can be regarded as scores and treated statistically. 6. It provides a basis, if needed, for classifying Jobs within occupations as well as for classi- fying groups of jobs making up occupations. 169 7. The Department of Labor has used the term agricultural occupations both as a title for a supplement to the Dictionagy of Occgpg- tional Titles1 and as a section heading in the National Outlook Handbook.2 It has the disadvantages of (l) requiring that scores be established for all occupations in question and (2) adding still another term to the variety from which one may select. The above groupings would need to be regarded as dynamic, with the basis for the groupings changing over time as farming changes. This would be an advantage since the groupings could be kept up-to-date and a disadvantage because it would be necessary for this to be done. In.the remainder of this report the implications of the suggested grouping system and the reasons for the groupings will be made more clear. ggpupations reguiripg a knowlegge of farmipg The sources of the occupations considered in the present study, the development of the list of occupations, and the portion of the analysis of the Jury responses dealing with the selection of the specific occupations *Agpicultural Occu tions, op. cit. 2Department of Labor, Occupational Outlook Hand- bOOk’ O O cit., p. 6160 170 for study, are shown in Chapter III. It was recognized that scores on the knowledge of farming required by the worker would not be available for many occupations for some time if at all. Therefore a ranking of occupations on the basis of Jury opinion was deemed desirable. For this purpose, the 786 occupations which were submitted to the Jury were ranked on the basis of the Jury members' responses to the question of whether or not in their Opinion, placement or success on a job in the occupation requires a knowledge of farming. For the twenty-five occupations considered in detail in the present study, the rank order based on Jury opinion correlated 1.75 with the rank order as determined by the scoring system.used in the present study. To make the location of the position of any occupation easier, the final list of occupations was presented in alphabetical order along with the rank score of each occupation. In cases where a group of occupations had the same number of "yes" and "no" responses, they were all assigned the rank at the midpoint of the group. The list of occupations ranked on this basis appears in Table 3. Since the responses other than "yes" or ”no" did not effect the rankings they were not reported here. TABLE 8.-Ranking of occupations by the jury 171 Number of ' Responses Occupational Title Rank Yes No Abstractor, Real Estate Titles 5 11 657.5 Accountant, Commodity Exchange Authority 5 10 644 Accountant, Farmer Cooperative 7 8 457 Actuary, Federal Crop Insurance Corporation 9 5 545 Advertiser, Farmer Cooperative 15 2 161 Advertising Assistant, Farm.Equipment Sales ' l5 2 161 Advertising Executive, Farm Machinery 15 l 140 Advertising Executive, Food 7 7 426 Agricultural Research Aide l4 0 77.5 Agricultural Attache, United States Foreign Service 14 1 108.5 Agricultural College Professor 15 O 54 Agricultural Economist 15 2 161 Agricultural Engineer 15 O 54 Agricultural Extension Administrator 15 O 54 Agricultural Extension Specialist 15 O 54 Agricultural Market Reporter 15 2 161 Agricultural Missionary 14 O 77.5 Agricultural Radio Announcer 15 2 161 - Agricultural Statistician 8 5 575.5 Agricultural Supply Company Operator 15 0 54 Agricultural writer-Editor 15 O 54 Agronomist for Food Processor 15 O 54 Airplane Crop Duster Helper 6 7 464 Airplane Pilot, Crop Dusting 10 5 277 Alcoholic Beverage Chemist O 15 785 Alfalfa-Mill Operator 9 5 516 Alligator Farmer 5 4 627.5 Animal Ecologist lO 2 268 Animal-Glue Plant worker 1 15 752i Animal Husbandman 15 O 54 Animal Keeper 10 5 277 Animal nutritionist , l5 1 140 Animal or Plant Cytologist 9 4 525 Animal Taxonomist 4 8 581.5 Apiary Inspector 14 O 77.5 Apple Packer 5 12 675.5 Apple-Picking Checker - 8 7 598.5 Appraiser, Farm Real Estate 14 O 77.5 172 TABLE 8-Continued Number of Responses Occupational Title Rank Yes No Aquatic Biologist 5 10 644 Area Foreman, Hybrid Seed Corn Production 15 O 54 Artificial Breeding Technician 12 2 189.5 Asparagus Grader and Buncher 7 6 415.5 Assessor, Rural 15 0 54 Attorney, Rural Community 10 2 268 Audio-Visual Specialist, Uhited States Department of Agriculture 10 5 277 Auto Mechanic 2 15 724.5 Automotive Engineer 2 15 724.5 Automotive Garageman, Rural Community 5 8 522.5 Barbed-Wire-Machine Operator 2 12 709.5 Barn Boss 15 0 54 Barn Painter 5 10 644 Bean-Sprout Grower 8 2 562.5 Beekeeper 14 1 108.5 Beet-Harvester Operator 15 1 140 Bibliographer, United States Department of Agriculture Library 9 4 525 Bindweed Eradicator 12 2 189.5 Biographer of Persons in Agriculture 9 6 557.5 Biological Research.Aide 5 9 559.5 Biologist ' 6 9 490 Blacksmith, Farm. 14 1 108.5 Blaster, Stump, Stone, Ditch 4 9 589.5 Blister-Rust Eradicator 6 5 445.5 Blood Tester, Fowls 8 7 598.5 Botanist ' 6 8 479 Brick Layer, Rural Consnunity 4 10 605 Broker-Buyer, CashpTruck 8 4 568 Brusher, Gypsy Moth Control 7 2 404 Building Designer, Farm.Euildings 15 O 54 Building Supply Jobber, Rural Community 8 5 575.5 Bulb Grower 11 4 255 Bulldozer Operator 5 9 559.5 Butcher 5 11 657.5 Butcher, Fish. 0 14 781 Butter Maker 5 10 558 Buyer, Chain Grocery Store 10 4 289.5 Buyer, Citrus Fruit 12 5 205 TABLE 8-Continugd 175 Number of Responses Occupational Title Rank Yes No Buyer, Cream 9 5 545 Buyer, Grain 10 5 277 Buyer, Livestock 15 2 161 Buyer, Tobacco 8 5 56435 Buyer, wool 10 5 277 Camp Tender 6 5 449 Canning and Food Preservation Worker-- Cooker, Freezer, Drier, Processor 5 10 558 Canning and Food Preservation werker-- Packer, wrapper, Filler, Labeler, Shipper 5 10 558 Canning and Food Preservation Worker-- Receiver, Sorter, Grader, weigher 5 9 559.5 Caponizer' 8 5 575.5 Caretaker, Farm 15 O 54 Car-Icer O 15 775.5 Carpenter‘ 1 15 752 Carpenter, Farm. 14 1 108.5 Cartographer, United States Department of Agriculture or 3011 Conservation Service 6 7 464 Cataloger, United States Department of Agriculture Library 5 8 522.5 Cat Breeder 2 12 709.5 Cattle Dehorner lO 5 502 Cauliflower Tier 5 7 509.5 Celery Trimmer, Field 8 6 587 Cheese Maker 6 9 490 Cheese Plant worker 4 10 605 Chemical Company Executive 5 9 559.5 Chemical weed Control Specialist 14 1 108.5 Chemist, Agricultural l4 1 108.5 Chemist, Grain 6 7 464 Chicken Fancier 8 6 587 Chicken Sexer 6 8 479 Chicken-Sexer Helper 5 9 559.5 Chick Grader 8 7 598.5 Cigarette-making-Machine Operator 0 15 785 Civil Engineer 5 12 675.5 Cold Storage Operator 5 10 644 Collector, Finance Company 5 11 657.5 TABLE 8-Continued -: _— 174 Number of Responses Occupational Title Rank Yes No Coloring-Room Man O 9 767 Combine Operator ' 15 O 54 Commerical Artist, Farm Equipment Company 12 5 205 Commercial Representative 2 8 684 Commission Man, Agricultural Produce 12 5 205 Community Planning Technician 8 6 587 Comparison Shopper, Groceries 7 6 415.5 Construction Company Worker, Rural Community 5 9 559.5 Construction Engineer 0 15 775.5 Consulting Engineer 5 9 656.5 Contact Man for Processing Plant, Food 10 2 268 Continuity writer, Agricultural Radio Program. 11 5 259.5 Contractor, Field Hauling lO 4 289.5 Cook, Camp ' 2 11 699.5 Cooler Foreman, Dairy Plant 6 8 479 Corn Husker 14 1 108.5 Cotton Chopper 11 1 215 Cotton Field Crew Supervisor 15 O 54 Cotton Picker 11 2 225 Country Club General manager 1 12 746 Country Hauler 5 6 502.5 Country Home-Owner 7 6 415.5 Country-Route-Man, Any Product 8 5 575.5 County-Agricultural Agent 15 O 54 Cowpuncher l4 1 108.5 Creamery Manager 12 5 205 Cream98eparator Tender 5 12 675.5 Crop Reporter l4 1 108.5 Culturist, Biological Research Animals 9 5 516 Custom Feed-Mill Operator 15 2 161 Custom.Forest Tree Planter 11 5 259.5 Dairy Bacteriologist 8 7 598.5 Dairy Bar Owner-Operator 4 11 618 Dairy Chemist 6 8 479 Dairy Company Vice-President lO 5 502 Dairy Engineer 9 4 525 Dairy Equipment Repairman 7 7 426 Dairy Farm.Inspector 15 0 54 Dairbeeed-Mixing Operator 9 5 545 TABLE 8-Continued 175 Number of ’ Responses Occupational Title Rank Yes No Dairy-Herd Tester 15 O 54 Dairy Laboratory Technician 5 8 522.5 Dairy manufacturing Technologist 4 9 589.5 Dairy-Plant Bottle washer 1 14 761 Dairy Plant Fieldman 15 0 54 Dairy Plant manager 11 5 259.5 Dairy Plant Pasteurizer 2 15 724.5 Dairy Plant‘Worker 5 12 675.5 Lairy Products Inspector 8 7 598.5 Dairy Products Standardizer 6 7 464 DayaHaul‘Youth;3upervisor 4 4 568.5 Day‘Worker, Agriculture 14 0 77.5 Dean of Agriculture 14 O 77.5 Decorator, Ice Cream. 0 15 775.5 Detasseling-Crew Supervisor 12 1 180 Director, Agricultural Labor Camp 15 O 54 Lurector, Bureau of markets 11 2 225 Director, Milk Production Cooperative l5 1 140 Director of Research, Farm.machinery Manufacturing Company 14 O 77.5 Director of Research, Food Processing Company 11 2 225 Director, Recreation Camp 1 12 746 Director, Vocational Education 14 O‘ 77.5 Dispatcher, Forest Fire Crew' 5 11 657.5 District Forest Ranger l5 2 161 District Game SupervisOr 7 7 426 District manager, Chain Grocery 1 12 746 District Park Ranger lO 5 502 Ditch Digger 2 12 709.5 Ditch Rider, Irrigation 11 2 225 D0g Breeder' 5 8 522.5 Dog Trainer, Hunting Trials 4 9 589.5 Doorman, Tobacco Auction 2 10 692.5 Draftsman, Farm.Equipment Company 7 7 426 Dragline Operator 1 10 740.5 Drainage Engineer 11 4 255 Drain-Tile Maker 4 9 589.5 Druggist, Rural Community 5 9 559.5 Drug Grower 7 6 415.5 Economic Geographer 5 7 509.5 I‘ TABLE 8-Continugq 176 Number of - Responses Occupational Title Rank Yes No Editor, Farm.magazine 15 O 54 Editor, Livestock magazine 15 O 54 Editor, Rural Weekly Newspaper 12 5 205 Educational WOrker, Meat Industry 10 5 277‘ Educational Director, Farmer Cooperative 15 Or 54 Education Department Director, Farm Machinery Company 15 O 54 Egg Grader 5 11 657.5 Egg Packer 5 11 657.5 Egg-Room.Foreman 5 9 559.5 Egg Trayer 2 12 709.5 Electrical Engineer, Rural Electrification Administration 14 1 108.5 Electric-Eye-Sorting-Machine Technician 0 12 771 Electrician, Farm 15 2 161 Electrician, Rural Community 8 6 587' Entomologist 11 5 259.5 Essayist, Agricultural Conditions 15 O 151 Ekperiment Station Worker’ 15 O 151 Farm Assembler and Sorter, vegetables and Fruit 10 5 502 Farm Auctioneer 14 1 108.5 Farm.Bureau Executive 15 0‘ 54 Farm.Eureau Service Store General Manager 15 1 140 Farm Buyer, Agricultural Produce 15 O 54 Farm Construction Contractor 14 1 108.5 Farm Couple 9 O 510 Farm.Custom Service Operator, Earth Moving 12 5 205 Farm Custom Service Operator, Harvesting ' 15 O 54 Farm Custom Service Operator, Insecticide, Fungicide, Herbicide Spraying 15 O 54 Farm.Custmm Service Operator, Seeding and Fertilizing 15 O 54 Farm.Equipment Designer 15 O 54 Farmquuipment mechanic 12 2 189.5 Farm Equipment Testing Engineer 15 2 161 Farmer, Crop Specialty 15 O 54 Farmer, Nut 15 O 54 Farmers Cooperative Executive 14 1 108.5 Farmers Cooperative manager 14 1 108.5 Farmers Heme Administration Supervisor 14 O 77.5 TABLE 8-Continued 177 number of Responses Occupational Title Rank Yes No Farm Forester 15 O 54 Farm Hand, Crop Specialty 15 O 54 Farm.Hand, Fur Farm. 10 4 289.5 Farm Hand, Seasonal 15 O 54 Farm Insurance Salesman lO 5 277 Farm.Loan Association Field man 14 1 108.5 Farm.Loan Association Secretary 15 2 161 Farm.Machinery'Factory‘Worker 5 12 675.5 Farm Machinery Operator 14 O 77.5 Farm Management Consultant 15 O 54 Farm Mechanic (lachinery Repairman) l5 2 161 Farm.Organization Director 15 1 140 Farm Placement Specialist, Employment Service ' 14 1 108.5 Farm Planner, Soil Conservation Service 15 O 54 Farm Produce Storage Inspector 7 6 415.5 Farm.3afety Specialist 15 O 54 Farm.Service Advisor, Electric Power Company 14 1 108.5 Farm.Structures Designer 15 O 54 Farm.writer, newspaper l4 1 108.5 Federal Land Bank Agent ' l2 2 189.5 Feed and Fertilizer Inspector, State Department of Agriculture 12 5 205 Feed Bag maker 5 11 657.5 Feed Blender 5 6 502.5 Feed Elevator Foreman 8 6 587 Feed Miller ' 6 8 479 Feed-Mill Operator, Portable 11 2 225 Feed Store Clerk 9 5 545 Feed Store Manager 14 1 108.5 Feed Store Salesman l4 1 108.5 Fence Erector 8 5 564.5 Fence-Making-lachine Operator 5 9 656.5 Fertilizer-Plant Operator 8 5 575.5 Fertiliser-Plant‘worker 2 11 699.5 Field Checker 12 O 176 Fieldman, Agricultural Publications 12 2 189.5 Field Man, Canning and Preserving 15 2 161 Field Han, Crop Contractor 15 O 54 Field Ian, Farm Credit Agency 14 1 108.5 TABLE 8-Continued 178 Number of Responses Occupational Title Rank Yes No Field Man, Livestock Commission Company 14 1 108.5 Field Man, Purebred Livestock Breed Association 14 1 108.5 Field-Sorter Foreman 10 0 261.5 Field Supervisor--Harvesting Crew 15 O 54 Field Supervisor, Seed Production 15 O‘ 54 Fig Caprifier 5 1 495 Fish Culturist 2 10 692.5 Fisheries Conservation Executive 4 10 605 Fisheries Director 2 11 699.5 Fishery Bacteriologist 2 11 699.5 Flavor Chemist l 15 752 Floral Designer 2 11 699.5 Florist 5 9 656.5 Flour Blender O 11 769 Flower Clipper 2 9 687.5 Flower Grader l 10 740.5 Flower Raiser 11 4 255 Flower Shop Operator 2 11 699.5 Food Bacteriologist 1 15 752 Food Chemist l 14 761 Food Containers Chemist 1 14 761 Food Technologist 5 12 675.5 Foreman, Chick Hardening Room. 4 6 574 Foreman, Frozen Food Processing 2 11 699.5 Foreman, Testing and Analysis Department, Nut Processing 2 9 687.5 Forest and Wildlife Manager 12 1 180 Forester 12 2 189.5 Forest Farmer 14 O 77.5 Forest Fire Fighter 5 11 657.5 Forest Fire Look-Out 1 12 746 Forest Fire Technician 2 11 699.5 Forest Geneticist 9 5 545 Forest Hydrologist 6 6 454 Forest Nursery Superintendent 12 2 189.5 Forest Products Technologist 4 10 605 Forest Recreationist 2 9 687.5 Forestry Specialist, Soil Conservation Service 15 O 54 Forest Service Information Specialist 10 2 268 TABLE 8-Continuag 179 Number of Responses Occupational Title Rank Yes No Forest Supervisor 11 2 225 Four-H Club Agent 15 O 54 Frog Farmer 7 4 406 Frozen Food Plant Operator 7 7 426 Fruit Company General Manager 11 5 259.5 Fruit-Farm Foreman 15 O 54 Fruit Gardener 14 O 77.5 Fruit Packer 6 7 464 Fruit-Packing Grader Operator 5 10 558 Fruit Research Technician, Processing Company 9 4 525 Fruit Sorter 4 11 618 Fruit Thinner ll 2 225 Fumigator, Nursery 10 1 264 Fumigator, Orchard lO 0 261.5 Fur Breeder 9 5 545 Fur Farmer 10 4 289.5 Game and Wildlife Biologist 8 6 587 Game and Wildlife manager 10 5 502 Game Conservationist lO 4 289.5 Game Farmer 15 2 161 Game warden 9 5 545 Gardener 15 O 54 Gardener Helper 15 2 161 General Manager, Farm 15 O 54 Geneticist 8 6 587 Geologist 5 11 657.5 Germination werker 9 2 515 Gin Clerk 5 4 497.5 Ginner 6 4 446 Goat Herder 12 2 189.5 Goose Herder ll 2 225 Grading Foreman, Fruit 11 2 225 Grain and Feed Hill Sifter Operator 4 9 589.5 Grain Cleaner 4 11 618 Grain-Elevator Foreman lO 5 502 Grain-Elevator Operator ll 4 255 Grain Hauler 7 7 426 Grain Inspector ll 4 255 Grain Mixer 6 7 464 Grapevine Pruner 14 1 108.5 TABLE 8-Continued 180 Number of Responses Occupational Title Rank Yes No Grave Digger O 15 785 Gravel Inspector 1 14 761 Grosser, Farm.Machinery 9 6 557.5 Greenhouse Florist lO 4 289.5 Greenhouse Manager 10 5 277 Greenhouse Worker 10 4 289.5 Greenskeeper 9 5 545 Greensman 8 5 575.5 Greens Picker 4 6 574 Greens Tier 1 7 757 Gristmiller 9 5 545 Grocer, Rural Community 9 5 545 Groundman for Tree Surgeon 4 9 589.5 Grounds Keeper, Industry or Business Property 10 5 277 Grounds Keeper, Sports 8 4 568 Group Leader, Farm.Eands 14 1 108.5 Grove Foreman 10 1 264 Grubber 5 2 495 Guide, Hunting and Fishing 5 8 522.5 Gypsy moth Scout 4 5 570.5 Harvest Contractor 15 1 140 Harvest Hand, Berry 10 5 502 Harvest Hand, Crop Specialty 12 5 205 Harvest Hand, Fruit 12 5 205 Harvest Hand, General Farm. 15 2 161 Harvest Hand, Grain ll 4 255 Harvest Hand, Migratory ll 4 255 Harvest Hand, Nut 11 4 255 Harvest Hand, Tobacco l2 5 205 Harvest Hand, Vegetable 12 5 205 Hatchery man, Poultry 12 5 205 Hazer 5 0 626 Health Officer 5 10 558 Herdsman, Cattle, Sheep, Swine l5 0 54 Herpetologist 1 5 755 High School Teacher, Rural Community School 7 6 415.5 Highway Engineer 2 12 709.5 Highway Forestry Foreman 9 5 516 Hired Boy, Farm 15 1 140 Home-Demonstration Agent 12 2 189.5 TABLE 8-Continued 181 Number of Responses Occupational Title Rank Yes No Horse Breaker, Draft 9 4 525 Horse Breeder and Showman 11 5 259.5 Horse Pusher 5 2 495 Horse Trainer, Race and Trick 4 10 605 Hot-Bed Man 12 2 189.5 Housewife, Farm. 15 2 161 Humane Officer 6 8 479 Hydraulic Engineer 2 10 692.5 Hydraulic-Lift Operator, Tobacco Processing 5 10 644 Hydraulic-Press Operator 0 15 775.5 Hydrologist 4 7 578 Ice-Cream.Maker 2 15 724.5 Ice Cream Plant Manager 4 10 605 Ice Cream.Plant Production Supervisor 4 10 605 Ichthyologist 1 11 742.5 Incubator Foreman 8 6 587 Incubator Man 8 7 598.5 Industrial Chemist O 14 781 Insect and Rodent Exterminator 8 7 598.5 Inspector, Plant Industry 5 7 509.5 Inspector, Tax Division, Internal Revenue Bureau 5 9 559.5 Instructor, Agriculture, High School 15 O 54 Invertebrate Zoologist 5 12 675.5 Irrigating-Pump Operator 9 5 545 Irrigation Engineer 15 2 161 Irrigator 14 1 108.5 Junk Buyer, Farm Area 6 8 479 Kennelman 5 10 644 Kilnman, Hop Drying 2 9 687.5 Laboratory Teeter, Dairy Products 5 10 558 Laborer, Agricultural Equipment manufacture 4 11 618 Laborer, Construction 2 15 724.5 Laborer, Cotton Ginning 4 10 605 Laborer, Cotton Seed Production 7 8 457 Laborer, Farm and Garden 14 1 108.5 Laborer, Fruit Farm. 14 1 108.5 Laborer, Garden 14 1 108.5 Laborer, Grain and Feed Mill 6 9 490 Laborer, Hatchery 7 8 457 TABLE 8-Continued 182 Number of Responses Occupational Title Rank Yes No Laborer, Irrigation lO 5 502 Laborer, Landscape 10 5 502 Laborer, Nursery 11 5 259.5 Laborer, Nut Processing 5 11 657.5 Laborer, Poultry Dressing 4 11 618 Laborer, Seed Corn 9 1 512 Laborer, Seed Farm 15 l 140 Laborer, Vineyard 12 2 189.5 Land Resources Surveyor ll 5 259.5 Landscape Architect 9 5 545 Landscape Construction Worker . 6 8 479 Landscape Gardener l5 2 161 Landscape Nursery Manager 14 1 108.5 Landscape Superintendent lO 4 289.5 Land Use Planner l5 0 54 Land Use Specialist 15 O 54 Lawyer, Real Estate 6 8 479 Live-Car Caretaker 4 4 568.5 Livestock Auctioneer l4 1 108.5 Livestock Shipper 12 5 205 Livestock-Spray-Machine Operator 9 5 545 Loan Department Manager, Rural Community Bank 14 O 77.5 Locker-Plant Attendant 2 15 724.5 Log and Pulp Buyer 4 11 618 Logger 2 12 709 .5 Lumber Grader 2 12 709.5 Lumber Manufacturer 5 12 675.5 Lumber Yard Worker 0 14 781 machine Duster 8 4 568 machinery and Tool Designer, Farm.Equipment 12 5 205 machinery Demonstrator, Farm.Machinery l4 1 108.5 Mail Order Nursery Operator 7 5 409 make-Up Marketman, Truck Garden 6 5 445.5 Mammalogist 2 9 687.5 Manager, Canning Plant 11 4 255 Manager, Egg Grading Station 11 5 259.5 Manager, Farm. 14 1 108.5 Manager, Farm.Equipment Store 15 2 161 manager, Floor, Tobacco Auction 6 7 464 Manager, Food Locker Plant 5 10 558 TABLE 8-Continued 185 l l r Number of Responses Occupational Title Rank Yes No manager, Fruit Packing Plant 10 5 502 Manager, Grain Feed Store 15 1 140 Manager, Hardware Store 6 8 479 Manager, Hatchery ll 2 225 Manager, Livestock Auction Yards ll 5 259.5 manager, Lumber Yard 4 11 618 manager, Orchard Company 15 l 140 Manager, Park 5 lO 558 Manager, Produce Company 10 4 289.5 manager, Production, Seed Corn 15 O 54 Manager, Public Utility, Rural 8 6 587 Manager, Retail Dairy Products Store 6 9 490 Manager, Seed Department 11 2 225 Manager, Sugar Company 6 6 454 Manager, Tobacco Warehouse 7 4 406 manufacturers Technical Sales Representative 4 6 574 manuscript Illustrator, Agricultural Publications ' 8 l 561 Market Analyst, Food Processing Company 9 4 525 Market Master 5 4 627.5 Measurer, Land Acreage 6 9 490 Meat-and-Dairy Inspector 9 5 545 Meat Cutter 2 15 724.5 Medicinal-Plant Collector 4 7 578 Melon Capper 5 4 497.5 Meteorologist 2 15 724.5 Microbiologist 4 11 618 Migratory-Crew Foreman 12 l 180 Milk Administrator 9 5 516 Milk BybProducts Technologist 4 11 618 Milk Pick-Up Truck Driver 7 8 457 Milk Plant Operator 9 6 557.5 Milk Products Distributor 4 10 605 Milk Receiving Plant Weigher-In 4 11 618 Milk-Route Deliveryman 2 12 709.5 Milk Sales Promotion Director 7 8 457 Milk Sanitarian 10 5 502 Miller, Flour 4 11 618 Moisture-Meter Operator, Tobacco 4 8 581.5 Moss Handler 5 5 629 TABLE 8€Continued 184 Number of Responses Occupational Title Rank Yes No municipal Forester 8 7 598.5 mushroom.Grower 8 5 575.5 mushroom Spawn maker 1 6 756 Non-Alcoholic Beverage Chemist 0 15 775.5 Nurseryman 15 O 54 Nursery Order-Filler 4 10 605 Nursery Stock Inspector 11 4 255 Nut Processor 2 11 699.5 Office Assistant, County Agricultural Stabilization and Conservation Office 8 4 568 Office Clerk, County Extension Office 10 2 268 Oil and Mineral Lease Buyer 5 10 558 Oil Leases-and-Land Supervisor 6 8 479 Oil-Spraying-Machine Operator-~Weed Control 15 2 161 Oleomargarine Worker 0 14 781 Ornamental Horticulturist 12 5 205 Ornithologist 5 11 657.5 Ostrich.Farmer 6 4 446 Pace Setter 2 5 682.5 Packaging Engineer 1 15 752 Packing Company Executive 5 8 522.5 Packing Foreman, Fruit 7 8 457 Packing-House Foreman, Fruit and Vegetable 7 8 457 Packing House Meat Grader 5 12 675.5 Packing Inspector, Fruit or Vegetables 5 10 558 Packing-Plant By-Products‘Worker 2 15 724.5 Packing-Plant Carcass Reduction worker 2 15 724.5 Packing-Plant Killing-Floor Worker 2 15 724.5 Packing-Plant Meat Processing and Handling Worker 2 15 724.5 Park Construction worker 1 14 761 Park Grounds Supervisor 7 7 426 Park Superintendent 5 9 559.5 Parts Man, Retail Farm.Equipment 11 4 255 Pedigree Tracer 5 7 651.5 Pharmaceutical Botanist 4 11 618 Photo Interpreter, Conservation Department 8 6 587 Physician-Surgeon, Rural Community 2 15 724.5 Physicist, united States Department of Agriculture, Bureau of Agricultural and Industrial Chemistry 7 6 415.5 TABLE 8—Continued 185 Number of Responses Occupational Title Rank Yes No Picking-Crew Foreman 15 0 151 Pigeon Fancier 5 10 644 Plant Digger 6 4 446 Plant Diseases Control Specialist 14 1 108.5 Plant Ecologist 10 5 277 Plant Explorer 6 6 454 Plant Foreman, Hybrid Seed Corn Processing 10 5 277 Plant Grader; Nursery 8 5 575.5 Plant Hematologist ll 2 225 Plant Packer 5 8 655.5 Plant Physiologist 9 5 545 Plant-Quarantine Inspector 8 5 575.5 Plant Taxonomist 6 6 454 Plant Wrapper 2 12 709.5 Pomologist 14 l 108. Post-Hole Digger Operator 2 15 724.5 Posting Clerk 0 15 775.5 Potato-Chip Frier 0 14 781 Potato Digger 9 4 525 Potato Grader 9 4 525 Potato Inspector, Seed Production 15 1 140 Potato Sorter 4 11 618 Potting Man, Nursery 6 8 479 Poultry Association Field Man 15 2 161 Poultry Culler ll 4 255 Poultry Dresser 5 12 675.5 Poultry Farmer, Meat 15 O 54 Poultry-Feed-Mixer Operator 5 9 559.5 Poultry Field Man, Feed Company 14 1 108.5 Poultry Grader 5 9 559.5 Poultry Husbandman 14 1 108.5 Poultryman, Technical Adviser, Hatchery 15 O 54 Poultry Packer 4 10 605 Poultry-Picking-Machine Operator 2 15 724.5 Poultry Processing Plant Operator 6 7 464 Predatory-Animal Hunter 4 9 589.5 Principal Clerk, County Agricultural Stabilization and Conservation Office 10 5 277 Produce Dealer 10 5 277 Production Clerk 5 7 509.5 TABLE 8-Continued 186 Number of Responses Occupational Title Rank Yes No Progressive Assembler and Fitter, Agricultural Equipment 5 7 509.5 Propagation Man, Nursery 11 2 225 Public Health Bacteriologist 5 10 558 Publicist, Current Agricultural Topics 12 l 180 Public Relations Director, Farm Machinery Company . 14 1 108.5 Pulp Bark Skinner O 10 768 Pulp Mill Manager 0 12 771 Rabbit Fancier 5 9 656.5 Rabbit Hunter, Nursery 5 10 644 Radio Repairman, Rural Community 2 15 724.5 Railroad Farm.Agent 15 l 140 Rampman, Grain and Feed Mill 5 8 655.5 Rattlesnake Farmer 1 9 759 Receiving-and-Shipping Foreman 2 9 687.5 Reference Librarian, united States Depart- ment of Agriculture Library 5 8 522.5 Refrigeration Company Director 2 15 724.5 Refrigeration Engineer 1 15 752 Research Chemist, Meat By-Products 5 8 522.5 Research Poultry Flock Tender lO 4 289.5 Research Worker, Agricultural 14 O 77.5 Research‘Worker, Crops and Soils 14 O 77.5 Research werker, Dairy 14 O 77.5 Research Werker, Floriculture 14 O 77.5 Research Worker, Food Technology 6 7 464 Research Worker, Histopathology 1 8 758 Research worker, Horticulture 14 O 77.5 Research WOrker, market 6 6 454 Research Worker, meat 6 5 449 Research werker, Pathology 5 8 522.5 Research Worker, Physiology 5 8 522.5 Research worker, Poultry 12 2 189.5 Research worker, Seed Technology 12 O 176 Research worker, weed Control 15 l 140 Research worker, Zoology 5 9 559.5 Right-of-Way Buyer 6 7 464 Rodeo Performer 2 11 699.5 Root and Bulb Planter, Hand 6 7 464 Rose Breeder 9 5 545 TABLE 8-Continuag 187 M Number of Responses Occupational Title Rank Yes No Rose Grower 9 5 545 Row Boss, Picking 9 O 510 Row Boss, Thinning 9 O 510 Rural-Mail Carrier 2 15 724.5 Rural Minister ll 4 255 Rural Sociologist 14 1 108.5 Sales Clerk, Groceries 2 15 724.5 Sales Clerk, Poultry and Poultry Supplies 6 7 464 Sales Clerk, Produce Man 5 8 522.5 Salesman, Agriculture Supplies and Services 15 2 161 Salesman, Automobiles and Trucks 5 12 675.5 Salesman, Dairy Manufacturing Supplies 7 8 457 Salesman, Farm.and Garden Equipment 11 5 259.5 Salesman, Farm Implements 15 l 140 Salesman, Farm Real Estate 15 2 161 Salesman, Feed 15 2 161 Salesman, Fertilizer 15 2 161 Salesman, Florist Supplies 5 10 558 Salesman, Foodstuffs 5 12 675.5 Salesman, Fruit 7 8 457 Salesman, Grain-and-Feed Products 11 4 255 Salesman, Insurance, Rural Community 8 6 587 Salesman, Livestock 12 l 180 Salesman, Nursery Products 8 7 598.5 Salesman, Orchard and Crop Chemicals l5 2 161 Salesman, Ornamental Nursery 4 10 605 Salesman, Rural Power, Electric 11 2 225 Salesman, Wholesale Meat 5 10 558 Salesperson, Farm Implements 12 5 205 Salesperson, Flowers 4 11 618 Salesperson, Garden Supplies 9 5 545 Salesperson, General Hardware, Rural Community 10 5 502 Sanple Man, Vegetable Receiving 5 6 502.5 Sanitary Engineer 5 11 657.5 Sawmill Operator 1 14 761 School Administrator, Rural Community School 7 7 426 Science Teacher 5 10 558 ScratchpFeed-Plant Operator 4 6 574 Script Reader, Agricultural Radio Programs 7 4 406 TABLE 8-Continued _—__ 188 Number of Responses Occupational Title Rank Yes No Script Reader, Radio Programm with a Basis in.Agricu1ture 9 4 525 Seasonal Worker, Farm 15 O 54 Secretary, Agricultural Law Association 11 2 225 Secretary, Growers Association 11 2 225 Secretary, Livestock Breed Association 11 2 225 Secretary-manager, Farmer Cooperative l4 1 108.5 Secretary or Field man, Horticultural Clubs or Societies 9 4 525 Seed Analyst 9 5 545 Seed Catalog Illustrator 5 8 522.5 Seed-Cleaner Operator 4 11 618 Seed Corn Grader man 4 10 605 Seed Cutter, Potato 5 10 558 Seedsman 9 5 516 Seed Sorter, Vegetable 4 9 589.5 Seed Specialist 11 1 215 Set-Up Man, Retail Farm Equipment 10 4 ‘289.5 Sheep Shearer 9 4 525 Shepherd 14 1 108.5 Shipping-Point Inspector, Fruit, Vegetables, Nuts 7 6 415.5 Small Animal Caretaker 5 7 509.5 Smudger, Fruit Farm 8 4 568 Sod Layer 4 6 574 Soil Analyst 9 6 557.5 Soil Bacteriologist 7 7 426 Soil Conservationist 15 0 54 Soil Conservation Service Training Officer 14 O 77.5 8011 Mapper 9 5 545 Soil Physicist 9 4 525 Soil Scientist, State 12 2 189.5 Soils Engineer 11 l 215 Soils Tester, Laboratory 5 10 558 Soil Survey Worker, United States Department of Agriculture 11 5 259.5 Soil Tester, Physical Properties 5 10 558 Solicitor, Electric Line Routes 5 9 559.5 Sprayer, Insecticides, Forest 9 5 545 Sprayer, Insecticides, Herbicides, on.Farms l4 0 77.5 Spray Foreman lO 1 264 189 TABLE 8-Continued Number of Responses Occupational Title Rank Yes No Stableman . 7 5 409 State Fair Agricultural Supervisor 15 0 54 State Four-H Club Leader 15 O 54 State Park Naturalist 6 8 479 State Supervisor, Agricultural Education 15 O 54 Stenographer, State Department of Agriculture 6 7 464 Stock Driver 6 6 454 Stockman for Railroad 7 6 415.5 Stock-Ranch Foreman 15 O 54 Student, Agricultural College 15 O 54 Sugar-Beet Blocker 5 5 499.5 Sugar Tapper 4 5 570.5 Superintendent, Canning Plant 8 5 575.5 Superintendent of Agricultural Experiment Station 15 O 54 Superintendent, Production, Citrus Grove 15 O 54 Supervisor of Sales, Tobacco Board of Trade 6 6 454 Supervisor, Rural Electrification 8 6 587 Surveyor, Highway 1 14 761 Surveyor, Land 5 11 657.5 Surveyor, Pipe Line 2 15 724.5 Surveyor, Topographical 5 11 657.5 Swamper, Livestock Farm. 5 2 495 Sweet-Potato Inspector 7 5 409 Taxidermist 2 12 709.5 Teamster, Commercial or Industrial 1 12 746 Teamster, Farm. 12 0 176 Teacher of Conservation, High School 12 2 189.5 Teacher of Vocational Agriculture 15 O 54 Telephone Engineer, United States Depart- ment of Agriculture 5 10 644 Tester Inspector, Cantaloupes 5 6 502.5 Thinner, Vegetables 12 5 205 Tiling-Machine Operator 5 7 509.5 Timber Cruiser 4 9 589.5 Timber Cutter 1 11 742.5 Tobacco Auctioneer 6 8 479 Tobacco Drier-Conditioner 4 8 581.5 Tobacco Grader 5 7 509.5 Tobacco.Houser 4 9 589.5 Tobacco Inspector 5 5 499.5 190 TABLE 8-Continued I Number of Responses Occupational Title Yes No Rank Tobacco Packer 4 8 581.5 Tobacco Warehouse Auction Worker 5 8 522.5 Tobacco Warehouse Shipping-Crew Foreman 4 9 589.5 Tractor Operator, Any Industry 2 10 692.5 Tractor Operator, Farm 15 O 54 Trailer-Truck Driver 1 14 761 Transplanter, Greenhouse 9 6 557.5 Trap Nester 5 7 509.5 Trapper 5 12 675.5 Tree Budder 6 5 449 Tree Planter, Forest 10 5 502 Tree Planter, Nursery Stock 9 6 557.5 Tree Pruner 9 4 525 Tree Spraying Service worker 7 6 415.5 Tree-Trimming Line Technician 5 10 644 Truck Driver, Gasoline, Farm Delivery 4 10 605 Truck Driver, Heavy, Any Industry 1 14 761 Truck Driver, Light, Any Industry 1 14 761 Truck Driver, Lime 4 9 589.5 Truck Driver, Livestock 7 7 426 Truck Driver, Milk Transport 5 10 558 Truck Mechanic 1 14 761 Turkey Raiser l5 0 54 Urban Planner, Parks, Roadsides, Fairgrounds 7 7 426 Veterinarian, Bird Specialist 7 8 457 Veterinarian, Public Health 7 8 457‘ Veterinarian, Rural Practice 14 1 108.5 Veterinarian, Urban Practice 5 9 559.5 Veterinary Anatomist 4 7 578 Veterinary Bacteriologist 5 8 522.5 veterinary Epidemiologist 5 8 522.5 Veterinary Food Sanitarian 6 8 479 Veterinary-Hospital Attendant 6 8 479 Veterinary Livestock-Inspector 9 5 545 Veterinary Meat-Inspector 5 8 522.5 Veterinary Milk-Specialist 9 5 545 Veterinary Parasitologist 8 7 598.5 Vocational Counselor lO 4 289.5 Warehouse-Traffic Man O 12 771 washer, Raw Fruit and Vegetables 5 12 675.5 TABLE 8-Continued 191 Number of Responses Occupational Title Rank Yes No watchman, Hatchery 5 12 675.5 water and Sewage Bacteriologist l 15 752 watermaster 5 6 650 watermelon Inspector 5 7 509.5 water-well Driller 5 10 644 Weeder 8 2 562.5 Welder 5 11 657.5 Wheat Storage Operator 6 8 479 Wild-Animal Trainer 5 11 657.5 Wildlife Producer 5 9 559.5 WOodlands Manager 11 4 255 Wood Preservation Expert 4 10 605 Wood Technologist 5 9 559.5 Wool-Fleece Grader 5 9 559.5 Wool-Fleece Sorter 5 10 558 wool Shearer, Contract 8 6 587 Yardman, Cotton Gin Yard 5 7 651.5 ZanJero 2 5 682.5 Zoo Director 5 12 675.5 Analysis of Worker Trait Requirements_publication As suggested in Chapter II,5 one possible basis for relating occupations to farming or to agriculture is the trait requirements of the workers in the occupation. Fortunately, a report of extensive studies of worker trait requirements for different occupations has been made available by the United States Department of Labor.4 3Cfe ante, pp. 93-94e 4Worker Trait Requirements, op. cit. 192 This report, when analyzed by the procedure described in Chapter III,5 provided part of the basis for testing one of the hypotheses of the present study. Examination of the occupational titles [the pub- lication refers to them as Jobs] included in th. above national report, revealed that data were provided on sixty titles which were identical or nearly identical with sixty titles on the revised list of 786 occupations prepared for the present study. The titles which appeared on both lists were: Agricultural Aide Agricultural Engineer Barn Boss Beekeeper Blacksmith, Farm Blood Tester, Fowls Botanist Butcher, Meat (Butcher)6 Butter Churner (Butter Maker) Buyer, Cream Buyer, Grain I (Buyer, Grain) Cheese maker Chemist, Food (Food Chemist) Chemist, Food Containers (Food Containers Chemist) Chicken Soxer Combine Operator Commission Man, Agricultural Produce County-Agricultural Agent Cowpuncher Dairy Tester Ditch Rider Egg Candler (Egg Grader) Entomologist FarmpMachinery-Set-Up Man (Set-Up man, Retail Farm.Equipment) 50f. ante, pp. 141-145. 6Titles in parentheses are those found on the revised list of 786 used in the jury questionnaire. 193 Farm.machanic Fertilizer-Plant Operator Fish Culturist Flour Blender Four-HfiAgent Fruit Gardener Gardener Ginseng Farmer (Drug Grower) Grain nspector Greenhouse Florist Greenhouse Worker Guide, Hunting and Fishing Hatchery Man, Poultry Hazer Herdsman, Swine (Herdsman, Cattle, Sheep, Swine) Highway'Engineer Manager, Farm Nurseryman I nursery Order-Filler Plant Grader Plant-Quarantine Inspector Poultry Dresser Predatory-Animal Hunter Seed Analyst Seed-Cleaner Operator Seed Sorter (Seed Sorter, Vegetable) Sheep Shearer Teacher, Agriculture, High School (Teacher of Vocational Agriculture) Teamster (Teamster, Farm) Tractor Operator (Tractor Operator, Farm) Truck Driver, Light Truck Mechanic Veterinary Bacteriologist Veterinary-Hospital Attendant Wool Grader (WOOI-Fleece Grader) weal Sorter (WOol-Fleece Sorter) Sixty occupations chosen at random from.the Worker Trait Requirements publication for comparison with those on the above list were: Air-Compression—Station Engineer Art-workroom Head Balling-Machine Operator Beer-Barrel-Bushing Machine Operator Blower Man Bowman Bullion-Hole Man Capping-Machine Operator II 194 Caterer Checkroom.Man Claim.AdJuster Collar Maker Converter Man Cotton Raiser Cutter, Hand I Die Cleaner and Polisher Door Man Driller, Hand I Editor, Newspaper Electrotype Mblder External-Grinder, Tool Finishing-Machine Operator--Concrete or Asphalt Flask Maker, Metal Funeral Attendant Gear Burnisher Grid Inspector Heater Hydraulic-Brim-Flanging-Machine Operator Inventory Clerk Knife-Machine Operator lead-Burner Helper Loftsman Malster Metal-Tank Worker Molder, Finish Notcher Oven-Furnace-Operator Helper, Tampering Pantry Man Pharmacologist Pipe-Threading-Machine Operator Port Engine er Production Man Radio Operator Rest-Room.Attendant Roller, Bar Mill Salvage Storekeeper Seamless-Tube Inspector Sheet-Metal-worker Apprentice Skidder, Hand Specification writer, Electric Devices SteampFitter Apprentice Storekeeper Swaging-Machine Operator Telegraphic-Typewriter Repairman Tilting-Furnace Operator Top Backer Trucker, Hand Upsetter washing-&-Cooling-Machine Operator 'Winchman II 195 It was recognized at the outset that the agricul- tural occupations used in this comparison were a selected group. As shown in Chapter III,'7 they included neither the occupations which were regarded as definitely farming nor the incidental or easily-learned occupations from the original list of 1212. It was not possible to establish, within the scope of this analysis, whether or not the lists were equal in terms of the range of levels represented. The analysis of occupations in the Worker Trait Requirements publication was based on six different Job requirements. These were: 1. Training time, represented by (a) general education development, and (b) specific vocational training. 2. Aptitudes ("the specific capacities and abili- ties required of an individual in order to learn or perform.adequately a task or Job duty"8), including the following: (a) intel- ligence, (b) verbal, (c) numerical, (d) spa- tial, (e) farm.perception, (f) clerical per- ception, (g) motor coordination, (h) finger dexterity, (1) manual dexterity, (1) eye- hand-foot coordination, and (k) color perception. 70f. ante, pp. 110-1130 8Worker Trait Requirements, Op. cit., p. vi. 196 3. Temperaments ("Those personality qualities which remain fairly constant and reveal a person's intrinsic nature"9) rated on the temperamental adjustment required of the worker for each of twelve different groups of situ- ations. These were: (a) variety and change; (b) repetitive, short-cycle operations; (c) doing things under specific instructions; (d) direction, control, and planning; (e) dealing with.people; (f) isolation; (g) influencing people; (h) performing under stress; (1) evaluation of information against sensory or judgmental criteria; (j) evaluation of information against measurable or verifiable criteria; (k) interpretation of feelings, ideas, or facts; and (1) precise attainment of set limits, tolerances or standards. 4. Interests ("a tendency to become absorbed in an experience and to continue it'lo) rated on a preference on the part of the worker for situations involving (a) things and objects; (b) business contact; (0) routine, concrete, organized activity; (d) social welfare; (e) 9Ibid., p. 131. 1°Ib1d., p. 135. 197 prestige; (f) peOple, ideas; (g) scientific, technical activity; (h) abstract, creative activity; (1) nonsocial activity; and (j) tangible, productive satisfaction. 5. Physical capacities ("the specific constitu- tional traits in people necessary for them to meet the demands of job-worker situations"11) rated on strength and five other demands factors. These were (a) climbing and balancing; (b) stooping, kneeling, crouching, and crawling; (c) reaching, handling, fingering, and feeling; (d) talking and hearing; and (e) seeing. 6. working conditions ("those physical surroundings of job-worker situations which make specific demands upon a worker's physical capacities"12) which were rated on whether the work is done inside or outside, and on tolerance to six special conditions, as follows: (a) extremes of cold plus temperature change; (b) extremes of heat plus temperature change; (c) wet and humid conditions; (d) noise and vibration; (e) hazards; and (f) fumes, odors, toxic conditions, dust, and poor ventilation. llIbido, p. 1440 1210c. cit. 198 Each of these requirements presented in Worker Trait Requirements was analyzed statistically by this investigator to determine their value in the present study. General educational development. The Worker Trait Requirements report says the general educational development necessary for the worker embraces those aspects of education which contribute to the worker's: . (a) Reasoning deve10pment, adaptability to the social environment, and ability to follow instructions. (b) Acquisition of "tool" knowledges such as language and mathematical skills.13 Seven levels of general educational development were identified. The highest level (7) requires reasoning development, mathematical development, and/or language development at a very high level. This might involve logic, scientific thought, theoretical mathematical concepts, or philosophy. The lowest level (1) requires only the ability to understand simple instructions, no mathematical ability, and no speaking, reading, or writing. The distribution of these requirements in the two groups of occupations is presented in Table 9. No significant difference was found between the two groups of occupations in the level of general educa- tional development required. 13Ibid., p. 110. 199 TABLE 9.-Comparison of general educational development required of workers in two groups of occupations t r Educational Sixty Agricultural Sixty Random Level Occupations Occupations 7 5 2 6 .9. .9. 13 5 5 17 19 4 13 15 3 15 16 2 2 4 1 .9 .1. 17 21 Totals 60 60 :2 = 4.220 Degrees of freedom I 3 Difference is not significant Specific vocational training. The worker Trait Requirements report recognized nine different levels of specific vocational training. These ranged from nine (highest or most) to one (lowest or least), and were based on the training period required for the worker in the job. As shown in Table 10, there was no significant difference between the two groups of occupations in their requirement for specific vocational training. .gggggal intelligence and aptitudes. General intelligence and aptitudes were grouped on five levels in the worker ngit Requirements report. These were (1) upper ten per cent, (2) upper one-third less the ten per cent in l, (3) middle one-third, (4) lower one-third less 200 TABLE lO.-Comparison of specific vocational training required of workers in two groups of occupations Sixty Agricultural Sixty Random Training Time Level Occupations Occupations Over 10 years 9 O 1 4-10 years 8 3 4 2-4 years 7 _2_I§ _]_._l_ 26 16 1-2 years 6 12 10 6 months--l year 5 6 6 5-6 months 4 5 6 50 days-~3 months 5 ._g ._g 9 15 Short demonstration 2 7 12 --50 days Short demonstration 1 O 1 only __ __ _1 .132. Totals 60 60 x2 = 5.860 Degrees of freedom 8 4 Difference is not significant the ten per cent in 5, and (5) lowest ten per cent. As shown in Table 11, the general intelligence requirement is significantly different at the five per cent level for the two groups of occupations. The Chi- square value was most influenced by cells 1 and 2 where more agricultural jobs were rated as having higher require- ments for general intelligence. In verbal aptitude, as shown in Table 12, the two groups of occupations were found to be significantly dif- ferent at the five per cent level, with the difference 201 TABLE ll.-Comparison of general intelligence required of workers in.two groups of occupations Level of Sixty Agricultural Sixty Random General Intelligence Occupations Occupations l 9 3 2 .13». .2 22 lO 3 29 54 4 9 l6 5 ._Q 0 9 16 Totals 60. 60 x2 I 6.856 Degrees of freedom.! 2 Difference is significant TABLE 12.-Comparison of verbal aptitude required of workers in two groups of occupations WWW Level of Sixty Agricultural Sixty Random Verbal Aptitude Occupations Occupations l 6 2 2 .2 .s 16 7 S 22 19 4 22 52 5 O "' 22 _g 54 Totals 60 6O 1:2 I 6.312 Degrees of freedom I 2 Difference is significant being caused by more of the agricultural occupations being placed in.the higher 1 and 2 categories and more 202 of the non-agricultural occupations being placed in the lower 4 and 5 categories. No significant differences were found between the two groups of occupations in requirement for numerical aptitude, Table 13; spatial perception, Table 14; form TABLE 13.-Comparison of numerical aptitude required of workers in two groups of occupations level of Sixty Agricultural Sixty Random Numerical Aptitude Occupations Occupations l 5 O 2 .5}. ..§ 11 5 5 20 17 4 2O 18 5 9 20 Totals 60 60 x2 a 6.770 Degrees of freedom 3 :5 Difference is not significant perception, Table 15; clerical aptitude, Table 16; motor coordination, Table 17; finger dexterity, Table 18; manual dexterity, Table 19; or eye, hand, and foot coordination, Table 20. In color discrimination, Table 21, the Chi-square test revealed a significant differenee at the one per cent level between the two groups of occupations. This was due largely to the disproportionately high number of the non- 203 TABLE l4.-Comparison of spatial perception required of workers in two groups of occupations —. - —: -’—‘ Level of Sixty Agricultural Sixty Random Spatial Perception Occupations Occupations 1 5 0 2 O 3 3 as 22. 28 27 4 52 50 s .2 .a 52 53 Totals 60 60 Difference is not significant TABLE 15.-Comparison of form perception required of workers in two groups of occupations Level of Sixty Agricultural Sixty Random Form Perception Occupations Occupations 1 l O 2 ii .2 15 9 3 50 28 4 15 21 5 .9. .2 15 23 Totals 60 so :2 = 5 .248 Degrees of freedom.! 2 Difference is not significant agricultural occupations with.the low requirement level of five and a disproportionately high number of agricul- 204 TABLE 16.-Comparison of clerical aptitude required of workers in two groups of occupations Level of Sixty Agricultural Sixty Random Clerical Aptitude Occupations Occupations l O O 2 O 1 5 6 5 4 s1 s2 43 54 5 17 26 Totals 60 60 x2 - 2 e938 Degrees of freedom = 1 Difference is not significant TABLE l7.-Comparison of motor coordination required of workers in two groups of occupations Level of Sixty Agricultural Sixty Random Motor Coordination Occupations Occupations l O O 2 3 5 a 15’s. .11 16 20 4 42 4O 5 2 '_Q 44 40 Totals 60 6O 12 3 e634 Degrees of freedom = 1 Difference is not significant tural occupations in the higher levels. This may not be surprising when it is considered that agricultural workers 205 TABLE 18.-Comparison of finger dexterity required of workers in two groups of occupations Level of ' Sixty Agricultural Sixty Random Finger Dexterity Occupations Occupations 1 O O 2 5 1 5 .24 21 27 22 4 55 58 s .9. .2 . 55 58 Totals 60 60 :2 = .862 Degrees of freedom.= 1 Difference is not significant TABLE 19.-Comparison of manual dexterity required of workers in two groups of occupations Level of Sixty Agricultural Sixty Random Manual Dexterity Occupations Occupations 1 O O 2 '5 2 s so. as 57 58 4 22 22 s .1. .9 .23: .22. Totals 60 60 Difference is not significant are more likely to be working with natural objects and phenomena than are workers in industrial occupations. 206 TABLE 20.-Comparison of eye-hand-foot coordinatiOn required of workers in two groups of occupations Level 'of Eye-Hand-Foot Sixty Agricultural Sixty Random Coordination Occupations Occupations l O O 2 l o 3 .1 .2 8 4 4 10 9 5 42 47 Totals 60 6O :9 a 1.664 De rees of freedom = 2 Di ference is not significant TABLE 21.-Comparison of color discrimination aptitude required of workers in two groups of occupations Level of Sixty Agricultural Sixty Random Color Discrimination Occupations Occupations l O O 2 l 1 s .9. .1 2O 8 4 26 14 5 14 58 Totals 60 60 32 . 19.280 Degrees of freedom 3 2 Difference is significant Tgerament requirements. Temperament requirements were classified under twelve different categories by the 'bgker Trait Requirements writers on the basis of the required temperamental adjustment to situations on the jab. ‘ As shown in.Tab1e 22, more than one temperament requirement was listed for some of the occupations, making the totals of the cells more than sixty. The same techp nique as was used with the other requirements was used to analyse temperaments except that since it was felt that the characteristics were not cumulative, those requirements with a frequency of less than five in either group were disregarded in computing the Chi-square value. For this reason, as shown in Table 22, the temperaments . 'dealing with people"; ”isolation”; ”influencing people”; "performing under stress"; and "interpretation of feelings, ideas, or facts" were not included in the analysis. The difference between the groups was found to be significant at the one per cent level, with.the greatest contribution to the Chi-square value resulting from the fact that more agricultural than random occupations require temperaments for “variety and change," and for "direction, control, and planning,“ while more random.than.agricultural occupations were reported to require temperaments for ”repetitive, short-cycle operations” and for ”precise attainment of set limits, tolerances, or standards." Interests. The interest requirements for the two groups of occupations were analyzed in the same way 208 TABLE 22.-Comparison of temperaments required of workers in two groups of occupations Raw Data Used in Chi-Squareb Temper- amenta Sixty Sixty Sixty Sixty Agricultural Random Agricultural Random Occupations Occupations Occupations Occupations l 16 5 l6 5 2 15 28 15 28 5 8 l6 8 16 4 l6 6 l6 6 5 6 4 6 5 O 7 2 l 8 2 2 9 5 6 5 6 10 24 18 24 18 x O O y 21 54 ._31 .22 Totals 105 115 x2 = 20.67 Ingrees of freedom 3 6 Difference is significant ‘Number represents temperaments for: 1. Variety and change 2. 3. 10. Xe Ye Repetitive, short-cycle Operations Doing things under specific instructions Direction, control, and planning Dealing with people Isolation Influencing people Performing under stress Evaluation of information against sensory or judgmental criteria Evaluation of information against measurable or verifiable criteria Interpretation of feelings, ideas, or facts Precise attainment of set limits, tolerances, or standards bTemperaments 5, 6, 7, 8, and x were excluded from the Chi-square table because of low cell frequencies. 209 as temperaments and were also found to be different at the one per cent level (Table 25). TABLE 25.-Comparison of interests required of workers in two groups of occupations Raw Data Used in Chi-square Inter- ests‘ Sixty Sixty Sixty Sixty Agricultural Random Agricultural Random Occupations Occupations Occupations Occupations l 24 5O 24 5O 2 6 9 6 9 5 14 27 14 27 4 2 O 5 10 4 6 8 5 7 2O 5 20 5 8 6 2 9 19 29 19 29 O 11 ll .JEL _11 Totals , 94 111 12 a 15.168 Degrees of freedom 3 5 Difference is significant ‘lumber represents a preference for situations involving: 1. Things and objects 2. Business contact ' 3. 4. 5. Routine, concrete, organized activity Social welfare Prestige People, ideas Scientific, technical activity Abstract, creative activity Rbnsocial activity Tangible, productive satisfaction the computation of the Chi-square value the 210 "social welfare," "prestige," ”people, ideas," and ”abstract, creative activity" interests were disregarded because of low cell frequencies. Actually, since the presence of an interest.from l to 5 was described as the opposite of an interest from 6 to 0, it will be noticed that there are no opposing pairs of interests in which both.items of the pair were excluded. Thus, even though.the four items mentioned above were excluded, they were implicitly considered be- cause of the inclusion of the opposing interest. By far the greatest contribution to the difference was provided by the greater "scientific, technical activity" interest required by the agricultural occupations. A lesser contribution was made by the greater "routine, concrete, organized activity" interest requirement of the non-agricultural jobs. The other items made only a negligible contribution to the Chi-square total. Physical capacities. Physical capacity required of workers was divided into two parts, (a) strength.(lift- ing, carrying, pushing, and pulling) and (1)) special requirements. Strength demands were classified as "seden- tary,' "light,” "medium," ''heavy," and ”very heavy,“ and when analyzed revealed that there was no significant difference in strength requirements of the two groups of occupations (Table 24). In computing the Chi-square total for the physical surroundings making demands on the worker's physical 211 TABLE 24.-Comparison of physical strength required of workers in two groups of occupations ===II=ET Level of Sixty Agricultural Sixty Random Ph ical St th yRequiremzzgg Occupations Occupations Sedentary 5 2 40 55 Medium. 14 17 Heavy 6 6 Very Heavy _(_)_ .2 __.§. 8 Totals 60 60 12 I .910 Degrees of freedom 3 2 Difference is not significant capacity, the “climbing-balancing" requirement was disre- garded because of low cell frequencies. no difference was found between the two groups on the remaining characteristics (Table 25). Ibrkigg conditions. As shown in.Table 26, there was no significant difference in the ”inside-outside" working conditions encountered in agricultural and in . non-agricultural jobs as measured by the Chi-square test. The special working condition demands of jobs were not applicable to many occupations since only about half of the occupations were checked for any one of these requirements (Table 27). In.disregarding the low fre- 212 TABLE 25.-Comparison of physical capacities required of workers in two groups of occupations Physical Capacity Sixty"8r1°u1tural Sixty Random Occupations Occupations Climbing-Balancing 4 5 Stooping-Kneeling 10 ll Reaching-Handling 51 50 Talking-Hearing 14 8 Seeing 54 55 Totals 115 107 Difference is not significant TABLE 26.-Comparison of adapatability to inside-outside working conditions required of workers in two groups of occupations Working Sixty Agricultural Sixty Random Conditions Occupations Occupations Inside 57 49 Outside 14 7 Both 9 4 Totals 60 A 60. x2 . 5.752 Degrees of freedom I 2 Ldfference is not significant quency cells, the "heat," "cold," wet-humid," and "noise- vibration' conditions were dropped, leaving as the only bases for comparison the tolerances for "hazards" and for "fumes, odors, toxic conditions, dust, and poor ventila- tion.” The Chi-square test showed no difference between the groups in these items. 213 TABLE 27.-Comparison of tolerance to extremes of working conditions required of workers in two groups of occupations Working Sixty Agricultural Sixty Random Conditions Occupations Occupations Cold 1 0 Heat 2 8 Wet-Humid 5 2 Noise-Vibration l 10 Hazards ' 7 8 Fumes, Odors, etc. 10 7 Totals 24 55 Difference is not significant gqgmgryy-Worker Trait Requirements. As shown in this section, of the nineteen worker trait requirements which were analyzed, the only ones in which significant differences were found between the two groups of occupa- tions were (1) general intelligence, (2) verbal aptitude, (5) color discrimination aptitude, (4) temperaments, and (5) interests. The temperaments difference was based almost wholly on two of twelve characteristics, ”variety and change,” and “direction, control, and planning.” The raw data revealed that sixteen of the 60 agricultural jobs, as compared to five of the 60 non-agricultural jobs, required the ”variety and change” temperament and sixteen agricultural jobs compared to six non-agricultural jobs needed the ”direction, control, planning" temperament. Even though there is a significant difference between the 214 groups on these requirements, a fact very valuable in guidance and occupational placement, it is clear that, because of the small number of jobs requiring any single temperament, jobs could not possibly be classified as agricultural or non-agricultural on this basis. The same strengths and weaknesses apply to the findings on interests with the most likely basis for grouping being the "scien- tific-technical" interest, required by twenty of the 60 agricultural jobs and five of the 60 non-agricultural jobs. Certainly a conclusion that the agricultural occu- pations could be identified by their higher intelligence requirement would be dangerous since, as was shown, there are jobs in both groups which require very high as well as fairly low intelligence. D Even the “color discrimination” aptitude require- .ments were not exclusive to agricultural occupations, although.wprkers in these occupations were found to re- quire this aptitude to a significantly higher degree than those in the non-agricultural ones. Again this informa- tion on an individual occupation basis would be very valuable for guidance workers, but of questionable value for classifying jobs. value of Wprker Tpait Requirements as a basis fog, classifyigg agricultural jobs. The decision to study the worker Trait Requirements data for its possible use in separating agricultural from.mon-agricultural jobs, was 215 based on the oftenpexpressed feeling that persons from the farm have certain desirable traits which make them more attractive employees. It appears, however, that either these desirable traits and characteristics are not very useful in iden- tifying any single group of occupations that are related to, or a part of, agriculture, or that (l) the occupations used in this sample to analyze the data are not repre- sentative, (2) the desirable traits are required to about the same degree by both.groups of occupations, or (5) the desirable traits were not included in the research on which.the worker Trait Requirements report is based. Some of the desirable habits and traits frequently attributed to farm.youth.are initiative, judgment, ability to work alone, willingness to see a job through to the end, and willingness to work. In the first three of these (1) initiative may be partially represented by the temperament for "direction, control, and planning," (2) judgment by “evaluation of information against sensory or judgmental criteria," and (5) ability to work alone, by a temperament for "isolation.” The temperament for "direction, control, and plan- ning" was required in sixteen agricultural and six non-_ agricultural occupations, the temperament for "evaluation of information against sensory or judgmental criteria" in five agricultural and six non-agricultural occupations, 216 and the temperament for ”isolation" in five agricultural (and no non-agricultural occupations. One of these tempera- ments, "direction, control, and planning," provided a noticeable influence on the Chi-square value. The "isola- tion" temperament was required by so few jobs that it was discarded in the analysis, and the temperament for "evalua- tion of information against sensory or judgmental criteria" contributed only .052 to the Chi-square total. These data on temperaments then, although showing some promise for describing jobs and much promise for guidance, do not help in classifying occupations as agricultural or non- agricultural because of the lack of any consistent differ- ences in the requirements of occupations in the two groups. Nb consideration was given to willingness to work as a trait requirement for any of the jobs for which data were reported. Presumably this is a desirable trait for workers in all jobs. It is recognized that other studies are being made in the general area of occupational placement and mobility as related to attitudes and background of the worker; however none was located which treated the subject as extensively as the Department of Labor in the work just analyzed. As shown above, these studies, even though recognised as having great implications for guidance and placement of workers after possible jobs have been identi-. fied, have limited usefulness at the present time for 217 identifying any particular groups of occupations which would use the same skills and abilities as farmers. validation of the survgyginstrument The development of the list of operations repre- senting those a farmer performs in farming is described in Chapter III. In the opinion of the Superintendent of the Michigan State University Farm, ten teachers of vocational agriculture, and two farmers who checked the list for completeness and accuracy, the items on the interview schedule were representative of the operations performed by farmers. 218 Part II A 'Anal sis of the Survey of the Knowledge of Farmipg Needad 5y workers in SelectedWOccupatIOns Use of the instrument and scoping the occupations Two hundred and forty-eight persons were inter- viewed for their judgment on the need for a knowledge of farming for workers in selected jobs with which.they had contact. Ten interviews were made for each of twenty of the occupations studied, eleven.for four of the occupations, and four for one occupation. The one occupation with only four interviews was that of Veterinary Parasitologist. The four persons interviewed were the only ones with the necessary qualifications who could be located in Michigan. The weighted average scores on knowledge of farming for the twentybfive occupations ranged from 258.5 down to zero, showing a wide range of knowledge of farming needed by workers on jabs in.various occupations. The average score for each occupation is shown as part of Table 28, where the occupations studied are ranked accord- ing to this average score. Groupipg the occupations. The individual scores from.each interview were tabulated, and the means, standard deviations, and standard error of the means were computed for each.eccupation. The t-test was then used to discover 219 6.6 0.6 o o o o o o o o o o nonao oonouononoo o.o n.o n o n o n o o n o o nonoooodn Hoodoo o.o o.e n e o n o n n n n n open oooo .avoaaao n.HH o.en n n no on o on o o on no canon.nn .aenaenoaaeae o.no o.oo on o n no no no on on n o aoanan seasonaenooae o.oo n.nn no oo on on on on no an no on oon noaao .nasooaoo e.so o.nn no on no on on no on on o non nonsensm .aononoq o.nn «.Hn on on oon no no on no on on o tonne: one» nonsaq n.on o.on oo oo on one o n no no no one ooaoo aosaeo ..nooo H.ne n.do one one no so no no on no no on stem .nonaaooo neonate n.on o.no no one on no no on on on neo so. on .nnoo s .noon ..aoo o Odbhom Hounfio 3.39m n.en o.noa one on no on «on on an ooo one one noneaooo odono and: o.oo o.oHH one one non no” on on no one o oon onenessoo Hanan ..oumm.ooo .oonaoneoasm e.sn o.noe oon one Hon one no on oon on nHo Hon anoonooooao..nao .ooo o.ne n.nna nod oo «on non annooaonanenoo n.no> n.oo o.onn non nnH non oo on one no” one ooo noo season oaanno ..n.> o.nn e.oen nHo no nHo ooo one on” non Ho onH one no .neao anonasz.nosnoaon e.an n.nnH no no noo ooo one oon one «on one one aoodaono aoaanaaoaaon H.nn n.onH one one Hno ono «no one one one one on noneoaoo Hoooeooaz n.oo n.non one one on noo one no” son non «on noo H.ao< .aoanos seaeenoo o.no n.no~ no one one one one no noo nno ono «on _saen .noaonoaeo H.on n.ooa one one noo «no noo ooo one one oon «no nusonoo:saoounoaao o.on n.soo one ono one one ono one one ooo oon Hon not: .aosnoo naaaaoo o.ne o.oao oon one ono noo ooo ono nno oon one one .n.o.n .noneoao anon e.no n.ono ooo non ono ooo noo one ono oon ono no oon nosnnoam ocean ooo-o oaoom noonaoaoo naonnono noowummooo .oaoon eon econoannnH neonaoaooo mooduonnooo obuulhpdobu ma eDOn mom hon neaooe oepnmaekl.mm gamma 220 the significance of the difference between the means of the scores for every pair of occupations. The results of this test are shown graphically in Figure 1. Where the difference between the means is significantly different from.2ero, it was concluded that the samples were drawn from.different populations, that is, the Jobs were actually significantly different in requirements. If the difference between the means is not significantly different from zero, then it was concluded that the occupations in ques- tion could come from.the same population. Therefore in the final grouping it was felt desirable to group together, .in so far as possible, those occupations for which the means of the scores were not significantly different. By inspection, Figure 1 suggested a division of groups of occupations between the fourth and fifth occupa- tion in order of score, in the area of the fourteenth to sixteenth, between the eighteenth.and nineteenth, and between the twenty-first and twenty-second occupations. These areas are roughly comparable to the points of largest breaks in the series of scores. The occupations studied were tabulated by original Jury groups and both.the standard deviation of the mean occupation scores within each.group and the standard deviation of the individual Job scores within each group were computed. These figures were compared with similar computations on groups established by order of score with 1. 2. 3. 4. 5. 6. '7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 1'7. 18. 19. 20. 21. 22. 23. 24. 25. 221 Biiighiiant 238.5 The line from each occu- Farm Planner pation extends in both S. C. Rervic; 217.2 directions to include Poultry Farmer ’"Tthe Occupations hav- Meat ’ 207°5 ing mean scores which Fruit-Farm are not significantly Foreman 19206 different from the mean score gzifitaker’ 176.5 of the occupa- tion at the 2:86:;;?1work- 175.6 point of origin. Municipal J (Where the line Forester 160.0 - is dotted the ’ means are sig- gggiggiiural 153.5 # nificantly Salesman, Nhr- 142 4 _ different.) sery Products ' ' Veterinarian A Public Health 137‘9 - Veterinary Parasitologist 136.5 ¢ 1 Research Work- or, C. & S. 125.4 _ salesperson, _ Hdwe., Rural 110'? 1 Milk Plant . . Qperator 106’9 a : Farm Custom—Ber. 93 2 J 01315; S. & F. . q Tractor J Qperator, Farm 71'1 . Accountant, _ Farmer Co-op 52'9 . Lumber Yard J . EQIKQQ: 51.4 _ E Laborer, J HatChery 3600 - Salesman, ‘ Fru1t 33.6 1 Trailer-Truck : 221V62_ 20.2 Transplanter, .' Greenhouse 14'4 J; Surveyor, 4 7 fij Pipe Line ’ J Gravel 2 3 J Inspector ' J _Potato-Chip O 0 j Frier ' ' J FIGURE l.-Similarity of occupations based on the differ- ence between the means of the occupation scores 222 the ten highest scoring occupations in the first group, the ten next highest in the second group, and the last five in the third group. Table 29 shows the comparative preciseness of the two systems of grouping. These data provided sufficient reason for discard- ing the Jury groupings since grouping the occupations by order of score, even without regard to the similarity of occupations or the natural breaks in the series of scores, provided a wider range in the average score of the groups and a smaller standard deviation of scores within the groups. This was true whether the analysis was made from the mean occupation scores or the individual Job scores. The mean of the occupation scores for the occupa- tions studied was 106.45 and the standard deviation, 72.60. The mean minus one standard deviation was 33.85 and the mean plus one standard deviation, 179.05. Using these values as dividing points between groups placed the four highest scoring occupations in one group, the next ten in the second group, the next five in the third group, and the last six in the fourth group. Since these divisions were reasonably consistent with those suggested by the analysis of the difference between the means, and with the natural breaks in the series of scores, it was selected as the method for grouping the occupations in this study. 225 no.ee nn.o noon none no.e nn.o eon none on .. en no.eo oo.>> e¢.eb on.oo do.» no.em om.m oe.no on I ee me.>m m¢.ome om.mr me.moe we.» em.ome oo.n me.noe 0e 3 e mocha nacho use: mocha use: macaw noeaeepen non deepeeoen new on» no ecu one no non canonoom eaoom oaoomsam eaoom noanfl enoom gonna eaoem eweaon< amassed onooneum amassed duodenum ewoaopd angina mocha macaw eaoem mocha hush macaw eaoom nacho hush on unease no noise on cannon he. nee—use eaoem nob HeooehauaH L I||| enoem noeuenseoo use: H enoeuensooo moansohw no anemone or» no unencueeonn ebeuonenfloOI.mm mumdfi 224 The final grouping of occupations was as follows: Group I Dairy Plant Fieldman Farm Planner, Soil Conservation Service Poultry Farmer, Heat Fruit-Farm.Foreman Group II Caretaker, Farm Research Worker, Agricultural municipal Forester Agricultural Engineer Salesman, Nursery Products Veterinarian, Public Health Veterinary Parasitologist Research Worker, Crops and Soils Salesperson, General Ehrdware, Rural Community Milk Plant Operator Group III Farm Custom Service Operator, Seeding and Fertilizing Tractor Operator, Farm Accountant, Farmer Cooperative Lumber Yard Worker Iaborer, Hatchery Group Iv Salesman, Fruit Trailer-Truck Driver Transplanter, Greenhouse Surveyor, Pipe Line Gravel Inspector Potato-Chip Frier Interviewee estimates of needs and characteristics 0 wengygf ve cccupa one , lany of the interviewees were qualified anymore than one basis to answer the questions about the Jobs; therefore, as shown in Table 30, the total of the qualifi- . See other side of page for Table 50. 225 225 TABLE 50.-Interviewee estimates of needs and characteristics of twentyafive occupations Interviewee Steadiness Qualifications of Work O) p O w-l Occupation g 3 . n 9 Pl o a c: o o #4 u) o m bu 'g 0 m o O fer-l o 0 e4 u m.n s gwi o g g) :3 can: a om o u>m $.n <>c>o . :. £3 $. O-H can a acne) E.n:4 h o a : aztzas's .22. as =3 ‘1 UlEsE§¢I<¢C3 <3 sauna >13; Dairy Plant Fieldman 11 258.5 6 4 5 5 4 6 . . . ll . F‘m Planner, Se Ce Se 10 217e2 6 6 6 5 5 5 1 e e 10 e Poultry Farmer, Meat 10 207.6 . . . . . 10 . . 1 7 2 Fruit-Farm Foreman 10 192e6 4 4 5 4 5 5 1 e e 10 e Caretaker, Farm 10 176e5 5 e 2 3 3 '7 1 e 1 9 e Research Worker, Agr'l 10 175.6 8 6 7 8 8 10 . . . 10 . municipal Forester 10 160.6 5 4 5 5 6 5 2 . . lO . Agricultural Engineer 10 155.5 7 6 6 4 6‘ 5 . . . 10 . Salesman, nursery Prod. 11 142.5 2 1 2 l 2‘10 1 . 5 6 . Vet., Public Health 10 157.9 6 2 5 4 2 6 1 . . lO . Vet'nary Parasitologist 4 136e3 3 2 1 5 2 1 e e e 4 e Research Wkr., Cr.& Soille 125.4 5 4 4 5 5 10 . . . lO . Salesperson, Gen. Hdwe., Rural Community 10 110.7 9 7 9 8 8 7 . 10 Milk Plant Operator 10 106.9 4 4 5 5 2 8 . 10 . Farm Custom Serv. Opr., Seed. & Fertilizing 11 95.2 5 5 9 4 4 6 . . 10 1 . Tractor Operator, Farm. 10 71.1 7 6 4 6 6 5 . l 6 5 . Accountant, Farmer CO-Op 10 52.9 5 2 7 6 2 5 . . 2 7 l lumber Yard Worker 10 51e4 8 8 8 8 8 7 e e l 9 e Iaborer, Hatchery 10 56.0 9 9 9 9 9 l . . 4 6 . Salesman, Fruit 11 55.6 1 . 2 . . 10 . . 4 7 . Trailer-Truck Driver 10 20.2’7 2 6 6 4 2 l . 1 9 . Transplanter, Greenhouse 10 14.4 9 8 7 8 7 8 . 2 6 2 . Surveyor, Pipe Line 10 4.7 5 l 5 4 5 l 5 2 2 6 . Gravel Inspector 10 2.5 6 2 5 5 4 4 . . 1 9 . Potato-Chip Frier 10 0.0 7 4 8 5 5 2 1 . . 10 . 226 Per- of Tasks Occupation. formed of Jobs Similarity Number in the Farm in Raised on Agricul- Experience ture TABLE 50-Continued Training Practical Degree of need for: Been Having a Farm. Time Spent on Job tom snow has: had: pecaw ufiehohhafi £052 pflvohhwm heddfidm easm HeeraeaaH eepeseeeo Hoeanoonm HseaoaeaaH eeponeoen Heeameeem eseaeneaae eeneeeeeo Hoepceoem honuo esom thm one: Had 1eee2eee63e—O 42m74878‘628 68e342521122 e e e e e3121 e23 1172433553e6 872644524521 11.21.1112.. 1e1e2e315122 71856m693828 391.52 .1 e :1 e e ee111e112232 2.8466779715 9m153422e1e3 ee314e416111 557550594839 1 65e41e1e11ee ee4e25ee21e3 eeeeeeee2eee 1eeee2e11ee3 ee2ee1ee1e1e 004082095934 11 1 1 ee 2e 36 54 e4 82 12 4:4 5:5 1:1 9:5 6:5 22 34 65 11 1e 90 1 4e2ee234134 25741974765 5613eee2211 24e39eeeeee eeee231eeee 3322e72163e 32573156453 341e5e25e27 2154664899m 5956456211e 4eeeeeeeeee 21772687000 111:1 78336423 21ee21eeeee 2244462789m 7865548321e 2eee11eeeee 21eeee1ee1e 5.1..2243.. 211eeeeeeee e42e1ee31e1 246m9973699 227 cations checks greatly exceeds the number of interviews. On the other items there was normally only one response per interviewee, with.most of the interviewees responding to every item. _teadiness of the;12_. The majority of the Jobs studied provided year-round employment for the workers. A total of 196 of the 248 Jobs studied was so rated while five were classed as "temporary,” forty-four as "seasonal or sporadic," and three as "other." As shown in Table 51, TABLE 5l.-Comparison of interviewee estimates of steadiness of Job for Jobs in four groups of occupations Temporary, Year-Round Group Seasonal, or Sporadic and Other T°t‘1 Group I 1 4O 41 Group II 6 89 95 Group III 24 27 51 Group IV 18 ._gg 61 Totals 49 199 248 12 - 46 e216 Degrees of freedom 3 5 Difference is significant there was a difference among the four groups of occupa- tions on.the steadiness of Jobs. This difference was significant at the one per cent level with the greatest contribution to the Chi-square value resulting from the greater number of temporary, seasonal, or sporadic jobs 228 in Groups III and IV and the smaller number in Groups I and II. There was a slight tendency for more of the year- round Jobs to be placed in Groups I and II. This difference in the nature of the occupations in the different groups may be the result of the short- duration Jobs not requiring as great a variety of activi- ties to be performed by the worker. This smaller number of activities would cause the job to score lower. Time spent on the_12b. One hundred and seventy- seven of the Jobs studied required the full time of the worker, seventeen required most of the time, twelve about half of the time, twosome of the time, and twenty-two were checked as "other.“ Thus four-fifths of the Jobs for which data were gathered were year-round, and seven- tenths were full-time. For the purposes of analyzing the time spent on the Job, the Jobs requiring full time and most of the time of the worker, and those requiring half time, some of the time, or other amounts of time were grouped together (Table 52). There was no difference as measured by the Chi- square test in the time spent on the Job for jdbs in the different groups of occupations. That is, workers in an occupation in one group are as likely to have other work assignments in addition to the Job in question as are workers in any other group. 229 TABLE 52.-Comparison of interviewee estimates of the time spent on the job for the Jobs in four groups of occupations Group All or Most Half, Sometimes, or Other Total Group I 56 5 41 Group II 72 25 95 Group III 58 15 51 Group IV 48 15 61 Total 194 54 248 :2 a 2.960 Degrees of freedom.3 5 Difference is not significant Need for having been raised on a m. The ques- tion asking for an indication of the need for having been raised on a farm.was an attempt to consider the attitudes, work habits, and character traits, traditionally developed by farm.11ving as these are needed for success in the jobs. This background was rated as ”essential" for twenty- five different Jobs in twelve different occupations, in the opinion of the interviewees. Fifteen of these Jobs were in three of the Group I occupations, Dairy Plant Fieldman; Farm.Planner, Soil Conservation Service; and Fruit-Farm Foreman. For 155 of the J obs considered, having been raised on a farm was desirable and for eighty-seven Jobs it was immaterial. Fortybtwo of the sixtyaone jobs in the six lowest-scoring occupations on the list, were in the eighty-seven for nhich having been raised on a farm.was immaterial for placement or success. 250' When analyzed by the Chi-square test (Table 55), TABLE 55.-Comparison of interviewee estimates of the need for having been raised on a farm for placement or success on Jobs in four groups of occupations Group Essential Desirable Immaterial Total Group I 15 22 4 41 Group II 6 64 25 95 Group III 5 51 16 50 Group IV 1 18 42 61 Total 25 155 87 247 :2 . 74.690 Degrees of freedom.= 6 Difference is significant it was shown that the differences in the four groups of occupations in the requirement for having been raised on a farm were significant at the one per cent level of con- fidence. The greatest contributions to the Chi-square total were made by Groups I and IV, with the Group I Jobs being much more likely to be rated "essential" and less likely to be rated "immaterial," and with the Group IV Jobs much more likely to be rated ”immaterial" and I less likely to be rated ”essential' or "desirable." These data show that the Jobs on which workers needed a greater knowledge of farming were more likely to be jobs which had a greater need for workers who had been raised on a farm. The fact that a disproportionate number of the 251 interviewees in the Group IV jobs regarded farm.experience as immaterial for success, discounts to some degree the traditional feeling that having the attitudes, work habits, and character traits that one is supposed to develop in farm living is a desirable quality on any Job. As is shown, only thirty-one per cent of the sixty-one inter- viewees in the Group IV Jobs regarded having been raised on a farm as being either "essential" or "desirable" for success on the Jab. Need for training in agriculture. Training in agriculture was reported as being essential for success in fifty of the Jobs studied. This was twice the number for which having been raised on a farm.was rated essential for success and also more than double the twenty-eight Jobs on which practical farm.experience was regarded as essential for success. The fifty Jobs for which workers needed training in agriculture were in sixteen different occupations, with this training being rated "essential” for nine of the eleven Dairy Plant Fieldman; all ten of the Ferm.Planners, Soil Conservation Service; and five of the ten Fruit-Farm Foreman. In all, twentyhfive of the fifty Jobs for which training in agriculture was regarded as "essential" were in the four Group I occu- pations. Training in agriculture was regarded as “immaterial" 252 for eightyanine of the 248 jobs studied. Two of these Jobs were in Group I and fifty-one were in the sixtybone Jobs in Group IV. When analyzed statistically, the Chi-square test revealed that the differences in the need for training in agriculture for Jobs in the four groups of occupations were significant at the one per cent level. Table 54 TABLE 54.-Comparison of interviewee estimates of the need for training in agriculture for placement or success on Jobs in four groups of occupations Group Essential Desirable Immaterial Total Group I 25 14 ' 2 41 Group II 19 59 17 95 Group III 5 27 19 51 Group IV 1 9 51 61 Total 50 109 89 248 x2 s 126.049 Degrees of freedom.3 6 Difference is significant shows a definite pattern for the Jobs in the higher-scoring groups to have this item.rated "essential“ and those in the lower-scoring groups to‘be rated "immaterial.” In fact, about three-fourths of the total Chi-square value came from the four corners of the table. Eggg for practical farm experience. Practical farm.experience was rated "essential" for twenty-eight, 255 “desirable" for one hundred thirty-two, and "immaterial" for eighty-eight of the jobs studied. For at least one of the Jobs in each of ten different occupations, this experience was regarded as "essential" and for at least one job in each of twenty-two of the occupations, it was regarded as "immaterial.” In eight occupations, this requirement ranged from ”essential“ to ‘immateria1." These differences might suggest that some of the jobs were enough different to be in different occupations, but in only two cases was more than one job checked at each extreme. For one occupation this experience was said to be “essential" for two Jobs and ”immaterial" for two; and for another occupation it was rated I'essential" for four and I'immaterial" for two jobs.1‘ Occasionally there appeared to an inverse rela. tionship between the need for practical farm experience and the need for training in agriculture. Several inter- viewees suggested during the interview that the workers needed to know some things about agriculture and these things could be learned either by training or by experi- ence. It did not matter much which, but if the worker did not have experience in farming he needed training in agriculture and if he did not have training in.agri- culture he needed experience in farming. 140:. ante, Table 30, pp. 225-226. 254 The differences among the groups of Jobs in the needs of the workers for having practical farm experience (Table 55) were statistically significant at the one per TABLE 55.-Comparison of interviewee estimates of the need for practical farm.experience for placement or success on Jobs in four groups of occupations Group Essential Desirable Immaterial Total Group I 18 21 2 41 Group II 6 67 22 95 Group III 4 29 18 51 Group IV 0 15 46 61 Total 28 152 88 248 :2 - 105.525 Degrees of freedom 8 6 Difference is significant cent level, with the Jobs in the higher-scoring groups more likely to have farm.experience regarded as ”essential," and those in the lower-scoring groups more likely to have it regarded as "immaterial," for success on the job. Tables 55, 54, and 55 show that respondents agreed with themselves when their estimate of the background, training, and experience they felt to be needed for Jobs was compared to their rating of the Jobs on knowledge of farmdng, since this rating was what placed an occupation in the higher-scoring or lower-scoring groups. Similarity of jobs studie . The similarity of the Jobs studied to others in the same occupation was rated by 255 the interviewees for 255 Jobs. Of these, forty were re- ported as being the "same," one hundred and four as "simi- lar,' seventynthree as ”different," and eighteen as ”much different.” For this purpose, "same" was checked if the workers worked in pairs or worked together on the same task, ”similar" if the work was interchangeable with that of an- other worker, "different" if the workers would need special instructions if the jobs were switched, and "much different" if switching assignments would require giving special train- ing to the workers. Where persons in different-jobs do work that is "much different," there could be some question if the jobs are in the same occupation. However, since the eighteen checks in this column were distributed among jobs in nine different occupations, with three being checked once, three twice, and three three times, it was not deemed unreasonable to conclude that the Jobs considered did fit rather well into the occupational titles used. The data did suggest however, that since the occupations, Research Worker, Agricultural; Research Worker, Crops and Soils: and Salesman, Fruit, were each checked "much different" by three respondents, they do include a broad variety of jobs which.might better be described by breaking each of the titles into two or more parts. Statistically, the differences in the respondent's Judgment of the similarity of Jobs in the occupations in the different groups were significant at the one per cent 256 level (Table 56). The differences were not extreme howb ever, and were distributed quite evenly over the table. TABLE 56.-Comparison of interviewee estimates of similarity of jobs within the occupation for the Jobs in four groups of occupations Group Same Similar Idfferent or Total Much Different Group I 4 25 ll 58 Group II 9 57 45 91 Group III 15 20 12 45 Group IV 14 24 25 61 Total 40 104 91 255 x2 = 16.865 Degrees of freedom.= 6 Difference is significant Variety of work Jefiormed. As can be seen from Table 57, there is a definite trend for the high-scoring occupations to involve a greater variety of tasks or operations than the lower-scoring occupations. For exam. ple, none of the six Group IV occupations required that the worker perform a great many different tasks or opera- tions while this same group provided seventeen of the twentyathree Jobs where few different tasks or operations were performed. Statistically the differences among the groups on the variety of work performed were significant at the one per cent level. Fiftyaseven per cent of the Chi-square total was provided by the cells representing 257 the Group IV occupations with a disproportionately high number of responses in the "some" or "few" columns and a disproportionately low number in the "great many" and ”many" columns. The small number of Group I and Group II occupa- tions checked as requiring that the worker do "some" or "few" different tasks also contributed heavily to the Chi-square value. TABLE 57.-Comparison of interviewee estimates of the variety of tasks performed on jobs in four groups of occupations Group Great many many Some or Few Total Group I 17 25 l 41 Group II 26 56 16 98 Group III 18 10 25 51 Group IV 0 6 55 61 Total 61 95 95 251 x2 = 125.298 Degrees of freedom = 6 Difference is significant These data suggest either that the lower-scoring occupations require the performance of fewer tasks or operations or that the occupations requiring the perform- ance of fewer tasks or Operations get lower scores. The nature of the scoring system, of course, suggests both of these possibilities, and these factors have a definite influence on the grouping. This is not altogether unde- sirable, since relatedness to farming in this study was 258 based on the comparison between the things done on the Job with.the things done by’a farmer. If only a few things are done on the Job then the relatedness would be more remote. Group I égricultural Occupations As grouped in this study, the Group I Agricultural Occupations include, 1. Dairy Plant Fieldman--258.5 2. Farm.P1anner, Soil Conservation Service--217.2 5. Poultry Farmer, Heat-~207.6 4. Fruit-Farm.Foreman--l92.6 As will be noted, the mean scores in these four occupations ranged from 192.6 to 258.5, a difference of 55.9 which is less than half of one standard deviation of the entire group of occupational scores. The t-test for the significance of the difference between the means (Figure 1) showed that all four of these occupations could, within the five per cent level of confidence, be regarded as coming from the same population. This test also showed that the two highest-scoring occupations from.Group II (Caretaker, Farm.and Research.Worker, Agri- cultural) could also be in the same population as these four. The third and fourth occupations in Group II (Municipal Forester and Agricultural Engineer) could have come from the same population as the Poultry Farmer, 259 Heat and the Fruit-Farm.F0reman; but not from the same population as the Dairy Plant Fieldman or the Farm.P1anner, Soil Conservation Service. But for these exceptions, the means of the scores on these four occupations are all signi- ficantly different from.those of all the others studied, as measured by the t-test. These four occupations, as will be noted, are close to the farm. Two of the four are farming specialties and the other two are occupations which require that much time be spent on the farm. Both of these involve consulta- tive and educational services for farmers. There probably are many agricultural occupations which.would score higher than any of the occupations studied and reported with this group. Considering the source of the survey instrument, it is conceivable that some general farmers would receive a perfect score of 154 times three, or 462. The same could be true for a teacher of vocational agriculture or a county agricultural agent, both of whom need skills and abilities in farming at least to the degree that these are needed by farmers. Further study of some of these occupations might establish another division of agricultural occupations somewhere between the highest score for the Group I occupations of this study and the perfect score. All fifteen Jurymen felt that placement or success on each.ef these four Group I occupations requires a 240 knowledge of farming (Table 8). Dairy Plant Fieldman. As described by the inter- viewees, the Dairy Plant Fieldman promotes and maintains good will between the farmers and the dairy plant; procures nulk supplies for the plant; works with producers in an advising and teaching capacity to maintain and improve quality of milk; acts as a buffer between the State Depart- ment of Health and the farmer; assists farmers in the application of approved practices in feeding, breeding, and management of the dairy herd, and in maintaining and improving dairy buildings and equipment; and informm farm, ers of market conditions, prices, and trends. The eleven interviews completed for this occupa- tion represented jobs in ten.different dairy plants in nine different cities. The scores ranged from.95 to 303 with a mean of 238.5 and a standard deviation of 73.4 (Table 28). All the workers in this occupation were employed year-round and ten of the eleven jobs considered required the full time of the worker (Table '30). is reported by the interviewees, it was "essential" for six and ”desir- able" for five of these workers to have been raised on a farm, while training in agriculture was “essential“ for nine and "desirable" for two of the workers. Prac- tical farm.experience was regarded as "essential“ for 241 three, ”desirable” for seven, and ”immaterial" for one of the workers in the Jobs studied. Eight interviewees regarded the work of different Dairy Plant Fieldman to be "simdlar"; one regarded the jobs to be the "same" and one regarded them.to be "different." Six of the workers performed a "great many,” four, 'many,‘ and one, I'some" different tasks or operations. The occupation of Dairy Plant Fieldman.required on the average some knowledge of 125 of the 154 operations on'the list (Table 38). The average weighted score on the items checked was 1.91 indicating a need on the aver- age for an understanding of how the operations checked are performed by farmers. The degree of knowledge required for any of the areas was highest in Agricultural Economics at 2.06 and lowest in Agricultural Engineering at 1.84. For this occupation, in the Judgment of the inter- viewees, a knowledge that the operation is performed by farmers was needed for 87.2 per cent of the Animal Sciences operations, 95.5 per cent of the Agricultural Economics operations, 89.7 per cent of the Agricultural Engineering operations, and 66.2 per cent of those in the Plant Sciences area. In all, some knowledge of each of 81.2 per cent of the operations was regarded as needed on the Job of Dairy Plant Fieldman. As shown in Figure 2, the occupation was found, on the average, to require the ability to perform.19.6 242 n N anouaom + w N unspnaeunb + H H Mo oasis emu 'II III I Ho.a m.mnm o.oma «.0» m.nm e.ae ena mZOHaemmmo age 2.4 2.8 13 n." NEH EH mm .292. o.o r.a o.o e .nsoo neon one nope: H.H o.o H.e Ha eflaom o.o o.H n.n ma onsoaseaenom o.o H.H a.” o hereonoa sues o.» H.m m.a ea noose seem awozmeom azaq~ $4 23 2mm m.m E MBH m.» 53.3 n.m m.m o.o ma apes donm_snea n.o m.a n.H o doaoeoauaeueeam House o.o H.” o.m e .emx more; ode Haom o.o e.m n.m o .onoo one .ewoam_snom o.o m.m o.m o .hne: one moron aura nszmmzHezm q.H n.0n 0.0m w.» m.» nnHH. mm. A4905 0.0 0.0 0.» «H see; deem sues 0.0 m.0 H.« m soneeennaneeoam House r.» n.0 0.0 e .e»: nose; on. snow r.0 0.H 0.0 0 .anoo ed. .oweam sues H.0 0.0 n.m 0 .hees use nosed sues eznmmmzHezm nempanpcumee 0.H n.ea 0.0 n.a 0.H «.0 Ha moHsoz00a nampaqponmee 2H 0.5 0.0» m.» We Row. B. 3.89 H.0 H.0 m.m e sense 0.0 0.0 a.» 0 noose 0.0 0.0 e.» 0 smeared H.0 H.0 a.» r apnea m.» o.o 0.0a 0m Honesoc meozmHom nests ewsnebd Hence no cocooz Shannen unspeaonsnb ahead cm .093 an unoapeaomo nnonasaeqo send condom H309 no 900.52 oon—awn; _ no» .6003 hoe—.33 uncapsaeno anon encode?" gefi hp cocoon moan—hen no e soaphem no usbhennoo OHFOQM HO 0033.745. OOIOHEOflflHIeGD 339 250 highest scores for the occupation.16 _ Poultry Farmer, Heat. The Dictionary of Occupa- tional Titlgg describes the Job of the Poultry Farmer, Meat as follows: "chicken farmer, meat; poultry grower. Raises chickens or other fowl specifically for their marketable meat ."1'7 In interviewing persons regarding the occupation Poultry Farmer, Heat there was discovered considerable variation in the method of operation among the different farmers. This method of operation.varied from.farmers raising poultry for meat and also operating farm.1and to produce crops or other livestock, to those extremely specialized producers who produced poultry meat on an integrated or contract basis. Ten interviews were completed for this occupation, representing Jobs in seven different communities in Michigan. Three of the interviewees were turkey raisers, three raised broilers, three raised capons, and one raised both broilers and capons. Since persons in this occupation were almost invariably self-employed, the people interviewed for this occupation all did the work themselves . This occupation, which would be considered by 16As will be shown later in the report, it was not uncommon for workers to score their jobs lower than did their employers. ”Definitions of Titles, op. cit., p. 1011. 251 many as farming, ranked in the Group I occupations, but did not score as high as either the Dairy Plant Fieldman or the Farm Planner which are strictly non-farming occupa- tions. At the same time, as has already been.recognized, the difference between the means of the scores of these occupations was not significant. The scores for the occupation Poultry Farmer, Meat ranged from.a low of 152 to a high of 501. The mean of the scores was 207.6, the standard deviation, 57.4. Seven of the interviewees worked year-round on this job. One reported his job as "seasonal," and two as "other." Both of these spent ten.menths of the year on the Job. This Job occupied the full time of four of the interviewees and most of the time of two of the inter- viewees. Of the other four interviewees, one kept a poultry laying flock, one farmed part-time, one spent one-fourth of his time and the other, 20 per cent of his time at this job. Seven interviewees felt that having been raised on a farm.was "desirable" and three that it was "immaterial" for success on this Job. Training in agriculture was regarded as "desirable" for eight, "essen- tial" for one, and "immaterial" for one of the inter- viewees while practical farm experience had the same range, eight "desirable," one "essential," and one "immaterial." One interviewee said this 10b is so specialized that experience in general farming would not be helpful. 252 Another interviewee said, “The best farming education ybu can findis best for poultry too," and a third felt that the poultry farmer needs a good education in order to be able to read the literature. This particular farmer said there is much of the literature on poultry farming that he does not understand, but still the investigator found that he spoke easily of stilbesterol, vitamins, and antibiotics. The one interviewee that reported practical farm.experience as being "immaterial" was the one who ' felt the Job was so specialized that general farming would not be helpful. He did feel, of course, that practical experience in poultry production would be helpful on this Job. As has already been mentioned, the Jobs in the Poultry Farmer, leat occupation vary rather greatly from farm to farm. Two of the interviewees regarded the Jobs within the occupation as similar while seven regarded them as different. This difference was identified by the interviewees as reflecting a variation in method of operation from farm to farm, as well as the difference in ability, experience, or training of the individual worker or operator. For example, if a farmer is able to work with.electricity, he will do the electrical work inwalved in his operation of the poultry business. Some of these farmers mixed their own feed, some produced some of the feed fed to the poultry, and some 25:5. varied their operation depending upon their Judgment of the future market. Some of the Poultry Farmers, Heat who were interviewed were strictly independent producers while others who operated on the integrated or contract basis had little discretion as to the methods of production or the selection of the market. Some of these men owned the equipment and buildings and furnished the labor while making little other contribution to the enterprise. In this case the management, birds, feed, and the like were furnished by the company, usually a marketing agency, large hatchery, or feed company with whom the contracts were made. In this case, a fieldman was provided to help on management, and in fact to specify the management and production practices. However there was a general feeling that if the producer knew diseases, parasites, and manage- ment practices, he could begin to treat potential problems before the fieldman could get to the farm. Therefore they generally felt that knowledge of this sort would be helpful. The occupation of Poultry Farmer, Heat seems to be characterized by a need for the ability to perform.many of the farming operations on the list with very little concern for any of the other operations (Table 40). On the average, workers in this occupation were found to need some knowledge of 75.5 of the 154 operations on the list. They need the ability to perform.63.8 of these 254 n K anonhem + « H uneconoonb + .n N no spend one m.« 0.50« of? 0.00 0.0 «.n on.” «20353 and b.« «.00 «.ma hub“... mlHI. blol. hm. 94905 0.0 «.0 0.0 e .230 have: one 0:3 0. n 0.0 0.0 .3 «30¢ «.0 0.0 0.0 0." 0.39.3323 0.0 «.0 0.0 0 hapnenom 8.3m 0.0 o.o 0.0 0..” 30.6 Sash aozmflum Bzfim 0.« 0.0m 0.00 E D.m o.o m.» 94909 .10 0.0 v.0 «H 3.33 noAm 8.5mm 0.0 0.0 0.0 m donascannfioofi Hang 0.0 «.0 0.0 e 3.0: none: one 30m 0.0 «.0 «.0 0 .280 one .emeam seen He 0.0 0.0 0 .23: and Acton Hash oszmMZszm 33.50304 m.« 0.m« 06 0.» 0.0 0.0 .3 «$20208 $90033 m.« 0.8 0.0« E mnHl «.H Hm. 3.909 0.0 0.0 0.0 o 22.5 0.0 0.0 0.0 0 Queen 0.» o.o .10 0 Erased 0.0 0.0 0.0 n ~38 0.: at... H...” m« 73:00 30233 93324 09323 H309 no 000002 anonnom unsauaoonp ahead cm send an nnoauenono snouasheno no.3 season .5308 no hen—.52 033363 .0» evooz nee—nos eaoaaahono use: eke—sash ham—doom he. canoes wade—hen no amounted» no 0.595500 oesongeanHtée mama. 255 operations, to understand 6.5 additional ones, and to have an awareness of 3.2 more. The three lowest Job scores for this occupation were made by people who operated on the integrated or contract basis. The highest score was made by a turkey farmer who performed practically all of the operations in an 8,000 bird turkey-raising business including hatching and marketing the birds. The average score on all the operations checked by the interviewees was 2.8 (Table 40), emphasizing again the need on the part of these workers to perform.practically all of the operations they checked. In all, these workers reported that they needed an awareness of 47.7 per cent or the operations on the list (Figure 4). The greatest proportion of operations needed at the awareness level was in the Agricultural Engineering area with 85.8 per cent. In the Agricultural Economics area, 80.9 per cent or the Operations were needed at this level, while in the Animal Sciences area 'there was need to be aware of 38.7 per cent or the opera- tions, and in the Plant Sciences area only 24.2 per cent. On the level or understanding how operations are performed, only slightly less of the operations were checked, with 83.3 per cent in Agricultural Engineering, 77.3 per cent in Agricultural Economics, 36.5 per cent in Animal Sciences, and 22.8 per cent in Plant Sciences for a total of 45.6 Be Aware of Operations Understand How Perform Performed Operations Are the by Farmers Performed Operations 100 Per cent of Operations - ' 58‘? 364; 55.; O 0' I . _- ‘ Animal Sciences 100 77.3 Per cent of 80.9 g.n* -.. 69-1 Operations ya~hltbcls , O " {" "yv Agricultural Economics 100 ” . 77.8 Per cent of :-85'8 - 83.3 Operations ,. — 0 . ._‘, _ . Agricultural Engineering 100 Per Cent of Operations 0 -_ . Plant Sciences 100 Per cent of Operations 0023-7 , 45.6 a, 41.4 0 We All Areas FIGURE 4.-Knowledge of farming needed by Poultry Farmer, meat 257 per cent of the operations being regarded as needed at the understanding level. , The workers were required to perform 41.4 per cent of all the operations listed. The greatest contribution to this was made in the Agricultural Engineering area with 77.8 per cent and in the Agricultural Economics area with 69.1 per cent of the operations being checked. In Animal Sciences, the workers were required to perform.33.l per cent and in Plant Sciences 19.4 per cent of the operations on the list. lone of the interviewees regarded as impor- tant any of the operations in Dairy, Sheep, or Swine and only .2 of those in Horticulture were regarded as needed at the performance level. I Only 3.9 of the six operations in Poultry were required of the worker on any level. This was because some of the poultry operations listed are in the area of egg production or breeding, and the meat production occu- pation is of such a nature that these operations are not required. ‘Workers in this occupation were found to perform most of the operations in Agricultural Engineering that are on the list of farmer operations. They also needed the ability to perform.a great many of the operations in Agricultural Economics. The Animal Sciences operations that were needed were those especially related to the production of poultry meat. The Plant Sciences operations .258 needed, about a fourth of the total number on the list, were quite evenly spread through the Plant Sciences area, exceptfor the section on Horticulture where little know- ledge was needed. Fruit-Farm.Foreman. The Job of the Fruit-Farm. Foreman is described in the Dictionary of Occupational Titles as, ”Supervises workers engaged in cultivating, spraying, and harvesting such fruits as apples, lemons, oranges, peaches, and pears.'18 More specifically, the interviewees who were contacted reported that the Fruit-Farm.Eoreman operates an orchard for salary and commission; supervises pickers and other workers; does or supervises the spraying, cultivating, fertilizing, and pruning; makes all day-to- day decisions in operating the orchard; keeps records of costs and production; and cares for equipment. Ten interviews for this occupation were completed by the investigator. Six of these interviews were with fruit-farm owners who hire Fruit-Farm.Foremen and four were with Fruit-Farm Foremen. Eight of these interviews were made in three different communities in the fruit growing area of western Michigan, and two were completed in East lensing with owners of farms in the western lichigan fruit belt. lgéggicultural Occupations, op. cit., p. 40. 259 The scores on jobs in this occupation ranged from 115 to 244 with a mean of 192.6 and a standard deviation of 34.1. The lowest score on any interview in the occu- pation was provided by a schedule filled out with a Fruit- Farm.Foreman, and the highest was provided by the schedule filled out with the employer of this same foreman. It seemed evident to the interviewer that the foreman tended tovrate the requirements of the Job according to his own ability and qualifications while the employer, who inci- dentally employs several foreman for different farms under his control, rated the job according to the qualifi- cations and abilities he would like the foreman to possess. The employer indicated that he would like to pass on "much more responsibility to the foreman if the foreman could handle it.” He also saw the Job as needing a good knowledge of Farm Mechanics operations if the foreman is to be most useful on a year-round basis. Nb particular pattern was discernable to suggest that foremen in general had any tendency to rate the Jab any different from.the way employers rated it. ’ All ten of the interviewees regarded the occupation of Fruit-Farm.Eoreman as a year-round full-time occupation. Having been raised on a farm.was rated “essential" by four, I'desirable" by five, and "immaterial" by one of the interviewees. The respondent who regarded having been raised on a farm.as "immaterial" for success on the Job 260 indicated that he would in fact "rather have a new boy." At the same time this same respondent regarded both. training in agriculture and practical farm.experience as ”essential" for the worker. Training in agriculture was regarded as "essential" by five, "desirable" by four, and "immaterial" by one respondent. Five regarded practical farm.experience to be "essential," and five "desirable" for the Job. The one respondent regarding training in agriculture as "immaterial'l for his foreman is himself a professionally trained horticulturist and evidently feels capable and willing to train the foreman he hires. The Jobs held by different Fruit-Farm.Eoremen were similar in the opinion of six interviewees, the same in the opinion of two, and different in the opinion of two interviewees. In the variety of work performed, three of the interviewees rated the Job as requiring the worker to perform."a great many," and seven "many,” different tasks or operations. The occupation of Fruit-Farm.Eoreman was regarded by the interviewees as requiring on the average some know- ledge of 73.6 of the 154 operations listed (Table 41). Of these, 53.6 were needed on the level of ability to perform.while an additional 11.8 were required on the level of understanding how the operation is performed. The balance of 8.2 were needed only at the awareness level. 261 n N 890939 + « H 9.300.335 e .n N no one: ems 0.0 0.03 0.00. 0.00 0:: «.0 03 003940000 .34 0.« 0.00 0.00 090.0. Hm! RM! 00. 04909 0.0 0.0 0.0 0 .38 nose: use and 0.0 0.0 9.H «a sedan «.0 04 0.0 3 83303.80 9.0 0.0 0.0 0 0.38.8.0 seem «.0 «.0 0.0 3 .098 gm 00020900 9230 9.0 «.00 «.«0 BMW 0U... PH: 00. A4909 0.0 0.0 0.0 «H use: 030 saga 0.0 0.0 «.0 0 33.3.3333 H930 «J 0.0 0.0 e .00: no»... use 300 0.0 0.0 9.0 0 .500 05 .0030 53.0 0.0 0.0 10 0 .30: use 0250 spam 050003020 04009003004 H.« 0.3 0.0 «.0 0A 0.« 3 00302000 040058504 0.0 0.0 0.0 PHI o.o Rb.- Hm. 04909 0.0 0 0 0.0 0 03.0 0.0 0.0 0.0 0 0.000 0.0 0.0 0.0 0 20030 0.0 0.0 0.0 a. 0.33 0.0 0.0 0.0 0« 7350 0002300 04504 owenobd H309 00000 no so a odouuoamno 3.39.39 3000.395 0.3.5 on onoaflmnowo send eonoom H.309 no 900.032 0250.33 3» cocoa Ace—.33 3330.300 1 non—0.89 aaehuudsnm he. cocoon wad—sash no owned—5:3 no 00003300 0030050031.? H849 262 The average score for all the operations checked was 2.6, indicating a heavy tendency for a need to perform many of the operations checked. The average score was lowest in the Agricultural Economics area with 2.1, indicating that the foremen were regarded as needing on the average, to understand how these operations were performed. This occupation was unique in that not a single operation in the Animal Sciences area was regarded by any respondent as being needed at any level. The area in which a knowledge of the greatest percentage of opera- tions was needed was Agricultural Engineering with 89.4 per cent (Figure 5). Of these, an understanding of 84.1 per cent, and the ability to perform.7l.4 per cent, of the operations was needed. In the Plant Sciences area, the respondents felt the worker would need to be aware of 63.0 per cent of the operations performed by farmers, would need to know how 56.4 per cent are performed, and would need to perform 46.2 per cent of the operations. A lower proportion of the skills was required at the performance level in Agri- cultural Economics with 50.9 per cent checked at this level, while 47.5 per cent were checked at the understand- ing level, and an additional 25.4 per cent at the level of awareness. A knowledge of a total of 72.7 per cent of the Agricultural‘Economics operations was regarded by the interviewees as needed. 100 Per cent of Operations 0 100 Per cent of Operations 0 100 Per cent of Operations 0 100 Per cent of Operations 0 100 Per cent of Operations 0 Be Aware of Understand How 263 Perform gggfigfiiggs Operations Are the by Farmers Performed Operations 0.0 0.0 0.0 Animal Sciences 72.7 $1 47.3 ‘8 ’ " 50.9 . 3* Agricultural Economics 89.4‘7; '* 84.1 "‘ 71-4 r ; Agricultural Engineering . 53*9 56.4 L" . w" Plant Sciences 47.8 . 42.5 ‘ 34.8 ‘4“ K be ‘ “ All Areas 8‘7 FIGURE 5.-Knowledge of farming needed by Fruit-Farm Foreman 264 This occupation was characterised by a heavy emphasis on the Agricultural Engineering operations listed, with the operations in Plant Sciences and Agricultural Economics being of lesser importance. This occupation, as rated by the interviewees contacted, was entirely outside the area of Animal Sciences. Group II Agricultural Occupations The Group II Agricultural Occupations, as defined in this study, were Caretaker, Farm; Research.worker, Agricultural; municipal Forester; Agricultural Engineer; Salesman, Nursery Products; Veterinarian, Public Health; Veterinary Parasitologist; Research Worker, Grape and Soils; Salesperson, General Hardware, Rural Community; and Milk Plant Operator. These occupations were less close to actual productive farming than those in Group I. In contrast to the Group I occupations, those in Group II appeared to require less of the worker's time to be spent on the farm. Even though the Caretaker, Farm.sometimes lived on the farm, his Job, as reported by persons interviewed, was more often concerned with the upkeep of the farmp stead or estate than with actual production operations on the farm. Some overlapping of occupational scores of this 265 group as compared with other groups was shown by the test of the significance of the difference between the means of the scores on the occupations (Figure 1). There were no occupations in this group in which the means of the scores were significantly different from.all the occupa- tions in the other groups. As reported on pages 238 and 239, four of the Group II occupations overlapped some of the Group I occupations. For all of these four, however, the means were significantly different from.the means of all the Group III occupations. The means of the other six occupations in Group II were found not to be signifi- cantly different from.the means of one or more of the Group III occupations. Four of these could have come_ fromwthe same population as one of the Group III occupa- tions, one could have come from.the same population as three different Group III occupations and one could have come from the same population as four different Group III occupations. Only two of the Group II occupations, the highest-scoring and the lowest-scoring, had means which were significantly different from.each other. All the other pairs could be regarded, within the five per cent level of confidence, as coming from.the same population. Many of the workers in the Group II occupations studied spent at least some of their working time on farms. As contrasted to the Group I occupations, however, their work on the farm.was of a specific and specialised nature, 266 and there were no Jobs in this group which required the worker to gain as great a degree of confidence of the farmer as was required of the Dairy Plant Fieldman or the Farm Planner, Soil Conservation Service. The only occupa- tion in the group with any on-farm.production implication was that of Caretaker, Farm, in which some jobs required or permitted the worker to produce agricultural commodities on the farm. A In comparison to those in Groups III and IV, the Group II occupations were less specialized, and in general included a hdgher proportion of professional occupations. Two of the ten occupations in this group generally required a bachelors degree in agriculture and four of the ten generally required a doctors degree. Only one of the occupations in Groups III or IV required a college degree as a general rule. The Jury responses on whether or not a knowledge of farming is needed for the Group II occupations are shown in Table 42. All fifteen jurymen regarded this knowledge to be needed for placement or success on two of these occupations. For each of the other Group II occupations at least seven Jurymen regarded this knowledge as required. Caretaker, Farm. The job of the Caretaker, Farm is described by the Dictionaryof Occupational Titles as follows: 267 Keeps the farm.of an absentee owner in good order, maintaining buildings, fences, roads, and equipment. Prevents trespassing. May carry on farming operations and perform other work as necessary. May or may not live on farm. TABLE.42.-Jury responses on Group II occupations -; 1 Knowledge of farming needed? Occupational Title ' Yes No Can not decide Caretaker, Farm; 15 O 0 Research Worker, Agricultural 14 O 1 Municipal Forester 8 7 0 Agricultural Engineer ’ 15 O O Salesman, nursery Products 8 7 O Veterinarian, Public Health 7 8 O Veterinary Parasitologist 8 7 0 Research Worker, Crops and Soils ‘ 14 O l ~8a1esperson, General Hard- ware, Rural Community 10 5 0 Milk Plant Operator 9 6 0 As reported by the interviewees, none of the work- ers in this occupation had any ownership interest in the farm.and if farming activities were included in his assign- ment, he worked on a salary rather than on shares with the managing being done by the owner or by a farm.manager. The occupation also included maintaining the lawn and shrubbery, and frequently the flower and vegetable garden. Other work assigned included chauffeuring, washing cars, lgggpippltural Occupations, op. cit., p. 11. 268 and receiving and escorting visitors. Most of the Jabs in this occupation were reported to have great public relations implications, since the Caretaker appears fre- quently to be the first person contacted by visitors to the premises and it was important to the owners that all visitors be accorded hospitable treatment in keeping with their position and their interest in the farm or the live- stock. Ten schedules were completed for this occupation. Three of these were with.farm.owners or managers and seven were with Caretakers themselves. As suggested in the occupational description, the owners are seldom available at the farm, normally living at some distance from the farm. In four of the Jobs considered, the Caretaker carried on farming Operations; in six he did not. As might be expected, in all four Jobs where farming operations were carried on, the scores were higher than in any of those where farming operations were not carried on. The ten interviews for this occupation were con- ducted in seven different communities in Michigan. The scores ranged from 84 to 504. The mean of the scores was I76.5 and the standard deviation was 76.0. Nine of the respondents reported the Job of Caretaker, Farm to be a ”year-round" Job. One reported it to be ”seasonal or sporadic." Eight of the Jobs con- sidered were full-time with.two taking less than the full 269 time of the worker. For five of the jobs in this occupation, having been raised on a farm was regarded as "desirable,” while on one being raised on a farm.was regarded as "essential," and on four, "immaterial." Training in agriculture was desirable for six, essential for three, and immaterial for one of the Jobs while practical farm experience was desirable for six, essential for two, and immaterial for two of the jobs, in the Opinion of the respondents. One interviewee, an employer, regarded all three (being raised on a farm, agricultural training, and farm experience) to be "immaterial" for success on this job. Some knowledge of 77.6 Of the 154 operations on the list was regarded as needed in this occupation, in the Opinion of the interviewees (Table 43). The average score on the items checked was 2.3 with the Agricultural Engineering area scoring highest at 2.5, and the Agricul- tural Economics area scoring lowest at 1.8, indicating that Caretakers, Farm.need actually to do a high prOportion of the Agricultural Engineering operations checked while the Agricultural Economics operations checked are more likely to be needed only at the level of understanding. Caretakers, Farm, on the average, were reported to need to know how to perform 51.9 per cent of the Agri- cultural Engineering operatiOns, 25.1 per cent of the Plant Sciences operations, 15.4 per cent of the Animal 270 n H 5.3.0000 + m H 0000000025 + .n N no 000:0 0me 0.0 0.000 0.00 0.04 0.00 0.00 400 0200040000 004 0.0 0.00 0.00 0....00. 0.0 E: 00. 04000 0.0 4.0 4.0 4 .0000 00002 000 0000 0.0 0.0 0.0 00 00000 0.0 0.0 0.0 00 020000000000 0.0 0.0 .0.0 0 20000000 spam 0.0 0.0 0.0 00 00000 0000 00020000 02400 0.0 0.00 0.00 0.00 H.» 0.”. 00. 04000 0.0 0.0 0.0 00 0002.0000.0000 0.0 0.0 0.0 0 000000000000000 00000 0.0 0.0 0.0 4 .002 00002 000 0000 0.0 0.0 0.0 0 .0000 000 .00000.snam 0.0 0.0 0.0 0 .2002 000 00:00 0000 02000020020 040000000004 0.0 0.0 0.0 0.0 0.0 0.0 00 000202000 040000000004 0.0 0.04 0.00 mum... mp0... 0...»: 00. 04000 _ 0.0 0.0 0.0 0 00000 0.0 0.0 0.0 0 00000 0.0 0.0 4.0 0 2000000 0.0 0.0 0.0 0 20000 0.0 0.0 0.0 00 0000000 00020000 042024 09.0004 H0090 000002 no 00.04 :0 000.000.2090 3.30.000 00.000.200.09 0.304 on 023000.008 00.04 00.300 Heaoa Mo 0020053 0030003 «on 00002 003.33 008.30.20.00 ii!!! I. (it ' lllnl').l.( (I: ’ul'lll.‘|'l|'.‘|llnll'lll flush 3000000000 29 00000: wad—200.0 no 030.0023 no 00003300 eowoagodeI.n¢ mama. 271 sciences operations, and 11.9 per cent of the Agricultural Economics operations for a total 27.0 per cent of the operations on the entire list (Figure 6). In the Agricul- tural Economics area there was need for an understanding of an additional 14.5 per cent, and for an awareness of an additional 24.5 per cent of the operations performed by farmers. In the other areas, there was a rather uniform increase of about ten per cent in the proportion of opera- tions needed at the understanding level and another ten per cent increase at the awareness level. Werkers in this occupation performed a large number of Agricultural Engineering operations and needed to be aware of about three-fourths of those on the list. They had less need for a knowledge of the operations in the Animal Sciences than of those in the Plant Sciences area. Research WorkerI ggricultural. According to the interviewees contacted for their appraisal of the farming knowledge needed by the workers in this occupation, the Research‘worker, Agricultural plans, conducts, and reports research on a specialized phase of agriculture; works independently to a large degree in conducting laboratory experiments or normative survey investigations; may train other research workers; may teach scheduled classes in his specialized area; may cooperate with other persons, agencies, or institutions in conducting research involving 100 Per cent of Operations 0 100 Per cent of Operations O 100 Per cent of Operations O 100 Per cent of Operations 0 100 Per cent of Operations 0 Be Aware of 272 Understand How Perform gggggfigggs Operations Are the by Farmers Performed Operations .0 fi _.3 4 15.4 Animal Sciences 50.9 :1 - 2594 3:; ¥ 4;; r”??? '1’} _ ”"7 1109 Agricultural Economics 74.1 0.- 60.5 ,, ;_ , - - 51.9 Agricultural Engineering 49.8 ' v 36°° 25.1 Plant Sciences 50.4 57 2 2.10.7 ' if ’ _ ..:4. f: 27.0 All Areas FIGURE 6.-Know1edge of farming needed by Caretaker, Farm 273 two or more areas of investigation. Ten interviews were completed for Jobs in this occupation. All of the interviewees were Michigan State university Agricultural Experiment Station personnel. Two interviewees were employed in the area of Animal Husbandry, two in Poultry Husbandry, and one each in Dairy, Farm.Crops, Agricultural Economics, Agricultural Engineering, Soil Science, and Resource Development. All or the interviewees did research.work themselves and all also had some responsibility for training, supervising, or appraising the work of other research workers. The scores on jobs in this occupation ranged from 60 to 357 with an.average or 175.6. The Job scoring 60 was concerned with research in Land Use Planning, while the 357, the highest score from all 248 interviews, was on a Job in Agricultural Engineering research, which was found to cut across, and involve field experiments in,. the management of all the ordinary farming enterprises. The standard deviation of the scores in this occupation was 90.6, the highest for any occupation studied, indicating a wide variation in the requirements of the various jobs within the occupation. All or the workers in this occupation were reported to be employed "year-round." However, only two were employed full-time on this Job. One was assigned to this job nest of the time, two half-time, and five were employed .‘ 274 varying amounts of time from.one-sixth to ninety per cent. Having been raised on a farm.and having had prac- tical farm.experience were regarded as "desirable" by the interviewees for all ten jobs studied. Four regarded training in agriculture as ”essential," while six regarded this training as "desirable." Some of the interviewees regarded the job as more scientific than agricultural, and felt that training in biochemistry, genetics, or physiology would be sufficient for some fundamental research Jobs. Thus training in agriculture, though "desirable,” was not regarded for these particular Jobs as being "essential." As has been pointed out, the range in scores suggested a great difference in the nature of the Jobs within this occupation. This was also borne out by the interviewees, four of whom felt that the Jobs within the occupation were ”similar” while three felt that they were "different" and three, "much different.” Two respondents felt that the worker performed ”a great many," and eight ”many," different tasks or operations. In all, the respondents regarded Research workers, Agricultural as needing on the average some knowledge of 82.8 of the 154 operations on the list. The average score on the operations checked was 2.1 with this score also being average for all the areas but the Plant Sciences 274 varying amounts of time from.one-sixth to ninety per cent. Having been raised on a farm.and having had prac- tical farm.experience were regarded as "desirable" by the interviewees for all ten Jobs studied. Four regarded training in agriculture as "essential,” while six regarded this training as "desirable." Some of the interviewees regarded the Job as more scientific than agricultural, and felt that training in biochemistry, genetics, or physiology would be sufficient for some fundamental research jobs. Thus training in agriculture, though "desirable,” was not regarded for these particular jobs as being "essential." As has been pointed out, the range in scores suggested a great difference in the nature of the Jobs within this occupation. This was also borne out by the interviewees, four of whom felt that the jobs within the occupatioanere ”similar" while three felt that they were "different" and three, 'much.different." Two respondents felt that the worker performed "a great many," and eight ”many," different tasks or operations. In all, the respondents regarded Research Werkers, Agricultural as needing on the average some knowledge of 82.8 of the_154 operations on the list. The average score on the operations checked was 2.1 with this score also being average for all the areas but the Plant Sciences 275 area which had an average score of 2.2 (Table 44). A total of 55.8 per cent of all the operations were reported as needed (Figure 7), with these quite evenly distributed among the areas. Sixty per cent of the Animal Sciences operations were needed, while in the other areas, the percentage ranged from.48.5 to 51.7. In operations needed at the understanding level, the range was from 53.6 per cent in Agricultural Economics to 43.9 per cent in Animal Sciences with the average of all areas being 40.5 per cent. The workers needed to perform.about twenty per cent of the total number of operations and about twenty per cent of the operations in each area. The actual range was from 19.4 to 20.9 per cent. Although employees in the occupation, Research Worker, Agricultural, had some contact with about half of the farming operations listed, and performed, on the average, about one-fifth of the operations, it must be recognized that this occupation had quite a wide variety of Job requirements, and in fact, might not meet the criteria for an occupation for this reason. As will be seen later, the occupation of Research'Worker, Crops and Soils was more precise in its requirements. Even though the requirements of this occupation seemed evenly distributed among the various enterprises, it should be recognized that the distribution of the jobs on which interviews were taken was quite even among the n H.890Haem + m N usevunopdb e fi N no cases one .o 7. 02 H.m o.ora m.mm p.09 m.an n.0m won mZOHasmmmo qua m.m o.om “v.3 b.pH .thH QM mm. 33.09 m.o o.o m.o e .odoo hope; one omen a.» m.ms v.0 Ha madam m.H o.m H.H 0H caspasoauaom o.o 0.0 «.0 m hnpnoaom Hash m.n o.o m.m ma nacho shah mmOzmHom ez n.b n.m mm ashamed mmozmHom A<2Hz< ewsaehd Hence popcoz no dead dfi oaoom Hence no nonapz cwpnmnos ”on cocoa Renae: udofipsaogo Handpamodamd .aexaos_noaeeucm hp cocoon mafiaasm no emcoasodx no moumaaane eoreashodeu.¢¢ mqmde 271 Sciences operations, and 11.9 per cent of the Agricultural Economics operations for a total 27.0 per cent of the operations on the entire list (Figure 6). In the Agricul- tural Economics area there was need for an understanding of an additional 14.5 per cent, and for an awareness of an additional 24.5 per cent of the operations performed by farmers. In the other areas, there was a rather uniform increaseof about ten per cent in the proportion of opera- tions needed at the understanding level and another ten per cent increase at the awareness level. werkers in this occupation performed a large number of Agricultural Engineering operations and needed to be aware of about three-fourths of those on the list. They had less need for a knowledge of the operations in the Animal Sciences than of those in the Plant Sciences area. Research WorkerI Agriculture . According to the interviewees contacted for their appraisal of the farming knowledge needed by the workers in this occupation, the Research.Worker, Agricultural plans, conducts, and reports research on a specialized phase of agriculture; works independently to a large degree in conducting laboratory experiments or normative survey investigations; may train other research workers; may teach scheduled classes in his specialized area; may cooperate with other persons, agencies, or institutions in conducting research involving 100 Per cent of Operations 0 100 Per cent of Operations O 100 Per cent of Operations 0 100 Per cent of Operations 0 100 Per cent of Operations 0 272 B A , e were or Understand How Perform Operations Performed Operations Are the by Farmers Performed Operations 55.0 . 25.0 ' I " '__ ,’-‘ 1514 Animal Sciences 50.9 :J 2594 _ °' . nae Agricultural Economics 74.1 --Ll, . 60.5 sr~ “it 51.9 of ;-- i) ._ . i ) ‘ - Agricultural Engineering 49.8 35;0 25.1 Plant Sciences 50.4 7 «;.- _ 5 2 ' hr ' -~"...:'..“9 A f- 27.0 All Areas FIGURE 6,-Knowledge of farming needed by Caretaker, Farm 275 two or more areas of investigation. Ten interviews were completed for jobs in this occupation. All of the interviewees wereMichigan State University Agricultural Experiment Station personnel. Two interviewees were employed in the area of Animal Husbandry, two in Poultry Husbandry, and one each in Dairy, Farm.crops, Agricultural Economics, Agricultural Engineering, Soil Science, and Resource Development. All of the interviewees did research work themselves and all also had some responsibility for training, supervising, or appraising the work of other research workers. The scores on Jobs in thisoccupation ranged from 60 to 557 with an average of 175.6. The job scoring 60 was concerned with research in Land Use Planning, while the 557, the highest score from all 248 interviews, was on a Job in Agricultural Engineering research, which was found to cut across, and involve field experiments in,. the management of all the ordinary farming enterprises. The standard deviation of the scores in this occupation was 90.6, the highest for any occupation studied, indicating a wide variation in the requirements of the various jobs within the occupation. All of the workers in this occupation were reported to be employed “year-round." However, only two were employed full-time on this Job. One was assigned to this job most of the time, two half-time, and five were employed 274 varying amounts of time from.one-sixth to ninety per cent. Having been raised on a farm.and having had prac- tical farm.experience were regarded as "desirable" by the interviewees for all ten jobs studied. Four regarded training in agriculture as ”essential," while six regarded this training as "desirable.” Some of the interviewees regarded the Job as more scientific than agricultural, and felt that training in biochemistry, genetics, or physiology would be sufficient for some fundamental research Jobs. Thus training in agriculture, though ”desirable,” was not regarded for these particular jobs as being "essential." As has been pointed out, the range in scores suggested a great difference in the nature of the Jobs within this occupation. This was also borne out by the interviewees, four of whom felt that the Jobs within the occupation were "similar" while three felt that they were "different" and three, "much different.” Two respondents felt that the worker performed "a great many," and eight "many," different tasks or operations. In all, the respondents regarded Research workers, Agricultural as needing on the average_some knowledge of 82.8 of the 154 operations on the list. The average score on the operations checked was 2.1 with this score also being average for all the areas but the Plant Sciences 275 area which had an average score of 2.2 (Table 44). A total of 53.8 per cent of all the operations were reported as needed (Figure 7), with these quite evenly distributed among the areas. Sixty per cent of the Animal Sciences operations were needed, while in the other areas, the percentage ranged from 48.5 to 51.7. In operations needed at the understanding level, the range was from 53.6 per cent in Agricultural Economics to 43.9 per cent in Animal Sciences with the average of all areas being 40.5 per cent. The workers needed to perform about twenty per cent of the total number of operations and about twenty per cent of the operations in each area. The actual range was from 19.4 to 20.9 per cent. Although employees in the occupation, Research Worker, Agricultural, had some contact with.about half of the farming operations listed, and performed, on the average, about one-fifth of the operations, it must be recognized that this occupation had quite a wide variety of Job requirements, and in fact, might not meet the criteria for an occupation for this reason. As will be seen later, the occupation of Research'Worker, Crops and Soils was more precise in its requirements. Even though the requirements of this occupation seemed evenly distributed among the various enterprises, it should be recognized that the distribution of the Jobs on which interviews were taken was quite even among the 276 o K_anouaem + m K unsuuaopnp e H N no cause ems H.m o.osa m.mm o.on m.Hn m.om «ma mzoaaammmo nos m.m o.oe ¢.am b.pH .mnHH. 0.” Ann masses a.o o.o n.o a .uaoo nose: can scan a.» m.m a.o HH meson o.H o.m a.” ma caspasoaeaom o.o o.o e.o e hauaoaoa_aasm o.o a.» m.m we emcee sues mmozmHom azaqm Tm o.o» TS PE: in o.o m.» 3498. m.m H.m m.o «H apes donm_snaa H.H H.o 0.” a soaeaoaeaepooam Hesse e.o o.o o.H e .ews maps: can ”flow n.m m.H m.H a .suoo use .uweamxsaaa o.H o.o o.H m .asoa use cocoa saga bZHMMMZHUzm H4MDBADUHM¢< H.m o.HH m.m n.m e.H m.H Ha mOHSOZOOH ammbenbonmd H.m 050 Yum HbH mhhH b.m Hm. 33.09 0.0 m.o 0.0 v edasm m.H o.m n.H a neonm H.H e.a v.0 e essence o.o o.m m.o b haasn b.> n.b n.n mm Acheson mmozmHom ndez< ewsnohd Hence Mo copoez so a eaoom Hence no nonapz uupnwaoa ”on mecca henna: encapsaogo Hmhspasoanwd .aoxaos_ncnsouom hp cocoon mafiaamm no empoasodx Mo mopdaapne eobeaphodeI.ew mqmde 100 Per cent of Operations 0 100 Per cent of Operations 0 100 Per cent of Operations 0 100 Per cent of Operations 0 100 Per cent of Operations 0 Be Aware of 277 Understand How Perform gggggfiiggs Operations Are the by Farmers Performed Operations 60.0 45.9 19.4 Animal Sciences 50.9 55.6 , - ’ 20:24. Agricultural Economics . . 59-3 “ 1- ' V (‘a 334.4 -i 5 wisp.) {.{7 7"“ , "’ ‘_ 5 1944* Agricultural Engineering 51.7 _ . _ _’42.5 ._20-2. : Plant Sciences L 55.8 40.5 * 19.8 All Areas FIGURE 7.-Knowledge of farming needed by Research Worker, Agricultural 278 different fields. The prospective worker interested in understanding the particular areas of work involved would probably be better guided by examining the requirements for specific jobs than by considering the occupation in general. Municipal Forester. As described by the inter- viewees, the municipal Forester works for a city or county unit of government or a public utility; has charge of all trees in the municipality; supervises workers and directs them in pruning, spraying, planting, and removal of the trees or ornamental plants under his Jurisdiction; main- tains health of trees; advises private property owners on shade tree management; may grow nursery stock; may have charge of park land maintenance; may conduct shade-tree research studies. All ten schedules completed for this occupation involved jobs in six large cities in Michigan, since, as was discovered, only relatively large municipali- ties hire foresters. Four interviewees were in the Job of municipal Forester, four were employers and supervisors, and two were trainers of Municipal Foresters. The weighted scores on the jobs in this occupation ranged from.89 to 258 with a mean of 160.6 and a standard deviation of 55.1. All ten interviewees reported the job as occupying the "full time” of the worker on a "year-round" basis. 279 Five of the interviewees regarded having been raised on a farm as "desirable" for success on the Job, while one regarded this background as ”essential" and; four as "immaterial." Training in agriculture was regarded as "essential" for two, “desirable" for seven, and "immaterial" for one of the jdbs considered while practical farm experience was regarded as "essential” by one, "desirable" by six, and ”immaterial" by three of the interviewees. There is some lack of similarity in the work performed by different Municipal Foresters as reported by the interviewees. One interviewee felt that the tasks or operations would be the same, five similar, three different, and one much.different. The difference in requirements was largely due to the variety of assignments given the Foresters through the park commission of the municipality. In one city the Forester did not direct a crew, but rather was empowered to hire the tree work done by contract with a tree expert company; in one city the forestry department was responsible for some agricul- tural education activities with the elementary school children involving exhibits of animals and plants; and in one city the forestry department used idle land owned by the city to produce grain crops for sale. Three of the interviewees felt that the Municipal Forester performs a great many, while seven felt that the 280 worker performed many, different tasks or operations. In the opinion of the interviewees, the Municipal Forester needs a knowledge, on the average, of 62.2 of the 154 operations on the list (Table 45). On those checked the average score was 2.6, indicating that many of the operations were needed at the performance level. This score varied from 2.7 on the Plant Sciences area to 1.2 on the Animal Sciences area. There were no Operations in the Animal Sciences area which the Municipal Forester was regarded as needing to perform. He was judged by the interviewees to need some knowledge of only 2.4 per cent of the operations in Animal Sciences (Figure 8). In Agricultural Economics, 50.0 per cent of the operations were needed at the aware- ness level, 22.7 per cent at the understanding level, and 18.2 per cent at the performance level. The highest-ranking area in terms of a need for a knowledge of the operations was Agricultural Engineering, where 45.5 per cent of the operations were needed at the performance level. The workers needed an understanding of 61.1 per cent, and an awareness of 69.1 per cent, of the Agricultural Engineering operations. In the Plant Sciences area the comparable figures were 47.4, 57.0, and 61.7 per cent. The average of all areas showed that the municipal Forester needs to be aware of 40.4 per cent of all the operations on the list, understand how 55.6 281 n M_aaounom + m H paounaounp + H N no cause ems o.m o.ooH «.mo m.n¢ «.HH n.a one monaammmo and a.m o.om a.mn Humm. H.m m.m mm. - gases n.H o.o o.o e .eeou nopuz_esu some a.» a.H o.o He «anon m.s o.o o.o ea caspasoaeaom o.e o.H o.o e haauoeoa_snaa o.o m.H o.o we uaoao.sn¢a muozmHom azagm Em new exam NEH FBI ppm... In» egos o.o n.a s.a we seas aosm_swaa s.o e.a o.o m coaeeoaaaaeooflm Hesse m.a o.o o.o a .em: none: can doom o.o v.0 o.o a .saoo one .umeam seem m.» m.a H.o o .aooa one meson swam ezammmzHezmflaampaqponea e.m m.b n.» o.m o.o o.o as moHaozoom namDBqDOHmos m.e o.o o.o o.o m.p H.H mm. mason o.o o.o o.o « cease 0.0 0.0 0.0 a macaw o.o o.o ”.0 o essence o.o o.o o.o a ensue o.o m.o o.H mm essence maozmHom aaszd amassed Hosea e o no ndewmnmgo ahounom unopeneoap eased em udwmmurmmo send senoem Hanna no Aonfioz cepnwuosv «on omega henna? uncapmaono 112% acumenom Heaaodosz hp pence: mafiaasu.uo emoeasoau Ho nopeaapue eeseabhedeu.n¢ mqm n.rm ¢.ad o.mn end szHaemmmo and a4 ado Tom Eu NB.- PHH mm 392. «.0 m.o ~.H e .naoo none: can coon o.o m.m o.m HH aaaom o.m m.m w.n 0H caspaseapaom o.o m.o o.o m hnnueaom Each o.o ¢.m m.n 0H noose sham unonHom BzheadHI.o¢ mumda 100 Per cent of Operations 0 100 Per cent of Operations 0 100 Per cent of Operations 0 100 Per cent of Operations 0 100 Per cent of Operations 0 Be Aware of 287 Understand How Perform gggggfiiggs Operations Are the by Farmers Performed Operations 54.4 4,. 3.2a; a 7.9% 4.5“, Animal Sciences _> 4911. r2; .1 ' ‘ a 710.9 . . I H 32"; g Agricultural Economics 75.5 by @510 v. i ' ' " 51.1 Agricultural Engineering 55.0 “. * 32.3 . ’f 14.5 Plant Sciences h‘__ 5115 “’5"- ' .7 mm W ) ‘ . , d ‘ " ’ é;1‘.: 17 .7 - .- 1 All Areas FIGURE 9.4Knowledge of farming needed by Agricultural Engineer 288 the Plant Sciences area at 14.5 per cent. The overall percentage of operations workers in these jobs need to perform was 17.7 per cent. I As suggested by the range in scores, jobs in this Occupation varied widely with regard to the need for a knowledge of farming. One employer of Agricultural Engi- neers in industry felt strongly that the Agricultural Engineers employed by his company, since they contact farmers, need to recognize and even to understand all_ the things the farmers do in any enterprise in order to win rapport with the farmers. One person engaged in training Agricultural Engineers said that if they do not know how to do most of the operations on the list, especially in Agricultural Engineering and Plant Sciences, when they enter the training program, they must learn them during the training program. On the other hand, one, an employer in industry, regarded the Agricultural Engi- neer as a highly trained technician who does not need broad experience in farming but who should be generally familiar with the field and capable of expressing creativity in solving farm problems. Salesman, Nursery Products. The Job Of the Salesman, Nursery Products is described in the Dictionary of Occupational Titles as, "Sells nursery products, such as flowers, plants, trees, and shrubbery, performing . 289 duties as described under SALESMAN, WHOLESALE."21 The Job of the Salesman, Wholesale, a classifica- tion title, is described as; Calls on prospective buyers in the retail market, or on industrial consumers, and solicits orders for mer- chandise, the selling of which requires no professional or technical knowledge, but may require a trade know- ledge based On familiarity with the product sold: Attempts to interest prospective purchasers by showing sample articles or displaying a catalog. Points out the salable features, merchandise value, durability, economy, or other merits of the product. Quotes prices and credit terms. Tries to complete sales with hesitant purchasers by offering reductions, giving information regarding contemplated price rises, or Obtaining the good will of the purchaser, frequently by entertaining him. Takes orders, forwarding them to home office. Makes periodic reports of business transactions, keeps expense accounts, studies trade periodicals, and keeps informed Of price changes and other marketing conditions. Attends sales conferences and other meetings to ex- change eales information. Usually Operates within a restricted territory, making periodic calls on customers. May arrange window displays or advertising signs in desirable locationsICWINDOW TRIMMER]. lay collect payments for products sold. May estimate cost of installing industrial equipment] MANUFACTURERS' AGENT]. Classifications are established according to the product sold, as SALESMAN, BUILDING AND CONSTRUS- TION EQUIPMENT AND SUPPLIES; sanssmsn, FOODSTUFFS. 2. 5 The interviewees contacted reported that workers on this occupation work within this description generally but in addition many of them.are called upon.for advice and counsel on selecting varieties, on plans for using plant materials, and on production and maintenance prac- tices. Good will is promoted through this kind of service 21W. 22.2.1.2 p. 112:. 22Ibid., p. 1155. szrackets in the description were in the original. 290 to prospective customers, rather than by entertaining them. Eleven schedules were completed for this occupation; nine of the interviews concerned Jobs in the ornamental nursery field, and two were concerned exclusively with the Job Of selling fruit-tree planting stock. The Jobs on which interviews were made were distributed among seven cities in Michigan. Two of the interviewees were owners or managers, one was a nursery inspector who works closely with.wholesale nurseries and salesmen, and eight held a position as Salesman, Nursery Products for a nursery or were self-employed in this Job. The weighted scores ranged from a low of 24 to a high of 228 with a mean of 142.4 and a standard devia- tion Of 65.2. _ With respect to the amount of time spent on the Job, this occupation is more like those in Groups III and IV than like the others in Group II or those in Group I. The Salesman, Nursery Products is the only occupation in Groups I or II where employment was frequently on a basis other than year-round. While six of the workers were employed year-round, five were employed seasonally. Five of the JObs for which schedules were completed Offered full-time employment while the other six ranged from most of the time and half-time (one each) to two each who were employed under the "sometimes" or ”other" cats- gories. For some of these workers the employer provided 291 work under a different assignment for the balance of the worker's time. This occupation varied also from the others in Groups I and II in that more than half (six) of the respondents regarded having been raised on a farm as ”immaterial" for success on the Job. Four felt this background to be "desirable," while one regarded it as "essential." 0n the other hand, nine regarded training in agri- culture as fidesirable" and eight considered practical farm experience as “desirable." The other interviewees in each case regarded these qualifications as ”immaterial." In their Judgment of the similarity of Jobs within the occupation, one interviewee responded "same”; four, "similar"; five, "different”; and one, “much different." One respondent felt that the workers perform a great many different tasks or Operations; four responded “many," and six "some," to this item. The Salesman, Nursery Products, was reported to need on the average some knowledge of 62.2, or 40.4 per cent, of the 154 operations on the list (Table 47, Figure 10). The average weighted score for the Operations checked was 2.5, with the Animal Sciences area averaging 1.0 indicating that in no case did interviewees regard it as .important for workers to have any higher level Of knowledge in this area than to recognize the Operations checked as things that are done by farmers. 292 n Missounom.+ m K Udsamnepnp + H N no cases one o.o «.meH «.me .n.en 6.2 n.mH «ma szHanH o.o» m.mm «.mH o.o» emH mZOHedmmmo AH< 24 new 2.2 m.m mé m6“ mm. .292. ¢.H o.o v.0 e .me0 aces: use noon n.o 0.0 n.» HH nHHom H.o 0.0 0.» pH easpHsOHeaom 0.0 0.0 0.0 o hapnoaoh_sasm o.o ¢.H o.m 0H cacao sash . mmozmHom BZde o.H o.om 0.3 manual Muumll mhbl mm. H4909 o.o o.o o.H NH macs noon sham o.o o.o o.o m nOHasOHanaoeHm Heasm H.o o.o m.H w .pmm none: can Haom on o.o 9m a .28 use .nmgm seem o.o H6 men n .53.. e8. assoc seem mZHMMMZHmzm Hembaqbonwd m.H m.b o.o v.0 o.o o.n HH monozo m AdmpBHDonmd o.m 06m H.mv E MPH. o.oH Hm. Agog. - o.o o.o n.H « elom o.o lo o.o a ocean 00H NOH HOH Q h-Huflgom m.¢ o.o H.H r haHsn 0.0 m.m n.> mm Housman mmozmHom H¢sz< emancsd Hence Ucoeez no send aH udOHpsmcno EHOMHON womanhounp ehskd em mnOHusncno wand seaoom Hence no Manson cepanos .ou nooez sumac: nnOHpeaono nuHsom cHHpom .dsHasdHaoaeb hp cocoon wadaasu no owneHsonm no oeuoaHu no eeIetheaaHu.m¢ Hands 100 Per cent Of Operations . 100 Per cent of Operations 0 100 Per cent of Operations 0 100 Per cent of Operations 0 100 Per cent of Operations 0 Be Aware of Understand How 299 Perform ggggzgéggs Operations Are the by Farmers Performed Operations 78.0 ”‘ 51.3 "' no.2. Animal Sciences 504.9 . -14” . - 221 .. Agricultural Economics 56.1 - f... ’¥4L$i:--r 1:9 Agricultural Engineering 29.6 Plant Sciences 49.6 All Areas FIGURE ll.-Know1edge of farming needed by Veterinarian, Public Health 500 cultural Economics, the workers need on the average to be aware of 50.0 per cent, understand 14.5 per cent, and perform 6.4 per cent of the operations. The comparable figures in Agricultural Engineering were 56.1, 14.4, and 7.5 per cent while those in Plant Sciences were lowest of all with 29.6 per cent at the awareness level, 9.2 per cent at the understanding level, and 4.9 per cent at the per- formance level. Several interviewees stressed the importance for this Job Of possessing human relations skills such as the ability to meet people, to consult with them, and to persuade them.to have a favorable attitude toward public health work. 1 The workers in the occupation Veterinarian, Public Health were reported to need an interest in working with people as well as with animals. Employers expected them to be aware of at least half Of the operations performed by farmers, and to understand how at least one-fourth of these Operations are done. They were expected actually to perform about fifteen per cent of the operations listed. Veterinary Parasitologist. The Occupation of Veterinary Parasitologist is described by the Dictionary of Occupational Titles as, "Specializes in study and control of animal parasites that attack domestic animals and poultry. May specialize in study of parasites affect- 501 ing one variety of animal, such as cows, hogs, or fowl,”25 and "Specializes in morphology, ecology, pathognomy, and control of animal parasites."26 Only four schedules were completed for this occupa- tion since the investigator was able to locate only four people in Michigan who met the requirements for interviewees. One of these was in charge of the Veterinary Medical Department for a drug company and three were located at Michigan State University in the College Of Veterinary Medicine. It was discovered that although all veterinarians receive some training in parasitology and most of them have some contact with parasitology in their practice, few devote a large enough portion of their time to para- sitology to regard themselves as being engaged in this specialty. The four schedules completed showed weighted scores ranging from.92 to 195 with a mean of 156.5 and a standard deviation of 45.9. All of the Jobs considered were year-round with three requiring the full-time and one, most of the time Of the worker. Having been raised on a farm was regarded as I'desirable" for three and “immaterial" for one Of the 2§pg§initiona of Titles. Op. cit., p. 945. 26Dictionar of Occu atio a co. Supplement 1: Mo. p. 19 - 502 jobs, with training in agriculture "desirable" for one and 'immaterial" for three of the jobs. Practical farm experience was regarded as ”desirable" for two and “imma- terial" for two of the jobs in the Opinion of the inter- viewees. In rating the Jobs on similarity, two of the inter- viewees regarded the different jobs within the occupation as "similar" while two regarded them as "much different.” In variety of tasks performed, two interviewees felt that the worker performed "a great many" and two "many" differ- ent tasks or Operations. NOtwithstanding the fact that the need for agricul- tural training and farm.experience was rated low by this very small sample of interviewees, they still considered that the workers needed some knowledge, on the average, of 80.8 of the 154 operations listed. At least one of the operations in every area was checked and the only sub-sections with no checks at all were Farm.Forestry and Land and Water Conservation (Table 49). The average score on the items checked in the various areas was 1.5 in Agricultural Economics, 1.5 in Plant Sciences, 1.6 in Agricultural Engineering, and 1.8 in Animal Sciences with an overall average of 1.7. The knowledge of farming required for this occupa- tion compared c10ee1y with that needed by the Veterinarian, Public Health. The interviewees for the occupation of 505 n H Enonnom + m H moopnnopnp + H N no snake ems s.n n.onn 0.0m 0.2m o.o 5.04 one mzonaammmo one n.n 4.2m s.nH m.m r.m o.on .mm mason , 0.0 0.0 0.0 e ..200 none: 02. earn n.H N.H o.o HH unnom 0.0 0.0 o.o 0H unreasonenom 0.0 0.0 0.0 o napnonom_snsm n.n n.H 0.r on .2020 seam maczmnom azaqm e; 2.8 23 En ad m6 mm. 3309 n.m 220 0.2 an atom donn_s2sa 0.0 0.0 n.m n nonpaonnnneooem Hausa 0.0 2.0 n.H 2 .2w: posts 02. Anon m.H n.n n.0 0 .2200 02. .nwenm.aasa 0.0 0.0 2.0 0 .225: on. no-om_sasm eznmmmznezm namnaoponmea n.H n.» n.m 0.0 0.0 n.H an monaozoom aambnaponmea m.a H.0m 5.04 0.nH m.m n.rm Hm. nance , o.o «.0 n H e odnun 0.5 0.0 2.0 0 ocean r.» 0.0 s.n 0 anansom n.H o.o 0.2 r mango 0.0 o.o o.o mm astound meozmnon asst< ewsnobd Hence 0 o no 1 nanmnnmno Shannon ndspnnocdb ended em mommnwnwmo send oonoom Hopes no acnanz weanwnca .0» eceez momma; uaonudaeoo H) I DII umeOHouHm Isnom hnodHnOpo> hp demoed mnHEnon no ewUOHkonx no nonwavao oolenbhepaHI.mw mumda 504 Veterinary Parasitologist, however, rated the Animal Sciences even higher. They reported the need for an awareness Of 89.4 per cent of the operations as compared to 78.0 per cent needed by the Veterinarian, Public Health. They rated the understanding of how operations are performed lower, 58.5 per cent to 51.5 per cent, and those which the worker should be able to perform about the same, 51.5 per cent to 50.0 per cent (Figure 12). The Veterinary Parasitologist was regarded by the interviewees as needing a lower knowledge of Agricul- tural Economics than the Veterinarian, Public Health. Interviewees did not indicate any operations in this area that the worker would need to perform. They rated 7.5 per cent of the operations in this area at the under- standing level and 20.9 per cent at the awareness level. The pattern in the Agricultural Engineering and Plant Sciences areas was practically the same as for the Veterinarian, Public Health. All workers in the occupation Of Veterinary Parasitologist, as reported by the persons contacted in.this study, were engaged in research, with one also assigned to some teaching responsibilities. Contacts with several likely employers showed that even though they do not at present employ a Veterinary Parasitologist, they have such openings available. 100 Per cent of Operations 0 100 Per cent of Operations 0 100 Per cent Of Operations O 100 Per cent of Operations 0 100 Per cent of Operations 0 Be Aware of 305 Understand How Perform ggggggiggs Operations Are the by Farmers Performed Operations ~ 89.4_" ’ 38°5 51.5 Animal Sciences 20,9 . , ‘ A 7.13 0.0 Agricultural Economics 40.5 - .2 16.1 9 l7 .4 . O .. Agricultural Engineering 29.8 “ " ; 1000 Plant Sciences A 52.5 is W" ‘ ~ .1 A ’ ~ 4—2141 14 9 w -..‘ . . u"'r—'-—"“——”—Ii' All Areas ' FIGURE 12.-Knowledge of farming needed by veterinary Parasitologist 506 Research WOrker, Crops and Soils. According to the interviewees, the Research.Worker, Crops and Soils conducts practical and fundamental research in crops and soils; conducts field and laboratory experiments; Often works independently with little or no direction or super- vision from others, may direct and supervise one or more Itechnicians and assistants; may specialize in a particular segment of the field such as forages, genetics, soil physics, plant physiology, soil genesis, or weed control. All ten interviews for the occupation were taken in East Lansing with persons located at Michigan State University. Five of these were in the Soil Science Depart- ment, four in the Farm.CrOps Department, and one worked in Crop Research.for the United States Department of Agri- culture, but was located at Michigan State University. The scores on the jObs in this occupation were found to range from 59 to 215 with.a mean of 125.4 and a standard deviation of 57.4. As might be expected, this occupation, when compared to the more general occupation, Research worker, Agricultural, was a more precise occupa- tion as measured by the narrower range between the highest and lowest scores, 156 to 297, and the smaller standard deviation, 57.4 to 90.6. All ten of the Jobs.for which interviews were completed Offered year-round employment, but only four consumed the full time Of the worker. Three occupied 507 the worker half time and three were classified as "other.” Having been raised on a farm.was regarded as "desirable" by nine and "immaterial" by one of the respond- ents while training in agriculture was "essential” for three, "desirable” for five, and ”immaterial" for two Of the Jobs, in the Opinion of the interviewees. Practical farm.experience was considered "desir- able" for eight and "immaterial” for two of the jdbs. There was little similarity among the jobs in this Occupation in the opinion of the interviewees. One re- garded the different Jobs as "similar,' while six regarded them.as ”different" and three as "much different.“ In the variety Of tasks performed by the worker, two of the jobs were reported to involve "a great many," eight "many," and three "some," different tasks or Operations. The jObs in this occupation required on the average some knowledge of 58.4 of the 154 operations on the list. The average weighted score on the operations checked was 2.1, indicating a knowledge level a little higher than that of understanding how the operation is performed. Among the different areas, the average score was 1.5 in the Animal Sciences and Agricultural Economics areas, 2.5 in the Agricultural Engineering area, and 2.5 in the Plant Sciences area (Table 50). The workers in this occupation on the average performed 17.8 per cent Of all the operations on the list. 508 n N anonnom + m N poonnnoonp e H N no cnmrs.emw H.m o.omH o.on o.om «.mH m.mH ooH nzcnaammmo one n.m H.mm m.mn mnnm. m.m .5 mm. mason 0.0 H.H 0.0 o .osoo noon; on. open o.r 2.0 o.o HH unnom m.m 0.H m.m 0H onsoHoonoaom 0.0 H.H o.o o naeoooom soon o.o e.m H.H pH cacao anon nmozmnom azaqm o.o 5.5m 0.0a ”.2 o.o r.m mm. mason - o.o o.o o.o ma ago; doom shoe m.0 0.0 H.0 m donooonnnnoooam House H.H m.H o.o o .oms noose ooo anon 0.0 o.o 0.0 o .sooo on. .omo m anon m.H o.o 0.0 o .aooz on. norom soon oszmmznozm dampnqbonmoa n.H. 0.2 o.o 0.0 0.H m.m HH monaozoom namnnnbonmoo a; 0.3 0.0a El hum... o.o Wm. niece 0.0 0.0 o.o « odnpm 0.0 o.o n.a o dooom 0.0 0.0 m.H o naonoom 0.0 o.o H.H o nanoo o.o n.H a.» mm Honodew mmozmnom oasnzd owsnc>< Hdpoa ecmccz no send an nGOHpmncno Snonfiom nconmnoonb onoe< em udOHpoaomo send oonoom Hence no nonapz pepnwnca ”on neocz noxnoa.naonponend HI (I uHHom use nacho anomaos nonseuem hp cocoon onEasn no emoeHBoax no eonoaHune autonomoudHu.on mnmda 509 In the Plant Sciences area the proportion at this level was 40.6 per cent, in the Agricultural Engineering area 15.0 per cent and in the Animal Sciences .9 per cent with none of the Agricultural Economics operations required at this level (Figure 15). .An understanding of how the Operations are performed was needed, on the average, for 25.7 per cent of the operations with 52.5 per cent of those in Plant Sciences, 82.8 per cent in Agricultural Engineering, 9.1 per cent in Agricultural Economics, and 4.8 per cent in Animal Sciences, needed at this level. An awareness of the operations that are performed by farmers was needed, in the opinion of the interviewees, for 57.9 per cent of the operations in the total list. In Plant Sciences 61.9 per cent were needed, while in Agricultural Engineering 50.5 per cent, in Agricultural Economics 54.6 per cent, and in Animal Sciences 20.2 per cent were needed at this level. Here than half of all the operations Of which some knowledge was needed were in the Plant Sciences area, with.three-fourths of all the farming operations the workers needed to perform being in this area. A very minimum.of work was performed in the Animal Sciences or Agricultural Economics areas. The variation among the jobs is shown by the fact that the highest knowledge score on a single Job in this occupation was more than three times the 310 Be Aware of Understand How Perform gigggfiéggs Operations Are the by Farmers Performed Operations 100 Per cent of Operations 20.2 0 raw . I": 4'8 L. 0.9 . Animal Sciences 100 Per cent of Operations _, 34-6 ”‘5’, ‘ ' g1? .941 A O I“,\,.di 0.0 Agricultural Economics 100 Per cent of Operations 50.5 8 '5" " (”{2‘1 ' " ‘. . ‘..--~ .- —‘: 0 Agricultural Engineering 100 61.9 Per cent of ' 52'5 4 Operations ; 2 -~- .’~—————94§—————- H: I F' 0 .. . .. - Plant Sciences 100 Per cent of Operations r 37.9 25 7 TT' .5 ” .912 _ F: ' - _ [ . '. _ ~ . m 0 " (h All Areas FIGURE 15.-Knowledge of farming needed by Research Worker, CrOps and Soils 311 lowest score. In general, the lower the score the more specialized the job, with several of the jobs considered requiring a great interest in and knowledge of sciences such as chemistry, physics, genetics, or biology. One interviewee who had a bachelors degree in animal husbandry, a masters degree in bio-chemistry, and a doctors degree in soil physics and chemistry felt that most of the things in farming that he needed could be picked up on the job and that his job was more scientific than agricultural. On the other hand another interviewee who conducted much of his research on the applied level on farms felt a great need for some knowledge of all phases of farming. I In general it was the opinion of the respondents that although the more knowledge of farming one possessed for this job, the better, it was entirely possible for persons without this knowledge to find an important place in the very specialized and fundamental technical branches of this occupation. Salesperson, General Hardware,_Rural Community. The job of the Salesperson, General Hardware, is described in the Dictionary of Occupational Titles as follows: floor clerk, hardware. Displays and sells articles of hardware and advises customers concerning their quality and uses, performing duties as described under SALESPERSON, and, in addition, cuts wire with heavy snips and glass with.glass cutter to size desired by customer. Informs customer of best paint to use 312 for particular purposes, the best methods of mixing it, and quantity needed to cover a given area. The Salesperson, as referred to in the above description, is described as: Displays, explains, and sells merchandise to customers on sales floor: Ascertains make, type, size, or design, and quantity of merchandise ordered by customer and approximate price customer is willing to pay. Displays merchandise and assists customer to make a selection by suggestions and explanations. Emphasizes the chief selling point of the article, such as its quality, style, durability, popularity, utility, taste, appearance, freshness, or price. May tell or show the customer how to use the article. writes out sales slip or fills out a sales contract for the cus- tomer's signature (in some establishments no sales slip is used for cash sales). Receives payment or secures credit authorization, and gives wrapped arti- cles to customer or arranges for its delivery. Cares for stock on sales floor, placing new merchandise on shelves, racks, or stands, keeping stock orderly and dusted during the day, requisitioning replacements from.etockroom.as necessary or informing BUYER II or department head of shortages as they occur, and covering stock or removing it from counter at night. writes out accommodation slip when customer returns merchandise for alteration or repair, indicating disposition of the merchandise. Takes periodic inven- tories of stock. Classifications are established according to product sold, as SALESPERSON, BOOKS; SALESPERSON, GARDEN SUPPLIES; SALESPERSON, JEWELRY.23 The occupation of "salesperson“ is distinguished from that of the 'salesclerk,‘ in that the 'salesclerk' merely handles money, collecting for items selected by the customer; and from.the "salesman" who spends most of his time outside the establishment contacting customers. In the rural community, the worker in this occu- ”Definitions of Titles, op. cit., p. 1157. 231b1d., p. 1155. ,5 313 pation was found also to do some appliance and motor repairing and installation of appliances. Ten schedules were completed for this occupation. All the interviewees were owner-operators of general hardware stores in rural communities with departments of vocational agriculture in the high school. Eight different cities or towns were represented,*with.popu~ lations ranging from 499 to 4801 according to the 1950 census. Seven of the interviews were made in cities and towns of under 2500 population. The scores on jobs in this occupation ranged from 9 to 526. The mean of the scores was 110.7 and the standard deviation, 87.7. This was the widest range and second largest standard deviation of any occupation studied. All the employers interviewed indicated that the workers On this Job were employed year-round. Nine of the jobs offered full-time, and one part-time, employment. One of the interviewees said that having been raised on a farm.was essential for the job, while six regarded this as "desirable" and three as "immaterial." Two regarded training in agriculture as "essential," six as "desirable," and two as "immaterial.“ While one inter- viewee regarded practical farm.experience as "essential," five regarded it as ”desirable" and four as "immaterial." In the interviewees' opinions of the similarity of jobs 314 within the occupation, one felt that they were the ”same," eight considered them."different,” and one did not respond. Five interviewees felt that "a great many” different tasks ' or operations were performed while three felt that "many" were performed and two that "some" were performed by the worker on the Job. With such a wide range of scores in this occupa- tion, the average of the scores must be regarded with caution. Nevertheless the averages are reported here to show the relationship of this occupation to others in the group. In all, a knowledge of an average of 55.9 of the 154 operations was regarded as needed by the workers. The average weighted score on the items checked was 2.0, with the Agricultural Economics and Animal Sciences areas averaging 2.0, the Agricultural Engineering area 2.1, and the Plant Sciences area 1.8 (Table 51). On the average, an awareness of 56.5 per cent of all the operations on the list was regarded as needed by the workers in this occupation (Figure 14). For the various areas, this level was needed for 69.4 per cent of the Agricultural Engineering, 30.0 per cent of the Animal Sciences, 25.7 per cent of the Plant Sciences, and 10.0 per cent of the Agricultural Economics operations. The level of understanding how operations are performed was needed for 27.3 per cent of all the operations. In the various areas the percentage needed was 54.2 in Agri- 315 n N aaounem + m N unspuaouap + H N no cause ems o.m >.oae m.mn >.ma «.mm m.nH «we szHaemmmo one m4 04m. 93 PHI Nrml mhwl mm. egos . o.o o.o H.o e .esoo nope: one used o.o H.H o.o HH mason o.o n.m m.m on onspHsofiunom 0.0 0.0 010 o hammonom Bash o.o o.o o.~ ea noose sass mmozmHom azaqm H.m s.mn o.om m.m mnHH. o.o mm. gases m.m e.e m.H NH smog mono sass o.m H.« e.o m soaeaoauassooflm Hessm «.0 e.o «.0 e .pms sous; ens Haom n.m m.m s.a e .ssoo use .emefim sass >.o m.m m.H o .aso: es. pesos sass eszmmzHezm membegpones o.m n.m H.H H.o o.H o.o HH moeaozoom masseupones o.m s.en m.oa e.» m.m H.e Hm. nance o.o >.o o.o e uses» H.o m.H e.o a noose n.o m.H m.o o assayed v.0 a.” H.H a sense m.H m.n «.m. an essence . mmozmHom nasts omsaobd Hapoa cocooz no seam ma mooapmaono Sponsom ossuunopmp ahead om ndoapmnomo send menoom Hopoa no nopaoz counwaoa «on umooz gamma: uncapmaono ‘H 'l‘lllv hpumdaaoo Hanan .enswonmm Honodoc .douaoneoasm he cocoon mafiaasu no owooawomx no noasaupno cowoabhouan.Hm mqmde 316 Be Aware of Understand How Perform erations ggrformed Operations Are the by Farmers Performed Operations 100 ‘ Per cent of operations r v 50.0 b_—___221&——____ O t 3+ ' 615 Animal Sciences 100 Per cent of Operations 10.0 10.0 0 52 .Tnggzxjwffi -., 3 '6’ . ' “I was 099 Agricultural Economics 100 69.4 ~ Per cent of "fiwfi;_rw. .. ". 54‘2 Operations *i- ‘ ‘ ' ‘ . . - . . _22a8 as 11. ’“' ~‘k ’zfirff\y“‘.x*aa 0 .g _. ,. Agricultural Engineering 100 Per cent of Operations 25‘? $.,.;_n _ _-‘ ggy 17.7 _ 0 2, .»us‘. w»»t; - ya . - g 1.9 Plant Sciences 100 Per cent of 56.5 Operations 'a , a ‘_; ff _ 27,3 ".3" "‘ 2". ".1; 3"" .j'_fl"~_‘-..;_ , ‘ ”9&1 ,- 8.2 0 All Areas FIGURE 14.-Knowledge of farming needed by Salesperson, -General Hardware, Rural Community 517 cultural Engineering, 22.4 in Animal Sciences, 17.7 in Plant Sciences, and 10.0 in Agricultural Economics. Rela- tively few of the operations were required on the level of ability to perform. In Agricultural Engineering, 22.8 per cent were needed at this level with 6.5 per cent of the Animal Sciences, 1.9 per cent of the Plant Sciences, and .9 per cent of the Agricultural Economics operations also being regarded as needed at the ability level. On the overall list 8.2 per cent of the operations were needed at the performance level. This Occupation varied so widely depending on the store and on the assignment that the prospective employee would likely learn.more about the work by looking at the specific job than at the occupation in general. For example, one employer said having been raised on a farm, having training in agriculture, and having practical farm experience were all immaterial for success on the job. The Job score for this interview was 9. Another regarded all three of these as ”essential" and scored the Job in his establishment at 526. As can be seen, even though this occupation as studied fits into Group II statistically, it would be hazardous to regard all jobs in this occupation in the same light. Possibly further study would make possible a more precise definition of the occupation, so it would mmet more precisely the criteria for an occupation. 518 yggg;Plant Operator. The occupation of Milk Plant Operator was identified as being the same as Milk Plant Manager, which involves the administrative charge of all the activities of the milk plant including processing the products, establishing credit, negotiating loans, and maintaining good relations with the public. The Milk Plant Operator is the immediate supervisor of the Plant Superintendent who sees that raw products are secured, manufactured, and made ready for loading out, as well as of other workers who have charge of other segments of the entire business. Depending on the size of the plant, the person on the Job of Plant Operator or Manager may perform other functions such as those of the Plant Superintendent, Credit Manager, or Purchasing Agent. Ten schedules were completed for this occupation, representing Jobs in six different cities in Michigan. The weighted scores ranged from 50 to 220 with a mean of 106.9 and a standard deviation of 64.6. All of the interviewees reported this occupation to require the full time of the worker on a year-round basis. Five interviewees regarded it "desirable" for the worker on this 16b to have been raised on a farmnwhile one regarded this as "essential" and four as "immaterial.” Exactly the same distribution was found in the responses of the interviewees to the question on the need for 519 practical farm experience. Two interviewees regarded training in agriculture as "essential" while five felt this training was ”desirable” and three, "immaterial." One respondent who regarded being raised on a farm, training in agriculture, and practical farm.experience as immaterial for this job was himself raised on a farm. nevertheless the interview schedule scored his job at 156, well above average for the occupation. He felt however, that his job was more administrative than agri- cultural and that a person who had talent for working with people could ”pick-up" what he needed to know about farms ing. He checked only one of the operations on the list at the ability level and seventeen at the understanding f level. 0n.the other hand, one respondent regarded training in agriculture, havingbeen raised on a farm, and practical farm.experience as “desirable." This respondent checked nine of the operations at the ability level and ninety at the understanding level. The total score on his schedule was 220. This respondent said that the Milk Plant Manager "makes decisions affecting relationships with the farmer, and if he is to be very good he must understand the farmer’s techniques, problems, and jobs." Two of the respondents regarded the different Jabs within this title as being the "same,” two as ”similar,” and four as "different." Two did not respond to this item. In the variety of tasks performed, four respondents felt that the worker performed ”a great many," and six, ”many," 520 different tasks or operations. Workers in this occupation were found to need on the average some knowledge of 69.2 (44.9 per cent) of the 154 operations (Table 52, Figure 15). The level of know- ledge needed on the average was considerably below the understanding level with an average weighted score of 1.5 on the operations checked. This score was lowest in the Plant Sciences operations at 1.2 and highest in the Agricultural Economics area at 1.8. The Agricultural Engineering and Animal Sciences areas scored 1.6 on the average. There was little need, according to the interviewees, for the Milk Plant Operator to perform.many of the opera- tions performed by farmers. An average of only 6.0 per cent of the operations was checked at this level, with the greatest need being in the Agricultural Economics area with 12.7 per cent and the least in the Plant Sciences at .8 per cent. On the understanding level, 55.6 per cent of the Agricultural Economics operations were needed with 25.4 per cent of the Animal Sciences, 22.5 per cent of the Agricultural Engineering, and 5.7 per cent of the Plant Sciences operationsbeing checked at this level. The over-all average was 18.5 per cent. These workers needed to be aware of the operations performed by farmers for slightly over fifty per cent of 321 n H ahouaom + m N naepmaenflp + H N no oasis ems e.H m.eoa m.ee m.a n.aa e.oe end moneemmmo and m.H n.aa H.0H w.p m.e Hnmw .mm naeoe o.o e.o w.a e .esoo sous: es. ease o.o v.0 a.» He mason o.o o.o m.m we osspasoepsom o.o o.o o.a e anemones spam «.0 m.a e.e ea .doso.ssss , . 2 meozmHom Essen e.H H.oe o.oa o.» H.» m.pH .mm asses m.H o.o 9.» NH xsoz.nosm sass o.o o.H m.H m soaaeoaaasaooam Hesse H.o «.o H.H e .aws noes; es. Haom o.o e.H o.o a .ssoe use .umeampsnaa H.o o.H m.H e .asos es. sosom_ssam eszmmzHezm membenpones m.a m.HH H.e e.H e.m e.m He moe20200m dampeqpeemes e4 22. o.o... WWI Rel E B n32. o.o o.o o.o e ocean o.o o.o m.” e noose H.o n.o o.o o essence H.m m.n o.o a human ~.m m.m o.oa on espouse mmezmHom nesezs owmno>4 Hopes o so no 0 Il.mstmmammo anouaom unmanneump charm om onwammawmo send monoom Hence no nogapz oopnmfioa no» noooz nomno;_md0Humnomo Aoasaomo ocean Maga_hn canoes wdaahsh no owocHIOdM ho nousauuno oossnbhoanu.mo mnmda Be Aware of Understand How Perform Operations Operations Are the Performed Performed Operations by Farmers ‘ 100 Per cent of 51.9 Operations 1: ',¥%76" “ 25.4 0 ’ “ . ' ”-a ' :.- Animal Sciences 100 Per cent of 55*§* Operations 3 33-9 . 1 , . fife mtg: 12.7' Agricultural Economics 100 ‘ Per cent of . 52.8 Operations «7 5 . .. 22.5 i Agricultural Engineering 100 Per cent of Operations 50.4 ' t ' . 5 '7 E O . a.- ”5:11": 1- . AAA 0 . Plant Sciences 100 Per cent of 44.9 Operations ~ ' ; '7" "- 5,;- 1‘ 4:. .f 6.0 0 .l. A, All Areas FIGURE 15.-Knowledge of farming needed by Milk Plant Operator 525 the Agricultural Economics, Agricultural Engineering, and Animal Sciences operations, and 50.4 per cent of the Plant Sciences operations. These workers did not need, on the average, to be prepared to perform a great number of the operations performed by farmers, according to the respondents inter- viewed. It should be recognized too that the Job varied considerably from.plant to plant depending apparently I on the size of the plant and the scope of the operation. Group III Agricultural Occupations The Agricultural Occupations in Group III as defined in this study were Farm Custom Service Operator, Seeding and Fertilizing; Tractor Operator, Farm; Account- ant, Farmer Cooperative; Lumber Yard worker; and.laborer, Hatchery. It appeared that the scores for the Group III occupations were lower than.those in Groups I and II largely because of the specialized or seasonal nature of the work, which may have required a high degree of knowledge of some operations but not such a broad know- ledge of the whole job of farming as was the case with many of the occupations in Groups I and II. There was little agreement between the Jury ranking for this group of occupations and the ranking developed in the present study. The Jury scores ranged from fifteen 524 "yes" responses on need for a knowledge of farming for two occupations in the group to no "yes" responses for another occupation in the group (Table 55)." This discrepancy, TABLE 55.-Jury responses on Group III occupations Knowledge of farming needed? Occupational Title Yes No Can not decide Farm Custom Service Operator, Seeding and Fertilizing 15 O O Tractor Operator, Farm. 15 O 0 Accountant, Farmer Cooperative 7 8 O Lumber Yard Worker 0 14 l Iaborer, Hatchery 7 8 0 as pointed out earlier, may be the result of the difference in the basis for grouping, since whether or not the worker on the job needs some knowledge of farming, and the degree or amount of knowledge required on the Job, may result in.different rank orders. Two of these occupations, Farm.Custom.Service Operator, Seeding and Fertilizing and Tractor Operator, Farm were essentially on-the-farm.occupations, while the workers in two, Accountant, Farmer Cooperative and Laborer, Hatchery, were seldom.if ever on the farm. In the fifth, Lumber'Yard Worker, there was some contact with farmers on the farm in delivering building materials and supplies. 525 Farm.Custom Service OperatorLASeeginggand Ferti- lizigg. The worker in the occupation, Farm Custom Service Operator, Seeding and Fertilizing, as defined by the interviewees, applies fertilizer materials or seed, opera- ting the necessary equipment, either truck, tractor, or airplane with seeding or fertilizer spreading devices attached; may act as salesman, taking orders for services; may make recommendations on amounts and grades of materials to use basing decisions on suitable tests; may prepare bill and collect for services; may be self-employed or may operate equipment for and be under the direction of another person. Eleven interviews were completed for this occupa- tion. These represented jobs in ten different communities and ranged from a very specialized airplane-application operator to the manager of a business establishment called Plant Food Services, Inc. The scores ranged from 15 for the airplane application worker to 245 for the Plant Food Services manager, again reflecting the difference in scores depending on the variety of tasks performed by the worker. The mean of the scores was 95.2 and the standard deviation, 60.5. Ten of the workers considered by the interviewees were seasonal workers while one was employed year-round. For only two of the jobs was the worker employed full-time even during the season he worked. It was quite typical 526 for workers in this occupation to hold another Job which occupied half or more of their time (Table 50). Two interviewees regarded having been raised on a farm.as "essential" for success on the job while seven regarded it as "desirable" and two as "immaterial." The same distribution was found in the interviewee responses on the need for training in agriculture. Farm.axperience was more likely to be essential for these workers, being so regarded by four respondents, while five regarded this kind of experience as being ”desirable" and two as "immaterial." The nine interviewees who responded to the ques- tion on similarity of jobs within the occupation divided evenly among "same,” "similar," and ”different" as repre- senting. their Judgment of this characteristic cf the job. The specialized nature of the majority of the Jobs in this occupation was reflected by the fact that four of the eleven workers were regarded as performing “few" different tasks or operations. Two respondents selected ”some," three 'many," and two "a great many" as best representing the number of tasks performed on the Job being considered. Workers on Jabs in this occupation were Judged to need on the average some knowledge of 45.7 of the 154 operations on the list (Table 54). The average weighted score for the operations checked was 2.0 with this score found to be 2.5 for the Plant Sciences operations and 327 n N_aaonnem + m N nasannonnp + H N no casts ems o.m m.no >.me o.oH c.nH o.nH emH mzonesmmmo one n.m o.oc r.Hm . m. .m .c mason Mawl Mnmh meal ml .38 sores ea. 23 a.» a.» o.o HH canon v.0 o.o H.o eH oaspHscnpscm H.o o.o o.o o assesses spam m.» m.» 0.0 oH noose spam muozmnow ezqqm H.m e.en «.mH mnm|_ o.m m.m .mm meson c.m H.H m H «H sacs scam sass o.o o.o o.H a senescennsccon Hesse e.o o.o r.o v .sma sous: es. Haas o.o o.o c.H c .asoe es. .aweam seam a.» o.o o.o o .ano: es. scram spam eszmmzHezm membempoemcs e.H o.o o.e o.o o.o e.m HH monaozoomnqempemponmed H.H o.o m.v «.0 H.» m.w mm. nance . o.o o.o «.0 e . asap» 0.0 0.0 m.o a Assam o.o o.o o.o o hacHscm o.o o.o o.o r hangs «.0 H.o n.m mm Housman muozmnom neaHz< owsno>< Hence 0 so no 0 sdewskm o anonnom unspnnounp afield om udMHnuwwmo send deacon Hausa no nonaoz counmnos no» uneez noxno;.nmoHpsAemo maeunaeusos es. wanecom .scrssogo 00H>nem accuse sash.hn cocoon wzHahsn no empoHBde no nepsaHpne eepetheuan.wn mqmda 528 only 1.1 for the Animal Sciences operations. The score on the Agricultural Economics area was 1.6 and on the Agricultural Engineering area, 2.1. In the judgment of the respondents, only 8.9 per cent of the Animal Sciences operations were required at the awareness level with the worker on the average per- forming .4 per cent of these (Figure 16). In Agricultural Economics, an awareness of 56.5 per cent of the operations performed by farmers was needed while 11.8 per cent were required at the understanding level, and 7.5 per cent at the ability level. In the Agricultural Engineering area, the workers were Judged to need an awareness of 42.2 per cent, an understanding 26.6 per cent, and the ability to perform.18.5 per cent of the operations performed by farm- ers. The Plant Sciences area was checked 40.9, 56.6, and 17.4 at the three levels. ‘ In all, the workers were Judged to need the ability to perform.an the average 10.9 per cent of the operations listed with an understanding of 19.9 per cent and an aware- ness of 29.7 per cent of the total number of operations being needed by the average worker in this occupation. Several interviewees reported that they would like the person on this Job to be able to offer advice and consultative services in the seeding and fertilizing program on the farms, but since typically the worker did not have enough training or experience to do this, the Ill lilul‘i.t 100 Per cent of Operations 0 100 Per cent of Operations 0 100 Per cent of Operations 0 100 Per cent of Operations 100 Per cent of Operations 0 C»! 03 (G 326:2:igngf Understand How Perform Performed Operations Are the by Farmers Performed Operations “68:930..“«Mw - 0.6 094 Animal Sciences 56.5 5:" Les '9‘ . Agricultural Economics ' g 42.2 f . 0.”. i 26.6 18.3 Agricultural Engineering Plant Sciences <.____19..9 - 1.. :‘x: - :- 4.10.9. , ‘I / a. 5 7 A >!. \» “rt". ,2 "‘ AJ‘L‘ All Areas‘ FIGURE 16.-Knowledge of farming needed by Farm Custom Service Operator, Seeding and Fertilizing 550 Job really amounted in many cases to the mere manipulative operation of the machines to apply the materials and amounts ordered by the farmer. Several interviewees reported that if the worker in this occupation had a sufficiently good knowledge of farming, he could serve in the advisory capacity desired by the people who use his services. It was evident that at the time of this study workers with little knowledge of farming were engaged in this‘occupation; however, those who had reached a high level in it, had a greater knowledge of farming. Tractor Operator. Farm. The occupational title Tractor Operator, Farm.was adapted from the title Tractor Operator (agric.) in the Dictionggyof Occupational Titles. This publication also provided synonymous titles "farm tractor operator" and "tractor hand" and described the Job as follows: Operates tractor in seeding, fertilizing, cultivating, and similar operations requiring accurate driving and Judgment in alining and following rows and causing attachments to function properly: Attaches such equipment as drills, plows, cultivators, and sprayers to tractor. Adjusts attachments so that land will be plowed to a certain depth, cultivated within a safe distance from plants, and so that proper amounts of seed, fertilizer, and weed and insect-control chemicals are applied. Pays constant attention to operation of tractor and attachments to detect any malfunctioning. Greases frequently and makes adJust- ments and minor repairs to tractor and attachments. lay be designated according to implement operated as CULTIVATOR OPERATOR; DISK-HARROW OPERATOR; DISK- PLOW OPERATOR; FERTILIZING-MACHINE OPERATOR; SPIKE- 551 TOOTHHHARROW OPERATOR; SPRING-TOOTH—HARROW OPERATOR.29 The work on this Job was described similarly by the interviewees except there was a noticeable difference in the degree to which the operators were "put on their own" and the degree to which they were supervised by the employer. Ten schedules were completed for this occupation in seven.different communities in Michigan. The range of scores was from.25 to 170. The mean of the scores was 71.1 and the standard deviation was 45.1. Three of the Jobs considered by the interviewees were year-round, six were seasonal, and one was temporary. All three full-time Jobs were on very large farms. On four of the Jobs the workers were found to spend their full time for the portion of the year they were working, four spent most of the time, while one spent half-time, and one was checked ”other." In the opinion of the interviewees, it was "desir- able" for eight, and "immaterial" for two of the workers, to have been raised on a farm. For eight of the Jobs, training in agriculture was Judged to be "desirable," while for one this training was regarded as "essential" and for one, “immaterial.” Nine of the interviewees regarded practical farm experience as “desirable," while 2Qéggicultural Occupatigng, op. cit., pp. 97-98. 552 one felt this was ”immaterial" for placement or success on the Job. Four of the interviewees cOnsidered that the Jobs in this occupation could be described as ”similar," while two felt they were different and three that they'were much different. In variety of tasks performed, four felt that the workers performed "a great many,” three, "many," and three, "some,“ different tasks or Operations. For this specialized on-the-farm.occupation, interviewees, on the average, regarded a knowledge of 52.4 of the operations on the list as needed by the worker (Table 55). The average weighted score on these operations was 2.2. The average score was highest in the Agricultural Engineering and Animal Sciences areas with 2.4 and lowest in Agricultural Economics with 1.7. The greatest know- ledge of farming was needed in the Agricultural Engineering area where some knowledge of 41.7 per cent of the Opera- tions was needed (Figure 17). The interviewees felt that 55 per cent of the Agricultural Engineering operations should be understood by the worker while he should be able to perform.25.9 per cent of them. The next highest- ranking area was Plant Sciences where 26.0 per cent, 16.8 per cent, and 9.8 per cent of the operations were needed at the awareness, understanding, and ability levels respectively. In both.of the other two areas, Animal Sciences and Agricultural Economics, less than three per 335 n Kianonnom + m N mcmpuheuflp + H N no cash- ems m.m H.Hr «.me ¢.oH m.s H.m «pH ozonaAopaHu.bm mqmde 100 Per cent of Operations 0 .‘5 100 Per cent of Operations 0 100 Per cent of Operations 0 100 Per cent of Operations O 100 Per cent of Operations Be Aware of 345 Understand How Perform Sgggggiggs Operations Are the by Farmers Performed Operations ltfiflfiw 2.0 g 0.2 Animal Sciences 14.5 . , .stprp spas. ,0-0 0.0 Agricultural Economics 46 7 ° 5; 35.5 L A ‘ ‘ fl.‘ 1809 Agricultural Engineering "'6': ~ 2'6 é: ' Plant Sciences 9.9 Pr: fi‘gfikmasgg . r .fl—é—tl All Areas jFIGURE 19.-Knowledge of farming needed by meber Yard Worker 546 try eggs and related activities. Following is a list of representative Jobs commonly existing in this branch of the industry: CHICKEN-SEXER HEL ER; EGG TRAYER; INCUBATOR MAN; WATCHIJAN, HATCHERY. 2 In practice the occupation appears to be even more general than reported in the Dictionary. As reported by the interviewees, the Laborer, Hatchery cares for the pram, ises, trays eggs, removes chicks from.the incubator, candles eggs, conducts visitors through hatchery, cleans equipment, may care for a laying flock producing hatching eggs, may do blood testing, may box and ship chicks. Ten schedules were completed for this occupation. Eight of these represented Jobs in the same community-- an area of concentrated hatchery enterprises in western Michigan. The scores ranged from.8 to 106 with a mean of 56.0 and a standard deviation of 27.4. Six of the Jabs reported were year-round and four were seasonal. Wine workers spent full-time and one spent most of the time on this Job. Having been raised on a farm.was regarded as "desirable" for success on this Job by five, "essential" by one, and “immaterial" by four of the interviewees. Training in agriculture was felt to be "essential" for "two, ”desirable" for six, and "immaterial" for two of the workers while practical farm.experience was regarded as "desirable" by four and ”immaterial" by six of the 32Agricultural Occupations, op. cit., p. 62. 547‘ respondents, for success in the occupation. In Judging the similarity of Jobs within the occupation, five interviewees felt them to be the "same,” three, "similar," and two, ”much different." Nine' respondents felt that the workers performed "a great many," and one, "some," different tasks or operations. The average worker in this occupation needed some knowledge of 15.8 of the 154 operations on the list (Table 58). The average score in the operations checked was 2.6 indicating that workers needed to perform most of the operations checked and that they had little need for information about operations they did not actually perform. ' As shown in Figure 20, no knowledge of the Plant Sciences area was Judged to be needed by the Laborer, Hatchery. The knowledge needed in the Animal Sciences, Agricultural Economics, and Agricultural Engineering areas was quite similar with a need for an awareness of the operations performed by farmers ranging from 11.4 to 16.4 per cent of the operations, a need for under- standing of the operations for 11.1 to 16.4 per cent, and the need for ability to perform the Operations ranging from.8.5 to 12.7 per cent of the operations listed in the three areas. On the entire list, 9.0 per cent were needed at the awareness level, 8.5 per cent at the under- standing level, and 6.2 per cent at the performance level. Even though the Laborer, Hatchery had some contact 548 n H.HAOnnem 4 m K componenmp + H N no casts ems c.« o.o» m.nH o.o «.n H.H «on mzoneemmmo one o.o o.o o.o o.o o.o n.p mm. meson o.o o.o o.o a .asco more: us. scan o.o o.o o.o HH nance o.o o.o o.o eH ossrascnescm o.o o.o o.o e anemones sacs o.o o.o o.o eH cacao sacs mmozmnom ezsqm m.« c.HH H.e m.m m.b H.p mm. meson o.o o.o H.o «H asc:_oosm sass s.o o.o o.o m sonpccnnnsrocam Hesse o.o o.o o.o e .ams sous: es. Haom e.H e.o o.o a .ssco use .eweHm swam o.o ”.0 o.o o ..ascs esc.sosc« sass ., ” eznmmazHezm membeneonmes m.« o.o m.H e.H ¢.o o.o Ha menaozoom nampeuponmee c.« 113 of. RN- Mwmu RHI Hm mason o.o o.o o.o a. sense o.o o.o o.o a scene a.» «.H «.o e harden o.o o.o o.o a snare n.H H.H H.o m« essence maozmnom naanzs owsao>< Hspoa o so no 0 ustmsammo anonaom unspenoomp cased om mdMHMMaumo send deacon Hsaoa . no homer: coumwnos ”on unooz segues noOHusnomo haemopsm .Aoaonsn hp cocoon wonansn no omnonomm no commences eokon>nopmHu.mm mqmnsanI.oo mqmnco one .emeHm seem «.« o.o «.0 e -.nses ens nosed seem cznmmmznezm dampenponmes e.« m.a r.o n.o «.o o.o HH monsozoom nempempeHmee n.« a.» n4. Rb: NB: WEI Hm meson - .. o.o o.o o.o e. ode-m o.o o.o o.o e noose o.o o.o o.o o nspHscm o.o o.o o.o n apnea o.o e.o «.o m« Henonoe nonsense nesnze owsaoaw Hsaoa no veocoz send nH amonpsneno anonnem womanhood: chard om anonasneno send deacon Hsuoa . no genera oeumwnoz no» noooz nomnos uoOHpsnono - nebHan moonauaeHHsnB hp cocoon wsnansn no omOOHzosm no nonmanuue eoIeHbaopmHu.Ho quda Be Aware of Operations ghdeziiind go" Peifiorm PerfOrmed per f 23d re :1 by Farmers er or 9 Opera one 100 Per cent of Operations 2 2.4 0 Animal Sciences 100 Per cent of Operations 64.—.4 _ 6'4 4e5 Agricultural Economics D “ -. . ,fi-‘u' ,-.;r“.m 100 Per cent of Operations Agricultural Engineering 100 Per cent of Operations ~ 0 2e5 107 0e8 Plant Sciences 100 Per cent of Operations 0 5.5;” 4e5 3:2 All Areas FIGURE 22.-Knowledge of farming needed byTrailer-Truck Driver‘ 565 Transplanter, Greenhouse was described by the persons interviewed as: Transplants flower and vegetable seedlings from seed flats to other flats, or to pots or beds, may occasionally fill flats with soil and carry them.from place to place; normally works inside the greenhouse, but may transplant to outside beds. Ten schedules were completed for this occupation and represented JObs in three different cities. Nine of the interviewees were greenhouse owners or managers, and one was employed in the Job of Transplanter, Greenhouse. The weighted scores for this occupation ranged from.5 to 56 with a mean of 14.4 and a standard deviation of 11.5. Only two of the workers on Jobs in this occupa- tion were reported to be employed year-round while eight were employed on a temporary or seasonal basis. Three spent full time on this Job when employed, three spent most of the time, and four spent some of the time on the Job during the period when they were employed. Seven of the interviewees regarded it as ”imma- terial" for the workers to have been raised on a farm.or to have training in agriculture, while eight regarded practical farm.experience as ”immaterial." The other responses in each case were ”desirable." The Jobs were quite alike from.establishment to establishment, in the opinion of the interviewees, since 564 nine regarded them as the "same" or "similar." Two respondents felt that "many" tasks or operations were performed while eight said "some" or "few" were performed. Some knowledge of 6.5 of the operations on the list was the average needed for success in this occupation, in the opinion of the interviewees (Table 62). Of these 5.7 were in the Plant Sciences area. The average score on the items checked was 2.5. None of the operations in the Animal Sciences area was regarded as needed on any Job in this occupation. In Agricultural Economics, .9 per cent of the operations were needed at the aware- ness level (Figure 25). In Agricultural Engineering, 1.4 per cent of the operations were needed at this level, .8 per cent at the understanding level, and .6 per cent at the performance level. In Plant Sciences, 10.8 per cent of the Operations were Judged to be needed at the awareness level, 8.5 per cent at the understanding level, and 5.8 per cent at the performance level. One interviewee, a foreman of a large greenhouse, was unwilling to regard greenhouse plants as crops in the agricultural sense, and insisted that there was no rela- tionship between the Job of the greenhouse worker or florist and that of a farmer. Another said he would rather prospective workers on this JOb did not have a farm background. One interviewee said that some other 565 n misnonaom + m H pasunneomp + H N no ensue ems 0.N o.oH &.o n.» m.H m.H «DH mZOHadmmmo and n.m 0.3 Hum F El .thl .3 H4909 o.o o.o o.o e. .nsoo nope: one down o.o nuo 040 HH . nHHom b.o _ o.o 0.0 pH enopHoOHuaom o.o o.o o.o e aspects seem n..H n6 «.0 3 dose seem mmuzmHom Basqm OeN OeH Geo Web Heo Neo ”I”. «H4909 o.o o.o o.o «H and: doom seem o.o 0.0 0.0 n nOHusoHnHaaeon Hsnom o.o H.o «.o e , .ams aces: one HHom H.o o.o o.o m .bnoo one .nonm.ansm H.o o.o o.o e 3322 one noses sham ,. ... ._ wszmmszzm H.e s.a e.H m.o H.o end mZOHasmmmo qua s.m o.H o.o w.p m.p o.o mm. q< Hmaoa cocooz . no send ca . unoauanogo snowmen pneumaoonb chard om unoapsneno dead deacon _ Havoai no nonfipz downwaos no» spoon nexnoa muoupwneno endq 09am .hohebnsm hp cocoon wsaanwh no ewoeauonx no nopsafiumo eokeabnopaHu.no mqmsa¢ hp cocoon msdsnsu no emuoasonx no uoawfiapme eokea>aoucHn.eo mqmda 374 Be Aware of Understand How Perform erations ggrformed Operations Are the by Farmers Performed Operations 100 Per cent of Operations 0 0.0 0.0 0.0 Animal Sciences 100 Per cent of Operations 0 0.0 0.0 0.0 Agricultural Economics 100 Per cent of Operations 0 0.0 0.0 0.0 , Agricultural Engineering 100 Per cent of Operations 0 mun-lg ’Lfi'Z-za 0'9 . Plant Sciences 100 Per cent of Operations 0 l 0,6 0.6 0.5 Alllreas FIGURE 25.-Knowledge of farming needed by Gravel Inspector 575 Potato-Chip Frigg. The Dictionary of Occupational Titles describes the job of the Potato-Chip Frier as: Fries potato chips in.vats of boiling oil: (1) Fills perforated, metal basket with raw slices of potatoes and lowers it into hot oil, using a chain hoist. Adjusts gas or oil burners to maintain heat at point where oil boils. Stirs and submerges the chips with a wooden paddle. Lifts out tray when chips are a golden-brown color. Allows tray to drain momentarily and dumps the chips on brown paper that absorbs some of the oil. (2) Dumps raw chips in hot oil and dips them out with a hand wire dipper. Sprinkles salt on the chips. Replenishes supply of oil in tank.37 Ten schedules were completed for this occupation in three large cities in Michigan. Ten of the interviewees regarded the job as year-round, and nine as full-time. All the interviewees regarded having been raised on a farm, training in agri- culture, and practical farm experience as 'immaterial' for success on the Job. All interviewees regarded the jobs in the occupation as the ”same" or "similar” and nine regarded the worker as performing "some" or "few” different tasks or operations. The Potato-Chip Frier was regarded by the interviewees as needing no knowledge of any of the farming Operations listed. One, however, said the worker might progress faster in the company if he possessed such.know1edge. This occupation, even though it was in the pro- cessing-marketing chain for an important farmpproduced 37W. 224.13 p. 1003. 576 product, was not reported to be one in which a farmsreared or agriculturally-trained person would have any particular advantage. Comparison of service occupations to marketing_occupations To analyze the hypothesis that workers in occupa- tions involving service to farmers, and those bringing the means of production to farmers, have a greater need for a knowledge of farming and for having been raised on a farm, for having had training in agriculture, and/or for having had practical farm.experience than do workers in occupations involving the transporting, handling, or processing of agricultural products from.the farm to the consumer, two groups of occupations were selected from the list studied. Five occupations were selected as involving bring- ing services or means of production to farmers. These are referred to in the rest of this report as service occupations. They were Dairy Plant Fieldman; Farmelanner, Soil Conservation Service; Salesperson, General Hardware, Rural Community; Farm Custom Service Operator, Seeding and Fertilizing; and Lumber Yard WOrker. Four of the twenty-five occupations studied were regarded as involving the transporting, handling, or processing of agricultural products from the farm.to the 577 consumer. These are referred to in the rest of the report as marketing occupations. They were Milk Plant Operator; Salesman, Fruit; Trailer-Truck Driver; and Potato-Chip Frier. As mentioned in Chapter III,38 because of the small number of occupations involved, the individual Job scores were tabulated with a class interval based on.the mean (106) and standard deviation (88.6) of the individual scores for all the 248 jobs studied. As shown in Table 65, the differences between the TABLE 65.-Comparison of service and marketing occupations based on knowledge of farming score Score Class Service Marketing Total Interval Occupations Occupations 194.7 - 557.0 18 l 19 106.0 - 194.6 11 4 15 17.4 - 105.9 19 15 54 0.0 - 17.5 4 21 25 Totals 52 41 95 x2 = 29.748 Degrees of freedom.- 5 Difference is significant two groups on the basis of the individual Job scores were significant at the one per cent level, with the Jobs in service occupations scoring higher proportionately than 380:0 antO, p. 1620 578 did those in marketing occupations. These two groups of occupations were also analyzed 'on the need for having been raised on a farm, with.the differences found by the Chi-square test to be significant at the one per cent level. This characteristic was more likely to be rated "essential” for the service occupations and more likely to be rated "immaterial" for the marketing occupations (Table 66). TABLE 66.-Comparison of service and marketing occupations on the requirement of workers for having been raised on a ’ farm —:—v — Group Essential Desirable Immaterial Total Service occupations 14 28 9 51 Marketing occupations __2_ 11 i 11 Totals 16 45 51 92 x2 - 16.244 Degrees of freedom = 2 Difference is significant In the analysis of the two groups for the need of the workers to have training in agriculture, the Chi-square test showed the two groups to be significantly different. Jobs in the service occupations were more likely to be rated "essential“ while those in the marketing occupations were more likely to be rated "immaterial" (Table 67). The analysis of the need for farm.experience in the two groups of occupations also showed the two groups 579 to be significantly different. Farm experience was more likely to be rated "essential" for the service occupations and more likely to be rated "immaterial" for the marketing occupations (Table 68). TABLE 67.-Comparison of service and marketing occupations on the basis of the need of the workers for training in agriculture Group Essential Desirable Immaterial Total Service occupations 25 18 ll 52 Marketing occupations 5 ll 27 41 Totals 26 29 58 95 x2 a 22.827 Degrees of freedom.s 2 Difference is significant TABLE 68.-Comparison of two groups of occupations on the basis of the need of the workers for practical farm experience Group Essential Desirable Immaterial Total Service occupations 17 24 ll 52 Marketing occupations 1 16 24 41 Totals 18 40 55 95 x2 = 19.622 Degrees of freedom 3 2 Difference is significant The Jobs in the service group of occupations were significantly different from.those in the marketing occu- 580 pations in the similarity of the jobs within the occupa- tion (Table 69). The differences were rather uniformly TABLE 69.-Comparison of service and marketing occupations on the similarity of jobs within the occupation Different and Group Same Similar much Different Total Service occupations 6 55 7 46 Marketing occupations l_2_l._ .11 3.1 _53 Totals 17 44 24 85 x2 = 16. 170 Degrees of freedom.= 2 Difference is significant spread throughout the table. Table 70 shows that the service occupations were TABLE 70.-Comparison of service and marketing occupations on the variety of different tasks performed by the workers Group Great Many Many Some Few Total Service occupations 24 15 9 4 52 Marketing occupations _4 _1 g; _g .43: Totals 28 22 50 15 95 :2 = 22.928 Degrees of freedom = 2 Difference is significant also found to be significantly different from.the market- 581 ing occupations in the variety of work performed by the worker on the Job with a wider variety of work being reported as performed by the workers in the service occu- pations than by those in the marketing occupations. Summary This chapter presented the findings of the study. Included were: 1. The prOposal of the investigator that the term agricultural occupations be used to refer to all those occupations which.require some know- ledge of farming, and that these be further broken down by score with those occupations scoring 192 or above on the instrument used in this study being referred to as Group I Agricultural Occupations, those scoring be- tween 106 and 192 being referred to as Group II Agricultural Occupations, and those scoring between 56 and 106 being referred to as Group III Agricultural Occupations. 2. The results of the ranking by 8 Jury of 786 occupations on the basis of the need of workers for a knowledge of farming for placement or success on Jobs in the occupation. 5. An analysis of worker trait requirements of jobs and a discussion of the possibility of 582 identifying agricultural occupations on the basis of trait requirements of the worker in the Job. 4. The report of the relationship between farming and the twenty-five occupations studied. This section presented the grouping of the occupa- tions studied, and analyzed the groupings statistically for differences in Job require- ments and characteristics. It also provided a description of the four groups of occupa- tions and a detailed description of the indi- vidual occupations. These descriptions re- vealed a wide variation among the different occupations and showed the areas of farming (or agriculture) where the work on the 30b was likely to be concentrated, as well as the areas which would not be likely to be impor- tant in the occupation. It also showed a wide variation in the level of knowledge of farming needed for the various occupations. 5. A comparison of agricultural service occupations to agricultural marketing occupations. The service occupations were found to be more likely to need workers with a farm background, a knowledge of farming, and training in agriculture than were the marketing occupations. CHAPTER V SUMMARY This chapter summarizes the report of the study, reports the conclusions drawn from the findings as they relate to the hypotheses of the study, and draws attention to some of the implications of the study. Procedure Four hypotheses provided the basis for the study. These were: I. That there are occupations in which persons with a farm background or agricultural training or both are more employable or more successful than.persons without this background or train- ing. II. That the effect of a farm.background or agricul- tural training on the difference in employa- bility or probable success of the worker exists in different degrees for different occupations. III. That the demand of different occupations for different levels of farm.background or agricul- tural training can be measured in terms of 584 the knowledge of manipulative and managerial operations performed by farmers in farming, better than by the temperaments, interests, or aptitudes required of the worker in the occupation. IV} That workers in occupations involving service to.farmmrs, and those bringing the means of production to farmers, have a greater need for a knowledge of farming and for having been raised on a farm, for having had training in agriculture, and/or for having had practical farm experience than do workers in occupations involving the transporting, handling, or pro- cessing of agricultural products from.the farm to the consumer. Selected literature was cited to show the current concept of the relationship among occupations. It was shown that there are several possible methods of relating occupations to each other and many bases for relating occupations to agriculture. The confusion resulting frmm the use of different criteria by different writers and from the different interpretations of the term."related agricultural occupations" was shown. Literature on agricultural occupations and guidance which was reviewed showed that there are many opportunities 585 in the field of agricultural occupations and that there is a need to make available to youth and to guidanceworkers additional occupational information in this field. It was shown by the literature reviewed that there are several methods of classifying occupations, with each of these having decided limitations for use in establishing a relationship among agricultural occupations. Although no direct studies of farmer-needed skills and abilities were located, the literature showed that studies of skills and abilities needed by teachers of vocational agriculture could serve the same purpose since all these studies had their genesis in the skills and abilities needed by farmers. The design of the study involved developing from the literature an original list of 1212 occupations with agricultural connotations and sorting and condensing this list to 786 occupational titles which were submitted to a Jury for its rating on whether or not workers on these occupations need a knowledge of farming. The Department of Labor's report on Estimates of worker Tgait Requirements for 4,000 Jobs1 was analyzed by comparing sixty occupations on the agricultural list developed in the present study to sixty occupations selected at random from the publication. The data on these two 1Worker Trait Requirements, op. cit. 586 groups were compared statistically to determine the significance of the difference between the requirements of the workers in the two groups of occupations. A list of 154 operations used by farmers in farmp ing was then developed from lists of skills, abilities, and competencies reported by other researchers. These operations provided the basis for developing the interview schedule which served as a guide in interviewing 248 work- ers, and employers or supervisors of workers on jobs in twenty-five different occupations. These interviewees provided estimates of the knowledge of farming needed as well as the characteristics and requirements of the Jobs considered. These data were recorded, scored, tabulated with other Jobs by occupation, and analyzed by occupation to secure measures of central tendency and variability. The occupations were then placed into four groups based on the knowledge of farming required, and statistical comparisons made to determine the significance of the differences among groups. These groups were identified as Group I Agricultural Occupations, Group II Agricultural Occupations, Group III Agricultural Occupations, and Group IV Occupations. The Group IV Occupations were regarded as non-agricultural. Each individual occupation was analyzed and its important features and characteristics reported to show 587 its specific nature in comparison to the other occupations studied. Conclusions Conclusions_pelative to hypothesis I Hypothesis I was that there are occupations in which persons with a farm background or agricultural training or both are more employable or more successful than persons without this background or training. This hypothesis was to be accepted and regarded as true if two criteria were met. The first of these was that employers or supervisors of workers and/or workers in the occupations report to a significant degree that for success on jobs in that occupation it was "essential" or "desirable" for workers to have (1) been raised on a farm, (2) received training in agriculture, and/or (5) had practical farm.experience. In seven different occupations a significantly greater number of employers, supervisors, or workers Judged all three of these characteristics to be "essential" or "desirable" as compared to ”immaterial" for success of the workers on the Job. These occupations were Dairy Plant Fieldman; Farm.Planner, Soil Conservation Service; Fruit-Farm.Eoreman; Research worker, Agricultural; Agricul- tural Engineer; veterinarian, Public Health; and Farm. 588 Custom Service Operator, Seeding and Fertilizing. For two occupations, both training in agriculture and practical farm experience were Judged to be "essen- tial" or "desirable" as compared to "immaterial" for success on the Job. These were Poultry Farmer, Meat and Tractor Operator, Farm. For three occupations respondents Judged training in agriculture to be "essential" or "desirable" as comp pared to "immaterial" for success on the Jdb. These were Caretaker, Farm; Municipal Forester; and Salesman, Nursery Products. In one occupation, Research Worker, CrOps and Soils, interviewees regarded having been raised on a farm as "essential" or "desirable" as compared to "imma- terial" for success. There were two occupations, Gravel Inspector and Potato-Chip Frier, for which a significant number of respondents regarded having been raised on a farm, having received training in agriculture, and having had practical farm experience, as "immaterial" when compared to "essen- tial" or "desirable" for success of the workers on the Job, and one occupation, Surveyor, Pipe Line, in which respondents regarded training in agriculture and practical farm experience to be "immaterial" as compared to "essen- tial" or "desirable" for success on the Job. All of these differences were significant at the 589 five per cent level of confidence. These findings showed that there are occupations in which it is essential or desirable for workers to have been raised on a farm, to have received training in agri- culture, and/or to have had practical farm experience. The second criterion for the acceptance of hypothe- sis I was that employers and supervisors and/or workers in the occupations identify manipulative and managerial operations in farming, a knowledge of which was needed by workers on Jobs in given occupations. The employers or supervisors of workers, and/or the workers themselves in the occupations studied did identify manipulative or managerial operations in farming, a knowledge of which was regarded as needed by workers on Jobs in the occupation. There were seventeen Jobs for which no such knowledge was needed, in the opinion of the interviewees. On.the other hand, some knowledge was regarded to be needed in 251 of the Jobs. The amount of knowledge needed in different Jobs as scored by the methods used in this study was found to range from.sero to 526 out of a possible 462. It was evident that many occupations previously considered by some writers to be related to agriculture, require relatively little knowledge of farming. This was shown by the fact that 55 of the Jobs studied received a 590 score of 20 or less, a score which could be attained through needing an understanding in the Job of only ten, an awareness of twenty, 23 the ability to perform seven of the 154 farming operations listed. The average score of the six Group IV occupations, each of which had been classified as related to farming by at least one writer, was 12.5. On the basis of the findings and the criteria established, hypothesis I was accepted and regarded as true e Conclusions relative to hypothesis II Hypothesis II was that the effect of a farm back- ground or agricultural training on the difference in employability or probable success exists in different degrees for different occupations. It was decided to accept this hypothesis and regard it as true if two criteria were met. The first of these was that a significant variation.would be revealed in the need of workers in different occupations for differ- ent amounts of knowledge of the manipulative and managerial operations performed by farmers, as rated by employers, supervisors, and/or workers. As shown in Figure 1,2 a significant difference 2Cf. ante, p. 221. 591 was found between the means of the scores on many differ- ent pairs of occupations studied. For example, the means of the scores on all the occupations in Group I (as grouped in this study) were significantly different from those of all the occupations in Groups III and IV and also signifi- cantly different from.the means of six of the ten occupa- tions in Group II. The means of the scores on four of the occupations in Group II were significantly different from all those in Groups III and IV, and the means of two of these four were significantly different from those of two of the occupations in Group I. The means of four of the six Group IV occupations were significantly differ- ent from those in all the other groups while one was different from those in Groups I and II and two of the five in Group III; and one was different from all those in Groups I and II and three of the five in Group III. These findings showed that there is a variation in the need of workers in different occupations for dif- ferent amounts of knowledge of the manipulative and mana- gerial operations performed by farmers. The second criterion for the acceptance of hypothe- sis II was that the occupations studied were regarded by employers, supervisors of workers, and/or the workers themselves to have different degrees of demand for having (1) been.raised on a farm, (2) received training in agricul- ture, and/or (5) had practical farm experience. 592 As reported on pages 229 to 255, the different groups of occupations studied were regarded by employers or supervisors of workers and/or workers themselves as having different degrees of demand for having been raised on a farm, for training in agriculture, and for practical farm.experience. The differences among groups of occupations in all three of these needs were significant at the one per cent level, with the differences in general due to the occupations in the higher-scoring groups, as ranked in this study, being more likely to have these items regarded "essential" or ”desirable" and those in the lewer-scoring groups being more likely to have these items regarded "immaterial" by the respondents. 0n the basis of the criteria used and the findings reported, hypothesis II was accepted and regarded as true. Conclusions relative to hypothesis III Hypothesis III was that the demand of different occupations for different levels of farm background or agricultural training can be measured in terms of the knowledge of manipulative and managerial operations per- formed by farmers in farming, better than by the tempera- ments, interests, or aptitudes required of the worker in the occupation. 595 It was decided to accept this hypothesis and regard it as true if two criteria were met. The first of these was that the occupations requiring workers with a greater knowledge of the manipulative and managerial operations performed by farmers in farming as rated by employers or supervisors of workers and/or workers in the occupation, also need workers who have been raised on a farm, have had training in agriculture, and have had practical farm experience. As shown under hypothesis II, when the occupations were grouped according to their scores on the knowledge of farming required of the worker, those in the higher- scoring groups were significantly more likely to have a farm.background and agricultural training rated higher on the "essential," "desirable," "immaterial" scale for success in farming than those in the lower-scoring groups. The second criterion for the acceptance of hypothe- sis III was that no significant difference be found between the temperaments, interests, and/or aptitudes required of workers on Jobs in agricultural occupations as compared to those required of workers on Jobs in non-agricultural occu- pations as revealed by an analysis of the United States Employment Service reports of worker trait requirements. As shown in Chapter Iv,3 significant differences 30f. ante, pp. 191-217. 594 were found between the agricultural and non-agricultural occupations studied in the general intelligence require- ment, and in the verbal and color perception aptitude requirements. In addition, significant differences were found in the temperament requirements of the two groups of occu- pations, with the greatest contribution to the Chi-square value provided by the temperaments for variety and change and for direction, control, and planning. More of the agricultural occupations required these temperaments. none of the other eight temperament characteristics con- tributed to the Chi-square total a share prOportionally large enough to make the difference significant at the five per cent level. Significant differences were also found in the interest requirement, with one interest characteristic of the ten listed (scientific technical) contributing (materially to the Chi-square value. The contribution of all the other characteristics was minor. On the other hand, no significant differences were found in the requirement for general education development; specific vocational training; or in the numer- ical, spatial perception, farm.perception, clerical per- ception, motor coordination, finger dexterity, manual dexterity, or eye-hand-and-foot coordination aptitudes. 595 In addition, no significant difference was found in the strength or in the physical activities requirements, the inside-outside working conditions, or the tolerance to special working conditions required in the two groups of occupations. In testing hypothesis III, the first criterion was satisfied by the findings, but the second criterion was only partly satisfied. On the basis of the criteria listed and the find- ings of the study, hypothesis III was neither accepted nor reJected. Conclusions relative to hypothesis IV Hypothesis IV was that workers in occupations involving service to farmers, and those bringing the means of production to farmers, have a greater need for a know- ledge of farming and for having been raised on a farm, for having had training in agriculture, and/or for having had practical farm experience than do workers in occupa- tions involving the transporting, handling, or processing of agricultural products from the farm to the consumer. It was decided to accept this hypothesis and regard it as true if the workers on Jobs in occupations involving bringing goods and services-£2 farms as compared to those involving moving goods from the farm to the 596 consumer were regarded by employers or supervisors of work- ers and/or workers in the occupations to need to a signifi- cantly greater degree (1) to have been raised on a farm, (2) to have had training in agriculture, (5) to have had practical farm.experience, and/or (4) to have a knowledge of the manipulative and managerial operations performed by farmers in farming. As reported on pages 576 to 581, respondents, ' to a significantly greater degree, reported that the success of workers on Jobs in occupations involving bring- ing goods and services to farmers, was dependent upon having been raised on a farm, having had training in agriculture, and having had practical farm.experience, than was the success of workers on Jobs in occupations involving taking the products of the farm.from the farm. to the consumer. In addition, Jobs in the former group of occupations scored significantly higher on their need for a knowledge of farming than the Jobs in the latter groups of occupations. On the basis of the criteria listed and the findings of the study, this hypothesis was accepted and regarded as true. Implications of the Study Several implications of the study were identified and are listed in the following paragraphs. 597 1. Agricultural occupations and Jobs within such occupations have a varied need for workers with a knowledge of farming, a farm background, and/or training in agriculture. 2. Whether or not occupations have a need for workers with a knowledge of farming, a farm background, and/or training in agriculture can be determined by interviewing employers and supervisors of workers and/or workers on Jobs in the occupations. 5. The instrument used in this study (Appendix G) was found to be a suitable interview guide for determining the need of workers in various occupations for a knowledge of farming, a farm background, and/or agricultural training. 4. Expert opinion, as reported in Table 8 which lists the Jury score on 786 occupations,4 is a suitable rough guide for estimating the relationship among agricultural occupations. 5. Further studies of JObs in specific occupations are needed to supplement expert opinion on the relationships between Jobs and the require- ments of JObs. 6. writers and researchers should adopt more 4Cf. ante, pp. 171-191. 598 widely the term "agricultural occupations" to identify occupations with some relationship to farming, and should discard terms like "related agricultural occupations" and "occu- pations related to farming." Moreover, they should use more objective criteria, such as the knowledge of farming needed in the occupa- tion, for classifying occupations as agricul- tural and should cease to classify as agri- cultural, occupations in which workers need little or no knowledge of farming. 7. Some occupations which require workers with some knowledge of farming can use workers who gained this knowledge either through.farm experience'gg through training in agriculture, without necessarily having both. This suggests that a farm background or farm experience should not be an inflexible prerequisite for enrollment in programs of training for agri- cultural occupations. 8. In developing curricula for training persons for agricultural occupations, recognition should be given to the specialized nature of many of these occupations and to the differences in the amount of knowledge of farming needed, as well as to the area in 599 which this knowledge is needed. These differ- ences imply that training programs should be flexible in length, breadth, and depth, and adjusted to the requirements of the occupation or job. 9. Curricula in agriculture, if they are to meet the training needs of workers in all agricul- tural occupations, should reflect the high degree of specialization inherent in many of these occupations and should provide a kind of instruction that can be highly individualized for workers in, or preparing, for agricultural occupations. 10. Local school curricula in agriculture would be more likely to meet the training needs of workers in agricultural occupations, if their development was guided, at least in part, by an analysis, similar to the one used in this study, of the knowledge of farming needed by workers in the occupations for which students are preparing. 11. Training programs for occupations in which workers handle the products of the farm but need little knowledge of farming should emphasize to a lesser degree the production phases of agriculture, and to a greater 400 degree the economic, policy, and relationships phases of agriculture. 12. Since workers in farm service occupations were found to need a greater knowledge of farming than workers in marketing and pro- cessing occupations, young men leaving the farm might make better use of their abilities and be at a greater competitive advantage, other things being equal, if they sought employment in the farm service occupations in preference to the marketing or processing occupations. 15. Occupational classification systems should give more consideration to the kind of work done, and to the knowledges, skills, abilities, and interests required of the worker, than to the industry or field in which the occupa- tion exists. 14. Occupational descriptions, in addition to reporting the physical activity of the worker, should reflect to a greater degree than at present, the knowledge used and the managerial operations performed by the worker. 15. Information about occupations as reported in this study should be helpful in guiding per- sons and training them.for broad occupational lilyl III II III 16. 17. 401 areas. If persons have identified particular Jobs for which they want to prepare, the training program can and should be much more specific. The report of Estimates of Worker Trait Requirements in_4,000 Jobs5 provides some data on specific occupations which should be useful to guidance personnel in helping students to make vocational plans. The rapidly changing nature of the agricul- tural economy demands that continued study be made to establish trends in the require- ments of occupations so that some predictions into the future may be made. 5 Works; Trait Requirements, op. cit. _— BIBLIOGRAPHY BIBLIOGRAPHY Books Bedford, James H., and Albert F. Steelhead. Occupational Egploration: A;Guide to Pegsonal angccupationa dijustment. Los Angeles: Society for Occupational Research, Ltd., 1941. 506 pp. Brandon, George L. 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Occupationai Guide; Detrdit: Michigan Empioyment Security Commission, 1951. 50 pp. 407 Office of Education, United States Department of Health, Education, and Welfare. Summaries of_Studies in Agricultural Education. Vocational DiVIsion Bulletin number 180 plus Supplements 1 to 10; Washington, D. 0.: Superintendent of Documents, United States Government Printing Office, 1955-1957. United States, President, 1955 (Eisenhower). Develo ment of Agriculture's Human Resources: A Repprt on Problems 2: Log-Income Farmegg. House Document number I49, 84th Congress, 1st Session. Washington, D. 0.: United States Government Printing Office, 1955. 44 pp. weeks, Silas B. .Ngnfarm Job Opportunities in Agriculture. New Hampshire Progress Report, Agriculture, Forestry, ‘Home Economics; n. p.: Agricultural Experiment Station, Cooperative Extension Service, University of New Hampshire, II, number 3 (May, 1956). __.pp. Articles and Periodicals Ag Education News for Montana Teachers of Agriculture. ssued jointly by the AgriculturaI’Education Department of the Division of Agriculture of Montana State College in cooperation with the Vocational Division of the Montana State Department of Public Instruction, Helena, Montana, III, number 3 (July, 1954). 18 pp. (Dittoed.) Berg, Gordon L. (editor). ”In Summing Up," ggunty Agent and Vo-Ag Teacher, X, number 7 (July, 1954), p. 46. Berg, Gordon L. "Should 'Industry be Served' Through the Teaching of Related Occupations in Vocational Agriculture?" County Agent and Vo-AggTeacher, X number 9 (September, 954), pp. 18-21. ’ Byram, H. M. "Opportunities for the Farm-Reared Boy," Occu ations, the Vocational Guidance Magazine, Nevember, i958. (Reprinted by the National Occupational Con- ference, New'York, 8 pp.) Byram, Harold M., and Kenneth G. Nelson. "Guidance and Placement in Agricultural Education," The ricultural Education Magazine, XXIV, number 2 (August, 1951), PP. "' a ‘ ' 408 Department of Labor. Monthly Labor Review, January, 1948. Department of Labor. Monthly Labor Review, LXXXI, number ‘ 1 (January, 1958). "How to Lock for the Right Job," Farm Journal, LXX (may, 1955), p. 112. Smith, Harrell. "A Follow-Up Study of West Virginia State and American Future Farmers," The Agricultural Educa- tion Magazine, XXIII, number 8 (February, 19 , P. 1820 Spanton, W. T. "Hold Firm to Vocational in Vocational Agriculture," County;Agent and VoaAg_Teacher, XI, number 7 (July, 1955), pp. 28-29. Stroetzel, Donald S. "Those New Jobs in American Towns," Pathfinder. . . the Town Journal, LXI, number 5 (may, I554), pp. 26.-2‘7 and '70. weber, A. D. (dean), as told to Lowell Brandner. "Go on to College!" The Yen Farmer, Minneapolis, Minne- sota: General MiIIs, Inc., III, number 5 (Spring, 1957), pp. 5-7. Reports of Studies Ahalt, Arthur M. "Preface," "Technical Skills Needed by Teachers of Vocational Agriculture." N. p.: Teacher Training Committee of the North.Atlantic Regional Conference for Supervisors and Teacher Trainers in Agricultural Education, March, 1953. 5 pp. (Mimeo- graphed.) Ahalt, Arthur M., and Harry T. Miller. "Farm.machanics Area," "Technical Skills Needed by Teachers of Voca- tional Agriculture." N. p.: Teacher Training Commit- tee of the Nerth Atlantic Regional Conference for Supervisors and Teacher Trainers in Agricultural Education, March, 1953. 19 pp. (Mimeographed.) Ahalt, Arthur M., and Warren G. Smith. "Livestock Area," "Technical Skills Needed by Teachers of Vocational Agriculture." N. p.: Teacher Training Committee of the Nerth Atlantic Regional Conference for Supervisors and Teacher Trainers in Agricultural Education, March, 1955. 9 pp. (Mimeographed.) 409 Bell, Arthur P. "Occupational Status of Former Students of Vocational Agriculture in a Nerth Carolina High School." Thesis, M. 8., Library, The Pennsylvania State College, State College, 1952. 75 pp. Bender, Ralph E. "Vocational Status of Recent High-School Graduates in Ohio." Nan-thesis study, Department of Agricultural Education, The Ohio State University, Columbus, 1955. 13 pp. plus 6 pp. appendix not numbered. Bender, Ralph E. "Vocational Status of Students in Voca- tional Agriculture Graduating in 1955 and 1954." Non-thesis study, Library, Department of Agricultural Education, The Ohio State University, Columbus, 1956. 14 Pp. ‘ Buie, Tollie Raymond. "Critical Factors Involved in the Evaluation and Use of Occupational Information in Agriculture in the North-Central Region." Thesis, Ed. D., Iibrary, Michigan State College, 1955. 188 pp. Clark, Raymond M. "Competencies for Teachers of Vocational Agriculture." Department of Vocational Education, Michigan State niversity, East Lansing, 1955.] 26 pp. not numbered. (Dittoed.) Cross, Irving 0. "Agricultural Skills and Their Implica- tions for Training Pro-Service and In-Service Teachers of Vocational Agriculture." Report, M. Ed., Colorado Agricultural and Mechanical College, Fort Collins, 1956. 82 pp. Cullen, Michael T. “A Follow Up Study of Vocational Agriculture Graduates of Willmar High School for Pe- riod 1945-1954." Colloquim, M. 8., Library, Agri- cultural Education Office, St. Paul Campus, University of Minnesota, St. Paul, 1955. 48 pp. Gehlbach, walter R. ”A Study of the Present Occupational Status of 1941 and 1948 Kansas High School Graduates Having Completed Two or Mere Units of Vocational Agriculture." Report, M. 8., Library, Kansas State College, Manhattan, 1955. 44 pp. Hamilton, James Roland. "The Preparation of Michigan Teachers of Vocational Agriculture in Two Areas of Farm Mechanics.” Thesis, Ed. D., Library, Michigan State University, East Lansing, 1955. 265 pp. 410 Hoover, Norman K. "Factors Associated with Establishment in Related Agricultural Occupations and Their Rela- tionship to the High School Curriculum in Vocational Agriculture." Dissertation, Ed. D., Department of Agricultural Education, The Graduate School, The Pennsylvania State University, University Park, Pennsylvania, 1957. 127 pp. (University Microfilms, Ann Arbor, Michigan, January, 1957.) Hulslander, Steward Charles. "A Guide to Occupations in Agriculture." Thesis, M. 8., Library, The Pennsylvania State College, State College, 1948. 142 pp. Krebs, Alfred E. "Planning the Future of Public Sbhool Education in Agriculture in Illinois. Special Report: Education for Agricultural Occupations Other than Farming." Teacher Education, University of Illinois, Urbana, n. d. 4 pp. (Mimeographed.) Lamar, Carl F. "Ten-Year Study of Former Students of Vocational Agriculture in Kentucky--l940 to 1950." Nan-thesis study, Department of Agricultural Education, University of Kentucky, Lexington, 1954. 68 pp. Morrison, J. Cayce (chairman). "A Guide to the Develop- ment of PrOgrams for the Institutes of Applied Arts and Sciences." A report of the committee on institute curriculums, University of the State of New York Bulletin number 1552; Albany: University of the State of New York Press, 1946. 75 pp. Morrison, Richard D. "Occupational Opportunities in Agricultural and Related Fields and Their Implications for Agricultural Education of Negro Students." Thesis, Ph. D., Library, Michigan State College, East Lansing, 1954. 251 pp. "Occupational Survey of Former Students of Vocational Agriculture Who Graduated from.Missouri High.Schools 1941-50 Inclusive." Summary,_Department of Agricul- tural Education, University of Missouri in cooperation with Missouri Department of Education, 1956. 5 pp. plus 20 tables not numbered. (Mimeographed.) Remsberg, George 0., Jr. "Activities of the Members of the Future Farmers of America Holding the Maryland Farmer Degree." Thesis, M. 8., Library and Depart- ment of Agricultural Education, University of Maryland, College Park, 1951. 95 pp. 411 Rhoad, Claude Elton. "A Study of the Comprehensiveness of Abilities in Technical Agriculture Attained by Prospective Teachers of Vocational Agriculture in Ohio Previous to Their Entrance into Student Teaching." Thesis, Ph. D., Library, [sic] Ohio State University, Columbus, 1945. 517 pp. _ Rdberts, T. A. "A Study of the Technical Abilities Needed by the Teacher of Vocational Agriculture in Helping Farmers and Farm Boys with Their Problems of Swine Production and Marketing." Problem, University of Georgia, Athens, Georgia, 1954. 56 pp. plus appendix. Rougeau, Amos B. "Ten-Year Study of Former Students of Vocational Agriculture in Six Reorganized School Districts in Missouri, 1946 Through 1955." Data abstracted from study, Department of Agricultural Education, University of Missouri, August, 1957. 15 pp. not numbered. (Mimeographed.) Sonnenburg, Helenan. "Interviewer Problems and the Non- Professional Interviewer." Thesis, M. A., Department of Sociology and Anthropology, Michigan State College, East Lansing, 1955. 115 pp. Sutherland, So So, and O. E. Thompson. The Traini .Raguired by workers in icultural us ness an Industr in CaIifornia. sport of a study; Sacramento: Caiifornia State Department of Education, 1957. 40 pp. plus appendix not numbered. Torrence, Andrew Pumphrey. "A Study of the Relationship of Certain Competencies to Success in Teaching Voca- tional Agriculture." Thesis, Ph. D., Library, Univer- sity Of Wisconsin, Mhdison, 1954. 106 pp. plus appendix not numbered. Turpin, Charles Braxton. "Occupational Distribution of Graduates Who majored in Agricultural Education at Nbrth.0arolina State College from 1918 to 1950." Thesis, M. Agr. Ed., Library, North Carolina State College of Agriculture and.Emgineering of the Univer- sity of North Carolina, Raleigh, Nerth Carolina, 19510 63 pp. White, Conrad Paul. "Factors Associated with Certain Abilities Possessed and Jobs Taught in Selected Livestock Enterprises by Teachers of Vocational Agriculture in Michigan." Thesis, Ed. D., Library, Michigan State College, East Lansing, 1951. 165 pp. /‘ 412 Wilson, John Melvin. "Determining the Essential Farm Skills for the Vocational Agriculture Course in High Schools in the Black Land Area in Texas." Thesis, M. 8., Library, Colorado State College of Agriculture and Mechanic Arts, Fort Collins, 1957. 82 pp. wyeth, Irving. "A Study of the Agricultural Graduates of Michigan State College." Thesis, M. S., Department of Agricultural Extension, Michigan State College, East Lansing, 1955. 157 pp. wyeth, Irvin [Irving] W., and John T. Stone. "Positions Held by Graduates of the College of Agriculture." Report of a study [College of Agriculture, Michigan State University, East Lansing, 1955]. 15 pp. not numbered. (Mimeographed.) Unpublished Materials Hamlin, H. M., and G. F. Ekstrom. "Occupations of Former High School Students of Vocational Agriculture: Digest of Data from Studies Reported in Summaries of Studies in Agricultural Educatigg (U. S. Office of Education), Supplements 5fito 10,I950 to 1957." 2 pp. (Mimeo- graphed e ) "Michigan Civil Service Examination Announcements." N. p.: State of Michigan, miscellaneous dates. Miller, Jimmy. "Studies in Agricultural Education for Graduate Degrees at Iowa State College (January 1951 to December 1955)." 28 pp. not numbered. (Mimeo- graphed.) "One Hundred and One Agricultural Occupations." Depart- ment of Agricultural Education, College of Agriculture, West Virginia University, Morgantown, west Virginia, n.d. 1 p. (Mimeographed.) Ramsey, Charles E. "College Plans of High School Seniors." [University of Wisconsin, Madison.] (Unreported study.) Sutherland, S. S. "Should Vocational Agriculture Concern Itself with Agricultural Occupations other than Farming?" An address delivered at the Annual Teacher Trainers Breakfast, St. Louis, Missouri, December 5, 1956. 4 pp. (Mimeographed.) 1‘ AP PENDIXES 414 A Questionnaire Reaponses on Characteristics of Occupations that Can Be Regarded as Related to'Agriculture Kind of work done Help identify farm problems Help solve farm problems Preparing to farm or serve farmers Assist in improving the living conditions of farmers Operate their own business Do research work on farm jobs Provide educational services for farmers Deal with the economic aspects of farming Deal with products or services needed on the farms or in the homes Do work formerly done on the farm Make decisions for farmers Provide information so farmers can make their own decisions Help farmers produce and sell the product of their land or labor Process farm products Distribute farm products Help control the quality of farm.products Prepare farm.products for consumption Sell agricultural produce Sell goods to farmers Products or goods handled Make production equipment for farmers Design production equipment for farmers Handle farmsproduced goods Assist in the movement of farm products to market Handle the materials of production needed by farmers Interests of the workers In farmers In livestock In crops In the outdoors In living things People eligible for employment Males Females Both males and females Men whose wives have an understanding of farming 415 A-Continued Where the work is done On the farm In rural communities Anywhere Who employs the worker Farmers Agencies assisting farmers in actually carrying out the farm‘business The whole farm family or individuals in the family Who the worker works with Farmers directly Those who work with farmers directly Farmers directly concerning the farm.business Where the job training is received Through practice In school On the Job Background of the worker A farm background is desirable A farm background is an asset A farm background is required A knowledge of farming is essential for success The information, skills, abilities, aptitudes, and interests needed by farmers are also needed in the occupation Attitudes of the worker Toward farmers Toward people Toward farming That are the same as those of farmers Skills possessed by the worker In agriculture In communication In human relations In.farming Nature and degree of technical training needed In specialized schools In college From practical experience From self-teaching B Occupations with Agricultural Connotations ——_f 416 Occupational Title Sourcea Abstractor, Real Estate Titles. . . . . . . . . w . . 11 Accountant, Commodity Exchange Authority. . . . . . . 6 Accountant, Farmer Cooperative. . . . . . . . . . 10 Actuary, Federal Cr0p Insurance Corporation . . . . . 6 Advertiser, Farmer Cooperative. e e e e e e e e e e 10 Advertising Assistant, Farm Equipment Sales . . . . . 29 Advertising Executive, Farm Machinery . . . . . . . . 27 Advertising EXOOUtiVS, FOOd e e e e e e e e e e e e 27 Agricultural Attache, United States Foreign Service . 27 Agricultural 0011686 PrOfGSBOTe e e e e e e e e e e e 27 AgPiCUItural Economist. e e e e e e e e e e e e e e e 27 AgricUItural Engineer e e e e e 0 0‘0 0 e e e e e 27 Agricultural Extension Administrator. 0 e e e e e e e 27 Agricultural Extension Specialist . . . . . . . . . . 27 Agricultural Market Reporter. 0 e e e e e e e e e e e 6 Agricultural Missionary e e e e e e e e e e e e e e e 27 Agricultural Radio Announcer. . . . . . . . . . . . . 4 Agricultural Research Aide. . . . . . . . . . . . . . 15 AgricUItural Statistician e e e e e e e e e e e e e e 27 Agricultural Supply Company Operator. . . . . . . . . 27 Agricultural writer-Editor. e e e e e e e e e e e e e 9 Agronomist for Food Processor . . . . . . . . . . . . 27 Agronomist, Sugar Company a e e e e e e e e e e e e e 27 Airplane Crop DUSter Helper e e e e e e e e e e e e e 13 Airplane Pilot, Crop DUStinge e e e e e e e e e e e e 13 AlOOhOliC Beverage Chemist. e e e e e e e e e e e e e 3 Alfalfa~M111 Operator 0 e e e e e e e e e e e e e e e 12 All-Round FarmpMachinery Operator . . . . . . . . . . l5 Alligator Farmfire e e e e e e e e e e e e e e e e e e 15 Almond Farmer e e e e e e e e e e e e e e e e e e e e 15 Animal ECOlOEiSte e e e e e e e e e e e e e e e e e e 11 Animal-Glue Plant Worker. 0 e e e e e e e e e e e e e 11 Animal Husbandman e e e e e e e e e e e e e e e e e e 13 Animal Keeper e e e e e e e e e e e e e e e e e e e 11 Animal Nutritionist e e e . e e e e e e e e e e e e e 27 Animal or Plant CytOIOgiSte e e e e e e e e e e e e e 11 Animal Taxonomist . . . . . . . . . . . . . . . . . . 11 0‘Number represent source of the title. See pages 446-448 for a list of the sources. 417 B-Continued Occupational Title Source8 Apiary InSPGCtore e e e e e e e e e e e e e e e e e e 22 Apple Growers e e a e e e e e e e e e e e e e e e e e 15 Apple PaCkere e e e e e e e e e e e e e e e e e e e e 15 Apple-Packing Header. e e e e e e e e e e e e e e e e 13 Apple-Picking CheCker e e e e e e e e e e e e e e e 15 Appraiser, Farm Real EState e e e e e e e e e e e e e 14 Aquatic Biologist e e e e e e e e e e e e e e e e 27 Area Foreman, Hybrid Seed Corn Production . . . . . . 15 Artificial Breeding Technician. . . . . . . . . . . . 15 Asparagus CUttere e e e e e e e e e e e e e e e e o e 13 Asparagus Grader and Buncher. . . . . . . . . . . . . l5 Asparagus Sorter. e e e e e e e e e e e e e e e e e e 15 Assessor, Rural 0 e e e e e e e e e e e e e e e e e e 11 Attorney, Rural Community 0 e e e e e e e e e e e e e 27 Audio-Visual Specialist, United States Department Of AgriCUIturGe e e e e e e e e e e o e e e e e o 6 Anto MeChanic e e e e e e e e e e e e e e e e e e e e 16 AntomOtiva Engineer 0 e e e e e e e e e e e e e e e e 27 Automotive Garageman, Rural Community . . . . . . . . 1 Avocado PaCkere o e e e e e e e e e e e e e e e e e e 13 Bagger II e e e e e e e e e e e e e e e e e e e e e e 13 Bag Sealer. e e e e e e e e e e e e e e e e e e e e e 13 B316 BUCker, Hay. e e e e e e e e e e e e e e e e e e 13 B319 Sewer. e e e e e e e e e e e e e e e e e e e e e 15 B816 StaCker, Hay e e e e e e e e e e e e e e e e e e 13 Baling-Machine Operator . . . . . . . . . . . . . . . 15 Band Maker. 0 e e e e e e e e e e e e e e e e e e e e 13 Band-Table Mane e e e e e e e e e e e e e e e e e e e 13 Barbed-Wire-Machine Operator. . . . . . . . . . . . . 11 Bar Loader. e e e e ale 0 e e e e e e e e e e e e e e 13 Barn B033 0 e e e e e e e e e e e e e e e e o e e e e 13 Barnman e e e e e e e e e e e e e e e e e e e e e e e 15 Barn Painter. 0 e e e e e e e e e e e e e e e e e e e 11 Bar PUShere e e e e e e e e e e e e e e e e e e e e e 15 Barrel R01ler e e e e e e e e e e e e e e e e e e e e 13 BaSket Lidder e e e e e e e e e e e e e e e e e e e e 15 BaSkOt Turner 0 e e e e e e e e e e e e e e e e e e e 13 BaSket Welgher. e e e e e e e e e e e e e e e e e e e 13 Bean-Field Worker 0 e e e e e e e e e e e e e e e e 13 Bean-Pole Setter and Stringer . . . . . . . . . . . . l5 Bean‘sprOUt Grower. e e e e e e e e e e e e e e e e e 15 aNumber represents source of the title. See pages 446-448 for a list of the sources. 418 B-Continued Occupational Title Source3 Bean-SprOUt Grower II 0 e e e e e e e e e e e e e e e 16 Beekeeper e e e e e e e e e e e e e e e e e e e e e e 13 Beet-Harvester Operator . . . . . . . . . . . . . . . l5 Beet Thinnere e e e e e e e e e e e e e e e e e e e e 13 Berry Farmer. e e e e e e e e e e e e e e e e 13 Bibliographer, United States Department of AgricUIture Library 0 e e e e e e e e e e e e e e 6 Binder Operator 0 e e e e e e e e e e e e e e e e e e 13 Bindweed Eradicator . . . . . . . . . . . . . . . . . 15 Biographer of Persons in Agriculture. . . . . . . . . 2O Biological ResearCh Aide. e e e e e e e e e e e e e e 13 Biologist e e e e e e e e e e e e e e e e e e e e e o 29 . BIBCksmithe e e e e e e e e e e e e e e e e e e e e e 15 BlaCkSmith, Farm. 0 e e e e e e e e e e e e e e e 13 BIESter, Stump, Stone, DitChe e e e e e e e e e e e e 29 Blister-Rust Eradicator . . . . . . . . . . . . . . . 15 BIOCker e e e e e e e e e e e e e e e e e e e e e e e 13 B100d TCSteI‘, FOWls e e e e e e e e e e e e e e e e e 13 Blueberry Baker 0 e e e e e e e e e e e e e e e e e e 13 BOOkmaneeeeeeeeeeeeeeeeeeeeeee 13 BOtaniste e e e e e e e e e e e e e e e e e e e e e e 6 Bottom Cutter . . . . . . . . . . . . . . . . . . . l5 Br1Ck Layer, Rural comunitYe o e e e e e e e e e e e 1 Brine Maker . . . . . . . . . . . . . . . . . . 15 Brine-Mixer Operator, Automatic . . . . . . . . . . . 15 Brine-Tank- Separator Operator . . . . . . . . . . . . l5 BrOker-Buyer, CGSh-TrUCke e e e e e e e e e e e e e e 13 Bronc BUStere e e e e e e e e e e e e e e e e e e e e 15 Brooder Man . . . . . . . . . . . . . . . . . . . . . 15 Broomcorn Cutter. . . . . . . . . . . . . . . . . . . 15 Broomcorn Puller. . . . . . . . . . . . . . . . l5 Brusher, Gypsy Moth Control . . . . . . . . . . . . . 15 Building Designer, Farm.Euildings . . . . . . . . . . 24 Building Supply Jobber, Rural Community . . . . . . . 27 Bu1b Grower e e e e e e e e e e e e e e e e e e e e e 13 Bulldozer Operator. . . . . . . . . . . . . . . . . . 11 B111]. Nurse. 0 e e e e e e e e e e e e e e e e e e e e 13 Bundle Stacker. . . . . . . . . . . . . . . . . . . . 15 BUtCher e e e e e e e e e e e e e e e e e e e e e e e 11 ButCher, Fish 0 e e e e e e e e e e e e e e e e e e e 11 Butter Maker. 0 e e e e e e e e e e e e e e e e e e e 11 3Number represents source of the title. See pages 446-448 for a list of the sources. 419 B-Continued Occupational Title Source8 Buyer, Chain Grocery Store. 0 o e o o e e e o o o o e 11 Buyer, Citrus Fru1t o o o o e o e o e o o e o o o o o 13 Buyer, Cream. 0 e e e o o e o o o o o o o o o o e o e 11 Buyer’ Grain. o o e o o e o e o o o o e o o o o e e o 11 Buyer, Livestock. . . . . . . . . . . . . . . . . . . 15 Buyer, TObaCCOO . . . . . O . . . . . . . . . . . . . 15 Buyer, Tobacco, Head. . . . . . . . . . . . . . . . . 15 Buyer, WOOI . . . . C C . O . . . . . . . . O . . . 11 ByprOdUCts EXtraCtoro o e e o o o o e o o e e e o o o 11 Camp Tender o o o e o o o o o o o o o o o e o o e o e 15 Cane CUtter e e e e o e o e o o o e o o o o e e e o o 13 Cane Loader I o e e o e o o o o o o e e o o e e o o e 13 Cane Loader II. . . . . . . . . . . . . . . . . . . . 15 Cane Weigher. . . . . . . . . . . . . . . . . 15 Canning and Food Preservation Worker--Cooker, Freezer, Drier, Processor. 0 e e e o o o e o e o e e o e e 29 Canning and Food Preservation Worker--Packer, wrapper, Filler, Iabeler, Shipper . . . . . . . . 29 Canning and Food Preservation Worker--Receiver, Sorter, Grader, Weigher . . . . . . . . . . . . . 29 Canning-Factory Worker. . . . . . . . . . . . . . . . ll Canning Plant 600k. 0 o o e e o o ego e o o o o o o o 20 Caponizor e e e e e o o e o o o o o e e o e e o e o e 15 Capper Picker . . . . . . . . . . . . . . . . . . . . 15 Caretaker, Farm 0 o o o o e o o o o o e o e o e o o e 15 Car-Icer. o e e e o e o e o o o o e o e o o o o o e 0 ll carpenter . . . O O O . O O O . . O O . C O O O C O C 16 Carpenter, Farm . . . . . . . . . . . . . . . . . . . 27 Garret Digger e e o o o o e o e o o e e e o o o m o 13 GarrOt Grader-InSPGCtor o o e o o e e o e o e o o e o 13 Garret Tier 0 e e e e o e e o o o e o e e o 13 Cartographer, United States Department of Agriculture or Soil Conservation Service. . . . . . . . . . . 6 Cataloger, United States Department of Agriculture Library 0 o e e e o e o o e e e e e o e o e o e o 6 Cat Breeder e o e e o o e o e e o e e e o o e o e e o 13 Gateher, TObaCCOO e e o o e o o o e e e o o e o o o e 15 Cattle Breeder. e e e e e o e e o e e e e o o e o o o 15 Cattle Dehorner . . . . . . . . . . . . . . . . . . . 15 Cattle Farmer, Meat PrOdUCtiono o o e o o o o o o 0 o 13 Cattle Feeder II. . . . . . . . . . . . . . . . . . . l5 aN'um'ber represents source of the title. See pages 446-448 for a list of the sources. 420 B-Continued Occupational Title Sourcea Cattle Herder o o o o o o e e e o e e e e e o e o e o 13 Cattle Rancher. . . . . . . . . . . . . . . . . . . . l5 cauliflower Tier 0 O O O O ' O O O O O O O O O O O O O O 13 Cauliflower Trimmer e o o e o e o o e e o e o e e o o 13 cav1ya. O O O O O O O O O O O O O O O O O O O O C 13 celery Trimer, Field 0 e e e o o o e e e e o e o o o 13 Cheek- Out Man O O O O O O O O O O O O O O O O O O O O 15 Cheese Maker. . . . . . . . . . . . . .p. . . . . . . 11 Cheese Plant Worker . . . . . . . . . . . . . . . . . 1 Chemical Company Executive. . . . . . . . . . . . . . 27 Chemical Weed Control Specialist. . . . . . . . . . . 27 Chemist, Agricultural . . . . . . . . . . . . . . . . 11 Chemist, Grain. e e e e e e e o o o o o e o o o e o .0 11 Cherry Grower . . . . . . . . . . . . . . . . . . . . 15 Chicken Fancier . . . . . . . . . . . . . . . . . . . 15 Chicken Farmer. . . . . . . . . . . . . . . . . . . . 15 Chicken Sexer . . . . . . . . . . . . . . . . . . . 15 ChiCkGh'SQXOr Helper. o e e o o o o o e o e e e o o 0 13 ChiCk Grader. O O O O O O O O O O O O O O O O O O O O 13 Chopper Operator. . . . . . . . . . . . . . . . . . . l5 Cigarette-Making-Machine Operator . . . . . . . . . . 11 011.016 Rider 0 O O O O O O O O O O O O O O O O O O O O 13 Citrus-Fruit-Packing Grader . . . . . . . . . . . . . 15 CiVil Engineer: 0 e e o o o e o e o e o o o o e o o o 27 Clipman... ...................13 COld Storage Operator 0 o e e o e e e o o o o o o e e 4 Collector, Finance Company. . . . . . . . . . . . . . 27 COloring-Room Man 0 o o e e e e e e o e o o o o o e o 13 combine Operator 0 O O O O O O O 0 O O O O O O O O O 15 Commercial Artist, Farm Equipment Company . . . . . . 11 Commercial Representative . . . . . . . . . . . . . . 24 Commission Man, Agricultural Produce. . . . . . . . . 15 Community Planning Technician . . . . . . . . . . . . 27 Comparison Shopper, Groceries . . . . . . . . . . . . 11 Compress Operator . . . . . . . . . . . . . . . . . . 15 compress TruCk er 0 O O O O O O O O O O O O O O O O O 15 Construction Company Worker, Rural Community. . . . . 1 Construction Engineer . . . . . . . . . . . . . . . . 24 Consulting Engineer 0 e e e e e e e e e e o e e e o o 24 Contact Man for Processing Plant, Food. . . . . . . . 27 Continuity writer, Agricultural Radio Program . . . . 2O aNumber represents source of the title. See pages 446-448 for a list of the sources. 421 B-Continued Occupational Title Sourcea contraCtor, Field Hallling e o o o o o o o e o o o o o 13 Cook, Camp. . . . . . . . . . . . . . . . . . . . . . 15’ 000k, 12831011 0 o o o e o o o o o o o o o o o o o e o o 13 Cooler Foreman, Dairy Plant . . . . . . . . . . . . . 11 Corn Cutter . . . . . . . . . . . . . . . . . . . . . l5 Corn Detasseler . . . . . . . . . . . . . . . . . . . 15 Corn Grower . . . . . . . . . . . . . . . . . . . . . 15 corn HuSker O O O O O O O O O O O O O O O O O I O O O 13 COPH-PiCkGI‘ OperatOI‘. o o o o o o o o o o o o o o o o 1!?) corn Sheller O O O O O O O O O O O O O O O O O O O O O 13 Corn Snapper. . . . . . . . . . . . . . . . . . . . . l5 Corral B033 0 o o o o o o o o o o o o e o o o o o o o 15 Cotton Chopper. . . . . . . . . . . . . . . . . . . . 15 Cotton Field Crew Supervisor. . . . . . . . . . . . . 15 COtton P1Cker O O 0 O O O O O O O O O O O O O O O O O 13 Cotton-Picking-Machine Operator . . . . . . . . . . . 15 COtton Raiser o o o o o o o o o o o o o o o o o o o o 13 COtton Sampler. 0 o o e o o o o o o o o o o o o o o o 13 COtton StomperO O O O O O O O O O O I O O O O O O C O 13 COtton Stripper O O O O O O O O O O O O O O O O O C C 13 COtton Tier 0 o o o o e o o o o o o o o o o o o o o o 13 Cotton Weigher. . . . . . . . . . . . . . . . . . . 15 Country Club General Manager. . . . . . . . . . . . . 27 Country Hauler. . . . . . . . . . . . . . . . . . . . 11 Country Home-Owner. . . . . . . . . . . . . . . . . . 29 Country-Route-Man, Any Product. . . . . . . . . . . . 29 County-Agricultural Agent . . . . . . . . . . . . . . 15 COWpunChero C O O O O O O O O O O O O O O O C O O O O 15 Coyote Sheepman . . . . . . . . . . . . . . . . . . . 15 Cranberry Grower. . . . . . . . . . . . . . . . . . . 15 Cranberry P1Ck6ro o o o o o o o o o o o o o o o o o o 13 Cranberry Screener. . . . . . . . . . . . . . . . . . 15 cranberry Snapper o o o o o o o o o o e o e o o‘ o o o 13 Cranberry Sorter. . . . . . . . . . . . . . . . . . . l5 Crate Tie-Man o o o o o o o o o o o o o o o o o o o o 13 Creamery Manager. 0 o o e o o o o o o o o o o o o o o 24 CreampSeparator Tender. . . . . . . . . . . . . . . . 15 Crop Reporter . . . . . . . . . . . . . . . . . . . . 24 cull Grader O 0 O O O O O O O O O O O O O O O O O O O 13 C1111 Man. O O O O O O O O O O O O O O O O O O O O O 13 Cultivated-Blueberry P1 Cker o o o o o o o o o o o o o 13 8Number represents source of the title. See pages 446-448 for a list of the sources. 422 B-Continued Occupational Title Source‘ Culturist, Biological Research Animals. . . . . . . . 15 CUStom-Feed-Mill Operator 0 o o o o c o o o o o o o o 11 Custom.Forest Tree Planter. . . . . . . . . . . . . . 27 Dairy BaCteriologisto o o o o o o o o c o o o o o o o 11 Dairy Bar Owner-Operator. o o c o o I o c o o o o o o 27 Dairy ChemiSt o o o o o o o o o o o o o o o o o 27 Dairy Company Vice-President. . . . . . . . . . . . . 27 Dairy Engineer. . . . . . . . . . . . . . . . . . . . 27 Dairy-Equipment Repairman . . . . . . . . . . . . . . 11 Dairy Farm Inspector. o o o o o o o o o o o o o o o o 12 Dairy-F6 ed‘Muing Operator 0 o o o o o o o o o o o o o 11 Dairy Herd Improvement Association Tester . . . . . .. 27 Dairy-Hera TBSter o o o o o o o o o o o o o o o o o o 13 Dairy Laboratory Technician . . . . . . . . . . . . . 27 Dairy-manufacturing Technologist. . . . . . . . . . . ll Dairy-Plant BOttle-WaSher o o o o o o o o o o o a o o 20 Dairy Plant Fieldman. o o o o o o o o o o o o o o p o 27 Dairy Plant Manager 0 o o o o o o o o o o o o c o o o 27 Dairy Plant PBSteurizer o o o o o o o o o o o o o o o 20 Dairy Plant Production Manager. . . . . . . . . . . . 27 Dairy Plant WOrker. o o o o o o o o o o o o o o o o o 27 Dairy Products Inspector. . . . . . . . . . . . . . . 27 Dairy Products Standardizer . . . . . . . . . . . . . 29 Day-HEUI superV130r o o o o o o o o o o c o o o o o o 13 Day Worker, AgricUIture o o o o o o o o o o o o o o o 15 Dean 0f Agricu1ture o o o o o o o o o o o o o o o o o 27 Decay-contr01 Operator. 0 o o o o o 0.0 o o o o o o o 13 Decorator, ICC cr.amo o o o o o o o o o o o c o o o o 20 Dehydrator Man. a o o o o o o o o o o o o o o o 13 Designer, Farm Electrical Appliances s. . . . . . . . . 25 Designer, Farm Refrigeration Equipment. . . . . . . . 25 Destoner. O O O O O O O O O O O O O O O O O 0 O O O O 13 Detasseling-Crew Supervisor 0 o o o o o o o o o o o o 15 Dinkey-Press Man. 0 o c o o o o o o o o o o o o o 15 Director, Agricultural Labor Camp . . . . . . . . . . 13 Director, Bureau of Markets . . . . . . . . . . . . . 27 Director, Milk Production Cooperative. . . . . . . . 27 Director of Research, Farm Machinery Manufacturing Company a o o o o o o o o o o o o o o O 25 < Director of Research, Food Processing Company . . . . 25 Director, Recreation Camp . . . . . . . . . . . . . . ll aNumber represents source of the title. See pages 446-448 for a list of the sources. 425 Egg Grader. e e e o B-Continued Occupational Title Source8 Director, Vocational Education. . . . . . . . . . . . ll Dispatcher, Forest Fire Crew. . . . . . . . . . . . . 20 District Forest Ranger. . . . . . . . . . . . . . . . 27 DistriCt Game SuperVisore o e . o e o e o e e e e e o 27 District Manager, Chain Grocery . . . . . . . . . . . 2 District Park Ranger. . . . . . . . . . . . . . . . . 27 DitCh Digger. O O O O O C O O O 0 O O O O O O O O O 15 Ditch Rider, Irrigation . . . . . . . . . . . . . . . 15 D08 Breeder O C C O O O O O O O O O O O O O O O O 13 Dog Trainer, Hunting Trials . . . . . . . . . . . . . 29 Doorman, Tobacco Auction. . . . . . . . . . . . . . 15 Draftsman, Farm Equipment Company . . . . . . . . . . 27 Dragline Operator . . . . . . . . . . . . . . . . . . 11 Drainage Engineer . . . . . . . . . . . . . . . . . . 25 Drain-T118 Maker. 0 O O O O O O O O O O O O O O O O O 11 DrenChere‘o e o e e o e e e e o o e o e e e e e e. e O 13 Drier Man, Head 0 e e e e e e e e e e e o o o e e e e 13 Druggist, Rural comnity o e e e o e e e e e o e e o 11 DrugGrower....:................ 13 Dry-Yard Mane e o o e o e e e e o o o e e e e e e 13 Dumper, Fruit Packing . . . . . . . . . . . . . . . . 15 mmper’ Hops. O O O O O O O C O O O O O O O O O O O 13 Dumping-Machine Operator. . . . . . . . . . . . . . . 15 Economic Geographer . . . . . . . . . . . . . . . . . 11 Editor, Farm M38321ne e e e e e e e e o e e e o e e o 11 Editor, MVGStOCk Magazine. 0 e o e e o e e e e e e e 27 Editor, Rural Weekly Newspaper. . . . . . . . . . . . 27 Educational Director, Farmer Cooperative. . . . . . . 25 Educational worker, Meat Industry . . . . . . . . . . 25 Education Department Director, Farm Machinery Company 27 EggPacker...................... 15 Egg-Room Foramano o e e e e e o e o e e e e e o o e o 13 Egg Trayere o o e e e e e e e e e e o o e o 13 Electrical Engineer, Rural Electrification ' “ministration. O O O O O O O O O O O O O O 6 Electric-Eye-Sorting-Machine Technician . . . . . . . l5 Electrician, Farm 0 e e e o e e o e e e e e e e e e e 29 Electrician, Rural Community. . . . . . . . . . . . . l EntomOIOgiste e e o e e e o e e e e e o e e o o e e o 27 ‘Number represents source of the title. See pages 446-448 for a list of the sources. 424 B-Continued Occupational Title Source“ Essayist, Agricultural Conditions . . . . . . . . . . 20 Miscerator00000 00000000000000013 Etperiment Station Worker 0 0 0 0 0 0 0 0 0 0 0 0 0 0 24 Fan01er0000000000000000000000015 FancypaCk6r00000000000000000000013 Farm Assembler and Sorter, Vegetables and Fruit . . . 29 FarmAuotioneer...................29 Farm Bureau Executive . . . . . . . . . . . . . . . . 27 Farm.Bureau Service Store, General Manager. . . . . . 27 Farm.Euyer, Agricultural Produce. . . . . . . . . . . 15 Farm Construction Contractor. . . . . . . . . . . . . 25 Farmleple.....................lb Farmcoup1611000000000 000000000013 Farm Custom Service Operator, Earth Moving. . . . . . 7 Farm Custom Service Operator, Harvesting. . . . . . . 29 Farm Custom Service Operator, Insecticide, Fungicide, Herbicide Spraying . . . . . . . . . . 7 Farm Custom Service Operator, Seeding and Fertilizing 7 Farm Equipment Designer . . . . . . . . . . . . . . . 27 Farm.Equipment Mechanic . . . . . . . . . . . . . . .’ l5 Farm.Equipment Testing Engineer . . . . . . . . . . . 27 Farmer0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 13 Farmer, Animal0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 13 Farmer, CaSh 61.81110 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 13 Farmer, contraCt0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 13 Farmer’ Crop SpBCialty0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 13 Farmer’ Dairy 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 13 Farmar’ Dry th0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 13 Farmer’ Fru1t 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 13 Farmer, General . . . . . . . . . . . . . . . . . . . 15 Farmer, HVOStOCk 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 15 Farmer, Nut . . . . . . . . . . . . . . . . . . . . . 15 Farmer, Poultry 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 13 Farmers Cooperative Executive . . . . . . . . . . . . 27 Farmers Cooperative Manager 0 0 0 0 0 0 0 0 0 0 0 0 0 29 Farmers Home Administration Supervisor. . . . . . . . 27 Farmer, Tenant0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 15 Farm Foreman0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 13 Farm FOPQSteI' 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 25 Farm Hand 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 13 aNumber represents source of the title. See pages 446-448 for a list of the sources. 425 B-Continued Occupational Title Sourcea Farm Hand, Animal 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 13 Farm Hand, Berry 0 0 0 0 ‘ 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 13 Farm Hand) Citrus FI‘Uit‘ I 0 0 0 0 0 0 0 0 0 0 0 0 0 0 15 Farm Halid, Citrus FI'Uit IIO 0 0 0 0 0 0 0 0 0 0 0 0 0 13 Farm Hand, COtton I 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 15 Farm Hand: COtton 110 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 15 Farm.Hand, Cranberry Bog. . . . . . . . . . . . . . . 15 Farm Hand: Cr Op SpeCialty 0 0 0 0 0 0 0 0 0 0 0 0 0 0 13 Farm Hand, Crop Specialty I . . . . . . . . . . . . . 15 Farm Hand, Dairy I 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 13 Farm Hand, Dairy II 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 13 Farm Hand, Fruit I . C . . . . . . . . . . . . . . . . 13 Farm Hand, FPUit II 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 15 Farm Hand, Fur Farm 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 13 Farm Hand: General I 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 15 Farm Hand, General II . . . . . . . . . . . . . . . . 15 Farm Hand: Grain I 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 13 Farm.Hand, Grain II . . . . . . . . . . . . . . . . . 15 Farm Hand, LiveStOCk 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 13 Farm Hand’ Poul try0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 13 Farm Hand , R1 06 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 13 Farm Hand, 3688 one]. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 15 Farm Hand; Sugar Beat I 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 15 Farm Hand’ Sugar Beet 110 0 0 0 0 0 0 0 0 0 0 0 0 0 0 13 Farm Hand, Sugarcane 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 13 Farm Hand, TObacco I 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 15 Farm Hand, TObaCCO II 0 0 0 0 0 0 0 0 0 0 0 0 0 0 .0 0 13 Farm Hand, Vegetable I 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 13 Farm Hand, Vegetable II 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 13 Farm Insurance Sale sman 0 0 0 0 0 0 0 0 0 0 0 0 0 23 Farm Loan Association Field man . . . . . . . . . . . 27 Farm Loan Association Secretary . . . . . . . . . . . 27 Farm.machinery Factory worker . . . . . . . . . . . . 10 Farm Machinery Operator . . . . . . . . . . . . . . . 29 Farm Management Consultant. . . . . . . . . . . . . . 29 Farm.Mechanic (machinery Repair). . . . . . . . . . . 15 Farm Organization Director. . . . . . . . . . . . . . 27 Farm Placement Specialist, Employment Service . . . . 22 Farm.P1anner, Soil Conservation Service . . . . . . . 27 Farm PrOduc 0 Storage IDSPOCtor 0 0 0 0 0 0 0 0 0 0 0 0 5 ‘Number represents source of the title. See pages 446-448 for a list of the sources. 426 B-Continued Occupational Title Source3 Farm Safety sp6018118te e e e e e e e e e e e e e e e 25 Farm Service Adviser, Electric Power Company. . . . . 27 Farm Structures Designer. 0 e e e e e e e e e e e e e 25 Farm Writer, Newapaper. e e e e e e e e e e e e e e e 27 Federal Ivand Bank Agent 0 e e e e e e e e e e e e e 0 25 Feed and Fertilizer Inspector, State Department of Agriculture 0 e e e e e e e e e e e e e e e e e e 22 Faed Bag Maker. 0 e e e e e e e e e e e e e e e e o e 29 Feed Blender. e e e e e e e e e e e e e e e e e e e e 11 Foed Elevator Foraman e e e e e e e e e e e e e e e e 1]. Feed Miller . . . O . . . . . C C . . . O . . . . . . 11 Feed-Mill Operator, Portable. . . . . . . . . . . . . ll FBOd Stora Clerk. 0 e e e e e e e e e e e e e e e e e 2 Feed Store Manager. . . . . . . . . . . . . . . . . . 27 Feed Store Salesman e e e e e e e e e e e e e e e e e 2 F0113. hector e e e e e e e e e e e o e e e e e e e e 13 Fence-Making-Nachine Operator . . . . . . . . . . . . ll Fence Rider 0 e e e e e e e e e e e e e e e e e e e e 13 Fertilizer-Plant Operator . . . . . . . . . . . . . . 11 Fartilizer-Plant Worker 0 e e e e e e e e e e e e e e 10 Field BuCere e‘ e e e e e e e e o e e e e e e e e e e 13 Field Checker . . . . . . . . . . . . . . . . . . . . 13 Field. Chopper Operator. 0 e e e e e e e e e e e e e e 15 Field Hauler. e e e e e e e e e e e e o s e e o e e e 13 Fieldman, Agricultural Publications . . . . . . . . . 25 Field Man, Canning and Preserving . . . . . . . . . . 13 Field man, 0130]) Contractor. e e e e e e e e e e e e e 13 Field Man, Farm Credit Agency . . . . . . . . . . . . 27 Field Man, Livestock Commission Company . . . . . . . 25 Field Man, Purebred Livestock Breed Association . . . 25 Field PitCher e e e e e e e e e e e e e e e e e e e e 15 Field sorter . . . O C C O C . C . . . . . C O C . C . 13 Fiald Sorter-Foreman. e e e e e e e e e e e e e e e o 13 Field Supervisor--Harvesting Crew . . . . . . . . . . 13 Field Supervisor, Seed Production . . . . . . . . . . 15 F18 Caprifior e e e e e e e e e e e e e e e e e e e e 13 Filbert Grower. e e e e e e e e e e e e e e e e e e e 13 Fish Culturist. e o e e e o e e e e e e e e o e e e e 1]. Fisheries Conservation Executive. . . . . . . . . . . 27 Fisheries Director. . . . . . . . . . . . . . . . . . 27 aNumber represents source or the title. See pages 446-448 for a list of sources. 427 B-Continued Occupational Title Source8 Fishery Bacteriologist. . . . . . . . . . . . . . . . ll Flavor ChemiSt O O O O O O O O O O O O O O 0 O O O O O 27 Fleece Tier 0 O O O O O O O O O O O O O O O O O O O O 13 Float Operator. 0 e e e e e e e e e e e e e e e e e e 15 Floral Designer 0 e e e e e e e e e e e e e e e e e e 11 Florist e e e e e e e e e e e e e e e e e e e e e e e 27 Flour Blender . . . . . . . . . . . . . . . . . . . . 11 Flomr Clipper. O O O O O O O O O C O O O O O O O O C 13 Flower Grader e e e e e e e e e e e e e e e e e e e e 13 Flower Raiser e e e e e e e e e e e e e e e e e e e e 13 Flower Shop Operator. . . . . . . . . . . . . . . . . .27 FOOd BaCteriologist e e e e e e o e e e e e e e e e e 11 FOOd Chemists e e e e e e e e e e e e e e e e e e e e 27. Food Containers Chemist . . . . . . . . . . . . . . . 3 FOOd TGChDOlogist e e e e e e e e e e e e e e e e e e 27 Foreman, AgricUltural e e e e e e e e e e c e e e 13 Foreman, Agricultural and Horticultural Service . . . 13 Foreman, Canning and Preserving . . . . . . . . . . . 13 Foreman, Chick Hardening Room . . . . . . . . . . . . 13 Foreman, Frozen Food Processing . . . . . . . . . . . l3 Foreman, Poultry. . . . . . . . . . . . . . . . . l3 Foreman, Testing and Analysis Department, Nut Pr008381nge e e e e e e e e e e e e e e e e e e e 13 Foreman, Tobacco. . . . . . . . . . . . . . . . . . . 13 Foreman, Wholesale lrade. . . . . . . . . . . . . . . 13 Forest and Wildlife Manager . . . . . . . . . . . . . 27 ForeStere o e e e e e e e e e e e e e e e e e e e e e 27 ForBSt Farmer e e e e e e e e e e e e e e e e e e e e 4 Forest Fire Fighter . . . . . . . . . . . . . . . . . 29 Forest Fire Lock-Out. . . . . . . . . . . . . . . . . 20 ForeSt Fire TBChniciane e e e e e e e e e e e e e e e 27 ForOSt Genet1c18t e e e e e e e e e e e e e e e e e e 27 ForGSt Hydr010813te e e e e e e e e e e e e e e e e e 27 Forest Nursery Superintendent . . . . . . . . . . . . 27 Forest Products Technologist. . . . . . . . . . . . . 27 FOTGSt Recreationist. e e e e e e e e e e e e e e 12 Forestrg Specialist, Soil Conservation Service. . . . 27 Forest ervice Information Specialist . . . . . . . . 27 ForGSt Supervisor 0 e e e e e e e e e e e e e e e e e 27 Four-H Club Agent.. 0 e e e e e e e e e e e e e e e e 27 Fox Raiser. O O O O O O O O O O O O O O O O O O O O O 13 aNumber represents source of the title. See pages 446-448 for a list of the sources. 428 B-Continued Occupational Title Sourcea FrogFarmer..... ...............13 Frozen Food Plant Operator. . . . . . . . . . . . . . 27 Fruit Company General Manager . . . . . . . . . . . . 27 FI‘Uit-Farm Foreman. e o e o o o o o o o e e o o o o o 13 Fruit Gardener. . . . . . . . . . . . . . . . . . . . 15 Fru1t PaCkero e o o o o o o o o o o e e o o o e e 15 Fruit- PaCking-Grader Operator 0 o o e o o o o o o o o 13 Fruit Research Technician, Processing Company . . . . 27 Fruit Sorter. . . . . . . . . . . . . . . . . . . . . 15 Fruit Thinner . . . . . . . . . . . . . . . . . . . . 15 Fruit WOrker. . . . . . . . . . . . . . . . . . . . . l5 Fumigator, Nursery. . . . . . . .‘. . . . . . . .-. . 15 Fumigator, Orchard. . . . . . . . . . . . . . . . . . 15 Fur Breeder . . . . . . . . . . . . . . . . . . . . . 15 Fur Farmer. o e o o e o o o o o o o o o o o o 15 Game and Wildlife Biologist . . . . . . . . . . . . . 27 Game and Wildlife Manager . . . . . . . . . . . . . . 27 Game Conservationist. . . . . . . . . . . . . . . . . 27 GameFarmeroooeeeoooooooo000000013 Gamewarden..................... 4 Gardener.......................13 Gardener Helper . . . . . . . . . . . . . . . . . . . 15 General Manager, Farm . . . . . . . . . . . . . . . . l5 Geneticist. o o o o o e o o o o e o o o o o o o o o o 9 Gaelogist O O O O O O O O O O O O O O O O O O O O O O 11 Germination Worker. . . . . . . . . . . . . . . . . . ll GinCIBI'koo00000000000000.0000.13 Ginner. . C O O O O O O O O O O O O O O O O O O O O O 13 Ginseng Farmer. . . . . . . . . . . . . . . . . . . . 15 GoatHerder.....................15 Goat Keeper . . . . . . . . . . . . . . . . . . . . . 15 Goat- TruCk Driver 0 O O O O O O O O O O 0 O O O O O O 13 Goose Herder. ./. . . . . . . . . . . . . . . . . . l5 Grading Foreman, Fruit. . . . . . . . . . . . . . . . 15 Grading Man, Tobacco. . . . . . . . . . . . . . . . . 15 Grain and Feed M111 Sifter Operator . . . . . . . . . 11 Grain Cleaner 0 o e o o e o o o o o e o o o o o e e o 11 Grain-Elevator Foreman. . . . . . . . . . . . . . . . 11 Grain-Elevator Operator . . . . . . . . . . . . . . . 27 Grain Farmer. o o o o o o o o o e o o o o o o o o e e 13 aNumber represents source of this title. See pages 446-448 for a list of the sources. 429 B—Continued Occupational Title Sourcea Grain Halllero o o _e o e o e o o o o e o o o o e o I o 11 Grain Inspector . . . . . . . . . . . . . . . . . . . 11 Grain Mixer . . . . . . . . . . . . . . . . . . . . . 11 Grain StaCker O O O O O O O O O I O O O O O O O O O O 13 Grape Grower. . . . . . . . . . . . . . . . . . . . . 15 Grape Roller. . . . . . . . . . . . . . . . . . . . . l5 Grape Tilrnero e o o o o o e o e o o o o o o o o o o o 13 Grapevine Pruner. . . . . . . . . . . . . . . . . . . 15 Grave Digger. o o o e o o o o o o o e o o o o e o o e 1]. Grave]. InspeCtoro o o e o o o e o o o o e o o o o e 14 Greaser, Farm MEChinery o o o o o o o o o o e o e e o 13 Greenhouse Florist. . . . . . . . . . . . . . . . . . 15 Greenhouse Manager. . . . . . . . . . . . . . . . . . 27 Greenhouse Worker . . . . . . . . . . . . . . . . . . l5 Gr66n8keepero o o e e o e e o o e o o o e o o o o o o 13 Greenskeeper II . . . . . . . . . . . . . . . . . . . 15 Greensman O O I O O O O O O O O I O O O O O O O O O O 11 Greens Picker O O O O O O O O O O O O O O O O O O C O 13 Greens Tier 0 O O O O O O O O O O 0 O O O O O O O O O 13 Gristmiller o o o 0' o o o o e o o o o o o o o e o 11 Grocer, Rural Community . . . . . . . . . . . . . . . 27 Groom O O O O O O O O O O O O O O O O O O O 0 O O O O 24 Groundman for Tree Surgeon. . . . . . . . . . . . . . l5 Grounds Keeper, Industry or Business Property . . . . l5 Grounds Keeper, Sports. . . . . . . . . . . . . . . . 11 Group Leader, Farm Hands. . . . . . . . . . . . . . . 15 Grove Foreman O 0 O O O O O I O O O O O O O O 0 O O O 13 GrUbber O O O O O C O O O O O O O O O O O O O 13 Guide, Hunting and Fishing. . . . . . . . . . . . . . 11 Gypsy Moth Scout. . . . . . . . . . . . . . . . . . . 15 Hander‘i Flue Cured. o o o o e o o o o e o o e o o e o 15 Hanger, TObaCCO I o o o o o e o e o o o e o o o e o e 13 Hanger, Tobacco II. . . . . . . . . . . . . . . . . . 15 Harvest Contractor. . . . . . . . . . . . . . . . . . 15 Harvest Hand, Berry . . . . . . . . . . . . . . . . . l5 HarVOSt Hand, CEStOI‘ Bean 0 e o o o o o o o o o o o o 13 Harvest Hand, Citrus Fruit. . . . . . . . . . . . . . 15 Harvest 11and, Cotton. . . . . . . . . . . . . . . . . 15 Harvest Hand, Cranberry Bog . . . . . . . . . . . . . 15 Harvest Hand, Crop Specialty. . . . . . . . . . . . . 15 8‘Number represents source of the title. See pages 446-448 for a list of the sources. 450 B-Continued Occupational Title - Sourcea HarVGSt Hand, Fru1t o o o o o o o o o o o o o o o o o 13 Harvest Hand, General Farm. . . . . . . . . . . . . . 15 HarVGSt Hand, Grain o o o o o o o o o o o o o o o o O 15 HarVGSt Hand, Migratory o o o o o o o o o o o o o o o 13 arVCSt Hand, NUt o o o o o o o o o o o o o o o o o o 29 Harvest Hand, Onion Seed. . . . . . . . . . . . . . . 15 Harvest hand, Sugar Beet. . . . . . . . . . . . . . . l5 HarveSt Hand, Sugarcane o o o e o o o o o o o o o o o ’13 HarVGSt Hand, TObaCCO o o o c o o o o o o o o o o o o 15 Harvest Hand, Vegetable . . . . . . . . . . . . . . . 15 HatChery Man, Poultry 0 o o o o o o o o o o o o o O o 15 Hauler, Peanut. . . . . . . . . . . . . . . . . . . . 15 Hay Baler o o e o o o o o o o o o o o o o o o o o o 13 Hay-Baler Operator: 0 o o o o o o o o o o o o o o o o 13 Hay Farmer. o e o o o o o o o o o o o o o o o o o o o 15 Haying Hand 0 o o o o o o 0 '.° 0 o o o o o o o o o o 13 Hay StaCker . . . . . . . . O . . . . . O . C . . . . 15 Hazer . . . . O . O . C O . . . . . . O . . . . . . . 13 Header. o o o o o o o o o o o o o o o o o o o o o o o 13 Header Tender o o o o o o o o o o o o o o o o o e o o 13 681th Officer. 6 o o o o o o o o o o o o o o o o o o 24 erdsman, Cattle, Sheep, SW1neo o o o o o o o o o o o 13 Herdsman, Dairy . . . . . . . . . . . C . . . . . . . 13 Herdsman, SW1ne e o o o o o o o o o o o o o o o o o o 13 Herpet010813t o o o o o o o o o o o o o o o o o o o o 11 High School Teacher, Rural Community School . . . . . 27 Highway Engineer. . . . . . . . . . . . . . . . . . . 27 Highwa ForGStry Foreman. o o o o o o o o o o o o o o 22 Hired 0y, Farm 0 o o o o o o o o o o o o o o o o o o 13 H06‘D0wno o o o o o o o o o o o o o o o o o o o o o o 15 Hoar. . . C . . O . O . O . . . . . . . . . O . . . . 13 Hoe Sharpener . . . . . . . . . . . . . . . . . . . . l5 HOEShead Cooper II. o o o o o o o o o o o o o o o o o 15 Hogshead Cooper III e o o o o o o o o o o o o o o o o 13 Hogshead Dumper o o o o o o o o o o o o o o o o o o o 15 Hogshead Filler . . . . . . . . . . . . . . . . . . . l5 HOSShead Header o o o o o o o o o o o o o o o o o o o 15 HOEShaad Opener o o o o o o o o o o o o o o o o o o o 15 Hogshead-Salvage Man. 9 o o o o o o o o o o o o o o o 15 HogShead Weigher. o o o o o o o o o o o o o o o o o o 13 Home-Demonstration Agent. . . . . . . . . . . . . . . 11 aNumber represents source of the title. See pages 446-448 for a list of the sources. 431 446-448 for a list of the sources. B-Continued Occupational Title Sourcea HOOkmn . . O . . C . . . . . . . . . . . . . C O . . 15 Hop Picker. o o o o o o o o o o o o o o o o o o 13 HOP-Picking-MaChine Operator. 0 o o o o o o o o o o o 13 HOP Raiser. o o o o o o o o o o o o o o o o o o o o o 13 Hop Trainer 0 o o o o o o o o o o o o o o o o o o o o 15 Horse Breaker, Draft. 0 o o o o o o o o o o o o o o o 13 Horse Breaker, Saddle o o o o o o o o o o o o o o o o 13 Horse Breeder and Showmn o o o o o o o o o o o o o o 13 Horseman, Sh”. o o o o o o o o o o o o o o o o o o o 13 Horsa Pusher. o o o o o o o o o o o o o o o o o o o o 15 Horse Trainar o o o o o o o o o o o o o o o o o o o o 13 Horse Trainer, Race and Trick . . . . . . . . . . . . 13 Horse Wrangler. o o o o o o o o o o o o o o o o o o o 13 HOt-Bad Man 0 o o o o o o o o o o o o o o o o o o o o 15 House'ife, Farm 0 o o o o o o o o o o o o o o o o o o 27 ‘Humano Officero o o o o o o o o o o o o o o o o o o o 11 Hydraulic Engineer. 0 o o o o o o o o o o o o o o o o 13 Hydraulic-Lift Operator, Tobacco Processing . . . . . 13 Hydrau11c-Press Operator. 0 o o o o o o o o o o o o o 13 HydrOlogist o o o o o o o o o o o o o o o o o o o o o 11 Ice-Cream Maker 0 o o o o o o o o o o o o o o o o o o 11 1C” Cream MQHMECturero o o o o o o o o o o o o o o o 27 I09 crOam Plant Manager 0 o o o o o o o o o o o o o o 27 Ice Cream Plant Production Supervisor . . . . . . . . 27 IChthyOIOgiat o o o o o o o o o o o o o o o o o o o o 11 Incubator Foreman o o o o o o o o o o o o o o o - o o o 13 Incubator Man . . . . . . . . . . . . . . . . . . . . 13 IndUStrial 0110311815. 0 o o o o o o o o o o o o o o o o 24 Insect and Rodent Exterminator. . . . . . . . . . . . 29 IHSpBCtor, Belt 0 o o o o o o o o o o o o o o o o 15 Inspector, Plant InduStry o o o o o o o o o o o o o o 27 Inspector, Tax Division, Internal fibvenue Burea . . . 27 Instructor, Agriculture, High School. . . . . . . . . 11 Invertebrate 20010813130 0 o o o o o o o o o o o o o o 11 Irrigating-Pump Operator. 0 o o o o o o o o o o o o o 13 Irrigation Engineer 0 o o o o o o o o o o o o o o o o 13 Irrigator o o o o o o o o o o o o o o o o o o o o o o 13 Irrigator, Head 0 o o o o o o o o o o o o o o o o o o 13 Irrigator, Sprinkling System. . . . . . . . . . . . . 13 Irrigator, Standpipe. o o o o o o o o o o o o o o o o 13 Irrigator, Valve Pipe 0 o o o o o o o o o o o o o o o 13 aNumber represents source of the title. See pages 432 B-Continued Occupational Title Sourcea JigTender...................... 15 Junk Buyer, Farm Area 3 o o o o o o o o o o o o o o o 27 Kennelman...................... 15 Kiln Layer. 0 o o o o o o o o o o o o o o o o o o 15 Kilnman, Hop Drying o o o o o o o o o o o o o o o o o 13 Knife Operator. . . . . . . . . . . . . . . . . . . . l3 KHOCker o o o o o to o o o o o o o o o o o o o o 13 Laboratory Tester, Dairy Products . . . . . . . . . . 11 Laborer, Agricultural Equipment Manufacture . . . . . 11 Laborer, Blight CODtI‘Ol o o o o o o o o o o o o o o o 15 Laborer, Canning and Preserving . . . . . . . . . . . 13 Laborer, Construction . . . . . . . . . . . . . . . . 13 Laborer, Cotton Ginning . . . . . . . . . . . . . . . 13 Laborer, Cotton Seed Production . . . . . . . . . . . 13 Laborer, Farm and Garden. . . . . . . . . . . . . . . 13 Laborer, Filling. o o o o o o o o o o o o o o o o o o 13 Laborer, Fruit Farm . . . . . . . . . . . . . . . . . 11 Iaborer, Garden 0 o o o o o o o o o o o o o o 11 Laborer, Grain and Feed Mill. . . . . . . . . . . . . 11 Laborer, Grain ThreShingo o o o o o o o o o o o o o o 13 Iaborer, HatChery o o o o o o o o o o o o o o o o o o 13 Laborer, High-Density Press . . . . . . . . . . . . . 13 Laborer, Hop Farm 0 o o o o o o o o o o o o o o o o o 13 Laborer, Irrigation . . . . . . . . . . . . . . . . . 13 Laborer, Killing Floor. 0 O I O O O O O O O O O O O O 11 Laborer, Landscape. o o o o o o o o o o o o o o o o 13 Laborer, Loading and Unloading. . . . . . . . . . . . 13 Laborer, NIarkingO O O O O O O O O O O O O O O O O O O 13 Laborer, Nursery. . . . . . . . . . . . . . . . . . . 13 Laborer, Nut Processing . . . . . . . . . . . . . . . 13 Laborer, Orchard Fumigation . . . . . . . . . . . . . 13 Laborer’ Packing. O O O O O O O O O O O O O O O O O O 15 Laborer, Packing House. . . . . . . . . . . . . . . . 13 Laborer’ Poultry. 0 o o o o o o o o o o o o o o o o o 13 Laborer, Poutry Dr6381ng o o o o o o o o o o o o o o 11 Laborer, Reduction of Carcass . . . . . . . . . . . . 11 Iaborer, Rendering. . . . . . . . . . . . . . . . . . 11 Laborer, Seed Corno o o o o o o o o o o o o o o o o o 13 Iva-borer, Seed Farm. 0 o o o o o o o o o o o o o o o o 15 Laborer, Stores . . . . . . . . . . . . . . . . . . . 13 Iaborer, Sugar Processing . . . . . . . . . . . . . . 11 3Number represent source of the title. See pages 446-448 for a list of the sources. 433 B-Continued Occupational Title Source Iaborer, Textile. . . . . . . . . . . . . . . . . . . 13 Iaborer, Tobacco. . . . . . . . . . . . . . . . . . . 13 Laborer, Vineyard . . . . . . . . . . . . . . . . . . 13 umber. O O O O O O O O O O O O O O 0 O O O O O O 15 Land-Plane Operato; o o o o o o o o o o o o o o o o o 13 Land Resources Surveyor . . . . . . . . . . . . . . . 8 Landscape Architect . . . . . . . . . . . . . . . . . 27 Landscape Construction Worker . . . . . . . . . .'. . 27 Landscape Gardener. . . . . . . . . . . . . . . . . . 13 Landscape Nursery Manager . . . . . . . . . . . . . . 27 Landscape Superintendent. . . . . . . . . . . . . . . 27 Land Use Plannero o o o o o o o o o o o o o o o o o o 28 land Use Specialist . . . . . . . . . . . . . . . . . 27 Lawyer, Real Estate . . . . . . . . . . . . . . . . . 11 Lemon Grower. . . . . . . . . . . . . . . . . . . . . 13 Lettuce cutter. O O O O O O O O O O O O O O O O O O O 13 Lidder. O O O O 0 O O O O O O O O O O O O O O O C O 13 Line-out man I: O O O O O O O O O O O 0 O O O O O O O 15 Line-out man II 0 O O O O O O O O O O O O O O O O O O 13 Line-Out Man III. e o o o o o o o o o o o o o o o o o 13 Live-Car Caretaker. o o o o o o o o o o o o . . o o o 13 livestock Auctioneer. . . . . . . . . . . . . . . . . 13 livestock Shipper . .'. . . . . . . . . . . . . . . . 4 Livestock-Spray-Machine Operator. . . . . . . . . . . l3 Loader........................13 Loan Department Manager, Rural Community Bank . . . . 27 IOCker‘Plgnt Attendant. o o o o o o o o o o o o o o o 13 Log and PUIP Buyer. 0 o o o o o o o o o o o o o o o o 29 Logger. o o o o o o o o o o o o o o o o o o o o o 27 Looper, Bright bar 0 O O O O O O I O O O O O O O O O 15 Looper, Burley TObaCOOO o o o o o o o o o o o o o o o 13 LllggerO O O O O O O O O O O O O O O O O O O O O O O O 15 Lumber Grader o o o o o o o o o o o o o o o o o o o o 27 Lumber manufacturer . . . . a . . . . . . . . . . . . 1 Lumber Yard Worker. . . . . . . . . . . . . . . . . . 27 machine Duster. . . . . . . . . . . . . . . . 13 Machinery and Tool Designer, Farm Equipment . . . . . 11 Machinery Demonstrator, Farm Machinery. . . . . . . . 24 Mail Order Nursery Operator . . . . . . . . . . . . . 27 Make-Up Marketman, Truck Garden . . . . . . . . . . . 13 Mamalogist o o o o o o o o o o o o o o o o o o o o 11 Manager, Canning Plant. 0 o o o o o o o o o o o o o o 27 8‘Number represents source of the title. See pages 446-448 for a list of the sources. B-Continued 434 Occupational Title Source8 446-448 for a list of the sources. Manager, Egg Grading Stationo o o o o o o o o o o o o 25 _Manager, Farm . . . . . . . . . . . . . . . . . . . . 13 Manager, Farm Equipment Store 0 o o o o o o o o o o o 27 Manager, Floor, Tobacco Auction . . . . . . . . . . . 13 Manager, Food Locker Plant. . . . . . . . . . . . . . 13 Manager, FOOd Plant 0 o o o o o o o o o o o o o o o o 27 Manager, Fruit Packing Plant. . . . . . . . . . . . . 27 Manager, Grain Feed Store . . . . . . . . . . . . . . 27 manager, Hardware Store . . . . . . . . . . . . . . . 27 Manager, HatChery o o o o o o o o o o o o o o o o o 13 Manager, Livestock Auction Yard . .*. . . . . . . . . 27 Manager, Lumber Yard. o o o o '0'. o o o o o o o o o o 27 Manager, orChard Company. 0 o o o o o o o o o o o o o 27 Manager, Park 0 o o o o o o o o o o o o o o o o o o o 27 Manager, PrOduce Company. 0 o o o o o o o o o o o o o 27 Manager, Production, Seed Corn. . . ._. . . . . . . . 13 Manager, PUblic Utility, Ruralo o o o o o o o o o o o 14 Manager, Retail Dairy Products Store. . . . . . . . . 29 Manager, 336d Department. 0 o o o o o o o o o o o o o 27 Manager, Sugar Company. 0 o o o o o o o o o o o o o o 27 Manager, TObaCCO Warehouse. 0 o o o o o o o o o o o 13 Manufacturers Technical Sales Representative 9. . . . . 25 Manuscript Illustrator, Agricultural Publica tio s . . 6 Marker, company 0 o o o o o o o o o o o o o o o o o 15 Market Analyst, Food Processing Company . . . . . . . 25 Market MaSter o o o o o o o o o o o o o o o o o o o o 15 Material Clarke 0 o o o o o o o o o o o o o o o o o o 15 Measurer, Land Acreage. o o o o o o o o o o o o o o o 13 Meat-and-Dairy InSPGCtoro o o o o o o o o o o o o o o 11 Meat CUtter o o o o o o o o o o o o o o o o o o o o o 1 Meat Picker, Hand 0 o o o o o o o o o o o o o o o o o 13 Medicinal-Plant C01160t0r o o o o o o o o o o o o o o 15 Melon Capper. o o o o o o o o o o o o o o o o o o o o 13 M6t60r010g18t o o o o o o o o o o o o o o o o o o o o 11 MicrObiologisto o o o o o o o o o o o o o o o o o o o 6 Middlebuster Operator . . . . . . . . . . . . . . . . 13 Migratory-Crew Foreman. . . . . . . . . . . . . . . . 13 Milk Administrator. 0 o o o o o o o o o o o o o o o o 27 Milk By-PrOduCtS TBChn01081St o o o o o o o o o o o o 18 Milker, Hand. 0 o o o o o o o o o o o o o o o o o o o 15 Milking-MaChine Operator. 0 o o o o o o o o o o o o o 13 Milk Pick-Up TPUCk Driver 0 o o o o o o o o o o o o o 29 aNumber represents source of the title. See pages B-Continued 435 Occupational Title Sourcea Milk Plant Operator . . Milk Products Distributor . Milk Receiving Plant Weigher-In Milk-Route Deliveryman. Milk Sales Promotion Director Milk Sanitarian . . . Milk Tester, Dairy Plant. . . Miller, Flour 0 e e e e e e e Mink Farmer . . . . Moisture-Meter Operator, Tobacco. Moss Handler. . . . . Mowing-Machine Operator . . . . Mulch-Paper-Laying-Machine Opera Municipal Forester. . Mushroom Grower . . . Mushroom Spawn maker. Mustanger . . Non-Alcoholic Beverage Chemi Nurseryman. . . . . . Nursery Man II. . . . . Nursery Order-Filler. Nursery Stock Inspector NUt Gatherer. e e e 0 Nut orChard1 St 0 e e 0 Nut Processor . . . . Office Assistant, County Agric and Conservation Office . . Office Clark, County Extension Of 011 and Mineral Iease Buyer . . . Oil Leases-and-Land Supervisor. Oil-Spraying-Machine Operator--Wee Oleomargarine Worker. . . . Orange Grower e e e e Ordering-Machine Catcher I. Ordering-Machine Operator Ornamental Horticulturist Ornithologist . . . . Ostrich Farmer. . . Pace Setter . . . . . Packaging Engineer. . PaCkere e e e e e e e d‘ o e e e e e e e o e e u e creeoeeeOeeeeed’ee C. eeoooeeeeeQ...H.H..eeeeeeeeee’jeeeeeoeeoeeo l O a f c eeeeeeeoeefieegeMOeeeoeeeeeeeeeesooeoeeeeo o.o000.000.100.09...0000000000000000000000 e 00 .I00 o 00 old. ee>el*e ea». 00 e 0. 0‘0. 0‘00 e 00-. so e 00 e eeeeeeeeoeeeeeeHeeoeeeeeeeeeeeeoeeeeoeeee 0". o 00.0 00 0‘00 0". 9". e ear. .0 e ee 0 es». .0 01.. e so 0 e eeeeeeeeeeQeeOel—leeeeeeeeeeeeeeeeeeeeeeeee e O. 01!. as etc. 01.. el*e e. CID. e. 0 00 etc. e 00 0‘s. 0 ee 0 e OOOOOOOOOOCOOCO0.00.00... H 01 eeegegggeogggeoue..oeeeeeeeeeOoeeooeeeeoe OOOQOOOOOOOOOO. H O! aNumber represents source 446-448 for a list of the sources. Of the title. See pages 436 B-Continueg L _‘I Occupational Title Ii Source _Packing Company Executive . . . . Packing Foreman, Fruit. . . . . . Packing-House Foreman, Fruit and Vegetable. Packing House Meat Cutter . . . . Packing House Meat Grader . . . . Packing Inspector, Fruit or Vegetables. Packing-Plant By-Products Worker. Packing-Plant Carcass Reduction WOrker. Packing-Plant Killing-Floor Worker. . . Packing-Plant Meat Processing and Park Construction Worker. . . . . Park Grounds Supervisor . . . . . Park Superintendent . . . . . . . Parts Man, Retail Farm Equipment. Passer, Picking Machine, Vertical PatCh Man 0 e e e e e e e e e e e Peach Grower. . . . . . . PeanUt Farmer e e e e e e Peanut-Picker Operator. . Peanut Stacker. . . . . . Pea-Shelling-Machine Opera 0 Pecan Farmer. o e e e e Pedigree Tracer . . . . Falter. e e e e e e e e Peppermint Farmer . . . Pharmaceutical Botanist . . e 00 e dw e e e co 0'10 0. e e 0 ea». sale 0 e mete ee’e ee 0 Photo Interpreter, Conservation Department. Physician-Surgeon, Rural Community. . . . . Physicist, United States Department of Agriculture Bureau of Agricultural and Industrial Chemistr Picker. e e e e e e e e e Picker-Up e e e e e e e e e e e e P1Ck1ng-cre' Foreman. e e e e e e Picking-Machine Feeder. . . . . . Pickle Sorter, Hand 0 e e e e e 0 Pick-Up Man 0 e e e e e e e e e e Pigeon Fanc1er. . O C . . C . . Pineapple-Harvester Operator. . . Pinnere e e e e e e e e e e e e e Plant Digger. e e e e e e e e 0 Plant Diseases Control Specialist 000.. ”0.0.0.... Handli g W r e e 0 0‘s. e ee e co .tl. ee 0 do 0100 e . . . . . . 0 0 . . 0 0 . . e ee»e. CID. e 00 .10. 0‘00 0 .IDO 0 #4 CR 0 e co 04.0 e:.n ox. .0 4: 0 1’0 <3 seas .OUQE 0% 941-. .4 a A :.o o;:u:s <3 0 0:; Educ-Hi4 E-I-Pna 9.0 ANIMAL SCIENCES 1. Select breeding stock using type and records of production, breeding and calving, longevity, and persistence 2. Select breed of animals best suit- ed to the farm, community, feed supply, and market situation 3. Select stock for feeding, fatten- ing, or production, using produc- tion records, knowledge of market demands, and considering farm feed supplies - 4. Identify feeder and market animals by grade 5. Adjust the quality of program in each livestock enterprise to the individual operator's plan _4 485 G-Oontinued Check in the appropriate column if the worker needs 3:» .p Oct-I Operations Performed by Farmers g. 223' £3 1:: o 430 '00 4: .40 Gr! a 0433 «H: hq-I sod awe 4:;1 cut-uh Int-NU runs: t=o<> sa¢>o r! o «HIM-nu 09.8 «HE-H OHH 'UOH .0 «P o «’0 a o «sacs ““2 ”:3“; as: all... 05:0 £:o:m E-O-F’HH 54499. E-IDcO 6. Determine the kind and scope of each livestock enterprise to fit the overall farm.organization plan 7. Plan and conduct a feeding pro- gram.using feeding methods appro- priate to the farm.and the quality and kind of livestock being handled 8. Feed livestock a balanced ration adjusted to the quality of stock being fed, price, and production cycles 9. Make use of new developments in animal feeding (antibiotics, hormones, etc.) 10. Select and use good pasture practices 11. House breeding stock according to approved practices 12. Manage breeding herds to secure the most economical production G-Continued 486 Operations Performed by Farmers Check in the appropriate column if the worker needs To be ‘ aware that this operation is performed by farmers this operation is To understand how performed The ability to performfthis operation Maintain health of herd by appro- priate methods of preventing disease and parasite infestation and by application of approved treatment practices in coopera- ‘ tion with local veterinarian Manage young stock to produce healthy and well-grown breeding animals for herd replacement and for desirable feeders Diagnose and treat animals for minor ailments (worms, lice, ringworm, bloat, scours, etc.) Castrate animals at proper time and by desirable methods Trim hooves of animals ' Dehorn calves and mature animals by approved methods Assist animals at parturition and care for young R487 G-Continued Check in the appropriate column if the worker needs sin a 0.4 w >. .G Operations Performed by Farmers 3:: “p c: 0 4:0 130 .9 .46 Evi a 04-30 up P. AGE as! 423 «:4n mswu rhpi: Bro moo H O woman one Han-1 ~ os4n_ msos. £294: or «>0 : o scan ““5 ”:32: .a: 03mm 0520 £109. E-I-Dw-HH E1490. $9.0 20. Analyze and select the most advantageous market available for the livestock and livestock products of the farm 21. Adjust production to market de- mands (by varying feeding prac- tices, breeding, and timing of production, considering seasonal price fluctuations and available feed supplies) 22. Select suitable labor-saving de- vices for the livestock enterprise 23. Keep records of production for livestock enterprise 24. Prepare applications for regis- tration papers 25. Plan and carry out an identifica- tion system for farm animals 26. Know and understand the laws of the state pertaining to live- stock health 27. Fit animals for show G-Continued 488 Check in the appropriate column if the worker needs B:u 4: Or! a h Operations Performed by Farmers g an .s: g o 490 '60 43 HT! CH 0) 0430 «54.1 p,“ :.e£a was .91: “$48 wfiuv .H+:n 300 new H o “QC-CD OQE Ha.” o:.np t10$4 JJHJ: 0 1:0 :1 o -¢<3as ‘33“?! ”33's .12: F4CiO F4 0 damn one «4844 0:434 '60:. .D +9 o c»o : o stats xiutmfi :Sucq 4.9 44 F4 EH 0940 oxzmcs o o 5:05; E-Ha-u-HH [-44:94 90.0 Farm Buildings and Convenience; 1. 2. 4. 5. Organize a farmstead and plan a long-time farmstead improvement program Evaluate existing buildings on the farm. Select and modify plans for new construction and remodeling to meet requirements for production, storage, proces- sing, living Plan and execute building main- tenance and improvement programs, including systematic repairs, upkeep, and modifications to meet changing needs Recognize the need for, evaluate, and select, utilities, equipment, and devices for effective opera- tion of buildings and conveniences Recognize and meet requirements for environmental and sanitation control 495 G-Continued Check in the appropriate column if the worker needs Bus 4: 0.4 Operations Performed by Farmers “ >5 -8 £5343 :1 O 4’0 '00 4: HI! GH in 04-30 454:- Paw-l suuss fiid sun wx4g usuu rLP ::a&:» 5:3?” :‘a (Jack zjc>E Lin 0 gig :: o «lo ... 4. “a .2: 03nd 030 no EMF-r144 [-04:94 E-iDu operation 6. Select suitable lumber, hardware, and building materials for speci- fic uses, and calculate bills of material 7. Recognize accepted construction standards for foundations, frames, coverings, finishes 8. Do such construction as can be done economically by the farmer 9. Recognize and protect against or eliminate common hazards to life and prOperty (fire, accident, lightning, wind) 10. Other Soil and watggManagement .1. Make land surveys, run levels and contours, and make contour maps 2. Plan terracing and simple farm drainage systems G-Continued 496 Operations Performed by Farmers Check in the appropriate column if the worker needs To be aware that this operation is performed by farmers To understand how this operation is performed The ability to perform.this operation 3. 4. 5. Plan and lay out typical irrigaa tion systems considering the advantages and limitations of the various types of irrigation systems Maintain irrigation and drainage systems including the upkeep of terraces, spillways, and ditches Other Rural Electrification 1. 2. 4. Solve the common problems of wiring the farmstead and build- ings. Select lighting equipment for yards, lots, and buildings, and other work areas Select and maintain common elec- trical appliances and equipment for the farm and home Evaluate the use of electricity in farm enterprises and in the improvement of farm.11ving conditions G-Continued 497 Operations Performed by Farmers Check in the appropriate column if the worker needs 5.: 43 m b. .q £lfl£> a o «to Igca 4: q-IWJ H I 04:0 643 hrs hcsgi can -9 I!“ want! ~4¥ifl B¢oc> S4IDG r1 0 ecu-4n 09.3 HEw-l OHS-4 OOH .0 43 o ewe g c: «scam Lauila 044 44h E h 1134 0740 o 01: O o £30I1 EHHH Eva BQO 5. Make suitable application of 6. electric motors to various jobs Other Farm Shop WOrk 1. 2. 3. 4. 5. 6. Select the tools and equipment common to the farm shop (know names, sizes, grades) Sharpen, repair, and maintain the common farm shop tools and equipment ‘Use the common farm.shep wood and metal hand tools and equipment 7 ‘Use, service, and maintain power tools commonly found in the farm mechanics shop (grinder, saws, drills, surfacers, welders, etc.) Do electric arc and oxy-acetylene welding - Do pipe and tubing work and make simple plumbing repairs G-Continued 498 Check in the apprOpriate column if the worker needs Operations Performed by Farmers To be aware that this operation is performed by farmers To understand how this operation is performed The ability to perform this operation 7. 8. IO. 11. 12. 13. Do painting and glazing and apply other finishes Arrange and equip a home farm shop Construct and/or maintain farm fences and equipment Do drawing, sketching, and blueprint reading Do concrete work including building forms, preparing mixes, and laying concrete blocks Recognize and protect against dangers and hazards connected with the use of machinery, tools, and equipment Other PLANT SCIENCES Farm.Crops 1. Choose proper varieties of each of the common farm.orops raised by farmers in the community 1‘ G-Continued 499 Operations Performed by Farmers if Check in the appropriate column the worker needs To be aware that this operation is performed by -farmers To understand how this operation is performed The ability to perform.this operation 2. 3. 4. 5. 6. 7. 9. Apply recommended practices for fitting soil for each kind of crop Plant crops at proper time and at recommended depth-and spacing for the crop Grow crops in soil best adapted to them Harvest crops at proper stage of maturity and moisture content Decide to feed the crop or to sell it, basing the decision on the best market information available Store crops in desirable bins, mows, or silos Clean grain bins and treat to prevent infestation of insects Protect stored grain from.infes- tation of insects, rodents, or birds 500 G-Continued W Check in the appropriate column if the worker needs Bu 43 P: gnu-l Operations Performed by Farmers g g9 g o 4—"0'U '23 4"“ q-q 0430 «54.: p.44 hula 4905 42411 air-434 {HF-NU w-l-Pfl Boo nae H o ego—4m o E! «HE-.4 Ohh "CSOF-I 9:443 o oo :1 0 wow page may 04:4 «4 F4 Eh 0340 0.421026 0 0 £100: Ei-P-HQ—I E44394 E4940 10. Cultivate crops by recommended practices 11. Control weeds in crops by recomp mended tillage practices or recommended chemical control 12. Apply recommended practices for field control of insects and diseases 15. Understand seed certification - requirements 14. Use certified seed to improve yield and quality of crOps 15. Clean seeds and treat for control of disease 16. Inoculate legume seeds with nitrogen-fixing bacteria adapted to the crop 17. Other 501 G-Continued Check in the appropriate column if the worker needs 3m 4.: OH Operations Performed by Farmers N >= -8 .cacn £1 0 4:0 '60 4: H’U Gnu-I I) 0430 «Ha Paw-l $4051 +30 49;: 0:49 00:40 Hut: 300 i400 H 0 00.640 00.8 w-IE-H Oink 'CJOS-c .0744: 0 00 c1 0 000 900.8 5004—. 44:4 «4 :4 44:4 0740 0.00:1 0:40 £09. {—449ch 84994 BQO Farm.Forestry 1. Lay out and plant windbreaks 2. Plant and establish.farm forest 3. Identify trees in the farm woodlot 4. Locate land by legal description 5. Measure standing trees 6. Practice safety in the forest 7. Other Horticulture l. Prune and spray.fruit and ornamental plants 2. Select desirable species, varie- ties, and sizes of fruit and ornamental plants for planting G-Continued 502 Operations Performed by Farmers Check in the appr0priate column if the worker needs p m t p. .8“ $10.0 t: 0 +90 130 .0 «HI! CH 0 04:0 04: >u4 Mala 4:0 -p£1 0:49 mint! q4¢rfl 300 $400 Fl 0 00.440 09.8 «as oat. 00:4 .Oh-P 0 cr0 d (D w<3m 301048 5044 44124 0H s. an 0:40 0;:mcs 0 0 #30:; Evan Eng 8&0 5. 4. 5. 6. 7. 8. 9. 10. 11. Select desirable sites and soils for raising various kinds of fruits Preperly plan and set out orna- mental and fruit plantings Use recommended methods in harvesting fruit Grade and pack fruits using recommended methods Pr0pagate (including budding and grafting) fruit and ornamental plants Identify common varieties of the different tree fruits and small fruits Determine fertilizer needs of fruit and ornamental plants Fertilize plants with.foliar nutrient sprays Use chemical sprays for thinning fruit and to prevent pre- harvest dr0pping G-Continued 505 Check in the appropriate column if the worker needs Operations Performed by Farmers To be aware that this operation is performed by farmers To understand how this operation is performed The ability to perform.this operation 12. 15. 14. 15. 16. 17. Choose appropriate soil manage- ment systems for various kinds and ages of fruit plants Build up organic matter in, and prepare soil for vegetables Plan and plant a home vegetable garden to secure a desirable quantity of vegetables of desir- able varieties for the size of the family Harvest and package vegetables at proper stage of maturity Market vegetables according to best practice in the community Other Soils 1. Identify soil classes and know the characteristics and capabilities of each G-Continued 504 Operations Performed by Farmers Check in the appropriate column if the worker needs Bin 1: >4 .8“ map :1 0 4:0 130 «p 4413 CH 0 04-38 04-: hr! :40 #40 4:£ 0:4:4 USS-NU 4449:! B $4c>g r4 0 a0 :: <3 0(30 xlusma :5044 $4M :3 A -H:4 ‘0:.0 0 00 g (3 «oc30 30052.8 064 $4114 44 h 44% 03am oxin