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' 2957: 759 MICHIGAN STATE UNIVERSITY LIBRARIES \\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\i‘i\\\\\\\\\l 3 1293 00786 4972 l This is to certify that the dissertation entitled A STUDY OF THE CORRELATION AMONG GRADUATING GRADE POINT AVERAGE, JOB SATISFACTION, AND LIFE SATISFACTION OF PHARMACY COLLEGE GRADUATES presented by James B. Turner has been accepted towards fulfillment of the requirements for Ph.D. degreein College and University Administration 0/ ‘ mwn”7{/‘ I ajor professor Date May 2 , 1989 MS U is an Affirmative Action/Equal Opportunity Institution 012771 I LIB RA RY Michigan State i U nlve rslty PLACE IN RETURN BOX to remove this checkout from your record. TO AVOID FINES return on or bdore date due. ‘I iDfiIg DUE DATE DUE DATE DUE NW J HEEL—J - EC] ICE! I II II J MSU Is An Afflmdlve Action/Equal Opponunity Imttmon cWMI II D A STUDY OF THE CORRELATION AMONG GRADUATING GRADE POINT AVERAGE, JOB SATISFACTION, AND LIFE SATISFACTION OF PHARMACY COLLEGE GRADUATES By James B. Turner A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of College and University Administration 1989 ABSTRACT A STUDY OF THE CORRELATION AMONG GRADUATING GRADE POINT AVERAGE, JOB SATISFACTION, AND LIFE SATISFACTION OF PHARMACY COLLEGE GRADUATES By James B. Turner The School of Pharmacy at Ferris State University is one of 74 schools and colleges of pharmacy in the United States and possessions. Ferris State University is located in Big Rapids, Michigan. Students graduate after a five-year course of study with a Bachelor' of' Science degree in Pharmacy and become Registered Pharmacists following successful completion of a national board examination. AJl llZ graduates of' Ferris’s School of Pharmacy (l982-l983) were surveyed to evaluate their perceptions of job and life satisfaction five years after graduation. Three research questions were developed to determine (a) whether a relationship existed between academic achievement and job and life satisfaction, (b) whether perceptions of male and female pharmacists differed in job and life satisfaction, and (c) the influence place of employment may have had (HI job and life satisfaction. The survey instrument consisted of five statements each in six areas related to job satisfaction and one section of eight statements related to life satisfaction. James B. Turner MANOVA, specifically Uilks’ lambda, ANOVA, and t-tests, were applied to the data, and the results revealed that there was no significant difference at the .05 level based on either academic achievement or gender. Significance was found in but 3 of 30 statements on job satisfaction based on place of employment (hospital or retail pharmacy). The_three null hypotheses were not rejected. Ferris’s pharmacy graduates were generally satisfied with their everyday work, supervision, compensation, chance for promotion, and overall job satisfaction. Frequency analysis test results of their perceptions of life satisfaction revealed that they were very satisfied with their lives in general. Recommendations for future study include using a larger population of pharmacy school graduates, graduates from other geographic areas, and graduates of other health professions. If the percentage of female graduates continues to rise, research should be conducted to see how this trend may affect the data. This same group of graduates ought to be surveyed again in another five years to see what changes may have taken place in their perceptions of job and life satisfaction. Copyright by JAMES B. TURNER 1989 ACKNOWLEDGMENTS Many people have given me assistance and support in the course of my doctoral studies. I would like to thank and express appreciation to the following: The doctoral committee: Dr. Marvin Grandstaff and Dr. Louis Hekhuis for serving on the committee, Dr. Howard Hickey for his encouragement and help in developing the direction of the dissertation, and Dr. Eldon Nonnamaker for his constant support and untold hours of editing assistance. Dr. Manfred Swartz for his invaluable statistical help and editing contributions, and Debra Heminger Jacks for her computer assistance. My fellow students, who began this program with me in September l982, who have completed their degrees and those who are still in the process. All gave their support at critical times. My mother, Geneva Postal Turner, my daughter Nancy, and son James J., for their considerable encouragement; and Dr. Ian Mathison, Dean of Pharmacy, for his steadfast support of my endeavors. Mw' wife, Handa V. Smith, without whose enduring emotional support and confidence this dissertation would not have been possible. TABLE OF CONTENTS Page LIST OF TABLES ....................... viii Chapter I. THE PROBLEM ..................... l Introduction ................... l Statement of the Problem ............. 5 Purpose of the Study ............... 6 Hypotheses Tested in the Study .......... 7 Limitations and Delimitations ........... 7 Limitations ................... 7 Delimitations .................. 8 Definition of Terms ................ 8 Study Overview .................. l0 11. REVIEW OF THE LITERATURE .............. ll Purpose of the Study ............... ll General Discussion ................ ll Pharmacists’ Job Satisfaction ........... l4 Female Pharmacists’ Job Satisfaction ....... l6 Life Satisfaction ................. l8 Summary ...................... 19 III. METHODOLOGY ..................... 22 The Study ..................... 22 Population .................... 22 Study Design ................... 23 Graduating Grade Point Average (GGPA) ...... 23 Demographics .................. 24 Job Satisfaction ................ 24 Life Satisfaction ................ 24 Pilot Test of Survey Instrument ......... 25 Administration of Survey Instrument ........ 26 The Survey Instrument ............... 27 Data Analysis ................... 27 Summary ...................... 27 vi IV. DATA ANALYSIS .................... Overview of Methodology .............. Demographics ................... Personal Demographics .............. Employment Demographics ............. Hypotheses .................... Hypothesis 1 .................. Hypothesis 2 .................. Hypothesis 3 .................. Frequency Response ................ Su mmary ...................... V. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS, AND RE Su Co FLECTIONS .................... mmary ...................... Literature ................... Methodology ................... Results ..................... nclusions and Recommendations .......... Reflections .................... APPENDICES A. COVER LETTER .................... B. FOLL C. THE D. THE BIBLIOGRAPHY ON-UP LETTER TO NONRESPONDENTS ......... SURVEY INSTRUMENT ................ JOB AND LIFE SATISFACTION SURVEYS ........ OOOOOOOOOOOOOOOOOOOOOOOO vii 89 90 91 93 97 Table IO. ll. 12. 13. LIST OF TABLES Comparison of Graduating Grade Point Average With the Seven Survey Segments Relating to Hypothesis I Comparison of Graduating Grade Point Average Groups Hith Job Satisfaction (Everyday Hork) ........ Comparison of Graduating Grade Point Average Groups With Job Satisfaction (Supervision) ......... Comparison of Graduating Grade Point Average Groups With Job Satisfaction (Compensation) ........ Comparison of Graduating Grade Point Average Groups Hith Job Satisfaction (Promotion) .......... Comparison of Graduating Grade Point Average Groups Hith Job Satisfaction (Co-workers) ......... Comparison of Graduating Grade Point Average Groups Hith Job Satisfaction (Overall Job and Career Satisfaction) . . OOOOOOOOOOOOOOOOOO Comparison of Graduating Grade Point Average Groups Hith Life Satisfaction ............... Comparison of Males Segments Relating Comparison of Males (Everyday Hork) . Comparison of Males (Supervision) . . Comparison of Males (Compensation) . Comparison of Males (Promotion) . . . and Females With the Seven Survey to Hypothesis 2 .......... and Females Hith Job Satisfaction and Females Hith Job Satisfaction and Females Hith Job Satisfaction and Females Hith Job Satisfaction viii Page 33 34 36 37 39 40 41 43 44 46 47 48 50 14. IS. l6. 17. IB. l9. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. Comparison of Males and Females With Job Satisfaction (Co-workers) .................... Comparison of Males and Females With Job Satisfaction (Overall Job and Career Satisfaction) ........ Comparison of Males and Females With Life Satisfac- tion ........................ Comparison of Place of Employment With the Seven Survey Segments Relating to Hypothesis l ...... Comparison of Place of Employment With Job Satis- faction (Everyday Work) ............... Comparison of Place of Employment With Job Satis- faction (Supervision) ................ Comparison of Place of Employment With Job Satis- faction (Compensation) ............... Comparison of Place of Employment With Job Satis- faction (Promotion) ................. Cross-Tabulation Comparison of Place of Employment With Job Satisfaction (Promotion, Item 4) ...... Cross-Tabulation Comparison of Place of Employment with Job Satisfaction (Promotion, Item 5) ...... Comparison of Place of Employment With Job Satis- faction (Co-workers) ................ Cross-Tabulation Comparison of Place of Employment With Job Satisfaction (Co-workers, Item 4) ..... Comparison of Place of Employment With Job Satis- faction (Overall Job and Career Satisfaction) . . . . Comparison of Place of Employment With Life Satis- faction ....................... Percentage Response for Job Satisfaction (Everyday Hork) ........................ Percentage Response for Job Satisfaction (Super- vision) ....................... ix Page 52 54 55 57 58 59 61 62 63 65 66 67 69 70 72 30. 3T. 32. 33. 34. Percentage Response for Job Satisfaction (Compen- sation) ....................... Percentage Response for Job Satisfaction (Promotion) Percentage Response for Job Satisfaction (Co-workers) . Percentage Response for Job Satisfaction (Overall Job and Career Satisfaction) .............. Percentage Response for Life Satisfaction ....... Page 73 74 75 77 78 CHAPTER I THE PROBLEM Introduction Over the past 80-plus years, pharmacy education has undergone significant and constant change. In the 18905, those who wished to become pharmacists were required to be pharmacists’ apprentices until such time as they could gain enough knowledge to pass an examination administered by the State Board of Pharmacy. Beginning in the early 19005, those who would become pharmacists were required to complete one year of formalized education and one year of apprenticeship before they were allowed to sit for examination. This requirement remained in place for about 15 years, until the educational experience was increased to two years. Another l5 years elapsed before the classroom experience was increased to three years. Graduates of these programs received the degree of Pharmacy Graduate (Ph.G.) or Pharmaceutical Chemist (Ph.C.). In 1936, students began to enter a four-year degree program and received a Bachelor of Science degree in Pharmacy upon graduation. Graduates of these various programs were still required to pass a licensure examination, administered by the State Board of Pharmacy in their state, before they were allowed to practice their profession as Registered Pharmacists. This licensing procedure continues today. ‘The examination is now administered by the National Association of Boards of Pharmacy, although the states are still responsible for the jurisprudence part of ‘the examination. ‘Through all of 'these changes in pharmacy education, the role of the pharmacist remained the same, i.e., that of properly preparing and dispensing medications. The length of pharmacy education was increased from four to five years in l960. Mrtek (1976) wrote that this increase of one year in the pharmacy curriculum was intended to enhance both the general education requirement and the basic science part of the curriculum. With this increase in schooling, some changes began to appear in the practice areas of the pharmacy college curriculum. Pharmacy faculty, particularly those involved in the dispensing courses, began to perceive the pharmacist’s role as more than merely a preparer and dispenser of medications. Students began to be taught that an additional part of their function ought to be to advise and counsel their patients/customers concerning the medications they dispensed. Would-be pharmacists were taught that they should reinforce directions to their patients for the proper use of drugs, and to review possible drug/drug and drug/disease interactions that could adversely affect the patient’s health and well-being. These changes in education took place in the classroom of the pharmacy schools and colleges, but this perceived change in the role of the pharmacist in the hospital and community pharmacy setting was not so readily received by the pharmacists already in practice. Those already in practice had not received this type of education. The role and function these newly graduated students were prepared in the classroom to perform were not necessarily the role and function their supervisors would allow them to perform in the practice setting. Studies conducted over the past several years have focused on the apparent lack of job satisfaction that has come about because of the difference between pharmacy education and pharmacy practice. Researchers have attempted to measure the degree of job satisfaction experienced by newly graduated pharmacists in their places of employment. Williamson and Kabat (1972) surveyed Minnesota hospital pharmacists and found that the primary job satisfiers for pharmacists were related to humanitarian contributions and that pharmacists desired a more challenging role, as well as a higher degree of patient and patient-counseling contact. Kirk (T976) found that although admitting students who were capable of completing the pharmacy curriculum was important, of equal importance should be the level of job satisfaction the students achieved when they moved from the classroom to the practice setting. Donnehew and Hammerness (l976) concluded that the technical (dispensing) aspects of pharmacists’ duties tended to be nonmotivators and that pharmacists would have a higher level of Job satisfaction if they could be more involved with patient counseling, patient profile review, drug interactions, and other related functions more challenging to their intellectual capacities. In a survey of graduates of eight pharmacy colleges, Hammel, Curtiss, and Heinen (1979) found that job satisfaction was not very high, 3.03 on a five-point scale, and that 57% of those graduates would have second thoughts about pharmacy as a career if they had it to do over again. Curiously, 80% of these same pharmacists would continue to practice pharmacy even if given enough money to live comfortably for the rest of their lives. Pharmacy colleges in California were the first to offer a six- year degree program in pharmacy. This degree was titled Pharm.D. or Doctor of Pharmacy. The sixth year of this program included even more of the clinical or patient-counseling aspects of pharmacy education. Reid and McGhan (l986) surveyed California pharmacists to see if place of employment and/or degree (8.8. or Pharm.D.) had a bearing on job satisfaction. Most pharmacists in their study who had received a 8.5. degree were employed in retail pharmacies, whereas those with a Pharm.D. degree were more likely to be employed in hospitals. Regardless of pharmacists’ degree or place of employment, the researchers found no significant difference in job satisfaction. Rauch (1981) found that pharmacists who were involved in tasks that required reviewing adverse drug reactions to drug therapy, efficacy of drug therapy, and so on, were more satisfied with their positions than were those who spent the majority of their time with the dispensing aspects of pharmacy. During this same period, more and more females chose to enter what previously was a male-oriented profession, to the point that pharmacy schools began to admit more females than males. Betz and O’Connell (1987) discussed the reasons why women at the University of Tennessee had chosen pharmacy as a career. They found that: Women, more than men: (i) want to work with and help people; (ii) prefer part-time employee status; (iii) are concerned with employing specialized occupational skills; and (iv) have higher test scores and/or receive better grades. (p. 40) These findings suggest several questions. Are pharmacy school admission committees using the proper criteria to select those who may be admitted to pharmacy schools? Should admission committees attempt to select only scientifically (chemistry, biology. and mathematics) oriented applicants, or should they also make an attempt to select those who are motivated toward more empathic patient care? Phelan and Phelan (1973) stated: While better grades are associated with higher income and more job and life satisfaction, an interesting exception to this pattern is that those with the very highest grade point averages report below average levels of life satisfaction. (p. 676) Statement 9f the Problem Considerable research has been conducted on pharmacy school graduates over the past several years to determine to what degree pharmacists are satisfied with their position in the work setting. These studies have focused on pharmacy graduates’ degree of satisfaction with their normal day-to-day tasks, relationship with supervisors, possibility of upward mobility, satisfaction with compensation, and co-worker relationships. Chain drug store pharmacists and those employed in independent or’ community' pharmacies have been compared to assess their job satisfaction. Similarly, males and females have been studied for contrasts in job satisfaction, but the studies have been concerned with only job satisfaction. The degree to which pharmacists are satisfied with other outcomes, for instance life satisfaction, has not been explored. This is true not only of research in pharmacy, but also of research in the other health professions. Pharmacy school admission committees have traditionally chosen those who would be admitted into their courses of study based on the applicants’ previous academic record, mainly cumulative grade point average, but also with their ability in chemistry, biology, and mathematics. Are the students who graduate from schools of pharmacy with the higher grade point averages the same students who attain a higher degree of job satisfaction and, more important, attain more life satisfaction? The Ferris State University School of Pharmacy program is 95 years old and has gone through all of the curriculum changes mentioned in this chapter. Ferris graduates receive a B.S. degree at the end of five years of training, and no Pharm.D. degree is currently offered at the university. Purpose of the Study The purpose of this study was to determine whether there is a relationship among graduating grade point average, job satisfaction, and life satisfaction; whether gender makes a difference in job and life satisfaction; and if place of employment makes a difference in job and life satisfaction for Ferris State University School of Pharmacy students who graduated during academic year 1982/1983. othes T d i The following hypotheses, stated in the null form, were tested in the study: Hypothesis 1: There is no relationship among graduating grade point average, job satisfaction, and life satisfaction for graduates of the School of Pharmacy at Ferris State University during the academic year 1982/83. Hypothesis 2: There is no difference between female and male graduates from the Ferris State University School of Pharmacy in their attainment of job and life satisfaction. Hypothesis 3: There is no difference between Ferris State University School of Pharmacy graduates who are employed in hospitals and those who are employed in retail (chain, independent) pharmacies in their attainment of job and life satisfaction. Limitations and Delimitations Limitations Two limitations should be considered when reviewing the results of this study. First, graduates from the pharmacy curriculum may graduate after a minimum of five years of college. Some of these graduates enter the final three professional years of the curriculum after completing associate or bachelor degrees in other programs. These graduates tend to be older, have had varying college training and experiences, and may have different perceptions of job and life satisfaction. Second, this study' was limited to Ferris State University graduates and should not be generalized to other Ferris State graduating classes or to other pharmacy schools and colleges. Delimitations This study' did not consider variations within occupational categories. Since this study focused on job and life satisfaction, perceptions could vary between chief and staff pharmacists in hospitals and pharmacists in managerial positions versus staff pharmacists in retail pharmacies. The demographic section of the survey instrument was not designed to differentiate among age groups. No attempt was made to categorize the graduates based on compensation. Job and life satisfaction perceptions may well vary, based on differences in income. The population for this study was limited to Ferris State University pharmacy school graduates, academic year 1982/1983. These graduates had been in the field for five years and had an opportunity to settle into more permanent employment classifications and were thought to be more mature in their life styles than graduates with less experience. Other graduating classes could be the subject of further study. Definition of Terms ca mic ar. The annual period of sessions of an academic institution. Amepjean Journel of Pharmaceutical Education (AJPE). The official publication of the American Association of Colleges of Pharmacy. American Assgeietion of Colleges of Pharmecy (AACP). An organization of schools and colleges of pharmacy in the United States. Apothecary. In the United States, a retail pharmacy confining sales to prescriptions and closely related products. B.S. degree. The first professional degree in pharmacy. Minimum completion time is five years. Ch in ru r . More than one pharmacy under the ownership of an individual, a group of individuals, or a corporation. In this study, a small chain is two to nine pharmacies, and a large chain is ten or more pharmacies. Cljnicel settjng. Hospitals and other institutions where pharmacists are involved in immediate patient care. mmun a c . An independently owned pharmacy, usually located in a neighborhood. Drug interaction. An untoward reaction caused by a drug product. r dr interaction. An untoward reaction caused by the reaction of one or more drugs to another. r 's s i er ti n. The worsening of a disease caused by drug use. r d a i rad oin v r e GPA . A mathematical average obtained by dividing honor points by credit hours. Independent pharmacy. A pharmacy not associated with another pharmacy. 10 ‘ hi an ar Pharmac MBP . The licensing and governing body for pharmacists in Michigan. Patient epunseling. The discussion between the patient and the pharmacist, reinforcing directions for drug use and warnings concerning drug interactions, drug/drug reactions, and drug/disease interactions. Eetient prpfile review. Inspection of a patient’s record fOr drug use, disease states, and possible drug interactions. Ph_ai_‘m_.D. The title given to those who complete a six-year pharmacy degree. May also be awarded to persons with a B.S. degree in Pharmacy who complete specified additional courses. Pre-pharmaey education. A group of courses in general education and basic science taken before being accepted into a school or college of pharmacy. Stud Overview In this chapter, the study problem was introduced. Chapter 11 contains a review of the literature as it pertains to pharmacy education, job satisfaction, life satisfaction, female pharmacy graduates, and pharmacists’ practice settings. The methodology is explained in Chapter III. The data were analyzed using MANOVA, ANOVA, t-tests, cross-tabulation, and frequency responses. The results are discussed and presented with tables in Chapter IV. Conclusions and reflections appear in Chapter V. CHAPTER II REVIEW OF THE LITERATURE Purpose of the Stgdy The purpose of this study was to determine whether there is a relationship among graduating grade point average, job satisfaction, and life satisfaction; whether gender makes a difference in job and life satisfaction; and whether place of employment makes a difference in job and life satisfaction for Ferris State University School of Pharmacy students who graduated during academic year 1982/83. Three hypotheses were tested in this study, and the literature was searched with consideration given to these three questions: 1. Is there a relationship among pharmacists’ graduating grade point average, job satisfaction, and life satisfaction? 2. Do female pharmacists attain more job satisfaction and life satisfaction than do male pharmacists? 3. Do hospital pharmacists attain more job satisfaction and life satisfaction than do retail pharmacists? eneral is sio Much has been written in an attempt to discover what motivates people to behave the way they do in the workplace and in their lives in general. What kinds of goals do people set for themselves, and 11 12 what behavioral patterns do people follow in an attempt to attain these goals? Maslow (1954) is well known for this Theory of Actualization, which describes five levels of need that all individuals are said to have. These five levels range from the lowest level of basic need for food, shelter, and water through the need for safety and security, need for friendship and love, need for self-esteem, and the final stage, which Maslow called "selfFactualization." Maslow said that self-actualization is the need all of us have to maximize our abilities, skills, and potential. Maslow’s theory is a general theory of human motivation. Herzberg (1959) developed a two-factor theory of motivation that addressed motivation in the work place. The first factor Herzberg said was necessary was what he called extrinsic (hygiene) conditions, which, if they were absent from the job situation, were dissatisfiers. The extrinsic conditions, as defined by Herzberg, included things like job security, healthy working conditions, satisfactory salary, and the like. Herzberg did not say that if these extrinsic conditions were present workers would be satisfied, but that the presence of these conditions would maintain a level of "no dissatisfaction." The second factor Herzberg said was necessary was a set of intrinsic conditions. These included the worker’s positive perception of achievement, responsibility, chance for advancement, the work in general, and the possibility for growth. A search of the literature was conducted with the help of an ERIC search at the Ferris State University library, a review of 13 i er ti n Abst ts, and a search of pharmacy research papers published principally in the American Journel of Ppermaeeutjeel Education (AJPE). AJPE reviews and publishes research papers from accredited colleges of pharmacy belonging to the American Association of Colleges of Pharmacy. Currently, all 74 pharmacy schools and colleges in the United States and U.S. possessions belong to this organization. While some research has been devoted to the job satisfaction of pharmacy school graduates, no literature was found in which an attempt was made to find a correlation between GGPAs and job satisfaction. Some titles of articles indicated that both job and life satisfaction had been examined separately, but upon reading the articles no such distinction was made. Similarly, no research was found dealing with the job satisfaction and life satisfaction of other health professionals--physicians, nurses, dentists, or optometrists-~relating to GGPA, the possible~ differences in the perceptions of male and female graduates, or place of employment. Mrtek (1976) was commissioned to do a study of the changes in pharmaceutical education from 1900 to 1975. Mrtek wrote that after years of study, survey, and discussion, the schools and colleges of the American Association of Colleges of Pharmacy voted in Boston in 1954 to extend the pharmacy curriculum from four to five years. The minimum of five years of study for a B.S. degree was made mandatory after April 1, 1965, which meant that the new curriculum would begin in 1960. The additional year of study was to be used to strengthen 14 the admission requirements with a year of pre-pharmacy education necessary before students were allowed to enter the four years of scientific curriculum. The effect was that the number of credit hours was increased in both the general education and basic science segments of the curriculum. With the additional hours available, pharmacy faculty began to teach that the pharmacist’s role should include more than merely preparing and dispensing medication. They began to teach that pharmacists should also be involved in advising and counseling their patients/customers about the medications they dispensed. Students were taught that they should reinforce prescription directions for their patients and discuss possible drug/drug interactions and drug/disease interaction with their patients/ customers. While these changes took place in the classroom, they were not so readily accepted by those pharmacists who had been in practice for some time and had not been trained in the same professional expectations. The apparent difference between what students are taught in the classroom and the duties they actually perform, or are allowed to perform by their supervisors, has prompted some studies in this area. A discussion of some of these studies follows. rmacist ’ b S f n Indications of a lack of job satisfaction among pharmacists were found in many publications. Williamson and Kabat (1972), in a survey of Minnesota hospital pharmacists, found that the primary job 15 satisfier for these pharmacists was related to the contact they had with patients. These pharmacists attained more job satisfaction when they were allowed more patient contact and patient counseling. Kirk (1976) concluded that: While admitting students who were capable of completing the pharmacy curriculum was important to admission committees, of equal importance ought to be the level of job satisfaction the students attained when they moved from the classroom into the practice setting. (p. 125) Donnehew and Hammerness (1976), in a study of 44 Denver, Colorado, pharmacists who had been in practice for an average of four and one-half years, found that: Technical (dispensing) aspects of the pharmacists’ duties tended to be non-motivators and pharmacists would have a higher level of job satisfaction if they were more involved with patient counseling, patient profile review, drug interactions and other related functions more challenging to them as pharmacists. (p. 24) In a survey of graduates from eight pharmacy colleges, Hammel et al. (1979) found that job satisfaction was neither high nor low. Job satisfaction was 3.03 on a five-point scale, and 57% of this group would have second thoughts about pharmacy as a career if they had a second choice of careers. Curiously, 80% of this same group would continue to practice their profession even if given enough money to live comfortably for the rest of their lives. In a study of 69 pharmacists employed in the U.S. Army Medical Treatment Facilities, Rauch (1981) found that pharmacists who were involved in tasks that required reviewing adverse drug reaction to drug therapy, and the like, were more satisfied with their positions 16 than were those who spent the majority of their time with dispensing duties. An examination of studies (1965-1982) on job and career satisfaction among pharmacists was conducted by Barnett and Kimberlin (1984). They concluded that: Pharmacists in hospitals and retail settings have not been shown to differ greatly in job satisfaction with two possible exceptions. Practitioners in apothecary settings and clinical positions have reported higher levels of satisfaction than pharmacists in other settings. (p. 1) Similarly, in a review of the literature (1951-1982), Robers (1983) reported that: Job dissatisfaction among pharmacists has not been shown to be strikingly dissimilar from ‘that of' the general population. Both job position and ability utilization appear related to job satisfaction. The literature on clinical pharmacists and patient/professional orientation seems to suggest that the clinical/professional aspects of job performance are related to job satisfaction for pharmacists across work setting, position and educational background. (p. 398) Female Pharmacists’ Job Satisfection Many investigations have been conducted over the past several years concerning women in the pharmacy profession. Betz and O’Connell (1987) investigated reasons why women at the University of Tennessee College of Pharmacy had chosen pharmacy as a career and found that: Women more than men: (i) want to work with and help people; (ii) prefer part-time employee status; (iii) are concerned with exercising special occupational skills; and (iv) have higher test scores and/or receive better grades. (p. 40) The higher GPAs that women have when compared with men in pharmacy colleges was explored by Shepherd, Henderson, and Ohvall 17 (1983) in a paper on graduate and postbaccalaureate Pharm.D. students. The authors reported that: With the increasing proportion of women entering undergraduate pharmacy colleges coupled with their high GPA’s, the human resource pool of potential candidates for graduate and postbaccalaureate Pharm.D. programs also is increasing in its proportion of women. (p. 10) Shoaf and Gagnon (1980) surveyed 1,700 North Carolina employee pharmacists. Their study was conducted to determine the differences between males’ and females’ perceptions of employee benefits, salaries, and job satisfaction. They made the following statement concerning males’ versus females’ perceptions of job satisfaction: Job satisfaction scores when cross-tabulated by sex showed that women were significantly less satisfied with their work than men. But this difference was found to be due to women’s lower age in comparison with men. When age was held constant there was no significant difference in work satisfaction between the sexes. (p. 50) In a national survey of 700 young practicing pharmacists, Curtiss (1980) made this observation: Women in pharmacy are more satisfied with their compensation than are men and do not differ from men in satisfaction with other facets of the job or general job satisfaction. No differences between male and female practitioners on perceived job stress, life happiness, anxiety and depression also serve to refute charges that women differ from men in job attitudes, psychological stress and life happiness. (p. 267) Pharmacy colleges in California were the first to offer a six- year program in pharmacy education. The degree of Doctor of Pharmacy or Pharm.D. was awarded upon completion of this program. Before this degree offering, all schools of pharmacy offered only five-year programs resulting in a B.S. degree in Pharmacy. Sixty percent of pharmacy schools now offer this Doctor of Pharmacy 18 degree. Reid and McGhan (1986), using data from a 1982 Socioeconomic Survey of California Pharmacists, compared B.S. degree pharmacists with Pharm.D. pharmacists and found that while those graduates with the B.S. degree tended to be employed in retail pharmacies and those who had the Pharm.D. degree were more likely to be employed in hospitals, the academic degree did not have a statistically significant effect on job satisfaction. Life Satisfactipp No studies have been conducted specifically to determine the life satisfaction of pharmacists or others in the health-related professions. Therefore, literature from across other occupations was reviewed. Phelan and Phelan (1983) surveyed 9,039 graduates from throughout the United States who participated in the 1977 follow-up of the 1970 Cooperative Institutional Research Program’s freshman norms survey. This survey covered all occupational groups. Phelan and Phelan reported that higher education contributed not only to higher earning capacity but also to a perceptible increase in both job and life satisfaction: While better grades are associated with higher income and more life and job satisfaction, an interesting exception to this pattern is that those with the very highest grade point averages reported below average levels of life satisfaction. (p. 676) Some studies have been conducted dealing with the relationship between job and life satisfaction. Does one need to have job satisfaction in order to experience life satisfaction, or vice 19 versa? Intuitively, it would seem there is certainly some positive relationship between the two. Oshner and Solomon (1976), in a study of college graduates at that time, found that: The more important it was for them [college graduates] to raise a family and become conmunity leaders, the more likely they were to be very satisfied with their jobs. These are strictly non-job-related goals, but add credence to the view that job and life satisfaction are positively associated, not compensatory. (p. 98) In a study that looked at job satisfaction and happiness from a managerial/psychological perspective, Weaver (1978) drew ion four independently conducted surveys reporting on job satisfaction and happiness. In his evaluation, the author concluded that: Even a small step toward the development of more nearly definitive knowledge about happiness is obviously of great importance, and personnel managers, employers, and others concerned with employee welfare should be interested in the correlation between job satisfaction and happiness. (p. 832) In a review of the relationship between job and life satisfaction, Muchinsky (1983) made the following generalization: Job satisfaction is but one aspect of feelings of satisfaction with life in general. Among those for whom work is a central life interest, such feelings are more pronounced. Feelings of job satisfaction also contribute to general mental health. The relationship» between job satisfaction and life satisfaction varies for different groups. The results of Weaver’s study suggest that degree of happiness is fairly pervasive. People are either generally satisfied or dissatisfied with the many factors that contribute to overall happiness. For most people, it is unlikely that a satisfying job can compensate for dissatisfaction in other areas of life. (p. 434) mmar This review of the literature suggests that some pharmacists feel overtrained and underused for the duties they perform and they would attain more job satisfaction if they had more patient contact 20 and more challenging roles. Pharmacists are trained while in college to expect more patient contact than their supervisors sometimes allow them, and demonstrate a need to have a more positive effect on the patients they serve. The research has indicated that neither academic degree nor the employment setting contributes measurably to job satisfaction. Psychological researchers have agreed that job satisfaction and life satisfaction are not independent factors. Job satisfaction imparts a positive effect on life satisfaction, and vice versa. The literature is void of any research on the relationship of academic achievement, job satisfaction, and life satisfaction relating to pharmacists or the other health professions. As stated previously, some articles mentioned life satisfaction or happiness in their titles, but careful scrutiny divulged no real attempt to explore these relationships. Finally, are pharmacy schools and colleges training the right people, or should a more personal-type admission policy be used to select those who will become pharmacists in the United States? In an article on admission policy and affirmative action policy at the University' of’ California, San Francisco, Goyan (1979) suggested that: Our difficulty in choosing students so as to predict future academic success is simple compared to trying to predict who will be successful in our profession. Indeed, it is next to impossible to define "success." (p. 55) 21 If one takes the view that life satisfaction is the ultimate goal of all college graduates, can life satisfaction be defined as a measure of success? This study was intended to determine whether a relationship exists among academic achievement, job satisfaction, and life satisfaction; whether perceptions of male and female pharmacy school graduates differ; and the influence place of employment may have on the job and life satisfaction of pharmacy school graduates five years after graduation. CHAPTER III METHODOLOGY 32.53491 The study design and instruments used to collect data to determine whether there is a correlation among graduating grade point average, job satisfaction, and life satisfaction of pharmacy school graduates are presented in this chapter. The hypotheses tested in this study were: Hypothesis 1: There is no relationship among graduating grade point average, job satisfaction, and life satisfaction for graduates of the School of Pharmacy at Ferris State University during the academic year 1982/83. Hypothesis 2: There is no difference between female and male graduates from the Ferris State University School of Pharmacy in their attainment of job and life satisfaction. Hypothesis 3: There is no difference between Ferris State University School of Pharmacy graduates who are employed in hospitals and those who are employed in retail (chain, independent) pharmacies in their attainment of job and life satisfaction. Eppglation The population for this study included all students who graduated from the School of Pharmacy at Ferris State University during the period from September 1, 1982, through August 31, 1983. Since students may graduate at the end of all four quarters (terms), this group included graduates for fall 1982, winter 1983, spring 22 23 1983, and sumer 1983 quarters. There were 112 graduates during this period: 66 males and 46 females. tud e i n rad tin r d P in Av ra e PA The GGPAs were obtained from files located in the Dean’s Office in the School of Pharmacy. The GGPAs ranged from 2.13 to 3.96, with a mean of 2.73. Ferris State University uses a four-point scale where A = 4.00, B = 3.00, C = 2.00, D = 1.00, and F = 0.00. Tabachnick and Fidell (1983) pointed out that as long as sample sizes are relatively equal, both the univariate and multivariate F-test are sufficiently robust to violations of the assumptions of normality and homogeneity of variance. However, the extent of robustness of various tests to various violations is not currently known. As the total sample size in this study was under 100, and division of subsamples for hypothesis testing could lead to very small n-counts in the extreme groups, it was decided to avoid statistical issues involving the assumptions. Therefore, the grade point intervals were selected to make the three groups as nearly equal in size among the GGPAs as follows: Group I (n - 32) GGPA 2.83-3.96 Group II (n - 33) GGPA 2.55-2.82 Group III (n - 33) GGPA 2.13-2.54 24 Qemogrephics The demographic portion of the survey instrument (Appendix C) was used to identify the graduates as males or females and also as those employed in hospitals versus all retail settings (chain or community). dob Setisfactipn The job satisfaction portion of the survey instrument asked for the graduates’ perceptions of their present position in the following areas: everyday work, supervision, compensation, promotion policy, their relationship with co-workers, and overall job and career satisfaction. Responses to five statements on a five-point Likert scale (Appendix D) were asked for in each of these segments. To construct this section of the survey instrument, the Job Description Index (001) from The Measurement of Satisfaction in Hork end Retirement (Smith, Kendall, & Hulin, 1969) was used as a guide. The JDI has been previously used as a measure of job satisfaction for many occupational categories. Referring to the use of the JDI, Golembieski and Yeager (1978) stated: The Job Description Index is without a doubt the most carefully constructed measure of job satisfaction in existence today. A strong case has been built for construct validity in numerous publications that report correlations between JDI scales and other measures of job satisfaction. The JDI dimensional structure seems stable across occupational groupings. (pp. 514- 515; see also Vroom, 1964, p. 100) ife isf c ion The Phelan Life Satisfaction Index (PLSI) was used by Phelan and Phelan (1983) with a large (N - 9,039) sample of 1970 college 25 graduates who participated in the 1977 follow-up survey of the 1970 Cooperative Institutional Research Program’s freshman norms survey. The life satisfaction section of the survey (Appendix D), consisting of ten statements, was used exactly as Phelan and Phelan had done with the exception of the two statements that had to do with job satisfaction, which had been dealt with in the other portion of this instrument. A five-point Likert scale was used with the following designations: Strongly Disagree Tend to Disagree Neither Agree nor Disagree Tend to Agree Strongly Agree U'Iuth—l llllllll PilotsTest of Survey Instrument Ten graduates randomly selected from the class of 1981/82 were used to pilot test the instrument before the general mailing. The Ferris State University alumni address records were used for the pilot test mailing. The pilot group was asked to complete the survey instrument and return it with coments or suggestions for improving the instrument’s clarity. Six of the ten graduates returned the instrument, finding no fault with the instrument. However, when four of the ten instruments mailed were returned for nondeliverable addresses, another source of more current addresses was sought. Since» Michigan pharmacists are required to report changes of address when they apply for relicensure, a decision was made to purchase this list from the Michigan Board of Pharmacy (MBP). Before the first mailing, the addresses were updated using 26 the MBP list. This turned out to be very helpful, at least in contacting those graduates who were still residing and practicing in Michigan. No attempt was made to update addresses for those graduates no longer residing in Michigan. dmini tration urv trumen The survey instrument (Appendix C), along with a cover letter (Appendix A), was mailed to all graduates (academic year 1982/83) of the School of Pharmacy, Ferris State University, using the updated address list. The initial mailing of the survey instrument on October 3, 1988, prompted 44 responses. A second mailing, along with a more personal cover letter (Appendix B), provided an additional response from 39 graduates. While the Ferris State University alumni mailing addresses had not been very reliable as far as graduates’ current addresses, the same lists did provide telephone numbers of their parents. Those parents who could be contacted by telephone were able to give their sons’ or daughters’ current telephone number or address. With this additional information, 17 personal contacts were made, which produced another 15 responses. Fifty-five of 66 males responded, for a 83.3% response rate. Forty-three of 46 females responded, for a response rate of 93.5%. Total responses were 98 of 112, for a final response rate of 87.5%. 27 The Survey Instrument The survey instrument was printed on yellow-gold paper with maroon letters, the university’s colors, on 8-1/2" x 11" paper folded once and stapled at the fold line. The instrument the graduate received measured 8-1/2" x 5-1/2" and, when folded once, fit easily into the postage-paid return envelope. Each survey instrument was numbered by hand only to assist in the subsequent follow-up mailings. The graduates were assured of confidentiality in each of the cover letters and in the personal contacts, and were reminded that only group data would be presented. Dam The data were entered into the mainframe IBM computer (3090 group II) and were analyzed using the Statistical Package for the Social Sciences. Multivariate analysis of variance (MANOVA) (Wilks’ lambda) was used to test for significance in each of the six sections of the job satisfaction section and in the segment on life satisfaction. The significance level was set at .05. Where significance was found in a section, t-test and cross-tabulation were used to find which statement(s) in the section had significance. Frequency responses were also recorded. The findings of the study are discussed in the following chapter. mmar All 112 Ferris State University School of Pharmacy graduates during the academic year 1982/83 were surveyed. The three hypotheses tested were stated at the beginning of this chapter. 28 The survey instrument was pilot tested with ten graduates from the academic year 1981/82. When four of ten addresses were found not to be current, corrections were made to update mailing list addresses. The instruments were then mailed to the graduates. A subsequent mailing and telephone follow-up produced 98 responses from 112 mailings, a response rate of 87.5%. The data were analyzed using the SPSSx package, testing for significance (.05) with MANOVA, follow-up analysis of variance (ANOVA), and t-tests. Frequency responses were also observed using cross-tabulation where significance was found. CHAPTER IV DATA ANALYSIS The purpose of this study was to determine whether there was a relationship among graduating grade point average, job satisfaction, and life satisfaction of Ferris State University School of Pharmacy graduates five years after graduation. Qverview pf Hethpdplpgy One hundred twelve graduates of the School of Pharmacy at Ferris State University, academic year 1982/83, were sent a survey instrument. Ninety-eight of the graduates returned the instrument, for a response rate of 87.5%. The survey instrument was designed to collect the graduates’ perceptions of job satisfaction (05) and life satisfaction (LS). The JS segment of the survey instrument contained five statements in each of six categories of JS. The six segments dealt with the graduates’ perceptions of their everyday work, supervision, compensation, chance for promotion, co-workers, and overall job and career satisfaction. A five-point Likert scale was used, with l - Strongly Disagree (SD), 2 = Tend to Disagree (TD), 3 . Neither Agree nor Disagree (NAD), 4 . Tend to Agree (TA), and 5 - Strongly Agree (SA). The LS segment of the survey instrument consisted of eight statements intended to obtain the 29 30 graduates’ perceptions of overall LS. A five-point Likert Scale was used for this segment also, with l - Very Dissatisfied (V0), 2 = Dissatisfied (D), 3 . Neither Satisfied nor Dissatisfied (N50), 4 - Satisfied (S), and 5 - Very Satisfied (VS). 031mm r a mo c The personal demographic segment assessed the graduates’ gender and their postgraduate education, if any. Ninety-eight graduates returned the survey instrument. There were 42 females (43%) and 56 males (57%), which is representative of the relative number of males and females who graduated during the academic year 1982/83. The 112 graduates in the total sample were composed of 40% females and 60% males. One graduate had completed a Doctor of Pharmacy (Pharm.D.) degree, one an M.B.A. degree, and three some other degree. One graduate was pursuing a Pharm.D. degree, four were pursuing an M.B.A. degree, and nine were pursuing some other degree. One graduate was pursuing both an M.D. and a Ph.D. degree and was employed as a pharmacist part time. 1 nt m Twenty-nine graduates were employed in hospitals and 62 in some area of retail pharmacy: 17 in independent pharmacies, 9 in small chain pharmacies (2 to 9 pharmacies), and 36 in large chain pharmacies (10 or more pharmacies). Two were sales representatives for pharmaceutical companies, and five were in some other type of 31 employment. No respondents were unemployed. Eighty-six were employed full time, working at least 35 hours a week. Twenty of the 86 worked over 45 hours a week. Sixteen were employed part time, which was defined as working fewer than 35 hours a week. Sixteen part-time workers and 86 full-time workers totaled 102, but 98 surveys were returned. It was determined that although respondents were asked to indicate only their major place of employment, four had indicated two places of employment. They were working full time at a hospital and part time at a retail pharmacy or vice versa. For this study, the responses used were based on the pharmacists’ major place of employment. Twenty-six graduates were employed 'hi states other than Michigan. These people were spread across 13 other states, with the largest concentrations in Illinois (7) and Florida (5). That 27% of the graduates had left Michigan to seek employment elsewhere may well have been a reflection of the poor economic outlook for Michigan at the time of their graduation. Hypotheses The survey solicited responses relating to the following three hypotheses: Hypothesis 1: There is no relationship among graduating grade point average, job satisfaction, and life satisfaction for graduates of the School of Pharmacy at Ferris State University during the academic year 1982/83. Hypothesis 2: There is no difference between female and male graduates from the Ferris State University School of Pharmacy in their attainment of job and life satisfaction. 32 Hypothesis 3: There is no difference between Ferris State University School of Pharmacy graduates who are employed in hospitals and those who are employed in retail (chain, independent) pharmacies in their attainment of job and life satisfaction. Each of the three hypotheses was subjected to the same statistical analysis. For each hypothesis the six sections of JS and the one section of LS were analyzed using multivariate analysis of variance (MANOVA), Specifically Wilks’ lambda, to test for significance at the .05 level in any of the segments. If significance was found in a segment, the segment was subjected to further analysis using univariate analysis of variance (ANOVA) to determine in which statement of the segment the significance occurred. Cross-tabulation was used to further analyze the data in each cell where significance occurred. Seven tables were developed for each of the three hypotheses, each one showing Wilks’ lambda, F-value, and p-value for the segment. Means, standard deviations, F-values, and p-values are presented for each statement in the segment. Finally, frequency responses and percentages are analyzed in seven tables (six JS and one LS). Hypothesis 1 There is no relationship among graduating grade point average, job satisfaction, and life satisfaction for graduates of the School of Pharmacy at Ferris State University during the academic year 1982/83. As described in Chapter III, the respondents were divided into three approximately equal groups. Group I (n - 32) included those with GGPAs ranging from 2.83-3.96, Group II (n - 33) had GGPAs 33 ranging from 2.55-2.82, and Group 111 (n - 33) had GGPAs ranging from 2.13-2.54. No statistical significance was found in any segment of job satisfaction or life satisfaction as it related to GGPA. Therefore, the hypothesis was not rejected. Table 1 shows Wilks’ lambda, F-values, and p-values for Hypothesis 1. A discussion of the findings related to each segment follows. Table l.--Comparison of graduating grade point average with the seven survey segments relating to Hypothesis 1. Wilks’ Lambda F p Job satisfaction Everyday work .960 .377 .955 Supervision .846 1.536 .130 Compensation .921 .767 .660 Promotion .854 1.475 .151 Co-workers .897 .996 .449 Overall satisfaction .857 1.456 .159 Life satisfaction .884 .686 .805 Everyday work. The test of the five statements related to Everyday Work produced a Wilks’ lambda of .960, an F-value of .377, and a p-value of .955 (see Table 2). Regardless of GGPA, every group had a better-than-average (mean - 3.00) feeling about their everyday work satisfaction. In response to Item 5, "In my everyday work I feel that I am contributing to the health and well-being of 34 .mgmsoum=o\mucmHuma HE mo mchn-Hpmz can guHaa; ago c8 m=HH= woe. me. um. ¢~.e om. mH.¢ mo. um.m -anacou Ea H page Hum» .m .mmHaau 0mm. Geo. mH.H mm.m mo.H mam. Ho.H om.m acHoHaacou acme scoccaa .S .sgoecmn H mmpuau on» com umcH~LH mum. van. ¢~.H H~.m «H.H mo.m mo.H Hm.m apsm>o Ea H “as“ Home .m .amu mga Ho new mga um “emaanH Hm“. Pom. so. mm.m mo.— vo.m mo.H ee.m -asouua mo mmcmm a Home .~ .mcwmcmHHmzu mew mom. moo. mo.H em.m mo.H em.m -.H mm.m mmHuzu as was“ ucHH .H "H xccz amuagm>m as cH a H om cam: om cam: om cum: Hmm.=H HmmucH H~mucH meaSH HHH <¢wu HH oz< mmm. n a “sm. n H com. u avnsap .mxHH3 H<>ozuv coHuummmHaam non guH: masocm omago>~ uchq muagm mcHuazvmgm mo comHLmqeou--.~ mHnmh 35 my patients/customers," all groups had a strong positive feeling, ranging from a mean of 3.97 to 4.24. All GGPA groups felt slightly overtrained for the duties they performed, as indicated in Item 3. erv' . The test of the five statements related to Supervision produced a Wilks’ lambda of .846, an F-value of 1.536, and a p-value of .130 (see Table 3). The responses for all GGPA groups were above average, near Tend to Agree (4.0). However, it should be noted that the means for Item 1, "My supervisor applies policies and practices uniformly“; Item 2, "gives sufficient feedback”; Item 3, ”allows me to be creative"; and Item 4, "is concerned about my well-being," showed that the graduates with low grade point averages had a more negative feeling about these statements. m e i ii. The test of the five statements related to Compensation produced a Wilks’ lambda of .960, an F-value of .767, and a p-value of .955 (see Table 4). For this section, most responses were on the positive side of the scale. One exception was Item 1, "My compensation is about right in relation to my education,” where the lower the GGPA the more negative the feeling about compensation. In Item 3, the respondents had a positive feeling about their fringe benefits. The means for Item 5, which were below the mid-point of 3.00, indicate that these pharmacists did not think they would be more fairly compensated if they belonged to a union. Bromotipn. The test of the five statements related to Promotion produced a Wilks’ lambda of .854, an F-value of 1.475, and 36 .xccz He aowcm H go: go cocoon: ems» Logan; muqueou H gee: Ha pesoEa as» moo. men.~ om.H e~.m mm.H mm.~ mo.H m~.m guH: «cos nmccmucou mH .m .mchn-HHmz oeo. mwm.m ¢~.H m—.m HH.H mo.m mm. mH.m as anonm umcgmucou m. .e .m>HHm Ham. mHm. em.H mH.m Hm.H mm.m mH.H ¢¢.m -mcu on on as monHm .m .mcHscoHLmq Ea H HHms 3o; co xoan «mm. emH. Hm.H mm.~ «m.H oo.m HH.H mo.m -ummH acmHonmzm mm>Hm .N .HHsLoHHcs mmuHuuaga Hum. mom.H H~.H em.~ mH.H o~.m mH.H H¢.m new mmHuHHoa mmHHaam .H "HomH>cma=m a: a H om cam: om cam: om cam: Hmmucv HmmucH H~m.=v msmoH HHH oz< omH. u a mmm.H u H mom. a acnsmp .mxHH: H<>ozLma=mH ccHauameamm no“ zap: mgaogm wmago>m ucHoa conga mcHuaaumcm Ho cochaaeou--.m mHnmh 37 .aHLHmm mgos cmummcmasou on upzoz H ouH. HH—.~ H¢.H oo.m m~.H ~v.~ mo.H ~H.~ coHcs a on umocopmn H HH .m .mmHuav HE ca awgmcoHumH -mc cH AHHuamam cmmmmgo Hme. mew. Ho.H m~.~ aH.H mo.m mH.H oo.m .:H «a; :oHaamcmHEou x: .v .mHnauHsum can cHaH HHm. Now. m~.— m¢.m mo.H mm.m -.H om.m mew muHHmcmn mmcHLH x: .m .mcoHuuczH osmm mga mcHscoHLmq :oHua~H=~mLo as cH mgmguo ca umcaaeou ems: NNm. HmH. HH.H om.m e~.H mm.m mo.H om.m LHaH m. coHaamcmHEou »: .N .coHuauaum me a» coHu -mHoc cH uanL paona cue. mms. mH.H ~m.~ mH.H mH.N m~.H mH.m mH ccHummcmasou >._.._ .H “coHaamcmasou a H om cam: om cam: om cam: HmmncH HmmacH H~mucH meaSH HHH oz< one. a a Hm“. u H Hmm. I avnsmH .mxHHz u<>oz~ ucHoa mango mcHumzcmgm Ho :omHgmqeou--.e mHnmh 38 a p-value of .151 (see Table 5). The graduates’ responses to this category were the most negative of any of the seven tables presented in the GGPA versus JS and LS sections. Twelve of 15 means were below 3.00. The responses to Item 1, "There is a good chance for promotion in my organization,” indicate that the pharmacists with the lower GGPAs had a more negative feeling about their chance for promotion. Almost all responses to Item 4, "I am NOT willing to assume the responsibility necessary for promotion in my organization," clustered around 2.00, which means they disagreed with this statement. So-workers. The test of the five statements related to Co- workers produced a Wilks’ lambda of .897, an F-value of .996, and a p-value of .449 (see Table 6). Graduates had a mostly positive feeling about their co-workers. Twelve of the 15 means were close to 3.00 or above. Especially high were the means for Item 2, ”My co-workers are concerned with the health and well-being of their patients/customers." Graduates also responded positively to Item 5, ”My co-workers feel that they have a good relationship with others in the health professions." Qverell dob and Sareer Setisfeetjpg. The test of the five statements relating to Overall Job and Career Satisfaction produced a Wilks’ lambda of .857, an F-value of 1.456, and a p-value of .159 (see Table 7). Responses to Item 1 showed that, regardless of GGPA, graduates felt at least somewhat "overly trained and underutilized in their profession." There was a rather flat response to Item 2, ”Knowing what I know now, I would again chose pharmacy as a career." 39 .coHum~H=~mLo as cH AHHHHnoe vgmzaa Ho xuaH Hoo. mum.~ mm.H H~.m m~.H ~m.~ em.H m~.m as» an vouagamch Hmow H .m .ccHaa~H=~mco as cH coHa -oeoga com Hummmmumc HHH -HHnHmcoammg use mazmmm How. vHN. mm.H NH.~ m~.H Hm.~ HH.H mH.~ on mcHHHHz hoz Ea H .e .coHuaNHcmmLo as cH coHuosoLa goH mega Noe. H~m. m~.H eo.~ mo.H Hm.~ mo.H mm.~ -ucmum ELoHHca «ca «gosh .m 5: 2% co comma «La mcoHuoEoga mmH. Ho~.H mH.H ~m.~ mm. Hm.m mH.H Hm.~ :cHa-H=~mLo as =H .N .coHa-Hcmmgc as =H :oHuoEocn Low ooe. «Na. eH.H mm.~ H~.H mm.~ me.H m~.~ mucagu coco a m. «can» .H ":oHuoEocH a H om cam: om cam: om cam: 5.5 :95 32.5 25: HHH oz< HmH. u a ms¢.H u H emm. u aunsaH .mxHH: H<>oz~ ucHoa oumgm mcHumsvmcm mo comHgmasou--.m mHnmh 4O .cowmmomoga zupmm; an» :H meccao gaH: «upgmccwumHmc mum. emH. Na. om.m mm.H H~.m oo.H Hm.m coca m>a= Hog» Hag» Hmmm .m .Hagmcmm :_ coHaa~Hcamgo asp “scam ~mm. Ham. Hm. em.~ mH.H em.~ Ho.H mH.m acmpaaH a>HS~am= a a>~g .5 .=chmeogq EH85» :HH: ems» coHuamcmasou gHmna Hmo. mom.~ Hm. mo.m mo.H m¢.~ Ho.F mm.~ new: wgos umcsmucou mew .m .msmsoumau \mucaHama 2.5;» Ho mcpan-HHaz uca goHam; «mo. mmm.p mm. Pm.m mm. mo.v mm. -.m ms» sup: umcgmucou men .N .m>Hummcu Nmm. mme.— Hm. em.~ mo.H mm.m em. -.m new mcHuaH=EHHm men .H "mgmxgo3-ou a: a H om cam: om cam: om cam: Hmmucv Hmm.cH meucH mamuH HHH oz< ace. . a mam. . H Ham. . «unsaH .mxHHz u<>oz<= .ngmxcoz-ouv coHHuammHuam new cu.) mazosm omacm>a ucwoa mecca m=HHa=u~Lm Ho comHsaquu--.o «Hemp 41 .aumscagq uuHuuuga a» mscHu -ccu uHao: H .oHHH as we «no; use apnauccHsou m>HH Hem. HHH. o¢.H mo.m ~m.H H~.m Hm.H mo.m op muomma smacco an: H HH .m .Auasgagq c. coHuauscm ca a>Houms on so: mmagaouco upsor mww. mmH. Hm.H mH.m HH.H om.m o~.H -.m H .Loagmaav a on: H HH .c .aUasLaga :. co—aauzua ca o>Hmuog on EH: mmmcaouco MNH. ocH.~ m~.H on.~ vo.H mc.m mH.H om.~ upset H .com a cm; H HH .m .conmmHoLa a ma Hansen‘s unocgu cHama uHaoz H emH. -H.H eH.H NH.m NH.H we.m Hm.H em.~ .zo: 36:: H was: mcHzocx .N .conmoHoLn as c. voNHHHuacmuca can moH. HH~.~ Hm. ~e.m Ho.— mo.m mH.H mm.m uwcHaga xHLm>o Haom H .H "co—uuammHuam Lumgau new con HHaem>o H H om cam: on cam: cm cam: 55 5.5 .25 as: HHH oz< amp. u a mmv.p u H “mm. u munsaH .mxHH: n<>oz<= :oHuumHmHumm non.guH3 mazosm omago>a ucHoq mango mcHuasvagm Ho comHgaasou--.H «pans .HcoHuumHmHuam cmmgau uca nos HHaLm>oH 42 However, in Item 3, "If I had a son, I would encourage him to receive an education in pharmacy," the higher GGPA group had a somewhat negative response of 2.50. The means for Item 4, ”If I had a daughter, I would encourage her to receive an education in pharmacy," were much higher than the means for Item 3 across all three GGPA groups. The positive means for this statement are in agreement with the continually increasing numbers of females entering pharmacy schools and the pharmacy profession. Item 5, "If I had enough assets to live comfortably the rest of my life, I would continue to practice pharmacy," is in agreement with the study by Hammel et al. (1979). Eighty percent of the pharmacists that Hammel et al. studied would continue to practice their profession. The means in this study indicated that at least 50% of these recent graduates would also continue to practice their profession even if they had enough assets to live comfortably for the rest of their lives. Life satisfaetion. The test of the eight statements related to life satisfaction produced a Wilks’ lambda of .884, an F-value of .686, and a p-value of .805 (see Table 8). Most all responses to the life satisfaction statements were positive. Some means were up to the Tend to Agree level of 4.00. This group of graduates seemed to be well-pleased with life in general. Although the responses to the JS segment of the survey were generally positive, the responses to the LS segment were even more so. The single exception was in Item 4, "Overall, how satisfied are you with the amount of leisure 43 mom. P—H. om.p mm.m mo._ mm.m mo.H mm.m .meH Hmwuom sac» .m .555. 555. 555. 55.5 55.5 55. 55.5 55.5 55.5 =55 5555; 5555555 555 .5 .m>HH so» 555;: 555. 555. 55.5 55.5 55. 55.5 55. 55.5 5555 5555555555 555 .5 555. 555. 55.5 55.5 55. 55.5 55. 55.5 .5555 =55 5555: 5355 555 .5 .oHnmpwm>5 msHu 555. 555. 55.. 55.5 55. 55.5 55.5 55.5 5555555 55 555555 555 .5 .wEwu mgsmwmp 555. 555. 55.5 55.5 55.5 55.5 55. 55.5 555» 55 5555555 555 .5 555. 555. 55. 55.5 55. 55.5 55. 55.5 .5555 555555 5555 .5 555. 555.5 55. 55.5 55. 55.5 55. 55.5 .5555555 55 5555 .5 ”:55: so» 555 umemHuam so; .H5555>o a H mm cam: om cam: om cam: Hmmucv HmmucH H55u=H 55555 HHH 5555 HH 5555 H 5555 (>525 555. . 5 555. . 5 555. . 555555 .5555: 5<>oz<= .coHuoammmuam 5555 :55: mnaosm mmmgm>5 ucHoH women mcpuazumga Ho cochmasou--.m mHnmp 44 time available." The means for this item were below 3.00, and these responses were the only ones in the entire LS segment to be below a mean of 3.00. Hypothesis 2 There is no difference between female and male graduates from the Ferris State University School of Pharmacy in their attainment of job and life satisfaction. Forty-two (43%) females and 56 (57%) males responded to the survey instrument. The response percentages were representative of the number of females and males who graduated during the academic year 1982/83. The 112 graduates surveyed were composed of 40% females and 60% males. No statistical significance was found in any of the six sections of the JS portion of the survey or in the LS section. Therefore, the hypothesis was not rejected. Table 9 shows Wilks’ lambda, F-values, and p-values for Hypothesis 2. Table 9.--Comparison of males and females with the seven survey segments relating to Hypothesis 2. Wilks’ Lambda F p Job satisfaction Everyday work .958 .817 .541 Supervision .908 1.806 .120 Compensation .970 .575 .719 Promotion .900 2.026 .082 Co-workers .938 1.183 .324 Overall satisfaction .908 1.874 .107 Life satisfaction .942 .669 .717 45 Although no statistical significance was found relating to Hypothesis 2, some points are emphasized for each section of the survey. Continents are made for each section, along with Wilks’ lambda, F-values, and p-values. Everyday Wprk. The test of the five statements related to Everyday Work produced a Wilks’ lambda of .958, an F-value of .817, and a p-value of .541 (see Table 10). Males and females had a better than mid-range feeling about their everyday work satisfaction. The most positive means, 4.12 for females and 4.13 for males, were in response to Item 5, ”In my everyday work I feel that I am contributing to the health and well-being of my patients/ customers." Supervisipn. The test of the five statements related to Supervision produced a Wilks’ lambda of .908, an F-value of 1.806, and a p-value of .120 (see Table 11). The means for this section were grouped around 3.00, which indicates that both males and females neither agreed nor disagreed with any of the statements. Males and females agreed that they were slightly overtrained for the duties that they perform (Item 3). It is interesting that while the difference in the means was not great, females had lower means than males for all statements. To some degree, females felt less positive about their supervisors than did males. W. The test of the five statements related to Compensation produced a Wilks’ lambda of .970, an F-value of .575, and a p-value of .719 (see Table 12). For the first four statements, the means were at or about 3.00, with responses to 46 .mgmsoumou \55555555 as we oono-HHmz 555 555555 555 55 555 ~5o. Hoo. oo. mH.5 55. 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PH.H 55.5 55.H 55.5 55555555 5:555H5555 m5>5m .5 .aHsgomwca 55555 555. 555. 55.5 55.5 55.5 5H.5 -5555 555 55555H55 5555555 .H "5555>555=m a: 5 5 cm :55: cm :55: 555.5. 555u55 55555 m5H5z m5H5s55 <>oz< 55H. . 5 555.5 a 5 555. u 555555 .5555: "55525: .HcoFmH>555=mv 555555555555 non 55H: m5H5s55 5:5 55H5s 5o commg5asou--.Hp 5H55p 48 .a55555 555s 55555555sou 55 55553 H 555. 555. 55.5 55.5 55.5 55.5 .5555: 5 55 55555555 H 5H .5 .555555 as on 555555555555 :5 a55555um 555555555 555. 555. 55.5 55.5 55.5 55.5 555 555555555sou a: .5 .555555555 555 5555 555. 555. 55.5 55.5 55.5 55.5 555 55H55=55 555555 a: .5 .555555555 5s55 555 m=5s555555 555555555555 as :5 555555 a» 55555sou :55: 555. 555. 55.5 55.5 55.5 55.5 5555 55 555555555sou a: .5 .555555555 as 55 55.55555 :5 55555 555. 555. 55.5 55.5 55.5 55.5 55555 55 555555555sou a: .H "555555555sou 5 5 am :55: cm :55: 555.5. 555u55 55555 5555: 5555s55 <>oz< 555. u 5 555. a 5 555. u 555s5H .5555: u<>ozoz< 555. u 5 555.5 u 5 555. u 555s55 .5555: H<>5z55 a555 5555 5555 .5 .5555555 55 555555555555 555 55555 555. 555. 55.5 55.5 55.5 55.5 5555555 5>555m5= 5 5>55 .5 .5555555555 55555 5553 5555 555555555s55 55555 555. 555.5 55.5 55.5 55. 55.5 5553 555s 555555555 555 .5 .555s55555\55=55555 55555 55 55.55-5553 5:5 555555 555. 555.5 55. 55.5 55. 55.5 555 5553 555555555 555 .5 . m> wwmmgu 555. 555.5 55.5 55.5 55. 55.5 5:5 55555555555 555 .p “555x553-55 a: 5 5 55 :55: 55 555: 555-=5 555u=5 55555 5555: 5555s55 55525 555. . 5 555.5 . 5 555. a 555555 .5555: u<>5z55 555. 555. 55.5 55.5 55.5 55.5 55 555555 555555 555 5 55 .5 .55555555 55 555555555 55 5>55555 55 555 555555555 5555: 555. 555.5 55.5 55.5 5~.p 55.5 5 .55555555 5 555 5 55 .5 .55555555 55 555555555 55 5>55555 55 555 555555555 555. —55. 55.5 55.5 55.5 55.5 5—553 5 .555 5 555 5 mm .5 .5555555555 5 55 55555555 555555 55555 55553 5 mNN. 555.5 5~.— 55.5 55.5 55.5 .355 3555 5 555: 5553555 .N .5555555 -555 as 55 5555555555555 555. ~55. 55.5 55.5 55.5 55.5 555 5555555 >555>5 5555 5 .5 "555555555555 555555 555 555 55555>5 5 5 55 555: 55 555: 555.5 5 5.15 555: 5555: 5555555 <>5z< 555. a 5 555.— u 5 555. a 555555 .5555: H<>5z55 555555555555 555 555: 5555555 555 55555 55 5555555555--.mp 55555 53 about encouraging their daughters to receive an education in pharmacy (Item 4). ife ti a 'o . The test of the eight statements related to life satisfaction produced a Hilks’ lambda of .942, an F-value of .669, and a p-value of .107 (see Table l6). Males and females agreed that they were generally satisfied with their lives, five years after graduation. Positive responses were given, with means well above 3.00 and many means above 4.00, for all statements except Item 4. Both males and females were slightly negative about the "amount of leisure time available.” While responses for both male and female graduates were positive for all sections of the as part of the survey, excepting the Promotion segment, the responses for the LS segment were the most positive. Expo—”1555’s.: There is no difference between Ferris State University School of Pharmacy graduates who are employed in hospitals and those who are employed in retail (chain, independent) pharmacies in their attainment of job and life satisfaction. Ninety eight graduates responded to the survey. Of these, 29 were employed in hospitals and 62 were employed in retail pharmacies. Of’ the 62 employed in retail pharmacies, 17 were employed in independent pharmacies, 9 in small chain pharmacies (2 to 9 pharmacies), and 36 in large chain pharmacies (l0 or more pharmacies). Seven of the graduates who responded to the survey were employed outside of either hospital or retail pharmacy. 54 555. 555. 55.5 55.5 55.5 55.5 .5555 555555 555» .5 555. 555. 55.5 55.5 55. 55.5 .5>55 55» 55553 5555555 555 .5 .5>55 55» 555. 555. 55. 55.5 55. 55.5 5555: 5555 5555555555 555 .5 555. 555. 55. 55.5 55. 55.5 .5>55 55» 55553 5355 555 .m .5555555>5 555. 555. 55.5 55.5 55.5 55.5 5555 5555555 55 555555 555 .5 5555 555. 555. 55. 55.5 55.5 55.5 5555555 5:5» 55 5555555 555 .m 555. 555. 55. 55.5 55. 55.5 .5555 555555 5555 .5 ~55. 55m. 55. 55.5 55. 55.5 .5555555 55 5555 .5 "5553 55» 555 555555555 355 .55555>5 5 5 5m 555: 55 555: 555.55 5~¢u55 55555 5555: 5555555 <>5z< 555. u 5 555. . 5 ~55. . 555555 .5555: u<>5z5 E5 5 5555 5555 .5 .555 555 55 555 555 55 55555555 555. 555. 55.5 55.5 55. 55.5 -555555 55 55555 5 5555 .5 .55555555555 555. 555. 55.5 55.5 55.5 55.5 555 555555 as 5555 5555 .5 55 5553 555555>5 55 55 5 5 55 555: 55 555: 555.55 555u55 55555 555555 5555555: <>oz< 555. u 5 555.5 u 5 555. 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Foo. 5~.p mm.~ 5~.5 55.~ H .5555: 5 55 55555—55 5 55 .5 .555555 >5 55 555555555555 55 55555555 555. 555. 55.5 em.~ Np._ 5~.~ 555555555 555 555555555555 5: .5 .555555555 555 555. 555.5 55.5 55.5 mm. 55.5 5555 555 55555555 555555 a: .5 .555555555 5555 555 5555555555 55555~555m55 a5 55 555555 55 55555555 555. 555. 55.5 55.5 m~.5 55.5 5553 5555 55 555555555555 5: .~ .555555555 55 55 55555555 55 55555 555. 555. 55.5 oa.~ 55.— m~.~ 5:555 55 555555555555 5: .5 “555555555555 5 5 cm 555: cm 555: 555.55 Aomncv 55555 555555 5555555: <>oz< Pam. u 5 muo.— u 5 —55. a 555555 .5555: H<>oz<= .55555555555555 555555555555 555 5553 5555555555 55 55555 55 5555555555--.o~ 55555 60 (Item 2). Both groups agreed that their ”fringe benefits were fair and equitable" (Item 3). Neither group thought their income had increased steadily (Item 4), but they did not think that "if they belonged to a union they would be more fairly compensated" (Item 5). Ergmotion. The test of the five statements related to Promotion produced a Hilks’ lambda of .86l, an F-value of 2.719, and a p-value of .025 (Table 2l). Statistical significance was found in this section (p - .025). The significance was found in Items 4 and 5. In Item 4, hospital pharmacists, with a mean of l.86, were more strongly negative about this statement than were retail pharmacists, who had a mean of 2.49. The level of significance for Item 4 was p . .039. Cross-tabulation for Item 4, Table 22, showed that 23 of 29 hospital pharmacists (79%) responded either 2 . Tend to Disagree or T - Strongly Disagree with the statement, "I am NOT willing to assume the responsibility necessary for promotion in my organization,” while only 34 of 61 (56%) retail pharmacists responded in the same manner. Item 5, "I feel frustrated by the lack of upward mobility in my organization,” produced mean responses of 3.62 for hospital pharmacists and 2.8l for retail pharmacists. The level of significance for Item 5 was .008. Cross-tabulation of the responses to this statement (Table 23) showed 18 of 29 (62%) hospital pharmacists responded 4 = Tend to Agree or 5 - Strongly Agree, whereas only 20 of 62 (32%) retail pharmacists responded similarly. While no statistical significance was found for Items l, 2, or 3, the hospital pharmacists had more negative feelings about these statements than did retail pharmacists. 61 .55>55 55. 555 55 555555555555 .55555N555m55 55 55 55555555 555355 55 5555 «moo. 55~.5 m~.5 Fm.~ 5m.5 «5.5 555 55 5555555555 5555 5 .m .555555555555 55 55 555555555 555 5555 -55555 55555555555555 555 «mmo. oo¢.¢ m~.~ ¢¢.~ mo.P mm.— 555555 55 0555553 502 55 H .5 .555555555555 55 55 555555555 555 5555 555. 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The test of the five statements related to Co- workers produced a Hilks’ lambda of .8l6, an F-value of 3.755, and a p-value of .004 (see Table 24). Statistical significance was found in this section (p s .004). The significance was located in Item 4, where the responses to ”My co-workers have a negative feeling about the organization in general” produced means of 3.48 for hospital pharmacists and 2.73 for retail pharmacists. The level of significance for Item 4 was p - .002. Cross-tabulation (Table 25) showed that l6 of 29 (55%) hospital pharmacists responded either 4 - Tend to Agree or 5 . Strongly Agree, whereas only 14 of 60 (23%) of retail pharmacists responded in the same manner. All other means in this section were similar for the two groups. derall Job and gareer Satisfaction. The test of the five statements related to Overall Job and Career Satisfaction produced a Hilks’ lambda of .903, an F-value of 1.833, and a p-value of .115 (see Table 26). No significance was found in this section, but a negative feeling on the part of hospital pharmacists was evident in the responses to each statement. For Item 1, hospital pharmacists felt more overly trained and underutilized than did retail pharmacists. In Item 2, hospital pharmacists responded slightly more negatively when asked to respond to ”Knowing what I know now, I would again choose pharmacy as a profession." Hospital pharmacists would be less likely than retail pharmacists to encourage their sons or daughters to pursue an education in pharmacy. 65 ..5>5. mo. 555 55 5555.5.55555 .555.5555555 55.555 555 5. 555555 55.3 55.5555.55.55 555. 555. 5... 55.5 55. 55.5 5555 5>55 5555 5555 .555 .5 ..555555 5. 55.555.55555 555 55555 .555. 555.5. 55.. 55.5 55. 55.5 55..555 55.55555 5 5555 .5 .55.5555555 5.555 55.3 5555 55.555555555 5.555 555. 555. 5... 55.5 55. 55.5 55.3 5555 555555555 555 .5 .555555555\5555.555 5.555 55 55.55-..53 555 55.555 555. 550. .5. 55.5 55. 55.5 555 55.3 555555550 555 .N .5>.55555 5N5. 5mm. ~o.. 5..5 .5. 5~.5 555 55.55.55.55 555 .. “5555.53-55 5: 5 5 55 555: 55 555: .55.5. .55u5. 555.. ..5555 .55.5555 55525 5555. u 5 555.5 . 5 5.5. . 55555. .55..5 "5.5255 .55555553-55. 55.55555.555 555 55.3 555555.555 55 555.5 55 555.555555--.55 5.55. 66 5.55. ..5 5..~ m..5 5..~ 5.. a 555.55 55 5 55 55 55 . .5555 555.55 5..5 5.5 5.5. ...5 5.55 5.5. .5. ..5555 55 5 : 5. .5 5 E 55555 5.55 5.5. 5.55 5..5 5.5. 5.5 .5. .55.555: 55 5 5. 5 5 5 E .5538: .555. 5555< 5555< 55555m.5 555555.o 55555m.5 555555.555 355 5.555555 55 555. 552 5555< 55 555. 5.555555 .5 555.5 5555.52 ..5 555. .5555553-55. 55.5 -5555.555 555 55.3 555555.555 .5 555.5 .5 555.555555 55.55.:555-55555--.m~ 5.55. 67 .Auasgagn mu'auagq on was,» -cou upaox H .mmpp as &o Hum; as» apnauuomsou m>_p ¢om. mpo. ov.p mo.m -.p no.m on mummma goaocu to; ~ mm .m .auaegaga a, coFuauaum ca a>quwL cu gm; mmassoucw upao: mpw. pum.p «p.— pm.m mm.~ sm.~ _ .Lmuguaav a on: H »H .e .auasgmgq a? coFaausvm cm u>qucg on BF: mmagsoucm veo. mmF.e mo.p mm.~ mp.— mm.~ upset _ .com a was ~ gm .m .covmmwuoga a ma aumegmga mucosu swama upso: _ m~¢. mom. mp.p mp.m m~._ oo.m .zo: roux u «as: mcwzccx .~ .=o_mmum -oga as c, um~wpvu=gmu== Nap. omm.~ o_.p o~.m oo.p om.m new vmc_~su apgm>o pmou ~ .p "ccwuuawm_aam mesau vcm non ppagw>o a m cm cam: om cum: 3?: 5.5 25: p.aua¢ Fau.nmo: <>oz< mpp. u a mmm.— - u mom. u avnsmp .mxpvz H<>oz<: .AcowuummmPumm megau can noa ppmgw>ov cowuuammwumm non cum: acmEAopaso we mumpa mo ccmvganeou--.m~ mpnmh 68 Li g satisfaction. The test of the eight statements related to life satisfaction produced a Uilks’ lambda of .906, an F-value of 1.036, and a p-value of .417 (see Table 27). Hospital pharmacists and retail pharmacists responded very positively to this section, with some means above 4.00 and many approaching that level. Both groups, hospital and retail pharmacists, would be happier with more leisure time (Item 4). re u n R on While no statistical significance is attached to frequency response rates, it is useful to examine the responses for high percentages at the extremes. The percentage rates are examined in this section, and attention is directed to statements in each section that brought responses away from the center of the scale. The percentages do not always add across the tables to 100%. This occurred because there were 98 respondents and the percentages were carried to only one decimal point. Everyday Work. The response rates for Everyday Work were as follows: 62.2% thought their duties were challenging, 61.3% felt a sense of accomplishment at the end of the day, 61.2% indicated that they performed many consulting duties, and 86.8% of these graduates thought they were contributing to the health and well-being of their patients/customers (see Table 28). 69 mmo. mop. p~.~ m¢.m mo.P ~m.m .mm_p Pavuom Lao» .m mom. “no. m—.p mo.m om. a~.m .m>wp so» «can: muasw—u as» .s .m>,P 3o» a~e. one. am. ~°.¢ Nm. oa.m meme: mace uegamcmoaa ago .8 New. “mo. mm. ¢m.m es. om.m .m>_p so» mews: czou ecu .m .mpnmpm~>m mew» mmm. mos. eo.~ ~m.~ op.p -.~ mc=m_mp ea unsoe~ on» .e .62?» mesmpmp mhp. Num.F oo.p 5m.m mo.p mm.m Lao» mo auwpazc mgu .m mop. mo~.~ ow. mm.e mm. so.v .mwwp xpwsmw Lao» .N mop. mem.~ om. ~m.¢ um. o~.¢ .pagmcmu cm wwwp .F "saw: so» men um_mmpumm 3o; .F_~Lm>o a g cm cam: om cam: A~8.=v AaNucv ”ewe“ pwaumm pmuwamo: <>oz< “Fe. u a omo.p - m mom. a avnsap .mxp_3 H<>oz<= .cowuuammpumm m;P_ :u_3 pewsaopasm mo mumpq we comwgmqeou--.- mpnwh 70 mmgm< apmcogum u m as cu Peach mv :o_au~wmma~m can so» mmcoamms mmaucmugmg--.m~ mpnah 71 §upervisign. The response rates for Supervision were as follows: 47.3% thought their supervisor applied policies and practices uniformly, 42.1% indicated that their supervisor gave them sufficient feedback on how well they were performing, 51.5% said their supervisor allowed them to be creative, 59% said their supervisor was concerned with their well-being, and 40.8% thought their supervisor was more concerned with the amount of work completed than whether they enjoyed their work (see Table 29). Compensation. Whereas only 42.8% indicated their compensation was about right in relation to their education, 60.2% thought they were fairly compensated when compared to others in the organization, and the same percentage (60.2%) responded that their fringe benefits were fair and equitable (see Table 30). Only 28.6% held the position that they would be more fairly compensated with union representation. Ergmotion. Graduates had negative feelings about Promotion, as evidenced by the following percentages: 37.1% said they thought promotions were based on ability, and 55.6% responded that there was not a good chance for promotion in their organization (see Table 31). Sixty-five percent of the graduates disagreed that they were unwilling to assume the responsibility for promotion in their organization. Almost 40% said they were frustrated by the lack of upward mobility in their organization. go-workgrs. In contrast to the negative responses in the previous section on promotions, Table 32 shows that graduates had mostly positive feelings about their co-workers. 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