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This is to certify that the

dissertation entitled

COMPETENCIES USED MOST FREQUENTLY
BY ADULT EDUCATORS AND THE JOB
ACTIVITIES CONSIDERED IMPORTANT
IN THEIR WORK

presented by
Peter K. Biwot

has been accepted towards fulfillment
of the requirements for

Ph.D. . Education
degree in

 

 

%[€:ZD;+-/<1flgz;réz;x

Major professor

pa Robert J- RentSChler
Date 000 c/Q/f‘f‘ 54g} /7{73

 

MS U is an Affirmative Action/Equal Opportunity Institution 0- 12771

PLACE ll RETURN BOX to remove this checkout from your record.
TO AVOID FINES return on or More due due.

DATE DUE DATE DUE DATE DUE

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

MSU Is An Afflrmdive Adm/Equal Opportunity lnetflwon
Wm:

 

COMPETENCIES USED MOST FREQUENTLY
BY ADULT EDUCATORS AND THE JOB ACTIVITIES

CONSIDERED IMPORTANT IN THEIR WORK

By

Peter K. Biwot

A DISSERTATION

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

DOCTOR OF PHILOSOPHY

Department of Educational Administration

1988

,X, «M

‘N.

g

ABSTRACT

COMPETENCIES USED MOST FREQUENTLY
BY ADULT EDUCATORS AND THE JOB ACTIVITIES
CONSIDERED IMPORTANT IN THEIR WORK
By
Peter K. Biwot

The central purpose of the researcher in this study was to
identify a set of competencies which were used most frequently by
adult educators and job activities which were important in the work
of adult educators. The researcher examined the extent to which
each competency and job activity was used in performing the jobs.
The population consisted of 450 graduates in doctoral, Ed.S., and
masters degree programs in Adult and Continuing Education from
Michigan State University who completed an Adult Educator Question-
naire. The respondents numbered 139 and they were divided into two
major groups, ninety-one adult educators (67 percent) and forty-
five non-adult educators (33 percent), who held such professional
positions as administrators, supervisors, and program directors;
teacher, instructors, and trainers; and consultants and counselors.
Significant data for the study included responses to thirty-one
competencies and thirty job activities. The graduates rated
competencies to indicate the frequency of use, and to indicate the
importance of job activities to what they did in their work.

There was no significant difference in the rank means of

competencies and job activities as reported by the adult educators

who held different professional positions. There were, however,
some differences between the rank means of the adult educators and
those of the non-adult educators.

Higher ranked competencies included Presentation Skills,
Writing Skills, Feedback Skills, Intellectual Versatility, and
Adult Learning Understanding. Highly ranked job activities
included Applying Theories of Adult Learning, Designing Programs,
Administering Programs, Instructing and Conducting Programs Needs

Assessment.

ACKNOWLEDGEMENTS

The writer owes a debt of gratitude to all those who rendered
their assistance, guidance, and advice during the past several
years, culminating with the completion of the dissertation.

Very deep appreciation goes to Dr. Richard Gardner, Professor
in the Department of Educational Administration for his heartfelt
support, direction, and encouragement as the research director.

Very sincere gratitude goes to Dr. Robert Reutschler, my
advisor, who wholeheartedly gave his support during the writing of
this dissertation. Grateful acknowledgement also goes to the
members of the committee, Dr. Gloria Kielbaso, Dr. James Snoddy,
and Dr. David Wiley, for their support, prudent guidance, and
advice.

The writer wishes to extend a special acknowledgement to
Joshua Bagaka's for his professional help with the statistical
design of this research; Carol Cole for her tireless service of
very high quality typing of this research; Dr. Ron Door who helped
tremendously in the editing of the research; and Dr. Michael Moch
who rendered his assistance in the formulation of ideas and
concepts of this study.

The people of the Presbyterian Church of Okemos rendered

their encouragement as well as moral and financial support. Their

iv

support is deeply appreciated by the writer, his family, and the
peOple of Kenya.

This study is dedicated to my wife, Ruth, who fervently
prayed for her husband and supported him in every way possible; to
our son, Paul; and our daughters, Pauline and Patricia, who
sacrificed their time and who were a source of encouragement and

love. God bless you.

LIST OF

CHAPTER

I.

II.

III.

TABLE OF CONTENTS

TABLES I O O O O O O O O O O O O O I

INTRODUCTION . . . . . . . . . . . .
The Rationale of the Study . . . . .
The Importance of the Study . . . .
Statement of the Problem . . . . . .
Research Questions . . . . . . . . .
Procedures . . . . . . . . . . . . .
Definition of Terms . . . . . . . .
Limitations of the Study . . . . . .
Summary of the Study . . . . . . . .
REVIEW OF RELATED LITERATURE . . . .
Role Perception . . . . . . . . . .
Adult Educator Competencies . . . .
Preparation of Adult Educators . . .
RESEARCH PROCEDURES AND METHODOLOGY
Preparation of the Instrument . . .
The Dependent Variables . . . . . .
The Population . . . . . . . . . . .

Gender . . . . . . . . . . . . . .

Age . . . . . . . . . . . . . . .

Degree in AC . . . . . . . . . .

Year of ACE Program Completion . .
Employer Category . . . . . . . .

vi

viii

10
11
11
13
16
23
23
28
29
29
29
30

30
30

CHAPTER

IV.

Collection of Data . . . . . . . . . . . . .
Analysis Techniques . . . . . . . . . . . .
THE F IND INGS O O O O O O O I O O O O O O O 0

Current Professional Positions . . . . . . .

The Rank Order of Competencies as Reported by

ACE Graduates . . . . . . . . . . . . . . .

Rank Order: Job Activities as Reported by ACE

Graduates I O O O O O I O O O O O O O O O 0

SUMMARY AND CONCLUSIONS . . . . . . . . .

Summary of Findings . . . . . . . . . . . .
The Current Professional Positions . . . .
The Rank Order of Competencies . . . . . .
Job Activitis as Reported by ACE Graduates

Conclusions . . . . . . . . . . . . . . . .

Recommendations for Further Study . . . .

APPENDIX

A LETTER REQUESTING ACCESS TO EXISTING DATA
ALUMNI SURVEY QUESTIONNAIRE . . . . . . . .

MODELS FOR EXCELLENCE . . . . . . . . . . .

 

EMPLOYER CATEGORY . . . . . . . . . . . . .

JOB CATEGORY CODES O O O O O O O O O O O O O

B IBL I OGRAPHY O O O O O O I O O O O O O O O O O O O 0

vii

31

32

33

33

34

50
66
67
67
67
68
69

70

73

74

82

114

115

116

Table

Table

Table

Table

Table

Table

Table

Table

Table

Table

Table

3A.

38.

4A.

48.

6A.

63.

7A.

73.

LIST OF TABLES

Professional Positions of ACE Graduates

(N . 135) . . .

Mean Rank Order of Competencies as Reported

by ACE Graduates (N - 139)

Mean Rank Order of Competencies Based on Frequency
of Use by Professional Positions (Adult Educators

(N - 91) . . .

Mean Rank Order of Competencies Based on Frequency
of Use by Professional Positions (Non-Adult Edu-

cators N - 33)

Mean Rank Order
of Use by Years
(N - 91) e e 0

Mean Rank Order
of Use by Years
(N . 45) e e e

Mean Rank Order of Job Activities as Reported

of Competencies Based on Frequency
of Experience (Adult Educators

of Competencies Based on Frequency
of Experience (Non-Adult Educators

by ACE Graduates (N - 139)

Mean Rank Order of Job Activities Considered
Important by Adult Educators by Professional
Positions (Adult Educators N - 91)

Mean Rank Order of Job Activities Based on Fre-
quency of Use by Professional Positions (Non-

Adult Educators N - 33) .

Mean Rank Order of Job Activities Considered
Important by Adult Educators by Years of

Experience (Adult Educators N - 91) . . . . . .

Mean Rank Order of Job Activities Considered
Important by Adult Educators by Years of

Experience (Non-Adult Educators N - 33) . . . .

viii

35

37

4O

43

46

48

51

54

57

62

64

CHAPTER I

INTRODUCTION

What should an adult educator know and be able to do to be
considered professionally competent? These were searching ques-
tions in a study conducted by Chamberlain (Adult Education 11:78-
82) in 1961 in which ninety leaders in the field of adult education
described an administrator in adult education as one who believes
in the potentiality of growth for most people, one who has a strong
commitment to adult education, and one who practices this commit-
ment by carrying on a continuing learning project for himself.
These questions appear to be typical of current concern in the

field of adult education.

The Rationale of the Study

 

From the rise of the industrial revolution, the educational
systems have been forced to play an ever-increasing role in meeting
human needs and demands. High illiteracy rates and unemployment
due to lack of required knowledge and technical skills are only two
of the many needs of the adult learners. Institutions such as
families, schools, industry, business, labor organizations,
churches, and the military are constantly challenged to meet these
changing needs and demands. To meet these new challenges, scien-

tific and technological human skills must be continually upgraded.

Adult and Continuing education is becoming a necessity for the
adult members of our society as adult educators must now be
involved in a variety of professional activities and possess many
skills to effectively meet the ever-changing needs of adults. In
our ever-changing world, training for the adult educator in the
skills and knowledge that are needed must also change (Rossman and
Bunning 1978:139).

Adult education as a field of study has emerged only in this
century. The first journal to publish articles in the field of
adult education was the Adult Education Journal, which was founded
in 1926 and issued its first periodical in 1929. In 1930 the
publication carried an article describing an early experiment that
dealt with the preparation of adult education through a summer
program. It also described the curriculum as consisting of topics
such as problems of human adjustments, parental education, aes-
thetics in everyday life, economics as the determining factor in
social institutions, and public opinion and adult education
(Rossman and Bunning 19:67-74).

In 1948, Hallenbeck published one of the first comprehensive
writings concerning the preparation of adult educators. He con-
ducted an eclectic training program that not only required a
knowledge of the specific subject matter to be presented, but also
instructional methodology and materials, adult psychology, soci-
ology of the adult, the history and philosophy of adult education,

the function and administration of adult education, community

organization, programs and agencies, and the emotional requisites
of adult educators (Hallenbeck 10:4-10).

Houle also listed a variety of learning experiences, methods,
and techniques that would be of value to the adult educator and his
development (Houle 12:140-141). In addition, Chamberlain conducted
a rather intensive study of knowledge, skills, and attitudes that
adult educators should have to be considered professionally
competent (Houle 6:78-82).

Many experts in the field of adult education have identified
various skills, knowledge, and attributes that are required for
adult educators in order to enhance their effectiveness. A few
studies have also been conducted to assess current needs or recomr
mendations for adult education staff development including compe-
tency identification and development. The research in this survey
was concerned with identifying those competencies and those activi-
ties performed by doctoral, Ed.S., and masters degree graduates of
the Adult and Continuing Education (hereafter referred to as ACE)
program at Michigan State University. Which competencies do these
graduates use most frequently and which activities are they
involved in their daily jobs?

This study was intended to provide valuable information to
those who have the responsibility of preparing adult educators in
the Department of Educational Administration at Michigan State

University and to also guide and direct the academic planning of

the department so that the graduate program effectively meets the
professional needs of those it seeks to train.

The study was also designed to provide information to adult
educators of other institutions so that they may carry on the
assessment of the effectiveness of their programs and their aca-
demic planning. The findings of this study may be of value to
university administrators and those responsible for student ser-
vices. Leaders in adult education and the alumni may have an

interest in the findings of this study also.

The Importance of the Study

 

Every university involved in the training of adult educators
must constantly seek to gain feedback from its graduates in order
to modify its programs to meet their professional needs (Goyen,
1980:2). The present study is a part of a continuing effort to
obtain information that would aid in improving the program in the
Department of Educational Administration at Michigan State Univer-
sity. It is also recognized that those who have graduated with
doctoral, Ed.S., and masters degrees in Adult and Continuing
Education are in a most valuable position to provide the necessary
data needed for the study.

Thomas Eaves maintains that trainers as educators of adults
should logically have competencies that reflect preparation for
professional practice (Eaves 1985:11). Where might such competen-

cies be found? Eaves answers:

Based upon the preponderance of elements/activities
within the construct that are adult education related,
it seems logical that the adult education curriculum is

the

starting point. Again, however, one needs to

impose the "necessary and sufficient" rule. That is to
say, adult development, adult learning/instruction, and
programing are necessary and are common components of
adult education curriculum (Eaves 1985:13-14).

In addition to Eaves' study, other adult educators have made

similar observations. Among them are Rossman and Bunning (1978),

Schultz (1976), Goyen (1980), and Chamberlain (1961). This study

extracted the following observations from Rossman and Bunning that

were considered very significant in the training and preparation of

adult educators (Rossman and Bunning 1978:153):

1.

Adult educators and those involved in the education of
adult educators should be preparing for a rapidly
changing future requiring specific competencies and
specialties and a number of multi-faceted activities.
Criteria should be developed based on the responses
obtained in this study so that the competencies that are
rated the highest by adult educators can be identified.
Future adult educators could be seen as being involved in
one of the two activities: (a) those who are profes-
sional educators who control, direct, evaluate, provide
leadership, and enhance the adult education process; and
(b) those who are facilitators of the process because of
expertise in any given area of specialty. Self directed
learning model must be seriously considered in the

preparation of adult educators.

4. Learning activities designed to facilitate the acquisi-
tion of competencies identified in this study should be
oriented toward practical on-the-job learning activities
on the one hand, and should fully support the integrated
programs that include university-based classes and semi-

nars on the other.

Statement of the Problem

 

Too frequently, professional preparatory programs fail to
examine the competencies and activities of practicing profes-
sionals. The central problem of this study, then, was to identify
a set of common competencies which were used most frequently by the
ACE graduates and the job activities which were important in the
work of adult educators. Examining the competencies and job
activities of professionals should provide a foundation for
graduate program development which prepares them for their respon-
sibilities by facilitating the development of the necessary compe-
tencies and the preparation for the activities performed in the
job. There are no studies at the present time which have done so
in the ACE graduate program at Michigan State University. There-
fore, this study surveyed ACE doctoral, Ed.S., and masters degree
graduates who are currently holding positions in various

professions.

Research Questions

 

In order to identify the competencies which were used most

frequently and activities of involvement which were important to

adult educators, answers to the following questions were sought:

1.

The

1.

2.

What are the current professional positions held by the
adult educators who graduated from programs of studies in
ACE at Michigan State University?

Is there a set of competencies which are common to adult
educators regardless of the professional positions they
hold?

Which competencies do ACE graduates use most frequently
in performing their jobs?

Which job activities are considered to be important in

the work of adult educators?

Procedures

 

procedures followed in this study were as follows:

A list of competencies and job activities required for
adult educators was extracted from a review of related
research.

A questionnaire was constructed with Dr. Cas Heilman, a
Professor in the Department of Educational Administration
at Michigan State University. It contained a list of
those competencies and activities extracted from the

review of related research.

3. A pilot test of the questionnaire items was conducted
with a group of adult educators to validate the
instrument.

4. A questionnaire was mailed to doctoral, Ed.S., and
masters graduates of the program of studies in ACE at
Michigan State University to gather basic demographic
information in order to determine the competencies used
most frequently and activities they felt were important
in their jobs.

5. Data from returned questionnaires were entered for
statistical analysis using the SPSSX manual.

6. Data were analyzed utilizing frequency distribution,

cross tabulations, and rank order.

Definition of Terms

In order that terms used frequently throughout this study may
be understood, the following definitions are provided:

ACE Program: The program of studies of doctoral, Ed.S., and
masters students in fulfilling degree requirements. This may
include formal courses, internships, externships, and independent
studies.

Adult Educator: An ACE graduate who is currently working
with any agency which deals with the needs of adult learners.

Non-Adult Educator: Any ACE graduate who is not‘working with

adult learners.

Competency: A set of skills and/or knowledge that is

 

required of the adult educator to perform his professional role as
an adult educator.

Job Activities: The ways in which the adult educators
describe what they do in their jobs as professionals.

Important Activity: A specific assignment which is given to

 

an adult educator to be carried on at any given time.

Position: The official title that briefly describes both the
rank of the adult educator and what he does.

Type of Organization: That which describes the employer
category of the respondent.

Total Work Experience: The length of time the respondent has

been in any given job.

Limitations of the Study

 

This study may be limited by the following key factors:

1. Student Record: The personnel records from the univer-

 

sity sources may not be complete, accurate, or up to
date.

2. Reliability of Data: The data gathered may be affected

 

by the limits of the survey instrument, the return rates,

and the bias of the respondents.

 

3. The Finding_: The findings are based on descriptive
statistics of frequency distribution which means that
theorizing and hypothesizing even the most basic apparent

correlation are beyond the scope of the study.

The

10

The Respondents: The population surveyed in the study

 

were the masters, doctoral, and Ed.S. graduates in the
Department of Educational Administration at Michigan

State University.

Summary of the Study

 

steps followed in this study were as follows:

Chapter II includes the review of related literature in
areas such as role perception, competencies, and prepara-
tion of adult educators.

Chapter III provides the description of the procedures
followed in the study which includes the preparation of
the instrument, the description of the population, and
gathering and analysis of data.

Chapter IV deals with the description of data including
reports on the current professional positions held by ACE
graduates, the competencies used most frequently, and job
activities which are important in the work of adult
educators.

Chapter V contains the summary, conclusions, and recom-

mendations for further research.

CHAPTER II

REVIEW OF RELATED LITERATURE

The review of literature related to the study undertaken
centered around three broad areas: literature on role perception
of adult educators, literature on adult educator competencies, and

studies on the preparation of adult educators.

Role Perception

 

Role perception is perhaps one of the few areas which has
received the greatest attention from very well known and outstand-
ing adult educators who are involved in training and development.
Larry C. Martin (1986) in his study on "Social and Economic
Transformations: Contributions to the Professionalization of Adult
Education" addresses three questions which should help adult educa-
tors focus on the challenge of social and economic change: What
are the sources of social economic transformations? What are the
role issues facing adult educators? What might be some suggestions
for enhancing and expanding adult education programs so that they
can increasingly contribute to shaping the future?

Earlier on, S.J. Rooth (1978), an Australian adult educator,
in his study on "Prophet, Priest and King--The Role of the Adult
Educator in the Context of Life Long Education", provided an

overview of the Australian adult educator's roles, the primary one

11

12

being to foster the idea of lifelong learning for as many as
possible. Rooth also discussed the concept of lifelong learning
and the adult educator as an organizer of programs, teacher in many
different environments, and social reformer.

Similar concerns on the role perception of adult educators
were raised in several studies done in the 1970s. Burton W.
Krietlow (1973), in work on the "Researcher's Role in Facilitating
and Interface between Research and Practice in Adult and Continuing
Education", argued rather convincingly that the researcher's role
in moving research outcomes to practice is approached from a
practical rather than a theoretical standpoint. Krietlow suggested
that the roles the researchers have played are. (1) the researcher
who conducts studies, writes official reports, and leaves the use
of the findings to others; (2) the professional who reports his
findings in journals and at professional conferences; and (3) the
educator and change agent who considers teaching and public
service, as well as research aspects of the profession. Krietlow
held to the view that those accepting the third role accept the
idea that interface between research and practice is the
researcher's responsibility and the three essentials in bringing
about an interface between research and practice are: (1) the
research must be relevant to the practitioner; (2) the researcher
must be involved in the practice of adult education; and (3) the
researcher must communicate research plans, practice, and research

results to the practitioner. This third objective can be achieved

13

by writing, film, TV videotape, radio, result demonstrations,
models, reports at conferences and inservice programs, personal
conferences, and teaching.

In addition to the studies conducted by individuals or groups
of educators, there have also been studies carried out by national
and internal adult educator agencies. These include the document
which summarized the activities of the second international seminar
on Adult Education (Blakely, 1971). Edmund des Brunner and others
(1959) carried out similar studies in the 19503 and 19608 in which
detailed reports of the role of the national organizations in Adult
Education were compiled and submitted to the Executive Committee of

the Adult Education Association.

Adult Educator Competencies

 

In order for any field to meet the training needs of its
learners, it must take an inventory of the competencies needed by
its learners. This competency identification is also applicable to
the field of adult educator professionals who have done extensive
studies on the competencies needed by the adult educators. Paul V.
Delker (1982) in his study on "Adult Competency, the Key to
Productivity" raised the question, "What is meant by adult compe-
tency?" To Delker, competency in the global sense is perhaps
synonymous with such terms as human effectiveness. In the most
restrictive sense, however, it includes only those skills and

behaviors necessary to achieve a short-term result.

14

In his study Delker outlined his two basic principles:
(1) competency—based education fosters in the learner the increas-
ing capacity to learn, which is the increasing ability to respond
to every human predicament--planned or unexpected, routine or
crisis, initiated or imposed--as a learner; the ability to distill
from every encounter a new competence, including the competence to
learn and an increased capability to learn; and (2) competency
based adult educators have a responsibility to understand and
support human competence in its broadest sense.

In general, the majority of adult educators who have done
extensive work on the competencies of adult education practitioners
has concentrated its efforts in identifying the appropriate
competencies of those in the field of adult education. The 1982
study by Daniel and Rose identified four functional areas of adult
educators: (1) management and coordination, (2) human resource
development delivery, (3) programming, and (4) career development.

Janice Schultz (1980), in her study on Communicative Compe-
tence and Life Long Learning, defined communicative competence as
the ability of persons to be adaptive, flexible, and sensitive to
the demands of other persons and of different situations at
context. The principles of communicative competence include:
(1) the ability to formulate and achieve objectives; (2) the
ability to collaborate effectively with others, i.e. to be indepen-
dent; and (3) the ability to adapt appropriately to situational and

environmental variations. Schultz (1980) also cited Mary Jim

15

Josephs et al., who have identified competencies or skills of
communication as including the following elements: values clarifi-
cation, decision making, problem solving, group interaction, and
critical thinking or analysis.

Bunning and Rossman (1978) utilized a four-stage Delphi
approach to identify knowledge and skills that would be needed by
adult educators in the next decade. The study was done in four
stages in which the final stage clustered the statements into six
categories: (1) the adult educator, (2) the field of adult educa—
tion, (3) the adult learner, (4) the adult environment, (5) the
adult education programming, and (6) the adult education process.
The competencies which were identified in the study fall into four
major clusters: (1) adult development, (2) adult learning/
instruction, (3) programming, and (4) management.

Perhaps the most comprehensive studies on competencies is the
one which was carried out by the American Society for Training and
Development (ASTD) in 1983. The report of the study as found in
Models for Excellence defines the training and development field as
(1) one of nine human resource specialty areas; (2) focussing on
helping individuals change through learning; (3) consisting of
fifteen key functions or roles; (4) producing 102 outputs for other
training and development practitioners, learners, and organiza-
tions; and (5) requiring a body of knowledge which supports thirty-

one competency (knowledge/skill) areas.

16

Preparation of Adult Educators

 

Having examined the adult educator competencies as identified
in the existing studies, one should then pose the question "What is
the implication of such identified competencies?" Daniel and Rose
(1982) suggest that training and development curricula should
include training in research and statistics, media development and
production, and counseling and career deve10pment. Ideally, then,
a graduate program to prepare trainers should incorporate into
adult education business management and counseling.

Included in the studies done on the training of adult educa-
tors was the two step actions in competency adult education by P.V.
Delker (1982). The two step actions are: (1) that adult educators
should systematically research, develop, and implement competency-
based developmental education for adult; and (2) that adult
educators should take leadership in a philosOphical quest of human
and adult competency.

A.W. Bunichter and D.L. Gardner (1978) did a study similar to
Delker's. The study was simply a guide for designing programs to
develop adult educator competencies as determined by other adult
educators in the state of Florida. The listing competencies
included statements that describe the essential knowledge and
skills desired for effective teaching of adults.

C.C. Veri (1968) did a rather in-depth study on the design of
a doctoral degree program in adult education based on expressed

needs of professional practitioners. Veri had the purpose of

17

designing a program of studies leading to the doctorate degree in
adult education based on the experience which doctoral degree
holders believed they needed in order to carry out their day-to-day
roles of professional adult educators. Various theoretical models
of study in Veri's study included his own in which he saw an
interface between administration and teaching, and teaching and
receiving. The other models in the study included (1) Essert's
model of Core study, which consists of courses in foundations and
principles of adult education; structural organization of adult
education in relation to social institutions and cultural change;
adult psychology and adult learning; program design and education
process for adults; and integrative seminars in adult education;
(2) Augmentation Courses, which are to add breadth and depth to the
core program with courses in sociology, anthropology, economics,
philosophy, and aesthetics; and (3) Specialization Courses, which
are selected by the student on the basis of his specific experi-
ences and vocational goals.

The Knowles Model of Doctorate in Education was also examined
by Veri. The model, also known as construct, has been called the
"role theory" of doctorate in education. Veri observed Knowles as
perceiving the doctoral degree holders as fulfilling certain
generalized and specialized roles such that all educators passed
common competencies as generalists, and differentiated competencies
as specialists. Veri went on to state that "in this sense, a

person is first an educator, and then teacher, and administrator,

18

counselor and so on" (Veri, 1968:30). According to Veri, Knowles

suggested that a graduate curriculum must be defined on the basis

of answers to the following questions:

1.

What are the functions required in the roles of an educa-
tional specialist?

What are the functions required in the roles of each kind
of educational specialist?

What are the competencies required to perform each of the
above functions?

What are the cognitive, affective, and psychomotor
learnings that make up each competency?

What are the objectives in terms of behavioral changes
which will effect these learnings?

What program of learning activities will achieve these
objectives according to a design that provides for con-

tinuity, sequence, and integration of learning?

Veri concluded his observation of Knowles' role theory model

by stating,

In essence Knowles is saying: curriculum would be
competency centered instead of subject centered. Units
of learning would be specified in terms of competencies
to be developed. Study is to be directed toward the
stimulation of mutual inquiry by the students and
teachers together. Further, the relevant role of the
student would be one of responsible inquirer rather
than dependent receptor (Veri 1968:30).

Veri also examined several other studies which have been done

on the preparation of adult educators. The White study (Veri 1968)

was done in 1950 in order to explore the similarities of training

19

interests in course topics for inservice training of adult educa-
tors who had the responsibility for the management of adult
education programs. Veri examined the details of the procedure
used by White in his study in which a core of nine topics was found
where there was a high level of common interest. The core included
the following topics: (1) to gain a better understanding of the
basic needs which cause adults to participate in any educational
program; (2) to gain learner insight into the changing interests of
adults in vocation, religion, family, leisure time activities,
health, and areas of life; (3) to increase ability to apply
psychological principles to selection of objectives; (4) to acquire
techniques for relating the programs more closely to the general
needs of the community; (5) to acquire techniques for relating the
programs more closely to the needs and interests of adults; (6) to
become more skillful in recognizing the community needs and
resources that are important to adult education programs; (7) to
develop a better understanding of the kinds of educational methods
most suitable for mature people; (8) to develop a better under-
standing of the kinds of materials most suitable for mature people;
and (9) to become more familiar with procedures for "keeping up"
with new development and materials for adult education.

The final study cited by Veri is the Aker study (Veri 1968).
The purpose of Aker's study, which was done in 1962, was to iden-
tify and organize criteria that would be useful in evaluating and

determining the effectiveness of graduate programs in adult

20

education. His findings revealed that twenty-three behaviors were
judged to be adequate criteria for determining the achievement of
educational objectives.

Perhaps the most recent study on the preparation of adult
educators was the one done by Thomas A. Eaves on Trainer Competen-

cies: An Examination of Existingi Research (1985). Eaves cites

 

several studies which have been done in the last four decades. The
first were Hallenbeck's comprehensive studies done in 1948 to
identify the adult educator's role. The elements included in those
studies were: (1) instructional methodology and materials on adult
psychology; (2) sociology of adulthood-history and philosophy of
adult education; (3) administration of community organization,
(4) programming functions; and (5) knowledge in particular subjects
such as English and Math.

Some eight years later Houle (1956) suggested that the
professors of adult education should help their students achieve
(1) a sound philosophical conception of adult education; (2) knowl-
edge of basic sociological and psychological concepts germane to
adult education; (3) knowledge of various agencies in which adult
education is practiced; (4) the ability to plan, develop, imple-
ment, and evaluate educational activities; (5) the ability to train
leaders; (6) the ability to counsel and guide learners; (7) the
ability to develop and promote programs; (8) the ability to
coordinate and supervise programs and personnel; (9) the ability to

evaluate; and (10) personal effectiveness and group leadership.

21

Naddler and Lippitt (1967) clustered role elements of the
training director into three such roles: learning specialist,
administrator, and contributor to organizational problem solving.
In 1968 Gossage determined that training directors needed two major
categories of competencies: college-based and job-based. College-
based competencies included: (1) the ability to develop and
supervise programs; (2) knowledge of educational principles;
(3) the ability to communicate; (4) knowledge of business princi-
ples; and (5) the ability to conduct classes. Gossage suggested
that to gain these competencies, one should have course work in
human behavior instructional methodology, administration, communi-
cation, business, and research methods. Competencies which,
according to Gossage, are best developed on the job included:
(1) policy implementation; (2) developing and supervising programs;
(3) determining training needs; (4) conducting training; and
(5) maintaining human relations (Eaves, 1985:3).

Eaves also cites two works on the same topics which were done
in 1978 by Bunning and Rossman, and in 1982. A study performed by
Daniel and Rose supplemented the data base provided by Bunning and
Rossman by providing practitioner (continuing education administra-
tion) perspective. According to Eaves, this body of research
revealed that trainers perform activities in four functional areas:
management and coordination, programming, human resource develop-
ment delivery, and career development training and development.

Curricula should therefore include training in research/statistics,

22

media, development/production, and counseling/career development.
Eaves strongly suggested that a graduate program to prepare
trainers should incorporate adult education, business/management,

and counseling.

CHAPTER III

RESEARCH PROCEDURES AND METHODOLOGY

The sections presented in this chapter include the following:
Preparation of the Instrument, Variables of Interest, The Sample,

The Collection of Data, and Analysis Techniques.

Preparation of the Instrument

 

The development of the instrument used in this study was done
jointly between the researcher and Dr. Cas Heilman, a professor in
the Department of Educational Administration at Michigan State Uni-
versity. Dr. Heilman contributed significantly in the formulation
of the job activities, sections on university programs, and the
items on the personal data of the respondents. The development of
the instrument was also the result of. a review of literature
related to the competencies and job activities of adult educators.
Several studies have been accomplished on the identification of
competencies desirable for adult educators, and the preparation of
those who are practitioners in the field of adult education. The
primary focus in this section, however, was on those studies that
dealt with various instruments, methods, and procedures of collect-
ing, analyzing, and interpreting the data in the competencies of
adult educators. The studies by Rooze (1984) and Charters (1978)

both examined the skills required of human resource development

23

24

(HRD) specialist or adult education program administrators and the
competencies which were identified as being important to their job
performance.

The other study on the development of the survey instrument
was done by Chamberlain (1961). Several steps were taken in the
study to determine what competencies should constitute an inclusive
list: (1) the wording of statements describing each competency in
a way that provided the same meaning to each person reading the
statement; (2) selecting a statistical technique that would provide
definitive information about the elements which make up successful
adult education practice; and (3) adequately covering the range of
social situations in which the adult educator functions. Much
later, a study by Rossman and Bunning (1978) used a Delphi tech-
nique. This method was designed to provide for an impersonal,
anonymous setting in which opinions could be voiced without
bringing the experts together in any kind of face-to-face confron-
tation. The technique was basically a method of collecting and
organizing data comprised of expert opinion. An effort to produce
a convergence of group consensus was accomplished through a series
of three or four questionnaires dealing with future oriented ques-
tions. A setting was provided in which ideas could be modified on
the basis of each expert's independent opinion rather than the
influence of the majority opinion. Contact was usually made with

the respondents through a set of mailed questionnaires with

25

feedback from each round of questions being used to produce more
carefully considered opinions in succeeding rounds.

The survey instrument used in this study is based on the
modified Models for Excellence developed by the American Society
for Training and Development (ASTD) in 1983. The methodology
employed in the research consisted of a series of studies that were
designed to accomplish the following steps:

1. Determining the domain of the training and development

field. This was achieved by a preliminary list of ten
human resource sub-functions drawn from McLogan's 1981
training strategy.

2. Determining the key roles for the training and develop-
ment field in which a study team drew a list of roles
from the previous studies and hypothesized additional
roles based on several assumptions about the field.

3. Identifying the major environmental forces expected to
affect the field in the near future. In late 1981, the
study team drew a list of future forces that could affect
the training and development field from literature
published in 1980.

4. Identifying the critical outputs that the training and
development were expected to produce. The study team
first reviewed past studies for training and development
tasks and activities. These data were translated into

output language. A role was assigned an output of more

26

than fifty percent (502) of the respondents assigned as a
direct responsibility of that role.

Identifying the critical competencies for the training
and development field. The study team reviewed past
studies and the project assumptions listed the knowledges
and skills presented in the studies and inferred by the
project assumptions and rationally clustered the
knowledge and skills into competency areas. This step
produced a list of thirty-one competencies and their
definitions, a list of critical competencies for each of
the fifteen roles, and a roles/competencies matrix
showing the relationship of all roles to all
competencies.

Developing behavioral anchors for competencies. The
study team applied an adaptation of Smitts and Kendall's
(1963) approach to developing and validating behavioral
anchors. The major difference was that the ASTD study
describes competencies, not behavioral dimensions. This
step produced the final draft competency model for the
training development field.

Clustering the roles to reflect common competency
requirements. In this step, the team clustered the roles
to reflect their common requirement. Role correlations
were computed based on the future criticality of compe-

tencies to the roles. This final step of the ASTD study

27

produced four role cluster profiles: interface cluster
competencies, concept development competencies, research
cluster competencies, and leadership cluster
competencies.

The survey instrument used in this study has three major
sections:

Section 1: Training and develoPment in which thirty-one (31)
knowledge and skill areas which the American Society for Training
and Development (hereafter referred to as ASTD) competency study
has identified as important for excellent performance in training
and development field (ASTD competency study 1983:36). The
original format and content of the thirty-one competencies was
retained in its entirety.

Section II: The Adult and Continuing Education Program with
thirty activities of involvement was adapted from ASTD key develop-
ment and training roles (1983:29). Some items were deleted, others
were modified, and others were added as was considered necessary in
order to assure the applicability of the instrument.

Section III: Personal data consisted of basic demographic

 

characteristics such as educational background, gender, age,
nationality, status during the ACE program, job category, employer
category, professional positions held, and work experience.

The second step was to present the questionnaire to a team of
experts for the purpose of evaluating the format, clarity, and con-

tent. The team consisted of doctoral graduates representing

28

various professional positions and fields such as a coordinator of
student affairs, a director of a center for the aging, a vice-
president for college and community relations, and a director of
human resources and strategic planning. All of the experts were
asked to go through the instrument as thoroughly as possible and to
make any deletions of items they felt were unimportant, recommend
any items they felt were important but were not in the instrument,
and review the general format of the instrument. With the excep-
tion of Section I (training and develOpment) of the instrument, all
the recommendations and corrections made were considered and incor-
porated before a final format and content were decided

(Appendix 2).

The Dependent Variables

 

The respondents, who had doctoral, Ed.S., and masters degrees
in Adult and Continuing Education at Michigan State University,
were asked to indicate the extent to which they used each compe-
tency in performing the job. They were also asked to indicate that
which best reflected their opinion of the importance of the job
activity in performing as a professional adult educator. Each of
the competencies and job activities was assigned a four-point
Likert-type scale, with 1 - little or no extent, 2 - some extent,
3 - considerable extent, and 4 - great extent to indicate how
frequently the competencies were used, and the importance of each
job activity in performing the jobs. The dependent variables in

the study were:

29

1. A score assigned by the respondents to indicate how
frequently they used the competency.
2. A score assigned by the respondents to indicate how
important each job activity was in performing the jobs.
Each of the thirty-one competencies and thirty job activities
were scored independently on the two scales.

The Population

 

The population consisted of 450 graduates in M.A., Ed.S., and
Ph.D. degrees from the programs in ACE at Michigan State University
(1960-1987). The respondents of the study consisted of 139 (30.8

percent) graduates who completed and returned their questionnaires.

Gender
Sixty-eight (49.6 percent) of the alumni were males and

sixty-nine (50.3 percent) were females.

33

Two (1.4 percent) of the respondents were below 30 years,
thirty-six (26.1 percent) were between 30 and 40, forty-six
(33.3 percent) were between 41 and 50, and fifty-three (39.1 per-
cent) were more than 51. The age category below 30 is the least
represented and the category of more than 51 is the most

represented.

30

Degree in ACE

Eighty-six (61.8 percent) of the respondents were M.A.
graduates, twelve (8.6 percent) were Ed.S. graduates, and forty-one

(29.4 percent) were Ph.D. graduates.

Year of ACE Program Completion

Eleven (7.9 percent) of the M.A. graduates completed the
program between 1963 and 1970, thirty-four (24.4 percent) completed
their M.A. between 1971 and 1980, and thirty-eight (27.3 percent)
completed their M.A. between 1981 and 1987. Only eight (5.7 per-
cent) completed their Ed.S. between 1965 and 1975, and four
(2.8 percent) completed their Ed.S. between 1976 and 1987. Ten
(7.1 percent) completed their Ph.D. between 1959 and 1969, fourteen
(10 percent) completed their Ph.D. between 1970 and 1979, and six-
teen (11.5 percent) completed their Ph.D. program between 1980 and

1987.

Employer Category

The results of categorizing the respondents by type of
organization are shown in Appendix 4. Government-sponsored
agencies were the primary employers of the respondents as they
employ ninety-eight (72.5 percent) with the breakdown as follows:
twenty-seven (20 percent) were in the public school system;
nineteen (14.1 percent) in community or junior colleges, thirty-one

(23 percent) in a four-year college/university; four (3 percent) in

31

county/city agencies; eleven (8.1 percent) in state agencies; and
six (4.4 percent) in other government or combined agencies.
Non-government sponsored agencies employ forty-one (27.5 per-
cent) of the respondents. Fourteen (10.3 percent) were in business
and industrial firms; four (3 percent) in independent colleges or
universities; three in religious organizations; and six (4 percent)
in other non-government agencies. There were five (3 percent)
respondents who were self-employed and four (3 percent) who were

either unemployed or retired.

Collection of Data

 

An adult educator questionnaire was mailed to the respondents
comprised of graduates of masters, Ed.S., and doctoral degrees in
the Department of Educational Administration. A total of 606 ques-
tionnaires were mailed to ACE graduates with eighty-eight
(19.5 percent) returned due to wrong addresses. Completed ques-
tionnaires were received from 139 alumni (30.8 percent) out of 450
questionnaires. Time for completion of the questionnaire ranged
from 18 to 25 minutes. Data were collected during a four-week time
period.

At the end of four weeks the data from the pre-coded sections
of the survey instrument were entered into the computer. The
uncoded section (open-ended questions) was coded and entered into

the computer for analysis (see Appendix 2).

32

Analysis Techniques

 

The analysis was done based on the data obtained from the
research questions.

Research Question 1: What are the current professional posi-

 

tions held by adult educators who graduated from programs of
studies in ACE at Michigan State University? Frequencies and
percentages were used to identify the current professional
assignments.

Research Question 2: Are there are a set of competencies

 

which are common to adult educators regardless of the professional

positions they hold? The mean rating of competencies was tabulated

and ranked. Based on these rank means, all the competencies with
- 3.00 and above were considered common to adult educators.

Research Question 3: Which competencies do the graduates use

 

most frequently in performing their jobs? The mean rating for each
competency by the respondents was tabulated. According to these
means, competencies were ranked with the highest mean being used
the most and the lowest mean being used the least.

Research Question 4: Which job activities do the respondents
consider to be important to the work of adult educators? The mean
rating of each activity was tabulated, and according to these
means, the job activities were ranked with the highest mean being
the most important job activity, and the lowest mean being the

least important job activity.

CHAPTER IV

THE FINDINGS

The primary objective of the study was to determine if a
common group of professional competencies could be identified for
adult educators regardless of their positions. Secondary objec-
tives included:

1. Determining the professional competencies used most fre-

quently by adult educators;

2. Determining a common set of job activities which are

considered important in the jobs of adult educators..

Archival data were gathered; a survey instrument was devel-
oped jointly by the researcher and Dr. Heilman, a Professor in the
Department of Educational Administration at Michigan State Univer-
sity, tested, and mailed to all the graduates of the Program of
Studies in Adult and Continuing Education, College of Education,
Michigan State University. Responses were received from 139 alumni

and data were entered, analyzed, and yielded the following results:

Current Professional Positions

Research Question 1: What are the current professional posi-
tions held by adult educators who graduated from programs of
studies in ACE at Michigan State University? The ACE graduates'

current professional positions were categorized using job category

33

34

which was adapted from the Dictionary of Occupational Titles of the

 

U.S. Department of Labor, and the results are shown in Table 1.
Ninety-one (67 percent) of the respondents were in adult education
with a breakdown of forty-nine (37.0 percent as administrators,
twenty-four (17.8 percent) as teachers, instructors, and trainers;
and seventeen (12.6 percent) as consultants, counselors, program
writers, etc.

Thirty-three (33 percent) of the respondents were in non-
adult educators with a breakdown as follows: twenty (24.4 percent)
were administrators, supervisors, and program directors; four
(2.9 percent) were teachers, instructors, or trainers; and nine
(6.6 percent) were consultants, counselors, etc. Seven (5.1 per-
cent) of the respondents were categorized as others because it
could not be determined which of the above two categories applied
to them. Four (2.9 percent) of the respondents were either retired
or unemployed. It was observed that a large prOportion (67.0 per-
cent) of ACE graduates held positions in the adult education field.
It was also observed that in both categories (adult education and
non-adult education) more respondents held administrative positions
than those in teaching or consulting positions (Table 1).

The Rank Order of Competencies as
Reported by ACE Graduates

 

 

Research Question 2: Are there a set of competencies which
are common to Adult Educators regardless of the professional

positions they hold? The respondents were asked to indicate the

35

 

 

 

 

Table 1
Professional Positions of ACE Graduates
(N - 135)*
Professional Position Frequency Percent

Adult Educators 91 67.4

Administrators, Supervisors,
Program Directors 50 37.0
Teachers, Instructors, Trainers 24 17.8
Consultants, Counselors, etc. 17 12.6
Non-Adult Educators 33 24.4

Administrators, Supervisors,
Program Directors . 20 24.4
Teachers, Instructors, Trainers 4 14.8
Consultants, Counselors, etc. 9 6.6
Others 7 5.1
Unemployed/Retired __4_ 2.9
135 100.0

 

*Four (2.9 percent) did not respond.

36

extent to which they used each competency in performing their jobs.
The frequencies of all the responses were tabulated and ranked
according to their means. Of the thirty-one competencies rated on
a four-point Likert scale: 1 - little to no extent, 2 - some
extent, 3 - considerable extent, and 4 - great extent, only those
with the rank mean of 3.00 and above, which corresponded to "con-
siderable extent" on the four-point Likert scale, were considered
common to adult educators who graduated from programs in ACE at
Michigan State University. There were nineteen competencies which
were observed to be common to the respondents who held positions in
the field of adult education (Table 2).

Research Question 3: Which competencies did the ACE alumni
use the most in performing their jobs? The mean ranking of each
competency was tabulated, with the highest mean being the compe-
tency used most frequently and the lowest mean being the competency
used the least in the current professional positions held by the
ACE graduates. 0f the thirty-one competencies rated on a four-
point Likert-type scale: 1 - little to no extent, 2 - some extent,
3 - considerable extent, and 4 - great extent, only those with a
mean of 3.0 and above were considered used most frequently. The
ACE graduates who returned the questionnaires were arranged into
two groups: group one consisted of those who were adult educators
(N - 91) and group two consisted of those who were non-adult
educators (N - 45). The graduates in both groups held the followb

ing professional positions: administrators, supervisors, and

37

Table 2

Mean Rank Order of Competencies as Reported
by ACE Graduates (N - 139)

 

 

 

Rank _

Competency Order X S.D.
Presentation Skills 1 3.671 .558
Writing Skills 2 3.529 .690
Feedback Skill 3 3.518 .631
Intellectual Versatility 4 3.503 .645
Adult Learning Understanding 5 3.474 .738
Relationship Versatility 6 3.439 .783
Group Process Skills 7 3.426 .840
Organization Understanding 8 3.369 .749
Delegation Skill 9 3.340 .883
Counseling Skill 10 3.333 .748
Objective Preparation Skill 11 3.283 .771
Questioning Skill 12 3.234 .889
Organization Behavior

Understanding 13 3.218 .873
Facilities Skill 14 3.175 .922
Negotiation Skill 15 3.149 .937
Futuring Skill 16 3.088 .876
Training and Development Tech-

niques Understanding 17 3.038 .871
Competency Identification

Skills 18 3.029 .765

Table 2 (cont'd.)

38

 

 

 

Rank _
Competency Order x S.D.

Records Management Skill 19 3.015 .964
Data Reduction Skill 20 2.963 .953
Library Skills 21 2.919 .911
Personnel/Human Resource Field

Understanding 22 2.916 1.052
Performance Observation Skills 23 2.832 .860
Career Development Knowledge 24 2.742 1.003
Training and Development Field

Understanding 25 2.725 .1.038
Cost-Benefit Analysis Skill 26 2.715 1.056
Model Building Skills 27 2.701 .996
Knowing the Key Concepts and

Variables that Define an

Industry or Sector 28 2.664 1.025
Computer Competence 29 2.639 1.133
Audio/Visual Skill 30 2.627 1.043
Research Skills 31 2.462 1.016

 

39

program directors; teachers, instructors, and trainers; and
consultants and counselors.

Seventeen competencies had the mean of 3.0 and above for the
adult educators. There were, therefore, seventeen competencies
which were used most frequently by adult educators (Table 3A).

The non-adult educators indicated that they used fifteen
competencies most frequently (Table 3B). These competencies were
all included in the seventeen competencies which were used most
frequently by the adult educators.

The graduates were also categorized according to years of
experience. There were two categories: those whose work experi-
ence was less than ten years, and those who had work experience of
more than ten years. The graduates were in two groups: adult
educators and non—adult educators. The mean rank order of compe-
tencies based upon frequency of use by years of experience was
obtained from both groups.

The adult educators indicated they used nineteen competencies
most frequently (the mean of 3.0 and above which corresponded to
3 - considerable extent on the four-point Likert scale; please see
Table 4A). The non-adult educators indicated they used twenty
competencies most frequently. All the competencies indicated by
non-adult educators being used most frquently were similar to those
indicated by the adult educators with the exception of Data Reduc-

tion Skill, which ranked 14th with a mean of 3.087 (see Table 4B)

40

 

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on: no mocoovoum do venom moqocouomaoo mo uoouo xcom and:

<m oHan

41

 

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i.e.ucoov «n «Home

42

 

 

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43

 

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44

 

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45

 

 

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A.e.uaouv mm manna

46

Table 4A

Mean Rank Order of Competencies Based

on Frequency of Use by Years of Experience

(Adult Educators N - 91)

 

 

 

 

 

Years of Cumulative

Expgrience Rank Means
Competency ‘5 10 > 10

Y i i Rank
1. Adult learning understanding 3.500 3.634 3.567 2
2. Audio/visual skill 2.538 2.588 2.563 28
3. Career development knowledge 2.810 2.846 2.828 24
4. Competency identification skills 3.000 3.039 3.019 18
5. Computer competence 2.641 2.745 2.693 27
6. Cost-benefit analysis skill 2.657 2.730 2.693 27
7. Counseling skill 3.410 3.346 3.378 10
8. Data reduction skill 2.864 2.923 2.893 22
9. Delegation skill 3.153 3.615 3.384 8
10. Facilities skill 3.223 3.250 3.236 14
11. Feedback skill 3.526 3.500 3.513 6
12. Futuring skill 3.135 3.176 3.155 16
13. Group process skills 3.394 3.607 3.500 S

14. Knowing the key concepts and
variables that define an industry

or sector 2.351 2.740 2.545 29
15. Intellectual versatility 3.473 3.560 3.516 4
16. Library skills 2.973 2.901 2.937 20
17. Model building skills 2.736 2.877 2.806 26

47

Table 4A (cont'd.)

 

 

 

 

 

Years of Cumulative
Experience Rank Means
Competency < 10 > 10
I Y Y Rank
18. Negotiation skill 3.108 3.260 3.184 15
19. Objective preparation skill 3.324 3.360 3.342 11
20. Organization understanding 3.157 3.560 3.358 9
21. Organization behavior
understanding 3.263 3.367 3.315 12
22. Performance observation skills 2.837 2.890 2.863 23
23. Personnel/human resource field
understanding 2.894 2.916 2.905 21
24. Presentation skills 3.684 3.700 3.692 1
25. Questioning skill 3.263 3.306 3.284 13
26. Records management skill 3.263 2.840 3.022 19
27. Relationship versatility 3.666 3.360 3.513 7
28. Research skills 2.605 2.460 2.532 29
29. Training and development field
understanding 2.815 2.812 2.813 25
30. Training and development
techniques understanding 2.921 3.166 3.043 17
31. Writing skills 3.526 3.560 3.545 3

 

48

Table 43

Mean Rank Order of Competencies Based
on Frequency of Use by Years of Experience
(Non-Adult Educators N - 45)

 

 

 

 

 

Years of Cumulative

Experience Rank Means
Competency .5 10 > 10

A; ‘Y Y Rank
1. Adult learning understanding 3.200 3.291 3.252 8
2. Audio/visual skill 2.550 2.958 2.754 25
3. Career development knowledge 2.550 2.583 2.566 28
4. Competency identification skills 2.900 3.166 3.033 18
5. Computer competence 2.526 2.416 2.336 30
6. Cost-benefit analysis skill 2.350 3.041 2.695 26
7. Counseling skill 3.300 3.208 3.254 7
8. Data reduction skill 3.050 3.125 3.087 14
9. Delegation skill 3.200 3.208 3.204 10
10. Facilities skill 2.950 3.166 3.058 16
11. Feedback skill 3.600 3.583 3.591 2
12. Futuring skill 2.900 3.041 2.970 21
13. Group process skills 2.900 3.583 3.241 9

14. Knowing the key concepts and
variables that define an industry

or sector 2.750 3.000 2.875 22
15. Intellectual versatility 3.550 3.458 3.504 3
16. Library skills 2.850 2.875 2.862 23
17. Model building skills 2.300 2.583 2.441 29

 

49

Table 4B (cont'd.)

 

 

 

 

 

Years of Cumulative
Experience Rank Means
Competency 5 10 > 10
Y E 3? Rank
18. Negotiation skill 2.900 3.250 3.075 15
19. Objective preparation skill 2.950 3.375 3.162 12
20. Organization understanding 3.250 3.416 3.333 6
21. Organization behavior
understanding 3.105 3.125 3.115 13
22. Performance observation skills 2.777 2.833 2.805 24
23. Personnel/human resource field
understanding 2.894 3.130 3.012 19
24. Presentation skills 3.684 3.541 3.612 1
25. Questioning skill 3.388 2.958 3.173 11
26. Records management skill 3.222 2.782 3.002 20
27. Relationship versatility 3.421 3.250 3.336 5
28. Research skills 2.315 2.416 2.365 31
29. Training and development field
understanding 2.578 2.695 2.636 27
30. Training and development
techniques understanding 2.789 3.304 3.046 17
31. Writing skills 3.421 3.583 3.502 4

 

 

50

by the non-adult educators but ranked 22nd with a mean of 2.893 by

the adult educators (Table 4A) .

Rank Order: Job Activities as Reported by ACE Graduates

Research Question 4: Which job activities were considered to
be important? The graduates were asked to rate on a four-point
Likert-type scale (1 - little to none, 2 - some, 3 - considerable,
and 4 - very extensive) the job activities in the order of the
importance of such activities in performing their jobs as profes-
sional adult educators. The job activities which had the mean of
3.0 and above, which corresponded to "considerable" importance on
the four-point Likert-type scale, were considered important in the
professional jobs of ACE graduates. The graduates indicated that
twenty-two job activities were important in their jobs. The con-
sistency observed was that five of the top ten ranked job activi-
ties were program related, but the other five were related to
various job activities such as instructing, applying theories of
adult learning, working with the community, facilitating groups,
and long-range planning. It was also observed that the five least
important job activities were related to research and interpreta-
tion of research (Table 5).

More information was also sought for Research Question 4:
Which job activities were considered to be important to the respon-
dents in the work of adult education? The graduates were divided
into two groups: the adult educator and the non-adult educator

groups. Both groups had graduates in the following professional

51

Table 5

Mean Rank Order of Job Activities as Reported
by ACE Graduates (N - 139)

 

 

 

Rank ‘_
Job Activity Order x S.D.

Applying theories of adult

learning 1 3.574 .707
Designing programs 2 3.527 .754
Administering programs 3 3.519 .743
Instructing 4 3.492 .654
Conducting program needs

assessment 5 3.459 .629
Facilitating groups 6 3.456 .746
Evaluating programs 7 3.416 .649
Working with the community 8 3.330 .864
Long range planning 9 3.251 .863
Analyzing programs 10 3.243 .728
Marketing programs 11 3.240 .901
Evaluating participant

performance 12 3.232 .941
Working with business 13 3.204 .911
Managing training and

development 14 3.178 .941
Budgeting and financing 15 3.145 .889
Working with advisory

committees 16 3.111 .859
Using media 17 3.104 .791

52

Table 5 (cont'd.)

 

 

 

Rank _
Job Activity Order x S.D.
Individual development
counseling 18 3.055 .914
Education/training in
business 19 3.040 .949
Proposal writing/grantsmanship 20 3.033 .897
Developing performance appraisals 20 3.000 .934
Instructional material writing 21 3.000 .874
Interpreting state and federal
policies 22 2.952 .978
Assessing interests, aptitudes 23 2.943 .880
Interpreting research 24 2.913 .908
Career guidance 25 2.816 .910
Negotiating agreements 26 2.800 1.054
Statistical analysis 27 2.535 .949
Designing and conducting research 28 2.523 .952
Assessing basic education levels 29 2.512 1.052

 

53

positions: administrators, supervisors, and program directors;
teachers, instructors, and trainners; and consultants and
counselors.

The adult educators (N - 91) holding the above stated profes-
sional positions were asked to indicate the job activities they
considered to be important in the work of adult educators. The job
activities which had the rank mean of 3.0 and above, which corre-
sponded to "considerable" importance on the four-point Likert-type
scale, were considered important in the work of adult educators.
There was a total of twenty-three job activities which had a mean
of 3.0 or above. The top five ranked activities were related to
applying theories of adult learning, designing programs, facili-
tating groups, instructing, and working with the community
(Table 6A).

The non-adult educators holding the above stated positions
were also asked to indicate the job activities they considered to
be most important in their professional positions. The job activi-
ties which had the rank mean of 3.0 and above were considered
important in the work of non-adult educators. There were a total
of fifteen job activities which had a mean of 3.0 and above
(Table 6B). The non-adult educators considered the same activities
which were considered by the adult educators as important with the
exception of the following job activities: proposal writing/
grantsmanship, which was ranked 8th (Y'- 3.435) by adult educators

but ranked 22nd by non-adult educators; working with the community,

54

 

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55

 

 

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56

 

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58

 

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59

 

 

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A.v.uaoov mo oHan

60

which was ranked 5th (7 - 3.522) by adult educators but ranked 24th
by non-adult educators; working with business, which was ranked
12th (7 - 3.270) by adult educators but ranked 19th by non-adult
educators; working with advisory committees, which was ranked 11th
(Y - 3.303) by adult educators but ranked 28th by non-adult educa-
tors; and developing performance appraisals, which was ranked 25th
by adult educators but ranked 11th (Y - 3.363) by non-adult
educators.

The ACE graduates were also categorized according to the
years of experience which consisted of those who had ten or fewer
years and those who had more than ten years of experience. The
graduates were then grouped into adult educators and non-adult
educators. Each group was asked to indicate how important each job
activity was in the work of adult educators. The responses to the
thirty job activities were tabulated and ranked according to the
means. The job activities which received the rank mean of 3.0 and
above, which corresponded to "considerable" importance on the four-
point Likert-type scale, were considered important in the work of
adult educators.

The educators indicated that a total of twenty job activities
were important in their professional jobs. It was also observed
the job activities which were related programs (eight job activi-
ties), and the others were related to applying theories of adult

learning, long-range planning, working with the community, working

61

with advisory committees, facilitating groups, and budgeting and
finance (Table 7A).

The non-adult educators indicated that a total of seventeen
job activities were important in the jobs they were doing. These
job activities were similar to those of the adult educators with
the exception of career guidance, which was ranked 9th (Y - 3.236)
by non-adult educators but was ranked 24th by adult educators;
proposal writing/grantsmanship, which was ranked 15th (Y . 3.152)
but was ranked 26th by the non-adult educators; and developing
performance appraisals, which was ranked 12th (Y - 3.157) by the
non-adult educators but was ranked let by adult educators (see

Table 7B).

62

Table 7A

Mean Rank Order of Job Activities Considered Important

by Adult Educators by Years of Experience

(Adult Educators N a 91)

 

 

 

 

 

Years of Cumulative
Experience Rank Means
Job Activity 5 10 > 10
Y Y 5? Rank
1. Applying theories of adult
learning 3.513 3.693 3.603 1
2. Instructing 3.472 3.612 3.542 4
3. Designing programs 3.594 3.571 3.582 2
4. Administering programs 3.567 3.530 3.548 5
5. Individual development counseling 3.081 3.061 3.071 18
6. Career guidance 3.027 2.729 2.878 24
7. Long range planning 3.351 3.489 3.410 8
8. Proposal writing/grantsmanship 3.243 3.061 3.152 15
9. Statistical analysis 2.756 2.510 2.633 26
10. Working with the community 3.513 3.571 3.542 4
11. Working with business 3.243 3.326 3.284 12
12. Interpreting state and federal
policies 3.194 3.938 3.566 3
13. Marketing programs 3.228 3.489 3.358 10
14. Education/training in business 3.058 2.938 2.998 20
15. Working with advisory committees 3.194 3.326 3.260 13
16. Assessing basic education levels 2.657 2.571 2.614 27
17. Assessing interests, aptitudes 2.971 3.041 3.006 19

63

Table 7A (cont'd.)

 

 

 

 

 

Years of Cumulative
Experience Rank Means
Job Activity 5 10 > 10
Y Y Y Rank
18. Managing training and development 2.914 3.333 3.123 16
19. Negotiating agreements 2.628 2.857 2.742 24
20. Facilitating groups 3.514 3.448 3.481 6
21. Instructional material writing 3.000 2.958 2.979 21
22. Designing and conducting research 2.714 2.489 2.601 28
23. Interpreting research 2.972 2.857 2.914 23
24. Evaluating programs 3.428 3.448 3.438 7
25. Evaluating participant performance 3.171 3.306 3.238 14
26. Conducting program needs
assessment 3.314 3.489 3.401 9
27. Using media 3.085 3.061 3.071 18
28. Analyzing programs 3.228 3.346 3.287 11
29. Budgeting and financing 3.000 3.224 3.112 17
30. Developing performance appraisals 2.914 3.021 2.967 21

 

64

Table 7B

Mean Rank Order of Job Activities Considered Important
by Adult Educators by Years of Experience
(Non-Adult Educators N - 33)

 

 

 

 

 

Years of Cumulative
Expgrience Rank Means
Job Activity 5 10 > 10
Y Y. Y Rank
1. Applying theories of adult
learning 3.611 3.380 3.495 2
2. Instructing 3.500 3.238 3.369 6
3. Designing programs 3.388 3.428 3.408 4
4. Administering programs 3.333 3.571 3.452 3
5. Individual development counseling 3.277 2.850 3.063 16
6. Career guidance 3.722 2.750 3.236 9
7. Long range planning 2.500 3.190 2.845 21
8. Proposal writing/grantsmanship 2.611 2.761 2.686 26
9. Statistical analysis 2.388 2.333 2.360 30
10. Working with the community 2.666 2.952 2.809 23
11. Working with business 2.777 3.190 2.983 17
12. Interpreting state and federal
policies 2.722 2.809 2.765 24
13. Marketing programs 2.666 3.095 2.880 18
14. Education/training in business 3.166 2.105 2.635 27
15. Working with advisory committees 2.444 2.952 2.698 25
16. Assessing basic education levels 2.111 2.476 2.293 30
17. Assessing interests, aptitudes 2.722 2.900 2.811 22

65

Table 7B (cont'd.)

 

 

 

 

 

Years of Cumulative
Experience Rank Means
Job Activity 5 10 > 10
Y Y 'Y Rank
18. Managing training and development 3.000 3.350 3.175 10
19. Negotiating agreements 2.555 3.190 2.872 19
20. Facilitating groups 3.222 3.571 3.396 5
21. Instructional material writing 3.166 3.000 3.083 15
22. Designing and conducting research 2.222 2.545 2.383 29
23. Interpreting research 2.555 3.181 2.868 20
24. Evaluating programs 3.111 3.571 3.341 7
25. Evaluating participant performance 3.111 3.380 3.245 8
26. Conducting program needs
assessment 3.500 3.550 3.550 1
27. Using media 3.333 3.000 3.166 11
28. Analyzing programs 2.944 3.368 3.156 13
29. Budgeting and financing 2.944 3.350 3.129 14
30. Developing performance appraisals 3.000 3.315 3.157 12

 

CHAPTER V

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

The central purpose of this study was to identify a set of
competencies which were used most frequently by the ACE graduates
and the job activities which were important in their jobs. In
order to achieve this purpose, data $5? obtained for the following
research questions:

1. What are the current professional positions held by the

adult educators who graduated from programs of studies in
ACE at Michigan State University?

2. Are there a set of competencies which are common to adult
educators regardless of the professional positions they
hold?

3. Which competencies do ACE graduates use most frequently
in performing their jobs?

4. Which job activities are considered to be important in
the work of ace graduates?

The major dimensions of the study included the construction
and validation of an adult educator questionnaire, the frequency
distributions to identify the current professional positions held
by the graduates, and the ranking of competencies and job activi-

ties in order to identify the competencies which were used most

66

67

frequently by the graduates and the job activities they considered

to be important in the work of adult educators.

Summary of Findings

 

The analysis of the data provided the following information
related to the research questions and the stated purposes of the

study:

The Current Professional Positions

 

The graduates consisted of two groups. The adult educators
were ninety-one (67 percent) and the non-adult educators were
thirty-three (33 percent). The adult educators held the following
professional positions: forty-nine (37 percent) administrators,
supervisors, and program directors; twenty-four (17.8 percent)
teachers, instructors, and trainers; and seventeen (12.6 percent)
consultants and counselors. There were thirty-three (33 percent)
non-adult educators and they held the following professional posi-
tions: twenty (24.4 percent) were administrators, supervisors, and
program directors; four (2.9 percent) were teachers, instructors,
and trainers; and nine (6.6 percent) were consultants, counselors,
etc. It was observed that in both groups (adult educators and non-
adult educators) more graduates held administrative positions than

those in teaching or consulting.

The Rank Order of Competencies
It was observed that nineteen competencies had the mean rank

of 3.0 and above. This corresponded to 3 - "considerable extent"

68

on the four-point Likert scale. Therefore, there were nineteen
competencies which were observed to be common to the adult educa-
tors.

It was also observed that the adult educators reported a
total of seventeen competencies with the mean of 3.0 and above.
There were, therefore, seventeen competencies which were used most
frequently by the adult educators.

The non-adult educators indicated that the competencies which
they used most frequently were similar to those of adult educators.

The graduates were also categorized according to years of
experience (less than ten years and more than ten years). The
adult educators of both categories indicated that they used a total
of seventeen competencies most frequently. The non-adult educators
indicated the same competencies with the exception of Data Reduc-
tion Skill, which was ranked 14th with a mean of 3.087 by the non-
adult educators but was ranked 22nd with a mean of 2.893 by the

adult educators.

Job Activities as Reported by ACE Graduates

The graduates indicated that twenty-two job activities were
considered important in their jobs. The consistency observed was
that five top ranked job activities were program related, followed
by another five which were related to various job activities such
as instructing, applying theories of adult learning, working with

the community, facilitating groups, and long-range planning.

69

The graduates who were adult educators in various positions
considered twenty-three job activities as being important in their
work. The non-adult educators, however, indicated that only
fifteen job activities were important in the work of adult educa-
tors. It was observed that the adult educators differed from non-
adult educators in the ranking of some job activities. The adult
educators as a group also (by work experience) differed from the
non-adult educator group (by work experience) in the ranking of

some competencies.

Conclusions

 

The review of related literature and the results of this

study led to the following conclusions:
1. There are competencies which are common to adult edu-
cators, and they are identifiable. The competencies for
the Training and Development field as presented in ASTD

(Model for Excellence, 1983) are applicable to adult edu-

 

cators regardless of the professional positions they
hold.

2. There are also job activities which are important in the
work of adult educators and which are identifiable.

3. The competencies which are used most frequently and the
job activities which are important in the work of adult
educators can be determined through the use of the Adult

Educator Questionnaire.

70

The competencies which were ranked higher by the ACE
graduates were related to Presentation Skills, Writing
Skills, Feedback Skills, and Understanding of Adult
Learning.

The job activities which were related to program develop-
ment were rated higher than those related to research.
There was no significant difference in the ranking of
competencies by the adult educators who held different
positions.

There was no significant difference in the ranking of
competencies and job activities by the adult educators

who had different work experience.

Recommendations for Further Study

 

The review of related studies, the information obtained from

the doctoral and masters graduates, and the findings and conclu-

sions of

this study seem to lead to the following recommendations

for the ACE graduate program:

1.

A further study should be conducted in order to
accurately categorize the professional positions held by
the ACE graduates who are adult educators. Such a study
should include the definition of an adult educator, and
the identification and categorization of the current pro-
fessional positions which are held by the ACE graduates.

This study should also be replicated in the near future

in order to verify the validity of competencies which

71

have been identified as being used most frequently and
the job activities which have been identified as impor-
tant in the work of adult educators. The present study
dealt with the identification of competencies which are
used most frequently by the ACE graduates and the activi-
ties which they considered important in the work of adult
educators. The study, however, did not examine why cer-
tain competencies are used most frequently, nor why cer-
tain job activities are important in the work of adult
educators.

Research is needed in order to accurately cluster and
group the competencies which have been identified as
being used most frequently and the job activities which
have been identified as being important in the work of
adult educators. The groupings should include competen-
cies in speaking and writing well, teaching groups effec-
tively, organizing and directing complex administrative
activities, and imaginative development of programming.

A study should be conducted which involves ACE doctoral
and masters graduates in the evaluation of ACE graduate
programs. Such an evaluation should include the useful-
ness of the core courses offered in the ACE graduate pro-
grams to graduates who are adult educators, the contribu-
tion of the core courses to the development of the compe-

tencies which are used most frequently by the ACE

72

graduates who are adult educators, and the development of
job activities which are considered important in the work
of adult educators.

The Department of Educational Administration should have
an official definition of "adult educator". Such an
official definition should help in maintaining consis-
tency in defining the ACE graduates who are adult
educators.

The Department of Educational Administration should
examine the possibility of recommending certain interdis-
ciplinary graduate programs to ACE graduate students.
Based on the finding in this study that at least 37 per-
cent of the graduates are in administrative positions
(administrators, supervisors, and program directors), the
department should consider a. joint venture with the
College of Business in management, program development,
and program evaluation.

The findings and the conclusions of the study, which is
being carried on by Dr. Cas Heilman, a Professor in the
Department of Educational Administration at Michigan
State University, should be compared with the findings
and conclusions of this study. Such a comparison should
aid in linking the two studies together. It should also
aid in identifying the significant findings and conclu-

sions which may not be in this study.

APPENDICES

APPENDIX 1

A LETTER REQUESTING ACCESS TO EXISTING DATA

April 19. 1988

Peter K. Biwot
1451-D Spartan Village
E. Lansing, MI 48823

Dr. Cas Heilman, Professor
Adult and Continuing Education
E._Lansing, MI 48824

Dear Dr. Heilman:

This is to request access to your existing data on Training and Develop-
ment through Adult and Continuing Education. The data used will be for the
writing of the Ph.D. dissertation which will be submitted to the Department
of Adult and Continuing Education at Michigan State University.

Your consideration of this request is very much appreciated.

Yours faithfully,

Peter K. Biwot
PKB:rd
cc:UCRIHS

Dr. Dick Gardner
DR. Bob Rentschler

73

AAPPENEH3( 2
ALUMNI SURVEY QUESTIONNAIRE

ALUMNI SURVEY

REGARDING TRAINING AND DEVELOPMENT
THROUGH
ADULT AND CONTINUING EDUCATION (ACE)

Over the past several years. there has been increased interest expressed by
our graduate students regarding career paths in Training and Development
within the private and public sectors. Generally, this area of
specialization is described as: the planning, managing. developing and
delivering education and training programs to people for the purpose or
helping them.obtain employment and/or improve their skills in their present

employment.

In cooperation with the ACE faculty. we are conducting this survey to get the
views our alumni and our present students regarding how we might improve the
ACE program in this area of specialization. Even though you may not be
directly involved in the area of Training and Development, we would
appreciate your responses since many of the items relate to our overall
program.

Please take a few minutes to complete this survey. As always your additional
written comments are valued as supplemental information that can be used to
highlight findings, personalize the data. and raise issues not covered within
the survey.

Your participation is voluntary. you are free not to participate or may elect
not to answer certain questions. Your participation is intended to be
anonymous, therefore do not place your name or any other identifier on the
survey.

When you have completed the survey. please return it in the enclosed stamped

any-1°90. Wanders.
Thanks for your help,

Cas Heilman, Professor

Adult and Continuing Education
407 Erickson Hall

Michigan State University

East Lansing. MI 48824

Ph 517-353-8646

MARCH 1988

74

75

ALUMNI SURVEY
REGARDING TRAINING AND DEVELOPMENT
THROUGH
ADULT AND CONTINUING EDUCATION

SECTION I: TRAINING AND DEVELOPNRNT

Everything cannot be taught or learned through our formal academic program. Much
professional development occurs on the job and through other formal and informal
activities.

The following competencies have been identified for professionals in training and
development. We are interested in the competencies you use on your job. and the
contribution that your ACE graduate program had in helping you develop the
competencies. Please rate each competency twice by responding to the following
two questions:

Ooh-n A: W

Colt-n 3: Wm
Wm

Use the following scale for each of your responses.

 

 

.l - Little to no extent 3 - Considerable extent
2 - Some extent 4 - Crest extent
Calm am jail-Ll—
W Winn
l 2 3 4 (1) Adult Learning understanding: Knowing how adults 1 2 3 4
acquire and use knowledge. skills. attitudes.
Understanding individual differences in learning.
1 2 3 4 (2) Andie/Visual Skill: Selecting and using 1 2 3 4
audio/visual hardware and software.
1 2 3 4 (3) Career Development lnowledge: understanding the l 2 3 4

personal and organisational issues and practices
relevant to individual careers.

1 2 3 4 (4) Competency Identification Skills: Identifying the l 2 3 4
knowledge and skill requirements of jobs. 6 tasks.

1 2 3 4 (5) Computer Competence: Understanding and being 1 2 3 4
able to use computers.

1 2 3 4 (6) Cost-lenefit Analysis Skill: Assessing alternatives 1 2 3 4
in terms of their financial. psychological. and
strategic advantages and disadvantages.

l 2 3 4 (7) Counseling Skill: Helping individuals recognise l 2 3 4
and understand personal needs. values. problems.
alternatives and goals.

76

efiQNIEIENFY

 

Callas—AN,
Esrisrnad_2n_ieh
1 2 3 a (a)
1 2 3 a (9)
1 2 3 a (10)
1 2 3 a (11)
1 2 3 a (12)
1 2 3 a (13)
1 2 3 4 (1a)
1 2 3 a (15)
1 2 3 a (16)
1 2 3 a (17)
1 2 3 a (1n)
1 2 3 a (19)
1 2 3 a (20)

Data Reduction Skill: Scanning. synthesizing.
and drawing conclusions from data.

Delegation Skill: Assigning task responsibility
and authority to others.

Facilities Skill: Planning and coordinating
logistics in an efficient and cost effective
manner.

Feedback Skill: Communicating opinions.
observations and conclusions such that they are
understood.

Puturing Skill: Projecting trends and
visualizing possible and probable futures and
their implications.

Group Process Skills: Influencing groups to both

accomplish tasks and fulfill the needs of their
membership.

lnowing the key concepts and variables that define

an industry or sector: (e.g., critical issues.

economic vulnerabilities. measurements. distribution
channels. inputs. outputs. information sources).

Intellectual Versatility: Recognizing. exploring

and using a broad range of ideas and practices.

Thinking logically and creatively. without undue

influence from personal biases.

Library Skills: Gathering information from
printed and other recorded sources. Identifying
and using information specialists and reference
services and aids.

Nodal building Skills: Developing theoretical
and practical frameworks which describe complex
ideas in understandable. usable ways.

Negotiation Skill: Securing win-win agreements

while successfully representing a special interest

in a decision situation.

Objective Preparation Skill: Preparing clear
statements which describe desired outputs.

Organisation understanding: Knowing the
strategy. structure. power networks. financial
position. systems of a specific organization.

ColunnABL

l 2 3 4

77

ANCQIIEIRIFINe

 

sols-n A
PsrferIsd_sn_lsh
1 2 3 a (21)
1 2 3 a (22)
1 2 3 a (23)
1 2 3 a (24)
1 2 3 a (25)
1 2 3 a (26)
1 2 3 a (27)
1 2 3 a (20)
1 2 3 a (29)
1 2 3 a (30)
1 2 3 a (31)

Organisation behavior Understanding: Seeing
organizations as dynamic. political. economic.
and social systems which have multiple goals:
using this larger perspective as a framework for
understanding and influencing event and change.

Performance Observation Skills: Tracking and
describing behaviors and their effects.

Personnel/human Resource Pield understanding:
Understanding issues and practices in other HR
areas. (Organization Development. Organization
Job Design. Human Resource Planning. Selection
and Staffing. Personnel Research and Information
Systems. Compensation and Benefits. Employee
Assistance. Union/Labor Relations).

Presentation Skills: Verbally Presenting
information such that the intended purpose is
achieved.

Questioning Skill: Gathering information from
and stimulating insight in individuals and
groups through the use of interviews.
questionnaires and other probing methods.

Records Nemagemem: Skill: Storing data in easily
retrievable form.

Relationship versatility: Adjusting behavior in
order to establish relationships across a broad
range of people and groups.

Research Skills: Selecting. developing and using
methodologies. statistical and data collection
techniques for a formal inquiry.

Training and Development Pield Understanding:
Knowing the technological. social economic.

professional. and regulatory issues in the field:

understanding the role T A D plays in helping
individuals learn for current and future job.

Training and Development Techniques Understanding:
Knowing the techniques and methods used in training;

understanding their appropriate uses.

Pricing Skills: Preparing written material which
follows generally accepted rules of style and
form. is appropriate for the audience. creative.
and accomplishes its intended purposes.

Column 3

1 2 3 4

(32)

(33)

SECTIOI

(34)

(35)

78

To what extent does your job include activities related to Training and
Development described as: “working with the private and/or public sectors in
the education and training of people for obtaining employ-ant and/or improv-
ing their skills in their present employment.“ (circle one)

1 - not at all 3 - considerable
2 - somewhat a - that is ny job

To what extent are you ingggggggd. gilling and ghlg to participate in a
variation of the Extern Progran that would meet two days per nonth during

the week to visit exemplary public and private sector Training and
Development Progress. (circle one)

1 - not at all 3 - good possibility
2 - interested but couldn't a - no doubt about it

II: TI! A9013 AID COITIIUIIO IDOCAIIOI PIOGIAI

flow would you evaluate the ACE progran? Please grade the progran components
below using b - excellent. 3 - good. 2 - fair. and l - poor.

(a) ___ faculty expertise (i) ___ challenging classes
(b) ‘___ faculty availability (1) ___ convenient class schedules
(c) _ advising (k) _ range of course offerings
(d) ___,student/faculty interaction (1) ___ off canpus courses
(e) _ instructional methods
(f) ___ adnissions procedures others. please describe
(g) _ flexibility of the progran (a) _
(h) ___ progran requirements (n) ___
(a)

The following are a list of general areas of interest and concern that have
been expressed by students. we would like your response regarding how you
felt about each that ggpligfl_;g_1pn. You may wish to sake additional con-
ments regarding these items under the com-ant section on the last page of
this questionnaire. Please circle the number that reflects your view by
using the following:

1 - l was very negative 3 - I was positive

2 - I was negative a - I was very positive

(a) The University

(b) The College of Education

(c) The Depart-ant of Educational Adninistration
(d) The Adult and Continuing Education Progran area
(e) Registration

(f) Parking

(g) Statistics/research requirements

(h) Library services

(1) bookstore services

(1) Classrooms

(k) Comprehensive exams for doctoral students
(1) Doctoral dissertation proposals

(a) Doctoral comaittees

r-ror-r-r‘rir‘ror-rIr-r-r-
hahoh3h3nihaaanahanananaha
dououiunhauooaoauauauaunuo
F¢F§§¢P§§P§§9

HHHHHHHHHHHHHF‘HHHHHHHHHF‘HHF‘HHH

79

In lenln_g. circle the number that best reflects your opinion of the IHPORTANCE
of this item in perforsing as a professional in Adult and Continuing Education.

In lenln_§. circle the number that best reflects your opinion about the follow-
ing statesent.
I'As a result of sy ACE graduate progras. I had the following levels of prepa-
ration': (resember that your progren included more than only ACE courses)

 

SCALE: 1 - little to none 3 - considerable
2 - some h - very/extensive
£21m Colin]—
IIRQESRDER 2rsnsresian..

(36) Applying theories of adult learning
(37) Instructing

(3b) Designing programs

(39) Adsinistering progress

(60) Individual development counseling
(Al) Career guidance

(42) Long range planning

(#3) Proposal writing/grantsmanship

(he) Statistical analysis

(65) working with the com-unity

(b6) Hbrking with business

(#7) Interpreting state 6 federal policies
(Ab) Marketing progress

(59) Education/Training in business

(50) Working with advisory cossittees
(51) Assessing basic education levels
(52) Assessing interests. aptitudes

(53) Heneging training and development
(54) Negotiating agreements

(55) Facilitating groups

(56) Instructional material writing

(5?) Designing and conducting research
(Sb) Interpreting research

(59) Evaluating progress

(60) Evaluating participant perforsance
(61) Conducting progres needs assessment
(62) Using media

(63) Analyzing progress

(66) budgeting and financing

(6!) Developing perforsance appraisals

NNNNNNNNNNNNNNNNNNNNNNNNNNN.NNN
UUUUUUUUUUUUUUUUUUUUUUUUUUUUUU
onrobberrooooooooooooobooooooo
HHIHHHHPHHHHHHHHHHHHHHHHHHHHPOI-‘0'.
NNNNNNNNNNNNNNNNNNNNNNNNNNNNNN
UUUUUUUUUUUUUUUHUUUUUUUUUUIUUUU
onooonoooooooooooopoooopoooooo

(66) Do you believe that a one-half to full-tine internship of 6 to 12 credits
should be required of ACE students? (circle one)

YES NO IT DEPENDS (please explain)

536110.

(67)

(68)

(69)

(70)

(71)

(72)

(73)

(74)

(75)

80

III: PIIBOIAL

Hy degree(s) in ACE is/are: (H A ) (ED 5) (Ph D)
I completed my ACE degree(s) in: l9 l9
I'as a: (circle one) a. male b. female

Hy age is: (circle one) a. below 30 years

b. between 31 and 50

c. between bl and 50

d. Hore than 51
I as a: (circle one) a. U.S. citizen b. Non U.S. citizen
when I was in the progres. I cossuted approxisately siles. one-way. to
take campus classes.
when working on my degree(s) I was: a. full-time student
(circle the one that was most com-on) b. esployed part-time

c. esployed full time

Hy previous degrees were in: (sajor and institution) (cosplete all that apply)

 

 

 

 

bA . Institution
HA . Institution
Ed 3 . Institution

 

 

Plum uk- e Ion-n: and WW
mum.

Title:

Type of organization:

A few words of description:

(76)

(77)

(78)

(79)

(80)

I have been in this pagigign for: (circle one)

I have been with this agggniggsign for: (circle one)

Hy total
has been

81

0 - 3 years

a - 6 years

7 - 10 years

Kore than 10 years

63-00”

0 . 3 years
a - 6 years
7 - 10 years
Hore than 10 years

0-07-

work experience in training and development
: (circle one) none
1 - 3 years
a . 6 years
7 or more years

907-

EOR DOCTORAL COHPLETERS OILY: How helpful were your research courses in
completing the following segsents of your dissertation? (l - no help.
2 - some help. 3 - considerable help. a - very helpful

a. Designing the study 1 2 3 a
b. Analyzing the results 1 2 3 a
c. Reporting findings & conclusions 1 2 3 a

Please write any consents. use the back page if necessary.

KAI! TBA!!! POI YOU! COUTIIBUTIOII U! FLA! TO HAVE A SUMMARY
OF THESE RESULIS I! THE ACE FACILIIAIOI

APPENDIX 3

MODELS FOR EXCELLENCE

 

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APPENDIX 4

EMPLOYER CATEGORY

The respondents' employer categories were coded using the

following adaptation from the Dictionary of Occupational Titles of

 

the U.S. Department of Labor.

 

 

Category Code

 

Government Sponsored

Public school system 11
Community/junior college 12
Four-year college/university 13
City agency . 14
County agency 15
State agency or Washington, D.C. 16
Federal agency 17
Other government unit or combination 18

Non-Government Sponsored

Business or industrial firm 21
Labor organization 22
Independent college/university 23
Independent school 24
Religious organization 25
Other non-government organization 26
Self-Employed 30
Unemployed (student, retired) 4O

 

114

APPENDIX 5

JOB CATEGORY CODES

The respondents' occupations were coded using the following
adaptation from the Dictionary of Occupational Titles of the U.S.

Department of Labor.

 

 

 

Category Code
Education
Administrators, supervisors, program directors 11
Teachers, instructors, trainers 12
Others: consultants, counselors, etc. 13
Occupations in law and jurisprudence 20
Occupations in religion and theology 30
Occupations in social work and welfare 40
Other occupations in professional technology 50
Clerical and sales 60
Occupations in medical services 70
Other occupations 80
Unemployed (retired, students, etc.) 90

 

115

 

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