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This is to certify that the

dissertation entitled

Self Administered Job Preview Exercise

presented by

Leonard William Paauwe

has been acc

epted towards fulfillment

of the requirements for

M.S.

 

Date November 14, 1985

 

Major professor

MS U it an Afman’n Action/Equal Opportunity Institution

degreeinAgr'l. & Extension Ed.

0-12771

 

 

 

1V1ES‘_J RETURNING MATERIALS:
Place in book drop to

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SELF ADMINISTERED JOB PREVIEW EXERCISE

BY

Leonard W. Paauwe

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

MASTER or SCIENCE.

Department of Agricultural & Extension Education
College of Agricultural and Natural Resources
Michigan State University

1985

ABSTRACT
SELF ADMINISTERED JOB PREVIEW EXERCISE
BY

Leonard William Paauwe

New employees usually have unrealistic job role
expectations and need accurate information to adjust
personal expectations with organizational needs. The
length of time for adjustment or socialization depends
on information gathering. To provide new employees with
accurate information and help them adjust expectations a
Self Administered Job Preview Exercise (SAJPE) was
developed and used to supplement standard orientations.
The SAJPE was able to alter, but not basically change,
expectation held by new employees. The altered
expectations were in nearly all cases a result of
additional, not conflicting, information. New employees
were eager for information regarding their jobs but
incorporated that information without basically changing
expectations. The SAJPE did present new employees with
information at a critical time and allow for alignment
of personal expectations with those represented in the

model.

If you plan for a year, plant wheat
If you plan for a decade, plant trees
But if you plan for a lifetime,
train and educate the farmers.

Kuan Tzu 300 A.D.

ii

AKNOWLEDGEMENTS

There are a number of peOple who deserve my thanks.

My research committee: Special thanks to my committee
chairperson, Dr. Colleen R. Cooper; Dr. Joseph Levine
for his special insight; and Dr. O.D. Meaders for his

assistance.

Others whose support I wish to acknowledge:
Dr. Carroll (Jake) Wamhoff, AEE Department Chair;

Dr. Fred Peabody; Dr. James Jay; Dr. Taylor Johnston.

To the Extension agents who contributed their time and
efforts to this study, I hope those following will

benefit from your efforts.

For all those times when I confused my priorities; I most
especially I want to acknowledge the loving sacrifice of

Lila Coulter, my wife and more.

iii

TABLE OF CONTENTS

LIST OF TABLES......................... ...... ..........V

Chapter
I . THE PROBLEM. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . l
IntrOduction. . . . . . . . . . . . ..... . . . . . . . . . . . O . . . . . . . 1

Need............................................3

Definition Of Terms.............................4

II. REVIEW OF RELATED LITERATURE......................6
Socialization/Orientation.......................6
summary.....................................9

Adult Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
summary....................................12

III . DESIGN OF STUDY. . . . . . . . . . . . . . . . . . . O . . . . . . . . . . . . . .13
Assumptions. . . . . . . . . . . . . . . . . . . . . . . . . . . O O . . . .13
Limitations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
sample......................................15

Self Administered Job Preview Exercise......15
Procedure. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

IV. FINDINGS.........................................19
Results and Discussion......................19
conCIUSions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . O . . .27
Implications. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28
Recommendations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
APPENDICES............................................3O
A. SELF ADMINISTERED JOB PREVIEW EXERCISE.....31

B. FEEDBACK IMPRESSION RECORD.................46

REFERENCES...OOOOO....................................51

iv

LIST OF TABLES

Table Page
1 Ratings of Major Duty Areas, Difficulty,

Importance and Time Demands... ........... ..37
2 Personal Qualities estimated to be

Substantially Related to County

Extension Positions.................. ..... 38
3 Staff Development Survey, MSU CBS, 1984........39

CHAPTER I

THE PROBLEM

Introduction

 

New employees join an organization with expectations and
unique needs they anticipate the organization will
fulfill. Concurrently the organization holds
expectations for the new employee. The formation of
expectations on the employees part is based on personal
needs and aspirations, and frequently does not mesh with
the reality of the job situation. Unmet expectations by
either party can lead to job dissatisfaction,
unsatisfactory performance and detrimental working

relations.

Perspective employees use information gathered about the
organization to anticipate the degree to which they may

expect their needs to be met. For both the employee and
the employer the gathering of information is a critical

event. Yet commonly decisions are based on subjective

measures and preconceptions by both parties.

Information gathering by the individual begins when
first learning about a job opening and continues through
the interview and orientation process and onto the job.
After joining an organization, learning or information
gathering changes focus from general organizational
expectations toward learning behavioral expectations of
co-workers and supervisors. This socialization process
continues until the new employee has gathered and
incorporated enough information to meet expectations by
both the employer and colleagues to be accepted as a
member of the organization The length of socialization
is dependent upon the rate and the accuracy of
information gathering and reconciliation of mutual

expectations.

For the new employee the difficulty has four components:

(1) uncertainty of job roles and responsibilities;

(2) the degree of realism in their expectations;

regarding their roles and responsibilities;

(3) assessing skills needed to effectively perform their

roles and responsibilities;

(4) how to make effective use of available learning

resources.

Need foré§tudy

 

The Cooperative Extension Service (CBS) is a three way
partnership between Federal, State and County
organizations. The CES's role is defined by the
Smith Lever Act:---"to aid in diffusing

among the people of the United States

useful and practical information on

subjects relating to agriculture, and

to encourage the application of same."
The mission of the CBS is carried out through County
Extension Agents (CEA). The role of the CEA is
administrated by the CES, but each agent is functionally
responsible to the community he/she serves. Their role
is to help the community define and achieve community
goals. Since 1914 the mandate of the CES hasn't change
but its methods have. Changes in technology, society
and the explosion of knowledge have resulted in a
tremendous challenge for Extension agents. In 1978 the
American Institute for Research (AIR), in a research
report for the United States Department of Agriculture

(USDA) identified 14 major duties which comprise an

Extension agents job (Brumback, Hahn & Edwards, 1978).

How can a new Extension agent be better prepared for the
complexity of an Extension agents role job? For

new employee's hired by Michigan State University
Cooperative Extension Service (MSU CES) the first

Opportunity to learn the role of an Extension agent is

usually "on the job," when joining the county Extension
staff. Often the first exposure is an overwhelming

experience.

Compounding the magnitude of the job are the unclear
expectations regarding performance and behavior. This
uncertainty causes stress at a time when the desire to
learn is peaked. The socialization period can be
shortened and the stress reduced if pertinent

information is more easily available.

Definition of Terms

 

The following definitions are provide to clarify terms

used in this study.

Socialization. The process of moving into an
organization from the outside and the subsequent changes
which occur in the individual as a result of the

organization.

Orientation. A planned introduction to an
organization. In this context, it is designed to be

the beginning if the socialization process.

Realistic Job Preview. Part of the orientation
process based on objective and accurate information

regarding the job roles and responsibilities.

Unrealistic Expectations. Expectations on the

 

employees part which are not reflected by the reality of
the job role. Used here does not imply unreasonable

expectations of the job on the employees part.

CHAPTER II

RELATED LITERATURE

Socialization in Organizations

 

Socialization is the process of moving into the
organization from the outside and the subsequent
changes that occur in the individual as a result of
becoming part of the organization. Socialization

is characterized by several events but acquiring an
appropriate work role definition is perhaps the crux
of the socialization process. Key issues in role
definition are expectations, (accurate knowledge of what
is expected), apprOpriate skill level and motivation.
The pivotal element in role definition is expectations.
Yet inflated expectations are common among new employees
entering an organization. One reason for inflated
expectations is the difficulty new employees have in
gathering information. Recent studies indicate the
amount of information held by outsiders of an
organization seems to be low and new employees do not
get accurate information regarding organizations
(Wanous, 1977, 1978, 1980a, 1980b). A successful

socialization results in a new employee making a

commitment to the organization. Often new employees
decide in the first thirty to sixty days whether to make
a commitment or not (Bureau of National Affairs, [DNA],
1985). Yet unmet expectations can lead to
disillusionment and dissatisfaction, which are

negative factors in making a job commitment.

Accurate and timely information can help new employees
match their expectation to organizational ones.

The more information given the new employee regarding
their organizational role and expectations, the more
likely that these roles will be accepted. Accurate and
timely information are also factors of the success
spiral syndrome. That is, early career successes tend
to lead to additional successes (Feldman, 1980, Smith,
McCracken & Suandi, 1983). The anxiety of being a new
comer to an organization is also attributed to a delay

in learning.

Realistic expectations can enhance job commitment by
preventing dissatisfaction due to disillusionment from
occurring (Wanous, 1973, 1977, 1980a). Realistic
orientation has been effective creating realistic
expectations. Realistic orientations using realistic
job previews have been effective in decreasing

learning time and increasing productivity.

Effective Realistic Job Previews work to:
pCreate expectations consistent with the
content of the job preview
oLower expectations and reduce entry shock
oIncrease commitment

oEnhance job survival rates (Wanous, 1973, 1977)

Realistic job previews can take several forms. Written
and work sample Realistic Job Previews have been
effective in reducing turnover while oral and

audio/visual were not (Wanous, 1980b)

Realistic orientation enhances coping mechanisms and
reduces role ambiguity, most likely by sharpening the
directional component Groups of new employees who were
"realistically" socialized attained competence levels
faster than those experiencing normal socialization
(Feldman, 1980, Wanous, 1978). Experience with one
enhanced orientation reduced turnover by 69% and

shortened learning time by one month (BNA, 1985).

The findings of a recent study indicated that initial
decline in levels of commitment among 4-H agents in Ohio
and the subsequent disillusionment was due to
unrealistic expectations. The researchers suggested

that a more realistic orientation could have mitigated

the effects of unrealistic expectations (Smith, et al.,

1983).

Summary

Commitment to an organization is developed through the
socialization process. A key to successful
socialization of new employees is a clear and accurate
role definition. Successful role definition is the
matching of expectations of the new employee to
organizational expectations. Realistic job previews
have proved effective in matching expectations of the
new employee to the organizational expectations
reflected in the realistic job preview. The results
have been higher commitment, lowered turnover, shortened

learning time and increased productivity.

Adult Learning
Adult self-directed learning is an American tradition
stemming from the necessity of relying on one's self and
neighbor, and a willingness to act without orders from
above. In the United States the value on individualism
and self learning form the foundation of adult
education. The practitioners of Androgogy recognize

most adults: (1) view themselves as mature,

10

independent person, capable of self-direction; (2) form
identities from what they know or do. They also
recognize an adults approach to learning reflects past
activities including extent and type of education and
circumstances that give rise to current learning

needs (Knowles, 1980, Knox, 1977). Adult learners are
usually far better then anyone else at pin pointing what
they need to learn in order to raise their performance
to expected levels. Two factors are important: first,
to have an example or model of competency; second, to
have clear learning goals (Knox, 1977). If one thing
stands out about adult learning it is that a self
diagnosed need for learning produces much greater
motivation to learn than does an externally diagnosed

need (Knowles, 1980).

Part of the self administered realistic orientation
process prOposed in this study focuses on self
perception. A clarification of the self perception
process helps adult employees look objectively at a
relatively small sample of behaviors that are important
in contributing to their job success. Based on

this information they can determine where they want to
invest energy in improving their performance, in light
of the models of desired behaviors. The self perception

process is a way of helping individuals make more

ll

sensitive judgments about which of many possible
directions they might take in their continuing self

development.

Self perception is not an easy process. One reason is
because adults have a strong impulse to show their
strength and ability. So the notion of engaging in a
self-diagnostic process for the purpose of revealing
one's need for additional learning is threatening for
the new employee. Thus it is crucial that the learning
environment be non-threatening and supportive. The
learning climate should be one in which adults feel
respected and supported, and have expression without
fear of ridicule or punishment (Knowles, 1980).
Individual concerns about the use of self assessment
information frequently causes hesitation in identifying
and stating needed areas for self improvement. This
hesitation makes confidentiality essential. Self-
appraisal has the benefit of providing for
confidentiality, therefore encouraging more honest
responses. Honest responses increase the likelihood of
initiating a staff development program which meets
individual needs rather than dealing with symptoms of
the needs. Self assessment is especially conducive to

professional groups(Miller & Verduin, 1979).

12

Summary

Adult education is the major function of the CES. More
recently it has begun to recognize the increasing role
staff need to play in their own development. This is in
part due to the rapid change in technological
information. As the the authors of the Ohio Cooperative
Extension Services Staff DeveIOpment Plan note: "The
basic philOSOphy for the CES from its inception has been
one of helping people to help themselves. This
philosophy implies that fully functioning people are
free and responsible and are capable of self-
improvement." If Extension staff accept this as a valid
educational concept then it applies to themselves as

well.

CHAPTER III
DESIGN OF STUDY

Objective of Study

 

The objective of this study is to help new employees
become aware of possible differences between their
expectations of the position and the realities of the

position.

Assumptions

 

1. A self administered realistic written preview of an
Extension agents job can provide information that can
help new employees adjust their expectations, thus

reducing stress and shortening socialization time.

2. New staff have needs for information about the
organization and are capable of deciding how well those

needs are being met.

3. The procedure described is for use by Agricultural
and Extension Education Staff at Michigan State

University as part of the current orientation.

13

14

Limitations

 

The five limitation to this study include:
1. Time
2. Cost
3. Composite expectations
4. Sample size

5. No follow up

A Self Administered Job Preview Exercise (SAJPE)
(Appendix A) was developed to fit within two major
constraints: amount of time to administer the exercise
and the lack of a budget to develOp a program.

Therefore it was designed to be used in conjunction with
the current orientation used by AEE. To fit in the
exercise could take no more than an hour to complete.
Limited resources necessitated a simple paper and

pencil instrument.

The source of information for the SAJPE represents the
collective perception of many Extension agents. Some
individual experiences may be unique and generalizing
the findings of this study should be done cautiously.
The ten subjects participating in this study represent

approximately a quarter of the new staff typically hired

15

by MSU CES each year. The small sample size, the nature
of the treatment and no follow up on this group, make it

difficult to project long term responses to the SAJPE.

.ngels

Participants in the study were hired by MSU CBS for
field agents positions between May 23, and August 27,
1985. The participants had the single stipulation of
having no prior Extension experience. Of the fifteen
persons hired during the designated time, ten met the
criteria for the study. No effort was made to
discriminate for sex, race, educational background, age

or program area.

Self Administered Job Preview Exercise

 

The SAJPE was developed from two sources of information
developed by American Institute for Research for
Cooperative Extension (Brumback et al., 1978), and the
Michigan State University C00perative Extension Service

Staff DevelOpment Survey (Cooper & Paauwe, 1984).

16

Although the National survey by Brumback et al.

(1978) is a composite of many Extension agents
perspectives, there are certain aspects of an Extension
agents role that are applicable to all Extension agent
roles.

The SAJPE was developed to meet the stated objectives of
this study: to help new employees become aware of
possible differences between their expectations of the
position and the realities of the position. To do this
new employees were asked through the SAJPE to compare
their expectations against objective information

regarding an Extension agents role.

Procedure

 

For the standard orientation individual new employees

are scheduled for a one hour visit with an Agricultural
and Extension Education (AEE) staff member. For the
study period new employees fitting criteria for the
study were scheduled for a two hour visit with AEE.

The SAJPE was conducted during one hour of that time and
standard orientation during the other. Due to the
scheduling difficulties of AEE staff there was no control

on the order of events which were often determined only

17

a day or hour prior to a scheduled visit by new staff.
After introductions to AEE staff new employees
participating in the SAJPE were given a brief
description of both parts of the orientation process.

In an office set aside for that hour to ensure privacy,
new employees were given a verbal introduction to the
purpose of the SAJPE. It was explained that the SAJPE
was developed by a specialist in staff development in
AEE as part of his Masters research. New employees were
told that participation in the SAJPE was voluntary and
no repercussion followed refusal. No one refused to
participate. Following verbal agreement to participate,
instruction and a brief overview of the SAJPE were given
new employees. It was emphasized that the SAJPE was

not a test and that results were as confidential as

the new employee wished to keep them. Participants
independently completed the model and were free to ask
any questions regarding the model as they progressed.

Time for completion varied between 30-45 minutes.

Following completion of the exercise, the staff member
who gave the instructions discussed the exercise with
the new employee. During the discussion which lasted
approximately 15 minutes, the AEE staff member asked
the participants to respond to questions in the Feedback

Information Record (FIR) (appendix B). Questions were

18

asked sequentially and the responses were recorded by
the staff member. If the new employee responded
negatively to the initial question a "no" was recorded
and the next question was asked. An affirmative
response was recorded as "yes" and the new employee was
asked to what degree was it so. The responses ranged
from "Great Deal", "Significantly", "Somewhat", "Not
Significantly" to "Very Little." The new employee was
then asked for a specific example for the positive
response. This example was recorded along side the
degree responses on the FIR. Comments and responses
were confirmed by staff with employee to ensure clarity.
AEE staff dated and kept the FIR. No effort was made to
identify completed FIRs.with specific employees. New
employees kept the completed SAJPE and sharing the
content remained at their discretion AEE staff did not

see the responses in the model.

CHAPTER IV

FINDINGS

Results and Discussion

Previous research indicate that:(1) new employees
usually have unrealistic expectation and need accurate
information to adjust personal expectation with
organizational designs; (2) the length of time for
adjustment and socialization depends on information
gathering; and (3) orientation with realistic job
previews are effective in shortening the socialization
time. Based on these findings a Self Administered Job
Preview Exercise (SAJPE) was developed. The SAJPE was
designed to help new employees gain insight to their own
expectations and match them against the more realistic

organizational expectations reflected in the SAJPE.

The SAJPE was piloted on two participants to test
procedures. Following successful piloting the SAJPE

was administered to nine additional new employees.
Following completion of the exercise one of the nine
participants reported having worked for Cooperative
Extension five years before. The responses of the
participant with experience to the FIR were all negative

and are not included further in the discussion.

19

20

Through the SAJPE the participants had access to
critical information at a critical time to enable
matching of participants expectations with the
organizational expectations. If the SAJPE was
successful changes in the new employee expectations
would be anticipated. The purpose of the FIR was to
measure the effectiveness of the SAJPE by asking
participants questions intended to measure changes in

personal expectations as a result of the information

provided in SAJPE.

Six questions were asked. Questions one and four asked
the participants about self perceptions regarding their
expectations. Questions two and three asked about
differences and/or subsequent changes in expectations of
roles. The following discussion will focus on questions
one and four jointly and question two and three jointly.
Questions five and six asked for new employee responses
to that part of the orientation process they had

experienced including the SAJPE.

21

Responses to FIR questions

Question 1: Did the SAJPE alter ypur expectations
regarding your role, responsibilities and or duties?
Four said yes and six responded no. Expectations were
altered significantly in one case and somewhat in three
cases. Comments: "some areas I wasn't aware off;"
"ranking of importance and time were different;" (my
expectations) were different from others has reported in

the SAJPE."

For the six that reported that it did not alter their
expectations, there are two possibilities: (1) Their
expectations were consistent with how they interpreted
the SAJPE, or (2) The SAUPE as a treatment wasn't
powerful enough to markedly alter expectations held by
new employees. In individual cases either possibility
may apply. Several of the subjects reported close
working relationship in previous positions with
Extension agents, thus may have formed fairly accurate
expectations. All subjects had previous knowledge of
Extension and likely formed expectations based on that
knowledge. The responses to question one indicate that
new employees were able to alter expectations based on
the SAJPE. However for the majority expectations were

not basically altered but were expanded to include new

22

information. This is supported by the comment, "some

areas I wasn't aware of."

Question 4: Did the SAJPE cause you to think about your
job expectations in a way_y9u had not thought before?
Eight said yes and two said no. One reported that SAJPE
caused him/her to think about it a great deal, four said
significantly and three somewhat. Comments: "This makes
me think things are planned out more than I thought;"
"very thorough model, makes you think;" "(This
experience) allowed (me) to know what others perceive

job to be and what to expect as a new agent."

For eight of ten subjects the model was a catalyst for
examining their expectations differently than they had
previously. The difference referred to in the question
might‘be a result of increased information provided by
the SAJPE. However another possibility is that for new
employees part one of the SAJPE was the first time they
tried to articulate their expectations. Articulation
resulted in increased awareness of expectations. In
either case an important component of socialization is
the alignment of expectations. Identifying personal
expectations is a necessary first step. Asking oneself

"What did I expect?" can provide a powerful insight for

23

an individual trying to understand where they fit in a

new situation.

Question 2: Did you have job expectations that differ
from what the SAJPE suggest the job role might be?

One participant said "yes" and nine said "no". For the
positive response the degree of difference was
"Somewhat". Comments: Although unable to articulate
expectations, what was represented in the SAJPE was
different than what this person had envisioned. Nine
subjects indicated that their job expectations were not

different from what the SAJPE represented.

Question two measured perception of differences between
previously held expectations by new employees and
organizational expectations as they interpreted them
from the SAJPE. Nine of the ten subjects reported no
difference in expectations. Two conditions may explain
responses. First, the subjects might have had
expectation so closely matched with those represented in
the SAJPE that there was no meaningful differences.
Second, the treatment was not powerful enough to
illuminate significant differences. Although the first
condition might apply in some cases, responses to
question one and three indicate that would be unlikely

for nine out of ten subjects. Prior research (Wanous,

24

1978) indicates some support for the second case. The
SAJPE was not powerful enough for new employees to
acknowledge differences. The timing of the use of the
SAJPE may be a significant factor. The SAJPE was
administered after the new employees had made a major
commitment to the organization and to their future with
it. The suggestion that the job is different than what
one had expected could be a threatening revelation that
questions the correctness of a major decision.
Questioning a major decision would take a much more
powerful message than was contained within or received

from the SAJPE.

Question 3: DoAyou feel the SAJPE provided additional

insight into your role as an Extension agent?

Nine of ten participants reported additional insight had
been provided. Two of the nine reported a great deal of
insight was provided, four-significant insight and three
somewhat more insight was provided. Comments: "The
SAJPE provided an overview of the attitudes and
priorities of the field staff;" "(There is) more
teamwork with leaders and 4-H members than I thought;"
"(I had not thought of) evaluation;" "wider range-more
areas than I thought was involved-especially running

meetings, writing newsletter;" "motivation aspect,

25

creativity-things like that I hadn’t thought of."

Additional insight on the part of participants suggest
that expectations did not match perfectly and that to
some degree perception had changed following SAJPE.
Participants seem to report that they did not interpret
the SAJPE as representing different expectations than
they held. But the SAJPE was able to provide information
which new employees were able to incorporate and expand

their own expectations.

Question 5: What su est' n d ' '
the SAJPE?

"(The SAJPE is a) good idea and helpful"

"(1) had a hard time thinking about what my duties will
be and coming up with what I will be doing“

"(1) need more time, could send (to new employee) home
and they could bring it in with them to orientation"
"Good instruction, thought it was helpful, Great Idea,
really helped"

"If done prior to orientation with staff it might have
been more helpful"

"More details, its nice but I knew all of it already"
"Possibly modify the model to include provisions for

other position, program leaders, overall real valuable

26

model and provided valuable information."

"Very through model, makes you think"

"First part wasn't clear"

"(It's) pretty good the way it is"

It can be generally concluded from the comments that new
employees appreciate information that helps them define
their role. Also new employee had a great deal of faith
in the validity of the information presented in the
SAJPE. Thus the SAJPE would appear to be a helpful tool
in transmitting information to new employees to help

along in the socialization process.

Question 6: What suggestions do you have for the entry
procedures_you have experienced so_§a£?

"Send map of University"

"More advanced notice of scheduling for orientation"

"(I am) impressed with procedures so far"

The majority of participants had no response to question
six. A few conclusions might be made. First it might
be reasoned that new employees had few expectations
about the orientation process or had little experience
for comparison. However participants generally had just
begun the entry process and had very little information

on which to formulate Opinions.

27

Conclusion

 

The SAJPE was able to provide additional information
thus, alter, but not basically change, expectation held
by new employees. In nearly all cases the altered
expectations were the result of additional, not
conflicting, information. New employees were eager for
information regarding their jobs and incorporated that
information into their understanding without changing
expectations. The SAJPE did present new employees with
information at a critical time, perhaps reinforcing
understanding while allowing for alignment of personal
expectations with those represented in the model.

How much time, ambiguity and stress the information
saved new employees remains a question. Previous
research strongly indicates that information gathering
is a critical event for both employee and employer.
Successful information gathering results in increased
job commitment and more immediate productivity. The
responses to the SAJPE support the findings reported in
similar research. Although a follow up on the benefits
of taking part in the SAJPE is beyond the scope of this
study it is possible to assume that the consequences to
this SAJPE will not be radically different from what
other researchers report of effects of realistic job

previews.

28

Implications

The SAJPE has proven to be an effective device for
transmitting accurate and objective information to new
employees. Helping new employee learn about their roles
and job within Extension is an important task for the
organization. Used properly the SAJPE can reduce
stress, learning time and help new Extension agents be
more productive sooner. The cost of developing and
administering the SAJPE is minimal but the returns to
the organization in increased job commitment,
productivity are potentially substantial. The
potential cost/benefit ratio indicates the SAJPE

warrants serious consideration.

Recommendations

 

Further use of the SAJPE should be preceded by several
modification to the exercise. Generally the length of
the exercise itself should be reduced. The tables in
the preview portion should be rearranged to be easier to
use and read. A more professional appearance of the
exercise might enhance its use to potential new

employees.

29

In addition to those suggestion mentioned the use of the
SAJPE in further research could be more effective if the
scheduling was more controlled. The FIR would be easier
to interpret with question worded more precisely to the

point.

APPENDICES

APPENDIX A

SELF ADMINISTERED JOB PREVIEW EXERCISE

APPENDIX A

SELF ADMINISTERED JOB PREVIEW EXERCISE

Welcome to the department of Agricultural And Extension
Education (AEE). Now that you have joined the Michigan
State University Cooperative Extension Service (MSU CES)
it is AEE's desire to help you become the best Extension
Agent you can be. MSU CES recognizes that it is
important to you, and to your success as an Extension
agent, to have a clear idea of what MSU CES expectations
of you are. Your job satisfaction and success also
depend on your expectations being met. But we know that
sometimes new employees have unrealistic job
expectations. It is often difficult as a new employee to
get a clear picture of the organizational expectations,
and match them to your own. One way of matching
expectations is through a realistic job preview. The
Self Administered Job Preview Exercise (SAJPE) was
designed to help increase your job satisfaction and

ensure your success as County Extension Agent.

30

31

The Self Administered Job Preview Exercise has five
parts:

1. Expectations: What you expect to do as an agent?

2. Attributes: It is important to recognize your
strengths. What attributes do you have that you hOpe

will help you?

3. Realistic Preview: What do experienced Extension
agents perceive to be part of the job of an Extension

agent?

4. Professional Development: What would you like to

learn more about.

5. Feedback: An opportunity to talk about the SAJPE and

your response to it.

This voluntary exercise is intended to help facilitate
your professional development. It is also part of a
research project in staff development. We believe that
completing the Self Administered Job Preview

Exercise (SAJPE) will help you get started in your new
position as an Extension agent. The results are as
confidential as you wish. You can chose to share them

or not share them with AEE staff or your supervisor.

32

Part 3: REALISTIC PREVIEW

On the following pages are three tables which contain
duties and attributes listed frequently by experienced
Extension agents and the results from a survey of MSU
CES personnel. The first table is titled Realistic
Preview, the second, Attributes and the third, Staff
Development Survey, MSU CES 1984. This is an
opportunity to match your expectations with perceptions
of experienced Extension staff in Michigan and around
the country and Michigan. You might notice differences
between your responses and theirs. NOTE THAT THERE ARE
NO RIGHT OR WRONG ANSWERS. There are only perceptions
and perceptions vary for individuals and organizations.
These are only for you to get an insight into the role
of an Extension agent from the points of view of
experienced Extension people. If you wish, the
differences can be discussed during the feedback
session. What you learn from clarifying duties and
roles can be used by you to get a better picture of
yourself in relationship to your job and the expectat-
ions that go with it. You will also have a better

understanding of what others have experienced.

33

Part 1: EXPECTATIONS

What duties do you expect to perform as an Extension
agent? First list the duties you believe to be part of
an Extension agents job. Try to be specific. For
example a response written as: assisting clients, is not
very specific, you could write how your prOpose to help
clients. You may list more or fewer duties than the
spaces provided provided. Second numerically rank your
responses for time requirements, difficulty and
importance. If you list five duties, the most
important would be number one and the least would be
number five. Rank each duty for each category

separately. The most important may not be the most

difficult.
Time Requirements
Difficulty
Importance
I D T

 

 

 

 

 

 

 

Please finish before going on to next page.

34

Part 2: PERSONAL ATTRIBUTES
List the attributes you have that you expect will help

you be a successful Extension agent.

Personal Attributes

 

 

 

 

 

 

 

 

 

 

Please finish this page before going on to next page.

This is a list of duties that experienced Extension agents
perceive to be primary duties for an Extension agent.

TABLE I RATINGS OF MAJOR DUTY AREAS, l
DIFFICULTY, IMPORTANCE AND TIME DEMANDS

Duties Difficulty Importance Time
AG HE 4-H AG HE 4-H AG HE 4-H

 

1. Assess Community 3 2 3 8 6 8 10 12 14
Needs

2. Prepare Annual

Plan of Work 7 4 4 13 9t 12 14 9 l3
3. Prepare Specific

Program Plans St 7 6 6 2 4 5 2 3
4. Conduct Programs 9t 12 ll 3 l 2 3 l 2

5. Respond to Client
Requests for
Specific Information 14 .14 13 l. 4 5 l 3 5

6. Respond to Client
Request for Technical
Assistance ll. 9 10 2 9t 9 2 6 9

7. Recruit, Train, and
Utilize Lay Leaders 2 3 l 9 '7 l 12 '7 l

8. Evaluate Program
Effectiveness l .l 2 12 8 7 13 L11 7

9. Report Activities,
Impact and
Accomplishments 4 5 7 14 12 13 9 8 8

10. Develop and Maintain
Public Relations 12 10 9 4 3 3 4 4 4

11. Develop and Maintain
Staff Relationships 13 ll 14 7 ll 11 7 10 ll

12. Maintain and Increase

Professional

Competencies 5t 6 5 5 5 6 6 5 6
13. Perform Admin-

istrative Functions 9t 13 12 ll 14 14 8 14 12
14. Supervise Staff 8 8 8 10 13 10 ll 13 10

 

 

 

1From "Reaching and Teaching People" Brumback, et al., 1978

35

TABLE II Attributes

Personal Qualities estimated to be Substantially Related to
County Extension Position

 

 

 

 

Attribute3 Rating

Program area Agr. HEA 4H
Verbal Comprehension 4.6 4.9 4.5
Word fluency 4.7 4.9 4.3
Oral communication 4.7 4.9 4.4
Convergent thinking 4.3 4.1 4.1
Divergent thinking 4.3 4.1 4.1
Intelligence 4.6 4.6 4.5
Long term memory 4.3 4.4 4.1
Scientific/technical activity 4.3 4.1 4.1
Dealing with pe0ple 4.7 4.9 4.3
Social welfare 4.4 4.4 4.2
Influencing people 4.2 4.0 4.0
Directing/controlling/planning 4.6 4.9 4.3
Empathy 4.7 4.9 4.3
Conflicting/ambiguous information 4.7 4.3 4.3
Prestige/esteem from others 4.7 4.5 4.3
Dealing with concepts/information 4.7 4.5 4.4
Problem sensitivity 4.6 4.6 4.5
Time sharing 4.3 4.1 4.1
2

From "Reaching and Teaching PeOple," Brumback, et al., 1978

3If an attribute's value is below four, it is not estimated to

be a substantial requirement of the position class. Values
cannot exceed a level of five.

36

37

TABLE 3: Staff Development Survey, MSU CES 1984

The report focuses on three questions from the survey.
Question one; Time in CES, two: Position in CES and
three; Program Area. For additional insight into MSU
CES the following responses gathered in a survey of

Extension personnel are reported below.

MAJOR PROGRAM AREA

 

4-H

Q# question % responding
important

15 recruiting and working with volunteers--92.3%

19 motivating self and others -------------- 92.3
40 provide support, training and guidance--92.3
41 manage volunteers ----------------------- 90.8
28 assess clientele needs ------------------ 89.2
39 recruit volunteers ---------------------- 89.2
NRPP
38 use computer to assist instruction ------ 78.3
37 use of media to facilitate learning ----- 73.9
14 writing articles ------------------------ 69.6
18 deve10ping creativity in

ourselves and others -------------------- 69.6
23 time management ------------------------- 69.6
FLE
19 motivating self and others -------------- 79.4
10 team building --------------------------- 77.8
18 deve10ping creativity in

ourselves and others -------------------- 76.2
24 plan annual and long term programs ------ 74.6

31 plan program evaluation ----------------- 73.0

AGMK
19
11
18
29

28
23

The

19
18

10
28
11

38

motivating self and others -------------- 86.5
making meetings work -------------------- 79.1
developing creativity in

ourselves and others -------------------- 77.5
determine goals, objectives

and priorities -------------------------- 76.6
assess clientele needs ------------------ 74.8

time management ------------------------- 73.9

five highest average responses for "Program Area"

motivating self and others --------------- 84.4
deve10ping creativity in '

self and others -------------------------- 79.0
team building ---------------------------- 77.2
assessing clientele needs ---------------- 76.4
making meetings work --------------------- 76.0

TIME lg CES

Q#

0-2

19
11
10
18

24

2-3

10
11
12
19
20
24
27
29

question % responding
important
years
motivating self and others -------------- 94.1
making meetings work -------------------- 85.3
team building --------------------------- 82.4
developing creativity in
ourselves and others -------------------- 82.4
plan annual and long term programs ------ 82.4
team building --------------------------- 83.3
making meetings work -------------------- 75.0
writing newsletters --------------------- 75.0
motivating self and others -------------- 75.0
conflict management --------------------- 75.0
plan annual reports --------------------- 75.0
involve advisory groups & others -------- 75.0

determine goals and objectives ---------- 75.0

39

32 report program activities,

impact and accomplishments -------------- 75.0
39 recruit volunteers ---------------------- 75.0
38 use computer to assist instruction ------ 75.0
28 assess clientele 8needs ----------------- 75.0
3-5
10 team building --------------------------- 84.4
19 motivating self and others -------------- 84.8
11 making meetings work -------------------- 82.6
18 developing creativity in

ourselves and others -------------------- 82.6
9 interpersonal (communication) ----------- 78.3
27 involve advisory groups and others ------ 78.4
Q# question % responding

important

5-10
19 motivating self and others -------------- 85.5
28 assess clientele needs ------------------ 82.8
29 determine goals, objectives

and priorities -------------------------- 76.6
18 deve10ping creativity in

ourselves and others -------------------- 76.6
11 making meetings work -------------------- 75.0

21 personality styles-understanding
communications & decision

making process -------------------------- 75.0
23 time management ------------------------- 75.0
>10
19 motivating self and others -------------- 83.7
18 developing creativity in

ourselves and others -------------------- 78.8
10 team building --------------------------- 77.4
28 assess clientele needs ------------------ 75.9

11 making meetings work -------------------- 71.2

40

The five highest average responses for "Time in CES"

19 motivating self and others -------------- 84.0
18 developing creativity in

ourselves and others -------------------- 78.8
10 team building --------------------------- 77.2
28 assess clientele needs ------------------ 76.8
11 making meetings work -------------------- 75.7
POSITION
Supervisor
28 assess clientele needs ------------------ 100.0
9 interpersonal (communication) ----------- 85.7
18 developing creativity in

ourselves and others -------------------- 85.7
19 motivating self and others -------------- 85.7

21 personality styles-understanding
communications & decision

making process -------------------------- 85.7
28 assess clientele needs ------------------ 85.7
29 determine goals, objectives

and priorities -------------------------- 85.6
30 determine target audience

(for programming) -------------------- 85.7

37 use media to facilitate learning -------- 85.7
48 develOp staff management skills --------- 85.7
Administrators

18 developing creativity in

ourselves and others -------------------- 100.0
10 team building --------------------------- 87.5
13 writing letters (communication) --------- 87.5
19 motivating self and others -------------- 87.5
20 8conflict management -------------------- 87.5
28 assess clientele needs ------------------ 87.5
32 report program activities,

impacts and accomplishments ------------- 87.5
CED's
19 motivating self and others -------------- 85.9
10 team building --------------------------- 82.5
11 making meetings work -------------------- 81.3
20 conflict management --------------------- 79.7

18 developing creativity in
ourselves and others -------------------- 76.6

41

Q# question % responding
important

Specialist
19 motivating self and others -------------- 73.3
37 use media to facilitate learning -------- 69.5
12 writing articles ------------------------ 68.3
18 developing creativity in

ourselves and others -------------------- 68.3
23 time management ------------------------- 68.3
29 determine goals, objectives

and priorities -------------------------- 68.3

Field Staff

19 motivating self and others -------------- 87.8
18 developing creativity in

ourselves and others -------------------- 82.0
28 assess clientele needs ------------------ 80.6
10 team building --------------------------- 79.9
11 making meetings work -------------------- 79.1

The five most important areas for Position are;

19 motivating self and others ------------- 84.0
18 developing creativity in

self and others ------------------------ 78.9
28 assess clientele needs ----------------- 76.8
10 team building -------------------------- 77.3
11 making meetings work ------------------- 75.8

Overall five areas are clearly and consistently
identified by

"Program Area, Time in CES and Position as being Most
important."

19 motivating self and others

18 developing creativity in
self and others

28 assess clientele needs

10 team building

11 making meetings work

42

Part 4: Professional Development

To help you get started on a professional development
plan ten activities that MSU CES staff have identified
as being critical are listed below. You can expect to
be involved in these activities as part of your job.
There are additional spaces for activities that you
believe are important to you that may not be listed.
Given what you have read in the SAJPE check the tOpics
you believe will be the most important in your
professional development. Keep the list and use to help
you make your professional development choices for
Extension School. If there is more than one topic you

might want to prioritize them using (+) signs.

Topics Topics I want to
learn more about

Public speaking

 

Written reports, letter or news articles

 

Motivating self and others

 

Creativity, how to foster it

 

Assessing clientele needs

 

Team building

 

Making meetings work

 

Planning a program

 

Conducting a program

 

Evaluating a program

 

43

Your willingness, time and patience in completing the
exercise is deeply appreciated. Continuing efforts to
improve training for MSU CES staff are critical in
maintaining high professional standards. Your efforts
and contributions are important in efforts to improve

staff development programs.

Thank you

Leonard W. Paauwe
Specialist
Agricultural and Extension Education

APPENDIX B

FEEDBACK IMPRESSION RECORD

APPENDIX B
FEEDBACK IMPRESSION REPORT
The following questions are not part of the Self
Administered Job Preview Exercise (SAJPE) but they are
designed to indicate it's effectiveness. Your input is

valuable and is part of our staff development research.

Please indicate your response in appropriate spaces.

1. Did the SAJPE alter your expectations regarding your
role, responsibilities and or duties?

YES NO

If yes, to what degree and in what ways are your
expectations altered?

A Great deal
_____Significantly
Somewhat
Not significantly
_____Very little
2. Did you have job expectations that differ from what
the SAJPE suggest the job role might be?

YES NO

 

If yes, to what degree and in what ways are your
expectations different?

______A Great deal
_____Significantly
Somewhat
Not significantly

Very little

44

45

3. Do you feel the SAJPE provided additional insight into
your role as an Extension agent?

YES NO

 

If yes, to what degree and what are the new insights?
____A Great deal
___wSignificantly
Somewhat
____Not significantly

__W_Very little

4. Did the SAJPE cause you to think about your job
expectations in a way you had not thought before?

YES NO

 

 

If yes, to what degree and what ways?
____A Great deal
____Significantly
Somewhat
____Not significantly

Very little

5. What suggestions do you have for improving the SAJPE?

6. What suggestions do you have for the entry procedures

you have experienced so far?

REFERENCES

REFERENCES

Bureau of National Affairs, Inc. (1985). Orientation
Goals: Better Learning, Reduced turnover. (Bulletin to
Management No. 1830). Washington, D.C.: Author.

 

Brumback, B.G., Hahn, P.C., Edwards, D.S., & Fingerman,
P.W. (1978). Reaching and Teaching Peoplgi A Nationwide
Job Analysis 9; County Extension Agents' Work.

Washington, DC: United States Department of Agriculture

 

 

 

 

 

Cooper, C.R. & Paauwe, L.W. (1984). Michigan Sate
University COOperative Extension Service Staffi
DevelOpment Plan. Unpublished manuscript, Michigan
State University, department of Agricultural & Extension
Education, East Lansing.

 

 

 

Feldman, D.C. (1980). A socialization Process that Helps
New Recruits succeed. Personnel, March-April.

 

Godbey, G. C. (1978). Applied Andragogy: A Practical
Manual for tAg continuing Education Q: Adulgg.
Pennsylvania State University.

 

 

 

 

Knowles, M. S. (1980). The Modern Practigg 9; Adult
Education. Chicago: Follett Publishing company.

 

 

Knox, A. B. (1977). Adult Development and Learning.
San Fransisco: Jossey-Bass.

 

Krupp, J. (1981). Adult Development: implications for
Staff Development. Colchester, CT: Regional In-Service
Education.

 

 

 

Miller, Harry G., Verduin, John R. Jr. (1979). The Adult
Educator: A Handbook for Staff Development Huston: Gulf
Publishing Co.

 

 

Smith, K.L., McCracken, J.D., & Suandi, T. (1983).
Organizational Commitments of Extension agents. Journal
2: Extension, May/June. Madison, WI: Extension Journal,
Inc.

 

Wanous, J.P. (1973). Effects of a realistic Job Preview
on Job Acceptance, Job Attitudes and Job Survival.
Journal 9; Applied Psychology, §§, 327-332.

46

47

Wanous, J.P. (1977). Organizational Entry: Newcomers
Moving from Outside to Inside. Psychological Bulletin,
84, 601-617.

 

Wanous, J.P. (1978). Realistic Job Preview: Can a
Procedure to Reduce Turnover also Influence the
Relationship Between Abilities and Performance?
Personnel Psychology,§i, 249-258

 

Wanous, John P. (1980a) Organizational Entry;
Recruitment, Selection and Socialization 2f Newcomers.
Reading, MA: Addison-Wesley

 

 

 

 

Wanous, J.P. (1980b). The Entry 9; Newcomers into
Organizations (Res. Rep. No. 1). East Lansing: Michigan
State University, Industrial/Organizational Psychology.

 

 

 

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