FACTORS ASSOCIATED WITH THE EFFECTIVENESS 0F PERSONNEL IN PGSITIONS APPROPREATE FOR DEGREE-LEVEL ENDUSTRIAL TECHNOLOGESTS Thesis for the Degree of floater of Phfiosophy MICHEGAN STATE UNIVERSSTV Raymond Lesiie Keii 1966 ‘M' LIB R A R Y Univem y TH $315 This is to certify that the thesis entitled Factors Associated With The Effectiveness of Personnel in Positions Appropriate For Degree-Level Industrial Technologists presented by Raymond Leslie Keil has been accepted towards fulfillment of the requirements for Ph.D. d i Secondary School egree n Turriculum I I: ///l . ._/ ”I ,/ A xii-'3'. 92’ a /‘;l "C, / , t v/ x ' w n L4 K 9' " A“ V ;/ Major professor \ Date 3/14/66 I 0-169 ABSTRACT FACTORS ASSOCIATED UITH THE EFFECTIVENESS CF PERSCNNEL IN POSITIONS APPROPRIATE FOR DEGREE-LEVEL INDUSTRIAL TECHNOLOGISTS by Raymond Leslie Keil Body of Abstract The problem investigated by this study was the identification of those factors associated with the effectiveness of management- oriented technical personnel employed by a major chemical company tduming a specified sixayear period at the intermediate ranges of tech- nical employment where graduates of baccalaureate degree-level indus- ‘trial technology curriculums offered by divisions or departments of .industrial education might be employed. The company personnel records of thirty-five identified high achievers from four functional areas of employment were investigated, and the critical incident technique was utilized to collect, through ;pereona1 interviews, 106 reports of critical incidents of effective on—the-j ob performance. The investigation of the company personnel records revealed 'the following: (1) The educational backgrounds of the subjects were somewhat varied, but were predominately technical in nature. The 'technical sales area was the one functional area where a variety of types of degrees was utilized. (2) Academic rank in major was found to be a more discriminating criterion for identifying high achievers than cumulative grade point average. (3) The mean grade point average Raymond Leslie Keil for the group studied was slightly above average, but it was not con- sidered to have been exceptionally high. (4) The advantages of hold- ing a master's degree were not clear and further investigation of this sUbJect was recommended. (5) 23% of the subjects had participa— ted in college work experience curriculums. (6) 29% of the subjects had held research or teaching assistantships while in college. (7) One-third of the subjects had earned 80% to 100% of their college expenses, and almost two-thirds had earned 50% or more of their col- lege expenses. The data from the critical incident reports were analyzed on the basis of three dimensions: (1) functional task performed, (2) primary medium of involvement, and (3) type of skill utilized. The following summarizes the findings of the preceding analysis: (1) The six functional tasks of "investigating", "evaluating", "coordinating", "negotiating", "consulting", and "initiating" were identified in higher percentages of the critical incidents (37% to 52%) than the functional tasks of "planning", "organizing", and "promoting" which ‘were identified in lower percentages (21% to 26%) of the critical incidents. (2) There was no identifiable pattern of behaviors common to all four functional groups studied. (3) The human relations medium ‘was most frequently identified as the principal medium of involvement associated with effectiveness. (1.) The five established skill cate- gories-—conceptual, human relations, technical, communication, and 'bueiness and organizational-—were all utilized in high percentages of the critical incidents reported (65» to 855); however, human relations, technical, or business and organizational skills were classified most Raymond Leslie Keil frequently as the "most important" skill associated with the key effective behavioral act. In addition to the foregoing the thirty-five high achievers most frequently cited company job experience and specific technical courses as having contributed to their effective performances. The findings of this study were interpreted as support for industrial technology curriculums, and recommendations were made for further investigation of industrial technology curriculums. FACTORS ASSOCIATED WITH THE EFFECTIVENESS OF PERSONNEL IN POSITIONS APPROPRIATE FOR DEGREE—LEVEL INDUSTRIAL TECHNOLOGISTS BY Raymond Leslie Keil A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Secondary School Curriculum 1966 PLEASE NOTE: Not original copy. Blurred and indistinct type on several pages. Filmed as received. University Microfilms, Inc. ACKNOHLEDGEMENTS .An endeavor such as this is never the result of the effort of one individual. Therefore, the author wishes to acknowledge the following persons who have contributed to this study. Particular acknowledgement is due Dr. Peter G. Haines who gave generously of his time as thesis director. His keen insight and helpful suggestions improved the quality of this thesis immeasurably. Special recognition must also be given Dr. John.A. Fuzak and Dr. Carl Gross who served as members of the guidance committee despite their heavy administrative responsibilities. The author is deeply grateful to Dr. Carl I. Shafer of The Dow Chemical Company. Dr. Shafer gave generously of his time and provided numerous helpful suggestions. in expression of appreciation is also due The Dow Chemical Company and particularly to those persons who served as subjects in this study. Acknowledgement must also be given the author's wife, Janice, who provided the encouragement and financial support necessary to make the completion of this study possible. In addition, her analytical talents contributed to the readability of this thesis and all of her efforts are sincerely appreciated. ii TABLE OF CONTENTS CHAPTER I. THE PROBLEM AND DEFINITIQI OF TERMS USED . . . . . . StatementoftheProblem . . . . . . . . . . . . PurposeoftheStudy .............. SignificanceoftheStudy ............ The need for technical manpower . . . . . . . . The need for research related to industrial technology curriculums . . . . . . . . . . . . The need for personnel and counseling data . . . DefinitionofTerms ............... BackgroundoftheProblem . . . . . . . . . . . . The changing pace of technological deve10pment . Changing patterns of technological development . The fostering of technological development . . . The impact of technological advances . . . . . . The changing occupational structure . . . . . . Need for managerial skills . . . . . . . . . Theneedfortechnicians . . . . . . . . . . The limitations of the technician curriculums Increased educational requirements . . . . . . . Basic Assumptions Underlying the Problem . . . . . Delimitationsofthe Study . . . . . . . . . . . SummaryoftheChapter ............. II. THE LITERATURE PERTAINING T0 INDUSTRIAL TECHNOLOGY CURRICULUMS ................... iii PAGE NH hub.) IO 13 14 15 16 I7 18 18 19 20 22 25 28 CHAPTER III . iv ResearchStudies ............ EarlM.lleberstudy.......... Charles H. Keith study . . . . . . . . HollandE.Boazstudy. . . . . . . . . Summary of research studies reviewed . Studies inProgress . . . . . . . . Periodical Literature . . . . . . . . . . OtherSOurces....o.r........... Mississippi Valley Industrial Arts Conference reports............... Miscellaneous sources . . . . . . . . . Industrial Technology Curriculums . . . . Natureandpurposes . . . . . . . . . Development . . . . . . . . . . . . . . Curriculum patterns . . . . . . . . . . General education aspect . . . . . . The manipulative skills aspect . . . Organization and administration . . . bETHODSANDPROCEDURES . . . . . . . . . The Selection of the Cooperating Company Description of the Cooperating Company . Identification of'the High Achievers . . The Research Technique . . . . . . . . . Data Gathering Procedures . . . . . . . . Biographicaldata . . .. . . . . . . The personal interviews . . . . . . . . PAGE 28 38 39 39 1.0 42 43 47 47 49 51 53 54 55 58 60 60 61 CHAPTER PAGE Criteria used for the collection of the critical incident reports . . . . . . . . . . . . 61 The pilot studies . . . . . . . . . . . . . . . . 64 Information sought from the personal interviews . . 65 Conducting the interviews . . . . . . . . . . . . . 66 Recording and Coding the Data . . . . . . . . . . . . 66 IV. DESCRIPTIWOFTIE POPULATION . . . . . . . . . . . . 68 Description of the High Achievement Group . . . . . . 68 The technical service and deve10pment group . . . . 69 The technical sales group . . . . . . . . . . . . 70 Theresearchgroup................72 The production group . . . . . . . . . . . . . . . 74 Educational institutions represented by the high achievers . . . . . . . . . . . . . . . . 74 Types of academic majors represented . . . . . . . 79 Advanced degrees . . . . . . . . . . . . . . . . 81 Intercollegiate athletics . . . . . . . . . . . . . 82 AcademicAchievement ................ 83 83 work Experienm O O O O O O O O O O O O O O O O O 23 College cooperative curriculums . . . . . . . . . . Research and teaching assistantships . . . . . . . 87 Degree of Self Support . . . . . . . . . . . . . . . 88 Summary of the Chapter . . . . . . . . . . . . . . . 90 v. FINDINGS REGARDING EFFECTIVENESS 0F ON THE JOB PERFORMANCE ’ .,. . . . . . . . . . . . . . . . . . . 92 The Critical Incident Reports . . . . . . . . . . . . 92 vi CHAPTER Collection of the critical incident reports . . Backgrounds utilized in the performance of the critical incidents . . . . . . . . . Formulation of the Classification Systems . Functional task classification system . Selecting the specific categories . . Definitions of the functional tasks . . Media of Involvement . . . . . . . . . . Skills Dimension Classification . . . . . . The Classification of the Critical Incident Analysis of the functional task data . . The planning function . . . . . . . . The coordinating function . . . . . . The investigating function . . . . . . The evaluating function . . . . . . . . The consulting function . . . . . . . The negotiating function . . . . . . . The initiating function . . . . . . . The organizing function . . . . . . . The promoting function . . . . . . . . Principal medium of involvement . . . . . The classification of the skill data . . Summary of the chapter . . . . . . . . . VI. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS . The Problem and Summary of the Findings . PAGE 92 93 97 98 100 100 102 103 105 105 106 106 107 107 108 108 109 109 110 110 114 120 122 122 vii CHAPTER PAGE Conclusions . . . . . . . . . ... . . . . . . . . . . . . 127 Recommendations.....................130 LITERATURE CITED . . . . . . . . . . . . . . . . . . . . . . . . 133 APPENDIXES . . . . . . . . . ... . . . . . . . . . . . . . . . . 136 APPENDIX A. Critical Incident Data Forms . . . . . . . 139 APPENDIX B. Graphic Analysis Chart . . . . . . . . . . 143 APPENDIX C. The Cooperating Company . . . . . . . . . . 145 APPENDIX D. The Letter of Approval . . . . . . . . . . 150 APPENDIX E. Pro-Interview Materials . . . . . . . . . . 151 Exhibit A. Introductory Letter . . . . . . . . . 152 Exhibit B. The Critical Incident Technique . . . 153 APPENDIX.F. Qualifications Record Form . . . . . . . . 157 APPENDIX G. Interview Control Data Form . . . . . . . . 160 APPENDIX 8. Sample Royal McBee Keysort Card . . . . . . 162 APPENDIX I. flork Experience Data . . . . . . . . . . . 161, APPENDIX J. College Degrees Represented . . . . . . . . 167 APPENDIX K. Academic Achievement . . . . . . . . . . . 172 APPHIDIX L. Selected Course Title List . . . . . . . . 174 f TABLE I. II. III. IV. V. VI. VII. VIII. X. viii LIST OF TABLES Positions Staffed by High Achievers From the Functional Areaof Technical Service and DevelOpment and the Educational Degrees Represented . . . . . . . . . . . Positions Staffed by High Achievers From the Functional Area of Technical Sales and the Educational Degrees Represented . . . . . . . . . . . . . . . . . . . . . Positions Staffed by High Achievers From the Functional Area of Research and the Educational Degrees Represented . . . . . . . . . . . . . . . . . . . . . Positions Staffed by High Achievers From the Functional Area of Production and the Educational Degrees Represented..................... Institutions Represented by the High Achievers Studied PACE . 71 . 73 . 75 . 76 . 78 Academic Majors Represented by the High Achievers Studied 80 Summary of the Cumulative Grade Point Averages of the High Achievers . . . . . . . . . . . . . . . . . . . Summary of the Quartile Ranks of the High Achievers HithinAcademicMajors ............... Analysis of the Sources Utilized by High Achievers to Finance Their College Expenses . . . . . . . . . . . Factors Reported to Have Been Associated Hith the Effective Performance of the Critical Incidents . . . Analysis of the Critical Incident Reports on the Basis of the Functional Area of Employment of the High Achiever'and the Taak Performed e e.e e e e e e e e e . 85 . 85 . 39 . 96 . 111 TABLE XII. XIII . XIV. XV . XVII. XVIII . ix Analysis of the Critical Incident Reports on the Basis of the Emotional Area of Employment of the Reporter and the Primary Medium of Involvement . . . . . . . . . Emotional Area of Employment. of the High Achievers andtheSkillsUtilized................ Analysis of the Critical Incident Data on the Basis of the Inportance of the Skill Utilized and the Functional Area of Employment of the Reporter . . . . . . . . . . Work Experience of the Identified High Achievers . . . . Types of Degrees Represented in the Population . . . . . Academic Achievement . . . ... . . . . . . . ... .. . . A aleued LiSt Of Courie Titles e e e e e e e e e e e 0 PAGE 115 117 120 161 164 169 171 CHAPTER I THE PROBLEM AND DEFINITION OF TERMS USED The scientific and technological revolution of the past few decades has placed new demands on industry and has caused rapid changes in all areas of industrial activity. The increasing rate of change of our technology has brought about new problems associated with the education of technically—oriented personnel. These rapid technological changes have given impetus to new types of educational preparations which will equip individuals with broad understandings as well as specializations. A particular need has developed for the investigation of the demands resulting from the new series of management-oriented technical positions which have been created within the intermediate ranges of the personnel structure of the modern industry. I. STATEMENT OF THE PROBLEM The problem investigated in this study was the identification of those factors associated with the effectiveness of management- oriented technical personnel employed by a major chemical company in a delineated area of employment. Specifically, this study was concerned with: (1) an analysis of critical incidents reported by individuals classified as having been effective employees, and (2) an analysis of the available company personnel records to determine whether there was an identifiable pattern of behaviors, backgrounds, and qualifications associated with the effectiveness of individuals staffing positions within the intermediate ranges of management- oriented technical employment. 2 Another facet of the problem investigated by this study was the relationship between: (1) the types of behaviors identified as having been factors associated with effectiveness and (2) the educational experiences of the person who performed the behavioral act. The following questions were also investigated: (1) Is there a relationship between the effective individual's academic record and the fact that he had been identified as having been an effective employee? (2) To what extent do effective individuals from different areas of employment report different types of effective behavior? (3) Is there a common pattern of behaviors? and (4) Are individuals from a variety of educational backgrounds being employed by the cooperating company to staff positions of similar type? II. PURPOSE as THE" STUDY The primary purpose of this study was to conduct an exploratory investigation into a defined area of management-oriented technical employment in which graduates of degree-level industrial technology curriculums mdght be employed. The intent was to build a body of descriptive information.concerning the nature of the types of behavior- al tasks which persons identified as effective employees within a defined area of employment performed which were considered to have contributed to their effectiveness on the Job. It was intended that the identified behavioral tasks could then be available for use as a basis for selecting and developing educational experiences which might be incorporated into the design of degreeqlevel curriculums of indus- trial technology. 3 A secondary purpose of this study was to analyze and organise the collected data into a form which administrators and/or faculties of institutions offering degree-level industrial technology curricu— lums might use as: (l) a basis for developing analytical tools for conducting further research related to degree-level industrial techno- logy curriculums as defined in this study, (2) a basis for evaluating existing curriculum patterns, and (3) a basis for identifying potential areas of employment for the graduates of degree-level indus- trial technology curriculums as defined in this study. This study is believed to be unique in that: (1) it investi- gated a broad sector of potential employment which cut across various functional types of activity rather than to have surveyed the graduates of industrial technology curriculums staffing particular positions, and (2) only persons identified as having been "most effective“ personnel were utilized as the primary source of information. III. SIGNIFICANCE OF THE STUDY The significance of the study is related to the following needs: 1. The need for technical manpower in the intermediate ranges ranges of technical employment. 2. The need for research related to the area of degree-level industrial technology curriculums. 3. The need for information concerning the evaluation, develOpment and selection of management-oriented technical personnel. The Nggd fgr Tgcgpical Manpgggr The general significance of this study rests in the fact that 4 it was concerned with a facet of technological education at a time when our American society was acutely aware of the need for technical competency.- Technological and scientific education had shared the spotlight of attention in American education in recent years since the orbiting of the first Russian satellite. The literature is replete with articles and reports indicating the increasing demands for various types of technical manpower. The President's Science Advisory Committee stated that: Today in America we need a wide variety of human talents . . . , each with special training but all with a broad background and point of view. Furthermore, as knowledge advances each generation, and as new innovations accumulate, new kinds of skills emerge and students must be trained in new professions to cope with new problems.1 ' A particular need has arisen for persons with technical back- grounds qualified to staff the management positions emerging in the intermediate ranges of technical employment. Nelson.pointed cut that: . . . By professionalizing managerial positions, by creating a research and development corps of engineers; by introducing scientific machines; and through creation of vast industrial complexes, the occupational technologist has been created.2 Cunningham made essentially the same point when he stated: The divisions of administration and research and devel- opment have become highly specialized in their duties, leaving a large area of activities which are not served by either division.3 1President's Science Advisory Committee, Edggation r 3h; Agg,g£_§g4gggg, (Hashington: Government Printing Office, 1959 , p. 26. 2Hilding E. Nelson, "Prospectus for a Graphic Arts Technology Curriculum," Industrial Artg.ggg Vocational.§ggg§tigp, LIII (February 1%4), pa 18e 3Beryl M. Cunningham, "Applied Sciences in Education and Industry" (Peoria, Illinois: College of Applied Sciences, Bradley University, 1961.), p. 1. (Mimeographed.) 5 Historically many of these positions would have been filled by graduates of professional engineering schools, and some of these positions will continue to be staffed by graduate engineers. Several conditions, however, have altered this pattern and limited the extent of this practice. First, engineering education has changed and "all engineering activities, regardless of field, rest on and ever- increasing foundation of mathematics and science."4 The engineer no longer finds the time to perform many of the functions which he performed in previous years. Secondly, as S. C. Hollister, Dean of the College of Engineering at Cornell University, pointed out, an apparent "turning point" has been reached in the engineering profession as the percentage of the population available "to be made into engineers" is no longer increasing despite the accelerating need for engineers in our economy.5 Many experts have estimated that our nation's engineering schools must graduate twice the present 35,000 engineers per year if we are to meet the expanding needs. Since it now appears improbable that the nation's engineering colleges will be able to attain the goal of 70,000 to 80,000 engineers per year, another approach to the problem is necessary.6 It has become apparent that if a readjustment of technical 4Massachuetts Institute of Technology, A Proposal £21; n Developments in Engineering Education. A Report Prepared by the Faculty of the School of Engineering at the Masssachuetts Institute of Technology, (Cambridge: Massachuetts Institute of Technology, March 1959), p. 7. 53.0. Hollister, "A Goal for American Engineering Education," Mfiw 229221.22. XLIII (September 1952). p- 8- 6 d U v t tin. School of Technology: Announce- ments 1965-15E2, LXV (February 1535), No. 14, p. 9. 6 manpower is to be made, special attention.must be given not only to the training of engineering technicians, but also to management- oriented professional personnel who have the additional managerial and human relations skills necessary to complement their technical qualifications. -- N.-- ‘. ' ;—:,ce '- :t d to .. ;t _g” T-C!¢O 0?: 0 1c M; Industrial technology curriculums have been in urgent need of research data upon which to formulate their objectives and to design their curriculums. It is a truism that good curriculum deveIOpment should proceed from a well-defined set of objectives. However, industrial technology curriculums, for the most part, have not been founded upon any thoroughly formulated set of objectives. In many cases the the programs have been based upon some loosely stated aim such as ”to prepare persons to go into industry." Weber noted that ”in the absence of any previous experiences or literature, each school planning to initiate such a curriculum must make its own individual attempt toward providing this apparently needed curriculum.” Additional information has been sought as a basis for guiding the development of these degree-level industrial technology curriculums. In discussing industrial technology curriculums Gallington pointed out that "the areas of need must be discovered."8 There is a 7Earl M; Weber, "A Comparative Study of Industrial Technology Programs in American Colleges and Universities With Industrial Arts Teacher Education and Technical Institute Programs (unpublished Ed. D. dizigrtation, The Pennoylvania State University, University Park, 19 ’ pa 7e Ba. 0. Gallington, “Industrial Technology Programs: Questions and Comments” (paper read at the Fiftieth Mississippi Valley Industrial Arts Conference, Chicago, Illinois, November 7, 1963): P. 3. 7 pressing need to determine present and future manpower requirements and to determine the demands which the four-year industrial technolo- gist should be qualified to fulfill. N and Coun elin Data The findings of this study should contribute information valuable for purposes of evaluation, transfer and promotion of individuals staffing those technically-oriented9 positions investigated by this study. The findings should be of value not only to the cooperating company but also to other companies with similar personnel requirements. Placement staff personnel are constantly seeking additional information about the nature of those elements or factors associated with effectiveness which may be used as a basis for selecting valid employment criteria and for evaluating the indices that have been used for selection purposes. The problem of attracting competent individuals is one of the most basic problems facing industry today10 due to the current technical manpower shortage. Selecting the most competent of available applicants is particularly critical due to the competitive salary “bidding" necessary to attract technical personnel. Effective recruitment and hiring practices must be based upon 9cf. p.13. 10e.g., "Dow is determined to maintain and improve its position in today's dynamic industrial society. To do this, Dow recognises, the company must continue to attract individuals of the same type that brought it to its present position-eyoung people with vision and determination." of. Appendix.D, Exhibit B. Cited in "Dow . . . at a Glance” (Nfldland, Michigan: The Dow Chemical Company, 1963), p. 1. 8 many factors, but they are developed, to a large measure, on the basis of what is known about job assignments and effective employees staff- ing those particular assignments. If industrial firms are to recruit the best qualified persons and utilize their existing technical personnel in the most efficient manner, they must know the kinds of things effective individuals do, the backgrounds and experiences they bring to their respective positions, and the relationships which exist between these variables. Any study which identifies and analyzes the elements or factors associated with "effectiveness" should also provide information which will aid in the prediction of "potential effectiveness" of new applicants. Due to the recenoy of the attention which has been given to degree-level industrial technology curriculums, there is a lack of knowledge of the nature of these curriculums and the qualifications and capabilities of the graduates of these curriculums. Many students, counselors and representatives of industrial firms are not aware of the existence of this type of curriculum. There is a need for companies, like The Dow Chemical Company which is not currently utilizing the graduates of four-year industrial technology curriculums, to investigate and consider the products of these curriculums. Roaz found that one of the major criticisms of graduates of industrial technology curriculums was "that they lacked publicity."ll 11Holland E. Boas, "Degree-Level Technology Programs Offered in Industrial Education Departments: Their Status, Accreditation and Acceptance," p. 4. (A mimeographed summary of the findings, conclusions and reconmendations of a doctoral study conducted at the University of Missouri and received in a personal letter from Holland E. Boaz on June 24, 1965.) 9 The majority of the graduates reported that they had secured their first job after graduation through their own efforts and that most employers were found to lack any knowledge of the curriculums of degree-level industrial technology or the qualifications of their graduates.12 A The Boas study also found that a large number of the students had transferred into the curriculum and had not entered the curric- ulum until their second year of college. The conclusion was reached that "the programs need more and better publicity and more effective counseling."13 The findings of the present study should be valuable to college placement directors and also to counseling personnel. Counselors may find that the industrial technology curriculum patterns fit the interests and motivations of those students who like technical work but who are not interested in the more theoretical work of engineering or who no not want to teach industrial education. This study should be of general interest to guidance and counseling personnel on the secondary school level. A knowledge of the opportunities and demands of degree-level industrial technology curriculums by high school counselors provides them with "another alternative" for the college-bound student who is technically inclined. Earlier counseling may encourage the high school student interested in this curriculum.pattern to develop some of the manipula- tive skills on the secondary level as well as the necessary foundations in mathematics and science which will permit the student to use his ”an. “m.- 10 college coursework to develop additional breadth or depth within his areas of interest. IV. DEFINITION OF TERMS A clarification of the intended meanings and connotations of various terms is important to the correct interpretation of their use in this study. Terminology always poses problems, regardless of the field, but the problem has been acute in the field of technological education as institutions, groups, and individuals of different orientations use different terms to define the same things. The following list contains definitions of terms as used in this partic- ular study. I Appligg, goigntig . The applied scientist is: . . . . a college graduate who is associated with managerial and scientific activities in the industrial field . . . . He has a solid background in mathematics, physical sciences, and human.relations with extensive educational experiences in technical theory and manipulative abilities in a field of specialization as well as in closely related fields. He is able to-work with scientific personnel and contribute to their efforts in the utlization of materials machines for producing and distributing industrial products. 4 The term is used in this stucbr synonymously with the term "industrial technologist"'.15 “Cunningham, 22. pg... p. 21.. 15cf. p. 12. It must be pointed out that the term."applied scientist" is sometimes used differently within industry to describe persons such as a physicist. The term "applied scientist" is introduced in this study because there is some evidence that those institutions, schools or departments administering degree-level programs of industrial technology are using the term "applied sciences" as a part of their titles. It is too early, however, to determine whether or not this is a definite trend. ll Critiggl incidgn . The performance of a behavioral set, an occurrence with clear-cut facts attached to it. It is something which the employee does that results in his success or failure in a partic- ular situation.16 To be considered "critical", an incident must occur in a situation where the purpose or intent of the act is clear and "where its consequences are sufficiently definite to leave little doubt concerning its effects."17 Any incidents which are a part of the normal expectations of an employee in the performance of a particular assignment are ppt_considered to be "critical". Critical incident technique. A technique which records descriptive statements of specific behaviors reported by those persons in the best position to make observations and evaluations. The technique involves the collection of these descriptive statements rather than collecting opinions, hunches and estimates.18 Effectiveness. "The ability to get something done that directly or indirectly is moving a company towards its goals."19 Eggrfizg§;_1nd§§tri§1 Egghpglggz,Cgrricglum. A baccalaureate degree curriculum designed to prepare students for technical, - 16The term is used in this study to refer to "effective" critical incidents only. cf. Delimdtation number one page 24. 17John c. Flanagan, "The Critical Incident Technique,” err- printed from the Pa cholo cal Bulletin, LI (July 1954), No. 4, p. 327. 1 d., p. 355. 19George E. Spaulding, Jr., "The 'Effective' Executive: Hhat Qualities Make the Difference?"‘Mgngggpgnt,fievieg, LIII (November 1964), No. 11, pe 6e 12 supervisory, or managerial positions in the manufacturing and fabrics- tion industries which is administered by a department of industrial education. ngggtgial_tgghpglggi§_. A college graduate who is associated with technical, supervisory or managerial activities in an industrial field. He is management oriented, rather than engineering oriented, in his approach to technical, scientific or human relations problems. The industrial technologist's background is broad and general rather than specialized: he has had a solid foundation of courses in mathematics and the physical sciences; he has had a variety of exper- iences in shops and laboratories designed to give him insight into how goods are produced; be has had some courses in business administra- tion designed to give him insights into the problems of management, distribution and economics; and he has had general education courses designed to equip him with communication and human relations skills and an ethical foundation for making decisions.20 Most gffgctivg ipgiziggglt A person who has been judged by the cooperating company as having been an individual whose performance has been outstanding in contributing toward a company goal. These terms have been used interchangeably with the terms "high achiever" in this study. Pg;£grpgpgg_ggtigg, An appraisal of over-ell effectiveness given to an employee on the basis of the judgment of one or more of ZO'Ueber, 22s Ms, De 175e 13 the employee's superiors. Tam-22mm 1nd vid (21; ammo An individual. or employee, whose work may not be dominated by the technical aspect and may not require a great depth of specialization in any one partic- ular subject matter area; but, an individual who must possess a solid foundation of technical knowledge and skill in order to participate effectively in the respective position. The levels of technical complexity investigated in this study were those in the intermediate ranges of technical employment.21 V. BACKGROUND OF THE PROBLEM Throughout the history of the American culture, industries have been developed for the purpose of processing natural resources for the benefit of mankind. The strength of our free enterprise system rests in the fact that competition demands more efficient utilization of natural and human resources through the employment of improved technology, more efficient business organization and better understanding of human relations.22 Robert Bruce Lindsay states, ". . . technology may be defined as human activity directed toward the satisfaction of human needs (real or imagined) by the more effective use of man's environment," and "the story of technology is the story of man's ceaseless striving to extract what he calls a better living out of his surroundings. . ."2 ~ Zlcr. p. in Chapter III and also Chart I in Appendix B. zzcunningham’ 22s alt-u, pa 1e 23Robert Bruce Lindsay, 2gp Role of Scigncg n Civilization, (New York: Harper and Row Publishers, 1963 , p. 197. Parentheses n the original.) 14‘ T .C P c f T c o D vs 0 ment The historical tradition of technology has been to accelerate the conquest of nature. The tempo of technological change has been increasing markedly over the years as can be demonstrated by the following examples. . . . Prior to the industrial revolution in western Europe and America, increasing scientific knowledge was rarely, or at best slowly translated into useful forces for the better- ment of man. Since 1850, however, the lag between discovery and utilization of scientific knowledge has been decreasing. Kenneth Meade. Director of Educational Relations at General Motors Technical Center, cited some figures to note this change: Not long ago I saw some figures demonstrating how much time elapses between the basic discovery and the resulting commercial product. This has decreased rapidly since this country became a nation. Here are a few examples: Photog— raphy, 112 years: the telephone, 56 years; radio, 35 years; radar, 15 years; television, 12 ggars; the atomic bomb, 6 years; and transistors, 5 years. The historical example of man's utilization of energy was used in another report to demonstrate the increasing pace of techno- logical development: . . . Until about a century and a half ago the available sources of energy-—human beings, animals, wind and falling water—had remained unchanged, and the methods of con- verting this energy to useful work had scarcely altered, in a thousand years. The long period of stability was interrupted by the introduction of the steam engine. . . fit was well over a century, however, before the principles of the science of thermodynamics could be lucidly described]. In the course of the same century, the hot air engine, the internal combustion engine, the steam turbine, and the 24Fremont E. Kast and James E. Rosensweig Management in, 9;; MAB: (New York: Exposition Press, Inc., 1962’, p. 14. 25Kenneth Meade, "Cultural Change in the Area of Industry and Technology" (Paper read at the National College of Education Conference, Chicago, Illinois, February 21, 1964), p. 9. 15 diesel engine all developed slowly but steadily. But these devices, like the steam engine, were not so much the product of thermodynamic principles understood and consciously applied, as of intuitive invention and empirical development. Not until the 1930's, more than one hundred and fifty years after the introduction of the steam engine, did the development of the technology and the formulation of the principles appear complete. At that time, indeed, there seemed little Egre to do in the field of energy conversion and utilization. This apparent plateau in the development of energy sources was interrupted during the Second world war by the introduction of several new energy sources. These developments included the gas turbine for the propulsion of aircraft, the refinement of rocket propulsion, and the major technological breakthrough of obtaining energy from nuclear fission. Onnnging Pngterns 2f Tecnnnlogical Develonment In addition to the differences in the pace with which the steam engine and the Jet engine were developed, the differences in the pattern of their development are also worthy of note. . . . The jet engine was not the invention of some intuitive individual working in ignorance of the scientific principles involved. The men who made it could draw upon a great reservoir of scientific and technical information. Familiar now with thermodynamics, they could draw also upon indispen- sible new findings in fluid dynamics and metallurgy.2 The examples of the steam engine and the Jet engine demonstrate the difference between the organizing force of development behind the Industrial Revolution and the present so-called Scientific Revolution. 26mssachuetts Institute of Technology, I}; m £9; W ngelonments in Engingering W A Report Prepared by the Faculty of the School of Engineering at the Massachuetts Institute of Technology (Cambridge: Massachuetts Institute of Technology, March 1959), p. 3. 27Lhi§., p. 4. 16 The concept of invention was the signature of the Industrial Revolu- tion, while the organizing force of the present era of technological development has come from theoretical developments in the field of science. Uith a rapidly expanding body of scientific knowledge becoming available and a concerted effort to apply this knowledge, industrial applications of this knowledge and new materials, processes and products are now imminent. Th2 anngning nf Technologicnl Develonment The hallmark of our present economy is the organized forcing of technological advances through increased national efforts to promote both basic and applied research. This policy has been intensified as a result of international competition and the rivalries of political ideologies. I The magnitude of this national effort is reflected in the increase in the amount of funds being spent for research and develop— ment in the United States. The National Science Foundation reports that the Federal Government alone doubled its cumulative expenditure for research and development for each successive fiveqyear period since 1940. Expenditures during the latest five-year period (1960- 1964) were expected to be over five and one-half times those of the previous five-Near period (1955-1959). It is noteworthy that since 195341954.Federal expenditures for research and development increased at a faster rate than did total expenditures.28 An examination of the number of persons involved in scientific 28National Science Foundation, m M; £9; m, 21131222323: SEQ,o‘gflf.§2l22&i£$2.A°tiVl§1229 (Hashington: Government Printing xii”, 19 4 ' XII, pe 50o l7 endeavors provides another indicator of the efforts being made to foster scientific and technological development. One reliable estimate states that 90 per cent of all scientists that ever lived since the beginning of time are alive today and that more basic discoveries have been made since 1900 than in all the one and one-half million years of mankind's development. Knowledge of our physgcal universe doubles itself in each ten.year period. 9 An examination of the number of patents granted annually by the United States Patent Office provides tangible evidence that these efforts have been productive. At the present time the Patent Office grants in excess of 48,000 patents each year.30 T t Tec 0 Advances Technological achievement has become a pervasive influence in our present society and few facets of man's existence or his social organization have been able to escape its impact.31 Technological advances have fostered new industries and new occupations; it has altered the responsibilities of many Job classifications; and it has increased the educational requirements of many existing Job classifi- cations. New Job titles and new Job classifications are constantly emerging.32 291m“, 22. _c_1_;c_., p. 3. 30United States Bureau of Census, M Anntractn Q; nnn_Unitgd St t : 8§tn Edition, (Hashington: Government Printing Office, 1961. , Table no. 751, p. 51.6. 31Kast and Rosensweig, 122, 2119 321mm A. Emerson, Education £9; 5 W H r d 9_f, w: my mmmmmm "summon: Government Printing Office, 1963 , p. 3. 18 T C t Structur Since the Second Hbrld Her, occupational patterns in industry have changed significantly. The Scientific Revolution of the past several decades has been accompanied by a standardization of machines and processes resulting in automation. Automation has eliminated many repetitive type work assignments and has created positions which require personnel who have a high degree of mental and technical abilities. N ed for mana erial s ls. In an attempt to adjust to these changes, a reassignment of the various types of technically-oriented manpower functions has been made in an effort to achieve greater over- all efficiency through more effective management of available resources. Kast and Rosensweig point out that the rapidly advancing technology has emphasized the need for effective management. . . . With new product ideas that are constantly pushing the state of the arts, plus rapid obsolescence, the manage- ment functions of planning and control are crucial. Accel- erating technology has lead throughout history to a shorter and shorter lifespan for each new generation of products. Planned obsolescence has become a byword in our modern industrial society. In addition, the amount of time and money required to design and develop a proguct and set up production facilities has increased. . . . 3 The United States Department of Labor predicted that there will have been a forty—four per cent increase in the demand for persons in the professional and managerial areas of employment by 1970.34 331(83t am Rosenswaigp 22o Elle, pe 29e ”Seymour L. Uolfbein, "Manpower in the United States Uith PrOJoction to 1970. "m 2f W m Miss 22212129!» (Hashington: Government Printing Office, 1962), p. 22. 19 The technical manager is "the man who keeps the wheels of industry going and sells its products."35 Many of these technical management positions will continue to be staffed by graduates of engineering colleges; but in our researchporiented industrial economy the role of the engineer is changing and engineering education has been directed more toward the preparation of the engineering scientist. In modern industry the engineer and scientist are concerned with such new developments as cryogenics, magnetohydrodynamics, microminiaturization, space communications systems, laser development engineering. No longer does the engineer find time to perforg many of the tasks that fell to his lot in former years.3 Tnn need for technicians. Some of the tasks formerly done by engineers have been taken over by technicians. The need for technicians and the vital role of the technician was first emphasized by the Uickenden and Spahr Report; the Henninger Report reiterated these earlier findings; and numerous other reports and articles have been written on the subject. Many fine technical institute curriculums exist which train persons to perform valuable roles. The very nature and purpose of 35Statement by John D. Ryder, Dean of the College of Engineering, Michigan State University, East Lansing, Michigan in a personal interview. 36Emerson, Educatinn f2;- 3 W world 9}; Work, p. v. 37w1111sm E. Hickenden and Robert E. Spahr, i snag 2; Ilfihalfifil.1225it“$2§ (Lancaster, Pa.: Society for the Promotion of Engineering Education, 1931). G. a... Hammer. ms 22M I is dairies (New York: McGraw-Hill Book Company, Inc., 1959 . 20 these curriculums, however, limits the extent to which a graduate of a technician curriculum can move into management-oriented technical positions. Th! lin;tn§;ons of tne technician curriculums. The twoqyear technician programs can equip a student to be qualified to do a fine Job at the initial entry level for which they were designed, but cases may be cited where unless the individual continues his education in some manner after employment he finds it extremely difficult to advance beyond a certain point.38 Since the twoeyear technician curriculums have been designed to prepare students for particular types of industries and for partic- ular classifications of jobs within those industries, their primary objectives are related to the development of specific technical and manipulative skills and an understanding of the related technical and scientific theory associated with a particular area of specialization. In order to provide the students a sufficient depth of technical competency and specialization and the complimentary manipulative skills necessary within a given field of technology within the time available, the typical technician curriculum has not been able to devote any significant amount of general, managerial, business, or professional coursework. Yet, it is through the student‘s contact with these disciplines that he receives the qualifications which are usually' demanded for promotion into higher levels supervisory and middle management positions. The lack of general education is often cited as one of the 380.8” 01'. p. 820 21 shortcomings of the technical institute type curriculums. Those technician curriculums which are three years in length usually utilize the additional time to provide added depth within the area of specialization rather than to provide the student with breadth. The sacrifice of any appreciable amount of technical subject matter in favor of general education courses has been difficult to justify within the time limitations of the typical twoqyear technician curriculum. This then appears to be the dilemma of the two-year technician curriculum. In contrast, the fourqyear curriculum of industrial technology permits the individual to receive a broader, more diversi- fied education which enables him to become more utilizable in the management-oriented technical positions emerging in the changing ‘ structure of industry. In d ti Re rements In hearings before the Joint Economic Committee of Congress39 it was pointed out that the fastest growth of employment in the current decade (1960-1970) would occur among the professional and technical occupations which require the most education and training. In 1959 those persons working in professional and technical occupa- tional classifications had completed an average of 16.2 years of education.“0 As the standard of living increases in the United States, 39mm mm amends ea misses mama. Hearings before the Joint Economic Committee of the Congress of the United States of America, Eighty-Sixth Congress, Second Session, December 7.8, 19w. muolfbein, 93s me, pe 24s 22 the formal educational requirements will continue to increase. Donald D. Dauwalder states: There is no question that for many years the high school diploma has been considered a minimum formal education standard in many fields of employment. An increasing number of employment areas now are requiring the associate of arts degree from the Junior college or a baccalaureate degree. . . . Degrees will be increasingly necessary during th next several years for more and more areas of employment. The aforementioned changes which have occurred in our industrial culture have given impetus to the development of degree- level industrial technology curriculums. VI. BASIC ASSUMPTIONS UNDERLYING THE PROBLEM The following assumptions were made in this study: 1. That the cooperating company's personnel evaluation system had been accurate in the identification of the most effective employees who had been hired within a specified sixeyear period of time prior to the study. This assumption was accepted on the basis of the fact that excellent personnel records were available and an established system of personnel evaluation did exist. Further support for this assumption was evidenced by the fact that the cooperating company was included as one of the companies cited in the American Institute of Management's "List of Excellent Managements" for 1964. 2. That the functional areas and levels of employment of the technically-oriented employees had been defined adequately for purposes of providing a framework for the identification and analysis “Donald D. Dauwalder, Educating: w W 12;; '1' 4m ‘22922£%2§§l'(Loa Angeles: The Los Angeles City Junior College District, Jun. 1 , pe 1%. 23 of the respective categories of employment investigated by this study. ‘ 3. That the categorization of the functional activities identified as factors associated with effectiveness had been made objectively and consistently. A. That the critical incident technique is a tested and accepted research tool for identifying factors which are character- istic of effectiveness. The review of the literature related to the critical incident technique provided evidence of the use of this research tool for this purpose and supported this assumption. 5. That the assumption implied within the critical incident technique can be accepted, i,g,, that the reporter can distinguish effective behavior and report it objectively.42 I 6. That the degree-level industrial technology curriculums have a unique role in our total educational scheme. Degree-level curriculums of industrial technology do exist and they do have identifiable characteristics as was revealed in the comparative study reported by Weber.43 An increasing number of institutions are planning or considering offering curriculums of industrial technology“ and the Boss study concluded that "additions to and strengthening of 4ZMhyhew pointed out that "the evidence in.the literature tends to support this assumption." vidg Lewis B. Mayhew, "The Critical Incident Techni us in Educational Evaluation," Journnl 2£.§SEE£3322§L. W XLIX (April 1960), p. 594. Weber, 22. 913'." p. 176. “Haurer reported that eleven institutions were planning or considering the establishment of degree-level curricula of industrial technology. cf. Nelson A. Haurer, g; ;a_l_ "Industrial Technology Programs" (paper read at the Fifieth Mississippi Valley Industrial Arts Conference, Chicago, Illinois, November 7, 1963). p. 5. 24 existing fourqyear industrial technology programs seemed to be the trend, with no respondent indicating plans to drop a program.45 VII. DEIMITATIONS OF THE STUDY The study was delimited in the following ways: 1. Only those critical incidents associated with effective onethe—Job behavior or activity were solicited.46 2. No attempt was made to study the personality character- istics of those persons who were identified as having been "most‘ effective" employees. Personality plays a vital role in the effective performance of any task, but the study of personality is a highly complex endeavor which has not been investigated in this study because of the following reasons: (1) the only personality test. information available on the high achievement group was of such a controversial nature that there was real question as to its value, and (2) the circumstances were such that the Company was reluctant to release any information of a personal nature. 3. The size of the sample and also the fact that this study investigated a particular type of industry with a sephisticated work force limited the statements which could be made from the findings of this study. Nevertheless, the size and composition of the sample and the industrial situation studied did provide extensive information with respect to the area of employment and the type of industry investigated. 4. It is realized that this study was limited to the extent ‘53”, 22s Meg'pe 1e cf. p.58 in Chapter III. 25 that the reporters understood the requirements of the critical incident technique and with respect to the accuracy of the reporting.47 5. This study was limited to the identification and classifi- cation of those factors associated with the effectiveness of "high achievers“, and it did not intend to undertake such an assignment as designing specific curriculums. The body of information obtained in this study did suggest some curriculum patterns which would be appropriate for this area of employment and this information should be valuable for curriculum development purposes at some later date. 6. This study was limited in that it did not investigate any high achievers within the business and administrative staff and services functional areas of employment. 7. The study was limited to an investigation of personnel ‘ employed within the salaried Job classifications. This delimitation was not considered to have any effect upon the study and was made in order to avoid the problems associated with obtaining the cooperation of the union which represented the hourly wage employees. This delimitation did not eliminate the possibility of twoqyear technicians from.being included in the high achievement group as the cooperating company employed a group of technicians as salaried employees. VIII. SUMMARY OF THE CHAPTER A demand for a wide range of technically competent manpower qualified to assume supervisory and managerial responsibility has 47The literature indicated that these were not necessarily serious limitations and several checks which were made during the execution of the study indicated that these limitations had been controlled satisfactorily. 26 developed. The precise boundaries or classifications for these types of manpower have not been defined clearly. Likewise, the nature of these factors which contribute toward the effectiveness of persons employed in this general area have not been identified. The changing patterns within our society and the changing patterns of organization within industry suggested the need for an inwestigation of the educational demands of modern industry with respect to the intermediate range of management and/or technological employment. The increasing rate of technological change has brought about new prehlems associated with equipping individuals with a wide range of abilities which will provide these persons with the flexibility necessary to be able to anticipate technological changes and adjust to their repercussions. . The rapid technological changes have given impetus to new types of educational preparations designed to equip students with broad understandings as well as specializations. One of the variety of new types of curriculums emerging in the American educational system in recent years has been the degree-level industrial technology curriculum offered through departments of industrial education. As a result of changes in the technical manpower structure, the recruitment practices of many industrial firms have changed in recent years. In some areas of specialization the traditional pattern of recruiting graduates from a specified curriculum continues to be practiced in order to obtain the necessary depth of qualifications. There are many other classifications of employment, however, where industry has not prescribed a specific educational background as a 27 criterion of employment. In.fact, in some cases, companies have been known to recruit persons for positions which did not appear to have any direct relationship with the person's educational preparation."8 Curiosity about the extent of this practice coupled with a professional interest in degree-level industrial technoloy curric- ulums which are designed to provide their graduates with a ”flexible" technical preparation potentially suitable for many of the emerging management-oriented technical positions prompted this study. This study was designed to identify those factors associated with the effectiveness of personnel who were staffing positions within a delineated area of the intermediate ranges of technical employment to accumulate a body of information which curriculum designers can draw upon to determine what types of educational experiences are essential for preparing individuals for this type of employment. 4§2eg., One major automotive firm was known to have employed an art major for a position in management rather than for employment in an area such as design directly related to the student's academic major. In this particular case the selection was based primarily upon the student's high academic achievement. CHAPTER II THE LITERATURE PERTAINING TO INDUSTRIAL TECHNOLOGY CURRICULUMS Much has been written in regard to the general field of technical education, but because most of the literature on technical education concerns technicians and engineering education with objectives and emphases different from those of degree-level industrial technology curricula as defined in this study, this review stresses research studies and reports which are directly concerned with degree- level curriculmns of industrial technology. I. RESEARCH STUDIES The search for studies dealing specifically with four-year industrial technology curriculums revealed a paucity of literature. This lack of research may point up the fact that it is only in recent years that the fourqyear industrial technology curricula has received other than local attention. The search for research studies completed since 19441 1This date was selected since only two institutions reported having established curriculums prior to 1944 in a report presented to the Fiftieth Mississippi valley Industrial Arts Conference. cf. Nelson A. Haurer, gt,g1,, "Industrial Technology Programs: Status Study Indus- trial Technology" (paper read at the Fiftieth Mississippi Valle Industrial Arts Conference, Chicago, Illinois, November '7, 1963 . It might also be pointed out that the investigator has been intimately familiar with the history and purposes of the earliest established curriculum by being associated with the Bradley University curriculums of industrial technology as a faculty member for six years. An investigation of the other institution offering a curriculum ante- dating 1944 was conducted. On this basis the review of the research studies since 1944 was considered to have been justified. 28 29 related to non-engineering degree-level industrial technology curric- ulums as defined in this study revealed only three doctoral studies dealing specifically with this type of program. M we St A comparative study of industrial technology programs, industrial arts teacher education programs, and technical institute programs was completed at The Pennsylvania State University in 1961.2 This pioneer research investigation of industrial technology curricu— lums was prompted by the curious fact that despite the professed differences in purpose between college-level industrial arts education and technical education, four-year industrial technology curriculums were emerging from existing industrial arts curriculums. Weber stated: . . . Industrial arts on the college level is, for the most part, a teacher-training program. Industrial arts, a phase of general education, is quite different in purpose from technical or trade education, although its curriculum embraces many of the same processes, materials, and concepts.3 The Haber study was designed to determine: 1. The nature of industrial technology curriculums. 2. The purposes of industrial technology curriculums. 3. The manner in which industrial technology curriculums differed from industrial arts teacher education and technical institute programs.4 The methodology of the study was to first define the develop- ment, purpose, and nature of both technical institute type training 2Earl M. Weber, "A Comparative Study of Industrial Technology Programs in American Colleges and Universities With Industrial Arts Teacher Education and Technical Institute Programs" (unpublished Ed. D. dissertation, The Pennsylvania State University, University Park, 1961 . 3;bid., p. 2. Amid” p. 3. 30 and industrial arts education. Then, to use these two curriculums “as a kind of measuring device to determine, as nearly as possible the .relative nature and purpose of the programs of industrial technology."5 The findings of the study revealed that industrial technology programs have the following characteristics: 1. Their purposes are management-oriented rather than engineering-oriented. 2. Their curriculums are broad and general in nature and not as narrowly specialized as most technician curriculums. 3. These curriculums include a variety of required courses in shops and laboratories. 4. The requirements for graduation are similar to those of other fourqyear college curriculums. 5. The qualifications of the instructional staffs are identical to those of other fourqyear college curriculums. In addition to the foregoing, this study showed that industrial technology curriculums "are concerned with the preparation of students for positions of leadership in the manufacturing industries."7 Heber made the following summation concerning this type of preparation: Though there is considerable overlapping of purposes and some similarity of curriculums, the results of this study clearly indicate that the industrial technology programs are quite different from industrial arts education and technical institute training. Industrial technology programs are not engineering-oriented as are the technical institutes, nor are they teacher education programs. The main differences between industrial technology and the other two types of programs is in the general area of preparing students for positions in management. 52231. 6mg. , p. 176. 7131 . 8mm. W4- An appraisal of the industrial technology program at Kent State University was completed at The Ohio State University in 1964.9 The purposes of the Keith study were as follows: 1. To determine the common goals of fourqyear industrial technology programs. 2. To study industrial technology programs at other colleges. 3. To develop criteria for evaluating industrial technology programs. 4. To evaluate the Kent State University program in terms of the established criteria. 5. To recommend needed changes in the Kent State University program.10 After an industrial technology program had been defined, Keith developed and validated the following sixteen criteria for an indus- trial technology program:11 1. The catalog should reflect the purposes of the program, 2. Ideally the teaching staff should have from two to five years of industrial experience, fifteen to thirty semester hours of professional preparation, eighteen to forty semester hours in special allied areas, and at least a master's degree. 3. Proficiency in teaching is essential. 4s Hriting for publication is important. 5. The program should consist of a sequence of respective areas or disciplines. 6. The scholastic level of the students in the program should be equal or above that of other students in the school. 7. Graduates of the program should be qualified for employment in more than one type of industry. 8. The program should be accepted and actively supported by the administration of the school. 9. The areas and disciplines included in the program of study should contribute toward the purposes established for the program. 90mm w. Keith, "The Industrial Technology Pro am at Kent State University: An Appraisal and Recommendations" unpublished Ph. D. dissertation, The Ohio State University, Columbus, 1961.). (MMOfflme) ‘ minis» p- 2- 11mm. pp. 28—37. 32 10. The practices for selecting students should be such that only those students which could successfully complete the program would be admitted. ll. Enrollment should be related to the needs of industry. 12. Staff load should permit the maximum contribution of each faculty member. 13. The physical plant should provide sufficient space and up-to-date equipment to meet the requirements of the program. 14. The fiscal allocation should be sufficient to support the program. 15. An advisory committee of employees, graduates, parents and educators should be consulted. 16. Staff members should be actively identified with profes- sional, educational and industrial organizations. A questionnaire based upon these sixteen criteria was sent to: (l) Forty-nine chairmen of industrial technology programs, (2) Ninety-one graduates of the Kent State University program, and (3) Forty-seven supervisors of these graduates. The data collected was categorized and compared with that of the Kent State Program, its graduates, and that obtained from indus- trial supervisors of the graduates. The Kent State University program was found to have met fully six of the sixteen criteria. Recommendations were made for meeting those criteria which the program failed to meet or met only partially. fislla£§.§i.§2s£.§iaéx. Holland E. Ross completed a doctoral study at the University of Missouri in 1965.12 Fifty-four selected four-year industrial technology programs were studied to ascertain the organizational structure and purpose of degree-level technology programs; to report 12Housed s. Boaz, "Degree-Level Technology Programs Offered in Industrial Education Departments: Their Status, Accreditation and Acceptance" (unpublished Ed. D. dissertation, University of Missouri, Columbia, 1965) . 33 enrollments and numbers of graduates, to reveal the socio-economic background, training, employment, and occupational success of the programs in comparison with the Engineers' Council for Professional Development criteria; and to reveal the acceptance of the programs by institutions, by the graduates, and by the employers of these graduates.13 The findings of the study revealed that the geographic distri- bution of the fifty-four programs studied was quite general over the United States. Twenty-seven states reported one or more programs, however, few programs were reported from the Eastern and New England states. The reasons reported most frequently for offering a technology program (curriculum) in a department of industrial education were "to supply the needs of industry" and "to meet the needs of students not interested in teaching. "14 0f the industrial technology curriculum graduates included in the study the largest number entered managerial or supervisory posi- tions in industry. The largest number of graduates were employed in "production management."15 Boas noted that it was of interest that although fifty-two per cent of the graduates entered the occupation for which they were 13Holland E. Boaz, personal letter to Raymond Keil, May 4, 1965. 1[‘Holland E. Boas, "Degree-Level Technology Programs Offered in Industrial Education Departments: Their Status, Accreditation and Acceptance" (Summary, conclusions, and recommendations of the doctoral study cited above and received in a personal letter from Holland E. Boas, Assistant Professor of Industrial Arts, western Kentucky State College, Bowling Co-oen, Kentucky, June 25, 1965), p. l. (Mimographed.) 15M” p. 2. 34 prepared or one closely related to their preparation, forty-eight per cent of them entered unrelated employment that offered broader opportunities, better salaries, or greater interest to them.16 In evaluating the adequacy of their educational preparation with respect to the requirements of the position in which they were employed, the graduates reported more "strengths" than "weaknesses". The strength most frequently reported was that they had received adequate technical knowledge, whereas the most frequently reported weakness was that they had not received sufficient practical experience.17 The acceptance of the program was shown to be favorable, in general, as was evidenced by the increase in the number of programs and curricula, an increase in enrollments, the number of graduates working in occupations related to their preparation, and the large percentage of the employers who were satisfied with the graduates of of degree-level technology programs}8 Boaz noted that the "acceptance of the fourqyear technology programs seemed to be more important to the supervisors of the programs than accreditation.“19 No organization was found that had as its main purpose the accreditation of industrial technology curriculums. The Boss study reported that only thirteen per cent of the supervisors of lélhig. It is of particular interest and significance to note that nearly one half (forty-eight per cent) of the industrial techno- logy curriculum graduates studied had staffed positions unrelated to their preparation. The breadth of the degree-level curriculums apparently served them well. 17am. 1 e, pe 3s 19m. 35 the curriculums studied were in favor of such an organization. Thirty- five per cent of the supervisors of the degree-level technology programs did indicate some interest in accreditation by the Engineers' Council for Professional DevelOpment (ECPD). Boaz recommended that if the ECPD "cannot or will not accredit these curricula, perhaps some professional organization such as the American Vocational Association or the American Industrial Arts Association might investigate the possibility of accrediting these fourqyear technology programs."20 The Boas study emphasized the need for giving more attention to the areas of counseling, placement, followaup, publicity, and "indoctrination of industry about the technology program."21 Stud v d The three research studies reviewed above were significant to the present study in that they established the characteristics of the degreeqlevel industrial technology curricula and provided a working definition of this type of curriculum pattern. These research studies also revealed the acceptance, status and growth of degree-level industrial technology curricula and established the fact that degree- level industrial technology curricula provided a unique and valuable type of educational experience to their graduates. W A number of studies were located which were in progress at the time that this review of the literature was accomplished. zolhide, pe 5e “as" p- 4- 36 Eugene Gardner, Professor of Industrial Education at Bradley University, Peoria, Illinois, was conducting a doctoral study involving one hundred and five recent graduates of that university's College of Applied Sciences' industrial technology curriculums. The American Vocational Association had established a committee to investigate the various topics associated with degree- level industrial technology curricula. These reports were not available for review at the time this review of the literature was accomplished. W The search of the periodical literature revealed a limited number of articles pertaining directly to degree-level industrial technology curricula. Since the views expressed were based largely upon the personal opinions of the authors and were not supported by any substantial research,they have not been reviewed here. Those articles which were considered to be pertinent have been referred to in the discussion of industrial technology curriculums in Section III of this chapter. We Several reports to either organizations or institutions were located. These reports dealt specifically with the topic of industrial technology and have provided some pertinent information. Beryl M. Cunningham, Dean of the College of Applied Sciences of Bradley University, prepared a report to the president of that institution which develOped a concept of industrial technology and 37 defined the role of the industrial technologist.22 The clearest expression of a philosophy undergirding the industrial technology type curricula found in the literature was embodied within the Cunningham report which reviewed the scientific and technological changes and developments which have occurred in recent years to show the need for industrial technologists ku- "applied scientists") in the manufacturing and fabrication industries. Cunningham presented an analysis of industry which had been developed on a horizontal basis rather than the traditional vertical basis (i.e., engineer——technician-—skilled craftsman). Three major divisions within the operational organization of industry were identified. The established divisions were designated as: (l) administration, (2) research and development, and (3) applied sciences. Cunningham pointed out that the divisions of administration, and research and development have become so highly specialized in their duties that a large area of activities is not adequately served by either division.23 The develOpment of this large area of activities has created the need for industrial technologists. The functions performed within the applied science division were identified as follows: (1) design and refinement, (2) production and manufacturing; (3) field service and product utilization, (A) zzBeryl M. Cunningham, "Applied Sciences in Education and Industry" (Peoria, Illinois: College of Applied Sciences, Bradley University, 1964). (Mimeographed.) This report uses the terms "applied science" rather than the terms "industrial technology" on the basis of the analysis of industry developed within the study. 23M" p. 15. 38 distribution and sales, and (5) education and training.24 The analysis of industry provided in the Cunningham report was found to be a workable framework for analyzing the industry investigated in this study. In discussing the meaning of technology, Cunningham stated that "art and science are the major elements in technology," and "a technology could not be developed apart from a body of knowledge and the skillful actions of human beings." The industrial technologist, then, must not only be competent with a body of knowledge he must also be able to utilize that body of knowledge through skillful application and expertness of performance. Technology is the result produced by the integration of human behavior and the body of knowledge. The quality of a technology is determined by the quality of both the body of knowledge ggd the skillful utilization of the body of knowledge. The strength of an industrial technology curriculum, then, rests not only in its ability to present effectively the student with a body of knowledge, but also upon its effectiveness in equipping the student with the technical, communicative, and mental skills with which to utilize that body of knowledge in the solution of technical and human relations problems. Migsissippi V5119! Indggtrial Art; Confggence figpgrtg. Several reports concerning the status of industrial techno- logy curriculums were presented to the Fiftieth Mississippi Villey Industrial Arts Conference held in Chicago, Illinois in November of 24m" pp. 15-16. 252913.: pp. 22-23. 39 1963. These reports covered the topics of purpose, development, curriculum patterns, organization and administration. In line with the historical purpose of the Mississippi valley Industrial Arts Conference which has been to provide leader— ship in the field of industrial arts education, these reports were designed to explore the status of the newly emerging programs of industrial technology. The reports provided only a summary of present practice and did not necessarily represent the most desirable situation. However, these reports were significant in that they focused attention upon the industrial technology program and pro- vided an initial attempt to clarify terminology and to strive for .agreement upon the basic ingredients of the program. These reports have been utilized in the general discussion of industrial technology curriculums presented in the following section. b ce n ous sources. Since there was a scarcity of liter- ature directly related to industrial technology curriculums, some of the leaders in the field were solicited as possible sources of infor- mation. The almost universal response was that their efforts were still in the embryonic stage and were not refined to the point where they merited general circulation. III. INDUSTRIAL TECHNOLOGY PROGRAMS Because industrial technology curriculums have received little attention until recent years and the image of the graduates of these programs is not always clear, a brief discussion of their nature, pur- poses, development, curriculum patterns, and organization and adminis- 40 tration is presented in the following section. Ngtggg gnd ngpgses The general purpose of industrial technology programs is to prepare persons for technical, supervisory, and managerial positions related to the design, refinement, manufacturing, utilization, dis- tribution, and service of industrial products. One of the common characteristics of the industrial techno- logy curricula which was stressed by a number of writers on the sub- ject was that their objectives were management-oriented in nature. For example, Weber made this point in comparing the purposes of the industrial arts education and technical institute education: . . . Industrial technology programs are not engineering oriented as are the technical institutes, nor are they teacher education programs. The main difference is in the gener3% area of preparing students for positions in manage- ment. Cunningham enumerated that one of the major objectives of industrial technology curricula was "to lay the foundation for the development of professional efficiency"27 in management-oriented positions in the field of industrial technology. Cunningham pointed out that the industrial technologist does not usually go into a management position when entering employment, but he "is frequently selected because of his potential for rapid promotion into a manage- ment position."28 Nelson described the industrial technologist as a 261m)”, 53;. 211., p. 176. ”Cunningham, pp. 323., p. 39. 28mg” p. 27. 41 "connecting link between the highly specialized managerial and engineering functions, and the production and office workers."29 Likewise, Beaz stated: . ... Through their four-year technology programs the colleges and universities have endeavored to supply a portion of the technically trained personnel needed to communicate the theories of the engineer, scientist, and management to the skilled worker. According to Groneman the foureyear industrial technology curriculum leading to a Bachelor of Science degree is preparation for positions ”in the area of middle management."31 The purpose of industrial technology curriculums is to pro- vide the graduate with a combination of: l) a solid foundation of courses in theoretical and applied mathematics and physical sciences; 2) a variety of experiences in shops and laboratories designed to equip him with certain practical skills and an insight into how goods are produced; 3) courses in business administration designed to give him insights into the problems of management, distribution, and econ- omics; and 4) general education courses designed to equip him with communication and human relations skills and an understanding of the industrial culture in which he lives. This preparation is designed to enable the graduate to move into technical and managerial positions in various industrial fields at the intermediate levels of technical employment. 29Hilding E. Nelson, "Prospectus for a Graphic Arts Technology Curriculum,” Indggtrial Arts §n_d_ Vgcational Education, LIII (February 1964 , Do 18. BoBoaz, "Degree-Level Technology Programs,” 122, gig, 31Chris H. Groneman, "Industrial Technology Programs: Purposes, Development" (paper read at the Fiftieth Mississippi Valley Industrial Arts Conference, Chicago, Illinois, November 7, 1963), p. l. D v o ment The changing patterns of technology and the changing organiza- tional structure of industry has created an area of employment seem- ingly suitable for the utilization of the industrial technologist. Modern industry in its rapid acceleration toward immensity and complexity is creating a whole new series of positions in the occupational structure. By professionalizing managerial positions: by creating a research and deve10pment corps of engineers; by introducing scientific machines; and through creation of vast industrial complexes, the occupational technologist has been created. The programs which have been preparing industrial technologists to meet these demands have evolved, for the most part, out of college- level industrial arts teacher education curriculums.33 The historical pattern has been for a certain percentage of the teacher trainees to select employment in industry rather than in the field of education. As a result, some institutions began to offer a "non-teaching option." Many of the industrial technology curriculums "seem to have been built on an existing industrial arts program using whatever related courses are available on a particular campus (Engineering, Business, etc.)."3/+ The curriculums of industrial technology had an early begin- ning, but were slow in making progress. Bradley University was the first institution to initiate a curriculum in 1923. Some nine years later Host Virginia State College at Institute, Heat Virginia esta- 32Nelson, Log. git. 33Weber, 2p, git. p. 2. 3Wesley s. Samara, Chairman Industrial Technology Department, Stout State College, Msnomonie, Uisconsin, personal correspondence dated May 18, 1965. (parentheses in the original.) 43 blished a curriculum. It was not until after the Second world War, however, that the trend to establish this kind of curriculum became well established. Fifty programs were reported by Haurer as having been established by 1963.35 An exact figure of the number of industrial technology curriculums in existence at the time of this writing was not located as no definite criteria had been established for classifying this type of curriculum.36 Cgrgicglum Egtterns Industrial technology curriculums are general in nature rather than specialized as most technician curriculums. They are de- signed to be broad enough to prepare the student for a variety of positions and flexible enough to permit the election of courses which satisfy the needs and interests of the students. Cunningham pointed out that on the other hand the curriculum "must contain a core of courses that are basic to efficient performance. . ."37 The three major objectives of the industrial technology curriculum at Tennessee Technological University may be summarized ”Hauler, 32. git. 36Some insfltutions may have reported having an industrial technology curriculum but an examination of their curricular offerings revealed that it was basically a college-level industrial arts program with only the name changed. The evidence is quite clear, however, that this type of pro- gram is being offered (or considered) by more and more institutions, ‘14., Haurer, 22. gig” reports eleven institutions either planning to offer, or considering offering, this type of program. Boaz reported that among the institutions he investigated that "additions to and the strengthening of existing four-year programs seemed to be the trend. "Degree-Level Technology Programs," p. 1. 37Cm1nEhm, 22e Elie, pe [ole as follows: 1. To develop the student scientifically and profes- sionally so that he can make distinctive contribup tions to the welfare of society and to prepare him to face new problems which call for skill, initia- tive, and leadership. 2. To instill in the student the desire to progress professionally and to expand his knowledge and abilities through the media of research, development, design, production, construction, sales or education. 3. To provide a cultural foundation which will enable the student to comprehend economic and social problems and which will encourage him to contribute construc- tively to big community as a mature, thinking individual. The "Education for Industry" degree-level curriculums of industrial technology at the University of Maryland are designed to develop the following four basic competencies: 1. Technical competence. 2. Human relations and leadership competence. 3. Communications competence. 4. Social and civic competence.39 The industrial technology curriculums investigated by Heber reported required courses in the following areas: commerce, communi- cations, engineering, general education, science,shop courses and electives. The mean semester hours of required courses were reported as follows: Megn figmggte; ngrg Rgggired Commerce 11.83 Communications 8.71 3§nggggggg_geghnological University B letin (Cookeville: Tennessee Technological University, February 19 5 , L, No. 1, p. 209. ”The Batman; at land wells. The University of Maryland, .Vol. xxx, April 24, 19 4, p. 25. 45 Engineering 3.39 General Education 14.09 Science 19.85 Shop Courses 38.64 Free Electives . 15.384O According to Cunningham the curriculum should satisfy the criteria below in order to achieve the objectives of industrial technological education: 1. 2. 3. 4. 5. Be directed toward a field of specialization with generous educational experiences in related fields of industrial technology . Provide an opportunity for development of a thorough understanding of mathematical and scientific principles and a practical application of these principles to a field of specialization and closely related fields. Provide opportunity for development of a basic understanding of the humanities and social studies and a knowledge of how they can be utilized for achieving better human relations. Provide opportunity for the development of sound principles of management and supervision and an understanding of how these principles can be used to achieve the objectives of the industrial enterprise. Be of college level and of a quality requirsé for graduates to obtain employment in accordance with the objectives of the curriculum. Be reviewed frequezily and changed to meet existing needs of industry. 40Data taken from Table XXXIV, "Comparisons of Required Courses in the Curriculums of Industrial Arts Education, Industrial Technology, and Technical Institutes," Heber, pp, git,, p. 163. “Cunningham, 22. git,” p. 1.1. 46 It was noted by both Haurer42 and Barnhartlv3 that the curriculums, for the most part, appeared to take one of two forms: (1) a so-called "specialized" curriculum pattern which followed somewhat the two-year technical institute type program, broadened and given depth, or (2) a so-called "general" curriculum pattern which appeared to be designed primarily for the preparation required for managerial positions requiring a broad technical background combined with a working knowledge of business and managerial techni- ques.44 The "specialized programs" were designated by Barnhart as those which placed less emphasis upon the professional courses and required a fairly specialized training in one technical field of technology. Nelson stated that: whether a particular-field or a general-field approach shall be made toward technological education, the heart of the curriculum will be the develOpment of broad comprehen- sive foundations of experiences related to a particular industry. These foundations must provide bases for creative decisionpmaking, for adaptability to innovations, for facility in communication, and for further intellectual growth. 42Nelson A. Haurer, "Degree Programs of Industrial Techno- logy: Observations and Comments" (Baton Rouge: Louisiana State University, February 1963). (Mimeographed.) 43E. L. Barnhart, "Industrial Technology Programs: Curriculum Patterns" (paper read at the Fiftieth Mississippi valley Industrial Arts Conference, Chicago, Illinois, November 7, 1963), p. 1. 44The so—called "general program" as defined above was the primary concern of this investigation. 45Nelson, 22. gig” p. 19. 47 Barnhart found a wide variation among the requirements of individual programs but "an astonishing similarity between the mean requirements for any one subject area among the different program8.n46 aneggl gducatign ggpec . The literature revealed all indus- trial technology curriculums shared a common concern for general education.47 The Arizogg‘gtggg University General Catalog stated: . . . it is the added purpose of these curriculums to make the student keenly aware of the urgent problems of society and to develodeeeper appreciation of the cultural achieve- ments of man. A major objective of industrial technology programs enumer- ated by Cunningham stated that these curriculums should help the student "develOp a comprehensive understanding of citizenship that promotes intelligent, sympathetic, and harmonious living in a demo- cratic culture;"4'9 and Weber remarked that "it would appear that in addition to training for some competency in technology a college pro- gram also has a great responsibility to prepare graduates who will be able to make the right decisions in an attempt to control technology for the total good of mankind.”50 Th; manipglative skill; gspec . These industrial technology curriculums do provide the student with some manipulative skills, but 46Barnhart, lg_.‘gig. 47It would be interesting to investigate whether this concern for general education is a reflection of the fact that most of these programs have evolved out of college—level industrial arts (a phase of general education) programs. 48mm; figs—W sit mm “min, NC“ 2 m 1963, p. 215e 490unningham,gp.‘g_i;t_., p. 39. 50Weber, pp. 553., p. 12-13. 48 the emphasis is not placed on skills pg£_gg,as in trade curriculums or a twoqyear technician curriCulum. The student who is primarily interested in developing manipulative skills should not enroll in an industrial technology program. The trade curriculums or the "two-year technical program can take care of the skills interested student.”1 The Ariggna‘§t§tg_University ngeral Catalog stated that: . . . these curriculums (of industrial technology) combine general foundations of scientific theory and facts with laboratory experiences which are designed to insgguct in methods rather than to develop extensive skills. Cunningham alSo pointed out that "in contrast to the crafts- man the applied scientist industrial technologist does not profit significantly from the development of a high degree of manipulative skills taught from a vocational approach."53 The emphasis of indus- trial technology curriculums is on the "application of scientific principles more than manual skills" and the integration of "the acti- vities of the skilled craftsman with those of highly scientific personnel."54 Industrial technology curriculums do provide the student a general knowledge of machines, materials, processes, and techniques in addition to an appreciation of, and a degree of competency in, the area of manipulative skills. 536roneman, pp. 913,-! p. l. ”wwwmm 9.2- all... p. 2.11.. 53Cunningham, pp. git” pp. 3940. 541p;§,, p. 40. 49 Qgggniigtiop 52d Administration The names of the department offering industrial technology curriculums were found to vary. Over half of the programs studied by Haurer55 were offered under a department title of "Industrial Educa- tion" or "Industrial Arts." Some departments, however, included the words "science" or "technology" in their titles. The name of the degree offered was found to vary. Four prac- tices were reported in designating the degree offered for curriculums in industrial technology: (1) the greater number chose to offer the Bachelor of Science in Industrial Technology; (2) several institutions offered the Bachelor of Science in Industrial Education with the desig- nation of a non—teaching option; (3) other institutions chose to title the degree according to the specific area of concentration; and (4) there were those institutions that offered a degree that was more des- criptive of their particular curriculum and which might be called unique (g;g,, 8.3. in Technical Science, 8.8. in Applied Science, or 3.3. in Industrial Preparation).56 A mean semester hour requirement for graduation of 128.82 was reported by the institutions studied by Heber§7 Keith examined the catalogs of twenty-three institutions offering an industrial technology curriculum and found the mean semester hour requirement for graduation was 127.3 with a range from 120 to 144 semester hours. One institution required 144 semester hours for graduation and three 55Hsurer, "Status Study Industrial Technology," p. 2. 561bid., p. 3. 57Weber, pp, gi§., p. 163. 50 required 120 semester hours for graduation.58 58Charles H. Keith, "The Industrial Technology Program at Kent State University: An Appraisal and Recommendations" (unpub- lished Ph.D dissertation, The Ohio State University, Columbus, 1964), p. 41. (Microfilm.) ‘ CHAPTER III EITHODS AND PROCEDURES A nationally recognized company that employed persons from a variety of educational backgrounds was identifie; to provide an indus- trial situation for the investigation of management-oriented job classifications at the intermediate range of technical employment. The company had the appropriate size, diversity of operation, and geographical location and met the established criteria. The company was requested to identify those individuals: (1) who had been employed during a specified sixayear period, and (2) who were considered to have been the most effective performers in the general area of employment which might have been staffed by indus- trial technologists as defined in this study. These employees were considered to be ”identified high achievers". They represented four functional areas of employment and were utilized as a primary source . of information for determining those factors associated with effec- tiveness in the general area of employment investigated by this study. The critical incident technique was used as the primary data- gathering procedure in an attempt to identify specific types of be- haviors the high achievers exhibited which contributed to their effec- tiveness. The critical incident reports were obtained from the identi- fied high achievers through personal interviews conducted by the in- vestigator. The incidents that were reported were selected by the interviewees on the basis that they had contributed toward achieving a stated objective which had been deve10ped for each of the four ree- pective functional areas of employment. The.information was recorded 51 52 on questionnaire forms (see exhibits B and C in Appendix A). Each interviewee was requested to describe three critical incidents in which he had considered himself to have been effective in contributing toward the agreed upon stated objective. Each criti- cal incident was coded to protect the anonymity of the performer of the functional task which had been described, and was transferred to Royal MoBee Keysort cards to simplify the referral and classification procedures. The critical incident reports were analyzed and the behaviors described were abstracted according to three separate dimensional systems. These dimensions were: (1) functional task,1 (2) media of involvement, and (3) skill. Each set of dimensions comprised a system of classification of the elements or factors which were asso— ciated with the effective performances described in the critical incident reports. The personnel files of the high achievers were investigated to determine the qualifications and background of experiences which the high achievers brought to their respective positions in an attempt to determine those biographical factors which were associated with effec- tive performance. Hark experience, type of educational background, grade point average, and other biographical information were .tudigd, _The analyses of the data will be discussed in Chapters IV and V. After the data had been analyzed, categorized and compared, the task of interpretation.remained. The concluding statements based upon 1A functional task is a behavioral activity included with the responsibilities of a particular job assignment. 53 these interpretations are summarized in Chapter VI. In this chapter the methods and procedures used in this inves- tigation will be discussed. The chapter is divided into the following sections: (1) the selection of the cooperating company; (2) a descrip- tion of the cooperating company; (3) identification of the individuals considered to have been effective performers: (A) the research techni- que; (5) the procedures used in gathering the data; and (6) the coding and recording of the data. I. THE SELECTION OF THE COOPERATING COMPANY The following criteria were established for selecting an in- dustrial enterprise at which to conduct the investigation: 1. A company employing a large enough work force to be capable of supplying a sample for study. 2. A company of suitable geographical location which would permit personal contact with the inter- viewees by the investigator. 3. A company which was willing to cooperate in the study. A. A company which had a diversity of job classifications in the intermediate ranges of management or technical employment . 5. A company which had an established system of personnel evaluation. 6. A company which recruited nationally and employed individuals from a variety of educational backgrounds to staff positions in the area under investigation. 7. A company which was nationally recognized as a leader in its field. Personal contacts were established with the Technical Place- ment Department personnel of the home office of the Dow Chemical Com— pany at Mudland, Michigan. An investigation of the research labora- tories and production complexes, the personnel policies, and the organ- izational structure of the Midland Division of The Dow Chemical Com- 54 pany revealed that it satisfactorily met the established criteria. The Dow Chemical Company (hereinafter referred to as the Company) expressed an interest in the study and a willingness to pro- vide the personnel and the industrial situation necessary for conduct— ing the study.2 II. DESCRIPTION OF THE COOPERATING COMPANY The Dow Chemical Company was founded in 1897 at Midland, Mich- igan by a young chemist, Herbert Henry Dow. Since its founding, the Company has expanded and diversified on the strength of numerous pio- neering discoveries in the field of chemistry and related fields. The Company's roster of products numbered more than eight hundred in the categories of plastics, chemicals, bioproducts, metals, and textile fibers.3 In 1964 chemicals accounted for fifty—one per cent of the Company's total sales; plastics, including textile fibers, thirty-four per cent; bioproducts, eight per cent; and metals, seven per cent.‘ The corporate enterprise was one of eight chemical companies (five in the United States and three in Europe) whose annual sales exceeded one billion dollars in 1964. For additional information about the organizational philosophy of the Company and its personnel policies and practices see Appendix D, Exhibit B. 230s Appendix D. 3"Dow . . . at a Glance" (Midland, Michigan: The Dow Chemical Company, 1963), p. 2. ’WDou Annual Report: 1964" (Midland, Michigan: The Dow Chemical COMM, March 1965), Pe lee 55 W The Midland location includes the Company's oldest and most diversified production facilities as well as the firm's corporate headquarters. Approximately eleven thousand persons were employed at the Midland location. 5 I The Midland Division's plants, shops, laboratories, service and office facilities occupied more than five hundred buildings and two thousand acres in plant sites and it was considered to be one of the largest chemical production facilities located in one complex.6 III. IDENTIFICATION OF THE HIGH ACHIEVERS The Company was requested to identify those salaried7 employees whom the Company considered to have been their most effec- tive employees and who met the following criteria: 1. The persons selected were to have entered continuous employment with the Company within the sixayear period from January 1, 1958 to January 1, 1964. The persons selected were also to have had some kind of formal collegiate education since 1957. This criterion was established so that the individual's educational background would have reflected some of the recent curriculum changes and so that the individual being interviewed might be better qualified to relate the demands of his position to his educational experiences. 2. All persons who were selected were to have been associated with the Midland location in order to permit personal interviews. 3. The persons selected were to have been employed in positions which might be staffed by graduates of 5"Dow . . . at a Glance," 92, 211,, p. 16. Approximately three thousand of these employees were salaried personnel. 62121.- 7Those employees not subject to the Fair Labor Standards Act. 56 degree-level industrial technology curriculums.8 If the identified high achievers met the three criteria stated above, the educational qualifications of the individuals were not a consideration in the selection of the effective individuals. Persons without earned degrees and persons who had earned advanced degrees were also eligible for selection. The general area of employment which was investigated in this was delineated as the range between the fourth and ninth stanines of a vertical "technical qualifications" scale and the sixth and tenth stanines of the horizontal "human relations and business qualifica- tions" scale (see Appendix E).9 In order to determine the levels of competency and responsi- bility demanded of a particular assignment the Company's job descrip- tion was compared with the descriptions for the various grades of the General Schedule (GS) classification system developed by the Federal Civil Service Commission. This system was selected because 8At the time of this investigation the Company was not recruiting graduates of degreeqlevel industrial technology curricu— lums. The design of this study was to delineate an area of "potential employment" of industrial technologists and then determine those factors which were associated with the actions of effective individuals staffing the identified positions as a means of determining the nature of the backgrounds and skills utilized by effective employees staffing these positions. This decision was based upon the fact that the graduates of degree-level industrial technology curriculums were so few in number and so scattered geographically that no single corporation could have provided an adequate sample of industrial technologists as defined in this study which could be compared with graduates of other curriculums staffing the same types of positions. 9The scales and graphic analysis chart of the areas of employment which was used (see Appendix E) were developed by the Company's placement personnel and were used for recruitment inter- viewing purposes. 57 it was designed to classifiy a particular assignment according to the "grade" or "level" of involvement regardless of the functional area of employment. Any Company Job classifications comparable to those with- in the GS—5 to 63—11 range were included in the study. I Us d o Ide t e Ac ever The assumptiOn was made that the Company could identify their most effective employees within the delineated area of employment who met the established criteria. However, one of the keys to the signif- icance of the study was the Company's ability to identify their "high achievers". Therefore, the procedures and criteria used to make these selections are reviewed below. The selections were based upon the following factors: (1) performance evaluations, (2) recommendations of superiors, (3) salary progression, (4) Job progression, (5) miscellaneous (research, patents, operations improvement suggestions, et cetera). The Company had a system of performance ratings ranging from one to four. A performance evaluation of either a "one" or a "two" was the highest possible evaluation and it meant that the individual was considered to have been "outstanding or excelling" in his work. A "three rating" indicated a "good performer" and a "four rating" indicated "marginal performance". All of the subjects included in the study had been given a "one" or a "two" performance rating.10 10There were three exceptions where a "three rating" was held. This still indicated a "good" performer and each of these three individuals had received a promotion during the previous eighteen month period and they had received significant salary increases during the previous year. Therefore, the Company Judged that their over-all records indicated that they were high achievers and they were included in the sample. 58 The Salary Administration Department was consulted to determine whether the individual had received salary increases commensurate with the performance evaluations given by the superiors. The Job progession‘pattern of the individual was a second method used in an attempt to check the consistency of the individual's performance. It also supported the fact that the identified individuals were effective performers who were "moving" in the Company organizational structure. IV. THE RESEaRCH TECHNIQUE The critical incident technique was used as one of the primary data-gathering procedures in this study. A brief discussion of the critical incident technique and its use is presented in the following section. The Critical Incident Technique The critical incident technique was used to obtain reports of effective performance in an attempt to identify specific behavioral acts which individuals had performed which.thgy_dudged contributed to their "being effective". John C. Flanagan, the person most widely recognized as having been responsible for the development of this technique, stated that ". . . the critical incident technique, rather than collecting opinions, hunches, and estimates, obtains a record of specific behav- iors from those in the best position to make observations and evaluations.“11 11John C. Flanagan, "The Critical Incident Technique," off- printed from the W m LI (July 1954), No. 1.. p. 355. 59 The classic formulation of the critical incident technique has five steps: I. Q;ng;nl_§inn. These are brief statements obtained from ‘ the authorities in the field which express in simple terms those objectives to which most people would agree. 2. Zlnnnmnng §ngcnfications. The set of rules concerning the reporters, the situations reported, the relevance of the critical incidents to the general aim, and the extent of the effect of the critical incidents on the general aim. 3. 92l1222128.§22.D8§§° As a result of steps (I) and (2), certain data concerning activities that are Judged to be "critical" in the performance of a task are collected. Interviews, questionnaires, record forms and observations are utilized. 4. Annlznnng £22 Data. The data collected are analyzed, cate- gories are formulated, and general behaviors are extra- polated and identified. 5. Intennnetation n; nnn,Data. The final step is the interpre- tation of ata (significance) by the researchers involved. The critical incident technique is essentially a procedure for gathering important information concerning the nature of the activ- ities and behaviors exhibited in defined situations. The versatility of the procedure is evidenced by the diversity of topics reported in the literature as having been investigated with the aid of the critical incident technique. Flanagan pointed out that: . . . It should be emphasized that the critical incident technique does not consist of a rigid set of rules. . . . Rather it should be thought of as a flexible set of principles which m t be modified to meet a specific situation at hand. The procedure has considerable efficiency, according to Flanagan, because of the use of only extreme behaviors. In this lzlpid., pp. 336.346. IBIhid. , pe 355s 60 investigation only outstandingly effective performance which directly or indirectly contributed to a stated aim were collected. Extreme incidents of effectiveness were sought because they are more discrim- inating and "it is well known that extreme incidents can be more accurately identified than behavior which is more nearly average in character."14 The review of the literature related to the use of the critical incident technique revealed no studies which applied the principles of this research technique in the manner in which it was utilized in this study. However, these studies clearly indicated the versatility of the procedure and the appropriateness of theuse of this research tool in an investigation of this nature.15 V. DATA GATHERING PROCEDURES The data collected in this study were obtained from two primary sources: (1) reports of critical incidents performed by effec- tive individuals and reported by the performers through personal interviews; and (2) the available personnel records which were on file at the Company. 1 i D ta Pertinent biographical data were obtained from the "Qualifi- 14Me, Do 3380 15A twenty-five page review of the literature and an accom- panying bibliography of selected studies utilizing the critical incident technique was prepared and has been placed on depOsit at the Bradley University Library, Peoria, Illinois. of. Raymond L. Keil, Literature Related to the Critical Incident Technique: A Survey and Bibliography" (unpublished paper, Bradley University, Peoria, Illinois, November 1965). (Mimeographed.) 61 cations Record" (see Appendix F) of each subject. An "Interview Control Data Form" was developed (see Appendix G) because it was found that the Company was in the process of establishing a system for immediate updating of personnel records but that some of the personal data had not been updated at the time of this investigation. This form was used at the time of the personal interview to validate certain information in the files and to make any necessary changes (e.g., additional educational experiences). The personnel records were also used to check upon the job progression and Company work experience of each subject. Th3 Egnnnnnl Intnrviewn Critical incident reports were obtained through personal interviews which ranged in length from forty-five minutes to one hour and fifteen minutes. These interviews were conducted by the investi- gator between February 18, 1965 and July 9, 1965.16 Employees were interviewed who had been identified as high achievers from each of the following areas of employment: (1) technical service and development, (2) technical sales, (3) research, and (A) production. Crl nnln Used for the Collection of tne Crltinnl Incident Rengntg The following criteria for a good usable critical incident report were used: 1. An accurate, authentic, detailed description of onpthe-job behavior; 16Circumstances did not permit one subject to be contacted by personal interview. The data were obtained from this subject by telephone conversation and a mailed questionnaire. The literature indicated that the use of a mailed questionnaire was not found to have any effect upon the quality of the data. 62 2. An objective unbiased description of behavior; 3. Reported by a person classified by the Company as having been a high achiever and performed by the reporter in a specific on—the-job situation; 4. Judged b1,nnn,nenorter to have been effective in contrib-i7 uting toward achieving an agreed upon stated objective. The authenticity of the critical incident reports depended upon: (1) the honesty and accuracy of the reporter; (2) the skill of the interviewer in bringing out the salient points; and (3) the ability of the interviewer to report the information received accurately. In order to safeguard the authenticity of the reports the interviewer took notes during the interview and then dictated back and verbally reconstructed the incident to the reporter who in this study was a primary source of information as the performer of the functional activity. In all cases, the reports were written out and typed on five inch by eight inch Royal McBee Keysort cards (see Appendix H) the same day that they were reported. Personal character and integrity are generally recognized as essential factors associated with success)8 and because the reporters had been designated as effec- tive personnel and were found to have been conscientious and dedicated individuals, there was no reason to question their honesty.19 ‘7 17rhe basic criteria was adapted from the American Institute for Research Report "Criteria for a Good Critical Incident," Tncnnical Anngndlces 29;,Crlnical Reguiremgnts §g§_Research Personnel, itts- burgh: Amegican Insitute for Research, 1949), p. 30. (p. 8.4 of Appendix B . 18Regardless of what other qualifications and characteristics an employee may have any reputable organization demands honesty and and personal integrity from its employees. 19Domas pointed out that "making it absolutely clear to the reporter that his judgment . . . was neither questioned nor evaluated helped to safeguard honesty." cf. Simeon J. Domes, Rennrt ngnnn ' Ennlorannrz Stngx n; Tganner Comnetencn, (Cambridge, Mass.: The New England School DeveIOpment Council, 1950), p. 26. 63 The objectivity of the reporting was also safeguarded by several factors. First, only those critical incidents which had occurred within a time span approximately six months prior to the reporting of the incident were collected. This criterion provided a reasonable assurance of accuracy of recall of the essential details surrounding the critical incident and fostered objective reporting. The literature pertaining to the critical incident technique revealed that incidents having occurred six months prior to their reporting can be reported without serious loss of detail. Secondly, the reporters were assured that the anonymity of the information would be protected and that the information would not be used in any way which might be damaging to them personally.20 The interviewer did not discern any reluctance on the part of the reporters to report the critical incidents as objectively as they could, and it was that objectivity was improved by the fact that only effective critical incidents were solicited. Complete objectivity cannot be obtained in the data collected in a study of this nature due to the human factors involved. The selection of a particular incident as having been an effective performance is largely a matter of the subjective judgment of the reporter. The objectivity of these judgments depended upon the clarity with which the objectives of the functional areas of employ- 20The reporters were not informed that that they had been identified as high achievers by the Company. Furthermore, the reporters did not know exactly how the data collected were to be used and therefore did not have any reason to "slant" the information for personal gain and it was believed that the "ego factors" were minimized. 64 ment had been defined and the competence of the reporter in interpret- ing these objectives with respect to the incident performed. The statement of purpose which was developed for the respective functional area of employment of the reporter was discussed with the reporter prior to its use as a "standard" for the selection of the critical incidents. The persons utilized as reporters in this study were individuals who had been classified as having been high achievers by the Company. These individuals had been designated as "most effective individuals". Logically then, they must have interpreted the Company's objectives correctly and must have significantly contributed toward achieving these objectives to have received this distinction. On this basis, the reporters were considered to have been qualified to make the subjective judgments necessary to select "effective" critical incidents. The critical incident technique also provided an internal check on the reporter's selection of the ”effective" critical incident. The procedure forced the reporter to specify the results of the actions which had been described in the critical incident report and to explain how they had contributed toward achieving the agreed upon stated objective. Tng Ellot Studigg The procedures and instruments used for conducting the personal interviews were tested in a pro-pilot study conducted at the John Bean Division of the FMC Corporation in.Lansing, Michigan in November, 1964. Minor revisions were made and a section containing questions struc— tured to obtain additional information was added. 65 A pilot study was conducted in February, 1965 at the Midland, Michigan location of the cooperating company. Fourteen people were included in this pilot study. The original design of the study made the assumption that the Company personnel were qualified to make the judgment as to whether a position might be staffed by an industrial technologist as defined in this study. The pilot study indicated that this assumption could not be supported and the procedures which have been described above (of. p. 56 ) were developed to identify the appropriate level of employment. After deleting one person from the pilot study group because he was staffing a position inappropriate to an industrial technologist as defined in this study, the data obtained from these interviews were included in the final tabulations of the study because the remainder of the pilot study group met the established criteria. Inlornnnion Songnt From the Personal Interviews Each interviewee was requested to report three effective critical incidents which they had personally performed. In addition to the three effective job-related critical incidents, each subject was requested to: (I) complete the "Interview Control Data Form"; (2) identify the behavior which best illustrated his effectiveness if the reported incident involved more than one functional act;21 (3) identify the principal medium involved in each incident reported on the basis of the "key" functional act identified in (2) above; and (4) attempt to identify the course (or courses) in his educational 21Nearly all of the effective critical incidents reported did involve more than one functional act. 66 background which had been beneficial to his performance of the effective act.22 Qggdggtigg the Interviews The high achievers were first contacted by telephone by Company personnel for the purpose of scheduling an appointment for an interview. Immediately following the scheduling of an appointment for an interview, a cover letter was sent to the individual under a Company letterhead (see Appendix B). This letter was designed to: (I) confirm the appointment; (2) provide the interviewee with a description of the critical incident technique prior to the interview; (3) provide the interviewee an~opportunity to identify and select effective critical incidents;23 and (4) serve as an introduction of the interviewer. VI. RECORDING AND CODING THE DATA The critical incident reports were recorded on a questionnaire form (see Appendixli) and coded to protect the anonymity of the reporter. The questionnaire included the three basic questions found in the classic formulation of the critical incident technique: (1) 'Uhat were the circumstances leading up to the critical incident? (2) what specifically did you do that was effective? and (3) why did 22A selected list of cost titles was made available to the reporter to aid his recall and assist him in this task (see Appendix:L). 23This procedure proved to provide a great deal of efficiency with respect to the length of time necessary to conduct the interviews and there was some indication that it improved the quality of the reports. 67 you.Judge this incident to have been an example of effectiveness? A discussion of the composition and characteristics of the high achievement group that was interviewed is included in the following chapter. The analysis and handling of the critical incident data is presented in Chapter V. CHAPTER IV DESCRIPTION OF THE POPULATION The composition of the population studied and the biographical data pertaining to the high achievement group are presented in this chapter. These data are of a descriptive nature and are not intended fer predictive purposes. I. DESCRIPTION OF THE HIGH ACHIEVEMENT GROUP The high achievement group was composed of all those individuals identified by the Company as having been their most effective employees in the general area of employment investigated by this study on the basis of established criteria.1 The identified high achievers were employed in the following functional areas of employment: (1) technical service and development (commercial utilization), (2) technical sales, (3) research, and (4) production. The original high achievement group investigated was composed of forty-two persons. All forty-two of these individuals were inves- tigated through personal interviews conducted by the investigator, and their personal records were studied. As a result of these investiga- tions seven persons were deleted from the sample because they did not meet the established criteria.2 1of. Chapter III, pp.55—58 , "Identification of the High Achievers." 2Five of the persons deleted from the population had earned doctorate degrees and the level of technical qualifications required 68 69 In; Igghpiggl §gggigg and ngelopment Grgup The largest number of high achievers meeting the established criteria was identified in the technical service and development functional area of employment. Seventeen persons were identified as having been.most effective in their work in this functional area of employment.3 The purpose of the technical service and development functional area of employment was to identify and develop new uses for existing as well as new products; to render technical assistance to customers; and to keep abreast of the changing technology of the customer's field. The technical service and development group provided informa- tion to the research departments concerning the marketability of pro- ducts and materials which had been deveIOped by the research people. The technical service and development group evaluates products from the research departments much the same as customers do and makes the research departments aware of opportunities for products or techno- logy in the field. of their respective positions fell above the established stanines. One person deleted from the study was staffing a position which was by definition a technician classification involving the conducting of routine analytical tests for the quality control department. The remaining person was deleted from the population because of the degree of specialization required and the fact that the Job description of the position which he was staffing did not fit the pattern of a postien which might be staffed by an industrial technolo- gist as definod in this study. These persons were undoubtedly very successful employees and certain information collected from these individuals provided the investigator some insights into the technical manpower situation. Bone person was deleted from the technical service and devoIOp- ment group because of the degree of technical specialisation demanded of his position. 70 The demands of positions within this functional area were such that personnel in this group drew upon a variety of educational dis- ciplines. Employment in this area demanded application of technical knowledge to the solution of customer problems and emphasized the business and human relations aspects; therefore, the educational background provided by an industrial technology curriculum which places considerable emphasis on these same aspects should be well suited for qualifying individuals for employment in the technical service and develOpment area of employment. The educational backgrounds represented by this group of high achievers were somewhat varied. All of the undergraduate degrees were technical in nature, but some individuals had combined a techni- cal undergraduate degree with a master's degree in business adminis- tration. One person had received both a technical graduate as well as a technical undergraduate degree. The educational backgrounds and the composition of the techni- cal service and development group of high achievers are presented in Table I. T T c e Gr u The responsibilities of the five individuals identified as having been high achievers in the technical sales area were found to differ from the commonly held concept of "salesman". These salesmen were charged with the responsibility of servicing their customers on a long-range basis by searching out and identifying areas of need and problem areas in the customer's business operation, and with the coor- dination of the technical and marketing assistance necessary to solve 71 TABLE I POSITIONS STAFFED BY HIGH ACHIEVERS FROM.THE FUNCTIONAL AREA OF TECHNICAL SERVICES AND DEVELOPMENT AND THE EDUCATIONAL DEGREES REPRESENTED L _— Technical Services and Development Group Position Staffed Product Area Degree Represented Packaging DevelOpment Engineer Packaging Engineer Section Head Tech. Serv. & Dev. Section Head Tech. Serv. & Dev. Civil Engineer Plastics Dev. & Serv. Packaging Engineer Chemical Engineer Coatings Engineer Plastics Engineer Chemical Engineer Plastics Chemist Coatings Chemist Packaging Specialist Plastics Development Engineer Chemist Plastics Dev. & Serv. Hire and Cable Packaging Cleaning Systems Cleaning Formulations Fabricated Constr. Mat‘ls Packaging Plastics Coatings Plastics Plastics Plastics Coatings Packaging Plastics Plastics BUS. B.S. N.S. 8.8. 8.3. 3.3. 8.3. 8.3. 8.5. 3.3. 8.3. 8.3. Chemical Engineering Packaging Engineering Chemistry Chemical Engineering Chemical Engineering Civil Engineering Soil Mechanics Packaging Engineering Chemical Engineering Chemical Engineering Mechanical Engineering Chemical Engineering Chemistry Chemistry Chemistry Chemical Engineering M.B.A. Dhnagemont Associate Pro-engineering B.S. Chemistry-hthematics 72 these problems and to supply these demands. The high achievement group in the technical sales area repre- sented a variety of different educational backgrounds as is evidenced in Table II. In fact, no two individuals had the same undergraduate major. The sales area was the one area of employment studied where the Company was hiring graduates from a variety of different back- grounds to perform the same or similar types of work. The Research Group Thirteen individuals were identified as high achievers within the functional area of research. This functional area of employment differed from the technical service and development functional area in that its purpose was to develop and refine new products from basic materials, whereas the technical service and develOpment functional area of employment was charged with the responsibility of developing new product applications and finding ways to utilize the products and processes which had been developed by the research personnel. The primary purpose of the research group was to discover new products and processes which would maintain the Company's economic position in the field. 0f the thirteen persons identified4 as high achievers by the Company in this area, it was necessary to delete six persons on the basis of either the degree of specialization required of the respec- tive position or because the requirements of the position were not appropriate to the qualifications of an industrial technologist as 4This does not imply that there were only thirteen high achievers employed in this area, but that only thirteen were originally considered to meet all of the criteria established by this investigation. 73 TABLE II. POSITIONS STAFFED BY HIGH LACHIEVERS FROM THE FUNCTIONAL AREA OF TECHNICAL SALES AND THE EDUCATIONAL DEGREES REPRESENTED =====================================================================: ' Technical Sales Group Position Staffed Product Area Degree Represented Salesman Packaging sales Engineer Assistant Product sales Manager Field Salesman Assistant Brand Manager Coating Products Packaging Products Industrial Chemical Sales Industrial Chemical Sales Consumer Product Sales 7 3.8. Packaging Engineering 3.8. Mechanical Engineering M.B.A. Personnel Management A. B . Chemistry M.B.A. Business Administration B.A. Psychology A.B. Economics M.B.A. Business Administration 74 defined in this study. The educational backgrounds represented by the research group were somewhat varied, but all the undergraduate degrees were of a technical nature. The undergraduate degrees represented were in either chemistry, chemical engineering or mechanical engineering. Three of the four master's degrees represented by this group were technical in nature and the fourth degee was in economics. It should be noted that one person held a bachelor's degree in both mathematics and chemistry. The composition of the research group and the educational degrees represented by the identified high achievers from this func- tional area of employment are presented in Table III. The Production Group The purpose of the functional area of employment termed "pro- duction" was to utilize efficiently the existing processes and per— sonnel to: (I) produce quality materials and products; (2) improve the existing facilities, processes, and operating conditions; and (3) achieve greater efficiency in producing better materials and products. The seven individuals identified as having effectively contri- buted toward meeting the objective stated above in an outstanding manner were in positions of leadership as production supervisors. The composition of the production group of high achievers is presented in Table IV. Edu I tut re ented v An investigation of the hiring practices of the Company re- vealed that employees were recruited from small, medium and large 75 TABLE III POSITIONS STAFFED BY HICH ACHIEVERS FROM THE FUNCTIONAL AREA cs RESEARCH AND THE EDUCATIONAL DEGREES REPRESENTED Position Staffed Product Area ‘ Degree Represented Product Specialist Process Engineer Chemist Project Leader Project Leader Project Leader Research Product Specialist Saran Products Laboratory Process Engineering Saran Products Laboratory HaIOgen Research Laboratory Halogen Research Laboratory Fabricated Plastic Products Saraa‘Products Laboratory B.S. MOS. B.S. M.S. OS. 8.8. Chem. Engineering Economics Mach. Engineering Mach. Engineering Chemistry Mathematics Chem. Engineering Chem. Engineering Chem. Engineering Chem. Engineering Chemistry Chemistry Herking toward M.S. in Chemistry 76 TABLE IV POSITIONS STAFFED BI HIGH ACHIEVERS FROM THE FUNCTIONAL AREA OF PRODUCTION AND THE EDUCATIONAL DEGREES REPRESENTED m Production Group Position Staffed Product Area Degree Represented Assistant Bromine Products B.S. Chemical Engineering Superintendent Assistant Bromdde Products B.S. Chemical Engineering Superintendent Assistant Propylene Oxide B.S. Chemical Engineering Superintendent . Production Assistant Chlorobenzol B.S. Chemical Engineering Superintendent Production Herking toward M.B.A. Assistant Ethanolamine B.S. Chemical Engineering Superintendent Production Production Process Section B.S. Chemical Engineering Development Engineer Development Engineer Process Section B.S. Chemical Engineering 77 colleges and universities located in all parts of the United States and in some foreign countries. The educational institutions repre- sented by the high achievement group studied reflected this hiring practice. The Midwestern institutions were more heavily represented .in.both the sample and the population from which the sample was drawn. Due to the proximity of Midwestern institutions to the Midland, Michi- gan location and the tendency for graduates to locate in the geographic section of the country in which they have been reared, this finding was as might have been expected. Only eight educational institutions were represented by more than one high achiever. Eighteen undergraduate and four graduate ‘ degrees were obtained from these eight institutions: Michigan State University four undergraduate degrees; Purdue University and Michigan Technological University three undergraduate degrees; and the Univer- sity of Detroit, University of Minnesota, and Central Michigan Univer- sity each two undergraduate degrees. Two of three persons holding undergraduate degrees from Purdue University had also earned masters' degrees from Purdue University. The only other institution represented by two masters' degrees in the high achievement group investigated was the University of Michigan. Because a wide variety of types and sizes of higher educa- tional institutions was represented by the persons classified as having been high achievers, the evidence does not particularly favor any one group or type of institution. The educational institutions represented by the high achieve- ment group studied are presented in Table V. 78 TABLE V INSTITUTIONS REPRESENTED BY THE HIGH ACHIEVERS STUDIED Il=========================:_ “I2================================: Degree Level* Name of the Institution C Michigan State University Michigan Technological University Purdue University University of Detroit University of Minnesota Central Michigan University Alma College University of Michigan Illinois Institute of Technology Missouri University at Rollo Missouri Valley College University of Delaware University of Cincinnati Northwestern University University of Maryland Tri State College Indiana University Dickenson College South Dakota School of Mines Louisiana State University Southeastern Missouri State College Arkansas Polytechnic College Cornell University Indiana State University George Hashington University Uboster College Loyola of Chicago Port Huron Junior College Bay City Junior College Hestminster College (Pa.) Carnegie Institute of Technology Fenn College Mount Union College John Carroll College Calvin College University of Wisconsin W *A-—Transfer work; B-Associate Degree; C-Bachelor s Degree; and D-Master's Degree. Note: Those persons having had dual majors and who received two degrees were only counted once. OPPOHOOOOOPOOOOOOOOOOOOHOOOOOOOOOOOH k OOOOOHOHHOOOOOOOOOOOOOOOOHOOOOOOOOOO w HOOHOOHOOOOOOHHHHHHHHHHHHOHHHHNNNwwb OOOOOOOOOHOHHOOOOOOHOOOOOOOONOOOONOO U 79 c s s at d An investigation of the types of academic majors represented by the persons employed by the Company during the sixeyear period investigated revealed that a variety of academic majors was utilized.5 However, the Company was basically a chemical company and had employed a majority of individuals holding either a degree in chemistry or chemical engineering. This hiring practice was reflected in the sample studied as is evidenced in Table VI. It must be noted that in several cases the degree earned did not necessarily reflect the nature of the individual's educational experiences while in college. Several persons had transferred into the technical curriculums from which they graduated after having received non-technical orientations. In contrast, one individual received a degree in psychology after having transferred out of a technical curriculum. Because the industrial technology degree has been referred to at times as a hybrid degree, it is interesting to note that some of the educational backgrounds represented by some high aChievers approximated a similar combination of educational experiences as those which might have been obtained from an industrial technology curriculum. The only academic major which was disproportionately repre- sented in the high achievement group studied was the degree in packaging received from Michigan State University's School of Packaging. 5See Appendix J. As has been noted previously, the Company was not employing graduates of degree-level industrial technology curriculums of the type defined in this study at the time of this investigation. TABLE VI. \ ACADWIC MAJORS REPRESENTED BY THE HIGH ACHIEVERS* Number Academic Major Bachelor Master Chemical Engineering 16 2 Chemistry . lO** 0 Mechanical Engineering 3 1 Packaging Engineering 3a 0 Civil Engineering I 1 Economics 1 1 Marketing 0 1 Psychology 1 0 Management 0 1 Personnel Management 0 1 Business Administration 0 2 Soil Mechanics O 1 Mathematics 3*” 0 *See Appendix J for the types of degrees represented in the universe. **Threo persons had had dual majors and received degrees in all three cases in both chemistry and mathematics. aOne person had a dual major and received degrees in both packaging engineering and chemistry. 81 Five graduates of this packaging curriculum were employed by the Company during the sixnyear period under investigation by this study. Three of these five graduates were designated as having been high achievers.b I An investigation of the packaging curriculum at Michigan State University revealed that this curriculum placed more emphasis on application and was less theoretically-oriented than, for example, current engineering curriculums at many institutions. This packaging curriculum pattern was found to be very similar in nature to the in- dustrial technology curriculum patterns described in this study. This evidence tends to support the assumption that graduates of an indus- trial technOIOgy curriculum might be utilized to staff positions with- in the area of employment delineated in this Study. A vanc D e Six hundred and eighty—eight persons employed by the Company during the sixeyear perioo studied had earned bachelors' degrees, and one hundred and eighty—one persons who had entered continuous employ- ment during the same siquear period had earned masters' degrees. °It may be that this unique curriculum is especially suited to the demands of the Plastics Deve10pment and Service Department of the Company. However, only two of the graduates of this packaging cxrriculum were employed in this area. The third graduate of the packaging curriculum included in the sample studied was employed in the area of technical sales. An investigation was made to determine if these three grad- uates had earned outstanding academic records, but this was not found to have been the case. The mean grade point average of these three high achievers was found to be 2.54 and well below the 2.81 mean grade point average for the total high achievement group. Only one of the three packaging curriculum graduates had a cumulative grade point average above the mean for the group and it exceeded the mean for the group by only .11. 82 Nine of the the thirty-five persons classified as having been high achievers had earned masters' degrees at the time of this investiga- tion. A chiesquare test of statistical significance was performed to determine whether individuals holding masters' degrees were disproportionately represented in the high achievement group. No statistically significant difference was found. An investigation of the rate of advancement of those persons in the high achievement group who held masters’ degrees was conducted to determine whether persons with masters' degrees had advanced more rapidly than those persons who did not hold masters' degrees, and no difference was noted. The findings of this study did not indicate that a master's degree facilitated more rapid advancement during the limited time span investigated.7 Thus, with regard to the cooperating company, the promotional practices appear to have been dependent on performance and merit and factors other than academic credentials.8 Intercollggiate Athletics Six of the thirty-five high achievers had participated in 7It did appear that the advantage of holding a master's degree was that additional Opportunities and better salaries are provided the master's degree holder at the time of the person's initial employment. However, the additional advantages of holding a master's degree were not clear and need to be investigated. 8This statement must be qualified as a bias was recognized with respect to the advancement of persons not holding bachelor's degrees. Three persons classified is high achievers had been employed by the Company at one time as technicians. In all three cases it was noted that these individuals did not advance beyond this classification until after (or immediately prior to) the completion of their bacca- laureate degrees. This point is of particular significance to this study which is concerned with degreeqlevel industrial technical curricula. 83 varsity athletics while in college. This figure represented slightly more than one-sixth of the group studied. The statistical significance of having participated in intercollegiate athletics as a factor associated with effectiveness has not been tested in this study. Because, however, one-sixth of the high achievement group had partic- ipated in intercollegiate athletics, this factor might merit consider- 9 ation in conjunction with other factors in the selection of employees. II. ACADEMIC ACHIEVEMENT Academic achievement has been used as a selection criterion by many companies.10 The Bell Telephone Studyll found that the single most reliable predictive indicator of a college graduate's success in the Bell Telephone system was his rank in his graduating class. The academic records of the high achievement group in this study were determined both on the basis of cumulative grade point averages and on the basis of rank within the individual's academic major. Even though grade point averages are quantitative, it was realized that grading practices vary from institution to institution and from one academic major to another. In addition, it has been 9A man's success in extracurricular activities may be signif- icant as a factor in predicting future onpthe-job success by the fact that it may be an indicator of drive and motivation. 10o.g., "Grades Top Criteria," Senior Scholastic, LXXVIII (February 8, 1961), p. 2T; and "Top Grads Swamped by Good Job Offers," figgigggg,flggk, (April 14, 1962), p. 76. 11Frederick R. Koppel, "From the world of College to the world of HOrk," John Findley Green Foundation Lecture, Westminster College, Fulton, Missouri, April 5, 1962. (Reprinted from.the Bell Telephggg Wfor Spring 1902e), pe 8e 81. generally recognized that it is often more difficult to maintain a high over-all grade point average in some academic majors than in others. Therefore, the high achievers were requested to indicate their rank within the graduating class of their academic majors. All grade point averages were computed on the basis of a four point honor system.12 As Table XVI; shows,13 the cumulative grade point averages were found to range from 2.27 to 3.68. The mean grade point average of the high achievement group was 2.81 which would represent a B- letter grade average on the basis of a four honor point system. The median grade point average was 2.80 and the mode interval was between 2.75 and 2.99 for the group studied. Eight high achievers (22.8%) had earned a cumulative grade point average of less than 2.50 (C+-letter grade) and nine high achievers (25.7%) had earned a cumulative grade point average above 3.00 (B letter grade). Twenty of the thirty-five high achievers (57.1%) ranked in the top twenty-five per cent of their graduating class within their academic majors. All thirty-five individuals had graduated in the upper half Of their graduating Classes within their respective academic majors. The rank difference correlation coefficient for the variables of cumulative grade point average and rank within the graduating class of the high achiever's academic major was .73 (N==35).14 12"A"-—four honor points; "B"-throe honor points; "C"—.two honor points; and "D"-—one honor point. 133ee Appendix K. The data are summarized in Tables VII and VIII. 14It should be noted that this is not a particularly high positive correlation. 85 .enahmeh on» an on deepened nuance age you and uneaoa one on on oawvudsd panda on» you hueaopmso ow ad moaaphdsv ha wcdaudu.nen:d «mead: 0Hzquu< ZHmeHm mmm>mHmo< mon mma m0 maz wands .pcwom Homo: aeolian: can umpcfioq pogo: capture: «madden cocoa oonnallrm: meanwom keno: “somnlgdc «fireman wagon nocoa psom a mo awash cap co noesqaoo one: momeuo>e cowom ouch» o>aaeazaso HamHmo< muHm mus mo mmc< 82Hom,mndmo M>HH mqmHN was 121 involved the performance of one or more of these six functional tasks. The functional tasks of planning, organizing, and promoting were less frequently identified as having been a contributing factor in the performance of the reported critical incidents. These three functional tasks were identified in lower percentages (21» to 26A) of the incidents than the six previously mentioned functional tasks. 3. Of the four media of involvement—- things, people, business and economic, and theoretical-— the "people" or human rela- tions medium was most frequently (49 of the 106 incidents) Judged to have been the principal medium of involvement associated with the key behavioral act which best illustrated the effective performance. All four of the groups studied identified the human relation medium most frequently, thus emphasizing the importance of the human relations aspect to the effective performance of management-oriented technical personnel at the levels of employment investigated by this study. 4. The five types of skills-conceptual, human relations, communication, technical, and business and organizational-— were all represented in a high percentage (65% to 85%) of the incidents reported by each respective group. The percentages of incidents reported by the four respective groups studied which utilized a given skill varied to some degree, but in all but three cases a percentage of more than fifty per cent was reported. 0n the basis of the data studied, effective performance was associated with a variety of skills of both a technical and non- technical nature . CHAPTER VI SUMMARY, CCNCLUSICNS, AND RECOMMENDATIQ‘JS I. THE PROBLEM AND SUMMARY (IF THE FINDINGS The prOblem investigated by this study was the idenitification of those factors associated with the effectiveness of management- oriented and/or technically-oriented personnel employed by a major chemical company during a siquear period of time in a delineated area of employment. An exploratory investigation was conducted of a defined area of employment at the intermediate ranges of technical employment where graduates of baccalaurate degree-level industrial technology curriculums offered by divisions or departments of industrial educa- tion might be employed. A body of descriptive information was built by investigating the nature of the types of behavioral tasks which persons classified by the cooperating company as effective employees from.four functional areas of employment had performed which were considered to have contributed to their effectiveness in on-the-job performances. It was intended that the identified behavioral data would be useful as a basis for selecting and deve10ping educational experiences which might be incorporated into industrial technology curriculums. The Company personnel records of the identified high achievers were investigated and the critical incident technique was used to collect descriptions of specific incidents of effective onpthe-Job performances of the individuals classified as having been effective employees. These critical incident reports were analyzed, systems of ‘ 122 123 of classification were established, and the data were categorized on the basis of the established dimensions. It must be emphasized that during the present era of rapid technological and sociological change, the findings of this study must be considered with respect to the point in time in which they were Obtained. Furthermore, it must be pointed out that a study of this nature could not account for all of the variables associated with effectiveness pg£,§g as it is a complex phenomenon with many obscure and undetermined variables which have not all been investigated. The thirty-five individuals identified as having been high achievers investigated in this study were employed by a nationally recognized chemical company in the management-oriented and/or techni- cally-oriented positions which were considered to have been appro- priatefor the employment of graduates of degree-level industrial technology curriculums. These thirty-five high achievers reported one hundred and six effective critical incidents which they had per- sonally performed. The identified high achievers were staffing positions in the following functional areas of employment: (1) technical service and deve10pment (product utilization), (2) technical sales, (3) research, and (4) Production. The educational backgrounds of the high achievers may be summarized as follows: The seven individuals identified as high achievers in the production group were in positions of leadership as production supervisors and all held bachelors' degrees in chemical engineering. The technical sales group of high achievers represented a variety of educational backgrounds of both a technical and non- 124 technical nature. The technical sales area was the one functional area of employment investigated where the Company had hired graduates from a variety of different educational backgrounds to do the same or a similar type of work. The educational backgrounds of the technical service and development group were somewhat varied, but all of the undergraduate degrees were of a technical nature. The research group was composed of seven individuals identified as having been high achievers. All of the undergraduate degrees were of a technical nature. Four of the nine persons in the high achievement group studied who had earned masters' degrees were included in this research group. All four of these advanced degrees were technical in nature, however, four of the five other advanced degrees were masters of business . administration degrees. The educational institutions represented by the high achieve- ment group reflected the Company's practice of hiring from small, medium, and large colleges and universities widely distributed geo- graphically. Only eight educational institutions were represented by more than one graduate. These eight insitutions had granted twenty degrees to individuals classified in the high achievement group. Only one institution (Michigan State University) was represented by as many as four graduates. Of the four degrees obtained from Michigan State University, three of the degrees were granted by that institution's School of Packaging. The degree in packaging engineering was the only curriculum disproportionately represented (but not necessarily significantly disproportionately represented) in the sample studied, and it was noted that this curriculum, although not identified as such, closely approximated the curriculum patterns of industrial technology 125 curriculums as defined in this study. One of the interesting findings of this study was that six of the identified high achievers had participated in varsity athletics while in college. The academic records were investigated and studied both on the basis of cumulative grade point average and rank within the graduafing class of the respective academic majors. Academic rank in major was found to have been a more discriminating criterion for identifying potential high achievers than was cumulative grade point average. The mean and median cumulative grade point averages were 2.80 and 2.81 respectively on the basis of a four honor point system. This mean grade point average was above the all-university average (approxi- mately 2.65 for the senior class of 1965) of Michigan State University, but it was not considered to have been exceptionally high. Persons holding masters' degrees were not disproportionately represented in the high achievement group on the basis of a chi-square test of statistical significance. Eight (23%) of the thirty-five high achievers had participated in college cooperative work experience curriculums and ten (29%) had held teaching or research assistantships during their college exper- iences. V Che-third of the high achievement group studied had earned eighty to one hundred per cent of their college expenses. Twenty-two (63») of the thirty-five high achievers had earned fifty per cent or more of their college expenses. Company Job experience and specific technical courses were the two factors most frequently identified by the high achievers as having 126 contributed to their effective performance of the respective critical incidents which they reported. An applied chemical engineering course (or courses) commonly entitled "unit operations" was the most frequently mentioned technical course. The six functional tasks of "investgating", "evaluating", "coordinating", "negotiating", "consulting", and "initiating" were identified as having been factors associated with the effective per- formance of the high achievers in thirtyuseven per cent or more (from 37% to 52%) of the critical incidents reported. All of the 106 criti- cal incidents reported involved one or more of these six functional tasks. The three other established categories of functional tasks- "planning", "organizing", and "promoting"-—were identified in lower percentages (21% to 26%) of the effective critical incidents reported than were the six previously mentioned functional tasks. Although each of the four functional groups reported some critical incidents which were classified into each functional task category,1 there was no identifiable pattern of behaviors common to all four groups on the basis of the available critical incident data. The findings revealed a considerable variance between the percentages reported by each res- pective group studied. The "people" or human relations media was most frequently (49 of the 106 critical incidents) Judged to have been the principal medium of involvement associated with the key behavioral act which best illustrated the effective performance. 'The importance of the 1There was one exception as the research group did not report any incidents which were classified as having involved the "initiating" function. 127 human relations aspect to the effective performance of technically- oriented personnel was also emphasized by the fact that all four functional groups studied identified the human relations medium the most frequently of any of the four established categories (people, concrete physical things, abstractions, and business and economic). The five established skill categories—~conceptual, human relations, technical, communication, and business and organizational- investigated by this study were all utilized in a high percentage (65% to 85%) of the 106 effective critical incidents analyzed. The degree of utilization of a given skill by the four respective high achieve- ment groups studied varied somewhat, but in all but three cases a per- centage of more than fifty per cent was recorded. Human relations skills, technical skills, and business and organizational skills were most frequently classified as the "most important" skill utilized in the performance of the respective effective critical incidents. Con- ceptual skills and communication skills were both classified in only nine critical incidents as having been the "most important" skill utilized. II. CONCLUSIONS It must be emphasized that this study was of an exploratory nature and the findings must be interpreted with regard to the nature of the cooperating chemical company and the composition of its work force. Rapid technological and sociological changes demand that these findings must also be considered with regard to the point in time in which they were obtained. On this basis the following conclusions have been made. 128 It was concluded that a variety of technical and non-technical skills were factors associated with the effective performance of management-oriented technical personnel employed by the Company at the levels and in the functional areas investigated by this study. In view of the fact that most of the high achievers indicated that they had received adequate technical preparation from their college experiences, but also indicated the need for additional human.rela- tions and managerial skills, it would appear that more educational courses designed to foster the develOpment of these human relations and managerial skills should be included in the technical curriculums designed to prepare individuals to staff positions within the general area of employment investigated by this study. It was concluded that the degree-level industrial technology curriculums were better qualified than the twoqyear technician curriculums to supply both an adequate technical background and the necessary human relations, business, and managerial skills due to the limitations of time imposed upon the twoeyear curriculums. The fact that forty-nine of the one hundred and six effective critical incidents reported were classified as having involved the human relations medium in the key behavioral act which best illustra- ted the effective performance in the resepective critical incidents, and the fact that eighty of the one hundred and six effective critical incidents were judged to have demanded a utilization of human relations skills, lead to the conclusion that additional educational experiences designed to foster the develOpment of these skills should be emphasized more in the curriculums which are designed to prepare individuals for employment in the intermediate ranges of management-oriented technical 129 employment investigated by this study. In view of the fact that the six established functional tasks of: (l) ”investigating", (2) "evaluating", (3) "coordinating", (A) "negotiating", (5) "consulting", and (6) "initiating" were reported more frequently than the functional tasks of: (l) "planning", (2) "organizing", and (3) "promoting", it would appear that with regard to the types of responsibilities of the identified high achievers studied the first six functional tasks were associated more frequently with effective performance than the latter three functional tasks on the basis of the critical incident data studied. In view of the fact that eight (23%) of the identified high achievers had participated in college cooperative work experience curriculums and ten (29%) of the high achievers had held either teaxzhing or research assistantships while in college indicated that these kinds of experiences might be considered as factors in the selection of potential effective employees. It was concluded that work experience was a factor associated with effective performance on the basis of the investigation of the work experience records of the high achievers and the fact that Company work experience was identified in thirty-five (approximately one-third) of the effective critical incidents reported as a factor associated with effective performance. Non-Company work experience was identified in nine (8») of the effective critical incidents, and technical and leadership experience gained through military tours of duty was credited as a contributing factor in four effective critical incidents. Therefore, in forty-eight (45») of the critical incidents reported work experience was identified as a factor contributing 130 toward effective performance. The important point to note is not whether the identified high achiever had had work experience, but the type and pattern of work experiences the high achiever had on his qualifications record. The fact that fifty-seven per cent of the identified high achievers had graduated in the upper twenty-five per cent of the graduating class within their academic major, and the fact that all thirty-five high achievers had graduated in the upper half of their respective classes within their academic majors, and whereas only nine (26%) had earned a cumulative grade point average of }.00 (B letter grade) or better, it would appear that with regard to the population studied that "rank within major" was a more discriminating criterion than cumulative grade point average for the selection of effective employees. The fact that the Company was not employing graduates of industrial technology curriculums as defined in this study and there appeared to have been a lack of understanding of the nature and purposes of this type of educational preparation and the qualifications and abilities of the graduates of these curriculums on the part of Company personnel, lead to the conclusion that those institutions offering industrial technology curriculums need to devote more attention to publicizing their’respective curriculums. III . RECOI~RVENDATIONS The following recommendations were considered appropriate on the basis of the findings of this study. The fact that this was an exploratory study which investigated 131 a particular type of industry implies the need for similar studies of this nature which are conducted on a broader scale which will investi- gate other types of industries with regard to the topic of degree-level industrial technology curriculums as defined in this study. The finding that nine (26;) of thehigh achievement group had earned masters' degrees suggested that holding an advanced degree might be a factor associated with effective performance, but the evidence was not sufficient to permit reaching any conclusions and the advantages of holding advanced degrees were not clear. It is recommended that this tOpic be investigated. Likewise, there is need for a comparison of the advantages of the degree-level curriculums and the twoqyear technician curriculums. The traditional issue of a "technical" versus a "non-technical" degree was also in evidence in this study and continued efforts need to be made to resolve this issue. At the present time there are no known degree-level industrial technology curriculums of the type investigated in this study which permit students to concentrate in the area of chemical technology. Twoqyear chemical technology curriculums are available, but these curriculums are of the technical institute type. Thus, it is recommended that institutions offering, or considering offering, deyee-level industrial technology curriculums investigate the possibility of providing a chemical technology option. The findings of this study emphasize the need for an investi- gation of the degree of technical specialization required to effec» tively staff the types of positions investigated by this study. This type of investigation would be particularly pertinent to degree-level industrial technology curriculums which sacrifice some degree of 132 technical specialization in order to provide additional educational experiences in the areas of human relations and the managerial sciences. It is recommended on the basis of the technical courses which the high achievers identified as having been essential for employment in their respective positions and the nature of the critical incidents reported, that the Company and other companies with similar technical manpower needs might consider graduates of industrial technology curriculums for staffing positions within the general area of employ- ment investigated by this study. LITERATURE C I TED I33 LITERATURE CITED A. BOCKS m Stptp University General Catgog. Tempe, Arizona: Arizona State University, May, 1963, Vol. LXXVIII, No. 2. Dauwalder, Donal D. , Education____ and Trainipg___ for Tpppgcal Occgtipnp. Los Angeles: The Los Angeles City Junior- College District, June 1961. Davis, Keith. Humangm pp 3933. New York: McGraw-Hill Book Compamr, inc., 1 2. Domes, Simeon J. Report 9; pp Egploratorz Stpgz p.f_' Teacper Competence. Cambridge, Mass.: The New England School Development Council, 1950. Henninger, G. Ross. Th3 Tecpnical Institute ip America. New York: McGraw-Hill Book Company, Inc., 1959. Rest, Fremont E. and James E. Rosensweig. Management 1.3 pp; §pace pg New York: Exposition Press, Inc., 1962. Lindsey, Robert Bruce. 2p; Role of Science SLR Civgization. New York: Harper and Row Publishers, 1933'. Mahoney, Thomas A., Thomas H. Judee, and Stephen J. Carroll. W 2; Managepial Performance. . . p Researcp Approach. Chicago: South-western Publishing Company, Monograph 0-9, January 1963. Mills, John C. Tpg Engineer ip Society. New York: D. Van Nostrand Co., Inc., 191. . Massachuetts Institute of Technology. A Proppsal £9; gmrimentp; W Lg Epgineering Education. A Report Prepared by the Faculty of the School of Engineering at the Massachuetts Institute of Technology. Cambridge, Mass.: Massachuetts Institute of Technology, March 1959. . Pgdue U v r it Bpllptin. School of Technology: Announcements 1965- l , va February 22, 1965), No. 11.. Terry, George R. Prippiples pf W. Homewood, 111.: Richard De Irwin, Inc., 195 0 in; W pg Ma d Bpllptin. College Park: The University of Maryland, Vol. XIX iApril 24, 1961.). Hickenden, William E. and Robert E. Spahr. A Mpg T Insfltutep. Lancaster, Pa.: Society for the Promotion of Engineering Education, 1931. 134 135 B. PUBLICATIONS OF THE GOVERNMENT, LEARNED SOCIETIES, AND OTHER. ORGANIZATIONS American Institute for Research. Ippppippi Appendices 22;; Critic_p.i W 22.1; W Personn i. Pittsburgh: American Institute for Research, March 1949. m pi m Profeppionp: (1951-62). Lo. Angeles: Western Psychological Services, 1962. Bureau, Lynn A. Edugtipp £2; a_ W World pg M. Appendix I: Technical Training in the United States. Washington: Government Printing Office, 1963. Bay, Robert D. Managegnt Stgfing Need: pi: Arkna as _S.a_w_miiip. Small Business Administration Research Report No. 26. Little Rock, Ark.: Industrial Research and Extension Center, 1961. National Science Foundation. Federal Fundp £9; Researcp, Development, and; 23m Scientific Activities. Washington: Government Printing Office, 1 4, Vol. XII. Pickle, Hal B. Pprporéiitz p_n_d. Success. Small Business Research Series No. 4. Small Business Administration. Washington: Government Printing Office, 1964. President's Science Advisory Committee. Education £9; tpe pg: pi; Scienpp. Washington: Government Printing Office, 1959. Stogdill, Ralph M. and Carroll L. Shartle. Metpodp ip $3 Stpdz pi: Adminiptgapive Leaderppip. Business Monograph No. Columbus: Bureau of Business Research. The Ohio State University, 1955. United States Bureau of Census. Statisiipg Abstractp pi" pp; Ugted Steppe: 8 t Annppi Edition. Washington: Government Printing Office, 19 5, '1“le 751' p0 5460 United States Congress, Joint Economic Committee of the Congress of the United States of America. Curpppt Egpppmic Sipgtion _apg. m1- Rpp Outico . Hearings Before the Joint Economic Committee of Congress, Second Session, December 7-8, 1960. Wolfbein, Seymour L. "mnpower in the United States With Projection to 1970," Study of Population and Immigration Problems. Washington: Government Printing Office, 1962. C. PERIODICALS Flanagan, John C. "The Critical Incident Technique ," Offprinted From the W ppiletin, LI (July 1954). No. 4. pp. 327-358. 136 "Grades Top Criteria,” m M LXXVIII (February 8: 1961): p. 21‘. Hollister, S. C. "A Goal for American Engineering Education," qurgi pt; W Education, XLIII (September 1952), p. 8. Kappel, Frederick R. "From the World of College to the World of Work ," John Findley Green Foundation Lecture, Westminster College, Fulton, Missouri, April 5, 1962. Reprinted from the Beii Teiephone W for Spring 1962. Mayhew, Lewis B. "The Critical Incident Technique in Educational Evaluation, " qurm pg Educatipgi Re arch, XLIX (April 1960), P0 5940 Nelson, Hilding E. "Prospectus for a Graphic Arts Technology Curriculum," Industrial Arts and Vocational Education, LII (February 1964). pp. 18.19. Spaulding, George E., Jr. "The 'Executive' Executive: What Qualities Make the Difference?" Mement gview, LIII (November 1961.), No. 11, 15-150 "Top Grads Swamped by Good Job Offers," Busineps Week (April 14, 1962), p. 76. D. RESEARCH STUDIES Boaz, Holland E. "Degree-Level Technology Programs Offered in Indus- trial Education Departments: Their Status, Accreditation and Acceptance." Unpublished Doctoral dissertation, The University of Missouri, Columbia, 1965. Keith, Charles William. "The Industrial Technology Program at Kent State University: An Appraisal and Recommendations," Unpublished Doctoral dissertation, The Ohio State University, Columbus, 1961.. (Microfilm) Weber, Earl M. "A Comparative Study of Industrial Technology Programs in American Colleges and Universities With Industrial Arts Teacher Education and Technical Institute Programs." Unpublished Doctoral dissertation, The Pennsylvania State University, University Park, 1961. (Microfilm) E. UNPUBLISHED MATERIALS Barnhart, E. L. "Industrial Technology Program: Curriculum Patterns." Paper read at the Fifieth Mississippi Valley Industrial Arts Conference, Chicago, Illinois, November 7, 1963. 137 Cunningham, Beryl M. "Applied Sciences in Education and Industry," Peoria, Illinois: College of Applied Sciences, Bradley University, 1964. (Mimeographed.) "Dow . . . at a Glance." Midland, Michigan: The Dow Chemical Company, 1963. Gallington, R. 0. "Industrial Technology Programs: Questions and Cements." Paper read at the Fiftieth Mississippi Valley Indus- trial Arts Conference, Chicago, Illinois, November 7, 1963. Garner, Roy G. "Psychological Test Results and Success on Technical Jobs." Paper prepared by Roy G. Garner, Psychology Department, The Dow Chemical Company, August 10, 1965. Keil, Raymond L. "Literature Related to the Critical Incident Technique: A Survey and Bibliography." Unpublished paper deposited in the Bradley University Library, Peoria, Illinois, July 1965. (Mimeographed.) Haurer, Nelson A. "Degree Programs of Industrial Technology: leervations and Comments." Baton Rouge: Louisiana State University, February 1963. (Mimeographed.) Ham'er, Nelson A. and others. "Industrial Technology Programs." Paper read at the Fiftieth Mississippi Valley Industrial Arts Conference, Chicago, Illinois, February 21, 1961.. "Objectives: The Dow Chemical Company." Midland, Michigan: Public Relations Department, The Dow Chemical Compam', April 1965. E. MISCELLANEOUS Boaz, Holland E. "Degree—Level Technology Programs Offered in Indus- trial Education Departments: Their Status, Accreditation and Acceptance-—Summary, Conclusions and Recommendations." A summary of the findings of a doctoral study conducted at the University of Missouri and received in a personal letter from Holland E. Boaz dated June 24, 1965. Sommers, Wesley S. Chairman Industrial Technology Department, Stout State College, Menomonie, Wisconsin. Personal letter to Raymond L. Keil dated May 18, 1965. 138 APPENDIXES 139 APPBQDIX A 140 D E V E L O P M E N T O F A S T A T E M E N T O F P U R P O S E A study is being conducted in cooperation with the Technical Placement Services Office for the purpose of determining the nature of the require- ments of certain positions within the functional area of activity known as Technical Service and Development. The procedure to be used for collecting the data requires a statement of the general purpose or aim of the activity to be investigated. It is necessary that all persons to be interviewed have a common under- standing of this purpose. At this time an attempt is being made to develop such a statement of purpose for the area of Technical Service and Development. A review of company literature has been made and a tentative statement of purpose has been deveIOped. We have attempted to make the tentative statement specific enough so as to be meaningful and yet sufficiently general so as to be commonly acceptable. It is believed that you are especially well qualified to provide an evaluation of this statement. The present form of the statement is as follows: The primary purpose of the technical service and development function is to develOp applications for new and existing products; to render technical assistance to customers; and to keep abreast of the changing technology of the customer's field 0 Do you agree with this statement? If you do not agree with this statement what are your specific points of disagreement? What changes would you recommend for improving this statement? Thank you for your cooperation. 141 Code Type 1 INCIDENT Before beginning I would like for you to read this statement of pur- pose (hand card Do you agree with this statement? Nowh-keeping this statement of purpose in mind-would you please recall a recent thing which you.remember doing which struck you as having been effective in contributing, directly or indirectly, toward meeting the objective embodied in the statement of purpose and made you feel sat- isfied with your accomplishment? as b. Ce d. f. 8. Approximately when did this incident occur? Date What were the circumstances leading up to this incident? What, specifically, did you do that was effective? Why did you Judge this incident to have been effective? If the incident reported above includes more than one thing that you did, please identify the action which you.believe pest illus- trates your effectiveness. Can you identify a course,or courses, which you have had in your edumetional background which was (were) valuable to you in this situation and contributed to your effectiveness? If so, please identify it (them). Here is a selected list of course titles (hand list) to assist your recall. The critical incident reported above is an example of effective- ness in dealing primarily with: 0 economic factors Dpecple Dthings Decommic factors 142 Txpg 2 INCIDENT Statement of Operating Criteria: T—2 Now would you try to recall an incident which occurred within the a. b. 0. d. f. g. last six months where you.remember doing something which struck you as having been effective in contributing, directly or indirectly, toward meeting the objective stated above? Approximately when did this incident occur? Date What were the circumstances leading up to this incident? What, specifically, did you do that was effective? Why did you judge this incident to have been effective? If the incident reported above includes more than one thing that you did, please identify the action which.pppp_illustrates your effectiveness. Can you identify a course, or courses, which you have had in your educational background which was (were) valuable to you in this situation and contributed to your effectiveness? If so, please identify it (them). The critical incident reported above is an example of effectiveness in dealing primarily with: 0 people Dthings Dabstractions Deconomic factors Dorganiza— tional factors APPENDIX B 144 r— ! i i l ' l i A RESEARCH - UNIVERSITY TEAlCHING - DESIGN 1 g f‘ I PILOT ~—..——————__4____—_—— ._-PuNT___I_—_ _.._.___i l , ' I DEW ’ and a, I ,, APPLICATICNS 5 , / RESEARCH E h ‘ g I El - l , ,. a | , TECHNICAL 8 ANALHICAL, SERVICE 3 w W I ... .___._,_. ---~—~ —— .- , ——/— —-+L/EVALUATIGI — r — __ E I I 8 ' PLANT SALES E! I. y SUPER— L I VISION I ' I I I , I I L l I I I I l 1 I I I HUMAN WTIWS AND BUSINESS QUALIFICATIONS _— GRAPHIC ANALYSIS CHART OF THE AREAS OF,EMPLOYMENT 11.5 APPENDH c THE COOPERATING COMPANY Since the founding of the Dow Chemical Company in 1897, the enterprise has expanded and diversified on the strength of numerous pioneering discoveries in the field of chemistry and other related fields. From common materials-brine, petroleum, salt and air-came a growing line of products. The company‘roster of products numbered more than eight hundred items inl9631 and the corporate enterprise was one of the eight chemical companies whose annual sales exceeded one billion dollars.2 Company personnel ascribed the company's growth and success to its traditional "will to progress."3 . . . Teamwork involving personnel in research, production, technical service and development, sales and finance has been a significant factor in Dow's prominence as a leader among the chemical companies of the world.4 The organizational philosophy of the company appeared to have been flexible as it attempted to provide responsible individuals MBXb imum freedom in their work. The company objectives express a willing- ness to reorganize and redefine jobs when necessary to break down calcified organizational lines.5 l"Dow . . . at a Glance" (Midland, Michigan: The Dow Chemical CONN), 19630, p. 20 2"Dow Annual Report:l964" (Midland, Michigan: The Dow Chemical Company, March 1965), p. 4. 3"Dow . . . at a Glance", 22, cit,, p. 3. 4m.- 5"Oojectives: The Dow Chemical Company" (Midland, Michigan: Public Relations Department, Dow Chemical Company, April 1965). 146 147 2h: Midland Divigion The firm's corporate headquarters and the company's oldest and most diversified production facility were located at Midland, Michigan. The compamr's marketing organization—the product sales groups as well as the market-support services-were also based at the Midland location. m e 0 es and Practic s The company utilized "practically every type of skill and training for the effective conduct of its business."6 . . . Nearly as varied as the disciplines represented by the technical and professional employees of Dow are the differing assignments in which those trained in any speci- fic field achieve both success and satisfaction. As examp ples, mechanical engineers have made their individual marks not only in equipement design and maintenance shop oper- ations but also in economic evaluation and industrial re- lations; many chemists work in basic research and product development, while others find their careers in patent work, marketing, or production. . .7 The company's philosophy of management "starts with the belief that each individual employee is a vital asset, that the company's capability arises from the talents and skills and abilities of those individuals, that a company is what the hearts and minds of those individuals make it."8 6"Dow . . . at a Glance," 22, gi§,, p.l. 729.1.- 8Ipid., introduction by H. D. Doan, President Dow Chemical Company 148 . . . Every effort is made to provide each Dow employee both opportunity and challenge in his work-0pportunity to develop and use his capabilities to the full extent of his capacity and desire, and challenge to apply his own thinking and creative ability for the solut on of any scientific, technical, or business problem. The company appeared to be determined to maintain and improve its position in today's dynamic industrial culture. In order to do this the company must "continue to attract individuals of the same type that brought it to its present position. . ."10 9;;1 . 1°1pid., p.l. 149 APPENDIX D 150 February 22.. was Dr. Peter Helm 'Slo Erickson Hail Midhigan State University East Lansing. Michigan Dear Dr. tielnes: SIBJECT: Rey xeil. Research Project at The Dow Chemical Company. This letter is in response to your request tor fol-eel approval of Dow's willingness to participate in Ray Keii's research pro- ject with Michigan State University. - we are very happy to do so. i have read Ray's research proposal. as well as has my supervisor, and we have. also sods tor-oi checks eith executive myseent and they have given their blessing to 1'“. ”Jme his see this research as being was, valuable and should be at great interest to: i. Educational Mainiotrators 2. Deans of Engineering Colleges 3.. College Piaoaaent People 4. industrial Pleasant W. he are very hep " to cooperate with Michigan sm- University. the College at E . ion and Ray in providing the industrial situation tor!the research. -‘ ° ' Cordisliy yours. Cori Shater. Manager - - Technical Services and Business Department Piece-silt 9k. cc: Roy Keil i6i8 A. Spartan Village East Lansing, Michigan l 51 APPENDIX E 1TPIIE EJCDIAI *CZPIIEIVIICZIXI; ‘CZCDIVIF’FKPJ\( M l D L A N D This letter will confirm ymu‘scheduled discussion with Ray Keil, Ph.D. student, Michigan State University. The letter will also provide you with some information concerning the nature of this scheduled interview. The purpose of the interview is to obtain detailed descriptions or accounts of what you did in particular situations where you considered yqurself to have been effectiven The method of gathering this data is called the "critical incident technique". In order to acquaint you with this procedure prior to the interview, a brief description of the technique along with an example of a critical incident has been enclosed. The procedure will be ex- plained to you more thoroughly at the time of the interview and any further questions which you may have will be answered at that time. It should be emphasized that every effort will be made to keep all the information reported confidential. You will be asked to report only "effective" incidents. You will not be asked to use any names within the reports themselves. Your thoughtful consideration and cooperation is greatly appreciated. Gm Carl Shafer Technical Placement Enclosure gk Date Interview Time ,Place 152 153 WHAT Is THE CRITICAL INCIDENT TECHNIQUE? The critical incident technique is a procedure used to collect descriptions of direct observations of human behavior in such a way as to facilitate their potential usefulness in determining the requirements of a particular activity or job classification. rtwcnnd be relatively simple to ask you to list the qualities or traits which you consider most vital to effective performance in your type of work; however, investigators in the past have found it difficult to get agreement from person to person on just what these traits mean in terms of on-the-job behaviors using this approach. Research has shown that more objective data can be obtained by collecting descriptions of actions which actually occurred and were reported by someone in the best position to know the demands of their particular situation, rather than from lists of traits which were inferred from these actions by “outsiders". In other words, the "critical incident technique" will be used to collect a large number of specific behaviors which you and others have performed in actual situations which demonstrated effective performance. When a large number of such incidents have been collected, analyses should reveal the on-the—job behaviors which discriminate between effective and ineffec- tive performance.3 W H A T I S A N l N C l D E N T ? John C. Flanagan, Director of the American Institute for Research and the person recognized for the development and refinement of the critical inci- dent technique, describes an incident as follows: "By an incident is meant any observable human activity that is sufficiently complete in itself to permit inferences and predictions to be made about the person performing the act".4 For example, a father returning home from work and greeting his child could be an incident. The incident beginning when the two first saw each other and ending when one or the other turned his attention to an- other matter which was not of interest to the other--such as a newspaper or favorite toy. Therefore, when you are asked to describe an incident you are flgi,being asked to describe a complete, or long-range, project which may have extended over weeks or even months. You are being asked to describe specific incidents (which may, or may not, have been a part of a larger pro- ject) which in your judgment are examples of effective performance. W H A T I S A C R I T l C A L I N C l D E N T ? The above example of a father greeting his child may, or may not, have been a "critical" incident depending upon what actually took place, the circum- stances prior to the father's arrival home and upon what criteria were oper- ating. If it were a "routine" greeting under normal day-to-day circumstances, it would be considered a part of the normal day-to-day expectations of a father role and would NQI_be "critical". If, in another situation, a father came home and discovered that his son had received a poor grade on a high school mathematics test, and then proceeded to initiate or perform some 154 plan of action which resulted in the son's improvement in the subject, it could be a "critical" incident. ,A description of this action would be a critical incident report if the description of the consequences of the action were sufficient to leave little doubt that it had contributed to the family's stated objective of having their son maintain the grades necessary "to go to college". It is not necessary for an incident to be an "earth-shaking event" to be considered "critical". It should be something important‘enough to stand out in the reporter's mind as the sort of thing that people in the re— porter's area of wark should do to be effective. A N E X A M P L E O F A C R l T I C A L | N C I D E N T STATEMENT OF PURPOSE--(Vocational Rehabilitation Counselor): The general purpose of a vocational rehabilitation counselor is to improve the welfare of the people that come to the agency for help. "A woman with a limited physical handicap contacted my office and explained her problem to me. She was very pessimistic about her futUre. I investigated her background, arranged for her to have a medical examination to determine her eligibility status and thor— oughly explored all the possibilities which might be available. I finally located an agency which the client did not know existed, but from which she was eligible to receive assistance. I made arrange- ments for her to contact the peeple at the agency. A later follow-up of the case revealed that the client had received assistance from the agency that I had IOcated. The client was in good spirits at the time of this visit and she expressed her gratitude to me for making the suggestion." "l considered myself to have been effective in this case on the basis of the follow-up call. My suggestion had proved to be help- fUI as the client's situation and mental attitude were improved. I wish more of my cases would work out as well as this one!" Y O U R P A R T I N T H E S T U D Y In this investigation, you are being asked to provide descriptions of three effective critical incidents: l. A recent incident in which you judged your behavior or actions to be effective; 2. Another recent incident in which you judged your behavior or actions to be effective; and, 3. An incident which occurred within the last six months in which you judged your behavior 0r actions to be effective. . l. Fjanagan, John C., "The Critical incident Technique”, Psychological Bulletin, Vol. 5I, No. 4, July l954, pp. 327, 355. ‘ 2. ..- . Technical Appendices for Critical Requirements for 'Research Personnel, Pittsburg: American Institute for Research, March 1949, p. 27 (p. B-l of Appendix B). 3. lbid. 4. Flanagan, 9g, Qii,, p. 327. 155 CRITERIA FOR A GOOD CRITICAL INCIDENTI A Critical incident Should Be: I. An accurate, detailed description of behavigg; 2. An objective, unbiased description of behavior; 3. Observed or performed by the reporter in a specific situation; 4. Judged by_the reporter to be effective on the basis of estab- lished criteria. - A Critical Incident Should NOT Be: l. A generalized list of ambiguous traits, inferences, or inter- pretations of behavior; 2. Unduly affected by personal biases; 3. A vague recollection or hearsay of details; 4. Judged by standards other than those stated as to its effectiveness; 5. Selected ggjx_because of its dramatic qualities (this does not exclude unusual or dramatic incidents when they are in fact the most recent incident which has occurred). ' RAY KEIL MICHIGAN STATE UNIVERSITY h I. . Technical Appendices for Critical Requirements i2£.B§§§Q££h.Personnel, Pittsburg: American Institute for Research, March I949, p. 30 (p. B-4 of Appendix B). APPENDIX F Please return to: TECHNICAL PLACEMENT PO. BOX 468 MIDLAND, MICHIGAN 48641 THE DOW CHEMICAL COMPANY " Ii SALES OFFICES A"WW. Georgia luton, Massachusetts IIlifalo, New York c«mien, New Jersey Chicago, illinois Chunnati, Ohio n”wit, Michigan Houston, Texas Los Angeles, California Minnsapolis, Minnesota New Orleans, Louisiana New York, New York Pittsburgh, Pennsylvania St. Louis, Missouri San Francisco, California Seattle, Washington A MANUFACTURING LOCATIONS Fresno, California Pittsburg, California Torrance, California Rocky Flats, Colorado Allyn’s Point, Connecticut Honolulu, Hawaii Madison, Illinois Indianapolis, Indiana Zionsville, Indiana Plaquemine, Louisiana Day City, Michigan Jackson, Michigan Ludington, Michigan AN EQUAL OPPORTUNITY EMI Marquette, Michigan Midland, Michigan Riverside, Missouri Cleveland, Ohio findlay, Ohio Hanging Rock, Ohio Tulsa, Oklahoma Sioux Falls, South Dakota Freepart, Texas Ionnington, Vermont Wells River, Vermont Williamshurg, Virginia Kaiama, Washington I} O RESEARCH FACILITIES Framingham, Massachusetts Indianapolis, Indiana Midland, Michigan Plaquemine, lauisiana Pimhurg, California Tulsa, Oklahoma Walnut Creek, California Williamshurg, Virginia A\‘ QUALIFICATION RECORD 3335335n=r=o “AH” TYPE OF WORK D PERMANENT [:1 PART TIME “,9 DESIRED? D IUNNER D TEMPORARY LAsT NAME FIRsT NAME MIDDLE HAII NAME 1.”— sTREET cn'v sTATE AREA coal-Pnoua PRESENT - ADDRESS sTnEET CITY sTATE AREA CODE-PHONE PERMANENT " ADDRESS 4 2 0 DATE AVAILABLE ;‘ FOR EMPLOYMENT : AGE aIRTI-I DATE: MONTH DAY YEAR NlIaNT valor-IT MALE FEMALE ARE YOU A CITIZEN OF THE u.s.1 IF NOT. DO YOU INTEND To DECOME A CITIZENI IF NOT A CITIzEN. WHAT TV": OF VIsA Do you Now HAVE! YES NO YES NO STU DENT EXCHANGE l I mum I up, mm. A LASTPA‘E I MARITAL STATUS AGES OF CHILDREN IILATIOHSHIP OF OTHER Datum — BOYS: GIRLS: PRIENT OR MOST RELATION NAME ADDRESS RECENT OCCUPATION —————-——‘ \ E WIFE OR 4 HusaAND O \ > FATHER f‘W WILL _I 71AM? 2' \ ‘1 MOTHER __ - M mom NUNDER OF OLDER aROTNERs AND sIsTERs NUMaER or YOUNGER aROTNERs AND aIsTIRs :na my: “.33., u I z SCHOOLS ATTENDED DATEI AcAnE-uc noun ucnvso ““0“ union ‘ < VEAne 0R sxrlcrso ~"DU ACC z ”A“. AND LOCATION "0" 7° caEDIr (II. no. PHD. 17c.) 'u-J‘c' "Jun" ("HERE iN LAsT ELEMENTARY oCNOOL DAY! "E'OU Ev; I“ 30' or: HIGH sCHOOL ””5”“? OR COLLEaEs SCHOLASTIC AP'u-III H'Wl’ MAXIMUM RANK IH NAME OF IUPERYIIIHG PROFEOIOR I RECORD DRADE POINT OSTAINASLE CLASS THESIS SUBJECT 0N FACULTY ADVISO'. AND AvaRAaE anAaa POINT AVI. (Ix. Io/Ise) HIS TrLlPNONI Must-El \ UNDER GRADUATE 5‘ “Ifhvnu w MASTER'S ”Ills AI: g DOCTORATE < z 'T' IMPORTANT: ATTACH A TRANSCRIPT OR LIST Of ALL COLLEGE COURSES, CREDIT HOURS AND GRADES /H WHAT PART OF YOUR COLLEGE CAREER DID YOU MOST ENJOY? 5‘: re 59” HONORS 7 5: E 7 PERCENT OF COLLEGE EXPENSE FURNISHED BY: if YOURSELF SCHOLARSHIPS FAMILY . G. I. SILL 96 96 LIST ALL UNITED STATES MILITARY SERVICE. INCLUDE R.O.T.C., NATIONAL GUARD SERVICE AND PRESENT RESERVE STATUS; FROM TO HIGHEST ACTIVE RAN I CH HO. YR. MO. YR. RANK DUTY DISCHARGE REASON FOR DISCHARGE DUTIES PERFORMED IN ACTIVE MILITARY SERVICE ///M = PRESENT DRAFT WHEN DO YOU EXPECT WHEN' T“ ( CLAssIrICATION sxriun TO sERvu ;, Rig, 'bi 0|, 2 iii: IRWIN M “E “in COMPLETE INFORMATION ON THIS FORM WILL FACILITATE PROPER EVALUATION OF YOUR APPLICATION / \ GIVE PAST EMPLOYMENT RECORD AS COMPLETELY AS POSSIILE STARTING WITH MOST RECENT EMPLOYER— us: LAs'r PAGE To ELAIORATI. IF NlcssoARY NEHY I" ~r___ :IsNT w. w: or rm Ix EXCHANGE '9 ATIONSHIP U my I PRBENT 3 —~ RECENT 053w. varl‘ "ff W ”We? ,- gurfl AcuLT‘ IT TEL"N \‘\\\§\\R\l\\ \ \ FULL DATE ' NATURE OF WORK ORGANIZATION PM"! "'7' "°"T"LY ND NAME OF REAsON FOR LEAVING FROM 7"“ °" “TN'NG' youR IMMEDIATE suFERVIsoR BRIEFLY DESCRIBE THE TYPE OF WORK YOU PREFER AND GIVE YOUR INTERPRETATION OF WHAT IT INVOLVES: USE LAST PAGE TO ELASORATE IF NECESSARY. NUMBER OF ARE YOU WILLING To TRAVEL1 YOU WOULD SE WILLINNGI THOT :E AWAY LIST ANY ST LOCATION PREFERENCE AND REASONS WILL YOU ACCEPT EMPLOYMENT sALARY RANGE WITNIN WHICH ANYWHERE IN THE U. S. A. 7 YOU WOULD ACCEPT A POSITION HAVE YOU EVER APPLIED AT ‘1’ “”"C" ANY Dow OFFICE DEFORE TYPE OF ORGANIZATION OFFICES HELD OTHER ACTIVITIES (DRAMATICS, ATHLETICS, ETC.) LEISURE TIME ACTIVITIES SERIOUS DO YOU WEAR GLASSES? "3 N° LIST THREE REFERENCES. NOT RELATED TO YOU NAME ADDRESS OCCUPATION IT IS CUSTOMARY Tgu INVESTIGATEH THE INFORMATION IF UDO NOT WIS THO PLEASE CHECK SOX AT RIGHT. SIGNATURE THE REMAINING PART OF THIS APPLICATION IS FOR YOUR CONVENIENCE IN FURNISHING ADDITIONAL INFORMATION, OR EXPANDING UPON ANY INFORMATION REQUESTED IN OTHER SECTIONS OF THE APPLICATION. WE ARE INTERESTED IN ANY JOBS, SPECIAL TRAINING OR WORK EXPERIENCES YOU MIGHT HAVE HAD. LIST PATENTS AND PUBLICATIONS. LIST ANY OUTSTANDING ACHIEVEMENT EVEN THOUGH NOT DIRECTLY RELATED TO THE POSITION FOR WHICH YOU ARE NOW APPLYING. INCLUDE REASONS WHY YOU FEEL YOU WOULD MAKE A GOOD EMPLOYEE OF OUR COMPANY, OR WHY YOU ARE ESPECIALLY INTERESTED IN THE DOW CHEMICAL COMPANY. STOCK FORM 8890 PRINTED IN USA. R3-64 Ephtkj y K I ‘ a 0: ‘38 .11: "EE'C‘J F3: "'3: F; A ... ' s. v vlv'J \ \ \ \\\\\\\\\\\\\\ 159 APPENDIX G , 160 Code INTERVIEU CONTROL DATA Uhat ie your current Job title? How long have you been working in your preeent poeition? Ire. _ Month- Liet aw other Job titlee formerly held at the Dow Chemical Compaq: 1. 1.. 2. ‘ ' 5O 3. 6. Did you participate in Dow's Speciel Maignment Program? . Have you received am other conpam training eince your initial employment with the Dow organiution? If ec, deecrihe‘ QUCATICN: SCHOOLS ATTEND ' Degree Dhjoru. ‘ Rank in hjcr _nana Location deatLAe * High School College or other get high 13on '4 ‘ ' “on you in a college cooperative training program? ‘_'___ Did you have any eumer technical employment? Are you mrried? Do you have an children? .nxsrggunm (1? mm uom rm: Please indicate the percentage of time that you believe you devote to each of the following four typee of activity during the ccuree of the hat e11 loathe. Thoee activitiee dealing M with: _ ___l. concrete phyeical thinge; 2. mph and human relation” __ 3. theoretical abstraction; and, L. econoaic faotcre and the hueineee aepeote. 1W 161 APPENDIX H 162 V4_,.,,,...4_ ...; .... ,1. .. _ r . r r . e a u _ u a n _ u a .u ._ .u a u _ u a ,u .._ U_~._uu_ue_na_~a_~u_uu:_ _uo__e__e_=__-_.e~;—.u_.ufi:__e_ e. u L 288. 2:9. I L 11 ”‘y '11 H. [aim n. “A I a "lawnw # . . mé . .035 0.8: 353930 u... 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