SELF -CONCEPT, ROLE lNTERN—AUZATION, AND $ALIEN-CY IN RELATION TO FOUR-H-LEADER EFFECTIVENESS Thesls for ”we Degree of DI'I. D. MICHZ‘SAN STATE UNIVERSITY Delwyn A. Dyer 1962 This is to certify that the thesis entitled S ELF- CONCEPT , ROLE INTE RNALIZATION , AN D SALIENCY IN RELATION TO FOUR-H LEADER EFFECTIVENESS presented by Delwyn A. Dyer has been accepted towards fulfillment of the requirements for DOCTOR OF PHILOSOPHY _____degree in Department of Sociology and Anthropology Major professor Date June 28, 1962 0-169 LIBRARY Michigan State University ABSTRACT - SELF-CONCEPT, ROLEINTERNALIZATION, AND SALIENCY IN RELATION TO_EOUR-H LEADER EFFECTIVENESS by Delwyn A. Dyer The basic purpose of this research was to explore the possibility of establishing an index for measuring or predicting 4-H leader effective- ness. From a practical point of view, if such an index is available it would have great utility for placement of leaders; for estimation of tenure; and further have implications for individual leader education. Establish- ment of such utility, on the other hand, would greatly enhance the theoretical frame upon which such an index rests. The 4-H.Club Leader is viewed as a volunteer, elected or appointed to fill a position in a voluntary organization. There are certain behaviors ascribed to that position and the basic role is seen as helping the group reach its purposeful goal. Social scientists addressing themselves to the study of leadership in recent years have agreed that the phenomenon is best understood as a composite of characteristics of the individual and characteristics of the social situation. [The basic theoretical position taken in. this study is that one can predict behavior on the basis of knowledge about one's self- concept and that, given a measure of self-concept and knowledge of the role to be fulfilled, one can predict how well one would fulfill such a role.. This research then attempted to measure characteristics of the individual; that individual's knowledge of behavior demanded for the role "4-H leader"; and effectiveness of the individual as a 4-H leader. Delwyn A. Dyer The Twenty Statements Test developed by Manford Kuhn and Thomas McPartland of Iowa State was used to measure self-concept. The scale score is reported in terms of locus scores (number of role-oriented state- ments given in response to the open- ended question, "Who am 1?").- A modified Twenty Statements Test was used to assess the subject's knowledge of the role behavior demanded (the question ”What do 4-H leaders do?"). .A questionnaire entitled Michigan 4-H Leader Inventory contained items later scaled and summed to yield an effectiveness score. The basic question of this research was: can one predict effective- ness of a person in the role of 4-H Leader using the Twenty Statements Test and/or its compliment the Role Internalization Test? Such a question is not directly testable, however, if significant relationship could be shown between--the variables identified in the Twenty Statements Test, the Role Internalization Test--and effectiveness the answer could be inferred. The variables identified were: (1) Locus score; (2) Role Internali- zation ‘score (representing the number of relevant role statements the individual made on the Role Internalization Test);(3) Saliency score (the numerical position at which the reply "I am a 4-H Leader“ was given); and (4) Effectiveness score. Two additional variables were leader tenure and" type. Tenure was dicotomized at three years (those under, and over). Type was dicotomized to Project Leaders (limited sphere and specific subject matter teaching) and Community or Mixed Club Leaders (extended sphere, many projects, administrative responsibilities). Other variables were examined and related as they became evident in the analysis (i. e. , number of formal organizational statements made on the Twenty Statements Test). Hypothesis dealing with interrelatedness of the four main variables: locus; role internalization; saliency; and effectiveness; all were supported Delwyn A . Dye r at, or below, the five percent level of significance. That is, there was significant positive relationships between each of the first three vari- ables, to one another, and each in turn to effectiveness. The statistic test used was the chi-square. The above holds true for all variables, but role internalization in relation to saliency (this relationship significant at about . 10 level). Significant and positive relation was also established between number of organization statements on the T. S. T. and effectiveness. Other hypotheses tested were: (1) Leaders with high locus and high role internalization will have high effectiveness. Supported. (2) Leaders with high saliency and high role internalization will have high effectiveness. Only partially supported. (3) Leaders with high saliency and low role internalization, if a leader of more than three years will have low effectiveness. Not supported. (4) Leaders with low locus will have low effectiveness if they are mixed or community club leaders. Not supported. However, high locus for this group means high effectiveness. (5) Leaders with high effectiveness scores and less than three years service will have a lower 4-H leader saliency score than effective leaders of more than three years. Supported. SELF-CONCEPT, ROLE INTERNALIZATION, AND SALIENCY IN RELATION TO FOUR-H LEADER EFFECTIVENESS By ‘5, \ .| \\ Delwyn A‘f‘Dyer A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Sociology and Anthropology 1962 ACKNOWLEDGMENTS The writer wishes to acknowledge and express his sincere appreciation to the following persons and organizations for their assistance and cooperation in this study. It seems only fitting and proper that first acknowledgment go to Michigan Cooperative Extension Service, and Michigan State University, - who, through their sabattical leave program and willingness to grant additional leave, have made such study possible. The author further acknowledges the Veterans Administration and Public Law 550 for the financial support which it afforded. Michigan Extension Personnel Deve10pment Center generously supported the writer in development of the rationale and in printing of the Michigan 4-H Leader Inventory. The total staff of the Department of Sociology and Anthropology at Michigan State University has been an inspiration to this writer by their conscientious regard for the student and their scholarly vigor and discipline. Specifically the writer wishes to express indebtedness to Dr. Edward O. Moe, his guidance committee chairman and friend. Dr. Moe has given unselfishly of his time and wisdom in council to not only this research project but the student's total graduate program. The writer wishes to thank Doctors Brookover, Ishino, Loomis, Olmsted, and Rokeac‘h (Department of Psychology), for their council and willingness to serve on his guidance committee. Dr. Fred B- Waisenen guided the writer in development of the theoretical orientation and methodological approach and has been invalu- able and untiring in interest and assistance. The writer further wishes to thank the State 4-H Staff of Michigan for their assistance in interviewing and scaling, and for their under- standing as the writer attempted to carry his share as a member of that staff and write this research report at the same time. ii Members of the Michigan Cooperative Extension Service at the county level have been most cooperative in arranging interviews and encouraging participation in the research. The two hundred-fifty local 4-H Club leaders consenting to the survey are to be recognized and appreciation to them expressed. iii TABLE OF CONTENTS CHAPTER Page I. INTRODUCTION AND CONTEXT OF THE. PROBLEM. l The Context . . ................... 2 The Problem . ................... 4 Orientation . . ............... 5 a II. THEORY AND HYPOTHESES ........... . . . 8 Leadership ........ . ............ 8 Theoretical Development . . ............ 9 Twenty Statements. Test .............. 15 Summary of Rationale. . . . . . . . ........ l7 Hypotheses . . ................ . . . 18 Sub-Hypothe s e s ................... l 8 III. METHODS AND PROCEDURES ............. 21 Twenty Statements Test .............. . 21 . Role Internalization Instrument ........... 23 A Measure of Leader Effectiveness ........ 25 Sample Procedure ............. . . . . . 27 Sample Replacements .* ............... 29 Data Collection . . . .' ........... . . . . 30 Summary of Chapter . . ............ . . 32 IV. .ANALYSIS OF DATA . . . . . . ............ 34 Demographic Data .................. 34 Twenty Statements Test ............... 36 Role Internalization Instrument ...... ‘ ..... 40 4-H Leader Inventory ................ 41 . Effectiveness Scale ................. 42 Treatment of Data in Test of Hypotheses ...... 47 Summary of Analysis of Data ............ 49 iv TABLE OF CONTENTS - Continued CHAPTER Page V. TESTING OF HYPOTHESIS. .............. 50 Locus, Role Internalization, and-Effectiveness . . 54 Locus and Effectiveness ............ . . . 57 Locus and Role Inte rnalization ........... 58 Role Internalization and—Effectiveness ....... 59 Saliency and Effectiveness ............. 59 Saliency in Relation to Locus and Role Internaliza- tion. . . . . .................. 61 Number of Organizational Statements and Effective- ness. . . . . ............... . . . . 69 Waisanen Categories and Effectiveness ....... 70 Secondary Hypotheses ................ 74 Effectiveness and Tenure .............. 81 Summary ....................... 82 IV. IMPLICATIONS . .................... 87 Implications from this ResearchProject ...... 87 Further Analysis of Current Data . . . ...... 89 Problems for Further Research ...... . . . . 9O BIBLIOGRAPHY. . . . ...... . . .......... . . . 93 APPENDICES ........................... 98 LIST OF TABLES TABLE Page 1. Sample Distribution and Per Cent Sample Completed. . 28 2. Distribution of Subjects Over the Leader Categories . . 29 3.. Number of Errors Made by Subjects on "Who Am I?" . 38 4.. Number per Leader Category. No Response. . "I am a 4-H Leader. " ..................... . 39 5.. Scores of All Subjects with Relation to Saliency, Role Internalization, Locus,. Effectiveness, Leader Type and Tenure ........................ 52 6. Relationship of Role Internalization to Effectiveness, Controlling for Locus .................. 55 7.. Relationship of Locus to Effectiveness Holding Role Internalization Constant ...... . ..... . . . . . 56 8. Relation of Locus to Effectiveness ........... 58 9. Relationship of Locus and Role Internalization ..... 59 10. Relation of Role Internalization and Effectiveness . . . 60 11. Relationship of Saliency and Effectiveness . . . . . . . 61 12. Relationship of Locus and Saliency ........... 62 13.. Relationship of Saliency to Effectiveness at Three Levels of Locus Scores ........... . . . . . . 63 14. Relationship of Locus and Effectiveness with Saliency Held Constant. . . . . .................. 64 15. Relation of Role Internalization and Saliency. . . . . . 65 Vi LIST OF TABLES - Continued TABLE 16. 17. 18.. 19. 20. 21 22. 23. 24. 25.. 26. Page Relationship of Saliency and Effectiveness with Role Held Constant ....................... 67 Relation of Role Inte rnalization and Effectiveness Under Three Categories of Saliency ....... . ...... 68 Relation of Number of Formal Organizational State- ments on Twenty Statements Test and Effectiveness . . 69 Relation of Waisanen Categories Consensual B and C to Effectiveness ................... . . 71 Relationship of Waisanen Categories B,. C, and D to Effectiveness ..................... . . 73 .. Relationship of Saliency, Role Internalization, and -Effectiveness for Leaders of 3 Years or More ...... 75 Relationship of Locus and Effectiveness for Mixed and Community, Club Leaders ....... . ......... 77 Relationship of Locus and Effectiveness for Project Leaders. . ...................... . . 78 Relation of Saliency to Tenure at Three Levels of Effectiveness .............. . . .. ...... 80 Relationship of Saliency to Leader Type for Leaders with Three Years or More Service ............ 81 Relationship of Effectiveness and Tenure ........ 82 vii LIST. OF APPENDICES APPENDIX Page A. SUMMARY TABLES OF DATA ............. 99 B. . RESEARCH INSTRUMENTS‘AND DEVICES ...... 136 viii CHAPTER I INTRODUCTION AND CONTEXT OF PROBLEM In the course of human activity certain ideas, skills, and modes of conduct become important. They endure to the point where they become considered goals desirable for attainment by most every member of a given society. In order to preserve and transmit these patterns of behavior, human activity must be organized in a way which will best accomplish those things considered important. Americans look upon voluntary associations as a very desirable method of formal social organization, through which, by voluntary membership and participation, they can perpetuate a set of ideas, skills, and modes of conduct. Many voluntary organizations rely heavily on lay people for local unit leadership and indeed these lay people are charged with the teaching, advising, programming of these units. Such an organization is the 4-H Club, a program national in scope but local in its organization and orientation. This dissertation concerns itself with two problems of major importance to the 4-H Club program, that of local 4-H leader tenure and effectiveness. The research proposed herein will be directed toward methods in measurement of these pertinent variables. . Is itpossible to measure effectiveness of volunteer 4-H leader performance, and what instruments now in use by social psycholoiists could be applicable? It is believed that such research will have far reaching effects not only in 4-H Club work but other agencies and organizations working with and through volunteer leaders as well. Further, if the social psychological instruments used in this research can indeed differentiate between those that are effective and those that are not, support will have been given to the rationale upon which they were constructed, and, to the utility of the instruments themselves. The Context Expectations are that this manuscript will attract readership beyond the confines of the Cooperative Extension Service and its immediate associates. Further it is assumed by this writer that many publics could profitably use a point of reference in study of this research. The following section is therefore offered. Four-H Clubs are social groups of boys and girls between the ages of 10 and 21, organized to furnish a vehicle for the development of their members, through self-help programs, and the improvement of farm, home, and neighborhood practices in such a way that both rural and urban youth are brought into touch with the best in each environment and helped to make of themselves efficient, public-spirited and useful citizens. I The members of each club either live in the same neighborhood or come from the same school district, township, village, town, or city ward. The 4-H Club movement is national in scope, having well developed symbols and rituals. The program is a noncompulsory (voluntary member- ship), out-of- school educational organization directed by professional educators and under the leadership (advisorship) of local lay people in the various communities. It is administered through the Cooperative Extension Service, , a branch of the United States Department of Agri- culture, and in cooperation with the individual states through their land grant colleges or universities. Most counties in the United States have a staff of Cooperative Extension Agents to serve the county, and certain 1T. T- Martin, The 4-H Leaders Handbook, Harper and Brothers, 1956, p. 2. of these agents are assigned work with the 4-H Club program. Guidance, then, comes from a full range of hierarchy; however, each club is free to organize on its own basis and for its own needs. The real backbone of the total 4-H movement is the volunteer local lay leader. In Michigan, 12, 000 local 4-H leaders conduct the local activities of 70, 000 4-H members, annually holding more than 60 thousand local 4-H Club meetings. Local 4—H leaders, like other volunteer youth workers, are leaders by consent, in that members of the group, and/or their parents, have invited, elected, or in some way requested that the adult act as their leader. In actuality, this so-called leader is more like an advisor for he is selected from outside the membership group. The local 4-H leader must be an adult. He is designated ”leader" by tradition.2 As leaders by consent, or "volunteers" these adults will continue to serve only so long as they have a feeling of satisfaction in doing a com- munity service, or are satisfying some personal need, and/or are capable of effectively helping the group to reach its goals.3 The effectiveness of any educational institution is in large measure controlled by that institution's ability to maintain well-trained educators over a sustained period of time. The continuity of a 4-H Club is like- wise governed by the ability of the adult leader to assist and direct the membership toward its designated goal. 7 To find persons who will become 4-H leaders and who will continue for several years, is one of the major problems of the 4-H.Club move- ment. Since the leader is not bound by contract it is reasonable to assume zlbid., p. 39. 3John Hemphill, Pauline Pepinsky, R. N. Shevitz, W- E. Jaynes, and C. A. Christner, "Leasership Acts: 1. An Investigation of the relation between possession of task relevant information and attempts to lead. ” Columbus: Ohio State University, 1954, mimeo. that he will continue to lead only so long as the group has some kind of significance for him. Average tenure of 4-H leaders (national sample) in 1950 was 3.4 years, with approximately one-third of them serving only one year; one-third for two years; and the remainder for four or more years.4 Accordingly a study made in New York State5 revealed an annual loss of 4-H leaders of 40 to 60 per cent, with average tenure in that state of 2. 8 years even though many leaders served seven or more years. The Problem The development of procedures for selecting "good'l leaders has gone hand in hand with efforts to train leaders. To the extent that the characteristics found in "good" leaders can be instilled through training, it becomes possible through such means to in- crease the supply and quality of leaders in any group or institution. 6 The training of this lay leadership has long been a paramount concern of professional 4-H Club workers--paramount, that it, in the recognized need for training in a successful 4-H Club program. While the need for training is recognized relatively little has been done to meet the need up to this point as a quick look at recent studies readily indicates. A study of "How Connecticut 4-H Agents Spend Their Time, "7 for example, shows leader training as at the top of the list of essentials for a year's work. However, actual time spent in training was less than one per cent of the~agent's total time. 4Helen Honma, ”Increasing Length of Service of 4-H Club Leaders, " unpublished M.A. Thesis, Colorado A 81 M, 1950. .SRobert C. Clark, "Factors Associated with Performance of 4-H Volunteer Leaders in New York State, " Ph. D. Thesis, Iowa State College, 1950. 6Dorwin Cartwright and Alvin Zander, Group Dynamics, Row Peterson and Co., 1953, pp. 536-37. 7Laurel K. Sabrosky, ”The Use of Club Agents' Time in Connecticut, " 1953-54, Washington, D. C., U. S. Federal Extension Service. The kind of training is another part of the same problem. . While it is known from leadership tenure studies8 that people discontinue their leadership role for other than "subject matter competence" or ”avail- ability of time" reasons, Extension continues by and large to present training on a wide-range subject matter basis. If leaders do not discontinue for the above reasons it is evident than that there is a need for a different emphasis in the established train- ing programs. In the framework of the above it appears there is a real need for methods and techniques to assess specific needs of individuals in the leadership role and along with this a training program geared to meet these needs. Another feasible alternative and one that, as Cartwright and Zander says, ”goes hand in hand" with training, is exploration into methods of selection and placement of volunteers. It would seem that the major problem, then, is to find some method of determining the effectiveness of an individual at any given point in time and, at the same time assess the training needs of that individual. If such instrument can assess the training needed, and Extension can provide it; whether it be a course in program planning or a lecture on personal worth, then, leadership tenure should also be in- creased. Orientation It is the thesis of this writer that the Twenty Statements Test ("Who Am I") develOped by Kuhn and McPartland9 to measure "self concept" 8Honma, op. cit. 9Manford M. Kuhn and Thomas S. McPartland, "An Empirical Investigation of Self-Attitudes, " American Sociological Review, Vol. 19, No. 1, February, 1954, pp. 68-76. and its derivatives such as the "role internalization" test together with an assessment of organizational goals will provide a framework for measuring effectiveness and assessing training needs of specific individuals. If relationships can be established between these three variables one can be encouraged to further explore the utility of such instruments in adequately placing and training volunteers in any organi- zation having fairly well defined positions and specifiable goals. Such is the purpose of this research. Basically it will be argued that the greater the number of roles the individual sees himself in (measured by number of consensual [role oriented] statements on the Twenty Statements Test) and the greater the role internalization (the more the individual knows what 4-H Leaders do) the more effective will be that individual as a 4-H Club leader. Further, remembering that a leader will lead only as long as the role is "important and personally satisfying" saliency of the role of 4-H leader will be treated as a relevant variable in this research. While a measure of saliency in this sense would give an indication of tenure, the variable ”4-H leader” saliency will have a more complex meaning and be relevant as a measure of effectiveness as the rational is developed in the next chapter. The variables under consideration in this study are: 1) the locus score (derived from the number of consensual--.role oriented--state- ments made on the "Who Am I?" test); 2) 4-H leader saliency score (derived from numerical position on the "Who Am 12'"), 3) role internali- zation score (from the "What Do 4-H Leaders Do?"); and 4) the leader effectiveness score (derived from items in Michigan 4-H Leader Inventory). While it is not in the scope of this research to test the applicability of these instruments for assessing educational needs of persons in the role of “4-H leader, " it can be readily argued that content analysis of individual responses to the Role Internalization test could serve directly to this purpose. .Further, I if work by Dr. Brookover and others in the Bureau of Educational Research10 continues to be vali- dated, tenure and effectiveness of 4-H club leaders could be directly affected by assisting the individual in change of self-concept. This method holds great promise if it can be shown that certain constel- lations (ways of viewing the "self”) are more desirable than others in the role of the 4-H leader. 10Wilbur B. Brookover, "The Relationships of Self-Images to Achievement of Jr. High School Subjects, " Bureau of Educational Research, Cooperative Research Project No. 845, Michigan State University, 1961. CHAPTER II THEORY AND HY POTHESES Purpose of the Chapter. The purpose of this chapter is threefold: first to examine the various ways researchers and philOSOphers have looked at leadership; second, to develop a theoretical framework for the research to be reported herein; and third, to set forth specific hypotheses linking self-concept, role internalization and 4-H leader effectiveness. ~ k Leadership Leadership has long been of concern to the social scientist. It has been considered as an inborn trait or privilege, 1 as a product of a great event, 2 dependent solely on the personality of the individual3 and as a shared phenomenon belonging to many people and dependent on the * The reader is directed to the bibliography and works of Laird, Browne and Cohn, Hemphill, Bonner, and Tannenbaum, for extensive presentations on the development of this "leadership" concept. 1Sir Francis Galton is the most influential proponent of this view. These proponents argue that certain people are born to lead whereas others could not possibly acquire this social role. See Hubert Bonner, Group Dynamics, New York, The Ronald Press Company, 1960, p. 165. 2This view known as the Situational Approach or "environmentalists" approach. A leader from this point of view can emerge only if “the times" are such as to permit him to use whatever skills and ambitions he might possess. 3Cartwright and Zander, pp. c_:_i_’£., p. 535. situation at hand.4 In this latter view "Leadership is then conceived of as the product of the interaction between the total personality of the leader and the dynamic social situation in which he has his being. "5 From such a review of the literature we can conclude that a definition of leadership must include both characteristics of the social situation and the characteristics of the individual. If we approach the problem of leadership in an operational manner, leadership may be said to be the behavior of an individual while he is involved in directing group activities. Such a definition will, in practice, imply that such an individual can be identified.6 A second conclusion seemingly implied in the many criteria se- lected by investigators in the study of leadership is that the adequacy of leadership is an evaluation of the correspondence between the individual's behavior and the behavior demanded by the situation. This view of leadership is broad in scope, bringing into consideration the group situation, the behavior of the leader, and the judgment of leadership adequacy.7 Theoretical Development If this individual can be identified and his behavior is particular to the situation (that of directing a group in their activities), then we can 4Simmel, Pigors, Gouldner, Cattell, Hemphill, Stodgill, Bonner and the majority of current students of leadership prescribe to this view. "From this vantage point the leader is not endowed with mystical power, and he is not independent of the group of which he is a part. While he controls the group it also controls him. " (Bonner) (Full citations of these authors appear in the bibliography of this dissertation.) 5Bonner, pp. <_:_i£., p. 165. 6John Hemphill, "Situational Factors in Leadership, " Bureau of Educational Research, Monograph Number 32, Ohio State University, Columbus, Ohio, 1949, p. 5. 7Ibid. , p. 6. 10 look upon this individual as occupying a position within the group and therefore having a definable role in a social structural system. Such is the case of a local 4-H leader. Here position refers to the location of an actor or class of actors in a system of social relationships.8 Role, says Cottrell,9 "is an internally consistent series of conditioned responses by one member of a social situation which represents the stimulus pattern for the similarly internally consistent series of con- ditioned responses of the other(s) in that situation. " Gross, Mason, and McEachern10 have categorized role definers into three areas. The first which they ca11--"Defined to include norma- 11 Linton refer s tive cultural patterns, " is best represented by Linton. to role as " . . . the sum total of culture patterns associated with a particular status. A status, as distinct from the individual who may occupy it, is simply a collection of rights and duties. A role repre- sents the dynamic aspect of status. . . . When (the individual) puts the rights and duties which constitute the status into effect, he is per- forming a role." It consists of ". . . attitudes, values, and behavior ascribed to any and all persons occupying the given status. " This conceptualization seems most appropriate for our concern at the moment. However, with an eye to theory expansion the other two cate— gories will here be mentioned, for in view of our eventual measure- ment of 4-H leader role internalization, the following senses of role may have real utility. 8Neal Gross, Ward S. Mason, and Alexander W. McEachern, . Explorations in Role Analysis, New York: John Wiley and Sons, Inc. , 1958, p. 48. ‘ .7 9Leonard Cottrell, "The Analysis of Situational Fields in Social Psychology, " American Sociological Review, 1942, 7: 370-382. 10Gross, pt 731., pp. p_i_t_., Chapter 2. 11Ralph Linton, The Study of Man and The Cultural Background of Personality, New York: Appleton-Century Co. , 1936 and 1945 respectively. I 11 The second category has to do with ”defining as the individual's definition of the situation, with reference to his and other social positions. " This is Sargent's view, as he says, "a person's role is a pattern of social behavior which seems situationally appropriate to him in terms of the demands and expectations of those in his group. "12 Parson and Shils have a similar view: A role . . . is a sector of the total orientation system of an individual actor which is organized about expectations in re- lation to a particular interaction context, that is integrated with a particular set of value—standards which govern interaction with one or more alters in the appropriate complementary roles. 13 The third category is ”definitions. which deal with role'as’th’e behavior of actors occupying social positions. " Role in this sense is not defined as normative patterns, nor as the actor's orientation to the situation, but to what actors actually do in the role. This latter notion corres- ponds to what Newcomb calls "role behavior" and to Sarbin's "role enactment. " Hemphill“ has shown that an individual will attempt to lead if he feels he alone has the information‘required for the solution of the group's problem or if he feels that the group task is important, both to the group and to the individual. Whether or not the individual will attempt further leadership acts is dependent on the reaction of the group to the first attempts. Through this activity the individual will develop certain attitudes concerning the group in which the leadership has been attempted. . If the leadership acts have been well received, the individual will likely come to identify with the group, and if considered important 12S. S- Sargent, in Social Ppychology at the Crossroads, M. Sherif and Rohrer (eds.) New York: Harpers, 1951, p. 360. l3Talcott Parson and E. A. Shils, Toward a General'Theory of Action, Cambridge: Harvard University Press, 1951, p. 53. “Hemphill, 33. 931. 12 to the individual, he will take on the attitudes and values of this group. . Sherif and Cantril15 describe the referential nature of attitudes as follows: "Major attitudes are . . . derived from groups which we learn to relate ourselves to, or which we regard ourselves as members of. . . .. 'My' identification and allegiences, 'my' statuses and positions are determined with respect to these references and membership groups. " Sherifl6 says, ”The individual's directive attitudes, viz. , ego-attitudes, which define and regulate his behavior to other persons, other groups, and to an important extent even to himself, are formed in relation to values and norms of his reference groups. They constitute an important basis of his self identity, of his sense of belong- ingness, of his core of social ties. " Regarding the organization of attitudes within the individual, Krech and Crutchfield” point out that "some attitudes and opinions are more salient than others for the individual, in the sense that they are more easily elicited, more readily verbalized, more prominent in the cognitive field. Under many circumstances it is probable that the more important the beliefs and attitudes the more salient they are. In these circumstances, therefore, saliency can be taken as a measure of importance. " Saliency, according to Newcomb, 18 refers to a person's readiness to respond in a certain way. In measurement of saliency, Krech and Crutchfield say, "This mention must first and naturally come from the respondent, in his own words and in his own frame of reference. Those attitudes which appear readily and frequently are considered 15Muzafer Sherif and H. Cantril, The Psychology of Ego-Involve- ment, New York: John Wiley and Sons, 1947. 16Muzafer Sherif, in Group Relations at the Crossroads, edited by M. Sherif and M. O. Wilson, New York: Harper, 1953. 17David Krech and R. S. Crutchfield, Theory and Problems of Social Psychology, New York: McGraw-Hill, 1948, p. 254. 18Theodore Newcomb, Social Psychology, New York: The Dryden Press, 1950. 13 salient; those which appear only after a considerable time or after direct probing by the interviewer are considered less salient."19 It can be assumed that this would also be true of an individual's membership in organized groups. For, if attitudes are held in some order of saliency, and if we derive attitudes from groups to which we aspire, then, it seems logical that we would hold these groups in the same order of saliency. It should also follow, that the more an individual's attitudes are derived from, or are in tune with a particular group the longer will be the affiliation with that group. If leadership is a product of the social situation and the character- istics of the individual, and, if roles are defined as a set of prescribed actions for a particular position within a social structure, then some measurement of role internalization should give an indication of leadership effectiveness. The basic assumption being made here, of course, is that which an individual has in his psychological awareness will be reflected in his overt behavior. We should be able to hypothesize H or "poor” that the individual will be judged to be an ”excellent, " "fair, leader in terms of an adjudged estimate of the social situation on the one hand and an observation of the leader's behavior on the other. If there is a high degree of correspondence between the behavior de- manded by the situation and the leader's perception of that role (behavior required for the situation), he will be judged an excellent leader. If an individual's attitudes and values are derived from those groups with which he identifies and these are held in some order and range of saliency, then measurement of the individual's attitudes should give an indication of leadership tenure within the group in question. A second hypothesis apparent, then, is that the higher the degree of correspondence between the behavior demanded and the actual behavior observed, then the closer ”Krech and Crutchfield, pp. c_i__t., p. 255. 14 will be the alignment of the individual and group attitudes and the stronger will be the tendency to continue affiliation in leadership of that group. While this latter assumption will not be directly tested in this thesis, it is important to the larger organizational question of which this research is a part. We have been using attitudes here to mean ”a plan of action toward a social object. " A social object is that part of a social structure that is described in terms of the attitudes held toward it. A social object need not be a material thing, but may be any identifiable pattern or part of the system, such as a particular position or status. A social object may also be the self. In this regard, then, an individual has attitudes toward the self, or self-attitudes. We acquire these self attitudes in the same way that we acquire any attitude, through inter- action in the social system in which we operate. As the individual inter- acts and comes to have predispositions of action toward specified social objects and comes to regard himself in terms of these expectations, we have development of the "self. "7‘0 This self is systematically organized and stable over time. Kuhn and McPartland‘21 have shown that self attitudes have pre- dictive power, and that they can be measured on the Twenty Statements Test. Two basic. assumptions in .their methodare: l):that human behavior is organized and directed, and 2) that this organization and direction is supplied by the individual's attitudes towards himself. They found, for example, that respondents, in answer to the question "Who am I?” (asked as if to, and answered as if for, themselves), provided solid knowledge of the attitudes which organize and direct that respondent. Further, they found that a particular referent (such as 4-H leader) was hierarchically positioned in the Twenty Statements as to the 20Entire paragraph constructed from class notes given by Dr. Fred B. Waisanen, Sociology 567a Spring term, 1960, Michigan State University. 21Kuhn and McPartland, pp. p_i__t. 15 relative spontaneity with which that referent would be used as an orientation in the organization of behavior. In this theoretical orientation the self is viewed fundamentally as a social object, and is further viewed as an internalization and organi- zation of past trains of events which a person has experienced as re- ferring to himself. In short, we assume that the self conception is an organization of past social experience. . . . That individuals organize and direct their behavior in terms of "their subjectively defined identifi- cations" which are seen as internalizations of the objective social statuses they occupy. . . . And, since attitudes are organized and stable over time, and since self is a set of guides to ongoing social behavior, then self-attitudes should yield significant predictive power in pre- 22 diction and understanding of human behavior. It is a further assumption that self attitudes can be identified and measured and that empirical studies may be planned which treat self as attitudes.” The Twenty Statements Test lends itself to Guttman scaling and is attributed with reproducibility of . 903 with reliability (test-retest) of the scale scores at approximately +.85. Thus it seemed to this researcher that the Twenty Statements Test had real utility for this dissertation. Twenty Statements Te st The Twenty Statements Test is an open-ended question in which the respondent is asked to write twenty answers to the question, "Who Am I?" as if asked by, and answered for, himself. Whatever statements the respondent makes become the items of the test, and whatever scales are possible are those which emerge from a content classification of ”Kuhn and McPartland, pp. pi__t_. 23McPartland, Manual for the Twenty Statements Problem, dittoed. 16 these items after they have been made.24 The replies are content analyzed and are amenable to Guttman scaling.25 Responses are cate- gorized into consensual (positional) and non-censensual. - Consensual responses refer to groups and classes whose limits and conditions of membership are common knowledge, such as student, girl, husband, Baptist, or daughter.26 They imply involvement in more or less explicitly structured social situations--references to statuses which are socially defined and can be validated.27 Non-consensual responses refer to groups, classes, attributes, traits and other matters which would require interpretation by the respondent to be precise or to place him relative to other people. Responses might include happy, bored, pretty, good student, good wife, interesting conversationalist, etc.28 Scores on the Twenty Statement Test are most often reported as locus scores. This represents the number of consensual references made on the Twenty Statements Test in the consensual area. The con- sensual area was established by noting that respondents made all the consensual statements they could before making non-consensual ones. A high locus score means that the individual has high consensual re- sponses and few non-consensual ones. Therefore, the locus variable represents a consensual-non-consensual relationship. A further modification of the Twenty Statements Problem is the question "What does an (occupant of a particular position) do?"29From MManford Kuhn, “Self Attitudes by Age, Sex, and Professional Training, " Midwest Sociological Quarterly, January, 1960, Vol. 1, pp. 39-55. 25Kuhn and McPartland, pp. pip” p. 70. 26T. s. McPartland, pp. 311., p. 7. 27Ibid. ZBIbid. 29Fred B. Waisanen, ”Some Correlations of Student Role Internali- zation, " Paper read at Ohio Valley Sociological Society Meetings, Michigan State University, May, 1962. 17 this it is possible to get a role internalization score which can be compared with a hypothetical "model" or "Optimum” condition for that role. In view of our earlier distinction between role definitions it may be advisable to state this question "what should" or "what do Lou as position occupant do?" If this method has utility for measurement of 4-H leader tenure and/or effectiveness it will provide the professional 4-H worker with a handy tool for the determination of individual training or guidance which may mean continued or more productive, effective leadership. Not only will it be applicable to 4-H leadership, but should be utilizable for all organizations operating on a voluntary basis of leadership. Further, if there is some practical tool with which we could assess an individual's self orientation toward the organization for which he volunteered his services we could make far more productive use of his time and guide him to a more positive experience than is now possible. Summary of Rationale Prior to the statement of hypotheses under test in this research it may be helpful to review some of the basic elements in our rationale: l) A definition of leadership must include both characteristics of the social situation and characteristics of the individual. 2) The adequacy of leadership is an evaluation of the corres- pondence between the individual's behavior and the behavior demanded by the situation. 3) The role ”4-H Club Leader" is a definable position within a social structural system. 4) R61es are defined, for our purposes, as a set of prescribed actions for a particular position within a social structure. 5) Attitudes constitute an important basis of self identity. 6) The self is systematically organized and stable over time. 7) The more an individual's attitudes are derived from, or in tune with, a particular voluntary group, the longer will be the affiliation with that group. 18 8) The higher the degree of correspondence between the behavior demanded and the actual behavior put forth then the closer will be the alignment of the individual and group attitudes and. the stronger will be the tendency to continue affiliation in leader- ship of that group. 9) Human behavior is organized and directed. 10) This organization of behavior and direction is supplied by the the individual's attitudes toward himself. Hypothe s e s The basic hypotheses under test in this research are derived from the above ,rationale and this writer's experiences in working in the 4-H program, and are stated in terms of the variables identified in the research instruments. They are as follows: 1) Leaders with high locus and high role internalization scores will have high leader effectiveness scores. 2) Leaders with a high locus score will have a high leader effectiveness score. 3) Leaders with a high locus score will have a high role internali- zation score. 4) Leaders with high role internalization score will have a high leader effectiveness score. 5) Leaders with high saliency for "I am a 4-H leader" will have high effectiveness scores. Sub- Hypothe s e s In view of what we know about leader roles in 4-H it seems desir- able to consider at least two categories when analyzing data. These categories are: 1) the project club leader--this leader has from five to ten members, all of whom work on the same kind of project; this leader's sphere of influence is limited and his teachings tend to be directed primarily at developing _a_ skill or _a_p ability; and 2) the mixed club leader or community leader--the mixed club leader has usually a larger number 19 of members, and the members are involved in a multitude of different activities. This leader, in a sense, behaves like a teacher in a one- room country school. The community leader is very similar to the mixed club leader and for this research they have been combined into one category. This leader acts in many respects like the principal of a school, in that he oversees the community 4-H organization. The members of this club are many in number (25 to 100) and are organized into project clubs for their work activity, coming together under the community leader for the many other aspects of the total 4-H program. The community leader or mixed project leader then needs special skills in organization and administration to assure that all project leaders and their members have a share in the operation of the total club on a community basis. . Further, based on our experience, it will also be desirable to dichotomize the leaders in the sample into those with less than 3 years service and those with 3 or more years, when one looks at saliency scores. . First it is likely that "4-H Leader" is not a social object for many first and second year leaders, and second, it can be assumed that saliency for a particular group will be strengthened over time and association. .In View of the above reasoning, the following hypotheses are also offered: 6) Leaders with high 4-H leader saliency scores and high role internalization will have high effectiveness scores. 7) Leader with high saliency and low role internalization, if a leader of more than three years, will have a low leader effectiveness score. 8) Leaders with low locus scores will have low leader effective- ness scores, if they are mixed club or community leaders. 9) Leaders with high effectiveness scores and less than three years service will have a lower 4-H leader saliency score than effective leaders of three years or more service. 20 If the above are substantiated it will lend strength to the possibility of administering only the “Who am I? " and this along with the county workers personal (by record) evaluation of the local 4-H leader's effectiveness would allow him to make some insightful judgments regard- ing the type of individual training needed by that individual. CHA PT ER III METHODS AND PROCEDURES Purpose of this Chapter. In this chapter the methodological ques- tions of instrument development, pretesting, sampling procedures, and data collection will be presented. The three instruments employed were the Twenty Statements Test, Role Internalization Test, and the Michigan 4-H Leader Inventory. Copies of these appear in Appendix B. Twenty Statements Te st When this research project was first conceived the original data collection plan called for individual interviews beginning with the adminis- tration of the “Who am I?" followed by "What do 4-H leaders do?" and then, finally, a questionnaire designed to get at leader effectiveness. Rationale for this suggested approach hinged on our'belief (with Krech and Crutchfield)l that the saliency of "4-H club leader" as a social object would be affected by identity of the research as a study of 4-H club leaders.» This, even though Kuhn and McPartlandz had noted that re- sponses on the "Who am I" had a high reproducibility, with individual responses at two points in time reading nearly identical, response for response, item 1 to 20. The funds to finance individual interviews for the desired size sample (at least 200) were not readily available. Before dropping the saliency measure from our list of variables under test, however, it was lKretch and Crutchfield, pp: pit. 2Kuhn and McPartland, pp. <33. 21 22 decided to test Kuhn and McPartland's instrument, specifically, for this saliency of an organizational referent. Arrangements were made with the Ingham County Extension Agent in Home Economics, Annette Schaffer, to pretest this instrument at a series of lay leader training meetings. , She was to have these meetings in the spring of 1961. The big question to be answered was: will these lay leaders, called together expressly because they are lay leaders, have the response "I am a Home Demonstration leader" (or words to this effect) at greater saliency because theyare at a training meeting than they would otherwise have (say, than if the instrument was administered at home or away from this context). One-hundred ninety-four Twenty Statements Tests were adminis- tered to these groups. Subjects were told they were helping in the pre- test of an instrument later to be used in a 4-H leader study. Further, the researcher was identified as a 4-H club agent (on study leave) and the Home Agent encouraged the women as Home Demonstration members to participate in this pretest. The researcher attempted to strengthen the tie of the subjects to their organization by speaking to the good work they were doing on their lesson. Visual inspection of these completed instruments was most encouraging. "I am a Home Demonstration member" or "I am a project leader for my Home Demonstration club" did not appear on all instru- ments. Nor did such responses appear only in the first few blanks of the instrument. Rather, they appeared to be distributed over the whole instrument, including the category of did not say "I am a Home Demon- stration member. " With this encouragement a group of 4-H leaders meeting for training were asked to "pretest" the Twenty Statements Test and the same procedure was followed with them as with the first groups. Again there was wide variation in use of the statement, ”I am a 4-H leader. " 23 Informal interview with this group added support toKuhn and McPartland' s finding with respect to the ordering of statements. The leaders having a good deal of their lives wrapped up in 4-H tended to make this state- ment early in their responses while those for which 4-H held less value listed this response later, if at all. Twenty-one leaders were in this pretest. . It was decided, on the basis of these pretests and with an aware- ness of the statistics to be applied, that data could indeed be secured by group interview, subjects to convene at a common meeting at request of County Extension workers. (Subjects in the actual’sample were requested to participate in a Michigan 4-H leader inventory.3 No mention was made as to the nature or structure of the inventory. . Role Internalization Instrument No pretest of the modified Twenty Statements Test "What do 4-H leaders do?" was deemed necessary from an analytical point of view. This instrument was used primarily because it was a compliment to the basic Twenty Statements Test. Responses were to be scored as to their germainess to the acceptable performance in the role 4-H club leader. A more relevant methodological question in relation to this instru- ment was the wording of the question, and the accompanying instrument. Would one really get the kind of data needed by asking, "What do 4-H leaders do?" or should the question be stated in another way? The many limitations of the questionnaire method in research have been carefully pointed out by Jenkins4 and Lazarsfeld.5 Among these #4 3See letter Appendix B, p. 140. 4John G. Jenkins, “Characteristics of the Question as Determinants of Dependability, " Journal of Consulting Psychology, V, :July-August, 1941, pp. 164-169, and "The Questionnaire as a Research Instrument, " Transactions of the New York Academy of Science, II,{February, 1940}, pp. 118-40 (Series 2). 5Paul F. Lazarsfeld, "The Art of Asking Why in Marketing Research, " National Marketinngeview, 1,1935, pp. 1-13. 24 limitations may be listed the following: first, a question may be interpreted in an entirely different manner by two individuals; second, the answers to the questions are in part, at least, a function of the way the questions are asked; third, a respondent may not have the necessary information to answer the questions; and fourth, there may be good reasons that prompt a respondent to give an answer which he knows to be inaccurate. He may, for instance, give a socially acceptable rather than an accurate answer. These objections to the use of the questionnaire method may be overcome to a considerable extent by formulating the questionnaire after thorough preliminary investigation. Preliminary work would include the pre-testing of trial questionnaires on samples of respondents similar to those from whom the information was desired. 7 The questionnaires used in the present study were constructed with the limitations of the method in mind. Two strong positive arguments arose from the methodological inquiry. . First, testing alternative questions on fellow graduate students and a few 4-H leaders, it became evident that the original wording was the one needed to determine what a subject knew about the appropriate behavior for playing out a given role. . Secondly, following Sarbin6 and the earlier theoretical orientation put forth in this dissertation, 7 and, realizing the variable under test, there was no alternative. We had to ask the question in such a way that the subject would spell out what he thought to be the role of the 4-H club leader. 6T. R. , Sarbin, "Role Theory, “ in Gardner‘Lindzey (ed.) Handbook of Social Psychology, Vol- 1,. Cambridge: Addison-Wesley, 1954. (Sees self as organization of qualities and roles as organization of acts.) 7Particularly as delineated by Gross pt apl. , and Ralph Linton. 25 A basic assumption in this approach, of course, is that what the individual knows to be part of the role will be reflected in that individual's performance of the role. A Measure of Leader Effectiveness A third methodological question to be resolved dealt with the form- ation of an instrument to measure 4-H leader effectiveness. . Four criteria were established early. The instrument was to be so constructed that it would provide: (1) a measure of leader role performance; (2) attitudes toward philosophies and creeds of the organization; (3) a measure of the subject's attitudes and actions regard- ing goal directedness and group integration; and (4) a measure of those variables shown by previous research and/or field experience to have relationship to effectiveness. 8 At about this point in the development of the project, Michigan was one of eight states named by the Federal Extension Service to receive special help in establishing a longitudinal Leadership Development project. This has bearing on this research in that the state 4-H Club staff became more than casually interested in its development, for part of the Leader- ship Development program was concerned with field research. . Working closely with this group it was decided to make the instru- ment designed to measure effectiveness serve a dual purpose. This decision came about when it became evident that Michigan could profit by including in this schedule questions used by researChers in other geographical areas of the United States. The questionnaire, then, took on the form of a Michigan 4-H Leader Inventory,9 embodying: (l) the effectiveness scale questions; (2) those questions from other study 8While no 4-H leader research actually measured effectiveness the variables under study were similar to the operationalization of effective- ness for this research. For example, Joy established eight "essential" qualifications,. Clark and Skelton measured “satisfaction. " 9This questionnaire is included, see Appendix B, pages 142-162. 26 questionnaires for which we wanted data specifically for Michigan;10 and (3) questions deemed necessary as an assessment of Michigan's 4-H leadership. Those items dealing with effectivenesswould be assigned scale scores within each item (explained in detail in the next chapter) and the measure of effectiveness would be reported as an effectiveness score. Much of this data (dealing with what could be thought of as a retest of these studies) is as yet unanalyzed. At the late stages of development of this project a supplemental or auxiliary survey was appended. This survey, under the direction of Joe Waterson, Program Specialist, 4-H, dealt with the State 4-H Club Show and was used in 12 of the 14 counties in our sample. . It should be noted here that these criteria of effectiveness parallel those used by Stogdill in establishing a rationale for the measurement of interaction and group performance (Stogdill included the first three and two additional factors). 11 The Stogdill factors were accepted from work done by Borgatta, Cottrell and Meyer. 12 They had compared and matched the factoral 113 dimensions found by Borgatta and Cottrel and Cattell,. Saunders and Stice, 14 with the p priori dimensions prepared by Hemphill and Westie.15 loSuch questions were taken principally from studies of Clark, Clark and Skeleton,. Homna, Joy and COpp. See complete citations in the bibliography. 11Ralph M..Stogdill, Individual Behavior and Group Achievement, New York: Oxford University Press, 1959, p. 58. (The other factors were differentiated role structure and within group interaction facilitation.) le..F. Borgatta,. L. S.. Cottrell, and H- J. Meyer, "On the Dimen- sions of Group Behavior, " Sociometry, 19, 1956,. pp. 223-240. 13Ibid. , "On the Classification of Groups, " in J. L. Moreno, Sociometry and the Science of Man, New York: Beacon House, 1956. 14R. B..Cattell, D.. R..Saunders and G- F. Stice,. “The Dimensions of Syntality in Small Groups, " Human Relations, 6, 1953, pp. 331-56. 15J. K. Hemphill and C. M. Westie, "The Measurement of Group Dimensions, " Journal of Psychology, 29, 1950, pp. 325—42. 27 Sampling Procedure Two primary concerns in sample selection were sample size and population representation. . These always must be dealt with in relation to available resources of dollars and time. ,Dr- Fred B. Waisanen"6 suggested a sample of at least 25017 and Dr.. Russell G. Mawby suggested utilization of cooperative Extension Service Administrative districts18 as a basis for area representation. Both of these suggestions were utilized in sample selection. _ Specifically the sample included two counties per conference dis- trict, selected on a random draw (no replacement), for a total of 14 counties. The selected counties were then contacted and asked to partici- pate. 19 All 14 counties agreed to cooperate and forwarded leader rosters (listing of all 4-H leaders in their county) from which the individual subjects for study could be drawn. ‘These rosters (organized in many ways, i. e. , alphabetical, alphabetical by mailing address, by years of service, etc.) were accepted as they were and individuals were numbered chronologically. Then working from a table of random numbers20 subjects from a given county were identified. 16Dr. Waisanen has had considerable experience with the primary instrument used. . He made this suggestion while counseling this writer in the original draft of the research proposal submitted to him in Sociology 967a, Spring, 1960. 1"’This original sample size would allow for the expectedloss due to: inability to interview, subject no longer a leader, etc. , and still give a workable size sample. 18These administrative districts are delineated on a map, Appendix B. 19See letter sent to counties selected (Appendix B, pages 137-38. . ”Table of random numbers inWilfred Dixon and Frank Massey, Introduction to Statistical Analysis, New York: McGraw-Hill, 1957, pp. 366-70. 28 The number of subjects per county varied with the number of available subjects in that county in relation to the total state, with an intervening variable being the total number of subjects in the district in relation to the state population. For example, Michigan 4-H. Club Leader enrollment, 1960, was 12, 728. The Upper Peninsula Conference District 4-H leader en- rollment was 875 or 7% of the total. . For purposes of study we then took this percentage of the total sample to be selected (7% of 250). Thus 18 of the total 250 sample was to be drawn from the 2 counties in the Upper Peninsula. .Each of the 2 counties in the district were apportioned sample totals on the bases of the relative enrollment of those 2 counties. Marquette (a county in the sample) has 48 leaders, representing 64 per cent of the 2 county total which in turn is 7% of the Michigan total. Marquette, then, had 11 leaders in the sample. .Table 1 shows sample distribution and per cent sample completed (i. e. , Marquette 11-10-99% completed) . g . Table 1. Sample Distribution and Per Cent Sample Completed Number in Number 'Schedules Per Cent of County Sample ‘Inte rviewed C ompleted Sample Marquette ll 10 10 99 Alger 7 6 4 57 Mason 21 l7 16 76 Leelanau 5 5 5 100 Otsego 4 4 4 100 Charlevoix 13 11 9 69 Branch 22 20 19 86 Ingham 37 32 29 78 Isabella 19 17 17 89 Huron 20 17 17 85 Livingston 10 8 8 80 Monroe 21 18 18 86 Berrien 21 20 20 95 Kalamazoo 41 39 32 78 Totals 252 224 208 82% 29 Sample Replac ement s The voluntary nature of the 4-H Club Leader position, the fact that this writer worked from the 1960 county leader rosters, and the fact that actual interviewing was done in spring and summer, 1961, made it necessary to replace by further randomization those people no longer associated with 4-H in the leader role. Mechanically, this came about when each county involved was sent a list of people in their county selected for the study. . Counties were asked to compare this list with their currently active roster and advise as to the status of those involved (i. e. , currently leaders-~non leaders). Those no longer on county active lists as of March, 1961, were replaced. It was felt that the nature of the general population, and the randomization process used, would tend to give us balance in this respect. . It was interesting to note the following . Table 2. Distribution of Subjects Over the Leader Categories Per: Cent Category Tenure Number: (N = 208) Community or Mixed +3 84 40. 4 Community or Mixed -3 19 '9. 1 Project Club +3 54 26. 0 Project Club -3 51 24. 5 208 100. 0 This distribution is about as it would be found in the Michigan population of 4-H club leaders. . No special attempt was made in the original delineation to get a proportionate number of subjects in each of the leader categories. Data Collection State 4-H staff members, trained by the writer, were assigned data collection in their administrative areas. . Each interviewer arranged with the county Extension Agent in the county involved to have those leaders in the sample meet at a common meeting place for purposes of participating in this 4-H leader inventory (as it was called)?“1 The interviewer opened the meeting with comments about the necessity for current data on 4-H club leaders and the state 4-H staff's interest in this research project. .Subjects were then given the Twenty Statements Test, "Who Am I?" The interviewer read through the in- structions with the subjects, emphasizing the notion of writing answers as they occurred to them. The subjects were told they would have eight minutes to complete this part of the inventory. Second, they were given the "Role Internalization Test, "' with similar instructions. Finally, they were given the interview schedule and each section was explained as the group and the interviewer read and each individual answered this form. All schedules were not completed at this initial appointment. The follow-up was handled in basically two ways: (1) rescheduled meetings in some counties, and (2) personal visits to the subject's home. The follow-up was conducted by the writer and varied from the original interview procedure in that the subject was asked to complete the Twenty Statements Test and Role Internalization Test at the time of interview and the longer questionnaire was left with the subject, together with a return envelope. This latter only after the interviewer and subject had gone over the schedule together clarifying questions and meanings. V 21See Appendix B for a form of the letter sent to leaders. This was a letter form which the writer suggested and which most of the counties used. 31 The interviewer, on the basis of the earlier group experiences, was aware of areas where others had needed clarification and made certain these areas were clear with each subject. . A further variation in the data collection method needs to be mentioned here. At the time of the data analysis it was noted that entire pages of the questionnaire were not completed in about 25 of the schedules. A sound rationale seemed to be that the subject would flip two pages in- stead of one when working through the nineteen pages and due to the unorthodox numbering of the items would not be aware of so doing. The researcher decided at that time to return those incomplete pages to the subject with a cover letter putting forth this rationale and asking to have the one or two pages completed and returned. . (Note: we did not send the entire questionnaire, but only those pages needing completion. Through the above procedures 224 of the original sample (N = 252) were interviewed. The greatest single reason for non-interview was "subject no longer a 4-H leader. " The second reason was "subject not home at time of visit. " (Each address was visited at least twice.) Of the 224 interviewed 208 schedules were completed. Ten of the sixteen (224 minus 208) did not mail in their completed "4-H Leader Inventory" even though they were contacted by personal letter or telephone. . Six schedules returned to subjects for completion (those mentioned above who had not answered some of the questions) were not returned. The findings reported in this thesis, then, are based on the replies of 208 4-H leaders from 14 counties in Michigan. Two counties from each of seven. Extension Conference Districts. The sample represents 1.6 per cent of the 4-H leaders of Michigan. 32 Summary of Chapter In this chapter we have attempted to analyze the methodological problems confronted in the research; to present the reader with a clear picture of the decisions made in regard to the problems; to spell out the sampling procedure; and, to outline the data collection pro— cedures. Primary methodological problems were in relation to: (1) could the interviews be done in a group; (2) what should be the wording of the Role: Internalization question; and (3) what will be the method of assess— ing effectiveness. The paragraphs below summarize the decisions made relative to each of the above questions. The paragraphs are numbered to correspond to the question being dealt with. (1) Primary concern on this point was, would we get a range of saliency for the role if the organization in which they played the role was responsible for convening the group. A pretest of this question supported Kuhn and McPartland's notion that subjects would make responses in about the same order of saliency under varying conditions. With this information we decided to do group interviews using state 4-H staff members as interviewers and (as a result of state staff involvement) broaden the sample area from mid- Michigan to selected counties in all corners of Michigan. (2) Realizing, after exploration and meditation, that what we really needed here was a measure of what the subject knew the role to be (not what he personally did in the role) we decided to use the question, "What do 4-H leaders do?" (3) The effectiveness measure came to be a scale score, based on scaling of responses to specific questions from the Michigan 4-H Leader Inventory.ZZ The questions were designed to measure: (1) objective measure of leader role performance; 22See Appendix B, pages 142—162. 33 (2) attitudes toward organization and its philosophies; , (3) attitudes and actions relative to goal directedness and group integration; and (4) those variables that research and field experience have shown are related to effectiveness. The sampling procedure was shown to be one whereby 2 counties of each of Michigan's Cooperative Extension's seven administrative districts were randomly drawn from a universe of all counties in the district. . Subjects were then selected (table of random numbers) for each county in relation to that county's (and district's) proportion of the total volunteer leader population. Data was collected by group interview (interviewers trained by this researcher) and by individual interview (for those who did not respond by attending the group's session). By these methods 208 of the 252 in the sample completed all parts of the interview. Actual scoring procedures and data analyses will be presented in the next chapte r . CHAPTER IV ANALYSIS OF DA TA Demographic Data The sample contained 42 men and 166 women, ranging in age from 21 to over 60. The ratio of males and females, in the sample is slightly biased toward women if one takes as a referent the 1957 relationships of men towomen 4-H leaders (men = 3400; women 7000, in round numbers). Graph 1 below shows the age distribution in 5-year intervals. Graph 1. Age Distribution of 4-H Leaders in Sample. Age -Percent 10 20 30 40 50 Number 20-25 ‘. 6 12 26-30 ___§__ 6 31-35 17 36 36-40 . 23 47 41-45 21 44 46-50 17 37 51-55 8 16 56-60 __2_ 4 60 + __1 34 35 Other studies have shown that individuals who are 4-H leaders are likely to have others in their families in 4-H either as members or as leaders. .Analyses of these variables in the sample shows that 84% of the subjects had youngsters in 4-H, and that 44% had other family members who were 4-H leaders. Looking at level of education, one finds that 48% are either high school graduates or have attended 3 or more years of high school (a fault of our questionnaire was that it did not ask specifically, "Are you a high school graduate?"). Thirteen percent had one year of college, eleven per cent had 2 or 3 years of advanced training in formal education and ten per cent were college graduates (B.. S. or B..A.) or beyond. Four-H leader tenure in our sample is expressed in the chart below. Line one of the chart lists the years of 4-H leadership (tenure). . Line two gives the number in the sample for each tenure category. And the last line gives per cent that category is of the total. . For example, 26 subjects or 12 per cent of the sample have been 4-H leaders for four years. Chart 1. 4-H Leader Tenure: Number and Percent by Year . “‘ ‘ : 1 2 . 3 4 5 6 7 8 .' 9 L10-14 +15 Tenure 36 34 24 26 12 16 13 5 9 22 11 Number 17 16 12 12 06 08 06 02 04 11 05 Per Cent Fifty-two per cent of the subjects said they lived on a farm when asked places of residence (see question 15, page 2 of Michigan 4-H Leader Inventory) and another 21% were rural non-farm. . Fifteen per cent lived in small towns or villages, and 12% in cities of 10, 000 or more. 36 TwentLStatements Te st The Twenty‘Statements Test is an open-ended question in which the respondent is asked to write twenty answers to the question, "Who Am I?" as if asked by, and answered for, himself. . As pointed out in Chapter II, whatever statements the respondent makes become the items of the test, and whatever scales are possible are those which emerge from a content classification of these items after they have been made. 1 The replies are content analyzed and are amenable to Guttman scaling. “ Responses are categorized into consensual (positional) and non-consensual. . Consensual responses refer to groups and classes whose limits and conditions of membership are common knowledge, such as student, girl, husband, Baptist, or daughter.3 They imply involvement in more or less explicitly structured social situations--references to statuses which are socially defined and can be validated.4 Non-consensual responses refer to groups, classes, attributes, traits and other matters which would require interpretation by the respondent to be precise or to place him relative to other people. Responses might include happy, bored, pretty, good student, good wife, interesting conversationalist, etc.5 Scores on the Twenty Statement Test are most often reported as locus scores. This represents the number of consensual references 1Manford Kuhn, "Self Attitudes by Age, Sex, and Professional Training, " Midwest Sociological Quarteply, January, 1960,, Vol. 1, pp. 39-55. zKuhn and McPartland, pp. c_i_t_., p. 70. 3McPartland, pp. (22., p. 7. 37 made on the Twenty Statements Test in the consensual area. The con- sensual area was established by noting that respondents made all the consensual statements they could before making non-consensual ones. A high locus score means that the individual has high consensual responses and few non-consensual ones. Therefore, the locus variable represents a consensual-non-consensual relationship. Four other measures were taken from the Twenty Statements Test in the original analysis. Along with the locus score, analysis centered on: the total number of statements; the number of errors; the saliency of role--"I am a 4-H leader"; and, the number of formal organization referents. 1. Total number of statements. --Simply the number of different answers the subject gave to the question, "Who Am I?" in the eight minutes allowed. 2. Number of errors. --This score represents the number of re- sponses that fall outside the scale pattern, by Guttman criteria. We were primarily interested in this score as a test of the instrument. Kuhn and McPartland noted the subjects made all the consensual state- ments they could before making non-consensual. . Errors then represented the number of times the individual violated this observation, i. e. , made a non-cpnsensual statement in the midst of consensuals and/or vice versa. In the sample 57% (118 of the 208) had no errors; 13% had only one error; 24% had 2.4 errors arranged on a decreasing scale of 22 with 2 errors, 17 with 3 errors, and 11 with 4 errors. Of the remaining subjects, 7 had 5 errors, 3 had 6 errors, and one each had a total of 7 and 9 errors respectively. Table 3 shows these results. A complete distribution of scores on all five indices can be found in Table 2, Appendix A, page 101. 38 Table 3. Number of Errorsa< Made by Subjects on "Who Am I?" Number of Number of Per Cent of Errors Subjects Total (N = 208) 0 118 56. 7 1 28 13.4 2 22 10. 6 3 17 8. 2 4 ll 5. 3 5 7 3. 4 6 3 l. 4 7 l . 5 8 0 . 0 9 l . 5 Number of times the individual wrote non-consensual statements in a run of consensuals and/or vice versa. 3.. Saliency of role--"I am a 4-H Leader. "--The score assigned an individual on this index is simply the numerical position on the Twenty Statements Test at which the subject said "I am a 4-H leader. " Sixty-one or 29% of the total sample did not make the statement, "I am a 4-H leader” as part of their response to the Twenty. Statements Test. Of those sixty-one, twenty-seven (44%) were Project Club leaders with less than 3 years service. Table 4 shows the leader type and number of respondents in each type who did not say "I am a 4-H leader. " Chi-square represents good- ness of fit (hypothesis of no difference expected in any category). 4.. Number of formal orgpnizational statements. --This score was computed by giving one point for each formal organizational referent. . For example if the subject said "I am a Grange member" then he was awarded one point toward his Formal Organizational Referent score. For this analysis the statement, "I am a 4-H Club leader" was counted as an organizational referent. 39 Table 4. . Number per Lpader Category. . No Response. . "I am a 4-H Leader. " ‘Per Cent of Leader Category Tenure Number Total (N = 61) Mixed or Community , +3 12 19. 7 Mixed or Community -3 8 13. 0 Project Club +3 14 23. 0 Project Club -3 27 44. 3 x2 = 13.32 p < .001 at: Goodness of fit. . Null Hypothesis > no difference The numerical distribution of this index is given in Table 1, Appendix A, page 100. Thirty-seven respondents mentioned no formal organizational referent. Approximately one-fourth of the sample mentioned only one, with another one-fourth listing two formal organizational referents. . Since the response "I am a 4-H Leader" was counted as an. organi- zational statement the thirty-seven mentioning no formal organization are also 37 of the 61 who did not respond, "I am a 4-H leader, " They are unlike the sixty-one, however, in that the non-response, "I am a member of organization, " is spread rather evenly over all leader-tenure categories. A further analysis of the Twenty Statements Test utilized Wasianen's6 classification of responses, which enables a detailed analysis of consensual responses. fir ,6Fred B. Waisanen, Assistant Professor, Department of Sociology and Anthropology, Michigan State University. 40 The reader will recall that in the first paragraphs of this section reference was made to McPartland's orientation to analyses of the Twenty Statements Test in which he said, "whatever scales are possible are those which emerge from a content classification of these items. "7 Dr. Waisanen's classification attempts to make use of all responses, consensual and non-consensual. His categorization has three major divisions: (1) consensual (with the same meaning and limitations as set down by Kuhn and McPartland); (2) evaluative consensual (consensual, meaning role oriented, but evaluative as well. . For example, instead of just saying, "I'm a man" the response in this category might be, "I'm a handsome man" or "a good man"); and (3) idiosyncratic (or nonconsensual). Then within each of the first 2 categories there are 5 sub-cate- gories: (1) Personal (the statements relate to physical characteristics such as "I'm a blonde, " "5'2" tall, " etc.). (2) Primary (these statements are of the kind that involve con- tinuing intimate relationships, 1. e. , "I am a mother, " "a sister, " "a wife, " etc. ). (3) Secondary (represent associational, segmentalized, specialized interaction, statements like "I am a Grange member, " ”PTA member, " "member of X church, " etc.). . (4) Categorical ("man, ” "citizen, " "white, " "American, " are statement examples for this category). (5) Residual (all statements that do not fit the above four cate- gories). Results of this analysis can be seen in Table 3, Appendix A, page 109. Statistical analysis of this data will be covered in the next chapter. Role Inte rnalization Instrument The Role Internalization instrument is an adaptation of the Twenty Statements Test. Like the T. S. T. , it also must be content analyzed and 7Kuhn and McPartland, pp. c_ip. 41 scored on the basis of this analysis. Unlike the T.S. T. , in which there are no "correct" answers (except as they are correct for that individual), the Role Internalization questionnaire was scored against a role model. That is, members of the State 4-H Staff of Michigan State University were asked to spell out the "role of a 4-H Club Leader. " This ”model" together with the "role of a 4-H Club Leader" presented by the study group of State 4-H Extension workers at the 1960 National 4—H Club Conference8 became the basis of scoring this instrument. The subject was given one point for each role aspect of the total role. , Each aspect was counted only once even though it may have re- occurred in the subject's list of responses. Scoring was done by three judges independently and any serious disagreement in the scoring was talked through by the same three judges acting as a panel.9 The range of the scoring was from 0-16, and the median was 7, with one-third of the scores falling between 6 and 10 correct role responses and two-thirds of the scores were within the range 5-11. The complete distribution of scores is shown in Table 1, Appendix A, page 100. 4-H Leader Inventopy The 4-H leader inventory served at least a dual purpose. First it was a vehicle for the items of the effectiveness scale. .And second, it contained many items from questionnaires used in 4-H leader research in other states. While no doubt analysis of the latter would be interesting, it is the effectiveness scale that holds primary concern in this research. 8"Set for the Sixties, " 1960 National Conference State 4-H Leaders, . Federal ExtensionService, United States Department of Agriculture, Washington, 25, D.C., pp. 9-17. 9Judges were Dr.. Russell G. .Mawby, Assistant Director, 4-H; Mr. Joe Waterson, Program Specialist, 4-H; and the researcher him- self. 42 . Effectiveness Scale As stated earlier inChapter II, effectiveness of an individual fill- ing a position in a social organization can be measured by assessing the extent to which that individual fulfills the requirements of that position. . While certain items included in the effectiveness scale are assessment of club performance they are a direct measure of leader effectiveness for they reflect the leader's competency in aspects of the role. . The following paragraphs list the items, and rationale for said items, used in the effectiveness scale. The scaler weightings assigned each response .99 the questions used in this scale are written directly on the questionnaire (red ink) see Appendix B. Per cent of members completing their projects. --(Item 27, page 3.) This and other questions concerning activities of the club and/or its members were answered in the framework of the ”last completed project year. " Our basic definition of leadership is "the ability to help the group reach its goal. " If we take as the basic goal of the member that of completing the year's work (incidentally, this is also a basic goal of the organization) then one should have as one of his criteria of effectiveness per cent members completing. The scale values were originally established on completion figures of Michigan 4-H clubs over five-year period, 1955-1960. 10 This survey indicated the average com- pletion rate to be between 85 and 95 per cent. With this data the scale ' was establixshed with a plus four value for 91-99% completions and a reduction of bne point for every 10 per cent reduction in per cent com- pletion. When it came to actual scoring of the questionnaire and it was discovered that the sample contained some 100% completions it was de- cided, on the afore established rationale, to award a plus five for one 10See Michigan 4-H Summaries, mimeographed, Cooperative Extension Service, Michigan State University, years 1955-1960. 43 hundred per cent completion. This is the only question in the scale with a possible plus five value. .. Number of meetings held by club.--(Item 33, page 4.) A second paramount purpose of 4-H club work is to teach democratic principles. The 4-H club meeting is viewed as a primary teaching tool in this regard. Thus the number of meetings held by the club is an important component of our effectiveness scale. Michigan 4-H literature suggests that each 4-H club should have at least five meetings. 11 In assessing values to this question a negative one (-1) was assessed to those leaders reporting less than five meetings, and, on the basis of professional judgment (state 4-H staff) a plus four to sixteen or more meetings. Member participation in demonstrations and judging. --(Items 37-44, page 5.) One of the essential roles for the 4-H leader is that of so conducting themselves and guiding their 4-H clubs, that each member has opportunity to learn to ”show others" (demonstrate)12 and to evaluate (make meaningful decisions based on recognized and desirable criteria). This question on the extent to which members participate in demonstration and judging, then, is an excellent one to include in the scale. .As it was originally constructed, however, it did not lend itself to direct transfer. The table inserted in the Michigan 4-H Leader Inventory, page 4, Appendix B, shows the relative weighting of raw scores in the demonstra- tion and judging question. Orientation for the assigned weighting was that of influence of leader and potential opportunity for the individual member. Scale weighting assigned on quartile range of actual distribution of raw scores. . Frequency distribution of demonstration and judging scores can be seen in Table 9, Appendix A, page 130. m 11See Michigan 4-H Leader Guide, Extension Bulletin l3-A, Michigan State University, 1955. 1Z‘Ibid.; also, see Demonstration Leader Guide, Extension Bulletin 311, Michigan State University. 44 Community activity by 4-H club. --(Item 34, page 5.) A part of the national 4-H club pledge says, "I pledge my hands to larger service. " Subjects were awarded a plus four if their club had completed one or more community activities. A more desirable measure would have been one that would have allowed scaler weighting of the responses. The fact that this schedule did not allow for such an analysis is a recognized weakness in the resulting effectiveness scale score. Participation of members in county-wide events. -—(ltems 56, 57, page 6.) County events are planned and conducted to afford members educational opportunity and social experience broader in scope than the local program can provide. Part of the 4-H members' developmental program, then, should include participation in county-wide events. These events are usually non-restrictive and programmed for all members. The leader, if he is a "good" (effective) leader, will encourage his members' attendance at such events. Thus items 56 and 57 are included in the scale. Use of junior leaders (Item 58, page 6) and number of adults influ- enced to assume 4-H leadership roles (Item 72, page 9). --Shared leader- ship and leadership development are two concepts measured inthese two questions. These two concepts are emphasized in leader training and leader education. Their inclusion in this scale attempts to measure the leader's fulfillment of this important role as a 4-H leader. Planned 4-H club program (Item 59, page 7) and Who Plans (Item 61, page 7). --"Members will have greater commitment to, and greater interest in, these programs which they themselves have helped to plan. " Secondly, "there will be greater involvement and more active partici- pation on the part of membership when they know what the program will be. " 45 These two13 along with the emphasis on democratic procedures are rationale for including items 59 and 61 on effectiveness scale. .Further, 15 measures of if we would refer to Stogdill'slé‘ or Tannenbaum's effectiveness we would attempt to assess "integration. " We see these two questions as such an assessment. What makes a 4-H club successful (Item 64, page 8) and criteria leader personally uses when assessing the success of his work (Item 64, page 13). --A leader cannot assist a group toward its goals unless he sees the goal. These two items were used in the effectiveness scale to test the clarity of the goal. Scaler value for each response is, as are the others in the scale, based on professional opinion of what the organi- zational goals are. These two items are directed at leader opinion. Item 15, p. 14 and item 19, p. 18 measure leader's orientation to member goals. Participation in organizedgroups other than the leader of a 4-H plpb_(ltems 73-75, page 9). --The rationale for including this item in our scale comes from two sources. First, the assumption that leaders are made and not born, and the further assumption that learnings in one situ- ation can be transferred to another leads us to believe this question to be relevant to our scale. Secondly, Clark and Skeleton16 found the extent of participation in other organizations to be directly correlated with satis- faction and tenure of 4-H leaders in New York state. Following our basic :7— 13These two statements represent two rather commonly held axioms on which many action programs of community and neighborhood develop- ment are founded. .See "Achieving Change in People, " Dorwin Cartwright, iman Relations, Vol. IV,.No. 4, 1951. “Stogdill, pp. t_:_i_t_. 15Tannenbaum, pp. 23° 16Clark and Skeleton, pp. cit. 46 definition of leadership we could expect satisfaction of the leader and leader effectiveness to be closely allied. Thus the inclusion of items 73—75, page 9. . As in items 37-44 (members participating in 4-H club demonstra- tions and judging), this item could not be scaled directly from raw data. Quartile distribution of raw scores was used as rationale for assigning scaler scores, plus one to plus four. Distribution of raw scores and scale value assigned are given in Table 8,. AppendixA, page 129. The scale values were established on the basis of returned questionnaires as of September 21, 1961. Twelve schedules returned after that date were not plotted on this frequency. Scaler values for the twelve were, however, assigned on the basis of this distribution. Familiarity with Michigan 4~H Leader Guide (Item 78, page 10). —- The 4-H Leaders Guide is a resource book for 4-H leaders and provides answers to many of the common questions leaders have asked over the years. It also provides guides to understanding youth, planning programs, project selection and completion, how to work with parents, and many other areas of 4-H club programming. Again, the assumption here is that if they are familiar with the content they will be able to do a more effective job. This item has a maximum of plus 3. This limit was set by the fact that the item contains only three positive responses. Four-H leader's “evaluation of individual members (Item 65, page 14) and "The most important gpal I strive for as a 4-H leader" (Item 19, page 18). --As stated in the section above dealing with leader attitudes, these two items assess the leader's orientation to "what are the goals of the member. ” Parents' (role in the 4-H club program (Item 11, page 17). --This item was selected to represent the 4-H leader’s orientation to relevant referent groups with which that leader must work. It was assumed that 47 the orientation displayed here (as forced by the responses) would give an effectiveness measure regarding the subject's view of working relationships with these relevant groups. The most desirable orien- tation is where the leader expects parents to take an active part in the total club program. Experience and research has shown that those clubs with active parent participation are more stable in terms of membership and member and leader satisfaction and tenure. In helpingthe member decide what project to take (Item 13, page 17). --A good teacher needs to be involved in setting the learning goal of the student. Likewise, if the student is to direct his energies toward his goal he must know the goal. To set a realistic goal he must have counsel from the teacher. ' The teacher in turn must know the capabilities of his student.” Item 13, then, is included in the effectiveness scale to give weight to this very important aspect of the 4-H leader's role. Another important aspect of teaching is knowing when and how to give praise. Item 14, page 18, attempts to get at this aspect of the 4-H leader's role. This item was originally established as a minus 2 to a plus 4 scale. However, leader subjects repeatedly said they could not see significant differences between responses 5, 6, or 7 and it was decided to assign all three of these responses a high of plus 3. Treatment of Data in Test of Hypotheses Frequency distributions were run on all scales. These distributions are shown in Appendix A, Tables A-l, A-3, A-6, and A-8. To give consistency to the analysis all distributions were divided into tertiary units. The upper one-third was labeled "high, " the middle unit "medium, " and the lower one-third "low. " Theoretically such a division would mean exactly one-third in each category, in practice, however, this was not m A 17 Paraphrased from various orientations to teaching. See for ex- ample, Asahel D. Woodruff, The Psychology of Teaching, New York: Longmans and Green and Co. , 1948. 48 always possible. The tertiary units utilized in this research are as close to being one-‘third as the distribution of subjects would allow. Chi-square was the primary statistical test employed. 2 2 (£0 - fe)z X2 fe where £0 and fe refer respectively to the observed and expected fre- V quencies for each cell. . In words, Chi-square is obtained by first taking the square of the difference between the observed and expected frequencies in each cell. We divide this figure by the expected number of cases in each cell in order to standardize it so that the biggest contributions do not always come from the largest cells. ,The sum of these non-negative quantities for all cells is the value of chin-square. 18 In all cases where directionality was stated the one-tail test was used (significance 2' .05, one-tail test, X2 = 7.77 when (if = 4). .Pearson's contingency coefficients were computed on most of the chi—squares as a measure of association between the variables under X2 (3: ,‘XZ+N Since most of our tables were 3 x 3 tables we employed the cor- test. rection factor (divide the obtained C by .822) which then allows us to talk of association on a O to unity continuum--zero when there is absolutely no relationship; unity (1) when the relationship between the two variables is perfect. 19 18I-lurbert N. Blalock, Social Statistics, McGraw-Hill,. New York, 1960,> p. 213 ff. ”Ibidn pp. 228-230. 49 Summary to Analyses of Data This chapter has presented the measurements performed on the data and outlined the rationale and scale values for the measure of effectiveness. The five measures taken on the Twenty Statements Test were: locus; error; salience "I am a 4-H leader"; number of organizational scores; and, total number of statements. Also, the Waisanen categories were employed in final analysis. You will remember that these cate- gories broke the data up into consensual, evaluative consensual and idiosyncratic, and that the first two categories were further divided into personal, primary, secondary, categorical and residual responses. Sixty-one leaders did not say "I am a 4-H leader. " Almost 70% of these were project club leaders. ./Role internalization scores were derived by allowing one point for each role relevant statement made on the modified Twenty Statements Test. . A ”model" role description was used as a guide in this scoring. "Scale values were assigned responses to the nineteen questions used to assess effectiveness. .An individual's effectiveness score, then, is the sum total of values assigned to his responses on those 19 questions. _ Chi—square was utilized as the primary statistic. Pearsonian contingency coefficients were used to show relative strengths of relation- ships within the individual contingency tables. Chapter IV has presented the methods of analysis. . Chapter V is devoted to statement of the hypotheses, presentation of the data necessary to test a given hypothesis, statistical tests of significance, and, narrative . interpretation of the results of such tests. CHAPTER V T ES TING OF HY POT HESES The primary question to be answered by this research is: Can one predict effectiveness of a person in the role of 4-H Leader using the Twenty Statements Test and/or its compliment, the Role Internalization Test? . While this question is not directly testable, investigation of the individual variables involved will provide data on which to base a studied reply. If significant relationships can be shown between the variables, identified in the T.S. T. and R. I. instruments, and effectiveness one could be encouraged to study the interrelationships further. It should be recalled that locus score represents, in one sense the different number of role—statuses the individual thinks of himself as occupying. Role Internalization scores represent the number of relevant role statements the individual gave in reply to "What do 4-H leaders do?" The Saliency score is simply the numerical position at . which the subject said "I am a 4-H club leader" on the Twenty State- ments Test. . And the Effectiveness score is the total points awarded the individual as a result of his answers on the Michigan 4-H leader inventory. Two additional variables to be utilized in testing secondary hypotheses are 4-H leader type and tenure. The type variable is dicotomized into Project Leaders and Community or Mixed Club Leaders and the tenure variable divides leaders into "less than" and "more than" three years service. 50 51 Table 5 shows the distribution of subjects on all six variables. The four variables of Locus, Role,. Saliency and Effectiveness are arranged on the margins, and, tenure and type are represented by the series of numbers along the left side of each individual cell. . As ex- plained in the footnote to the table the first number in each cell represents those Project Leaders with three or more years service. . The second number, those Project Leaders with less than three years; the third number, those Community or‘Mixed ClubLeaders with more than three years service; and the last number, those Community or Mixed Club Leaders with less than three years service. . Analysis of such a multivariate contingency table is, from a practi- cal standpoint, almost impossible. Therefore, as was pointed out above, analysis will be limited to two and three variant analysis. Before looking at these less complicated tables, however, it may be well to point out one observation fairly evident in the distribution of subjects over the total table above. It appears that Community or Mixed Club Leaders of more than three years experience are concentrated in the upper left hand section of the table and that Project Leaders with less than three'years service more often fall in the lower right. Project Leaders of more than three years and Community or Mixed Cluszeaders of less than three years do not show a concentration in any area of the table. . Several alternative methods are available for the presentations of any research findings. Two alternatives seem particularly appropriate to this dissertation. . First, there is concern for the interrelatedness 0f the variables under test and, therefore, one could present those data relevant to this concern. . Such an approach has merit. , It leaves, however, the task of accepting or rejecting the hypothesis under test. . A still more confounding problem arises in proceeding on the first alternative. This problem centers around the inability to control Simultaneously for several variables in contingency table data. 52 as H o H o o o o o w IN Io IH IH IH Io Ia lo I 384 NH H. H N N N H H o N H H o N o N H o Bod a o H o o o H N H IIIIIII lllllllllll‘rlllll'llelllllln-IIIIIIIIIIIUIIrlllllll IIIIIIITIIIIIIIIIIIIIIIIIIIIIIIIII'W o o H o o o o o 3 I IH IH Io IN Io IN IN IN 384 N. H. N o N N o N H N o N o N N N H N o 8332 3 HT N o H N H H H L IIIIIII IIIIIIIIIIIHrUIIIIIU Illllllxlllllll1|Illlllrlllll|l IIIIIIIfilllllllilllllllfi'IIIIIII-III. o o o H o H H H Io IH IH I IH Io IH IN IN 8804 NN H H H. 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H HO 8882a H H O H H H O O O m IIIIIII LIIIIIIIIUIIIIIIIIIIIIIIIII vIII-IIIIIIIIIIIITII'II'IvIIIIIII[III-III-IIIIIIIIYIIIIIIIIII-IL O H O O O O O O m IO IO IO lo I IH IO IO IH .8839 OH N O H O H. H. N N O H O N H N H H O HHNHHH s N O O H O H H O 54 One of the major advantages of interval scales over either nominal or ordinal scales is that as yet no techniques have been developed in the case of the latter scales which are comparable to regression analysis or analysis of covariance.1 Blalockz goes on to suggest that it is possible to compute partial and multiple coefficients for contingency tables but he does not offer any concrete examples. Certain procedures comparable to factor analysis have been developed for use on nominal or ordinal scales, but these techniques are so new that they have seldom, if ever, been used in the sociological literature. . Latent structure analysis is a multivariate technique developed by Lazarsfeld and others and is theoretically a generalization of factor analysis for the case of nominal scales. . . . When more than one dimensionis postulated and when nominal scales with more than two categories are used, the computations apparently become quite involved, so that for all practical purposes the method is of limiteduse at the present time. Thus, while the first alternative would perhaps be the more desirable method, one cannot pursue it at this point in time. Locus,. Role Internalization, and Effectiveness Hypothesis 1. Leaders with hithLocus scores and high Role Internalization scores will have highleader Effectiveness. Table 6 shows a significant relationship between Role Internalization and Effectiveness at high Locus. There is not a significant relationship between these two variables at either medium or low Locus, however. When one holds Role Internalization constant in comparing Locus and Effectiveness there is a significant relationship only under medium ~Role. . See Table 7. 'lBlalock, 22. c_1_t_., pp. 389-390. zIbid. 31bid‘. 55 IV HN.."U OH.H.uNO.H + HH.. +NO. H.H.H +NO. +H.O. OH. +OH. +OO. "Nx NH.AHH AON. mH.nU bod n undowmwcwwm quH mm. +mo. +.:. 3. +ON. +2.. 2.. +2. +OO. "Nx mm. MU HOO. va 3...: "ONO +NH. +OH.N ON.N +2.. + HH. .3. +NH.. + HN. "Hx ON ON NH ON ON ON ON OH NH. OH NN NN 338. 58330 HOOOHH HNNOH HOO.OHH ON.N H35 HNNNH HONNH HH....NH HOO.H.H w H1 HN H.H O OH HN O H. N HH 3 N H 33m N HHN.NH HOO.: HNNNH HNH..HHH HONOHH HNNNH HNHNH HNH.HHH HNO.H.HH m H OH N O N ON NH NH N NN N H.H OH 883% HONNH HHH..NH HOWNH HONOHH HH.N.OH HONé 8H}: HH.H.OHH HNNNHH v L HH N H. H. NN O N O ON N O OH HHNH H83. 83m 83m 33m H33. 383 883 38.3 HSoH. 33m. 383 683 . 33 8832 HHNHHH 33 8832 33 33 8832 35 3003 303 £603 2DHNHm2 3003 mon @5004 new 93:93:00 .mmocoewfloommmm on GOHHNNNHMGHQHCH ofiom mo mfinmcoflmHem .0 @388 56 OH . n U «cdomflcmwm «oz om . u 0 Ho. v. a 2 . n U ucdoflamHm «OZ. OO.NuH.O.+NN.+ON. ON.HHnNH.+NO.+H.O. ON.NuO+OH.+NH. OH.+HN.+NO. NN.H.+O+NN.N ON.+HO.+NH.. ON.+O+NH.Hu~x ON.N+O+H.N.Hu~x NN.+H.O.+OO.uNx NO ON OH OH NO OH NN ON ON OH ON ON HOO.NHH HON.OH HON.OH HOO.NH HOO.OH HON.NH HOO.NH HON.NH HOO.NH HN OH HH 2 O OH N O O N H. H. 33 H. o HOO.OHH HOONH HNNNH HOOé HONNHH HH.O.OHH HOO.8 30.0H HNN.HHH o D. HN ON. I om S O O LNLH NH NH N O N O 8832 HNN.NH HOO.NH HOO.NH HN0.0H HOO.NHH HNN.HHH HNO.NH HOO.NH HOO.NHH HH NN ON O N H N H.H OH O O OH 35 H88. 33 8832 HHEHH Hebe 33 8832 835 H83. 33 8832 HHNHNH 1138.3 .. 303.303b mqom 2Bom2H mqom HHUHHH undumdoU cofldnfimcuofifi 30m wcflufiom mmmco>floowfim o... mdooq .Ho mfinmcoflmaom .N. “:an 57 Those with high Locus and high Role more often have high Effectiveness than medium or low Effectiveness. . Also those with medium Role and high Locus are more often highly or mediumly Effective than low Effective. The reverse of the latter does not appear to be the case however. . Medium Locus and high Role is no more likely to be Effective than not Effective, according to the data presented here (9, 8, 9 for high, medium, and low Effectiveness respectively). Those leaders withlow Locus and low Role, according to this data, are a little more likely to have low Effectiveness than they are to have high, while those with high Locus and low Role are much more likely to have low Effectiveness. The reverse of this combination, high Role and low Locus does not show this same relationship. (The former shows Effectiveness scores from high to low to be 1, 3, 7, while the latter shows 4, 4, 3). Locu s and Effectivene s s Hypothesis 2. Leaders with high Locus scores will have high leader Effectiveness scores. , In view of the expressed concern for finding an instrument that could be used to predict effectiveness, and further the expressed hope that the Twenty Statements Test would be that instrument, one may view the following analysis with great interest. Table 8 shows this relationship to be significant at the .05 level (X2 = 8. 18). . Looking at the table one can see that for highLocus in relation to Effectiveness there is a descending number of cases in categories high to low. The same relationship holds for higthfectiveness and the Locus categories. The obverse relationships of low Locus in relation to Effectiveness and low Effectiveness in relation to- Locus do not display the; expected directionality. 58 Table 8. Relation of Locus to Effectiveness V J Locus Effectiveness Hi(+l3) Med (8-12) Low (7 or less) Hi + 41 33 19 20 2 (25.62) (26.30) (20.08) 7 Med- 33-«40 25 27 18 70 (24.90) (25.58) (19.52) Low 32 or less 16 30 20 66 .(Z3°48) (24.12) (18.40) 74 76 58 208 Xz='8.18 p< .05 C: .15 Locus, according to this data, then, is not as strong a predictor of effectiveness as would be desirable in that there does not appear to be a direct linear relationship. Locus and Role Internalization Hypothesis 3. Leaders with high Locus scores will have high Role Internalization. These two variables have the strongest relationship of any two variables under study in this research. .As Table 9 shows, not only is the hypothesis confirmed as stated but the relationship holds for low Locus as Well (those with low Locus will have low. Role). 59 Table 9. Relationship of Locus and Role Internalization m m Role Locus Internalization High Medium Low High 30 26 11 (23.84) (24.48) . (18.68 67 Medium 33 29. 16 (27.75) (28.50) (21.75) 78 Low 11 21. 31 (22.41) (23.02) (17.57) 63 ‘ 74 76 58 208 xz:23.63 .p<.001 c=.25 Role Internalization and Effectiveness Hypothesis 4. Leaders with high Role Internalization will have high Effectiveness scores. The data in Table 10 support the relationship predicted. Again, as in Table 9 above the relationship is one which would have allowed one to state the hypothesis: leaders with low Role Internalization will have low Effectivene s 3 score 3 . Salienc Land Effectivene s s Hypothesis 5. Leaders with high Saliency for "I am a 4-H Leader" will have high Effectiveness. The above hypothesis is offered, and the variable saliency treated as a relevant index to effectiveness, on the rationale presented in Chapter II. 60 Table 10. Relation of Role Internalization and Effectiveness Effective- Role Internalization ness High Medium Low High 29 27 16 (23.19) (27.00) (21.81) 72 Medium 20 33 17 (22.55) (26.25) (21.20) 70 Low 18 18 30 (21.26) (24.75) (19.99) 66 67 78 63 208 X2: 12.73 p <.01 C=.20 If an individual sees an organization as a relevant reference group and holds this group at a high level of saliency, then he ought to have attitudes consonent with that organization an be effective in it. 7 Table 11 shows a significant relationship does exist, however, the C value of . 17 suggests that this is not a real strong relationship. It would appear from Table 11, on the following page, that a stronger relationship exists between low Saliency and low Effectiveness than between high Saliency and higthfectiveness. One, treating a single row or column, does not get a significant relationship between either high Saliencylin relation to Effectiveness or high Effectiveness in relation to Saliency. Looking at low Saliency in relation to- Effectiveness and low Effectiveness in relation to Saliency, however, one does get a significant direct relation- ship of low Saliency, then, low Effectiveness. Treating the row or column as a unit of analysis and calculating chi-square with 2 degrees of freedom (actual against expected; expected just as it appears in 61 Table 11. Relationship of Saliency and Effectiveness 1 Effective- Saliency ness High Medium Low High 25 27 20 (24. 92) (20.42) (26. 66) 72 Medium 28 18 24 (24.23) (19.86) (25.91) 70 Low 19 14 33 (22. 85) (18. 72) (24.43) 66 72 59 77 208 XZ=9.53 p<.05 c=.17 Table 11) one gets chi—squares of 4.81 and 4.85, respectively. . Significant at the five per cent level (one-tail test). Saliency in Relation to Locus and Role Internalization At the outset of this chapter it was stated that, in an attempt to deal with the interrelatedness of the variables under test, certain data would be presented beyond that directly related to the hypothesis stated for this research. The following tables dealing with the relationship of Saliency and Locus, and, Saliency and Role are presented to this end. On the basis of the data presented in Table 12 it appears that there is a direct linear relationship between Locus and Saliency. . The C value of . 21 would seem to indicate that this is not a real strong relation- ship even though the XZ of 15. 58 is significant at the one per cent level of confidence. 62 Table 12. . Relationship of Locus and Saliency . Locus * Saliency High Medium Low High 28 27 17 (25.62) (26. 31) (20.07) 72 Medium 26 25 8 (20.99) (21.56) (16.45) 59 Low 20 24 33 (27. 39) (28.13) (21.48) 77 74 76 58 208 x2=15.58 ' p<.01 C=.21 Recognizing the difficulty of interpreting the full meaning of multi- variate tables, Tables 13 and 14 are given below to further look at the relation of Saliency and Locus to Effectiveness. As the following table shows Saliency and. Effectiveness have signifi- cant relationships, greater than chance, only in combination with mediumLocus scores. . This relationship is not a linear one, however. It appears here, as it did for Saliency and Effectiveness, that the relation- ship is stronger for low Saliency in relation to Effectiveness than for high Saliency. That is, the distribution (low Saliency) is more the kind that one could expect, based on the theoretical frame developed for this research. . Table 14 in which the same three variables are involved, this time holding Saliency constant, does not produce a significant chi-square under any of the conditions of Saliency. 63 Oiuo 88888262 ON.no OO. v 8 ONJU OiAmA ON. OO.OnNO.:O.+OO. OO.O...OO.N+ON.+OO.O OO.OnOO.O+OO.+OO. HN.+NO.+ON. ON.+OO.+NN.N OO.+ON.+OO.H OO.+ON.+NN.u~x OO.+ON.O+OO.u~x OO.+ON.+NO.u~x ON ON Os ON OO ON ON Oz «O OH ON NN 2869 AONss AONO: AONAS AOOOO ANOOO SOOO .NNi AOOOO ANOO NN . NO Os . 2.. ON 3 O N ON O O 33.. - 1. . _ s AOONO LOONO $5ij AOOOO AOOOO AONOO ANOOO AOOOO AOOJL W I O N O N ON O O O2 ON O O OH 8882M AOOOO AONOO AOOOO GOO: AOOOO ANOOO 3O.OO AOOOO AOON: A OO O O O ON O NO O ON O 2 NO 88m 288. . 33. 82.682 881m 369 33 8:862 gm... 288. 364 8882 Owfimlsomsm Ooooq 304 3004 22mm: 7. . Opooq moi mouoom 9.504 Ho 3964 662E. Om mange/303mm 0O. Onosefimm mo QEOGOSMHUM . .mH 3an 64 0N.HU m~.A AHA ON. emzvumm. +Ho. +wo. «Om; +mo. +>oJ NN.HU OO.A a AON. mmé n Ho. +m~£ +mb. Nb. +mo. +wH. HN..”U OTAa A ON. OO._O... HO. +84 :N. Z. +OO. +NN4 wozmfié 304— -11)! 1‘ ill- VUZHHA p>.05 C=.15 66 Hypothesis 6. . Leaders with high 4-H Leader Saliency scores and high Role Internalization will have high Effectiveness scores. . Again one runs into the problem of multivariant analysis. Table 16 shows relation of Saliency to Effectiveness with Role Internali- zation constant. Under these conditions one can seek from the table significant relationships for Saliency and Effectiveness under conditions of high Role and low Role. . When one controls for Saliency in this three variable table one gets a significant difference from the expected under Medium Saliency only (X‘2 for medium Saliency == 13. 03 with a C = . 35). Substantively one could interpret this combination of significant relationships to say a leader will be more often effective under conditions of medium Saliency and high Role. . Further, if one looks only at the row highRole under high Saliency (Table 17) he can see that there is a decreasing number in each category high to low Effectiveness, admitting that the difference between 9 and 8 cases is slight. . If one looks down the column under high Effective- ness, highSaliency he can see no appreciable difference, and, for Table 16, loolu'ng down the column one sees more cases in medium Saliency than in high. .Looking at the right side of the tables one can see that those with low Role and low Saliency do have low Effectiveness, but not in direct linear relation of most cases in low category least in high (rather for low low in relation toEffectiveness the cases are 14, 5, 8). . While it (is difficult to say statistically (by use of X2) whether or not hypothesis 6 is supported, one can say substantively that it is at least partially supported. More exact test will have to wait for more precise instruments or new nominal multivariate techniques. 67 OO.VO ON.no 88888... 32 Ofuo OO.v O ON.uo NO.Ou2N.H:O.+ON. OO.O...NO.N+ OO.+ NO., NN.+NO.+NO. ON.NuOO.+NO.+OO. NO.+OO.O+:.N NO.O+OO.+NO.NuNx OO.+NO.+OO.uNx OO.O+OO.+OO.an NO ON O2 O2 OO OH NN ON OO Os ON ON 886.8. ANN.OOO LON.OO LO0.00 LOO.OO LOO.OHO LO0.00 ANO.OO LO0.00 ANO.OOO ON OH O O ON O 2 O ON 2 O O 33 S AOOOO 80.NO LOO.NO ANNOO ANO8: AONOO :0.00 AOOOO ANOOO W. C m OH O N 2 ON O 2 N2 NN O O OO 8882w .A ANOO: ANOOO AOOOO 80.00 SO83 SOOO AONOOO AOOOO AOOOO ON Oz O O ON O 2 O ON N O O :8: 86.8. 364 8882 _ am?“ 2869 364 8882 $5 8869. 33 8882 Ami 41.888 mqom 304w mqom 2Bom2 L @408 moi 'Fi pcmumsou 30$ 30% 4:3 mmocmfiaooum can >osofimm mo QEOsoflflom . A: QSOH 68 OH . u 0 88082888 «02 OO.O uOO. +NN8. +OO. HO. +ON8 +3. HO. + HO. +OO. "NON ON.uU mo.v a 8.2 n OO.O +O +OO.N om. +No. +20. ON. +OO.; +NO8 "NON OH. n 0 8888.888 82 OO.N "OO.O +NO. +OO. +3. +3. +c OO. + S. +NO. uNx $5st OO $88228 8:: $95 NNOOOE..OO.E OON 82228285 29m OO 8:88 .: O33. OO NN ON ON OO Oz O2 ON NO OH ON ON 88.68, .8 8: ANOOO ANOOO LON .NO LOO..NO AOOOO AOOOO ANA .O: ANOOO m ON OH O O OH O N 8 ON OH O O 364m ANMO: O0.00 AOOOO SOOO AONOO LON .N: AOOOO A: .O: ANO.OO m ON O 2 O. ON O 2 NO ON O I O 8882M -ANOO: O0.00 “O0.00 ANN .3 :OOO “OO.O: LON.OO AOOO. “OO.OO m ON 2 O O NN O O OH ON N O O 85% 8869 3MMH82 £37m HOSE .33 BEBE ONE HOSE 8qu8.882 Owe; «1.888 N Oozmfié 304 Oozmfié 2:222 853% $5 69 Number of Organizational Statements and Effectiveness A relationship not predicted prior to the research but one that became evident by cursory analysis of the data is this: Leaders who mentioned a high number of formal organizations in their reply to the Twenty, Statements Test are more effective than those who did not. The reader will recall that the response "I am a 4-H Leader" was also counted as a formal organizational statement. of organization responses were: Demonstration Member, Kiwanian, and so on. Othe r example 3 Methodist, Granger, P.T.A., Home The spread of scores was very narrow with more than half the subjects scoring from one to three on this variable. Rather than split the sample into high, medium and low it was decided to expand the table and look at responses in categories 0, 1, 2., 3 and 4 or more statements. Table 18 presents this data. Table 18. Relation of Number of Formal Organizational Statements on Twenty Statements Test and Effectiveness Organizational Statements fl 4 or more 3 Z _. 1 0 > High 24 5 14 17 12 E ' , ffecme (15.58) (8.30) (15.92) (19. 38) (12. 80) Medium 17 10 17 16 10 E . fiecuve (15.14) (8.07) (15.48) (18. 84) (12.46) Low 4 9 15 23 15 Ef ' few“ 4 (14.28) (7.63) (14.60) (17. 78) (11.74) Totals 45 24 46 56 37 X3: 18.29 p< .01 C .23 70 If one looks at the column "4 or more" statements in relation to effectiveness he can readily see that those who made 4 or more state- ments are more often highly effective than low, thus one could say the hypothesis has been confirmed. There is not a systematic relationship such that those with 3 statements have more high. Effective than those with two or one, or such that those with zero statements are more often low effective than those with one, two or three organizational statements. Waisanen Categories and Effectiveness The Waisanen categories, the reader will recall, are another way of cateloging responses on the Twenty Statements Test. . The three main categories are consensual (role oriented), evaluative concensual (those statements such as "I'm a m husband“), and ideosyncratic (nonconsens‘ual such as "I'm tired, " "bored, ” etc. ). The first two categories are further divided into: (1) "A" type or physical statements such as ”I'm five foot tall"; (2) "B" type or primary relationships ("I'm a sister of X"); (3) "C" type or secondary relationships ("I'm a 4-H Club Leader, " "Bowling team member, " or the like); and (4) "D" type or categorical statements such as "I'm a man" or "citizen of U. S. " One hypothesis that seemed logical was the following: Those leaders making fifty per cent or more of their statements in consensual B and C categories will be more effective than those making less than 50 per cent of their statements inthese two categories. . Categories B and C contain consensual primary and secondary relationships and it seemed logical to expect that those leaders who saw themselves in these roles would be more effective on two counts. One, these roles hold real meaning and saliency for this group, and two, leaders having association with many groups and people ought to be more experienced in group action. 71 Table 19 gives the data for this analysis. The chi-square of 7. 21 is not significant at the accepted level of significance. . We could, however, accept the hypothesis as stated and expect to be wrong about seven times out of one hundred. Table 19. Relation of WaisanenCategories Consensual B and C to Effectiveness Categories Effectiveness B and C High 41 Medium 33-40 Low -32 +50% 29 32 16 (26. 65) (25. 91) (24.44) 77 49% or 43 38 50 less (45. 35) (44.09) (41.56) 131 72 70 66 208 Xz=7.21 .1o> p >.05 C=.15 At first glance, the hypothesis looks like it was not supported even at the 103 per cent level. That is, there are more cases with less than 50 per cent of these statements in B and C categories that have high Effectiveness than of those who have 50 per cent or more of these state- ments in B and C. . Looking at percentages of the total, however, one can see that 39 per cent of the respondents in the category plus 50 per cent in B and C have high Effectiveness as compared with only 32 per cent of those in category minus 50 per cent. . Also, 38'per- cent in. category minus 50 per cent are low Effective as compared with 20 per cent of those in plus 50 per cent category. 72 The distribution of responses over the total Waisanen analysis matrix (see Table 3,. Appendix A), shows that consensual categories B, C and D contain large numbers of the total responses and also that these three categories have the most normal distribution of scores over the range. Table 20 presents the relationship of each of these cate- gories to Effectiveness. . Category C (secondary relationships) is the only category showing significant relationships to Effectiveness. To this point in the analysis, three variables (Locus, Role Internali- zation, Saliency), have been investigated for interrelatedness to one another and to the dependent variable Effectiveness. As the data has shown, there is significant relationships between each of the three variables and Effectiveness, when one compares them one at a time with .Effectiveness. . Also there is significant relationships between the three taken any two at a time, with the exception of the relationship Role Internalization and Saliency (. 10 > p > . 05). . Hypotheses involving two variables in relation to Effectiveness were not as easily tested. Statistical test for multivariate nominal data has not been developed. Therefore, statistical analysis was limited to saying, according to the data, that there was significant relationship between variable one and) Effectiveness under category "X” of variable two. . The confounding thing was that when one reversed the position of variable one and two the relationships between the two in relation to Effectiveness changed (or seemed to, in that different categories now appeared significant). . Acceptance or rejection of the multivariate hypothesis was not firmly established. Certain observed data, however, tended either to support or not support the relationships predicted. The hypothesis "high Locus and high Role . . . . high Effectiveness" was supported While the hypothesis "high Saliency and high Role. . . . high Effectiveness" was only partially supported, if at all. 73 NO. u U . unauOOOeOOO 82 ON. u U S. v a S. u U 9.885de 82. OO.OHOO+O+OO. NO.2...OO.+ON.O+ON. NO; +vo.+oo.+cm. +mo.+o+ow. no+mH.+oN.+¢o.+ +ON.+NO.+OO.n~x +OO.O+OH.+NO.Nu~x o+OO.+OH.+:.+OO.u~x OON OO OO NO OON OO OO OON OO OO NO 238. .OOONO AONONO OO.ONO O0.0NV O0.0; OO.NOO AOOgNO AOONNO O0.0NV ”m . I . O OO NN ON OO OO OO ON OO ON ON ON oOEO m 1 OO.O: :OO: OO.O: ANOONV NOOJNO SONS ANOONV SOONO OO.ONV mm. D. i O OO OH NN OH OO ON NN NO ON ON ON OOONOH a m S AOO.ONO LON.ONO AOO.ONV AOO.OOV AOO.OHO AOO.OOV AOO.OHO ANO.OOO AOO.ONO m 3 OO ON NN OO O OH OO ON ON OH +OOOO m H 18.8. 33, 8382 O E :38. 33 8382 O E 38. >64 E382. OWE .1... mmmzmieommmm ‘ Ommzmieommmm Ommzmtsommhm , a o . 1 m OmHmooMHp>.05 c=.21 1 Looking at high Locus in relation to Effectiveness one sees that those mixed or community club leaders with-high locus are more often effective than not. Also, those who are effective more often have high Locus than low Locus. The large number of cases in cell a (highLocns, higthfectiveness) may be indicative of the fact that community or mixed club leaders do indeed see themselves in a wide range of roles, and, more importantly, only those who have a broad self-concept (as measured by the Twenty Statements Test), attempt community clubleadership. 1 In terms of this ‘ rationale, and that put forth in the theoretical chapter, it might be interesting to look at the relationship of Lammto Effectiveness for project leaders. . Table 23 contains this data. 78 Table 23. Relationship of Locus and Effectiveness for Project Leaders w = Effective- ’ Locus ness High Medium .Low High 6 3 6 3 0 3 9 3 9 21 (6.80) (7. 20) (7.00) Medium 7 9 5 5 6 6 12 15 11 38 (12.30) (13.02) (12.68) Low 5 5 8 8 l3 7 13 18 15 46 (14.90) (15.78) (15.32) Totals 34 36 35 105 x2 = 4.81 Not significant c =.17 'As the table above shows there is no apparent relationship between Locus and Effectiveness for Project Leaders. It appears, a¢cording to the data, that thoseProject Leaders who have low Locus more often have low Effectiveness, Unlike the ., Community or Mixed Club group those with high Locus do not have high Effectiveness nor do those'with high Effectiveness more often have high Locus than they do low. Hypothesis 9:‘ Leaders with high Effectiveness and less than 3 years service will have lower 4-H leader Saliency than effective leaders of more than 3 years. ‘ ' 79 Table 24 presents the relationship of Saliency to Tenure under three conditions of Effectiveness. There is a significant relationship of Saliency to Effectiveness under both high Effectiveness and low Effectiveness categories. It is interesting to note that for conditions of high Saliency and high Effectiveness the directionis as predicted, and, under low Saliency and low Effectiveness those with less than three years tenure have the wide majority of cases. For all categories of Effectiveness a greater percentage of all sub- jects 3 years and over have higher Saliency than those with less than 3 years. Also for all categories of Effectiveness a greater percentage of all subjects in the category "less than 3 years“ have low Saliency than is the case for those over 3 years. Thus the hypothesis is supported. A hypothesis suggested from the field interviews and from inspection of the data for this last hypothesis is as follows: Of those Leaders with more than 3 years tenure, Community or Mixed Club Leaders have higher Saliency for "I am a 4-H Leader" than do project leaders. It seemed apparent from the field interviews that Project Leaders did not think of themselves as leaders, but only as helpers or subject matter teachers. If this is the case it seemed to this writer that Extension ought to be aware of this. Table 25 shows a significant relationship between leader type and Saliency for those leaders with more than three years tenure, although this relationship is not as strong as field analysis wouldhave made it seem. Community and Mixed Club leaders do have higher Saliency for "4-H Leader" than do Project Leaders. 80 .muvvmoq goononnm HOW 3 982.5 9.3 ”assumed £30 @332 no 23535500 you w“ pong: “Ohm 9.3 6.39» mean» and... mmofi uoh *4 6.36.34 9.50 @332 .8 33.95800 .9523 23 33304 “ovfionnm .mucomeumvn swag: pmflm 09H. . O. ON.uo Oino ON.uo OO.v O O0.0 "Ox 38333.. 82 NN.N n Ox OO. v O OO .O n Ox OO OO O3 O3 OO ON O3 ON NO ON ON . ON, 338. OO.OOO AOO.OO AOO.OOO AO0.00 AOO.OO LOO.OOO AOO.OO AOO.OO ANO.OO OO ON O O ON 2 O O 2 O O . O OO O O O O O O O O O O N N N O N O **O 38...» O .. m O0.0: AOOOO ANOOO ANOO: OO.O: 8O.O: AOOO: AOO.NNO AOO .5 M O O3 O . NO. OO OO NO ON 3O 3 ON ON 8 O O O O O O3 O NN O3 3 O O O O O O O O vOO O58; O + 336.3. 364 8332 :25 136 33 8382 3.23 336.3. 364 8332 OOE «16:33.3 Ommzmaeommmm Bog Ommzmheommmm .2Bnm2 Ommzmaeomhmm mon 4 mmocozuommwm Ho 3954 002:. as 0.3508 0» 20:03.3 mo coflmfiom . .ON 3an 81 Table 25. Relationship of Saliency to Leader Type for Leaders with Three Years or More Service Three or Saliency more years High Medium Low Community or 35 32 17 'Mixed Club Leader (32.87) (28.61) (22.52) 84 Project 19 15 20 Leader (21.13) (18.39) (14.48) 54 Totals 54 47 37 138 Xz=4.82 p <.05 C=.15 Effectivene s s and Tenure Table 26 shows data correlating Tenure witthfectiveness. Previous studies of 4-H leadership have pointed up a direct relationship between the "success" of 4-H clubs and the length of service of leaders.4 We have stated earlier that Clark and Skelton5 found relationship between "satisfaction" and tenure. Our working hypothesis with relation to the data below was: Leaders with more than three years Tenure will be moreEffective than those with less than three. . As Table 26 shows, those leaders with three or more years Tenure are more often Effective than those with less than three years. - Nearly 4'Volunteer Leaders are Essential to the 4-H Program, United States Department of Agriculture, Extension Service Circular 347, 1951. 5Clark and Skeltdn, 22. cit. 82 Table 26. Relationship of Effectiveness and Tenure . f Effectiveness ’ Tenure High Medium Low Totals More than 61 46 31 138 3 years (47.77) (46.44) (43.79) Less than 11 24 35 70 3 years (24.23) (23. 56) (22.21) Totals 72 70 66 208 , x2 = 22.00 p<.001 one-tailed test 0 =.25 half of those with three or more years Tenure have high Effectiveness, whereas, half of those with less than three years Tenure have low Effective- ness. Summary The basic question posed at the opening of this chapter was: Can one predict effectiveness of a person in the role of 4-H Leader using the Twenty Statements Test and/or its compliment, the Role Internali- zation Test? As it was pointed out this is not an easy question to answer. It was suggested that demonstration of significant relationships between the variables of Locus (role oriented, consensual statements), Role Internalization,. Saliency, and Effectiveness would provide at least a partial answer to this question. The problem of multivariate analysis of nominal data was discussed and it was pointed out that such analysis was not well developed for complex contingency tables. Nevertheless the data was presented, first 83 showing the total six variables in relation to one another (Table 5), and then either one variable in relation to another, or, one variable in relation to another with a third held constant. . Each set of analysis is reported either as a direct test of, or complementary to, the hypotheses under test in this research. V I Below in summary form are the findings presented in the chapters. 1. High Locus and high Role Internalization, then high Effective- ness. Holding Locus constant there is a significant relationship between high Role and high Effectiveness at High Locus. Holding Role constant there is a significant relationship between Locus and Effectiveness only under medium Role. Those with high Locus and high Role more often have high Effectiveness than they do medium or low Effectiveness. This hypothesis, then, is at least partially supported. 2. High Locus, then high Effectiveness. X2 = 8.18, p < .05 3. High Locus, then high Role Internalization. X2 = 23.63, p <.001. 4. High Role, then high Effectiveness. x2 = 12.73, p < .01. 5.. High Saliency for "I am a 4-H Leader, " then high Effectiveness. x2 = 9.53, p < .05. 6. High Saliency, then high Locus. . X2 = 15.58, p < .01. . When one looks at combinations of the above variables in relation to Effectiveness it appears that certain variables account for more .vari- ation than others. For example, both Locus andSaliency, taken alOne, are related to Effectiveness. However, when combined there is a signifi- cant relationship between Saliency and Effectiveness only under medium Locus and when holding Saliency constant one does not get a significant chi-square between Locus and Effectiveness at any level of Saliency. 84 7. High 4-H Leader Saliency, then high Role Internalization. X2 = 7.41, .10 > p > .05 not significant. 8. High Saliency and high Role, then effective. At least partially supported. In the multivariant of Role, Saliency and Effectiveness a significant chi-square is produced for Saliency and Effectiveness at the high and. low Role categories. . Controlling for Saliency there is a signifi- cant relationship of Role and Effectiveness only at medium Saliency. 9. High formal organization score, then high Effectiveness. This hypothesis was supported (Table 18). There is not a systematic relation- ship, however, such that those with a high medium score are more effective than those with medium or low medium scores. 10.. Fifty per cent or more replies in Waisanen categories B and C more effective than those with less than 50 per cent. Chi-square of 7. 21 is not significant (. 10 > p > .05). Comparing a subjects percentage of his total responses in a given category, ’L'B, " "C" or "D, " one finds a significant relationship between responses in "C" category and (Effectiveness. A suggested hypothesis would be: high percentage of statements in category "C, " than high Effectiveness. 11. Leaders of more than two years having high Saliency and low Role Internalization will have low Effectiveness. . Not supported for all leaders with three or more years. Apparently, according to the data the hypothesis would be more correct for Project Leaders than for Community or Mixed Club Leaders. 12. Mixed or Community Club-Leaders with low Locus will have low Effectiveness. . Not supported. . On the other hand, it appears that those Mixed or Community Club Leaders with high Locus are far more often effective than not. 13.. Leaders with high Effectiveness and less than three years service will have lower Saliency for "I am a 4-H Leader" than effective Leaders of more than three years Tenure. Supported at all levels of Effective- ness (Table 24). 85 14. For all Leaders with more than three years service Community or' Mixed Club~Leaders have higher Saliency than do Project Leaders. Supported (X‘2 = 4.82, p < .05). 15.. Leaders with more than three years Tenure will be more effective than those of less than three years. Supported. Nearly half of those with three years or more have high Effectiveness, whereas, half of those with less than three years have low Effectiveness. The data presented in this chapter and the summary above support the theoretical rationale, and the hypotheses generated therefrom. The findings are indeed encouraging. It is recognized, however, that any given research activity is, in and of itself, not an end but a minute particle (or segment) in the establishment of knowledge. This is not to say that any segment of research, such as the one herein reported, is sterile, or non-utilizable--save as incorporated into the whole--for as Braithwaite, 6 Hempel, 7 and other philosophers of science point out theory is not built from the top down (entirely) nor from the bottom up, (entirely) but rather from a combination of the two in which field testing and high level deduction go hand in hand. Not only is this the case in terms of the generation of testible hypotheses, but this is also true in verification of the findings. As we generate hypotheses from a deductive rationale system we also attempt to stretch the system to include hypotheses themselves not directly deducible from the theoreti- cal framework, but which if proven, will add strength to the explanation power of the rationale. 6R. B. Braithwaite, Scientific Explanation, New York: Harper and Brothers, Harper Torchbook, 1960. . Particularly Chapters 5 and 6. 7Carl C. Hempel, Fundamentals of Concept Formation in Empirical Science, Foundations of the Unity of Science, University of Chicago Press, 1952, Vol. 11,.No. 7, especially section 14. 86 . Further, one does not wait for complete and final (whatever this may mean) development of a body of knowledge before one utilizes that which has been verified. This suggests that one can apply that which one believes to be true, recognizing that all truth is relevant and that we need to continually test inferences and systems. .Withthe above as an orientation the next chapter will be devoted to implications for: (1) application of this knowledge; (2) further analysis of the data currently collected, and (3) further research. CHAPTER VI IMPLICATIONS Purpose of the Chapter. The purpose of this chapter is threefold, and attention will be directed to three questions: first, what implications are there for application of the Twenty Statements Test as an instrument for measuring 4-H leader effectiveness, and, more generally, what are the implications of the total research project for social science in general and voluntary associations in particular; secondi, what further . analysis could have been, and needs to be, done on the current data, including an alternative way of approaching our analysis; and third, what recommendations are there for further research. Implications from this Research Project It is not recommended that Extension, or any other voluntary association, rush out and administer Twenty Statements Tests to every 4-H leader in the land and then establish their effectiveness or non- effectiveness on the basis of these results. KINot yet anyway. The find- ings do, however, suggest a significant relationship between the range of ways one sees himself and effectiveness. ’(The Twenty Statements Test does, or soiit appears, have utility for such application. Before strong confidence can be placed in its utility, however, replication must be done. . The findings must be reaffirmed. This preliminary work must be followed by a composite of related research, including experi- ments in prediction, based on current development of the instruments if we are to operationalize the suggested program with confidence. 87 88 #Analysis of the modified Twenty Statements Test, ”What do 4-H leaders do?" supports the thesis that content analysis of the responses for a given individual could point to the kind of education needed to have this individual become more effective. While this question was not directly under test in this project, nevertheless such a procedure is perfectly feasible. 1‘Further, there was support for the notion of pre- leader or intensified leader education in the first years of involvement. _ As Table 26 shows, under the current system of letting the leader grow into the position (very few planned education sessions for new leaders), those leaders with 3 or more years of tenure are far more effective than those of less than 3 years. This implies, it would seem, that earlier and more intensified training is needed, and, as suggested above, the use of the Role Internalization Test would provide an inventory of just what areas are missing in the role repertoire of the leader. *An implication of a broader scope concerns the notion of actor-in- a-role measurement. The above findings support the theoretical frame advanced for this research: i. e. , one can, given social system, position, role, and organizational goals, meaningfully measure how well the be- havior demanded for a given situation is provided by a given actor occupy- ing that position. Such assessment can be made by comparing on a scale score basis the behavior of one actor as over and against another in the same position and situation. Further, coupling a measure of self-concept with a measure of how one sees the situation the observer can begin to predict the degree of effective enactment of the role. The above should have utility for all social organizations, and particularly voluntary associations. . Such associations often face the dilemma of not being able to dismiss the volunteer from a position and yet the volunteer is not as effective as he should be. In this respect several more desirable alternatives seem to be emerging. First, measurement of the individual's self-concept and his knowledge of the 89 role or roles in an organization could make possible placement in that organization so as to maximize his efforts on its behalf. . Secondly, given the above, educational training could aim at assisting the individual to see the role more clearly and provide tools to carry out the job. A third alternative might be to change the self-concept as proposed in the research proposal "Improving Academic Achievement ifThrough Student's Self-Concept Enhancement, " Michigan State University, Bureau of Educational Research. 8 Further Analysis of Current Data In view of the crudeness of the measuring devices and the basic purpose of this reported research it did not seem wise at the present time} to proceed to a more refined analysis of the relationships by means of multiple correlation or the like. This research has served well in establishing relationship and direction; more refined analysis awaits morgprecise measure. There is, however, opportunity for refinement within the current data. First, it is recognized that scales based on item analysis have been subject to a considerable amount of criticism with regard to the assumption of unidimensionality. , We could (although this was not done) re-examine the effectiveness scale to determine the possibility of con- structing Guttman; or similar type scales. While the Waisanen categories provided an alternate analysis of the Twenty Statements Test data, it by no means exhausted the analytic possibilities for utilization of this data. Other methods such as factor analysis (or a similar method of establishing clusters) could be employed and tests made to see which clusters of self-concepts related to effective- ness. .Such method could be modified by establishing effectiveness first V8Wilbur Brookover, gt a_l. ,, "Improving Academic Achievement Through Student's Self-Concept Enhancement, " U.. S. Office of Education, Cooperative ResearchBranch Project 1636. 90 and examining the Twenty Statements Tests of those in a given category of effectiveness, with regard to clusters of responses. Problems for Further Research Every researcher needs to be concerned with continual refinement and modification of his measuring instruments; with the rehability and validity of his work; and with how his work adds to the total body of knowledge in his field of concentration. The research reported herein has shown significant relationships between indices taken from the Twenty Statements Test and Role Internali- zation Test and Effectiveness of 4—H Leaders. . Few other studies have been concerned with measuring effectiveness of people in leadership roles in voluntary associations. There is little opportunity to compare the findings of this study with similar ones. . Replication, then is very important. If similar findings occur with replication (samples of other 4-H Leaders), the original findings and assumptions made from them will be strengthened. , Along with replication in 4-H, studies in other similar voluntary associations shall be made to determine whether or not the findings are peculiar to 4-H, only, or if they hold for other organizations as well. The effectiveness index used in this research was based on the organizations notion of what a leader ought to do or ought to believe. One interesting question for research would be, how closely related is this measure of effectiveness to the group measures of "syntality’" used by Cattell9to determine leader effectiveness. Or what is the relationship of effectiveness of leaders as defined herein and Hemphill'slo indices 9Raymond B. Cattell, "New Concepts for Measuring Leadership in Terms of Group Syntality, " Human Relations, Vol. 4, 1951, pp. 161-84. 1"John Hemphill, 3p. c_ig... p. 100. 91 of "hedonic tone" and "viscidity. " Hemphill found that ”almost without exception items of behavior which were related to leadership adequacy were also related to the group dimensions of hedonic tone and viscidity. " It is assumed that continual refinement of the instruments would go hand in hand with continued research of the question. .For example, one could address himself to scaling of the response items on the Twenty Statements Test and the Effectiveness instrument in such a way that assumptions for parametric analysis could be met. Secondly, is it necessary for respondents to make twenty Statements or would some lesser number do as well. . The same question can be raised for the Role Internalization Test. It has been pointed out that the Twenty Statements Test is an open- ended question instrument. . Can we determine what kinds of response clusters are significant for effective organization leadership and how these are, or can be, effected by leader education. In this regard research designed to test a group, administer education, and retest, is deemed desirable. With the basic concern, is it possible to change self- concept and/or role internalization by education relevant to leadership roles in organizations. The basic concern of the research reported in this dissertation was: is it possible to use social-psychological instruments, currently developed, to predict effectiveness of a person in a given voluntary association leadership role? This study reports on the use of one such instrument. . Further research should be directed to the use of other currently developed instruments or techniques. There is mounting evidence that those techniques involving projection of "self" have real value in determining one's behavior in real life. Such techniques as the Thematic; Apperception Test, sentence completions, story completion, and the like, would appear to have fruitful application. 92 If one accepts the thesis that the individual is a product of his social environment (and the research orientation herein holds this view), then the above proposed research should support the thesis that a measure of self-concept and role internalization will provide information on which to predict effectiveness of leaders in voluntary association such as 4-H Clubs. Further, such research would give insight into the question: Is it possible to change self-concept and/or role internali- zation through education? Further research needs to be done in relation to what are the variety and constellations of group characteristics which the leader may expect to encounter. The present research indicates that perhaps there ought to be a separate role analysis of the Project Leader as compared to the Community or Mixed Club Leader, and indeed perhaps the latter two should not have been combined. If one knew this more precisely, leader education curriculum could be pointed to teaching modes of behavior likely to result in effective leadership. BIBLIOGRAPHY Books Argyris, Chris. Understanding Organizational Behavior. Homewood, Illinois: Dorsey Press, 1960. Bellows, Roger. Creative Leadership. . Englewood, New Jersey: Prentice Hall, Inc. , 1959. Blalock, Hurbert N. Social Statistics. New York: McGraw-Hill, 1960. Bonner, Hubert. Group Dynamics. New York: Roland Press, 1959. Braithwaite, R. B. .Scientific Explanation. New York: Harper and Brothers, Harper Torchbook, 1960. Browne, C. G. , and Cohn, Thomas S. (eds.) The Study of Leadership. Danville, Illinois: The Interstate Printers and Publishers, Inc. , 1958. Cartwright, Dorwin and Zander,. Alvin (eds.). Group Dinamic s: Research and Theory. . Evanston, Illinois: Row, Peterson and Co. , 1953. Dixon, Wilfred and Massey, Frank. . Introduction to Statistical Analysis. New York: McGraw-Hill, 1957. Downie, N. M. and Heath, R. W. Basic Statistical Methods. NewYork: Harper and Brothers, 1959. Gibb, C. A. "Leadership, " in G. Lindzey's Handbook of Social Psychology. Vol- II, Cambridge: Addison-Wesley, 1954. Gordon, Thomas. Groutcentered Leadership. Boston: Houghton Mifflin Co., 1955. Gross, Neal, Mason, Ward S. , and McEachern,, Alexander W. Explorations in Role Analysis. . New York: John Wiley and Sons, Inc., 1958. 93 94 Gouldner,. Alvin W. (ed.) Studies in Leadership. New York: Harper and Brothers, 1950. Hempel,. Carl G. - Fundementals of Concept Formation in Empirical Science, Foundations of the Unity of Science. Vol.11, No. 7. . Chicago: University of Chicago Press, 1952. Jennings, Helen H. Leadership and Isolation. New York: Longmans, Green, 1950. Krech, David and Crutchfield, Robert S. Theory and Problems in Social Pchhology. New York: McGraw-Hill, 1948. Laird, Donald A. , and Laird, Eleanor C. The New Psychology for Leadership. .New York: McGraw-Hill, 1956. Linton, Ralph. The Study of Man. New York: Appleton-Century- Crofts Co. , 1936. . . The Cultural Backfiound of Personality. .New York: Appleton-Century-Crofts Co. , 1945. Martin, T. T. A 4-H Leader's Handbook. New York: Harper and Brothers, 1956. . Newcomb, Theodore M. Social Psychology. New York: The Dryden Press, 1950. .Parson, Talcott, and Shills, E. A. Toward a General Theory of Action. Cambridge: Harvard University Press, 1951. .Pigors, P. Leadership or Domination. Boston: Houghton-Mifflin Co., 1935. Rohrer, J. H. and Sherif M. (eds.) Social Psychology at the Crossroads. New York: Harper and Brothers, 1951. Sarbin, T. R. ."Role Theory." In G. Lindzey's Handbook of Social Psychology. Vol. I. Cambridge: Addison-Wesley, 1954. Sherif, Muzafer and Cantril,. H. The Psychology of Egg Involvement. New York: John Wiley and Sons, 1947. Simmel, Georg. The Sociology of GeorgSimmel. (Trans. by K. H. Wolff). Glencoe: Free Press, 1950. 95 Stogdill, Ralph M. Individual Behavior and Group Achievement. New York: Oxford University Press, 1959. Tannenbaum, Robert, Weschler, Irving, R., and Massarik, Fred. Leadership and Organization: A Behavioral Science Approach. New York: McGraw-Hill, 1961. Woodruff, Asahel. The Psychology of Teaching. .New York: Longmans- Green and Co. , Inc. , 1948. A rticle s and Monog raphs Borgatta, E. F., Cottrell, L. S., and Meyer, H. J. "On the Dimensions of Group Behavior, " Sociometpy, XIX (1956) pp. 223-240. Cattell, R. B., Saunders,,D. R., and Stice, G. F. "The Dimensions of Syntality in Small Groups, " Human Relations, 6 (1953), pp. 331-356. Cottrell, Leonard. "The Analysis of Situational Fields in Social Psychology, " American Sociologipal Review, 7 (1942), pp. 370-382. Hemphill, J. K. Situational Factors in Leadership. Columbus: Ohio State University, Bur. Educational Research Monogr.»No. 32, 1949. "Relations Between the Size of the Group and the Behavior of 'Superior' Leaders, " Journal of Social Psychology, 32 (1950), pp. 11-12. and Westie, C. M. “The Measurement of Group Dimensions, " Journal of Psychology, 29 (1950), pp. 325-342. Jenkins, John G. ”The Questionnaire as a Research Instrument, " Transactions of the New York Academy of Science, II (February, 1940,_Series 2), pp. 118-140. "Characteristics of the Question as Determinants of Depend- ability, " Journal of Consulting Psychology: ' V (July-August, 1941), pp. 164-169. Kuhn, Manford. "Self Attitudes by Age, Sex, and Professional Training, " Midwest Sociological Quarterly, 1 (January, 1960), pp. 39-55. 96 Kuhn, Manford M. and McPartland, Thomas S. "An Emperical Investi- gation of Self Attitudes, " American Sociological Review, 19:1 (February, 1954), pp. 68-76. Lazarsfeld,. Paul F. ."The Art of Asking Why in Marketing Research, " National Marketing Review, I (1935), pp. 1-13. Lewin, Kurt. "A Research Approach to‘Leadership Problems, " Journal of Educational Sociology, 17 (March, 1944), pp. 392-398. Bulletins Clark, Jr. , Robert C. and Skelton, , William E. The 4-H Club Leader. .New York State College of Agriculture, Bulletin 94, Ithaca: Cornell University, December, 1950. Copp, James H. and Clark, Robert C. Factors Associated with Re- enrollment in 4-H Clubs. , Research Bulletin 195, University of Wisconsin, February, 1956. Joy, Barnard D. The Length of 4-H Club Membership. Extension Service Circular 199. U.S.D.A. Washington, D.C. 1934. Michigan 4-H Leaders Guide. 4-H Club Bulletin 314A, Michigan State University, Cooperative Extension Service, 1959. United States Department of Agriculture, Volunteer Leaders are Essential to the 4-H Program, Extension Service Circular 347, 1951. Unpubli shed Mate rials Brookover, Wilbur B. "The Relationships of Self-Images to Achievement of Jr- High School Subjects, " Bureau of Education Research, Cooperative Research Project No. 845, Michigan State University, 1961 (Mimeograph). . Clark, Robert C. "Factors Associated with Performance of 4-H Volun- teer Leaders in New York State. " Unpublished Ph. D. dissertation, Iowa State College, 1950. 97 Copp, James H. "A Study of Factors Associated with 4-H Club Re-enroll- ment. " Unpublished Ph.. D. dissertation, University of Wisconsin, 1954. . Hemphill, J..K. , Seigel, Ann, and Westie,. C. M. ."An. Exploratory Study of Relations Between Perceptions of Leader Behavior, Group Characteristics, and Expectations Concerning the Behavior of Ideal Leaders. " Columbus: Ohio State University, Personnel Research Board, 1951. Unpublished. Honma,. Helen. , "Increasing Length of Service of 4-H.Club Leaders. " Unpublished Master's thesis, Colorado A81 M, 1950. McPartland, Thomas S. "Manual for the Twenty Statements Problem. " Kansas Institute of Mental Health. (Mimeographed) "Michigan 4-H Club Program 1959 Statistical Analysis, " Michigan ,.C00perative Extension Service, 1960. (Mimeographed) Sabrosky, Laurel K. "The Use of Club Agents' Time in. Connecticut. " U. S. D. A. Federal Extension Service, Washington, D. C., 1953-1954. (Mimeographed). . "Set for the Sixties. " 1960 National Conference of State 4-H Club Leaders. U. .S. . D. . A- Federal Extension Service, Washington, D.. C. , 1960. . (Mimeographed) Waisanen, Fred B. ."Some Correlates of Student RoleInternalization. " Paper read at Ohio Valley Sociological Society Meetings, Michigan State University, May, 1962. . (Mimeographed) Other Sources Michigan State University. . Lectures given by Dr.. Fred B. Waisanen, . Sociology 567a,. Spring Term, 1960. . APPENDICES 98 APPENDIX A SUMMARY TABLES OF DATA 99 outc~n~ II‘ > nitv-vn-nh- yhqunfifi \A ,UI-eVI-Nm-tv. .2. 7; 1-. 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O I ON OOH OO .02 OO .02 OO .02 fi .02 «O .02 OO .02 OO .02 OO .02 OO .02 OO .02 madman «OO.H.NHN M Q U m O. Q U m 4 Iwudum H HNuOH. HHH HH OMSGNHGOU I OIdN 03m. 116 I I OH. H I I I I HN. M I OH. H N OON ON. O I OH. N OH. N OH. N MN. M ON. O I MO. H H ON NON I I I I I OO. H OH. M MM. O MM. O OO. H NH OON I I MH. N OO. H OO. H I OO. H MN. M HM. O I MH MON I I MO. O NO. H MH. N I MH. N I HN. M I OH OON I I OO. O I I I ON. N I OM. M OH. H OH NON I I H I I I NO. N ON. M ON. M ON. M MH HON MO. H I OH. N I MO. H I NM. N NM. O MH. M I OH OMN I I I I OO. H I HM. O HM. O MN. M MH. N MH OMN I I ON. O I OO. H MM. O OO. H I NH. N OO. H NH MMN I I OM. M I HH. H I I MM. M I I O HMN I I OO. O I I NN. N I I NN. N HH. H O OMN MH. N I NO. H NO. H NO. H OH. M NH. N I OH. M NO. H OH ONN I I ON. M I I NO. H OO. O MH. N I I MH ONN OM. M I I HH. H HH. H MN. N I I I I O NNN ON. O I I OH. N MH. M ON. O ON. O I ON. O I ON ONN MO. H I MN. M MO. H OH. N OH. N MO. H OH. N ON. O MH. M ON MNN I I OH. M I OO. H I MO. N NH. N OH. M NH. N NH NNN I I MH. M O MO. H ON. O OO. O MO. H OH. M I ON HNN MN. M I I I I MH. M MO. O I OH. N I ON ONN I I I OO. H NH. N I I OM. O NH. N NH. N OH OHN OO. N I I I I I OO. N ON. H I I M OHN I I I OH. N HN. O OH. N OH. N MO. H NM. N I OH NHN I I NH. N I OO. H I NO. O NH. N NH. N NH. N NH OHN OH. N I H I I I OO. O ON. O OM. O I ON MHN I I I I I I OM. M OH. H OO. O I OH OHN I I MH. N I I MH. N HN. M MH. N MM. M I OH MHN OH. N I MM. N I MO. H I MH. M MH. M OH. N MH. M ON NHN I I I I I I OM. O MH. N NO. M I NH HHN I I I I. OO. H I MN. M OM. O OH. N I NH OON O. .02 O. .02 N. .02 N .02 N. .02 O .02 O. .02 N .02 O .02 O .02 858 3.3.5 m m 0 NH < NH 0 NH ... ISSO H H.308 HHH HH I UQNZISBQOU I OI< QHNHNIH. 117 ON. N OH. H HN. M I N NMN I I ON . H I I I ON . H I OO. N I M HMN OO. H I I OO. H I MN. M NO. M I OH. N I NH OON OO .02 OO .02 OO .02 0O .02 OO .02 OO moZ OO .02 OO .02 OO .02 OO .02 mama nomwnfim M Q 0 m < Q 0 MH 4 Imumum HHH HH H H.309 '1 83380 I OI< OHOO.. 118 Table A-5. Scale Values Assigned Items in Effectiveness Scale Question Number Responses 1 2 3 4 5 6 7 8 27 -1 -1 0 +1 +2 +3 +4 ~+5 23 -1 +2 +3 +4 +4 +4 37 o = -2/1 or 2 = +1/3 or 4 = +2/5-7 = +3/8+ = +4 45 +4 for comm. activity 56 -2 +1 +1 +2 +2 +2 +2 +2 57 +2 +2 +2 +1 +1 +1 0 O 58 /+2 if .1Jr.'.s used in specific way 59 +1 +1 +2 +3 +4 +4 +4 -2 61 -1 -l -1 +3 0 +3 +3 +4 evaluate number 9 and score accord. 64 +2 +2 +4 +1 +3 +2 0 +3 +2 +1 72 +1 +1 +2 +3 +3 0 73 1-6 = +1/7—12 = +2/13—21 + +3/21+ = +4 participation score 78 +3 +2 +1 0 64 -2 -2 +1 +2 +3 +3 +3 - 65 +1 +1 +3 +4 -2 ll 0 O i-+2 +2 +4 +4 +4 -2 +1 -3 13 -1 +3 0 +1 +3 -1 eval. "other" 14 -l -2 0 +2 +3 +3 +3 19 '+3 +3 +1 +1 10 w-l 119 Table A-6. Distribution of Effectiveness Scores Cumulative Cumulative Score .Frequency Frequency Score Frequency Frequency 6 1 1 36 14 97 9 1 2 37 14 111 11 1 3 38 7 118 13 0 3 39 9 127 15 0 3 40 9 136 16 2 5 41 9 145 17 1 6 42 7 152 18 3 9 43 6 158 19 1 10 44 8 166 21 4 14 45 7 173 22 1 15 46 4 177 23 1 16 47 4 181 24 6 22 48 14 195 25 1 23 47 3 198 26 5 28 50 2 200 27 3 31 51 3 203 28 4 35 52 .1 204 29 8 43 53 1 205 30 6 49 56 1 206 31 8 57 61 1 207 32 10 67 62 1 208 33 3 70 34 4 74 35 9 83 120 .HON xHHOHNmNHNH< .MI< 3nt wow .OOHN .MH xHHOGmnHNH< ammo: NhofiHoZNH Hovmmd OHIO GOOHHHUHHZ OH: CH Hammad .92.? mm NmHOIHo HmoHOoHoconHHo OHH mamuH OHH”. co muoom muomNnSm MNH”. mucommpmwu 03H; HHUNM * ON ON NO OO OM NM OM NM OM MO HN OO NO NN MM NM OM OM HM OM OO OM OO HM OM OO HO ON OO HONOR. M+ H+ M+ H+ M+ H+ M+ M+ M+ M+ H+ M+ M+ H... M+ HI H+ M+ H... M+ M... M+ M+ H+ H... M+ M+ H+ M+ M+ M+ M... M... M+ M... M+ M... M+ M+ M+ M... M+ M+ M... M... M+ M+ M+ N+ M+ M+ M+ M+ M+ M+ M+ M+ O M... HI H+ M... H+ M+ M... H+ H... H+ HI M+ M+ O M... M... M+ H+ HI H+ M... M... H... N+ M+ O M+ HI M+ N+ N+ M... H+ H+ N+ M+ N+ H+ H+ H+ H+ N+ H+ N+ H+ H+ O+ H+ O O+ H+ H+ N... N+ H+ O+ O O... HI M+ M+ M+ O+ O M+ M+ M... M... M+ M+ M+ M+ H+ M+ M+ M+ M+ O+ M... O... M+ M+ M+ M+ O+ H+ M... N+ M+ M... M... M+ M... M+ N... N+ M+ H... M... M+ N... M+ H... M... M+ H+ N+ M+ M+ M... M+ N... M+ M... H... N... O O O N+ H+ N+ O N... O M... H+I H+ O H... H... O N+ N+ N+I H+ N... M+. N+ M+ H+ M+ M+ H+ H+ N+ H+ N+ N+ N+ H+ H+ H+ N+ N+ N+ N+ O H+ N+ N+ N+ H+ N+ N+ N+ N+ O N+ H+ N+ O+ N+ N+ m O O H+ H... O H+ O O H+ H+ O M+ H+ H+ O O O O H+ H+ H+ H+ H+ O H+ O M... O M+ O N+ O... N+ N... O+ N... M+ M... N... O+ N+ M+ H+ O... N... M... M+ N+ M+ M+ O... N... M.... N... N+ N+ O+ N... O+ H M+ HI M+ M... HI M... M... M+ M... HI M+ M+ M+ M... M... M... M+ O M+ M+ M+ HI M... HI M+ M... O+ M+ O+ w NI NI H+ O+ O+ M+ M+ O... NI N+ NI H... N+ NI N+ NI O+ NI NI NI N+ NI O+ H+ N+ N+ O... O+ N... O O OH O N+ O. O N... O N... O N+ N... N... O O N... N... N... O N+ O N+ O N+ O N+ N+ N+ N+ N+ N... H+ O O N+ O N... N... N... N... O O O N... N+ O N... H+ N... O N+ N+ O N+ N+ O N+ NI NI H+ NI N+ N+..NI H+ H+H+ NI H+ H+ H+ NI H... H+ O O H+ H+ H+ H... H... NI H+ N+ NI NI O O O+ O+ O... O O+ O... O... O O O+ O+ O O+ O O O O. O O... O O+ O O+ O O... O O+ N+ O+ N+ N+ H... N... NI NI N+ M+ NI O+ N... NI NI O... N+ N+ H+ N+ NI N+ M... NI H... M+ N+ M+ H+ N+ O+ M+ N... O... O O... O O... O+ O+ M+ O+ O... O+ O... N... N+ M+ N+ O+ O O... O... N+ O+ O+ O+ OO. m+ M+ m+ m+ HI O+ M+ M... M+ M... M+ M+ M+ HI. M+ M+ N... O+ M... O... O+ M+ M+ M+ M... M... M... O+ O... OM OM MM NM HM OM ON NN ON MN ON MN NN HN ON OH MH NH HH OH O O N O M O M N HAI «00..an wooflndm HmfiHugHHuGH No. monoom mmocm>fiommmm~ I .NI< oHan. Ow 121 NN ON HO ON HO ON ON OO NO OH HO NO NO ON OH HN NN ON ON NN HN ON NN ON ON ON ON NN ON HOOPH. N+ N+ H+ N+ N+ H+ H+ H+ N+ N+ N+ N+ N+ N+ N+ N+ N+ H+ N+ N+ HI N+ H+ H+ N+ N+ N+ N+ N+ N+ N+ N+ N+ N+ N+ N+ N+ N+ N+ N+ N+ N+ O N+ N+ N+ N+ N+ N+ N+ O N+ N+ N+ N+ N+ N+ N+ N+ H+ H+ N+ N+ O N+ H+ N+ N+ N+ N+ H+ N+ H+ N+ N+ N+ O N+ H+ N+ N+ H+ O H. H+ N+ N+ T. I N+ O+ O+ O+ H+ O+ O+ I H... N+ O+ O+ H.. I O+ H.. O T. I I I O+ N+ N+ H... I H... N+ N+ O+ H+ O+ H+ N+ N+ N+ N+ N+ N+ O+ N+ N+ N+ N+ N+ O+ N+ N+ H+ N+ N+ N+ N+ N+ N+ N+ N+ N+ N+ N+ N+ N+ N+ N+ N+ N+ N+ N+ N+ H+ N+ N+ N+ N+ N+ N+ N+ N+ N+ N+ N+ N+ N+ N+ N+ N+ N+ N+ N+ N+ H+ H+ N+ H+ O O O N+ H+ O O N+ H+ N+ N+ N+ N+ O N+ H+ N+ N+ H+ H+ O+ O+ O+ O+ N+ H... N... O+ N+ O I O+ H... I 7. HO. N+ O+ N+ N+ N+ O+ H+ N+ O+ O+ N+ N+ O+ s H+ O N+ H+ N+ O O N+ N+ O H+ O N+ O O H+ O H+ O O N+ H+ N+ O O O O N+ O HO N+ N+ O+ N+ N+ N+ N+ N+ O+ H+ N+ N+ N+ O+ N+ O+ N+ N+ N+ N+ N+ N+ H+ O+ H+ N+ N+ O+ N+ NO N+ O+ N+ HI O+ HI N+ N+ O+ HI N+ O+ O+ N+ H+ N+ N+ N+ N+ N+ O HI N+ N+ N+ N+ N+ HI HI. H N+ O+ NI NI NI N+ H+ N+ NI NI NI N+ N+ N. N. N. O+ N+ NI N+ NI O+ O+ N+ NI NI NI N. N. n“ O N+ N+ N+ N+ N+ O N+ N+ O N+ O O N+ O N+ O O O O O O O O O O O O O N+ N+ N+ N+ N+ O O O O O N+ O N+ N+ O N+ N+ H+ O N+ O O N+ N+ N+ N+ O O N+ N. N. NI NI H+ NI N. O N- NI H+ NI H+ H+ N. N. N- H+ H+ NI NI NI NI NI H+ H+ NI O H+ O O O O O+O+O O+O+O O O+O O O O+O O O O O O+O+O O+O+O O O N. N. O+ N+ N+ N+ N+ N+ I N. H... O... H.. N. NI N. N. NI NI NI NIO+ I N. N. NI NI NI NI N+ N+ N+ N+ O+ N+ N+ N+ N+ O+ O+ O+ O+ N+ N+ N+ O+ N+ N+ O+ O+ O+ N+ N+ O+ O+ N+ N+ N+ O+ O+ O+ O+ O+ O+ O+ O+ O+ N+ ON N+ N+ N+ O+ N+ O+ O+ H+ N+ O+ O+ H+ N+ O+ O+ H+ H+ O+ NN NN HN ON OO OO NO OO OO HO OO NO OO OO OO NO NO OO OO NO OO OO OO NO NO HO OO ON ONAISOHOOO 825.80 I NI... OHOSI. 122 HO ON OO HO OM NM HO OM OO OM MM NO NM ON OM OO OM OM MM NN HM ON OO mO OM MM HONOR. H+ H+ M+ H+ M... H+ M+ M+ M+ M+ H+ M... M... M+ M... M+ H+ H+ M+ H+ M+ m+ M+ M+ M+ M+ M+ N+ M... M+ M... O M... M+ N... M+ O M+ M+ O M+ M+ O N... M... M... M... M+ M... M... M... O M... H+ O O H... H+ M... M+ H+ H+ H+ M+ M+ HI H... M+ O M+ M+ HI M... H+ M+ HI M+ H+ O+ O+ O+ O... H+ H... N+ O+ H+ O+ H+ O+ O... H+ H+ O+ O O+ N+ O+ O+ O+ O+ O+ O... H... M+ M+ M+ M... O+ H... M+ M+ M+ M+ M+ O... M+ M+ M+ O... H... M... M+ H+ M+ M+ M... M... M+ M+ N... M+ M+ H... N... H+ M+ M+ M... N+ M+ M+ M+ M... N... M... M... M+ M+ M+ M... M+ M... M+ M+ H+ H+ N... N+ M... N... M+ O N+ H+ N... O N+ O N... H... N+ O N+ O N... N+ N+ M+ N... N+ N+ H... N+ O+ H+ H... M+ O+ M+ M... N+ N... O... N... N+ M+ M+ N+ H... O+ N... O+ H+ O+ O... O+ N+ S M... H... O M+ H... O O O O M... O M+ O O O H+ H+ H... O O H+ H... O H+ H... O D M... N+ M+ N... N... H+ N... N+ N+ M+ M+ O+ N... H+ M+ N+ N... N+ M... M+. N... M+ M+ M+ N+ O+ m O+ HI M... M+ HI M+ M+ M+ M... M+ M... M... M... O+ M... N+ M... HI HI HI M... HI M... M+ M... M+ 3 O+ O+ O+ M... O+ M+ M+ NI O... O+ M+ O+ O+ NI N... O... N+ H... N+ NI M+ NI M... O+ O+ N+ S N... O O N... N... N... O N+ O O O N+ O O N+ N+ N... O O O N+ N... N+ O N+ N... O O O O O N+ N+ O H+ O O N+ H+ N+ O N+ N... N+ O O H+ O H+ O N+ N+ NI NI NI N+ H+ NI NI H+ N... H... O N+ H+ H... H+ H+ H+ H... H+ NI N+ NI N+ H... N+ NI O O O O O+ O O O O... O O+ O+ O O+ O O O... O O+ O... IO+ . O O O O+ O H... H+ N... O... NI O... M... N... H... N... O+ O... NI NI M+ N+ N+ H+ H+ H+ N+ NI N... M+ O... N+ M+ O M+ N... M+ O+ O+ M+ N+ N... N+ M... N+ M... M+ M+ M+ M+ N+ O+ M+ N+ M... O+ N+ N+ M... M+ M+ O+ m+ O+ M... O... O... O. M... M... M+ M... M... O+ M... m+ N+ M+ M+ M+ M... M... M... M... OO OO NO OO MO OO MO NO HO OO OO OO NO OO MO OO MO NO HO OO ON ON NN ON MN ONAIuomflflHHm fl '1 325.80 I NI< 2an OO OM MO MM OM OO NO OM OO MO OO O HM MO OO OM HM OO MO HN ON HO Hduoh 123 N+ .- m+ m+ .+ N+ N+ m+ m+ m+ .+ .+ N+ m+ N+ .- N+ m+ m+ .+ m+ .+ N+ N+ o m+ N+ N+ N+ m+ m+ N+ m+ m+ m+ m+ m+ N+ m+ m+ m+ N+ N+ m+ .+ .+ N+ m+ .+ m+ .+ .+ m+ .+ m+ .- .+ m+ N+ m+ N+ N+ N+ o m+ m+ ¢+ .+ ¢+ .+ .+ .+ ¢+ .+ v+ ¢+ «+ m- .+ .+ ¢+ ¢+ ¢+ N+ .+ .+ .+ ¢+ m+ v+ N+ m+ N+ m+ N+ m+ m+ N+ .+ .+ .+ m+ ¢+ m+ m+ N+ m+ .+ c m+ N+ N+ N+ N+ N+ N+ m+ .+ N+ N+ o .+ N+ m+ N+ m+ N+ m+ N+ m+ o N+ N+ N+ .+ m+ .+ N+ N+ N+ .+ N+ o N+ N+ N+ N+ N+ N+ N+ N+ .+ o .+ N+ .+ o ¢+ ¢+ N+ ¢+ ¢+ N+ ¢+ N+ N+ N+ N+ .+ m+ ¢+ ¢+ N+ .+ v+ .+ A: m+ N+ m+ N+ o N+ o m+ .+ .+ N+ o o o .+ o N+ .+ .+ o .+ m+_ m m+ N+ N+ .+ ¢+ N+ N+ N+ N+ N+ m+ m+ N+ N+ N+ N+ N+ ¢+ N+ v+ N+ m+ u w+ m+ m+ m+ N+ N+ ¢+ m+ m+ N+ v+ .- m+ N+ N+ ¢+ N+ N+ m+ m+ ¢+ ¢+ a N- N- ¢+ N+ N- .+ N+ N- N. N- v+ N- N- v+ N+ .+ N+ ¢+ ¢+ .+ N- ¢+ S o N+ N+ N+ N+ N+ N+ o N+ N+ N+ o o N+ N+ c o N+ N+ o o N+ o N+ o .+ .+ o o o o N+ .+ o“ o o N+ N+ N+ .+ .+ o o o N- .+ .+ N+ .+ N- .+ o N- .+ N+ N- .+ .+ .+ N- N+ N+ N+ N- N- N- ¢+ ¢+ ¢+ ¢+ ¢+ ¢+ o N+ ¢+ ¢+ ¢+ o ¢+ o: o o ¢+ o. o o o o ¢+ .+ N+ w+ N+ .+ N+ N+ N+ .+ m+ N- N+ N+ N+ m+ .+ N+ m+ N- .+ .+ v+ m+ m+ ¢+ N+ N+ N+ m+ N+ m+ ¢+ w+ N+ w+ .- ¢+ w+ N+ N+ N+ N+ m+ m+ ¢+ m+ ¢+ ¢+ N+ m+ m+ m+ v+ ¢+ m+ m+ m+ m+ m+ m+ m+ m+ ¢+ ¢+ m+ ONH NNH ONH MNH ONH MNH NNH HNH ONH OHH MHH NHH HHH OHH OOH OOH NOH OOH MOH OOH HOH OOHA-uomflfidm 33380 - T4 23... OO NM HN OO OO HM MM OM OO NO HO OO OM OO HO OM OM OO NM ON OM MM H.309. 124 .+ .+ N+ N+ N+ .- m+ N+ N+ N+ N+ N+ .- m+ m+ N+ m+ m+ .+ .+ N+ .- o N+ N+ N+ m+ N+ N+ N+ N+ N+ N+ N+ N+ N+ N+ N+ N+ m+ N+ N+ No N+ .- .- N+ N+ .+ .+ .+ N+ N+ N+ N+ N+ N+ N+ N+ o N+ N+ .+ o N+ N+ O+ m+ .+ .+ v+ .+ N+ N+ ¢+ .+ .+ m+ .+ ¢+ .+ .+ ¢+ ¢+ .+ .+ .+ N+ m+ N+ N+ m+ ¢+ m+ o‘ N+ N+ ¢+ m+ ¢+ .+ N+ N+ N+ N+ .+ N+ N+ m+ .+ N+ .+ N+ N+ N+ N+ m+ N+ N+ N+ N+ N+ N+ N+ N+ N+ N+ N+ N+ N+ N+ N- N+ o o N+ N+ o .+ .+ N+ .+ .+ N+ N+ N+ N+ o N+ N+ o o .+ .+ N+ N+ N+ N+ O+ N+ N+ N+ N+ O+ N+ ¢+ N+ N+ O+ .+ N+ N+ .+ o N+ ¢+ .+ .+ o .+ N+ o o o .+ .+ .+ o N+ N+ o .+ N+ .+ N+ .+ m+ .+ v+ N+ N+ N+ N+ N+ N+ .+ N+ N+ N+ ¢+ O+ O+ N+ N+ N+ N+ N+ N+ N+ N+ o N+ .- N+ N+ N+ m+ N+ N+ N+ N+ N+ o o N+ N+ m+ m+ N+ N+ ¢+ N+ N+ N- N- N+ N- N- .+ .+ v+ O+ .+ ¢+ N+ N+ .+ N+ N- N+ N+ N+ .+ N- N+ o o o N+ N+ o o o o o N+ N+ N+ N+ o o N+ o o N+ o N+ N+ o N+ N+ N+ o N+ N+ N+ N+ N+ .+ .+ o o o o o o o N+ N+ .+ N- .+ .+ .+ N- .+ N+ .+ .+ N- N+ .+ o N- .+ N- N- N- N- .+ o o o ¢+ O+ ¢+ v+ v+ o O+ v+ ¢+ O+ N+ o o ¢+ ¢+ o o o O+ v+ .+ N- m+ N+ N- m+ N- N+ N+ .+ v+ ¢+ N+ N+ N+ N- N+ m+ N+ .+ ¢+ ¢+ O+ O+ ¢+ N+ m+ m+ m+ O+ ¢+ w+ m+ o o N+ ¢+ H. N+ v+ ¢+ N+ N+ v+ w+ O+ w+ ¢+ m+ m+ m+ m+ ¢+ m+ .- m+ m+ m+ ¢+ m+ N+ v+ ¢+ m+ m+ SHHODS OMH MMH NMH OMH OOH OOH NOH OOH mOH OOH MOH NOH HOH OOH OMH NMH OMH MMH OMH MMH NMH HMHfuuoBdm tonnage - W4 033. 125 pm em .N N Nm o 3 S .... NO ..N NN N... am pm 3 .... S .... 3. 2 pm .30... N+ N+ N+ N+ N+ .- N+ m+ m+ m+ m+ N+ m+ m+ N+ N+‘.as N+ m+ N+ .+ .+ N+ N+ N+ N+ N+ N+ o N+ N+ N+ N+ m+ N+ N+ m+ N+ N+ m+ N+ N+ N+ N+ N+ N+ N+ N+ .+ .+ N+ o N+ N+ .- N+ N+ .+ .+ .- .+ N+ m+ .+ .+ N+ .+ c o .+ ¢+ .+ N+ .+ N+ .+ ¢+ N+ .+ ¢+ .+ ¢+ N+ .+ w+ N+. N+ .+ .+ N+ m+ N+ N+ o N+ m+ N+ N+ N+ m+ N+ m+ m+ m+ N+ m+ N+ ¢+ .+ N+ N+ N+ o N. N+ N- N+ .+ N+ N+ N+ .+ m+ N+ m+ N+ N+ N+ N+ N+ N+ .+ N+ o N+ o N+ .+ N+ .+ N+ o o o N+ N+ N+ N+ N+ N+ N+ N+ N+ .+ N+ N+ ¢+ .+ N+ o N+ N+ m+ N+ .+ N+ N+ N+ N+ N+ o N+ N+ ¢+ N+ N+ S .+ o .+. .+ m+. o N+ o N+ o o o m+ .+ .+ o .+ .+ .+ N+ o N+ 3 N+ N+ N+ N+ N+ N+ ¢+ o N+ N+ N+ N+ N+ N+ N+ N+ N+ ¢+ m+ N+ N+ w+ m N+ m+ m+ .- N+ o m+ o .- N+ .- m+ N+ N+ o N+ N+ N+ N+ m+ .- m+ 3 .+ .+ .+ N- ¢+ N+ N+ N- N+ .+ ¢+ .+ ¢+ .+ N+ N- N+ .+ N+ N+ N- .+ s N+ N+ N+ o N+ o o o o N+ N+ N+ N+ o N+ N+ N+ o o o o N+ o o o o o o N+ o N+ o N+ N+ o o N+ o .+ .+ .+ N+ o N+ .+ N- N- .+ .+ N- .+ N- .+ N+ o .+ .+ .+ .+ .+ .+ .+ .+ .+ N- N+ o .1 o o .1 o .1. o o .1 o o .1. o .3. .1 .1 o o o o o N+ N+ .+ N+ m+ N- .+ .+ N+w N+ w+ N- N+ N+ N- N+ ¢+ N+ N+ N+ N- N- N+ N+ N+ N+ N+ ¢+ N+ o N+ N+ N+ N+ m+ N+ N+ N+ N+ ¢+ ¢+ N+ N+ N+ m+ m+ N+ m+ w+ .- N+ m+ m+ N+ N+ m+ N+ m+ m+ ¢+ m+ o .+ m+ m+ ¢+ OOH ONH ONH NNH ONH mp. N5. N5. N5. ... o». we. me. .o. oo. me. No. No. No. .o. em. mm..¢ouw:gw F \I‘ 83380 - ....q. 283. 126 2. Z N... 2 I. 3 3 ..N NN N. 3. 0N m... .... ..N m... ..N .N 3 om S. ..N .30... N+ .- N+ .+ .+ m+ .+ N+ N+ N+ N+ .+ m+ .- m+ N+ .+ m+ N+ m+ m+ m+ N+ N+ N+ N+ N+ m+ N+ N+ N+ N+ m+ N+ N+ N+ m+ N+ N+ N+ N+ N+ N+ N+ N+ .+ N+ o o N+ .+ N+ N+ N+ .+ .- .+ N+ N+ .+ .+ N+ .+ N+ m+ .+ N+ .+ N+ .+ .+ .+, .+ .+ N+ ¢+ w+ N+ .+ v+ .+ v+ .+ .+ .+ N+ N+ .+ N+ N+ N+ N+ m+ m+ .+ N+ N+ N+ N+ .+ N+ N+ m+ N+ .+ .N+ .+ m+ N+ N+ N+ .+ N+ N- N- m+ N+ N- N+ N+ m+ .+ N+ N+ N+ m+ m+ N+ m+ m+ o N+ N+ o N+ N+ N+ o N+ o .+ N+ o o o N+ N+ .+ N+ N+ .+ o N+ N+ o o N+ N+ N+ .+ N+ .+ .+ N+ w+ N+ N+ N+ N+ N+ N+ N+ N+ ¢+ N+ N+. m .+ o .+ o N+ o .+ o .+ .+ .+ .+ .+ o N+ N+ .+ o .+ N+ o N+ o ¢+ N+ N+ N+ m+ N+ N+ N+ m+ ¢+ N+ N+ N+ N+ N+ ¢+ m+ N+ N+ N+ N+ N+ H N+ m+ N+ N+ N+ m+ N+ N+ N+ m+ N+ N+ N+ w+ .- .- N+ N+ N+ N+ m+ N+ m .+ N- N- .+. N+ .+ - N+ .+ .+ .+ .+ .+ m+ N- ¢+ N- o N- N- N+. N- N+ o o o N+ .N+ N+ o o N+ N+ o N+ N+ N+ o o o N+ N+ N+ N+ N+ o N+ o N+ o .+ N+ o o .+ N+ o o o .+ o o o .+. .+ N+ .+ N- .+ N- N+ - N+ N- N- .+‘ N+ N- o .+ .+ N+ N- N- .+ N+ N+ .+ o o ..+ o ..+ ..+ ..+ o _ .1 .... ..+ o ..+ o ..+ .... .1 o ...+ .1 .1 .1 N+ N- .+ .+ N+ N+ N- N+. .- N+. N+ N+ .+ ¢+ .+ .+ N- .+ .+ ¢+ N+ N- m+ - N+ - N+ xv+ N+ N+ m+ ¢+ ¢+ N+ ¢+ v+ N+ N+ N+ N+ N+ ¢+ m+ N+ N+ ¢+ m+ N+ m+ N+ ¢+ m+ N+ w+ m+ m+ m+ m+ N+ m+ N+ N+ ¢+ m+ N+ m+ MON OON MON NON HON OON OOH OOH NOH OOH MOH OOH MOH NOH HOH OOH OOH MOH OOH MOH NOH HOHAqudeO 32.3.80 - ..-... 03m... r; 127 a. om om mm .... NN ON a. N... on 0N ..N 3 ..N oN “..N m: 9.. mm .m ..m 3. .30... N+ m+ N+ m+ N+ .+ .+ m+ .+ m+ .+ N+ N+ m+ N+ N+ m+ .+ .+ m+ m+ m+ N+ N+ N+ m+ m+ m+ N+ m+ N+ N+ o N+ N+ m+ N+ o m+. N+ N+ N+ N+ N+ .+ .+ N+ .+ m+ .+ .+ N+ o m+ c .+ .- N+ N+ .+ o .+ m+ o .+ .+ N+ .+. N+ N+ ¢+ .+ .+ N+ .+ N+ .+ .+ o N+ .+ .+ .+ N+ N+ ¢+ .+ ¢+ N+ m+ m+ ¢+ m+ N+ m+ N+. N+ v+ ¢+ m+ N+ ¢+ N+ N+ .+ w+ m+ N+ N+ m+ N+ N+ N+ N+ N+ N+. N+ N+ N+ N+ N+ .+ N+ N+ N+ .+ N+ N+ N+ m+ .+ N+ o o N+ .+ N+ o o o N+ N+ .+ N+ o o N+ N+ o N+ N+ N+ m+ N+ .+ N+ m+ N+ .+ N+ .+ N+ .+ N+ o .+ .+ N+ .+ .+ N+ N+ N+ .+ .+ m+ s N+ o .+ o N+ o o N+ o o o N+ o o o N+ o N+_ N+ N+ N+ N+ 3 ¢+ .+ ¢+ N+ N+ N+ N+ ¢+. N+ N+ N+ N+ o N+ N+ N+ m+ o N+ N+ N+ m+. m m+ m+ N+ .. N+ N+ N+ N+ N+ N+ N+ m+ N+ .- ¢+ N+ .- m+ m+ m+ N+ m+ a N+ .+ N+ N+ N- o - N+ N+ N+ N+ .+ N+ N- .+ .+ N- .+ N+ N- .+ N- s N+ N+ N+ N+ N+ N+ N+ N+ N+ o N+ N+ N+ N+ o o o N+ o N+ o N+ .+ .+ N+ o N+ o o .+ N+ o o o N+ o o o o N+ o o o o .+ N+ N+ N- .+ .+ o N+ N+ .+ o N- N+ .+ N- N- o N+ N- N- N- .+ N+ o o o o ¢+ o o ¢+ o O+ o. N+ o o o o N+ o o N+ .+ N+ N+ N+ ¢+ N+ N- N- N+ N+ N- N- .+ .+ N+ N- N- N- N+ .+ N- N+ N+ N+ N+ N+ N+ ¢+ N+ N+ N+ N+ N+ o N+ N+ N+ N+ N+ N+ N+ N+ m+ N+ N+ N+ m+ ¢+ m+ m+ m+ m+ N+ m+ w+ m+ .+ ¢+ N+ ¢+ ¢+ m+ ¢+ ¢+ ¢+ N+ ¢+ OMN ONN ONN NNN ONN MNN NNN HNN ONN OHN OHN NHN OHN MHN OHN MHN NHN HHN OON OON NON OONAluoofinfim 3.83.80 .- 74 3nt 128 1b. 00 .0 mm m0 3 0. 00 0N Nm S 0m 3 on NN N .30... N+ m+ N+ .+ m+ m+ N+ N+ .+ N+ m+ m+ .+ .+ N+ N+ N+ N+ N+ N+ N+ N+ N+ N+ m+ m+ N+ N+ N+ N+ 0+ m+ N+ N+ 0 .+ .+ m+ N+ o 0 m+ .+ .+ .+ .+ 0+ N+ N+ N+ .+ 0+ 0+ 0+ N+ 0+ N+ 0+ .+ 0+ N+ N+ N+ m+ .+ m+ N+ N+ N+ N+ N+ 0+ N+ 0+ N+ N+ N+ N. .+ N+ N+ N+ m+ N- o m+ N+ .+ N+ N+ N+ N+ 0.. N+ N+ .+ N+ .+ o N+ N+ N+ N+ m+ N+, .+ o N+ 0+ .+ N+ N+ 0+ .+ .+ N+ N+ .+ N+ N+ % o o o N+ N+ o .+ .+ o o N+ N+ N+ .+ N+ o .+ 0+ N+ N+ N+ N+ N+ .+ N+ 0+ m+ N+ N+ N+ N+ H o N+ N+ 0+ N+ .- N+ N+ m+ m+ N+ m+ .- .- - 3 N+ N+ .+ N+ .+ N- N- N- 0+ .+ N- .+ .+ .+ N- S N+ N+ o N+ N+ o o o o N+ N+ N+ N+ o o .+ o o N+ .+ N+ N+ o o o o o o .+ o .+. N+ N+ - .+ N- .+ N- .+ N+ o N+ N- .+ N- 0+ 0+ 0+ 0+ 0+ 0 0+ 0 0 0+ 0 0 0+ 0 0 .+ N+ m+ .+ .+ N+ N+ N- N+ .+ N+ N- N- .+. .+ 0+ m+ N+, m+ N+ m+ N+ N+ N+ 0+ m+ N+ m+ N+ .- m+ 0+ 0+ 0+ 0+ .- N+ .- m+ m+ N+ m+ N+ m+ 0+ NMN HMN OON OON NON OON MON OON NON HON OMN NMN OMN MMN HMNAbumnndm H 0003.000. -- W... 030.. 129 Table A-8. Frequency Distribution of Organizational Participation Scores and Scale Scores Assigned9 (Question 73-75, Page 9) Raw Score Frequency Cum. Freg. Scale Score Assigned 1-3 . 18 18 *1 4-6 22 40 7-9 28 68 +2 10-12 35 103 13-15 20 123 16-18 14 137 +3 19-21 10 147 22-24 16 163 25-27 7 170 28-30 10 180 +4 31-33 5 185 34-36 6 191 37-39 2 193 40+ 1 194 Totals 194” * Scale scores asmgned on quartiles of raw scores (as near as posmble) 0* 14 had no score 130 Table A-9. Frequency Distribution of Demonstration and Judging Scores and Scale Scores Assigned* (Question 37-44, Page 5) - 4_. Raw Score Frequency Cum. Freq. Scale Score Assigned 0 55 55 —2 1 24 79 +1 2 14 93 3 19 112 +2 4 35 147 5 10 157 6 11 168 +3 7 10 178 8 13 191 9 2 193 10 1 194 +4 12 2 196 13 1 197 14 2 199 16 2 201 18 1 202 202** :5: Scale scores assigned on quartile basis (as near as the data would allow. *>:< 6 questionnaires had been returned to subjects for completion of this section and therefore were not included in this analysis. 131 Table A- 10. Demonstration and Judging and Organizational Participation Scores by Individual Subject* Demonstration Organizational Board Member Subject and Judging Participation and Officer 1 1 7 0 Z 7 9 4 3 4 30 12 4 5 7 - 5 2 4 - 6 0 10 - 7 6 3 - 8 3 10 - 9 - 7 0 10 3 10 4 11 1 l3 - 12 4 4 0 15 4 7 4 16 8 11 8 20 0 16 4 21 0 3 - 22 4 - - 23 11 8 .. 25 6 15 8 26 3 14 4 27 - 2 - 29 - 3 - 30 4 4 - 31 1 16 8 32 4 12 - 33 4 11 4 34 8 6 - 36 4 10 4 38 - 23 8 39 7 0 12 4 40 0 l4 4 41 0 24 12 42 0 22 12 43 0 10 4 44 3 3 - 45 16 32 20 47 ‘ 0 18 8 48 - 10 4 49 - 26 8 52 0 8 4 >1: See Mich. 4-H Leader Inventory (Appendix B) Item 37-44, 73-74, and 75 respectively for individual score assigned each item in the question. 132 Table A-10 - Continued Demonstration Organizational Board Member Subject and Judging Participation and Officer 53 - 5 - 54 0 3 - 55 - 1 - 56 2 32 8 57 14 36 16 60 18 3 0 61 0 - - 66 4 24 16 67 3 12 4 68 7 23 8 69 5 8 4 70 3 21 12 71 12 31 16 72 - 26 16 73 - 28 16 74 4 10 - 75 16 27 8 76 7 30 20 77 4 21 8 78 0 4 - 79 4 24 12 80 1 12 4 81 l 38 20 82 1 4 0 83 3 12 4 84 4 15 8 85 5 17 8 86 - 7 - 87 - ll 0 88 13 27 12 89 8 12 0 90 3 7 4 91 1 20 8 92 3 17 8 93 7 22 8 94 8 17 8 95 - 2 - 96 8 3 - 97 3 24 8 98 2 10 .. 100 1 5 .. 133 Table A-10 - Continued Demonstration Organizational Board Member Subject and Judging Participation and Officer 101 1 29 8 104 - 3 - 105 5 10 106 5 23 8 107 2 30 16 108 7 14 8 109 4 2 0 110 4 12 - 111 4 12 - 112 0 12 - 113 6 11 8 119 1 31 16 120 4 9 - 121 4 36 24 122 5 28 16 123 2 8 - 124 2 34 16 125 8 36 20 126 4 - - 127 2 2 - 128 10 8 - 131 14 26 12 132 1 10 4 133 7 - - 134 6 6 4 135 6 7 - 136 0 12 137 6 2 - 138 3 24 12. 140 5 7 4 141 9 10 - 142 8 22 - 143 1 0 144 4 22 12 145 7 7 - 146 - 8 147 5 18 - 148 - 12 - 149 7 24 12 150 6 13 8 134 Table A-10 - Continued 4.- - Demonstration Organizational Board Member Subject and Judging Participation and Officer 152 0 17 0 153 1 38 20 154 12 16 - 155 - 29 8 156 0 16 8 157 5 161 4 32 20 162 8 35 20 163 3 10 — 164 8 - — 165 3 9 4 166 0 21 8 167 4 16 0 168 4 101 0 169 0 8 4 170 8 6 0 171 6 26 8 172 3 18 4 173 1 13 4 174 1 11 - 175 — - - 176 5 21 8 177 4 4 - 178 1 23 8 179 4 7 0 180 4 7 - 181 - 12 8 182 3 29 20 183 9 30 12 184 1 20 8 185 2 20 8 189 - 18 8 190 1 7 0 191 2 15 8 192 8 15 U 193 2 43 20 194 3 15 8 195 6 36 28 196 4 14 - 197 - 4 0 198 4 3 - 199 - 24 16 135 Table A-10 - Continued m Demonstration Organizational Board Member Subject and Judging Participation and Officer 200 6 4 - 201 5 7 - 202 1 10 4 203 2 20 8 204 - - - 205 4 - — 206 4 14 8 207 4 27 20 208 - 3 - 209 1 14 8 211 7 7 0 212 - 15 8 213 - 3 0 214 - 5 - 215 2 13 - 216 1 - - 217 - 4 - 219 - 9 0 220 3 4 0 221 8 8 0 222 - 3 - 223 - 19 8 224 3 17 4 226 4 5 - 227 8 8 - 228 7 14 8 229 4 20 8 230 4 4 - 231 - 13 - 233 1 13 4 234 - 4 - 237 — 12 - 241 1 5 - 242 4 4 — 244 - 22 12 245 6 11 - 246 3 10 - 248 2 28 16 249 6 11 8 251 2 - - 252 1 APPENDIX B RESEARCH INSTRUMENTS AND DEVICES 136 137 Dear Are you interested in more productive use of your volunteer leaders? Would you like to be able to predict the effectiveness of a 4-H leader? Would you like to have an index of this leader's training needs ? If so, you and I have things in common. Further, I intend to do research on this matter, in the belief that tools can be developed which will allow us to utilize volunteers in such a way that they and we get the most milage from their interests and efforts. _ — Your county is one of fourteen in the state, selected on a random basis, in which I would like to collect data for this project. Will you cooperate with me in our joint interest? Here is what your participation would involve: 1. I will need a complete list of your current 4-H leaders (construed as those on your summer list as well as this winter's program, assuming that you have some few leaders who are active only one or the other). 2. From this list I will randomly select the group of leaders to be included in the study. The exact number is governed by your total leader enrollment (based on 1959 E.S. -21) in relation to the total state. Since at that time you had leaders, the number to be selected from your county 1S 3. After these leaders have been selected, I would want you to in- form the leaders of their having been selected, and to encourage them to participate in this project. If you feel that the job of getting out sucha letter would be a burden on your office staff, we can prepare the letter here and mail it to you for your signature and mailing. At any rate I will provide some clues as to what to say, or rather, what not to say in this letter (you of course know the type of communication that best works in getting action in your county, I simply want to suggest some things in the interest of control). 4. In conjunction with the State 4-H Program Specialist re5ponsible for your district, we would want you to set up a meeting of this selected group for the purpose of collecting the information needed for this study. This meeting should be scheduled sometime between March 15th and June 1st, 1961. This study has sanction from the Michigan C00perative Extension Service and the enthusiasm of the State 4-H club staff. The total effort is being advised by Dr. Ed. Moe, Extension Sociologist. Will you please advise me of your cooperation. If you answer in the affirmative do not forget to enclose the leader list requested. If you are 138 on campus for Farmers' Week I would appreciate visiting with you. Call me at ED 2-1511 or the University extension 3498 or 2995. 9 Thank you for your consideration. It will be a pleasure working with you on our common problem. Sincerely yours , Delwyn A. Dyer County Extension Agent, 4-H (on leave) CC: Russ Mawby County Director DISTIEIJETS Cooperative Extension Service of Michigan July I, I960 ou‘w‘r’c“ 483's MON ® Uppe r Peninsula 4'! J90 (a?! / _ I a momma ALPMA ,3 s 1%. | AU * rtheast \ LEM“ / umsu luwro oscooA Alta/IA fifiut in MM 16 Cou nties > an ‘ mm: wurann 064?an {05:0 1 2 2 O _ Northwe st MASOII LAKE osgtou up: cum/n Mm 104* Counhes 0(EANA NEWAYGO MICOSYA 511E: IDLAND K e ntra ruscou sumac 10 Counhes 1335 Ail/SKI MONICALM RAY/07 SAG/MW K517 We st ”is“ um» amm mm mm :m m :rcum ‘ 1 0 o untie s ’ mum: : uncut an EA 1011 ”2:63 LIV/~6er 3022 / South Cen I‘Lfimtheast CALI/0U” JACKJON WA W "In”! / "”m” 3‘6? 11 Counties 7 ountles 1486 § 309* é“ ' V as: uosm IIILLSMLE LENAWEI M no ” 515%,? 06 * * 2816 Number of 4-H Leaders in each District A number of 4-H Leaders in a given countv leF " W213? ._ ‘ umber m samn ram a given conntv 140 (Suggested letter to your 4-H Leaders--Del Dyer Research Project) Mr. (S) 4-H 1961 Green Street White, Michigan Dear , It is with great pleasure and pride that I announce your selection as one of the (number) (county) 4-I-l leaders to be included in a state-wide Leader Evaluation Project. In a broader set, you are one of the two hundred fifty leaders selected from our Michigan total of over 12, 000. In setting up the program, 14 counties were selected, County is proud to be included as one of these fourteen. (Name of Interviewer) will be in our county on (date) , to visit with us. We ask that you come to (place and time) for a two hour session, at which time you will be asked to record some of your 4-H experiences by way of a prepared questionnaire. In a project of this kind it is of utmost importance that we all cooperate to the fullest extent. I cannot too strongly emphasize that Y;_C_)_I_J are important to this state-wide endeavor. The information provided by you and the other 249 leaders will be used to guide the total state 4-H Club Program, and from my view, even more important, will provide direction for the kinds of 4-H Leader Training programs needed. I can think of nothing more important than this. If for some very important reason it is impossible for you to attend at the time and place designated, please contact me at once so that we can work out some satisfactory arrangement. Signed, 141 "WHO AM 17'" There are twenty numbered blanks on the page below. Please write twenty answers to the simple question "Who am I?" in the blanks. Just give twenty different answers to yourself, not to somebody else. Write the answers in the order that they occur to you. Don‘t worry about logic or "importance." Go along fairly fast, for time is limited. 1. * 2. 3. h. S. 6. 7. 8. 9. 10. 11. 12. 13. 15. m in 16. 17. 13. 19. 20. 142 TWENTY STATEMENTS PROBLEM ROLE INTERNALIZATICN As in the previous case of "Who Am I?" there are twenty blanks on the page below. This time, please write twenty answers to the question "What do 4-H Leaders do?" As before, write these answers as if to yourself. 10. ll. lZ. l3. l4. 15. 16. l7. l8. l9. 20. 1-3 h-s 10 ll 12 13 1’4 (91‘2“) 143 MICHIGAN it-H LEADER among General Intonation about the Michigan h-H leader Section I. Schedule Ntnnber County Name of local h-H Club Name of h-H leader (your name ) ban: 1 Woman: 2 How old are you? (place check below proper age group) g ‘ ‘ l ‘ 2 ‘ mr‘m ‘ h '-.;~nnuumummuuawuuwnimgomunmnmmnumuuu 8 l. . 9 ‘ um: gee-2i 26.30 31.35 36-ho iii-h} h6-50 51-25 56-60 60+ % How do you classify yourself as a leader? 1.” local Leader 2. ...... (Jo-leader 3......Assistant leader he Other: SROify What is your occupation? Your husband's (wife's) occupation is Is any one else in your family in h-H? 1. ...... yes 2. w no Is any one else in your family a h-H leader? 1. _........_ yes 2. ......no What was the highest grade of school completed by you? 1. less than eighth grade 2. ......Eighth grade 3. ......One to two years of high school 1i. ......Three to four years of high school 5. ......One year beyond high school 6. ......Two to three years college or university 7. ......Graduate of College or University 8. ......More than four years of college. How many years have you served as a lh-H leader? (check the appropriate box below the second row of numbers) ilfi'élalu 5]"6’”"Ia 9 x" y E :1 213“» 516 “MB 9 10-11. lSormoreyearsfifi I E 1 AA.‘ A u..- l l5 l6 17 18 19 20 144 Place of residence 1. ......Farm 2. ...—.....Open Country Non-farm 3. ......Village (up to 2500) 1+.me 2500 to 10,000 5. ......City 10,000 or more Have you served as a li-H Club leader in the same commity for the entire period of your leadership? 1. ......Yes, the same commity 2. - No, two different comunities No, three or more different comunities it. ...—Other: Specify How may years have you lived in the commity you are now in? l. ......Iess than three years 2. ...—.....Four to six years 30 ......Seven to ten years 1i. ...... Eleven to fifteen years 5. ......More than fifteen years but not all my life 6. ......All nw life What other persons assisted you with your li-H Club leadership responsibilities during the past twelve months ? 1 e ......— Radar 2 e CO-leader 3. Assistant leader ‘4. Project leader 50 ”Jun-101' Raider 6. mOther Specify 7. None Please check the Project grouping in which the majority of your members are enrolled. l. - Agriculture (crops and livestock including dairy 8c poultry) 2. .... Home Economics 3. -.....Conservation he ”Safety 5. ......Crafts and Arts (including electricity) 6. ”Gardening (including vegetable, flower and Landscape) 7. ......Other. Specify Wat kind of h-H Club did you lead in the most recent project year? , l. ......A single project (you as the only leader) 2. ......A single project more than one leader in the club) 3. --....Mixed project club (several projects in the same club, with you as the only leader) 1:. ......Mixed project club (several projects in the same club, with more than one leader) 5. ......A single project club within the Comunity Club 6. ......A commity Club, you as the comunity leader 7. ......Other. Specify (914214) 21 22-23 2: 25-26 27 when) 145 @IERAL INFOMTION ABOUI' Tm h-H CLUB - SEDTION II Including the 1960 Club year, how many years has the Club been organized? 1......Iess than 2 years 2......2 to 3 years 3......Ji to 5 years h.m6 to 7 years 5. ......8 to 9 years 6. ......10 or more years How many boys and girls were there in the club during the last completed pro- ject year: (official enrollment) Boys Girls 1.: l. ...... 5 or fewer members 2e-~—--— 20M6 to 10 members 3......— 3...... 11 to 15 members . ......- h. 16 to 20 members 5. ...-.... 5. ......21 to 25 members 6. ...—~— 6. ......26 or more What were the ages of the members -- how many in each of the age groups during the last completed project year: - under id““““‘““l6-ll 12.-”1’5”“ '"‘“"“l“f$11“‘3““"’“ ““1631? Midi?“ ""“adffiim‘é W5 F ‘Girls How many of your members dropped out during the project year reported above : Total number dropping out: Give number who dropped out for each of these reasons: 1. ...... moved away 2. ...... didn't like 5.3 3......didn't like projects selected he ------- Bicmss 5. .....- joined another h-H Club 6. -—--- too busy 7. ...... didn't like other members 8. ...... to join another club (non-li-H) How many of the members of this club completed their projects during the period reported above. Number . Porcentage of completions "I l. ...... ‘I 20 ...—...]. to 50$ 0 30 --.... 51 i0 60% + / h. ......61 to 70% + 2 5. ...... 71 to 801. + 3 6. ......81 to 5999; + 1/ 7o ...—...... 91 to 4 o” 8. “100% 146 28 How many different projects are carried in your club during the project year? (give a fair average) 1..‘......_...0ne project 2.__Two to three projects 3......Four to five projects h...._....Six to seven projects 5......Eight to nine projects 6. ......Ten or more 29 How many Junior leaders do you have in your club? lQMm 2......Two to three 3. ......Four to five h..........S:Lx to seven 5. ......More than seven 30 From what general territory do most of your i-l-H Club members come? 1. - Just from the nearby neighborhood of well acquainted families 2. ...... From a larger community, with more than one neighborhood 3......F'rom all over our school district h...._..From all over the township 5......Just from our village 6........0ther. Specify: 31 How often does the li-H Club hold its meetings? (please answer by checking one of the major headings and one of the sub- headings) ...... lasts only during the school year 1. “...... weekly 2. every other week or twice per month 30 mnthly ...... Meets only during the summer months h........weekly 5......Twice per month or every other week 6. . mnthly Meets the whole year round 7......weekly 8. ......twice per month or every other week 90 . monthly 32 Does the club attempt to set meeting frequency to meet seasonal requirements? (for example, having fewer meetings when there is little to prepare for and then stepping up the pace prior to big events) 1e ...—...... Yes 2. No 33 How many meetings were held by the club during the past completed project year? ~/ 1......” 5 or fewer 7‘2 2. ......6 to 10 +3 3. ...... 11 to 15 . h- 16 to 20 W 5. 21 to 25 (anon) 6......more than 26 7....mdon't remember 147 Code for Scoring Question 37-44, Page 5 Demonstrations Judging Local Level 75 - 100% = +4 same 50 - 74% = +3 same 25 - 49% = +2 same 0- 24%=+1 County Level 50 - 100% = +3 same 25 - 49% = +2 same 0 - 24%s=t+l same District Level 25 - 100% = +3 same 10 - 24% = +2 same 0 - 9% = +1 same State Level +1 for whatever percent Relative values assigned on bases of leader influence possible at each level and opportunity for member participation. (Table , Appendix A gives the distribution of scale scores). 148 3h Where were the meetings usually held? 1. ...... Your home (leaders) 2. ......Members' homes 3. ...... School buildings h. ...—......leaders' and Members' homes 5.. Members' homes and school buildings 6. ...—.... Grange hall 7. ......Commmity or Town Hall. 8. Other. Specify 35 We plan our h-H Club program 1. ......(he month in advance 2.. Two months in advance 3. ......eAt the beginning of the club year we plan our entire years program 1+. Do not have a planned program, as such 36 lembers were aware of the time and place of the meetings by 1. ......Members were told of the time and place of the next meeting just before the current meeting was adjourned 2. ...... Members were called or a written notice was sent prior to each meeting telling them where to meet 3. - .. Each member had a complete program of all meetings planned for the year, including the time and place of all meetings It. ......We did not have a regular time for our meeting and we seldom knew the place very much prior to the actual meeting 37-hh What percent of your members have participated in Demonstrations m local level (within the club) -W County (at county elimination or training days) ....W -....m... District (training or eliminations) -W State (training or eliminations) MW .... 1:5 What comunity activity has your #41 Club completed in the past twelve months? 1. Holiday gifts to needy children or families 2. ......Comnunity beautification such as planting shrubbery or painting park {F equipment 3. ...... Commnity service such as painting and labeling mailboxes 1+. ...... Comunity beautification such as cleanup of parks or cemeteries Mg- 5. “Entertaining at veterans hospital or home for the aged Comp. 6. ......Solicitation for the Red Cross or March of Dimes 7e ...... Other. Sp¢¢1fy 8. .-.-..” We have completed no comnmnity project in the past 12 months +4 an h6-li7 How many awards has your club won as a club during The past twelve months What was the award . The past three years What was the award (91424) 5 149 118-55 How many of your members have won any of the following: (list the amber in each space, using "0" if you have had no members in that category) In the past year In the past 3 years County Award Medals All blue ribbons in exhibit of their h-H projects More blue ribbons than red or white ribbons Trip to a State h-H Club Event or to a District h-H Camp (Camp Shaw for example) County sponsored Award trip District Contests (such as Share the Fun, Demonstrations and Judging) State Contest of any kind 56 How many county-wide li-H events did your members attend during the past twelve months? (Base your answer on all events sponsored by the Cooperative Extension Service for li-H Members in your county. Do not include exhibit at achievement days or fairs.) - 2 1. - None of our members attending any county-wide event other than achieve-1 ment days and fairs +/ {2. ...—......Members attended one event other than achievement day andl‘air . ......Members attended twO events other than achievement day and Fair ’4. ......Members attended three events other than achievement day and Fair 2 5. ------ mebers attended four events other than achievement day and Fair ’L 6. ...... Members attended five events other than achievement day and Fair 7. ...—..Members attended six events other than achievement day and Fair 8. ...-Members attended more than seven events other than achievement day and Fair 57 What percentage of your total membership attended at least one County-wide event during the past twelve months ? i1. ......100 percent (all members attended at least one county-wide event) +2 2. 90 percent nine out of ten attended at least one other event) 3. ...... 75 to 90 percent is. ...... 60 to 75 percent H E5. ...... 1&5 to 60 percent about half of the membership) 6. ...... 30 to 1&5 percent about one third of the membership) 0 i7. ...... 15 to 30 percent about one quarter of the membership) 8. ......Iess than one quarter of the membership 58 How are h-H Junior leaders used in your h-H Club? 2 1. ......As project teachers for the younger members 7‘ ( . ......As assistant to the local leader without any specific part of the pro- 2 if ; gram assigned to them (they help out where needed) J (3. Responsible for club programing and special events 9‘59 1:. ......Responsible for recreation and games m 5. ......Besponsible for the training of local club officers 5,1) 6, 6. ......Responsible for training members in judging and demonstrations 7. ...... Responsible for planning and carrying out a comunity project way 8. ...... Responsible for keeping the members in line and under control 9. “Responsible for training in records and reports it. ......Our club does not have a Junior leader ( 91m“) 150 59 The yearly planned program for our club contained information on (Please read all items before you choose. Note that by answering any particular one you answer all above it.) +191“ Time and place of each meeting only (2. ...... Only the regular business and work meetings +2 3. ”All meetings necessary to fulfill the requirements of the li-H project plus the time and place of each meeting +3 h. ......AJJ. meetings, including parties and special events, their time and place, plus the major topic or purpose of the meeting -5..........A11 meetings, including parties and special events, their time and place, the major topic or purpose of the meeting, plus the members + 4/ in charge of the various seguents or activities of the meeting 6. ......All of the things mentioned above, plus special guests or activities for each meeting 7. ......All of the above, plus inclusion of major county events of interest to the club as a whole or to its individual members - 2 8. ......We did not have a yearly planned program 60 How often do your li-H Club meetings include all three phases (Business, Ed- ucation, and Recreation)? 1. ...-Always 2 . ...... Mare often than not 3. ......About equally as often as not he -..-...... Seldon 50 ......Never 6. ......I can't answer this question. Specify 61 How were the mjority of the h-H Club activities and events planned or se- lected for the 1960-61 club year? (how is basic planning done?) (1. By members of the club (without leader or agent help) -/ 22. ......By the local leader 3. ......By the County Ebctension Agent h-H *3 it. ......JOintly by the were and local leaders 0 5. - Jointly by the local leader and County Ebrtension Agent ltall r 3 6. ......Jointly by the local leader and members + 3 7. ......By committee fran lh-H Club mecutive comittee +4 8. ......leaders, menbers and parents (fl/43!. 9. ”Other SPCCify ASSESSMENT OF h-H CLUB W, PARENTS, AND CQMUNITY - SMION III 62 How interested would you say most of the h-H Club members were in the Club and its program during the past project year? 1. Very much interested 2. ......Fairly interested 3. ......Not very interested it. ......Not at all interested 5. ......No opinion concerning their interest 63 How interested would you say the County ~Ehrtension Agent lh-H or other Exten- sion Agent responsible for li-H in your county, was in your LB Club Prcgram during the past project year? 1. Very much interested 2. ...... Fairly interested 3. ...... Not very interested h. .. Not at all interested 5. ...—....No opinion concerning his interest 7 (9‘42") 6h-6‘5 +zé +¢ +1 +3 +2 +$+ \NWQ 66 167-68 69 7O ( 9421‘) 151 In your opinion what are the three most important factors that make a La Club successful? After you have chosen the three item will you please assign a. l to the most important of the three, a 2 to the next important, and a 3 to the lflBto 1. ...... Leader who is interested in members and their progress 2._._..,.Ieader who, is a good teacher, inspires interest 3. .- Well-rounded and varied pragram of project work, other educational features, social and recreational activities it. ...... Holds regular meetings throughout the year 5. ......Members interested in h-H Club work and willing to work 6. ......Members get along well with each other, cooperate 7. ...“..Members select their own projects 8. ......mebers participate in management of the club 9. -..__..__.. Parents are informed, interested and cooperative 3:. Interest, cooperation, and help (If lh-H Club Agent Other: Specify How interested would you say most parents of the h-H Club members were in your h-H Club during the, past twelve months? 1. ......Very much interested 2. .. Fairly interested 3. "...... Not very interested 1!. ...... Not at all interested S. ...... No opinion. In what ways have the parents of the h-H Club members shown an interest in your h-H Club program during the past twelve months? 1.- Driving members to meetings 2. ...—......Driving members to special county and area events 3. Assisting with the supervision of the project work h. mAssisting with community projects and activities 5. “Participating in the l+«H Club meetings and activities on a regular basis 6. Participating on the parents advisory committee of the club 7. ......Assisting in the program planning for the club . Have not shown an interest 9. .....- Other: Specify In which way was the most interest shown? (Go back to the question above and star 0*) the one in which most interest was shown.) How interested would you say most of the people in the commity were in the h-H Club and its program during the past twelve months? 1. Very much interested 2. Fairly interested 3. .1.... Not very interested in». ...—....Not at all interested 5. ...—.....No opinion 152 71 In What ways have the people of the commnity shown interest? 1......By supporting the activities of the h-H Club 2......By joining in the events sponsored by the Club 3...... By offering to help in the operation of the h-H Club 1+. 'mBy personal inquiry concerning the activities of the Club 5...... The people of the community have not shown any interest. 6. Other: Specify 72 How may adults did you influence to become h-H leaders in the past three years? 1. One ” £2. Two *2 3..—._...Three 1Lgilt. Four 3...... ve 0 o-«-------- 113 73-75 To what extent have you participated in the following organized groups during the past twelve months? r/V. 2. f r- Member Attendance Board . past 12 non member “'1’ 1001' Name of (3:) one col- duri during Organization P3313 past 12 months e i.e. Lions etc oc 8 Connnuni Assoc . ess c r: Total Participation Score (to be computed by researcher) Total Board and Officership Score (to be computed by researcher) (942“) 76 78 +3 +/ O 79 ( 91:21:) 153 h-H IEADER ACTIVITIES - SECTION IV When you first became a lt-H Leader what kind of help were you lead to expect you would get to aid you in doing the job of leading a h-H Club? Answer in your own words. When were you informed concerning the specific duties of the h-H Club leader? 1. ...... Before becoming a leader 2.’._._...Within two months after becoming a leader 3......_From three months to one year after becoming a leader 1:. ...... Have never been informed as to the specific duties How familiar are you with your h-H leaders Handbook (Michigan lL-H Club lead- er's Guide)? 1. ...—.1 am very familiar with its contents 2.. I am fairly familiar with it 3......1 am not very familiar with it h. I am not at all familiar with it 5. ......" I do not have a Michigan zh-H Club leader’s Guide How often do you refer to the Michigan lt-H leader's Guide? 1. I refer to it often 2......__I refer to it occasionally 3.- I refer to it seldom h...._...l never refer to it How often do you refer to the lL-H Project leaders Guide for the projects you are loading? 1. I refer to them often 2..—......1 refer to them occasionally 3. I seldom refer to them lL........_..I never refer to them S. I do not have a 1L»?! Project leaders Guide for any projects Do you read the National h-H Club News? 1. Yes 2......No Do you read any other magazines that carry h-H Club Stories (such as the Michigan Farmer, Ibard's Dairyman, etc)? lo Yes 2. No What is the most important duty of the County Extension Agent h-H, on the County level? (be sure to read all answers before checking one) 1. “Supplying information and bulletins to the h-H Clubs 2. ...... Organizing l+--H Clubs in the County 3. Organizing programs and events for h-H Clubs in the County h. lbcplaining h-H Club work to you and others in the County 5......Qrganizing and Coordinating the h-H Club program in the County in such a way that all who want to be h-H'ers can be 6. 1...... Working with all youth in the County 7. -. Other: Specify 10 154 it What is the most important duty of the County Extension Agent h-H, in regard to your own Local ll-H Club? 1. Providing bulletins and information about h-H Projects 2.’ Keeping our Club inforned about the County and State h-H Club Pr0gram and events 3. Visiting our h-H Club meetings h...__.Helping our Club to plan its lh-H Club program 5....__Seeing that I get the necessary training, from whatever source, to enable me to do a good job with the h-H Club 6.:.........Providing me with personal training on how to operate most effectively as a lh-H leader 7......Other: Specify ll 5-8 . 9.12 13-16 17-20 21-2h 25-28 29-32 33-36 37.1.0 2mm 15.-1:8 19-52 53-56 57-60 (91‘2") 155 What kind of h-H leader training have you had during the past twelve months? From the table below read each item and mark an (x) in every box that is ap- propriate to explain the extent of your training. Was this ' training Subject of 3, a training received Project sub- mem- bers with Project the Club jectives 8c Philos- ophy of lt-H Club the total Exten- sion program, County, State, and Net mebers Requirements & working with young work with people in the communi 156 61 In what part of your work do you need training the lost? 1. Subject matter as related to projects 2..—......Administrative duties of the h-H leader 3. Recreation for the local club tum Understanding of young people 5. How to inform Parents and community about the h-H Club 6...... Planning the u-H Club Program 7...... Organizing the h-H Club 8......Understanding how groups work 8. how to handle small crises that arise in person to person interaction 9.‘ Keeping records and making project reports x. ...... Other: Specify 62 How important is it that you receive additional training in the area selected above? 1......Of the utfigt importance 2. Very impo t 3...... Not very important h..........Not at all important 5. Don't have an opinion 63 Taking all things into account what do you consider the most important job of the h-H Club leader? (check one) 1...... Helping members with their projects - selectirg, developing and com- pleting 2...... Interesting members in h-H Club work 3.-........Advancing h-H Club work in the comnunity h.WTeaching young people practical skills 5. ......Developing desirable character traits in young people 6.mSupervising constructive activity for young people in the community 7.....- Keeping the lt-H Club functioning smoothly 8...... Assisting members in planning and developing h-H Club activities 9......No opinion x.............. Others: Specify 61+ What are the criteria you personally use when assessing the success of your work as a h-H Club leader? (check one) - 2 i1. Number of blue ribbon winners in your club 2...... Number of County, State, and National Awards won by your members +’ 3..._—...Percent of your members canpleting their projects *2 lt.............Progress made by each member in becoming skilled in their chosen pro- ject field h (5-..... Success you had in having each member be satisfied with their years work +3 I . The value of ll-H Club work to the community and its future 7. ......The overall change in youth development as measured by attention to each individual member 8. ...... Other: Specify 13 loueu\ 157 65 h-H Club leaders should evaluate individual member progress by: H El...._Primarily on the excellence of the article made or project completed 2. Primarily on the basis of the lesson learned in project completion +3 3. Primarily on the basis of that individual member’s over-all progress during the project year *4 1+....._.Obsarvation of the member's participation in all club activities, visitation to the member's home, examination of the project work “'2- 5. Relying on others ' judgements 6.....Other: Specify 66 How often do you visit the Cooperative Ebctension Service Office? 1. less than four times per year 2...... Four to six times per year 3......Six to eight times per year It...” Fight to ten times per year 5. ......Ten to twelve times per year 6. Twelve or more times per year 7......I have never visited the Cooperative Extension Office 67 How often do you telephone the Cooperative Extension Service Office? (on the average) 1. ......less than six times per year 2. .....Six to ten times per year 3. ~...........l?.1aven to fifteen times per year ll. ......Sixteen to twenty times per year 5. .....Twenty to twenty-five times per year 6. lbre than twenty-five times per year 7. ......I never telephone the Cooperative Extension Service Office Ibaeon for never calling 68 How often do you telephone other leaders concerning some part of the h-H Club program of your club or county? 1. less than six times per year 2... Six to ten times per year 3......Elaven to fifteen times per year ’4... Sixteen to twenty times per year 5. Twenty to twenty-five times per year 6...... More than twenty-five times per year 7. I never telephone other leaders 69 How often do you see your County Extension Agent (responsible for h-H in your county). Base your answer on the past twelve months and include ALL contacts with this person or persons either at some h-H function or elsewhere in the comnity. 1. less than two times per year 2.-....Two to three times per year 3...... Four to five times per year h..._..Six to seven times per year 5......Eight to nine times per year 6. Ten to eleven times per year 7. ......Twelve to thirteen times per year 8. Fourteen to fifteen times per year 9. More than 15 times per year 1h ( 91:21:) 7o; 71 j ‘ for projects 72 73 7h 75 76 77 1 78 79 W A “H ‘. m WhoIcallon 158 When you have a question concerning some problem in operation of your h-H Club, whom do you usually call on for help? (please consider each item and elect the proper response, including "don't call on mone" and/or "don't have the problem") mama : ‘4 sea 1% Type of Information Needed Iusually Parsonal Other h-H local ldrs. Business Indus Repr h-H'ars Hdon't call Agencies Other Ext. Other Gov. Parents of Don't have the problem ‘ Other: Extension Agent h-H On project Requirements 1 Sub jeét matter Info" on Ach. Days a Exhibits i 2 Suggestions on Help in arrang- ing tours gclub Activities ”Tips on how to handle personal relations prob- lame 4 ”Info on Awards Tips on how to Linvolve parents Information on where to get needed materials and Contests , Other __ Lw #— ' mm “‘ A “‘“‘ -... “M ‘ ‘ ...... ‘1; 80 What would you say was the most important reason for your continuing as a t-H Club leader? (check one) 1 . ...... Enj working with young people 2. ......See -H as a worthwhile educational program for young people in the commity 3. .....My own children are benefitting from the h-H Club program 1:. ...... No other leaders available in the comunity Desire to heap in contact with the h-H Club program 6......leader considers job a worthwhile and useful experience 7. ......Membars desire that leader Continues 8. ...—......No Opinion 9. ......Other: Specify How did you become a leader in your use Club? (check one) 1. ......Selected by the club members 2 ......Selected by the sponsoring organization of the Club 3. ......Selected by the parents of club members it. ...—.....Selectad by the ll-H Club Agent (County Extension Agent) 5. MVOlmteered to lead the Club 6. ...—Don't know how I was selected 7. ......Asked by former leader of the club 8. ......Other: Specify 15 (9'42“) 159 2 As you look back on your experiences as a h-H Club leader how do you feel about the recognition you have received for your efforts ? 1. Have received hardly any recognition 2. ......Have not received quite enough recognition 3. ...—......Have received the right amount of recognition h.....Not interested in receiving recognition 3 What kind of recognition gives you the most satisfaction? (check one) 1. .... leader recognition banquets 2 . -..... Spontaneous recognition by members, parents and commity 3. Racoglition from the lh-H Club Agent or other County Extension worker that I am doing a good job it. ......Publicity on radio and in newspapers 5. ......Being selected to go on tours and trips 6. -....Being elected to county and state Councils or leader Associations 7. ......Other: Specify It How many hours do you spend per month (on the average) as a leader on your h-H Club duties (include: stte"nCanc""—e at meetings, training meetings, tours, ldr. Assoc's, and the like) Number of hours-..” 5 How do you feel about giving this much time to h-H? ADDITIONAL INFORMATION - SECTION V 6 How much of the actual work on a member's project do you think the parents are justified in doing? 1......As much as parent sees fit to do 2... Enough to encourage the yourgstar 3. Whatever the member is too small or young to be able to do (4......— None of the project work 7 How much of the actual work on a member 's project do you think a lEADER is justified in doing? 1...... Enough to encourage the member 2. Enough so member will know how to proceed by himself 3. ...... Enough to maintain high standards of workmanship 1+......None of the actual work of the project 8 Which of these qualities do you think most important for the h-H leader to have: (check only one) 1......patience 2......understanding of youth 3. ......good judgement h. democratic attitude 5. ...... fairness 6.- .skill in teaching 7. pleasant appearance 8. ......ability to speak well 9. ......poise in groups x. ...... intelligence y. ...... kindness 16 (91:21:) 160 9 Being a h-H leader has special relation to which of the following: 1. liking of personal publicity (check only one) 2......being a community leader 3. being well liked by children it. ...... wanting to be with the right people 5......the kind of life one leads 6.’ being well thought of by neighbors 10 How are people in the comunity encouraged to take interest in your (ti-H Club? 1...... They were invited to our h—H Club meetings (check only one) 2. They were asked for donations toward our commanity activities 3. Members spoke to comunity civic groups about our h-H Club it...“ Non-parents and none-members were invited to join with us in our com- munity activities and recreation events 5...... Our club consistently placed newspaper articles concerning our activ- ities 6. .....People in the community were encouraged to join our h-H Club and/or to start a h-H Club of their own 7......The people in the community were not encouraged to take interest in h-H 11 What part do you personally expect Parents to play in the lh-H Club program? 0 {1. ......Drive members to meetings (Check only one) 2._._Drive to special events +2 {3. Assist in supervising project work - 1:. ......Assist with comunity projects and activities 6. Participate in the Parents Advisory committee of the club 7. Assist in the program planning of the club -2 8......_Not to come to the h-H Club meeting, except by special invitation of the club members +/ 9. ...... Provide the materials for their own children in the b-H Club and see that the member does his homework assigned -— 3 x. ......Do not encourage parents to help in the club in any way {5. ......Participate in the h-H Club meetings and activities on a regular basis +9 12 Mi Club leaders should not attempt to work with youngsters who: (check one) 1. ...... Cannot win blue ribbons on their project work 2. ......Do not have interested parents (parents interested in what the child is doing in h-H) 3. ...... Cannot complete a project in the original time allowed 1+. ......Cannot afford to but the project materials necessary 5. Would be a bad influence on the rest of the members in the club 6. ......Fael they want to do something different than the inn-H Project Require- ment Book outlines 7.- Are below average intelligence 8......Other: Specify 13 In helping the member to decide what project to do for any given year, the h-H Club leader should: (check only one) -—I 1. ......Follow the 1M! Requirement Book to the letter +3 2. ......Fit the member to the project by taking into account the background, ability, interests and family situation of the member 0 3. ......let the member choose and decide for themselves r/ lr..........leave the selection of a project up to the member and his parents *3 5......Assess each member. on their degree of knowledge concerning the project area they have chosen and assign project work accordingly ‘/ 6. ......let the group select one project which everyone in the club will an- roll in 7. ...... Other: Specify 17 (guzu) 161 In I praise m h-H Club members for their progress or achievement (check one) 41.....Only when they have been publicly honored by an award _ 2_ 2. o 3..__.Make it a habit not to praise individual members, but to always praise the club +9— h..._. When they have made substancial achievement in their work 5. When they have accomplished even the smallest hurdle *3 6...... When they have satisfactorily completed whatever the task assigned them 7...... Use praise to encourage members, sometimes even when they don't deserve it 15 How do you train h-H Club officers for their role as officers in the local h-H Club? (check one) 1. We have a. policy that only older members can be officers and the younger members learn by observation before they are old enough to be officers 2...... Provide bulletins on parlementary procedure and order of business 3...... Have special executive meetings for training and coordination of the officers responsibilities 1:. '..........T1‘ain them as we go along in the actual meetings 5...... Other: Specify 16 How do you participate in the Business meeting of your lluH Club? 17 Have you ever expelled a club menber from a meeting? 1......Yes 2. ......No How many have been expelled? ....W..Raasons : 18 In general where would you say is the best place to have meetings of the Club? (check one) 1. Your home (leader's) 2...... tbmbers homes 2...... School building 5......— mmbers homes and school building 6......— Orange Hall 7......Comnunity or civic center 8...... Other: Specify 19 The most important goal I strive for as a h-H leader is? (check one) .3 f . Instilling a sense of citizenship and fairplay in the members 2. Seeing that each member has the most meaningtul experience possible +/ 5 3. ...-Teaching a skill to every member in the club alloted time for that project 0 5..."... Having our club be the top club in the county in every event we enter -— / 6...... Getting the menbers through to achievement day and the Fair 70 ...—...... Other: SpCCify 18 (00.9!“ 20-30 31 33 31+ tannin 162 How many times were each of the following used at your club meetings during the past twelve months? (consider every item, using "0" when you have not used the item during the past 12 months) 1. ...... Demonstrations by you 2. ...... Slides 3. ------- Tours h. .... Talks by a guest 5. Charts 7. .....Samples shown (such as comercial item available to help in your project work . 8. Demonstrations by another Adult (Non-leader) 9......lbvias x. ...... Flannelboard presentations y. ...... Blackboard illustrations How many of your members wear a lh-H emblem such as a pin, ring, jacket, T - shirt, etc? 1. ...—....All of our members 2. ......Most of our members 3. ...—.Not many of our members . Very few of our members 5. ...—....None of our members Our e-H Club members wear their h-H pins, rings, jackets, etc? 1. ......mly to lh-H Events 2. ......bbst every where they go 3. ......mly to events where they can be sure that others know what 1L-H is 1|». ...—My do not wear lh-H Mlem anywhere they go, including to h-H events How many of your members have "h-H Club member Lives here" signs or otherwise mark their homes as the home of lh-H'ers? 1......All of our members 2...... Most of our members 3......— About half of our members h...— Very few of our menbers 5...... None of our members What do you feel are the most important jobs for a leader to do at a lt-H Club meeting? In the left hand column, write a "l" by the job you feel most im- portant; a "2" by the one next most important and so on until you have rated all ten of the item Disciplining club members leading games Overseeing business meeting Reading announcements Teaching members to lead singing and games Serving refreshments Helping and advising members on projects leading group singing Giving demonstrations Getting members ready for contests 3 WWW In the question above, in the right hand column, place a double plus sign (++) by those jobs which take most of your time at club meetings 3 place a plus sign (+) by those jobs that take less time; and, leave unmarked any job that you do mt d0. 19 {W in; revues. :2; .““'" '1 «Q g. _i"i\l 9 “('1 rs" b91311: "U t/tfig'u" ‘~ WW 7 'EB ”4‘3. 0/( r _ ‘- “'_‘ ;~__'. I" j . , . '". A f “» I l ‘ In— 5 - .‘ . 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