. x a...” ‘ as..." 33...: r. 5.43.33 .\., \ ‘ y 1139‘ 1 “.2. El .19.. 17..., £51}. 3 . . . ... MICHIGAN STATE UNIVERSITY LIBRARIES ii I Ill/III!Ill/llll’II/I/II/W/lill/IllIll/lNil THESlS 1 3 1293 01417 2005 Z\ r l ’1. f' ’ I". This is to certify that the dissertation entitled Identification of Emerging New Workplace Skills for Community College Marketing Students, As Identified by Employers And Graduates: Implications for Community College Programs presented by John Leith MurraY has been accepted towards fulfillment of the requirements for ph D . Adult & Continuing Education ' degree In C Major professor Dr. Cas F. Heilman Date z/é/é 67% MS U is an Affirmative Action/Equal Opportunity Institution 0-12771 Llfla/ARY Michigan State University PLACE ll RETURN BOX to more thin chookout from your record. TO AVOID FINES return on or bdoro duo duo. DATE DUE DATE DUE DATE DUE MSU IoAn Namath/o ActionlEqnl Opportunity Inflation Willa-9.1 Identification of Emerging Nov workplace Skills for Community College Marketing Students, a: Identified by Employer: And Graduates: Implications for Community College Program: BY John Leith Murray A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY HIGHER, ADULT AND LIFELONG EDUCATION 1994 IDENTI COLLE. GR} For in Data: has dro Decembe been t}: hG'd‘eveI CGlIEge this de Tl COHEgr "ith t1 ABSTRACT IDENTIFICATION OF EMERGING NEW WORKPLACE SKILLS FOR COMMUNITY COLLEGE MARKETING STUDENTS, AS IDENTIFIED BY EMPLOYERS AND GRADUATES: IMPLICATIONS FOR COMMUNITY COLLEGE PROGRAMS BY John Leith Murray For marketing graduates of typical large community colleges in Ontario, the job placement rate in program-related employment has dropped over the past four years from 80% to 52% as of December 1993. A major factor in this decline appears to have been the recent severe economic situation in the Province, however the question arose as to whether workplace-relevance of college marketing curriculum was also a factor contributing to this decline. The purpose of this study was to determine if the existing college marketing program content and delivery were consistent with the needs of college marketing graduates in order for them to secure employment and to perform effectively in the workplace. A review of the literature indicates that employers are placing new emphasis on "soft" skills, in addition to traditional academic skills, when interviewing prospective new recruits. Drawing on the literature, a group of sixty marketing skills were selected for examination in this study. These sixty skills comprised twenty skills taken from each of three groupings: man I Ma Huber identif gercept the eff survey percept skills the Si) placed iniicat P531319 Skills Jab. Fl reSponc as a be human relations skills, conceptual skills and technical skills. Mail surveys were sent to recent marketing graduates from Humber College, and to those of their employers who could be identified. The surveys sought to obtain respondents' perceptions as to the importance of each of the sixty skills for the effective performance of the graduate in the workplace. The survey directed to graduates also sought to obtain their perceptions as to the degree they learned each of the sixty skills as part of their college marketing program. Responses by employers and marketing graduates regarding the sixty skills were contrasted with the relative emphasis placed on these skills in college marketing curricula. Findings indicated that the college marketing curriculum is preparing people in reverse order of priority in relation to the kinds of skills which employers and graduates perceive to be needed on the job. Findings have been arrayed to show the priorities placed by respondents upon each of the sixty skills examined in the study, as a basis for considering redesign of college marketing curricula. Vil in‘ Mii Edi ad‘ st‘ QC Ho 61 Se of do Ac. ha- th, ACKNOWLEDGEMENTS The writer would like to express his indebtedness and gratitude to many people who made valuable contributions to this study: Firstly, the writer is indebted to Dr. Roy Giroux, Vice President of Humber College, who was instrumental in introducing the writer, among other Canadians, to the Michigan State doctoral program in Adult and Continuing Education. Dr. Cas Heilman, Chairman of the writer's doctoral advisory committee, has been most helpful in shaping the study and bringing the issues into clear focus, and has been very generous in providing his time, assistance and ecouragement during the development of the study. Dr. Howard Hickey,g Dr. Louis Hekhuis and Dr. Norman Bell have also been very helpful, both in conducting learning sessions with doctoral students during course work and in offering encouragement and advice as members of the writer's doctoral advisory committee. At Humber College, Dr. Richard Hook, Vice President Academic, and Dean Lloyd Rintoul, School of Business, have provided support, assistance and encouragement during the study. iv John Riccio, Chair - Marketing, and John McColl, Coordinator International Marketing, have provided advice, encouragement and support throughout the project. Members of the Marketing Advisory Committee to the School of Business, Humber College, have made a significant contribution in bringing an industry perspective to skills needed in the workplace, sharpening the focus of this study. Among the members of this Advisory Committee, the writer is especially indebted to Mrs. Lynn Wilson, Ernst & Young; Mrs. Elyse Allan, Ontario Hydro; Mr. Stephen Long, Imperial Oil, Mrs. Angel Langmuir, Bank of Montreal and Mr. Alan Seager, Shell Canada Limited. The writer was fortunate in having the contribution of eight of Humber's post-graduate students in Marketing Management, who assisted in interviewing survey respondents, tabulating, proofing, and assembling materials. These contributors were Kevin Berube, Shelly Bond, Kerri McCracken, John Nevins, Jo-Anne Rukavina, Vonia Tonin and Tracy Yates. The writer would like to thank Dr. Peter Dietsche, Humber College, for his assistance in preparing the statistical data. Lastly, the writer would like to express appreciation to his wife for her patience while this dissertation was being written, and to acknowledge his parents for the kindness, assistance and encouragement they have given over the years, and his uncles, Dr. John Leith Murray, formerly Principal, University of Exeter, and Sir William Calder, formerly Professor, University of Edinburgh, for the inspiration they have provided. John Leith Murray Oakville, Ontario vi CF. CH TABLE OF CONTENTS EASE LIST OF TABLES xii CHAPTER I - INTRODUCTION Prologue 1 Background 2 The Ontario Community College System 2 The Community College Student 4 Programs Offered by Large Community Colleges 6 Curriculum Upgrading - Humber College 8 Statement of the Problem 13 The Ontario Economy 14 Emerging New Skills Needed in the Workplace 15 Implications for Marketing Graduates 17 Purpose of the Study 17 Research Questions 1 through 3 18 Research Questions 4 through 7 19 Significance of the Study 20 CHAPTER II - REVIEW OF RELATED LITERATURE Introduction 21 Changes in the Canadian Economy 22 The Context: North American Economy 22 The Canadian Economy 23 Industries Coping With Change 24 vii Emerging New Skill Sets Sought by Employers U.s. Authorities on New Skills Canadian Authorities on New Skills ”Soft" Skills in University Business Programs Theoretical Frameworks of Skills Data, People & Things Three Domains: Cognitive, Affective & Psychomotor Development of Skills List for Study Summary CHAPTER III - METHODOLOGIES AND PROCEDURES Introduction Research Questions Populations College Marketing Graduates Employers of Marketing Graduates Supervisors of Marketing Graduates Samples College Marketing Graduates Human Resources Managers Supervisors of Marketing Graduates Research Instruments Skills List Instrument - College Marketing Graduates Instrument - Human Resources Managers Instrument - Supervisors of Graduates viii 27 27 3O 39 41 42 43 49 52 54 54 56 56 58 59 59 59 60 63 63 63 65 66 66 C'rI Tabulation Summary CHAPTER IV - FINDINGS Introduction Research Questions Skills List Utilized in the Study Findings: Research Questions . Research Question 1 Research Question 2 Research Question 3 b Research Question Research Question GUI Research Question Supplemental Findings "What Did You Think Of The Program?" "Would You Take The Program Again?" "Were The Faculty Helpful To You?” "Did You Like The College" Relating Responses to Research Questions Statistical Significance Survey of Human Relations Managers Survey of Marketing Graduates Summary ix 67 68 70 71 72 75 75 80 86 91 94 94 102 103 104 105 106 107 108 108 108 112 F—l Sr CC AP 334 CHAPTER V - CONCLUSIONS, IMPLICATIONS AND RECOMMENDATIONS Introduction Research Questions Skills List Utilized in the Study Survey Instruments Samples Summary of Findings Conclusions Implications Recommendations 1. Marketing Program Content 2. Delivery of Marketing Learning 3. Evaluation of Learning 4. Additional Research BIBLIOGRAPHY APPENDIX A Interview Guidelines: Survey of Graduates APPENDIX B Sample — Human Resources Managers APPENDIX C Survey Instrument - College Marketing Graduates APPENDIX D Survey Instrument - Human Resources Managers APPENDIX E Survey Instrument - Supervisors of Graduates X 113 114 115 117 118 119 123 125 128 128 129 130 132 133 142 144 154 158 162 APPENDIX F Statistical Accuracy 166 xi LIST OF TABLES Table 1.1 Age: Humber College Students 1.2 Programs Offered - Large Community Colleges 2.1 The Ideal Job Candidate of the let Century 2.2 Workplace Basics: The Skills Employers Want 2.3 Skills: The Hottest & Most Transferable 2.4 The Bases of Competence, U.W.O. 2.5 Employability Skills Profile 2.6 Core Competency Framework - Imperial Oil 2.7 Critical Skills For New Recruits 2.8 Critical Workplace Skills 2.9 Data, People 8 Things 2.10 Bloom's Taxonomy - Cognitive Domain 2.11 Krathwohl's Taxonomy - Affective Domain 2.12 Dave's Taxonomy - Psychomotor Domain 2.13 Selection of Skills for Study 3.1 Population of Humber Marketing Graduates 3.2 Interview Questions - Telephone Re-survey 3.3 Employment Situation - Marketing Graduates 4.1 Selection of Skills for Study 4.2 Employers' Responses: Importance of 60 Skills 4.3 Employers' Responses: Importance of Skills Groupings xii 28 29 31 32 34 36 37 39 43 45 46 47 51 58 62 62 74 76 78 4.6 4.7 4.8 4.9 4.10 Employers' Emphasis in Skills Groupings Course Subjects in Typical Marketing Program Marketing Courses by Skills Grouping Evaluation - Marketing I Course Bases of Evaluation - Marketing Courses Computerized Test Banks - Marketing Courses Graduates' Responses: Importance of 60 Skills Graduates' Responses: Importance of Skills Groupings Response Differences: Employers vs Graduates ' Skills Learned by Graduates in Program Skill Importance vs Learned at College Skills Learned in Other College Experience Skills Learned - Experience Outside College Telephone Re-survey - Program Improvement Mean Values: Skill Importance vs Learned at College Skills Selected for the Study Skill Importance vs Learned at College Bases of Evaluation - Marketing Courses Perceived Skills Importance vs Course Subjects xiii 79 82 83 84 85 86 87 89 92 96 98 10b 101 108 110 117 119 121 122 tr tr' la: QEAEIEE_I INTRODUCTION Prologue On April 24, 1944, units of the U.S. 4th Infantry Division were embarked in LST's (landing ship - tanks) off England's coast, for a practice in assault landing, prior to the real thing on Omaha Beach. Shortly before midnight, the Kriegsmarine's E—Boats attacked. In minutes, two LST's were left sinking and another crippled. Men jumped overboard without waiting to ascertain if their ships were sinking, many not thinking of kicking off their heavy boots. Many had thrown away the compressed gas capsule needed to inflate their Mae-Wests, and many were their Mae-Wests too low, at waist level, which pitched them face-first into the water. Seven hundred and forty-nine men were lost, which was a casualty rate many times more than the 4th Infantry Division would sustain on D-Dayl. For lack of training in water safety, these highly- trained troops were never able to utilize their military training. "Without development of skills in the four clusters of: . mobilizing innovation and change . managing people and tasks . communicating . managing self ...technical skills picked up previously, concurrently, or later may never be effectively utilized..." "Making the Match between University Graduates and Corporate Employers", University of Western Ontario, May 1992 "The Secret Battle of Slapton Sands”, Edwin Palmer Hoyt, Hale Publishing, London, England 1987 1 2 Background The purpose of this study was to determine if the existing marketing program content and delivery, as typically offered in Ontario community colleges, were consistent with the needs and expectations of employers so as to enable college marketing graduates to secure employment and make an effective contribution in the workplace. Before the specifics of the research were addressed, the role of community colleges in the Province's educational system was reviewed, a picture of the kinds of people comprising the student body was arrayed, and the kinds of educational programs offered by the colleges were reviewed as the context in which the study took place. As additional background, an overview of the curriculum review practices utilized across the different divisional organizations in a typical college was conducted. The changing economic environment in Ontario was also. reviewed because of its impact on demands for emerging new skills needed by recent college graduates who were seeking employment. t 'o o u ' o e S s In Ontario, which has just under 40% of the Country's total population, the community college system was founded 27 years ago. Unlike the Province's universities, some of which pre-date the Nation's Confederation, community 3 colleges are relatively recent additions to Ontario's post— secondary educational system. In the mid '60's the Ontario Ministry of Education determined that many more young Canadians needed better preparation for employment than could be acquired from high school education alone, and that the Province's universities by themselves could not meet the total demand for post-secondary education. The mandate of the Province's universities has not been expressly to prepare students for employment. Only slightly over 12% of Ontario's young people were enrolled full time in a university as of 19922. In 1965 the Ontario Community College system was charged in the enabling legislation3 with the mandate to prepare the college students in the Province specifically for effective employment. The legislation established a system of colleges of applied arts and technology in Ontario to provide opportunity for the education and training of craftsmen, technicians and technologists in the absence of a formal apprentice program in the Province's industry. Unlike many European countries, Ontario has not had a formal apprentice program for providing industry-oriented training. As of 1992, there were 23 community colleges in the Province, ranging in size from 1,600 full-time students up 2Statistics Canada, Catalogue 81-229, page 173, Market Research Handbook, 1992 ’Introduction to enabling legislation by the Honorable William G. Davis, Minister of Education, Province of Ontario Legislature, May 21, I965 Pe Co Stl to 10,900 students“. mu ' o e e St e Ontario colleges have traditionally drawn their students directly from the ranks of high school graduates. However since the establishment of the colleges in 1965 several factors have changed this traditional progression. The recent high unemployment situation in the Province has iinfluenced many mature individuals to return to college to upgrade their skills and resultant job prospects. To illustrate this fact, age data for students at Humber College for 1991 were as shown in Table 1.1. Table 1.1 Age: Humber College Students5 Under 2; 21 :9 24 25 to 22 2Q & Over Percent of students 21 52 18 9 A more recent study6 by the Ontario Ministry of Colleges and Universities indicated that only half the 1992 student entrants came directly from high school; half ‘CAATZ Survey, Ontario Ministry of Colleges and Universities, 900 Bay Street, Toronto M 7A I L2, December 9, I992 - ’Full- Time Enrolment at Humber College by Age, Corporate Planning and Services, Ontario Ministry of Colleges and Universities, Toronto, November 12, I992 °Dr. Peter Dietsche, Task Force on Advanced Training, Ontario Ministry of Colleges and Universities, Toronto, March, 1993 5 entered college after spending some time either in the work force or engaged in seeking employment. The trend towards a larger component of more mature students is expected to continue, driven in part by the facts that: two-thirds of those who will be in the Canadian labor force in the year 2005 are already in the work force today; half of the new jobs in this decade will require more than 12 years of education and training; and 60% of the work force in 1993 possessed no more than a high school education.7 Records on students' last permanent address prior to registration have similarly indicated a departure from the traditional student progression from local high school to college. Data for 1991 showed that 58%8 of Ontario students who were attending Humber College came from permanent addresses located beyond normal commuting distance. This incidence of living, studying and working away from home is believed to have exerted a maturing' influence on these college students. Another changing characteristic of Ontario's college students has been the increase in enrolment of students holding degrees from universities. In 1992 seven ”Vanuqflflmmhwmmfi quh&m&£emm‘nue$ ManeZfileL,HufidwdbqumLRHw (JChnub,lmwnwfl%huuy1%B {HalwmeEhnwmauanflwmhnChMgehnum,CdpaulemmMgamdSnfiam Ommflobfimmbr (JCngwamdLMWmmflm Thoma Abwmw012,1%n '1‘1 6 percent9 of college students held university degrees, usually Bachelor Degrees in Arts. These individuals have enrolled in colleges specifically to obtain job-related skills that enabled them to gain employment. W The typical large community college offers a wide range of employment-oriented education, grouped under the following organizational divisions: Applied & Creative Arts Health Sciences School of Business Technology Business & Industry Services Human Studies The data10 shown in Table 1.2 indicate the kinds of .programs which are offered by a typical large community college. Each program obtains approval from the Ontario Ministry of Education, based on a justification of the workplace demand. Table 1.2 Programs Offered - Large Community Colleges Applied & Creative Arts Division Creative Photography Fashion Arts Music Theater Arts Audio-Visual Technology Pile & T.V. Production Journalism Advertising Media Sales Public Relations Radio Broadcasting Advertising 5 Graphic Design Industrial Design Interior Design Package a Graphic Design Cuisine Apprentice Recreation Leadership ‘Txnmudonsundthh:3hnylhmwnaWMg Abmxiuelhgunun Ihunbaerfl4fl3.ApnlI993 ”Cakmdmr19924991 Iflanbaerflang.REahMe Chmwflz pqg242 7 Table 1.2 Cont'd Health Sciences Division Early Childhood Education Ambulance 5 Emergency Care Funeral Services Nursing Assistant Nursing (post-graduate) Allied a Community Health Child 5 Youth Worker Human Studies Division Communications Arts a Science General Education Language 8 Math Development Technology Division Architectural Design Mechanical Engineering Electrical Engineering Plastics Engineering Heating 8 Air Conditioning Safety Engineering Chemical Engineering Civil Engineering Computer Engineering Electronics Welding Industrial Maintenance School of Business Accountancy Business Administration Computer Information Systems Human Resource Management Marketing Management International Business Legal Assistant Office Administration The relevance of college programs to demands of the Ontario workplace has been an important issue to the Ontario Ministry of Education. As a method of generating feedback on program effectiveness, the Ministry requires all colleges to track the success rates of their graduates in obtaining program-related employment upon graduation. In instances where graduates of a particular program experienced difficulty in obtaining program-related employment as a result of a decline in employer demand, the tracking process has had the effect of ultimately causing the deletion of that program from college offerings. For example, after some years of declining demand for its graduat discont Or institx college suppor‘ T employ averag placen Slight rate 1 restr1 this . relev Contr m EGUCE Colle UM Depam Ijfifi 8 graduates, the Equine program at Humber College was discontinued in 1993. On the other hand, where a community college seeks to institute a new program offering, the Ministry requires the college to justify that the proposed new program is supported by employment demand for program graduatesll. The measured placement rate in program-related employment for marketing graduates at Humber College averaged 80% over the period 1986-198912. However the placement rate dropped in 1991 to 67% and to 50% in 1992. Slight improvement occurred in 1993, when the placement rate reached 52%. The recent economic recession and restructuring in Ontario appear to be important factors in this decline. However the question arose as to whether the relevance of marketing course curriculum was also a factor contributing to the decline in job placement. Humber College has been committed to providing quality education, as exemplified in the following extract from the College mission statement13: "Minutes of Ministry approval to the proposed new Marketing Management Program, Marketing Department, School of Business, April 1988 ”Ms Judy Harvey, Manager Placement Department, Humber College, March 15, 1994 ”"Mission Statement" 1 lumber College of Applied Arts and Technology, I 988 The importar the miss curricu] educatic social e The communit Divisior influenc in the 1 Curricu] The nature c majority APplied practiti classroC they hav to aSSis 0f emplo \ 14 Du ' Informal (OILS. H14 9 "...The College is accessible to a variety of clients, is responsive in its curriculum offerings, and flexible in its delivery modes. Humber College is committed to leadership in instructional excellence..." The annual curriculum updating process has been an important vehicle for the realization of goals inherent in the mission statement, that is, ensuring that the curriculum was effective in relation to changing demands in education brought about by changes in the economic and social environment of the Province. The curriculum upgrading process in a typical large community college has differed greatly from Division to Division because of differing internal and external influences on the process. These differences are apparent in the following overview of each Divisions' approach to the curriculum review process in 199214. The Applied & Creative Arts Division, because of the nature of its programs, has not utilised text books in the majority of its courses. Because course instructors in Applied & Creative Arts have been drawn from the ranks of practitioners in their respective fields, they bring to the classroom an orientation towards the workplace. Typically they have well-developed contacts in business and industry to assist them in maintaining program relevance to the needs of employers of program graduates. “Information in this section has been drawn from discussions with the Deans of the respective Divisions, Humber College, December 1992 Ha: called 1 a studet pay for restaura demands Cu] program: processl groups. In Updating require] Governm. Standarc I1 Placed . discipl. e.g, ph. updatin. and Cha: 10 Many of the programs in Applied and Creative Arts have called for student ”placement", an arrangement under which a student has obtained practical experience working without pay for one or two months in a photographic studio, restaurant, etc., in order to orient themselves to the demands of the workplace. Curriculum upgrading in Applied & Creative Arts programs has therefore tended to be an externally-driven process, strongly influenced by the demands of employer groups. In the Health Sciences Division, curriculum design and updating has occurred directly as a result of the (external) requirements of the Ontario College of Nurses, a Provincial Government body which has been established to maintain standards for safe nursing practice. In the Human Studies Division, emphasis has been placed on foundation courses of knowledge in the various disciplines for which the Division has been responsible, e.g. philosophy, social studies, and language. Curriculum updating has typically involved text selections from a wide and changing choice of available texts. Courses have usually been designed around the chosen text. In contrast to programs in Health Sciences and in Applied & Creative Arts Divisions, employers' needs for specific skills have been of lesser influence in curriculum redesign in the Human Studies Division. IIIi In th took place discontim the needs the past ‘ links wit Professic have enl: naumrs. the Divi Programs The iTmOVat; ahead 0 faculty updatin demands Tr driven (bevel, captur: identi: t° per; Specia. DrocQs: releV’a: coveri. ll In the Technology Division, a considerable down-sizing took place four years ago, reflecting the need to discontinue certain programs which no longer adequately met the needs of employers of the Division's graduates. During the past three years, the Division has developed stronger links with such industry associations as the Association of Professional Engineers of Ontario. Members of the Division have enlisted the assistance of industry professionals as members of College program advisory committees, to assist the Division in maintaining workplace relevance in their programs. The Technology Division has found that technological innovation, as practiced in industry, frequently ran ahead of available textbook resources. This has driven faculty to work directly with industry practitioners in updating technology course content to meet changing employer demands. The Technology Division has formalized an externally- driven curriculum updating process entitled "DACUM" (Developing A Curriculum). DACUM is a systematic process of capturing input from technology practitioners as a basis for identifying what must be learned by a technologist in order to perform effectively in a given technical occupation or specialty. The Technology Division believes that the DACUM process has proven useful in achieving a higher level of relevance in the design of curriculum for learning programs covering many technical job classifications. The based UP' on knowlc In 1 typicall) packages and compu outlines chosen te book publ teaching .' Business. In ma Business, e«itablishe updating. more ianl with analy to Current In or. curriculum 12 The key point in the use of DACUM is that curriculum based upon that system has been externally-driven, focusing on knowledge and skills needed on the job. In the School of Business, curriculum updating has typically involved an annual review of new offerings of packages of text, visuals, instructor guides, test banks and computerized support material. Course goals and outlines have usually been based on the content of the chosen text. As was the case in Human Studies Division, book publishers have offered a wide range of texts and teaching aids in support of courses offered by the School of Business. In marketing, as in other departments of the School of Business, a formal advisory committee of employers has been established to provide advice on program design and updating. However, historically this committee has been more involved with developing new marketing programs than with analyzing existing programs and courses for relevance to current needs of the workplace. In order to ascertain the practice in marketing curriculum updating at other Ontario community colleges, discussions were held in December 1992 with faculty and administrative staff at seven other community colleges. All of these, except Mohawk College in Hamilton, utilized roughly the same process as Humber College. Mohawk College have been experimenting with changes to the traditional process, and have established a task force to look into alternatJ The indicate Humber Co colleges To 5 curriculu: Ontario's curriculun needs has of the Col reviews ha V0rkplace-. Whether tn. is Consistc 0f Cellege 13 alternatives. Preliminary results are expected mid-1994. The discussions with other Ontario community colleges indicate that the marketing curriculum review practice at Humber College was relatively typical of that used by other colleges in the Province. To summarize, in addressing the need to update curriculum to meet changing needs of the workplace, Ontario's community colleges have typically conducted annual curriculum reviews. The degree of orientation to workplace needs has varied considerably across the different Divisions of the Colleges. Specifically in marketing, the curriculum reviews have traditionally been more textbook-driven than workplace-driven. This gives rise to the question as to whether the existing marketing program content and delivery is consistent with the needs and expectations of employers of college marketing graduates. Statement of the Problem For marketing graduates of Humber College, the job placement rate in program-related employment has dropped over the past four years from 80% to 52% in 1993. A major factor in this decline appears to have been the recent severe economic situation in Ontario, which has also given rise to changes in the kinds of knowledge and skills needed in the workplace. The question arose as to whether the relevance of college marketing curriculum was also a factor contribl graduate The situatio problem Th; Onta Ont; economic restructt competiti included the manuf and sever Products exert hea reSUIting °r9anizat realJ'.Ze Cc The t been Chara deciSiOn~m led to dem saVing tim. Wading: . l4 contributing to the decline in job placement of these graduates. The following overview of the Ontario economic situation has been arrayed as a context in which this problem was addressed in this study. W Ontario has recently experienced the most severe economic recession since the '30's, as Canadian business restructured to reduce costs in order to meet global competition. The new market dynamics15 in Ontario have included a domestic recession, a shift in the economy from the manufacture of products to the provision of services, and severe global pressure on the prices which Canadian products and services have realized in the market. Pressure on prices has forced Ontario employers to exert heavy downward pressure on all business expense, with resulting demands on employees at all levels in business organizations to develop new ways of working together to realize cost reduction. The business environment of the past few years has also been characterized by a compression of time frames for decision-making and for new product development. This has led to demands for new approaches and new skills aimed at saving time in business analysis, decision-making and communications. QflmamfimptfdwfihMbwmufihhabemmmua Humthnge.ZLNmmmhv22 HEB The Ontario ' industry organiza' prioriti¢ Mm. The business to surviv prioritie for new w For Toronto, "Careers , authors Ci emp1°Y1nem find that exhibit lE imprond C Additional de‘emphasi Simplicity ldlbid 23 15 The drive for increased productivity and efficiency in Ontario's economy has caused employers in business and industry to effect reductions in employment in their organizations and to strive for a clearer focus on business priorities. E . H 51.1] H l l I II fl 1 J The market dynamics in the Ontario economy has forced 16 in order business and industry to develop new priorities to survive and prosper in the early 1990's. These priorities, discussed above, have in turn driven the need for new workplace skills. ' For the past several years The Financial Post, Toronto, has published an annual supplement entitled "Careers & the Job Market". In their 1992 issue17, authors claimed that Marketing graduates who sought employment in the new business environment were likely to find that there were immediate demands placed upon them to exhibit leadership, and to take the initiative in providing improved customer service and in generating cost reduction. Additionally, new graduates were likely to find a strong de-emphasis on lengthy reports and studies in favor of simplicity and brevity in analysis and communication. 16 Ibld ”Careers at the Job Market . What’s In Sm For '93 Grads?, the Financial Post, Toronto, Canada, September 23, 1992 New become h decision Many fir organiza function Sin Departme group of develOpj revisior group. conside] has idel to be a and Opel Problem. effectix team lea higher I A 1 0f "80ft both in directio 16 New graduates, the Post continued, were likely to become highly involved in team-oriented idea-generation and decision-making, often without reference to a supervisor. Many firms were then operating under so-called circular organizational structuresla, in which the supervisor function had been formally removed. Since January 1992, members of the Marketing Department at Humber College have been working with a small group of senior managers in industry with the objective of developing a process to provide a perspective in which revisions to marketing curricula would take place. This group, called the Marketing Advisory Committee, has considered the implications of Ontario's new environment and has identified the need for the college marketing graduate to be a quick learner and a self-starter; to be creative and open minded; to become customer-oriented; to possess problem-solving and analytical skills; to exercise effective listening skills; to operate successfully as a team leader and as a team facilitator; and to achieve higher productivity19. A review of the literature revealed emerging new sets of "soft" skills which are being called for by employers both in Canada and the U.S.A. It also illustrates new directions now being taken in M.B.A. programs in Canadian 'KhMmmmmmwamewhfimkm;GEIhmwhcfixwmwuuahEmHWMwm.MMmywHMmmz RauwasChmamm.GEHQmmhghhmflmmmglfimmn AmflZiIfiB ’flhxmdhpwfhhdflthmflayCommmu;hhmthUWyahbwmwadfl,1%8 universi environm In ! typicallj in their to the C11 is releva specific: the kinds publishec outlines relative] W If e Providing kinds of workplace firstly, obtaining their Care The F exiSting tYDiCally I consistent 17 universities to meet changes in Canada's business environment. In contrast, college schools of business in Ontario typically do not incorporate these emerging new skill sets in their courses. This absence also raises the question as to the degree to which existing college marketing curriculum is relevant to the needs of today's employers. More specifically, notwithstanding the emergence of demand for the kinds of knowledge and skills discussed above, the published goals and objectives appearing in the course outlines of college marketing courses have remained relatively unchanged over the past several years. I J' !'o E H 1 !° 3 l ! If existing college marketing course curricula were not providing adequate opportunity for students to acquire the kinds of knowledge and skills which were in demand in the workplace, the implications for college graduates were firstly, that they may have experienced difficulty in obtaining employment and secondly, they may have found that their career progression was reStricted by their lack of needed skills. Purpose of the Study The purpose of this study was to determine if the existing marketing program content and delivery, as typically offered in Ontario community colleges, were consistent with the needs and expectations of employers so as to 9 employIn workpla seven r! which w; Reseagct Wha graduate function employer Rem); What marketing efffictiVe identifim Wm; What °°1lege ma; thEir cUrr‘ 18 as to enable college marketing graduates to secure employment and make an effective contribution in the workplace. In approaching this purpose, the following seven research questions were established to gather data which was used for analysis in this study: Beseamiestieu What are the skills needed by community college graduates for effective performance in the marketing function in today's business environment, as identified by employers? e' I i !' 2 What is the relationship between existing college marketing program content and the skills needed for effective performance in today's business environment, as identified by employers in Research Question 1? W What are the skills perceived to be needed by community college marketing graduates for effective performance in their current jobs, as identified by recent graduates? nggarch Whai employer: 3 above? esearch To communit skills j 1m; marketi; the ski (a (b (c R % emplol’e Pelicy . Program: 19 WW What-are the differences between the responses of employers and those of graduates to Research Questions 1 and 3 above? BMW To what degree do immediate supervisors perceive that community college marketing graduates demonstrate having the skills identified in Research Question 1, above? W What are the perceptions of recent community college marketing graduates as to the degree to which they learned the skills they identified in Research Question 3, in (a) the courses in their college marketing program, (b) other college learning experiences, or (c) learning experiences outside of college prior to graduation? ngggzgh Qggggign 7 What are the implications of the responses of employers, supervisors and of recent graduates for college policy regarding curriculum updating in college courses and programs in marketing? The 5 provide tr that coulc marketing workplace. college gr colleges' Addit value thror within the Programs, interested 2O Significance of the Study The significance of this study lay in its potential to provide the College Marketing Department with information that could be applied in the on-going development of marketing curricula so that it better met the demands of the workplace. This, in turn, was expected to benefit both college graduates and their employers, and strengthen the colleges' contribution to Ontario's economic health. Additionally, the study was expected to contribute value through its prospective application in other Divisions within the College, in the College's general studies programs, and in other Ontario community colleges .interested in curriculum development. For placement over the December have been the quest College I! to the de In t Outer-10.: (113911851, “hiCh ha‘ result 0 AmeriCa. Sets. CHA£T£B_II amen or emu-u uranium Introduction For college marketing graduates in Ontario, the job placement rate in program-related employment has dropped over the past four years from a high of 80% to 52%1 as of December 1993. A major factor in this decline appears to have been the recent economic situation in Ontario. However the question arose as to whether the workplace-relevance of college marketing curriculum was also a factor contributing to the decline in job placement of these graduates. In this chapter, literature on recent changes in Ontario's economy has been reviewed, followed by a discussion on emerging new kinds of knowledge and skills which have increasingly been in demand by employers as a result of changes in the economic environment in North America. Next, the literature on emerging new skills sets, variously labelled as "employability skills" or "workplace skills", or "workplace basics", has been reviewed. Literature on theoretical skills frameworks has also been reviewed in order to provide a perspective for the ’Ms Judy Harvey, Manager Placement Department, Humber College, March 15, I994 21 discussic workplace The which has. Canadian employers Lastly, skills se order to Ontario c 015 gradua by gradua IMifbggg SinC1 undergoing and r educ1 emPIOYee S ‘ DriVj on prof its streaml in i for SPEed i 22 discussion of the kinds of skills needed in today's workplace. The literature review highlights curriculum changes which have recently taken place in some American and Canadian university MBA programs in an effort to meet employers' demands for more emphasis in "soft" skills. Lastly, the literature review traces the development of the skills sets used in the survey instruments of this study in order to obtain the perceptions of employers of recent Ontario college marketing graduates, and also perceptions of graduates, as to the kinds of skills which were needed by graduates to perform effectively in the workplace. Changes in the Canadian Economy The_Q2ntsxts__uerth_Amsrisan_Esonomx Since the late '80's, North American industry has been undergoing major change, with "delayering" of organizations and reductions in the numbers of both staff and operating employees. Driving forces behind these changes included pressure on profits resulting from increased global competition; streamlining operations through use of computers; the need for speedier decision-making; and increased emphasis on quality. The transformation which has been taking place in :North American industry was recently summarized by President Clinton in his endorsement of the 1994 Malcolm Baldrige Award : Ma In Porter3 c comparin: Those tn develOpme C011eges high unit inVestlhen Porter po and thus and that , Economy In] Comp, continuedl 23 "To meet the challenges of the global economy, our most successful companies have been eliminating unnecessary layers of management, empowering front-line workers, becoming more responsive to their customers, and seeking constantly to improve the products they make, the services they provide, and the people they employ." lNflWunJLCMnmm’ W In "Canada at the Crossroads", Harvard's Professor Porter3 cited several worrisome performance trends comparing Canada to the seven leading industrial countries. Those trends most pertinent to the field of training and -development in industry and to business education in colleges and universities were low productivity growth; high unit labor costs; unemployment; and lagging investments in upgrading skills and technology. Professor Porter pointed out that the underpinning of competitiveness, and thus of a country's standard of living, is productivity and that to achieve sustained productivity growth, an economy must continually upgrade itself. Competitive success grows out of dynamism, he continued, and in the next several years, many industries in Canada will be forced to restructure and refocus, to ’Foreword, The Malcolm Baldrige National Quality Award, 1994 Award Criteria, National Institute of Standards and Quality, U.S. Department of Commerce, Gaitherburg, Maryland, 1994 ’"Canada at the Crossroads - The Reality of a New Competitive Environment”, a study prepared by the Business Council on National Issues and the Government of Canada, Michael E. Porter, Harvard Business School, October I 991 rationi and 1:0 toward Pr in Cana science barrier The lev~ sustain. for Cane also tr: and ado; 1%; Not Canadian global e In SUCCessf eCODOmy4 simplici in reVEn reduct io \ 3pc 5' ‘3 ""pI' ' , amwhlhnm:f% Ms *‘Lsangaquxuam , “0o BC 24 rationalize product lines, -exit from peripheral businesses, and to shift away from some industries and segments and toward others (page 86). Professor Porter claimed that what was most troubling in Canada was the fact that in essential areas such as science, technology, education and training, significant barriers stood in the way of effective upgrading (page 6). The level of advanced skills in Canada, critical to sustaining and improving sources of competitive advantage for Canadian industry, was inadequate (page 49). Canada also trailed other industrialized countries in the creation and adoption of new technologies (page 51). I l l . : . 'll :1 Notwithstanding Professor Porter's findings, many Canadian industrial firms are successfully coping in the new global economy. In the electrical industry, General Electric has been successfully adapting to the challenges of the new global economy“. Between 1981-1989, G.E.'s drive for speed and simplicity in their operations resulted in a 117% increase in revenues, a 186% increase in net income, and a 26% reduction in numbers of employees. 6.3. Canada5 have fibud.fimfl%figSdflwmfikmx:KbawhmfimflnfiwgflhJNMJEWHUtChmwmn.Gmwmhflhmk Cdmnmm.flhwmd&mmasRm&M;4M9 fikl$muflhm.MhmyrCmmmmmdddwflmmdLQWMg GJLLQMMg muhmMgEMmhanMme AfimhfimpflhwquadeOadmnflt1%” claimed 1 productix has genei new kinds making, The change in experienc petro-che 1990's, In D for staff the previ encourage: Shell Can. companies Oil ; has driVEI leaclershiI the d°wn~s In th in ear 1y 1 laY‘Off s IMP/1.6 25 claimed that their corporate drive for increased productivity, increased speed, and focus on globalization has generated a need for GE employees to be proficient in new kinds of business skills, such as faster decision- making, employee empowerment, and process leadership. The Canadian oil industry has similarly faced severe change in its economic environment. Oil companies have experienced declining product demand in both the oil and petro-chemiCal sectors throughout the 1980's and into the 1990's, coupled with continuing low realized prices. In December 1992, Imperial Oil announced new targets for staff reduction on top of a 15% employee reduction in the previous year, offering enhanced pension benefits as an encouragement towards retirement, among other strategiess. Shell Canada and Petra-Canada, Canada's other two major oil companies, have similarly down-sized their operations. Oil industry members7 claimed that this down-sizing has driven new demands for creativity, problem-solving, leadership, and team-work from those employees remaining in the down-sized organizations. In the automotive industry, General Motors announced in early 1992 a series of radical organizational changes, lay-offs, and plant closings. G.M.'s plans called for the “b25mflknlkmg [mpmMIOWklkflpmmtotMLMbfiaMgeummmyChmmmwe lflmdernge IWmmmhvlmu. lewam:AhJ¢(isugm,VkeflmmhMAWMbmg(mwuu,ShflChmwhlflmmd Dammhn1& IQB closing c 79,500 it 6.14. aimed at This conc approache reduce wa In t environme lead-time; on produc a small n< three mom Pr0duct p1 reViewsg. SimPlicit) institutec by employ; identifiec Clearer fc proceSs. gcv' I , S ”amen. O" irM Luz 26 closing of 21 plants and a reduction in employment levels by 79,500 in 1992. G.M.'s new "Purchased Input Concept Optimization"8 was aimed at generating over 60% improvement in productivity. This concept called on employees to develop new skills and approaches to improve product and process quality and to reduce waste. In the computer industry, the change in the business environment has been characterized by the need for shorter lead-times in new product introduction and downward pressure on product prices. For example, although the life span of a small notebook computer has now shortened to as little as three months, it used to take IBM that long to send a product proposal through their management committee reviewsg. IBM has experienced the same needs for speed and simplicity in their operations which General Electric instituted in the late '80's. Some of the new skills needed by employees in IBM to compete in the global market were identified}0 as faster decision-making, better team-work, clearer focus on the customer and a clearer focus on process. ‘GMlk'Wflmbm’Onahfimwmuo”he{ahhnfihhd &mmmhn3a use qfid ’“Cwmmmmu(buflybmmmmmauthMfl,pnuwmmmlWszflmwdfimde.thgnhkatDfiwm (2mmm5HMlmed1LflLJMOIfi HE? chan prov prio Duri. autht indu: sets perfc conta commOJ skills needs in Beth trends . Placemel AmEriCan mandate ; with Pro: acquire a regarding In is published ‘ 27 Emerging New Skill Sets Sought By Employers Previous sections of the review have traced recent changes in the Ontario economic environment and have provided anecdotal data on the resultant emergence of new priorities in the kinds of skills needed in the workplace. During this time period, various U.S. and Canadian authorities have communicated to audiences, both in industry and in education, on the subject of emerging new sets of employee skills which are needed for effective job performance in the 1990's. Although the literature did not contain a definition of these new skills sets, the one common characteristic among all of the published "new" skills sets has been that the authors have researched the needs of employers as the basis for their work. U. th 'ti 5 o ew ' s The American College Placement Council, headquartered in Bethlehem, .PA., collects and maintains information on trends and projections that affect career planning, placement, recruitment, and employment of graduates from American colleges and universities. The fulfillment of this mandate has required the Council to maintain close contact with prospective employers of college graduates in order to acquire a clear understanding of changes in employers' needs regarding job placement and recruitment. In 1987 the American College Placement Council published an article entitled "The Ideal Job Candidate of 28 the 21st Century"11, indicating that in discussions with employers on the skills they sought in candidates for recruitment, six kinds of skills tended to recur; these are shown in Table 2.1. Table 2 . 1 The Ideal Job Candidate of the 21st Century computer literacy this skill is considered to be the most important ability for the 90’s” generalist skills, draw inferences; solve problems; think creatively rather than specialist flexibility thcabilltytobellexibleandadaptablqtoseechangeas an opportunity creativity the ability of the individual to influence the future by envisioning what he or she wants to achieve communication and predicted to be the second most important Job skill for people skills the 90’s job search skills the ability to search out employment opportunities and and match one’s skills and abilities to the positions sought The American Association of Community and Junior Colleges has also published a listing of the skills employers had been seeking in recruits, entitled "Workplace Basics: The Skills Employers Want”13. This listing was ’ 1By Rhea A. Nagle, Coordinator of the Resources Information Center, College Placement Council, 62 Highland Avenue, Bethlehem, PA 18017, 1987 ”According to more than 100 personnel supervisors surveyed by the Chicago out-placement firm Challenger, Gray and Christmas, a source used by RIC in their article; see Footnote 9 '3' Workplace Basics: The Skills Employers Want", byAnthony P. Carnavale, Leila J Gainer, Ann S. Meltzer . & Shari 1.. Holland, American Association of Community and Junior Colleges, AACJC Journal, Feb/Mar I 989 29 based on research conducted as a joint project of the American Society for Training and Development and the U.S. Department of Labor. The authors claimed that technological change, innovation and heightened competition have motivated business firms to adopt strategies that call for a work force which is innovative, adaptable and possessing strong interpersonal skills. The authors found that employers required employees to have not only the standard academic skills, but also the thirteen key basic skills shown in Table 2.2 as a basis for building broader job-related skills during employment. Table 2.2 Workplace Basics: The Skills Employers Want Learning toLearn theabilitytoacquirethe knowledge and skilisneededto lean: effectively, no matter what the learning situation Listening the ability to heed the key points of customers’, suppliers’ and co-workers’ concerns Oral Communications the ability to convey an adequate response to those concerns Problem-solving the ability to think on one’s feet Creative thinking the ability to come up with innovative solutions Self-esteem the ability to have pride in one’s self and believe in one’s potential to be successful Goal-setting/motivation the ability to know how to get things done Personal & career the awareness of the skills needed to perform well in the development workplace Interpersonal skills the ability to get along with customers, suppliers, and co- workers 30 Table 2.2 Cont'd Teamwork the ability to work with others to achieve a goal Negotiation the ability to build consensus through give and take Organizational the understanding of where the organization is headed and efl’ectiveness how one can make a contribution Leadership the ability to assume responsibility and motivate co-workers t ' ' o w The Employment Office, Government of Canada, has also studied the kinds of skills needed for a successful job search. The Employment Office pointed out that while skills learned in educational courses are often very important, they are not the only kinds of skills that make the difference between whether or not an individual is successful in getting a job and keeping it. In "Skills: The Hottest and Most Transferable Ones"14, the authors cited the skills listed in Table 2.3 as highly desirable, if not crucial, to individuals seeking to make a successful ibreak into Canada's labor market. “'Sla'lls - The Hottest and Most Transferable Ones”, by Linda D. Farris, Occupational Outlook Employment and Immigration Canada, Volume 3, Fall 1988 31 Table 2.3 Skills: The Hottest & Most Transferable Communication skills the ability to read, write, speak and listen both clearly and informatively. Teaching, instructing and interviewing are included in communications skills Math skills the ability to use mathematics in monitoring complex processes atacolnputertermiaal: theneedtomanagebudgets; andthe needtousemathematicstocontrolprocesses, keeprecordsand control results CommercialSkilis knowledgeandunderstandlngofbusinesssystemsandtheuseof office equipment Computer Skills computer literacy in common office functions; in industrial use using computer-controlled machinery and tools: and in developing new ways of utilizing computers Attitudes,and attitudesinciudewillingnesstoworkhardandtolearn; taking People-Handling the initiative; cooperativeness; honesty; and being flexible More recently, the University of Western Ontario undertook a joint study with the Ontario Ministry of Education with the objective of tracing the process of skills development in graduates as they progressed from early years in university through graduation to employment in Canadian industry. This study, "The Bases of Competence, Making the Match between University Graduates and Corporate Employers"15, involved 1,610 respondents comprising students from five universities and graduates in 20 corporations. The individuals who were studied represented five career stages established in the study: ”'Ihe Bases of Competence: Making the Match between University Graduates and Corporate Employers - Phase 11", a joint project by University of Western Ontario and Social Sciences and Humanities Research Council of Canada, Ontario Ministry of Education, May 12, I992. . Ar . A. .. 7 i LXI. ivui;.u..flmg.lau.lflhw..n~4 32 early university, pre-graduate; job entry; job change; and stabilized career. Study authors selected eighteen skills, shown in Table 2.4, developed from literature and from interviews with students and business managers, as the basis for tracing the process of skills development. Students and graduates rated themselves on these skills over time. Once employed, .graduates were also rated by their managers. Table 2 . 4 The Bases of Competence, U.W.O. Problem-solving Decision-making Planning 8: organizing Personal organization/time management Risk-taking Oral communication “Written communication Listening Interpersonal skill Managing conflict Leadership/influence Coordinating Creativity/innovation Visioning Ability to conceptualize Learning Personal strengths Technical skill In the study report, the authors concluded that 'without basic literacy and numerical skills, development of 'the 18 skills listed in Table 2.4 is most difficult. 1Further, they claim that without development of those jparticular 18 skills, technical skills picked up previously, concurrently or later may never be effectively utilized. The Conference Board of Canada has also been studying the kinds of skills which have been in demand by Canadian 33 employers. The Conference Board of Canada is the leading private applied research institution dedicated to enhancing the performance of Canadian organizations within the global economy. In May 1992 the Corporate Council on Education, Conference Board of Canada, issued an array of the skills entitled "Employability Skills Profile: The Critical Skills Required of the Canadian Work Force"15. This skills set was prepared by the staff of the Conference Board based on discussions with senior managers of their member firms, which included medium-sized and large corporations across Canada. The Conference Board has indicated that their "Employability Skills" have been designed for application to all job classifications across all Canadian business and industry. This skills set is shown in Table 2.5. 'TEmWhynMMyShmd%quanCHfimLfldbRflwthfiMwChmflbnlfififimufl Capmwahwmd onEdmmfimm CadbmweBamdqumma 0mmm 0mmwirnyrwa nut-J i. ., . .. . A . . .. 1.. , . i ._. .. . ... . :1.... .. e. mi. ........_ ._x., .1... rlrt;~£t. .1. 34 Table 2.5 Employability Skills Profile AcndemicSkills Communication Understand and speak the language in which business is conducted Listen to understand and learn Read, comprehend and use written materials, including charts and graphs Write effectively in the languages in which business is conducted Thinking Think critically and act logically to evaluate situations and solve problems Understand and solve problems involving mathematics and use the results Use technoloy, instruments, tools, and information systems effectively Learning . Continue to learn for life Personal Management Skills Positive Attitudes and Behaviors Responsibility Adaptability Self-esteem and confidence Honesty, integrity and personal ethics A positive attitude toward learning, growth and personal health initiative, energy and persistence to get the job done The ability to set goals and priorities in work and in personal life The ability to manage time, money, and other resources to achieve goals Accountability for actions taken A positive attitude toward change Recognition of and respect for peoples’ diversity and individual differences The ability to identify and suggest new ideas to creatively get the job done TeamworkSkilla Working With Others Understand and contribute to the organization’s goals Understand and work within the culture of the group Plan and make decisions with others and support the outcomes Respect the thoughts and opinions of others in the group Exercise "give and take" to achieve group results Seek a team approach, as appropriate Lead when appropriate, mobilizing the group for high performance 35 The skill sets discussed in previous sections have been authored by educational institutions, by governments, and by industry associations. Individual corporations have also authored listings of skills which they considered important in the career development of their employees and also in the process of recruiting new employees. For example, Imperial Oil introduced their "Guide To Managing Your .Learning"17, to assist employees to take charge of their own learning with the objective of continually strengthening the firm's human resources. Imperial Oil has taken the position18 that the technical knowledge acquired in school by the average worker is out of date within five years of graduation. Further, Imperial holds that it is the employee's responsibility to keep him/herself as current as possible while employed at Imperial Oil, and that learning must be a lifelong process. Imperial has created a package of planning tools to assist each employee to manage his/her learning, which involves two broad groupings of skills: (a) a set of "soft" skills, and (b) technical skills. The latter are defined by the individual's current job in the Company's work unit. Imperial's planning documents have not been specific on any technical skills which the employee should consider; "”Guide to Managing Your Leaming", Core Competency Framework, Imperial Oil Limited, Toronto, Revised February 24, 1993 18 Ibid 36 however their documentation was very specific as to required soft skills. The soft skills have been labelled "Core Competency Framework" by Imperial Oil, and are shown in Table 2.6. Table 2.6 Core Competency Framework - Imperial Oil Ability Business Communi- Thinking Self- Group leadership to learn Literagy cations Skim Mamment Effectiveness & Influence Managing Knowing the Listening Problem- Career Participation in Consulting own learning business solving Development groups leadership Writing Adapting to Economic Decision- Ethics Collaboration change literacy Presentations making leading Supervision Work planning & Teams Helping Computer Negotiation Continuous Time management Management others learn literacy improvement Managing Fundamentals Faceoto-face Self-awareness conflict Managing Customer communication Creative leadership change service thinking Stress Managing interviewing management interfaces Mentoring Imperial & independent the industry Dealing with judgement Coaching 8t Valuing diversity Creating media & publics advising change Global view Strategic Designing thinking Balancing work organizations 8t non-work Visionary issues thinking Another corporation, Procter & Gamble, undertook a study19 in 1990 to identify the critical skills their nemployees needed to make an effective contribution to the firm. Their research approach was to identify the kinds of skills which high-performing P s G employees at all levels rand.in all departments were demonstrating on the job. P 8 G “Critical Skills For Job Applicants to Possess", Ms. Catherine McIntyre, Human Resources Department, Procter & Gamble, Toronto, 1992 37 then synthesized these into a set of skills which the firm firstly, sought when interviewing potential new recruits; secondly, used in their annual employee evaluation process; and thirdly, have incorporated into their employee training programs. This skills list is shown in Table 2.7. Table 2 . 7 Critical Skills For New Recruits Priority setting Initiative 8: follow- through Thinking & problem- solving Communication Technical mastery Working effectively with others Creativity & innovation leadership make the tough choices and focus time and resources on the most critical items act as the impetus which gets (important) things started and show the persistence to keep working to get them completed, regardless of obstacles clarify the problem before starting to work on it; make data-based decisions; and combine strategic and intuitive thinking with data in making the best overall decisions listen to understand; present ideas clearly, thoughtfully and persuasively in oral and written communication develop a solid grasp of key concepts in one ’s area of technical mastery; turn theory into practical solutions to move the business ahead work as a team player, contributing to a team environment which helps everyone contribute their best work, even in times of conflict or frustration search and reapply proven, successful ideas; use data and intuition to create viable new ideas and solutions create and articulate a vision for one’s business unit; get others to work towards fulfilment of that vision Since January 1992, members of the Marketing Department at Humber College have been working with nine senior managers in industry with the intent of developing a 38 workplace perspective in which the College would undertake revisions to marketing curricula. This group, called the Humber College Marketing Advisory Committee, decided on a three-stage sequence in their approach to developing an improved curriculum review process: (a) (b) (C) firstly, the Committee considered today's new global competitive business environment and the kinds of externally-driven demands on their firms as a result of this environment; secondly, they endeavored to identify the kinds of new strategies needed in order to compete successfully in this environment; and thirdly, the Committee endeavored to identify the kinds of knowledge and skills needed by their employees in order for them to contribute to the successful execution of those strategies. Working through this sequence, the Committee identified a set of "Critical Workplace Skills" which they :recommended should be learned in college marketing programs. .A summary of the Committee's work is shown in Table 2.8. 39 Table 2.8 Critical Workplace Skills20 Externally-driven Priorities New Strategies, for Competing Critical Skills Needed Arisigg from Global Environment in the New Global Environment in the Womlace "f Drive for productivity Motivating people to be their best Reducing head counts . increasing competition Constant cost pressure . sunriselsunset industries Adding value: focus on essentials . shift toward service industries "Right”aizing New attitudes to employment: .higher turn-over Self-starter, prioritizing Customer-driven quality Teamwork, inter-personal skill Focus on priorities Quick learner; learn to learn Communication, listening Need for increased speed flatter organizations - Customer-orientation Quicker decision-making Passion for quality . Working in teams Sets/meets aggressive targets Brevity in communications Computer skills . Process-focused orientation Ethics: business & personal Eliminating functional boundaries Focus on globalisation Building diversity Shifting investments globally Culture change Demand for better technology Communication with stakeholders "Soft" Skills in University Business Programs The Economistglihas reported that the outlook for business education, coming into the '90's, was undergoing considerable change in the U.S.A. Corporate recruiters were reported to be wondering whether graduate business schools were producing the sort of managers they needed. For example, the Economist reported in 1991 that Harold Leavitt 2"Proceedings of the Marketing Advisory Committee, Humber College, September 29 and November 23, I 992 amdPHhumy&.1%B 2’Survey - Management Eduattion, The Economist, March 2nd I 991, page 4 40 of Stanford University claimed business schools were transforming "well-proportioned young men and women...into critters with lop—sided brains, icy hearts and shrunken souls". As of December 1993, however, the Stanford Graduate School of Business had finalized a new mission statement, with new directions in curricula.22 The Economist also reported that McKinsey and Company, management consultants, perceived existing (1991) MBA curricula as containing many courses based on 1960's and 1970's thinking and that more emphasis was needed on the teaching of "soft” subjects, like ethics, environmentalism and leadership issues such as risk-taking, vision, communication, community awareness. In 1992 Canadian Business Magazine reported?3 that changes in strategies were beginning to take place in Canadian university MBA programs. This source cited discussions with Deans of MBA programs, outlining the introduction of new courses in "soft skills sets" which parallel those cited by the American College Placement Council and the American Association of Community and Junior Colleges. The Ecole des Hautes Etudes in Montreal, University of Calgary, University of Western Ontario and Queens University were reported to have introduced in 1992 ”HMmflmlThhyfirmwrkmnfiomzihfidmdlbmwe LhwrGdemL&fiadquumum;.flwmwd lbflaflm,£hmmhnl%8 ’"WhnshkwaMBAEummmmfzbyRthHLMhfimlIfihm3CthManmwxlhmmflm,Immflq zymfllfifll 41 courses in interpersonal relations, teamwork, motivation. and leadership. Michael Stern, of Euram Consultants Group Ltd., Toronto, with offices in ten countries, reported24 in early 1993 another instance of the need for change in Canadian business school curriculum. A number of senior Canadian executives at a management seminar were asked to identify the abilities most important for success in a senior management position. Their responses included communication, team-building, negotiation, strategic orientation, and a global perspective. The seminar leader then uncovered a transparency listing the courses in a specific Canadian M.B.A. program; not one of the courses met the needs cited by the senior Canadian executives. The emerging emphasis on "soft skills" in certain Canadian university business curriculum, referenced above, is in contrast with the marketing curricula in Ontario community colleges,‘ which generally do not offer courses in "soft skills" as an integral part of college marketing programs . Theoretical frameworks of Skills. The literature review has thus far discussed changes in the Canadian and Ontario business environment, new strategies which employers have been taking in order to ”Old-Style Leadership Is No Longer Good Enough", by Michael Stern, Euram Consultants Group Ltd., February 8. 1993 42 compete in the new business environment, and subsequently the kinds of emerging new skill sets which employers have identified as needed by employees in order to perform effectively in the new global business environment. In order to place these emerging new skill sets in perspective, it was decided to reference theoretical frameworks of skills in the literature. Four theoretical frameworks of skills were selected for review: the 1977 Dictionary of Occupational Titles, U.S. Department of Labor, and the affective, cognitive, and psychomotor domains appearing in literature on the learning of skills in education. W- In the 1977 U.S. publication "Dictionary of Occupational Titles"25, job skills were listed in skill groupings of data, people and things, on the premise that every job requires a worker to function in some degree in those three skills groupings. Skills in the three listings were arranged from the relatively simple to the complex so that each successive relationship included those that were simpler and excluded the more complex. In this system a job's relationship to data, people and things was expressed by identifying the highest function in each listing in the array shown in Table 2.9. 2"'Diaionary of Occupational Titles", Fourth Edition, Employment and Training Administration, U.S. Employment Service, E.S. Department of Labor, WWI»; DC, 1977 to De f c Th Pa. do: 'v/hi Wan» . 'w WU. 43 Table 2.9 Data, People & Things mg People Thiggs Synthesizing Maundering Setting-up Coordinating Negotiating Precision working Analyzing instructing Operation-controlling Compiling Supervising Driving-operations Computing Diverting Manipulating Copying Persuading Tending Comparing Speaking-signalling Feeding-offbearlng ' Serving Handling Taking instructions "Data, People 8 Things" differs from the various skill sets appearing in previous sections of the literature review as "employability skills" in that the former is a holistic approach, purporting to include all kinds of skills required in a given job, whereas "employability skills" tend to focus primarily on "soft" skills. , -- '0u2.15: ..,° ’v- i - 'v- a]! ' r°u0 . In their "Taxonomy of Educational Objectives"26, tauthors Bloom, Englehart, Hill, Furst, Krathwohl, and IDave established a classification of educational objectives :for use in an analytical approach to developing curricula. inheir plans called for a complete taxonomy in three major parts: the cognitive, affective, and psychomotor domains. The cognitive domain included those objectives vflaich deal with the recall or recognition of knowledge or 2" Taxonomy of Educational Objectives“, by Benjamin S. Bloom, Max D. Englehart, Edward J. F urst, Walker H. Hill, and David R. Krathwohl, David McKay Company Inc, New York, 1956 44 the development of intellectual abilities and skills. The affective domain included educational objectives describing changes in human interest, attitudes, values, and the development of appreciations. The third domain was the manipulative or motor-skill area, which emphasized some muscular skill, some manipulation of tools, equipment, materials and objects. Each of the three taxonomies constituted arrays of skills or activities which appeared in order from basic (1) to the most complex (6). Bloom's27 taxonomy for the cognitive domain appears in Table 2.10. 27"1‘Iandbook on Formative and Summative Evaluation of Student Learning", by Bloom, B.S., Hastings, 1.72, and Madaus, G. G., McGraw-Hill, New York, 1971 45 Table 2 . 10 Bloom's Taxonomy - Cognitive Domain Cagmrles 1. Knowledge remembering previously learned information 2. Comprehension understand the meaning of information 3. Application in relevant situations 4. Analysis breaking down information into component parts so that its structure may be known 5. Synthesis putting component parts together to create a pattern or structure which could be new or different 6. Evaluation judging the value of information or material based on personal or given \criteria figmples flVerbs Dcscribipg Skills describe, label, identify, name, state, locate, list, define, outline explain, give examples, summarize, rewrite, paraphrase, convert, distinguish, predict infer, change, discover, operate, predict, relate, show, solve, use, manipulate, modify, demonstrate, compute analyse, break down, differentiate, discriminate, illustrate, identify, outline, point out, select, separate, sub-divide, categorize, classify devise, compile, design, compose, “PM“, re-arrange, plan, combine, categorize, show relationship, synthesize judge, compare, contrast, evaluate, criticize, justify, draw conclusions Krathwohl's Taxonomy28 in the affective domain, appearing in Table 2.11, constituted an array of skills or 3" Taxonomy of Educational Objectives, Handbook II: A festive Domain“, by David R Krathwohl, Benjamin S. Bloom, Bertram B. Masia, David McKay Company Inc, New Yorlg March 1969 46 human responses to the content, subject matter, problems, or areas of human experience. Table 2.11 Krathwohl's Taxonomy - Affective Domain Ens-sues .Recelving being willing to pay attention being aware of importance of learning being sensitive to issues & viewpoints . Responding complying with request respond willingly to request volunteer to perform a task enjoy the performance of a task - . Valuing (object, attitude) recognizing the value of... appreciating the value of... expressing concern re value of... exercising commitment to value of... . Organization conceptualizing a value bringing together different values resolving conflicts between values building a personal value system . Characterization possessing a value system that has controlled an individual’s behavior long enough for that individual to have developed a characteristic lifestyle that is consistent and predictable . Evaluation judging the value of information or material based on personal or given criteria soerbsDescribl S s listen, observe, follow, question, show willingness, concentrate comply, answer, ask, question, respond, assist, perform, practice, present, search out, volunteer, enjoy recognize, accept, appreciate, discern, justify, defend, select, share, express concern, demonstrate compare, contract, relate, arrange, modify, combine, defend, explain, integrate, organize, synthesize act, display, practice, demonstrate judge, compare, contrast, evaluate, justify, draw conclusions 4‘7 Dave's29 taxonomy in the psychomotor domain, Table 2.12, constituted an array of skill performance involving the manipulation of objects, tools, supplies, instruments, machines or equipment. Table 2.12 Dave's Taxonomy - Psychomotor Domain 1. Imitation Observing skill and attempting to repeat. it 2. Manipulation Performing a skill according to instruction rather than observation 3. Precision Reproducing a skill with accuracy, proportion and exactness; usually performed independently of original source 4. Articulation Combining more than one skill in sequence with harmony and consistency 5. Naturalization Completing one or more skills with ease and becoming automatic with limited physical or mental exertion ”Developing and Writing Behavioral Objectives”, as reported in Educational Innovators’ Press, Tucson, Arizona, byRobertLArmstrong, R H. Daveetal,1970 fr th th 3? em; um hax 48 The literature on psychomotor skills cited the typing of a letter as an example of the application of psychomotor skills. However if one were to write a covering letter for a resume, designed with the objective of securing an employment interview, it follows that both psychomotor and conceptual skills would necessarily be involved. Moreover, if the writer structured the letter to appeal to the reader, generate reader interest and motivate the reader to react favorably to the writer, than the writer would necessarily employ skills in the affective domain. The letter-writing example illustrates the fact that while there may be relatively clear definitional boundaries 'between the three domains, there can be practical difficulties in utilizing the three-category system. Notwithstanding, the literature on theoretical frameworks of skills has provided a useful perspective for the design of the survey instruments in this study because this literature implies taking a holistic and balanced approach to the acquisition of research data rather than emphasis on "soft" skills alone. To illustrate, in ”Workplace Basics: The Skills Employers Want", the authors have developed the array of thirteen skills shown in Table 2.2, page 29. In presenting the thirteen "new" skills, the authors stated3° ..."Today's workplace requires employees to have not only the standard academic skills, say ”WflhnhkaHMVLHhfiflthmkaThmflflbfiwwqmsWhuioflflChmnmLFflmmqflhmfil%& ,nme29 49 employers, but also...other job-related skills (the 13 ‘Workplace Basics')..." Study authors were silent on the kinds of needed "standard academic skills". For purposes of this study, however, it is intended to develop research information on both kinds of skills alluded to above, in order to determine the relative emphasis placed by respondents on both. Davalopnant of Skills List for Study The previous literature, other than that on theoretical frameworks, suggested there was a commonality of thinking as to the importance of "soft" skills, as opposed to standard academic and technical skills. To further examine the literature, a series of searches were conducted through the Center for Career and Technical Education, Michigan State University. Literature on key competencies and employability skills for individuals in marketing jobs were reviewed, drawing from the following sources 3 "Key Competencies” of the MarkED competency data base, Marketing Education Resource Center Inc., Columbus Ohio, 1989 Student Performance Standards, Parts Marketing, July 1991 Performance Objectives, ,Hospitality Ontario, Ministry of Skills Development (undated) Task List - Marketing and Distributive Education (Revised - 1986) 50 Curriculum Framework, Entrepreneurship, Florida Department of Education, July 1991 Employability Skills: Task List and Profile, Resource Center, Erickson Hall, Michigan State University, April 9, 1993 Each of the above sources had organized their data on skills into three groupings: human relations, conceptual and technical. The kinds of skills appearing under the human resources grouping were very similar to the "soft" skills discussed earlier in the literature review. Skills appearing under the conceptual skills grouping and the technical skills grouping appeared to be combinations of academic marketing skills and psychomotor skills (e.g. operating computers, information processing, and read/use price sheets). Based on data taken from all sources reviewed, the skills arrayed in Table 2.13 represented a judgement of the most frequently mentioned and important skills needed in today's marketing workplace in Ontario, and have been chosen as the basis for design of survey work sheets used in this study. Selection Mus-n Communications: oral & written Demonstrate initiative Respect confidentiality Human Relations Courtesy & respect for others Honesty & integrity interpersonal skills Negotiation interest & enthusiasm ‘ Self-control Ethics Empathy for others interviewing skills Values and lifestyle Positive work attitudes Handling pressure & tension Listening Teamwork Persuasion Concern for customers’ needs Responsible behavior 51 Table 2.13 of Skills for Study Concefluai Set goals 8: objectives Career Development Risk management Cflwqmfll Product/service planning Time management Understand entrepreneurship identify priorities learning to learn Visioning Interpret firm’s mission Evaluate competition Planning new business Generating business ideas Decision-making Problem-solving Allocate resources Identify research need Evaluate own business unit Continuing education Manpower phoning Isifls! Marketing basics Distribution Financing Technical Business mathematics Purchasing Computer applications Business organization Marketing strategy Business law international trade Operations Pricins Promotion Marketing research Market segmentation Public relations Develop action plans Business systems Government regulation Business geography 52 The skills appearing in Table 2.13 were used in survey instruments designed to determine the perceptions of employers of recent college marketing graduates, and also perceptions of graduates, as to the kinds of skills which were needed by graduates to perform effectively in the workplace. Summary The literature on changes taking place in the Ontario economy as a result of new global competition makes reference to a growing demand by employers for new kinds of workplace skills needed by employees in order to make an effective contribution on the job. Several American and Canadian academic and government authorities have published sets of "new" skills demanded by employers; these skill sets have typically emphasized soft skills, as to be differentiated from technical skills and traditional academic skills. Private-sector corporations have also published listings of "new" skills sets they claim to be required by prospective applicants for employment and for those employees who aspire to more senior jobs in their firms. The information gathered in this chapter has formed the basis of research instruments which have been developed to assess the degree to which existing college marketing curricula were consistent with the needs and expectations of employers, so as to enable college marketing graduates to 53 secure employment and make an effective contribution in the workplace. QEh£I§B_III METHODOLOGY AND PROCEDURES Introduction For marketing graduates of Humber College, the job placement rate in program-related employment has dropped over the past four years from 80% to 52%1 as of December 1993. A major factor in this decline appears to have been the recent severe economic situation in Ontario. However the question arose as to whether the relevance of college marketing curriculum was also a contributing factor. The purpose of this study was to determine if the existing marketing program content and delivery, as typically offered in Ontario community colleges, were consistent with the needs and expectations of employers so as to enable college marketing graduates to secure . employment and make an effective contribution in the workplace. Research Questions In approaching the purpose of the study, the following seven research questions were established: {Mkflwblfivwm Mbmmad%uammtDflnflmam HMmhaCnga.Mhmh1$ 1%M 54 . 55 W What are the skills needed by community college graduates for effective performance in the marketing function in today's business environment, as identified by employers? W What is the relationship between existing college marketing program content and the skills needed for effective performance in today's business environment, as identified by employers in Research Question 1? W What are the skills perceived to be needed by community college marketing graduates for effective performance in their current jobs, as identified by recent graduates? W What are the differences between the responses of employers and those of graduates to Research Questions 1 and 3 above? W To what degree do immediate supervisors perceive that «community college marketing graduates demonstrate having the skills identified in Research Question 1, above? 56 W What are the perceptions of recent community college marketing graduates as to the degree to which they learned the skills they identified in Research Question 3, in (a) the courses in their college marketing program, (b) other college learning experiences, or (c) learning experiences outside of college prior to graduation? W What are the implications of the responses of employers, supervisors and of recent graduates for college policy regarding curriculum updating in college courses and programs in marketing? Populations In addressing the research questions, three populations were included in the design of the study: graduates of marketing programs at Humber College for the years 1990 through 1992; Human Resources Managers of firms which had employed these graduates; and immediate supervisors of the marketing graduates on the job. 92W In selecting the population of graduates, the intent was to reach those individuals who had obtained at least one year of experience in the workforce, which would have 57 enabled them to provide informed opinions on the research questions relating to the workplace. Additionally, the intent was to survey only recent graduates, who could be expected to have a relatively good recollection of their college program and therefore have the ability to provide valid responses to survey questions relating to the college program. Accordingly it was decided to select marketing graduates for the years 1990, 1991, and 1992 as the population of graduates for the study. The College Registrar's Department provided names and addresses of selected graduates in the three marketing' programs offered by the College. These programs were the two-year Marketing Diploma Program, the three-year Business Administration Program, and the one-year post-graduate Marketing Management Program. If all of Humber's graduates in marketing were employed in program-related jobs at the time of the study fieldwork, theoretically the total population in the study would have been as shown in Table 3.1. 58 Table 3.1 Population of Humber Marketing Graduates 1990 'l‘wu-year Diploma Program - Fall Graduates Two-year Diploma Program - Winter Graduates Three-year Business Administration Diploma One-year Post-Graduate Marketing Management Certificate ESE» 93 1991 'lVro-year Diploma Program - Fail Graduates 'i‘vvo-year Diploma Program - Winter Graduates Three-year Business Administration Diploma One~year Post-Graduate Marketing Management Certificate B8B: 101 1992 'IVro-year Diploma Program - Fall Graduates 'i‘vvo-year Diploma Program - Winter Graduates Three-year Business Administration Diploma One-year Post-Graduate Marketing Management Certificate BEBE M Total 289 W The study called for determining employers' perceptions of the skills needed by community college graduates for effective performance in their current job. In order to obtain data on perceptions of employers, it was decided that the views of senior management rather than junior management should be sought. As a judgement, Human Resources Managers were identified as a group who could be expected to have had both the perspective of senior ‘management and a professional interest in participating in 59 this study. For these reasons Human Resources Managers of firms employing 1990-1992 Humber graduates in marketing were selected as the population of employers in this study. W The study called for obtaining data on employers' perceptions of the degree to which recent college graduates demonstrated possession of the knowledge and skills which employers identified as needed by graduates. It was decided that the graduates' immediate supervisors would have been the best group to make this assessment. Immediate supervisors of 1990-1992 Humber marketing graduates were therefore chosen as the third population in the study. Samples WW Regarding Marketing graduates, the intent was to develop as large a sample as possible from the total population. For this purpose, a list of names, addresses and phone numbers of all 289 marketing graduates was prepared from data supplied by the College Registrar. Because some of the graduates were likely to have moved residence since graduation, it was decided to undertake a telephone survey to verify mailing addresses of all graduates in the population. The telephone survey revealed that in the time interval since graduation, there was substantial decay in the 60 validity of College records of graduates‘ addresses and phone numbers. For example, in the case of the 41 graduates in the Marketing Management Program, the telephone survey showed that College records were accurate in only 36% of cases. Additional effort was devoted to tracking down the missing members of this group, using techniques such as accessing other sets of College records, telephoning graduates' colleagues, telephoning graduates' parents, and enlisting the assistance of Bell Canada. These techniques resulted.in tracking down two-thirds of the missing graduates, raising the level of valid addresses in this group from 36% to 78%. The same track-down techniques were applied in all other groups of graduates in an effort to improve the prospective response rate in the survey of marketing graduates. At the conclusion of the telephone survey, results showed that despite repeated efforts no telephone contact could be made with 105 of the total 289 graduates and in most of those cases the College records of residence address were no longer valid. The sample of graduates used in the study was therefore the population of 289 less 105 who could not be reached, for a net of 184 graduates. HBEQE.B§§QHIQ§§.M§DQQ§I§ Regarding the sample of Human Resources Managers of firms employing marketing graduates, the source of information on graduates' employment situations has 61 traditionally been the graduates. For the past several years the College has been in the practice of maintaining records of names of employers of all Humber graduates, generated by mail surveys addressed to graduates. However, when College records of graduates' employment data were referenced, it was found that these records were no longer valid. The average unemployment rate in Ontario, at 11.4%2 in April 1993, was no doubt a contributing factor. At this point in the process, it became apparent that College records did not constitute a practical basis for developing the sample of Human Resources Managers for the study. As an alternative approach to generating the sample of Human Resources Managers, it was decided to re-survey by telephone those graduates who had already been contacted for purposes of verifying mailing addresses and to endeavor to ascertain their employment situation directly. The interview methodology chosen for the telephone re-survey was to ask for graduates' attitudes and opinions on four dimensions of the marketing program, and at the conclusion of the telephone interView graduates were asked an open- ended question regarding their employment situation. Interview guidelines, Appendix A, were prepared for the telephone re-survey in order to ensure a consistent approach to obtaining data from respondents. The key ’qunoanmwmfitabhuihhd flwmmztmmthRMmmy&,1%B 62 interview questions used in the telephone re-survey were as shown in Table 3.2. Table 3.2 Interview Questions - Telephone Re-Survey l. 'WhatdidyouthinkoftheprogramyoutookhereattheCollege” umdn) 2. 'Wouldyoutaketheprogramagain,lfyouhsd it to do all over again?” (probe) 3. "Were the faculty helpful to you? (probe) 4. "Did you like the College?” (probe) 5. 'Areyouoneoftheluckyoneswithsjob?"(probe) The telephone re-survey produced information on graduates' employment situation which has been arrayed in Table 3.3. Table 3.3 Employment Situation - Marketing Graduates Unable to contact 105 Refused survey 4 Unemployed 23 Continuing education 15 Employed, but employer not divulged 35 Employed in non-business activity 7 Employed in business, non-marketing 15 Self-employed in marketing 6 ‘ Employed in marketing; employer stated .12 Total 289 63 For those 79 graduates who had indicated the name of their employer, reference was subsequently made to Bell's phone directory to determine the employer's address and phone number. Phone calls were then made to the 79 firms to determine the names of their Human Resources Manager. However during this process it was found that some of the employers identified by graduates were untraceable and .others had gone out of business. At the conclusion of this telephone survey, a total of 52 Human Resources Managers had been identified; their names appear in Appendix B. W The sample of immediate supervisors of graduates was 52, 'by virtue of the method chosen to access the supervisor, i.e., the intent was to ask the 52 Human Resources Managers to enlist the cooperation of the graduate's immediate supervisor in participating in the survey. Research Instrunants fikille.Li§t Drawing on the data in the literature review, a selection of sixty skills was identified as the basis for obtaining perceptions of the three populations as to the relative importance of each skill for effective on-the-job performance by the graduate. The literature suggested that there was a commonality of thinking as to the importance of 64 "soft" skills, as opposed to standard academic and technical skills. Literature on key competencies and employability skills for individuals employed in marketing jobs were reviewed in a series of searches conducted through the Center for Career and Technical Education, Michigan State University. These searches revealed an industry practice of arraying marketing skills data in three groupings: human relations, conceptual and technical. Based on data taken from all sources reviewed in the literature, the skills arrayed in Table 2.13, page 51, Chapter II, represented a judgement of the most frequently mentioned and important skills needed in today's marketing workplace in Ontario. Those skills have been incorporated into the survey worksheets. The structure of the research instruments directed to the three populations had elements in common. The purpose of the study was to obtain perceptions of employers of recent college marketing graduates, and of the graduates, as to the relative importance of the sixty skills selected for study. As a method of eliciting data on the relative importance, the following four-point scale of relative importance was built into the each of the three survey instruments: 4 3 2 1 Critical Very Somewhat Not at all important important important 65 WW Appendix C comprises the covering letter and mail survey instrument addressed to the graduate group. The intent of this instrument was to obtain recent marketing graduates' perceptions on, firstly, the relative importance of each of the sixty selected skills to their effective job performance and secondly, the degree to which they learned each skill as part of their college program. As a method of obtaining data on graduates' perceptions of the degree to which they learned each of the sixty skills in their college program, the following four-point scale was built into this survey instrument: 4 3 2 I learned learned learned learned Thoroughly Considerably Somewhat Not at all It was recognized that there were opportunities far graduates to learn some of the "soft" skills through participating in activities outside of the college academic program while enrolled in the college. In order to capture data on these learning experiences, two additional response categories were added to the survey instrument addressed to graduates. One category called upon the respondent to identify those skills learned at college but outside of the academic program and to specify the nature of the applicable learning experience. The learning experiences anticipated in this 66 category were activities in student government, student residence and athletics. The second category was designed to elicit data on skills learned outside of college during the period the graduate was enrolled in college. Learning experiences anticipated in this category were activities in community services, charitable organizations and part-time employment. Instrunent_:_Human_8eseurses_hanassr§ Appendix D comprises the covering letter and mail survey instrument designed to obtain information from Human Resources Managers of firms employing recent marketing graduates. The intent of this instrument was to obtain a senior management perception of the relative importance of each of the sixty selected skills which were suggested as needed by recent college marketing graduates in the workplace. WW Appendix E comprises the covering letter and mail survey instrument designed to obtain perceptions of graduates' immediate supervisors as to firstly, the relative importance of each of sixty selected skills for effective job performance by recent marketing graduates and secondly, the degree to which the graduate under their 67 supervision had demonstrated proficiency in each of the sixty skills. As a method of eliciting data on supervisors' perceptions of graduates proficiency in the selected skills, the following four-point scale of perceived proficiency was built into this survey instrument: 4 3 2 1 Emmy Panama &muwmu lfinatdl Proficient Proficient Proficient Tabulation Of the 52 mailings to Human Resources Managers, ten responses (19%) were received. Response data on these questionnaires were hand-tabulated. No responses were received from immediate supervisors of graduates. The combined telephone survey and mail survey of recent Humber College graduates produced 81 responses, which represented a 44% response rate from those 184 graduates contacted in the telephone survey and a response rate of 28% of the total 289 marketing graduates from Humber College for the period 1990 through 1992. Response data on graduates' perceptions of relative importance of the sixty skills and of the degree to which these were learned in the college marketing program were 68 tabulated in "Squuest3" survey research computer software. The research instrument called for graduate's responses regarding their learning of skills in college experiences other than the marketing program and in experiences outside of college.. Responses to these questions were tabulated using Lotus spreadsheet software. Summary The study purpose was to determine if the content and delivery of existing Ontario college marketing programs were consistent with the needs and expectations of employers of marketing graduates, so as to enable college marketing graduates to secure employment and make an effective contribution in the workplace. The populations for this study were marketing graduates in the years 1990 through 1992, the graduates' immediate supervisors on the job, and the Human Resources Managers of the graduates' employing firms. Survey questionnaires were designed to obtain the perceptions of Human Resources Managers, marketing graduates, and graduates' immediate supervisors as to the relative importance of selected skills for the effective performance of the marketing graduate in the workplace. The selected skills totalled sixty; drawn from skills listings oappearing in the literature and drawn equally from three ‘H&mmmmd1lmngummmthdhmm,hbmhfimwmmdd Nflfiimmmn4a new 69 groupings: human relations skills, conceptual skills and technical skills. Findings from this study are reported in Chapter IV. Conclusions, implications, and recommendations are discussed in Chapter V. CHAPTER IV FINDINGS Introduction For marketing graduates of Humber College, the job placement rate in program-related employment has dropped over the past four years from 80% to 52%1 as of December 1993. A major factor in this decline appears to have been the recent severe economic situation in Ontario, however the question arose as to whether workplace-relevance of college marketing curriculum was also a factor contributing to this decline. ‘ The purpose of this study was to determine if the existing marketing program content and delivery, as typically offered in Ontario community colleges, were consistent with the needs and expectations of employers so as to enable college marketing graduates to secure employment and make an effective contribution in the workplace. In approaching the purpose of the study, the following research questions were established to gather data for analysis: UMklmylfiuwy MMmmad%ummmthmnmau HumhanM a Mbmhli L%M 70 71 W What are the skills needed by community college graduates for effective performance in the marketing function in today's business environment, as identified by employers? W What is the relationship between existing college marketing program content and the skills needed for effective performance in today's business environment, as identified by employers in Research Question 1? W What are the skills perceived to be needed by community college marketing graduates for effective performance in their current jobs, as identified by recent graduates? W What are the differences between the responses of employers and those of graduates to Research Questions 1 and 3 above? am To what degree do immediate supervisors perceive that community college marketing graduates demonstrate having the skills identified in Research Question 1, above? 72 seesaw What are the perceptions of recent community college marketing graduates as to the degree to which they learned the skills they identified in Research Question 3, in (a) courses in their college marketing program, (b) other college learning experiences, or (c) learning experiences outside of college prior to graduation? Bgfiggzgh Qggsgign 7 What are the implications of the responses of employers, supervisors, and of recent graduates for college policy regarding curriculum updating in college courses and programs in marketing? 51’]: I'S!l1!'l' !' !] 5!: In Chapter II, the literature review, reference was made to the emerging demand in the workplace for new "soft" skills. Beginning in the late 1980's, educational ' authorities in the United States and Canada have been researching the kinds of skills which employers have identified as critical or very important for individuals to possess in order to obtain employment and to progress within the employers' organizations. These authorities have published lists of desirable skills bearing titles such as "Workplace Basics: The Skills Employers Want"; "Skills - The Hottest and Most Transferable", and "Employability Skills Profile". The literature indicated that when seeking 73 recruits, employers have been calling for proficiency in these new ”soft" skills in addition to the standard academic skillsz. Literature reviewed at the Center for Career and Technical Education, Michigan State University, contained many references to skills listings pertaining specifically to marketing jobs. Most of these marketing skills listings have been published during the period 1991-1993 and therefore can be presumed to reflect current industry practice regarding skills content in marketing jobs. All authors of these marketing skills listings have arrayed job skills under the same three groupings: human relations skills, conceptual skills, and technical skills. The "soft" skills appearing in the literature authored by educational authorities were very similar to those skills appearing in the human relations group in the literature on marketing jobs reviewed at the Center for Career and Technical Education, M.S.U. In this study, the objective was to take a holistic approach to the acquisition of research data on the relative importance of selected skills in today's marketing workplace. Therefore in selecting the skills for inclusion in the research instruments of this study, it was decided to adopt the three-grouping skills format found in recent 2" What New Skills7', Worlquace Basics: The Skills Employers Want, AACIC Journal, February/March 1989, page 29 '74 literature on skills required for effective performance of marketing jobs in the Canadian and U.S. workplace. Based on data taken from all sources reviewed, the skills arrayed in Table 4.1, were chosen as the basis for the design of research instruments in this study. Table 4.1 Selection of Skills for Study no la Qgeuflmfl Isiflsd Communications: oral & written Set goals 81 objectives Marketing basics Demonstrate initiative Career Development Distribution Respect confidentiality Risk management Financing Courtesy & respect for others Product/service planning Business mathematics Honesty & integrity Time management Purchasing interpersonal skills Understand entrepreneurship Computer applications Negotiation Identify priorities Business organization interest & enthusiasm learning to learn Marketing stratey Self-control Visioning Business law Ethics Interpret firm’s mission international trade Empathy for others Evaluate competition Operations interviewing skills Planning new business Pricing Values and lifestyle Generating business ideas Promotion Positive work attitudes Decision-making Marketing research Handling pressure & tension Problem-solving Market segmentation Listening Allocate resources Public relations Teamwork identify research need Develop action plans Persuasion Evaluate own business unit Business systems Concern for customers’ needs Continuing education Government regulation Responsible behavior . Manpower phoning Business geography In the survey instruments, skills from the three groupings were mixed so that no group clustering would have been apparent to respondents. As a method of obtaining respondent's perceptions of the relative importance of each skill, the following four-point scale was built into each of the three survey instruments: 75 4 3 2 1 Critical Very Somewhat Not at all important important important Similarly, the following four-point scale was built into the survey instrument addressed to marketing graduates to obtain data on the degree to which they perceived they had learned each of the sixty skills while at College: 4 3 2 l Thoroughly Considerably Somewhat Not at all Appendices C, D and E contain the survey instruments which show the arrays of the four-point scales used in the study. Findings: Research Questions 3W Research Question I sought to determine what are the skills needed by community college graduates for effective performance in their current marketing jobs, as identified by employers. This research question called upon the firms' Human Resources Managers to identify the relative importance of sixty selected skills as needed by graduates for their effective performance on the job. Survey worksheets were 76 mailed to the 52 firms identified by graduates as their employers; responses were received from ten firms (19%). In order to produce a meaningful array of response data from Human Resources Managers, the method chosen for display was to rank order the sum of responses under "critical" and "very important", as shown in Table 4.2. In this manner, the top nine skills in Table 4.2 were considered "critical" or "very important” by 100% of respondents; the next eleven were considered "critical" or "very important by 90% of respondents; etc. Within those two groupings, skills were arrayed in descending order of relative importance based on the percentage of respondents who rated each skill as "Critical". Table 4.2 Employers' Responses: Importance of 60 Skills (N: 10) Percent Respondents ‘ 4 3 2 1 Critical Very Somewhat Not at dl ___ buses an!!! hunger Positive work attitudes 50 50 0 0 Ts-work 50 50 0 0 Decision-wag 50 50 0 0 listening 40 60 0 0 Honesty & integrity 40 60 0 0 Damonshnte initiative 40 60 0 0 Handing pressure & tendon 30 70 0 0 'iime mange-eat 30 70 0 0 Problem-solving 30 10 0 0 Commuicntions 60 30 10 0 Concern for Customers’ needs 60 30 ill 0 Interpersonal skills 50 0 10 0 Com-tesy & respect for others 30 60 10 0 Set goals I: ohjectives 30 60 10 0 interest & enthusia- 30 60 10 0 idsntlfy prior'lfies 20 70 10 0 Bamandhia behavior 10 80 lo 0 77 Table 4.2 Cont'd Developnetionpl-s 10 .0 10 0 Seil-osntooi 0 90 10 0 Gosrateilnsinessidsns 0 90 10 0 Reqscteonlldentidity 20 60 20 0 Ethics 20 60 20 0 M-htinghndes 20 60 20 0 mm 0 80 20 0 Calida-applications 20 50 20 10 Leaningtols-‘n 20 50 30 0 interpetilrn’s-ission 20 50 30 0 E-pnthytorothen 10 60 20 10 Moo-petition 10 60 30 0 Alooatem 20 40 fl 0 Negotiation 10 50 40 0 hodnctlsewleepI-nlng 10 50 40 0 Marketingdratsg 10 50 40 0 Lhketse'nentation 0 60 40 0 Pricing 0 60 40 0 Vinesliiledyls 0 60 40 0 Idendfylesens'ohneed 0 60 40 0 Pablicrshtlons 20 30 50 0 Persuasion 20 30 50 0 Evaluateownbnsinessnnit 20 30 40 0 MM 10 40 50 0 Businesssyste-s 10 40 50 0 Caleenieveloplnsnt 0 50 50 0 Basinsssosplantlon 0 50 50 0 Rid—gene” 0 50 40 10 Undss'standngentnprene-ship 10 30 50 10 Contineingelhention 0 40 60 0 Visioning 0 40 ‘0 0 Govennentrefition 0 40 ‘0 0 mun-sing 0 40 50 '10 Miketingopes'ntions 0 40 60 0 m 0 40 40 20 Pull-guru“ 0 30 ‘0 10 Milli-Mon 0 30 40 30 lnteulewingsfllls 0 20 60 20 Redness-attendee 0 10 90 0 mm 0 10 .0 10 mm 0 10 IO 10 lntenationaltratle 0 0 60 40 Basinssslnw 0 0 70 '30 The 60 skills appearing in the survey worksheets were drawn equally from three groupings: human relations skills, conceptual skills and technical skills. In Table 4.3, 78 responses from Human Resources Managers have been arrayed under each of these three skills groupings. Table 4.3 Employers' Responses: Importance of Skills Groupings (N: 10) Percent Respondents 4 3 2 1 critical Very Somewhat Not a all important imporut Important Hum Relations Skills Podtive work dtitndss 50 50 0 0 T's-work 50 50 0 0 listening 40 60 0 0 Honesty & int-city 40 60 0 0 D-onstrnte initiative 40 60 0 0 Handling prusme & tension 30 70 0 0 Communications 60 30 10 0 Concern for Cnstomers’ needs 60 30 10 0 Interpersonal skills so 40 10 0 Com'tesy & respect for ofiers 30 60 10 0 Interest & enthasiasm 30 60 10 0 Responsible behavior 10 80 10 0 Self-control 0 90 10 0 Respect confidentiality 20 60 20 0 Ethics 20 ‘0 20 0 Empafly for others 10 60 20 10 Negotiation 10 50 40 0 Values & lifedyle 0 60 40 0 Persusion 20 30 50 0 interviewing skills 0 20 60 20 Means 28.5 54 16 l Qaeflaiflfl! Decision-flag 50 50 0 0 The manqement 30 70 0 0 Problem-solving 30 ‘70 0 0 Set goals & objectives 30 60 10 0 Identity priorities 20 70 10 0 Generate basiness ideas 0 90 10 0 learning to ism-n 20 50 30 0 interpret iirm’s mission 20 50 30 0 Evaluate competition 10 60 30 0 Allocate resomces 20 40 40 0 Product/service planning 10 50 40 0 Identify research need 0 60 40 0 Evaluate own basiness nit 20 30 40 0 Omar development 0 50 50 0 Risk wt 0 50 40 10 Understanflng entreprenearlhlp 10 30 50 10 Continning education 0 40 60 0 Vldonlng 0 40 ‘0 0 ’l—ning new basiness 0 30 ‘0 10 79 Table 4.3 Cont'd Manpower pinning 0 10 80 10 Means 13.5 50 34 2 Isflflfléflh. Develop action plans 10 80 10 0 Marketing bales 20 60 20 0 Marketing promotion 0 80 20 0 Computer applications 20 50 20 10 Marketing strateg 10 50 40 0 Mm'ket segmentation 0 60 40 0 Pricing 0 60 40 0 Pnblic relations 20 30 50 0 muting rosemeh 10 40 50 0 Business systems 10 40 50 0 Basiness orpnisation 0 50 50 0 Government regulation 0 40 ‘0 0 Marketing financing 0 40 50 10 Marketing operations 0 40 60 0 Parchasing 0 40 40 20 Marketing distribution 0 30 40 30 Business mathematics 0 10 90 0 Business geography 0 10 N 10 International trade 0 0 60 40 . Business law 0 0 70 30 Means 5 40.5 47 7.5 To illustrate the relative emphasis placed by Human Resources Managers on each of the three skills groupings, response values for "critical" and for fivery important" skills were averaged and arrayed in Table 4.4 for comparison: Table 4.4 Employers' Emphasis in Skills Groupings (N: 10) MumVflmmCthL+nghmmmghflflg Hmmmibhmmsflmh ln5% (hummmdfimk (35% Technical Skills 455% 80 Regarding the statistical accuracy of the findings related to Research Question 1, because of the small number of respondents (ten) the findings should be considered as directional rather than definitive. W Research Question 2 sought to determine the relationship between existing college marketing program content and the skills needed for effective performance in today's business environment as identified by employers in Research Question 1. In addressing Research Question 2, the findings on perceptions of Human Resources Managers were taken as indications of skills needed for effective performance in the workplace. These data were then compared with data on (a) the subjects and (b) the content of courses in typical college marketing programs. (a) Subjects - Typical Marketing Courses Two typical marketing programs at Humber College were selected for this analysis: the two-year Marketing Diploma Program and the one-year Post-Graduate Marketing Management Program. The approach was to review published course outlines applicable to these two programs with the intent of classifying their component courses into one of the three skills groupings in the study: human relations skills, conceptual skills and technical marketing skills. 81 Most of the courses in typical college marketing programs are prima facie technical marketing courses. Some courses, however, are not readily classifiable on the basis of their titles and the logic for their assigned classification is therefore discussed below. The two-year college marketing program includes a course entitled Communications 200, which "..focuses on the writing process and the development of grammar, punctuation and spelling...". This course was therefore classified as involving technical skills. College policy has called for the inclusion of two general education courses in all two-year programs. These courses were electives drawn from three categories: arts & literature; social science & humanities; and science and technology3, e.g., ”Acid Rain"; "Portrait of the Arts"; and "Multiculturalism: The Mix of Cultural Values". Policy also called for the inclusion of a Humanities course in all two-year programs; the Humanities course "...focuses on some of the fundamental questions individuals ask of themselves as they proceed through life: Why are we here?‘" By intent, these courses were not designed to engender learning in the three skills groupings which are the subject of this study. ’Bfl4lfi5(hkmflm HumthHkygpq¢72 Qflmnfimsommwawfim,pq¢1,hhmthdky;1%BB4 82 The foregoing outlined the basis for classifying marketing course subjects according to the emphasis in skills grouping applicable to each course. The classification is shown in Table 4.5. Table 4.5 Course Subjects in Typical Marketing Programs was; flame: allmuzmflsgfluflhhmumnae Business mathematics Technical Protessioni Selling Technimi Information systems concepts Technical Org-indeed Mme“ Technical Advertising Technical . Principles of Meat Technicfl Mao-economics Technical Retailing Technical Marketing ahiniflration Technical Communications 200 Technical Mm'keting l Technicd Commdcntions 300 Human Relations Personal competing Technical Hnan Resources H-san Relations Accounting Technical H-nlties (cultme) Not appliable Maketing 2 Technical General ehcatlon 1 Not applicable Mm'keting Research Technical General ebcation 2 Not qplicable One-Year ‘ Fad-eats“ of Mm'keting Technicd Persond Competing 2 'l'echicd lnhrnational Trade Technical Advertising Techical Professional Selling Technical Marketing Mamement Technical Marketing Research Tech-led Seminar 1 HJUCoecepteal Mm-keting Distribution Technical Semi-m- 2 H.RJConcept-l PersonaiCompetingl Technical MarkedngOpsrntions H.RJConcsptesl Considering firstly the two-year Marketing Diploma Program, 15 courses (75%) involved learning predominantly in technical marketing skills; two courses (10%) involved predominantly human relations skills (Human Resources Management and Communications 300); and three courses (15%) ”Mbmmfimhflha,humthmgmmamiquvEMm;Ifin,hmflmmglfimqmmau‘pge2 83 were by intention not related to any one of the three skills groupings in the study. Of the twelve courses comprising the one-year Marketing Management Program, nine courses (75%) involved predominantly technical skills, and three courses (25%) (Marketing Operations and the two Seminar courses‘) were directed towards developing a mix of conceptual and human relations skills. To summarize the data in Table 4.5, the break-down of program courses by skills grouping is shown in Table 4.6. Data on employers' emphasis of desired skills, taken from Table 4.4, is shown for comparison. Table 4.6 Marketing Courses by Skills Grouping Two-Year One-Year Human Resources Managers W W Post-Grad m Critical 3; v. rtant am... Relations 10.0% 125% 82.5% Conceptual - 12.5% 63.595 Technical 3 75.0% 75.0% 45.5% Not Applicable 15.09: (b) Content - Typical Marketing Courses The previous section arrayed data on course subjects in typical college marketing programs relative to response data from Human Resources Managers with regard to Research ‘Cowseobjectivesandcouneoudinesmdaignedbythesmdyauthon HumberCollege,1990 84 Question 2. This section deals with data on marketing course content relative to response data from Human Resources Managers. In developing data on course content, it was decided to examine the bases of evaluation in technical marketing courses on the premise that course evaluation is by definition designed to assess the kinds of knowledge, skills and attitudes learned as a direct result of the delivery of marketing course content. . Technical marketing course outlines published by Humber College were examined to determine the bases of evaluation for purposes of arriving at student grades. These course outlines typically contain a section entitled "Evaluation", in which the student is advised of the bases upon which his/her performance will be graded. The following extract from the 1991/2 course outline for Marketing I is shown in Table 4.7 as an example: Table 4.7 Evaluation - Marketing I Course Enmmflml (haflmuflflbebuwdmnkflg'dumadhflksuMHuflyummm,amddn rwmpkudnumwhnflmusunummuuhydeswng ummdhutoflniflhmhg eduwfla Gnflermpgyml Tens (musumfiuu bhmn1mdmmsmummmun : |§§§ E l 85 Data on evaluation have been extracted from eight marketing courses and arrayed in Table 4.8 to show the structure of evaluation in typical college courses in technical marketing subjects. Table 4.8 Bases of Evaluation - Marketing Courses Marketing Course Basis of Evaluation Textin-class Library surrealism mm mm mos-Jest mu Nhfluflmglcmn “Mb 1M% 3M% IMHB Marketing 2 (’92) 40% 10% 25% 25% 100% Advertising (’94) 75% 25% 100%. Nhflhflmpnumni(%4) 5M% 23% 2E% 1MH5 Professional selling (’91) 40% 45% 15% 100% luummgceo 4M% 1mm» 19% 2E% lflMb hflmgihmhmnmhh(93r 7E% 10% 2M% IMMB Nflflpbflmqpmmfl(94) 62% 3&% IMMB (average of text tests 54.4%) The tests used for evaluating student performance in college marketing courses are typically true/false and multiple-choice tests, utilizing computerized test banks which have been furnished by marketing text book publishers. After students have "bubbled in" answers to test questions, the tests are graded by computer. Table 4.9 displays the range of true/false; multiple-choice tests7 which are typical of those used at Humber College for grading tests in marketing subjects. 7Menu of computerized test banks, marketing computers, Marketing stafl' computer room, Humber College, IMMmhIMM 86 Table 4.9 Computerized Test Banks - Marketing Courses Canadian Advertising in Action, 2nd edition, by Keith Tuckwell, Ensytest Version 3.10, 1991 Marketing, by Armstrong, McDougall 8: Kotler, 2nd edition, Prentice Hall Test bank, 1992 Business, ilrst Canadian edition, by Griffin, Ebert & Stark; Easytest, by Davis, 01 & Stark, Prentice Hall, 1993 Fundamentals of Marketing, by Stanton, 6th edition, version 2.1, 1989, 1990, 8: 1993, McGraw-Hlll, inc. Marketing Research, by McDaniel, 2nd edition: Westest, by West Publishing Co, Version 2.11, 1990-1993 CanadianBusiness, byAppelbaom, Beckman, BoonelzKurtz, HoitRinehartS: WinstonoiCanadaLtd, Studydisksoltware, 1990 Sales Management, by Futrell, 3rd edition, ExaMaster, version 1.2, Holt, Rinehart 8: Winston, 1989 * Professional Selling, by Oberhaus, ExaMaster version 1.2, 1989 Canadian Retailing, by Richard D. Irwin, Computest 3, Version 2,1, 1990 The data in this section indicates that the emphasis in college marketing course content, as deduced from course evaluation, has been on knowledge of technical content, rather than in proportion to the relative emphasis sought by Human Resources Managers, as displayed in Table 4.4, page 79. WW Research Question 3 sought to determine the kinds of skills needed by community college marketing graduates for 87 their effective performance in today's business environment, as identified by recent college marketing graduates. In an effort to array response data meaningfully, the method chosen for displaying the data was to sum the percentage responses under the "critical" and "very important" scales of the four-point scale used in the instrument and to rank the sums in descending order, in the same manner as responses from Human Resources Managers. The rank order thus produced is arrayed in Table 4.10, grouped in deciles in order to facilitate analysis. Table 4.10 Graduates' Responses: Importance of 60 Skills (N: 81) 4 3 2 1 Critical Very Somewhat Not at H] No ” important importmt imporut Reqsue Comm—Mons . 72.8 24.7 1.2 0.0 1.2 interpersond skills 44.4 50.6 2.5 1.2 1.2 Positive work attitudes 56.8 35.8 6.2 0.0 1.2 listening 64.2 27.2 6.6 1.2 1.2 Concern for Customers’ needs 63.0 27.2 7.4 1.2 1.2 Hurling presume & tendon 56.8 33.1 7.4 0.0 2.5 Comtesy & respect [or others 42.0 46.9 8.6 0.0 2.5 Decidon-msking 46.9 42.0 4.9 2.5 3.7 identity priorities 46.9 40.7 8.6 1.2 2.5 Time management 51.9 34.6 A 9.9 2.5 1.2 Honesty & integrity 43.2 43.2 11.1 1.2 1.2 Problem-solving 42.0 43.2 11.1 1.2 2.5 Teamwork 51.9 32.1 9.9 3.7 2.5 Responsible behavior 37.0 45.7 123 1.2 3.7 Self-contra 27.2 54.3 16.0 0.0 2.5 interest & enthusiasm 29.6 50.6 14.8 2.5 2.5 Set goals 8: objectives 39.5 40.7 18.5 1.2 0.0 Besiness orpniantion 23.5 53.1 18.5 3.7 1.2 learning to learn 35.8 39.5 16.0 6.2 2.5 Evaluate competition 30.9 43.2 18.5 3.7 3.7 Computer applications 39.5 34.6 21.0 25 2.5 Product/service pinning 27.2 45.7 19.8 4.9 2.5 Table 4.10 Cont'd Me relations 25.9 46.9 21.0 3.7 25 Continuing erbcation 32.1 40.7 173 7.4 25 Respect confldentidlty 25.9 46.9 22.2 3.7 13 Generate business ideas 21.0 51.9 198 4.9 25 Demonstrate initiative 17.3 51.9 185 4.9 7.4 Cmesr development 173 50.6 19.8 7.4 4.9 Negotiation 29.6 383 235 4.9 3.7 Ethics 24.7 42.0 24.7 3.7 4.9 Marketing promotion 28.4 383 25.9 4.9 25 Marketing strateg 30.9 35.8 25.9 6.2 1.2 Allocate resources 173 48.1 22.2 9.9 25 Develop action pl-s 17.3 48.1 235 7.4 3.7 Persuasion 198 44.4 27.2 6.2 25 Mm'keting lie-dag 11.1 50.6 25.9 8.6 3.7 Mm-keting operations 16.0 44.4 28.4 4.9 6.2 Mmketiag basics 198 38.3 358 3.7 25 interpret ilrm’s mission 235 34.6 333 7.4 1.2 interviewing skills 25.9 32.1 235 13.6 4.9 Business mathematics 14.8 40.7 358 6.2 25 Evaluate own business nit 7.4 46.9 235 173 4.9 Pricing 198 32.1 29.6 13.6 4.9 Market segmentation 185 32.1 37.0 9.9 25 Marketing rem-ch 16.0 34.6 34.6 123 25 Visioning 173 333 35.8 4.9 8.6 Values & lifestyle 9.9 395 34.6 123 3.7 Empathy [or others 123 37.0 43.2 4.9 25 Government regulation 123 358 29.6 185 3.7 Marketing rhstribmion 7.4 383 383 11.1 4.9 Risk management 7.4 38.3 37.0 123 4.9 Manpower pinning 6.2 395 24.7 235 6.2 Business geou'aphy 8.6 37.0 29.6 198 4.9 Planning new business 16.0 28.4 32.1 185 4.9 identity resem'eh need 7.4 358 42.0 123 25 Business symems 9.9 32.1 35.8 16.0 6.2 Pmehasiag 9.9 28.4 42.0 16.0 3.7 Underm-rlag WP 7.4 29.6 42.0 18.5 25 international trade 8.6 22.2 37.0 30.9 1.2 Business law 3.7 25.9 43.2 235 3.7 Table 4.11 displays graduates' responses organized under the three skills groupings, human relations skills, conceptual skills and technical skills.‘ 89 Table 4.11 Graduates' Responses: Importance of Skills Groupings (N: 81) , 4 3 2 1 (hiticaI Very Somewhat Not at di No important import-t import-t Requoase Enneldfluugflk Commuimtions 728 24.7 1.2 0.0 1.2 int-perused am. 44.4 50.6 25 1.2 1.2 Pedtive work attitudes 568 358 6.2 0.0 1.2 listening 64.2 27.2 6.6 1.2 1.2 Concern for Customers’ needs 63.0 27.2 7.4 1.2 1.2 Hanrling pressme & tension 56.8 333 7.4 0.0 25 Com-tesy & respect [or others 42.0 46.9 8.6 0.0 25 Honesty & inteu'lty 43.2 43.2 11.1 1.2 1.2 Teamwork 51.9 32.1 9.9 3.7 25 Responsible behavior 37.0 6.7 123 1.2 3.7 Sit-control 27.2 543 16.0 0.0 25 interest & enthusia- 29.6 50.6 148 25 25 Respect confldentiflty 25.9 46.9 22.2 3.7 13 Demonstrate initiative 173 51.9 185 4.9 7.4 Negothtion 29.6 383 235 4.9 3.7 Ethics 24.7 42.0 24.7 3.7 4.9 Persuasion 198 44.4 27.2 6.2 25 interviewing skills 25.9 32.1 23.5 13.6 4.9 Values 8: lifestyle 9.9 395 34.6 123 3.7 Empathy [or others 123 37.0 43.2 4.9 25 Ms-valueoithest-oinsponsestor'Cddcal'&'Vuyimpatant'is78.1(+I-55) .gaeuziflflh Decision-”king 46.9 42.0 4.9 25 3.7 idsntifi priorities 46.9 40.7 8.6 1.2 25 Time management 51.9 34.6 9.9 25 1.2 Problsmoeoiving 42.0 43.2 11.1 1.2 25 Set gods & olrisctlves 395 40.7 185 1.2 0.0 Lemming to learn 358 395 16.0 6.2 25 Evaluate competition 30.9 43.2 185 3.7 3.7 Product/service pinning 27.2 45.7 198 4.9 25 Continuing decation 32.1 40.7 173 7.4 25 Gmerate business ideas 21.0 51.9 198 4.9 25 Guess development 173 50.6 19.8 7.4 4.9 Allocate resom-ces 173 48.1 22.2 9.9 25 interpret iirm’s mission 235 34.6 333 7.4 1.2 Evalnte own business nit 7.4 46.9 235 173 4.9 Visioning 173 333 358 4.9 8.6 Risk maaqement 7.4 38.3 37.0 123 4.9 Manpower pl-ahg 6.2 395 24.7 235 6.2 Planning new business 16.0 28.4 32.1 185 4.9 idsadiy research need 7.4 358 42.0 123 25 Understand-g entreprenem-ship 7.4 29.6 42.0 185 25 Me-vdesotthes-otresponsesior‘Critical't'Veryimport-t'isfi5 (+I-6.2) 90 Table 4.11’Cont'd Isflhflflflh Business organisntioa 235 53.1 185 3.7 1.2 Computer applications 395 34.6 21.0 25 25 Public relations 25.9 46.9 21.0 3.7 25 Marketing promotion 28.4 383 25.9 4.9 25 Marketing strateg 30.9 358 25.9 6.2 1.2 Develop action plans 173 48.1 235 7.4 3.7 Marketing financing 11.1 50.6 25.9 8.6 3.75 Marketing operations 16.0 44.4 28.4 4.9 6.2 Marketing basics 198 38.3 358 3.7 25 Business mathematics 14.8 40.7 358 6.2 25 Pricing 198 32.1 29.6 13.6 4.9 Market sepentation 18.5 32.1 37.0 9.9 25 Mm'keting research 16.0 34.6 34.6 123 25 Government regulation 123 35.8 29.6 185 3.7 Marketing distribution 7.4 383 383 11.1 4.9 Business geopuphy 8.6 37.0 29.6 198 4.9 Business systems 9.9 32.1 35.8 16.0 6.22 Purchasing 9.9 ‘ 28.4 42.0 16.0 3.7 international trade 8.6 22.2 37.0 30.9 1.2 Business law 3.7 25.9 43.2 235 3.7 Mean value of the sum of responses for “Critical“ 8: “Very important" is 55.0 (+/- 4.8) In Table 4.11, the figures in brackets adjoining the mean values for the sum of "Critical" and "Very Important" represent the statistical accuracy of the mean values. In considering the question of statistical significance of response data in the mail survey of graduates, the intent of the study was not to discuss absolute values pertaining to each skill in the listing of sixty skills. Instead, the intent was to determine if the balance of skills was in conformance with the needs of the workplace. Referring again to the literature, in "Workplace Basics: The Skills Employers Want" the authors discussed only 13 job-related skills which they claimed were required in addition to (undefined) standard academic skills. In contrast, this study sought to obtain a perspective of 91 relative importance of skills across three skills groupings: human relations skills, conceptual skills, and technical skills, as a basis for curriculum design. This approach was considered appropriate because the learning of human relations skills, for example, calls for different kinds of course content, delivery and evaluation than the learning of technical skills. Details on the statistical accuracy data pertaining to Table 4.11 appear in Appendix F. W Research Question 4 called for the determination of the differences between the responses of employers and those of graduates as to the kinds of skills they perceive to be needed by marketing graduates for their effective performance in today's business environment. The method of examination for this research question was to focus on responses which appeared in the ”Critical" and ”very important” categories of the four-point scale used in the instruments. In Table 4.12, Differences in Responses: Employers vs Graduates, the data on employers responses has been organized in eleven groupings of descending order of importance, which corresponded to the 90th decile of employer responses, the 80th decile, etc. For purposes of comparison, the equivalent percentage responses from 92 graduates have been arrayed for each of these skills identified by employers. Table 4.12 Response Differences: Employers (N: 10) vs Graduates (N:81) Skill % Employers % Grndmtes 92: W W 2.1m Pedtive work attitudes HR 1“ 92.6 Te-work HR 100 84.0 Decision-mil“ C it” 88.9 listening HR 100 91.4 mumqshmemr HR no» em Demonstrate initiative HR 1” 69.2 Handing pressme l: tension HR 100 90.1 Time mungement C 100 865 Probl- solving C 100 85.2 Me- 100 863 13.7 W HR 90 975 Concern for customer’s needs HR 90 90.2 interpersond sfllls HR 90 95.0 Courtesy 8: respect [or others HR ” 88.9 Set gods 8: objectives C 90 ”.2 interest & enthusiasm HR 90 80.2 identify priorities C 90 87.6 Responsible behavior HR 90 82.7 Develop action plans T 90 65.4 Sell-control HR 90 815 Generate business ideas C 90 72.9 Mean 90 83.9 6.1 Reqect csnfldsnthlity HR U 728 Ethics HR N 66.7 Markedng badcs T N 58.1 hinting promotion T N 66.7 Me. I) 66.1 13.9 Compmer Qpiications T 70 74.1 Lemming to learn C 70 753 interpret ilrm’s mission C 70 58.1 Empathy for others HR 70 493 Eval‘e competition C 70 74.1 Mean 70 66.2 38 Allocate rusomcss C 60 65.4 Negotiation HR 60 67.9 Product/service fining C 60 72.9 hhketing drateg T 60 66.7 Mmket espsntation T 60 50.6 93 Table 4.12 Cont'd Pricing T 60 51.9 Vdess & lifestyle HR 60 49.4 identifi ressmch need C 60 43.2 Mean 60 585 15 Public relations T 50 728 Persuasion HR 50 64.2 Evaluate own business nit C 50 443 Marketing research T 50 50.6 Business systems T 50 42.0 Cm'eer development C 50 67.9 Business orguisntion T 50 76.6 Risk m-agement C 50 45.7 Ma- 50 57.9 (7.9) [indent-ring entreprenem-ship C 40 37.0 Continuing education C 40 728 Visioning C 40 50.6 Government regdatioe T 40 48.1 Marketing lie-cing T 40 61.7 Marketing operations T 40 60.4 Pmchnsing T 40 383 Mean 40 52.7 (12.7) Planning new business C 30 44.4 Marketing distribdion T 30 45.7 Mean 30 45.1 (15.1) interviewing skills HR 20 58.0 (38.0) Redness math-atics T 10 555 Business gsounphy T 10 55.6 Manpower planning C 10 45.7 Ma. 10 52.2 ‘ (42.2) internatiod trade T 0 30.8 Business low T 0 29.6 Mean 0 30.2 (30.2) The composition of the 20 highest-ranking skills appearing in Table 4.12 is 65% human relations skills, 30% conceptional skills and 5% technical skills. The mean difference between employers' perceptions and graduates' perceptions of importance is 9 percentage points; i.e., graduates' perceptions of importance of these skills are an 94 average of 9 percentage points lower than those of employers. The 20 lowest-ranking skills in Table 4.12, in terms of importance as perceived by employers, comprise 60% technical skills, 35% conceptual skills and 5% human relations skills. The mean difference between employers' perceptions and graduates' perceptions of importance of these skills is (22.9) percentage points; i.e., graduates' perceptions of the importance of these skills are an average of 22.9 percentage points higher than those of employers. W121); Research Question 5 called for the determination of the degree to which immediate supervisors of college marketing graduates perceived that graduates demonstrated having the skills identified as important by Human Resources Managers, in Research Question 1. No response data were received from immediate supervisors of college marketing graduates. W Research Question 6 sought to determine the perceptions of recent community college marketing graduates as to the degree to which they learned the skills they identified as important for their effective performance in the workplace in: 95 (a) courses in their college marketing program, (b) other college learning experiences, or (c) learning experiences outside of college prior to graduation? (a) Courses in Marketing Progran The survey instrument addressed to graduates called for them to identify the degree, on a four-point scale, to which they perceived having learned each of the sixty skills as part of their college marketing program. The rank-order chosen for displaying their responses to this question was the same as that chosen for displaying graduates' perceptions of skills importance, Table 4.10, with responses grouped in deciles of rank-order perceived importance by the graduates. 96 Table 4.13 Skills Learned by Graduates in Program (N: 81) %Grnhtes liemnod iamaed Lmrnod Learned Qfluifliuflihmneh causes: 5!!!! seiuu.:&uenee Commuications 975 75 505 37.0 1.2 3.7 interpersond skills 95.0 9.9 46.9 30.9 4.9 75 Positive work attitudes 92.6 185 30.9 295 16.0 4.9 listening 915 16.0 45.7 285 6.2 3.7 Concern for Customers 90.2 30.9 333 24.7 6.2 4.9 Handing pass-e 90.1 135 235 345 235 4.9 Comtesy & respect 88.9 11.1 27.2 34.6 148 123 Doeidon-making 88.9 22.2 43.2 30.9 0.0 3.7 ibntify priorities 875 123 395 32.1 13.6 2.5 Time management 865 21.0 48.1 25.9 1.2 3.7 Honesty & lntepity 86.4 9.9 21.0 42.0 185 8.6 Problem-solving 85.2 22.2 46.9 21.0 6.2 3.7 Teamwork 84.0 333 40.7 173 25 6.2 Responsible behavior 82.7 135 32.1 383 6.2 9.9 Self-control 815 85 22.2 35.8 235 9.9 interest I enthusiasm 80.2 11.1 25.9 395 198 3.7 Set gods & objectives ”.2 198 48.1 24.7 3.7 3.7 Bdness organimtion 765 148 543 25.9 3.7 1.2 iamning to learn 753 14.8 28.4 35.8 173 3.7 Evaluate competition 74.1 9.9 395 445 25 3.7 Computer applications 74.1 27.2 40.7 285 1.2 25 Product/service pbs 72.9 148 53.1 22.2 3.7 6.2 Public relations 728 14.8 16.0 48.1 173 3.7 Contindng education 728 75 34.6 30.9 16.0 11.1 Respect coniidsntiality 728 4.9 16.1 43.2 32.1 3 7 Generate business ideas 728 123 34.6 445 75 1.2 Demonstrate initiative 69.2 85 345 46.9 3.7 6.2 Cmasr development 67.9 4.9 24.7 50.6 123 75 Negotiation 67.9 1.2 21.0 46.9 24.7 6.2 Ethics 66.7 6.2 25.9 37.0 235 75 Mmkedng promotion 66.7 395 40.7 16.0 1.2 25 Marketing strategy 66.7 358 495 123 25 0.0 Allocate resources 655 75 345 42.0 9.9 6.2 Develop action phns 65.4 11.1 48.1 358 1.2 3.7 Persuasion 64.2 8.6 21.0 48.1 173 4.9 Mmketlag Ila-sing 61.7 3.7 445 40.7 85 25 Wag operations 605 21.0 495 21.0 25 6.2 Mm'heting bodes 58.1 53.1 333 123 0.0 1.2 interpret mission 58.1 148 45.7 25.9 11.1 25 laurviswing skills 58.0 75 25.9 32.1 30.9 3.7 Business mathematics 555 185 43.2 32.1 4.9 1.2 Evaluate business nit 543 25 235 51.9 16.0 6.2 Pricing 51.9 148 345 333 9.9 75 Market seponmtioe 50.6 285 - 40.7 25.9 25 25 Wag ressmch 505 27.2 445 173 4.9 6.2 Vidsning 505 25 173 495 22.2 8.6 Table 4.13 Cont'd Vduee & lifestyle 495 173 16.0 333 285 4.9 Empathy for others 49.2 1.2 173 43.2 285 9.9 Government regulation 48.1 3.7 16.0 45.7 27.2 75 hhketisg detribution 45.7 185 495 25.9 0.0 6.2 Risk management 45.7 25 168 53.1 24.7 3.7 khspower planning 45.7 1.2 18.5 50.6 22.2 75 Business geouaphy 45.6 1.2 16.0 495 25.9 75 Planning new business 445 135 32.1 395 9.9 4.9 identify resem'ch need 43.2 17.3 35.8 32.1 11.1 3.7 Business systems 42.0 3.7 24.7 46.9 185 6.2 Purchasing 383 75 17.3 543 19.8 1.2 Entreprenemahlp 37.0 14.8 25.9 30.9 235 4.9 lsternationd trade 308 6.2 16.0 358 40.7 1.2 Business law 29.6 8.6 30.9 . 445 123 3.7 For purposes of analysis, data on graduate's perceptions of relative importance of skills has been arrayed together with data on their perceptions of the degree to which they learned the various skills as part of their college program. In order to produce a meaningful data display, graduates' responses for "critical" and "very important” skills were summed, and the sums of their responses for ”learned thoroughly” and "learned considerably" were arrayed against the respective skills. Data on employers' perceptions of skill importance were also These data, included in this array. organized under the three skills groupings of the study, appear in Table 4.14. 98 Table 4.14 Skill Importance vs Learned at College (N: 81) Stills % Grahatee Grahtos: Diif. (hidcal 8: Very importnt i.ned Thoro’ly import-cs iguana: EAEQEEs 2!; reassess: 215:2! Ennslaénnflfl! Positive work attitudes in 925 75 495 43.2 it!) 84.0 16.0 74.0 10.0 1” 915 85 61.7 29.7 Honesty & My 1” 865 135 38.9 555 Demonstrate lsithtive 1“ 69.2 30.8 43.2 26.0 H-dllng pressures & tendon 1M 90.1 9.9 37.1 53.0 Communications 90 975 (75) 58.0 395 Concern for (hetemers 90 90.2 (8.2) 64.2 26.0 interpersonal skills 90 95.0 (5.0) 568 38.2 Comtesy I: respect [or others 90 88.9 1.1 38.3 50.6 interest & snthuda- 90 ”.2 98 37.0 43.2 Responsible behavior 90 ”.7 73 45.7 37.0 Sdf-control 90 815 - 8.5 308 50.7 Respect cosfldmtidity 80 728 7.2 21.0 518 Ethics 80 66.7 13.3 32.1 345 Empathy for others 70 493 20.7 185 308 Negotiation 60 67.9 (7.9) 22.2 45.7 Vduee I: lifestyle 60 495 105 333 16.0 50 64.2 (14.2) 295 34.6 interviewing tile 20 58.0 (38.0) 333 24.7 ”5 78.1 45 408 373 Qusflzigflh Docision-msldng in 88.9 11.1 655 235 The management 100 86.5 135 69.1 175 Problem-solving 1“ 85.2 148 69.1 16.1 Set gods & objectives 90 ”.2 98 67.9 123 identify priorities 90 875 25 518 . 358 Generate hedness ideas Ii 728 17.2 46.9 25.9 lam-sing to led-n 70 753 (53) 43.2 32.1 interpret firm’s mission 70 58.1 11.9 605 (25) Evaluate competition 70 74.1 (4.1) 495 24.7 Alocate reeomcss 60 655 '(55) 42.0 235 Predecflssrvice phalng 60 72.9 (12.9) 67.9 5.0 ids-ti” research need 60 43.2 168 53.1 (9.9) Evaluate own business Ill 50 543 (43) 26.0 283 Cmusr development 50 67.9 (17.9) 29.6 383 Risk management 50 45.7 43 185 27.2 Under-“dag entrelnonemahip 40 37.0 3.8 “.7 (3.7) Contindng education 40 728 (328) 42.0 308 N 585 (105) 198 308 Pl-nisg new hedness 38 445 (145) 45.7 (13) bhpewer pinning 10 45.7 (35.7) 19.7 26.0 8 u s u 3 2 E 99 Table 4.14 Cont'd zeuuusuu Develop action phs 90 655 245 59.2 6.2 Mmketlng bodes 80 58.1 21.9 865 (283) Marketing promotion 80 66.7 133 80.2 (135) Computer applications 70 74.1 (4.1) 67.9 6.2 Marketing etrnteg 60 66.7 (6.7) 85.2 (185) Market segmentation 60 505 95 69.1 (185) Pricing 60 51.9 8.1 495 25 Public relations 50 728 (228) 30.8 42.0 hhrketisg match 50 505 (0.6) 72.6 (22.0) Business systems 50 42.0 8.0 285 135 Business organisdion 50 765 (265) 69.1 75 Government regulation 40 48.1 (8.1) 19.7 285 Marketing financing 40 61.7 (21.7) 48.1 135 Marketing operations 40 605 (205) 705 (10.0) Purchasing 40 38.3 1.7 24.7 135 hhketing detribetion 30 45.7 (15.7) 67.9 (22.2) Business mathematics 10 555 (455) 61.7 (6.2) Business geom-aphy 10 455 (355) 17.2 285 . internationd trade 0 308 (308) 22.2 85 Business law 0 295 (295) 395 (9.9) Means 46.0 55.0 (9.0) 535 15 (b) Skills Learned In Other College Experience Research Question 6 also sought to determine the perceptions of recent community college marketing graduates as to the degree to which they learned the skills they identified as important through other college experiences apart from program courses. Only five graduates responded to this question. Their responses, which include multiple mention, appear in Table 4.15. 100 Table 4.15 Skills Learned in Other College Experience (N: 5) Shin W Dummflnmrthwn ShduflAmmddhanmufl Rumunummkmmmw' Cdkguemkme;SwflunAnmduhanmufl Cuuqu&rumu1firowmm lfiflqprumkmw;Swfluuimwdmmmthmmfl Interpersonal skills Student Association Council; Sports (2) interest a enthusiasm Student Association Council; Sports (2) Self-control Sports Fhmflmrfiroflnfl‘ (kflanflwkmmzsrwu Evaluating competition Sports interviewing skills Student Association Council Decision-making Student Association Council; Sports Listening College residence; Student Association Council;Sports Teamwork Student Association Council; Sports Persuasion Student Association Council; Sports Responsible behavior Student Association Council to) Skills Learned In Experience Outside of College Research Question 6 also sought to determine the perceptions of recent community college marketing graduates as to the degree to which they learned the skills they identified as important through other learning experiences outside of the college prior to their graduation. 101 Graduates' responses to this question numbered 61, or 75% of the total graduate respondents. Responses tended to cluster in four discrete categories: work experience; education at other colleges and at university; family and friends; and general life experience. Responses to this survey question were highest in the category of work experience and for this reason the data were arrayed in descending order of mention in this category, in Table 4.16. Table 4.16 Skills Learned - Experience Outside College (N: 61) s swans Imudb sine %hh IBM: recess ibufis.&mekua issues Computer applications 185 3.7 0.0 1.2 765 Communications: 16.0 85 0.0 1.2 715 Demonstrate initiative 16.0 0.0 0.0 1.2 82.7 Respect confidentiality 135 0.0 1.2 4.9 80.2 Honesty 8: integrity 123 1.2 4.9 75 74.1 identify priorities 123 1.2 1.2 0.0 85.2 Handling pressure/tension 1.1 3.7 0.0 1.2 84.0 interpersonal skills 11.1 25 1.2 25 82.7 Negotiation 11.1 0.0 0.0 1.2 87.7 Problem solving 11.1 3.7 0.0 25 82.7 Purchasing 11.1 1.2 0.0 0.0 87.7 Decision making 9.9 25 0.0 1.2 865 Empathy for others 9.9 0.0 25 3.7 84.0 Manpower planning 9.9 0.0 0.0 1.2 88.9 9.9 0.0 0.0 0.0 90.1 Concern for customer 85 1.2 0.0 25 87.7 Courtesy and respect 85 0.0 75 9.9 74.1 Ethics 85 3.7 1.2 4.9 815 Evaluate competition 85 0.0 0.0 0.0 915 Government regulation 85 25 0.0 1.2 87.7 interviewing skills 85 1.2 0.0 1.2 88.9 Public relations 85 1.2 0.0 0.0 90.1 Teamwork 85 1.2 0.0 4.9 85.2 Marketing distribution 75 0.0 0.0 0.0 925 Marketing finance 75 1.2 0.0 1.2 90.1 Marketing promotion 75 1.2 0.0 0.0 915 Responsible behavior 75 0.0 1.2 3.7 87.7 Risk management 75 1.2 0.0 1.2 90.1 102 Table 4.16 Cont'd Self-control 75 25 1.2 4.9 84.0 Time management 75 3.7 0.0 25 865 Entrepreneurship 75 1.2 1.2 1.2 88.9 Business law 6.2 25 0.0 3.7 87.7 Business organisation 6.2 0.0 0.0 0.0 93.8 Develop action plans 6.2 25 0.0 0.0 915 Evaluate own business unit 6.2 25 0.0 0.0 915 . Market segmentation 6.2 0.0 0.0 0.0 93.8 Marketing basics 6.2 25 0.8 0.0 915 Marketing operations 6.2 0.0 0.0 1.2 925 Marketing strategy 6.2 0.0 0.0 0.0 93.8 Persuasion 6.2 3.7 0.0 0.0 90.1 Positive work attitudes 6.2 25 0.0 75 84.0 Product/service planning 6.2 1.2 0.0 0.0 925 Values & lifestyle 6.2 0.0 6.2 1.2 865 Business geography 4.9 25 0.0 1.2 915 Business mathematics 4.9 4.9 0.0 1.2 88.9 Career development 4.9 25 0.0 1.2 915 Continuing education 4.9 3.7 M 1.2 90.1 Generating business ideas 4.9 25 0.0 25 90.1 Generating enthusiasm 4.9 1.2 1.2 3 7 88.9 International trade 4.9 1.2 0.0 1.2 925 Interpret firm’s mission 4.9 1.2 0.0 0.0 93.8 Listening 4.9 1.2 0.0 0.0 93.8 Visioning 4.9 25 1.2 1.2 90.1 Allocate resources 3.7 0.0 0.0 1.2 95.1 Identity research need 3.7 0.0 0.0 0.0 96.3 Learning to learn 3.7 75 0.0 6.2 82.7 Set goals & objectives 3.7 4.9 0.0 3.7 87.7 Establish business systems 25 0.0 0.0 0.0 975 Marketing research 25 25 0.0 1.2 938 Planning new business 25 1.2 0.0 0.0 9‘5 Bupplaaantal rindinga The research methodology, as described in page 61, Chapter III, included a telephone re-survey of graduates for the purpose of expanding the list of graduates' employers, as a basis for executing the mail survey directed to employers of marketing graduates. This telephone survey included the following four probe questions which were designed to obtain graduates' attitudes and opinions on their College sojourn: 103 ”What did you think of the program you took here at the College?" "Would you take the program again, if you had it to do all over again?" ”Were the faculty helpful to you?" ”Did you like the College?" Thirty-one graduates were contacted during the telephone re-survey; their verbatim responses are shown for each of these five questions. W ”.Imgramwasgooddtookittoimprovemyhnguageskiflsmmaterhlwasvery interesting." ”.Jeellneedmoreworkexperienceandaniversityeducationtoactuallybea marketer..." ".Jeelcommunication skillsaremostlmportant, batdidnotlearnenoughat Humber College..." "...fairly good overall...hrd to compare since I haven’t taken other programs...” "...good in some areas; others need work (improvement)...l needed more hands-on experience...“ ‘ ' ”.Jieellcouldcarryonaconversatiouwithamarketlngprolessional, butwould havediflicuityln actuallydoingthemarketing...lneedmoreworkon(applylng) nctualconcepts...” 'JflkedeasoriglnaflyinBusinessAdministrationprogramthen musterredintomarkeungddidn’tlikeaccounting,koweverlamusingitin my present job..." "...itwasokay...the overallpsogramwasgood, butitwasnotrealworld information, too academic (test oriented)...not beneficial..." 'JlikedthartedinBusinessAdministratiouandthenlspedalisedin marketing..." 104 '..itwnsverygood..aboveaverage..agoodoverallpictureofbusinessand marketing..." "mverygoodpr'ogramnitwasgeneraleuoughsoyougetatasteInalldiflerent areas,thereforeflndingtheoneyouflkebest,whichwasaccounting.ldidnot like the multiple choice tests, useless..." ”.thoughtitwasagoodovervieereferbacktothlngsandapplythemat myjoleikedmultiplechoicetestsbecauselfakeditmosttimesbecausel didnotstudy...“ ".JiikediuaflerthislongitistoughformetorememberJenioyed sameof mythirdyearcourses...” ”mpnttygoomallikedtheabilitytopickmyowncounes5broadrangepro- gram...somecourseswerespeciiicsomegeneral...' '...I went on to Universitymerythlng at Humber helped me prepare for University...able to focus more on a business environment...practical courses..." ”mverykelpfuldlotofpncflcalmfltdehardmredahtoftopics, mbdebuMmmmflesnnhoflngfwsdeutbmdm good..." "myeswwasgoodtoprepanyouiorworkabuttherewasalotoftbeorym not useitatwork..." 'Jflkeditahtmpracticaldleanedmoreaboutbusinessinonemonth than one semester at University.” ”.aflrighunrstyearwaswaytooeasydtcouldhavebeenmorechaflenging, andpreparedrneforajob..." "...lt was good.” (eleven respondents) Refused (o...) W ”...no...(progranr) needs more learning (course oflerings) in communications...” ”...I might take something eise...employers want business administration skills...experience is important to empioyers...l might take business administration program..." "...perhaps atanotherschooleouldcompareprogr-amsfieeifanotherschool does anything diflerent...” ".onuldtakepartsoveragainllkepromotiousorhumanresoureesm marketingormarketiagresearch...needmorehands-on projects...getkidsinto realeonrpanles...’l 105 'Yes...but it needs more computer work...” "Not at Humber” '...it lacked accounting background.“ difficult at Lnkehead...” 'onuldtakeitover..butlwouldspeciallselnonepartofbusiness,like accountingorhuman resources...” ".Jdou’tknowlflwouidtakebusinessadminismtioupmgnmagaln..there areotherfleldswhereyoucoulddojustasweflorbetterlikedentalhygienem' 'onuldhavedonethlngsdifferentlydwouldgotouniversity...’ '...No...laeedmorelearningincommunications..." "...Yes..." (20 respondents) Refused (one) ".Jhehelpwasokaymtherevvereapproachableteachersulhadoulyone problem...” ".goodteachersdnsdverWhgteacherwastheoulyonethatgavehands-ou experience..." ”msomefacultywashelpfnlandsomewereawfulddidnotnseanyother fadfltiesintheschoowaouidcometoschoolandwouldieavesfterM' '...tbeCoondinatorwssaveryuiceman,helpedmegetexemptedfroma course...foundallteschersveryniceandknowledgeabie...' '..asedcareerservicesbutlhadnoluck..iwouldhavelikedtolearnabout morejobsearchtechniquesJ ".somewerehelpful; somewerenotaometeacherswereknowledgeablein theiriield; Ilikedthatalot...” ”...yes...batldidnotgetanyhelpinjobsearchtechuiques..." "myes.Jthinkmorestudentsshouldaskforreferenceletten,theyhelpgets jodeidusetheCareercenterbutnothlngtbereinterestedme...” "...yes, someteachers helpedmewithmyresunres..." '. 90% seemed genuinely interested in teaching..." ”..yestheywere..theyolferedtheirhomenumbersforextrahelp..wecould meetthem allerhours...” 106 ”.meuainteachenmadethemselvesmoreavaflabletostudentsmmeteachere made themselves available to students at the students’ convenience...” ”..mostofthetime...alwaysgotoneortwothatwerebad...lhadtomake appointments forafterdsss~theymadethemalittle unaccessible...” "...quite helpfuiwotasmachoae-on-oneaslwouldhavelikeddlikedthe classes...” '...yes, theyweremtheyallhadreallifeexperienceswhichtheycouldrelate directlytotbelessonsthattheytaught...” "...Very helpful..." (four respondents) "...Yes..." (ten respondents) Refused (one) 'Yes...the registration system was very screwed up...” 'Yes...sports, food services, everywhere...perhaps they should make more quiet space to study...” 'Yes...goodextracurrieu|arfacilities...parklngwascrazy..." "YumparkingismzyddidnotdoworkoacamanJ ”.motWthlnktheparklngisamalorprobiem...” 'ermmmmmmmmeummm' "..Col|egeitselfwasgood..bookstore,stndyreoms..lwasnotinvolvedin extracurricularactivities...” 'lwasthereonlyforschoolmtherewassiotofhelpavaflablemverymendlyJ enjoyedthecollegem' ”..verymuch...llovedthepeople,therewasalargevariety...the librarywas great...great facilities..." 'YethuugaroundthePipealothasacheerleaderforasemesterbntit wasdroppedJamstilltaklngcoursesforBusinessAdmlnlstration Diploma...” '...itwasokay...l had probiemswith registration lines and parking...” 'Yethadnoproblemwith-regishtionorparkinngidnotgetinvolvedin auyestracurrlcularaetivities...” 'Yes...l am now attending University taking administrative studies..." 107 WhemummvmssgnflmdhmwunmmmmuwnnmucmuuuahnwtfleIwur “mum! ”mlunqufinHMdthuIONMOamuthrmwuqmwecdkgehdndalmfly mmmqmued' flJthksanupuufiredkgncmflhflnnkkwImmeWHmyh gmdqmdmnishmqmflesdmdisomflhghndklmflmmlsduhhth “hmmpukhgwmsapnmkmnantumndrpunmanuflflflhflukf 'TMhdthumflqpamdnmflumuJrunahuonpuupumkm" flake. (Ehnqnuhmu) Ramadoun) ;— r ,. _ -.. -,!-, 1 '\ ,. ,.: . ;-;-, , .g-; , .,: The purpose of this study was to determine if the existing marketing program content and delivery, as typically offered in Ontario community colleges, were consistent with the needs and expectations of employers so as to enable college marketing graduates to secure employment and make an effective contribution in the workplace. Responses to the first two questions asked during the telephone re-survey of 31 graduates related most directly to the purpose of the study, that is, responses to the questions: "What did you think of the program?" and ”Would you take the program again...?" Of the total responses to these two questions, 60% of responses were very positive; 21% indicated need for improvement; 8% were of no opinion; and 5% gave other responses, such as "...I should have gone to university". 108 Data in the 21% responses which indicated need for program improvement have been arrayed in Table 4.17. Table 4.17 Telephone Re-Survey - Program Improvement (N: 31) Wm! W More training in communications More hands-on learning More application (less theory) (alternatives to) multiple choice tests More preparation for employment More computer training Improved accounting training Ht-ih-INUNN Statistical significance WW Because of the small number (10) of responses from Human Resources Managers, results of this survey of Human Resources Managers have been taken as directional rather than definitive. In direction, the survey results parallel the data appearing in definitive surveys such as the 1989 study by the American Association of Community and Junior Colleges entitled "Workplace Basics: The Skills Employers Wants", discussed in Chapter 2. W In considering the question of statistical significance of response data in the mail survey of marketing graduates, ”Workplace Basia: The Skills Employers Want”, AACJC Journal, Febmary/Mardr 1989 109 the intent of the study was not to discuss absolute values pertaining to each skill in the listing of sixty skills. Instead, the intent of the study was to determine if the balance of skills in the college program was in conformance with the needs of the workplace. Referring again to the literature, in "Workplace Basics: The Skills Employers Want” the authors discussed only 13 job-related skills which they claimed were required in addition to (undefined) standard academic skills. In contrast, this study sought to obtain a perspective of relative importance of skills across three skills groupings: human relations skills, conceptual skills, and technical skills, as a basis for curriculum design. This approach was considered appropriate because the learning of human relations skills, for example, calls for different kinds of course content, delivery and evaluation than the learning of technical skills. Accordingly, statistics on graduates' perceptions of importance of skills, and of the degree to which those skills have been learned at college, have been arrayed on the basis of the three skills groupings in Table 4.14, page 98, which has been summarized in Table 4.18 for easy reference. 110 Table 4.18 mean Values: Skill Importance vs Learned at College (N: 81) SEEEEEIIBEEE cmuaavey Landrhmnaua kn!!! $22!!!! Bauelflfiaaflfl! Ms- of w 78.1 (+/- 5.6) 40.8 (+/- 5.7) Qaaflliflflk M.- of w 655 (+/- 6.2) 48.0 (+I- 65) Eflnhlflflk Mean of rsqonsss 55.0 (+/- 4.8) 535 (+l- 8.6) Details on the statistical accuracy pertaining to the above table appear in Appendix F. Based on data in Appendix F, the range of statistical accuracy applicable to each mean response value in Table 4.18 has been inserted in brackets beside the mean response value. A comparison of the data in Table 4.18 on graduates' perceptions of skill importance with data in Table 4.6, page 83, on course content in a typical two-year college marketing program indicates that although 78.1% (+/- 5.6%) of graduates perceive human relations skills to be critical or very important to their effective performance in the workplace, only 10% of course subjects are in human relations skills. If one were to consider the lowest level of response to this parameter within the range of statistical accuracy, 78.1% less 5.6%, or 72.5% of graduates perceived skills in the human relations grouping to be critical or very important to their effective 111 performance on the job. It remains that the value of 72.5% is disproportional to the 10% weight of course subjects in human relations skills in the two-year marketing diploma program. Considering the degree to which graduates perceive they learned skills in college marketing courses, the "best case" for graduates responses pertaining to learning human relations skills thoroughly or considerably would be 40.8% plus 5.7%, or 46.5%. This 46.5% response rate is significantly below the 72.5% response rate for graduates' perceptions of the importance.of this skills grouping. Similarly, 75% of the courses in the existing two-year college marketing diploma are in technical marketing subjects (Table 4.6, Page 83). In contrast, data in Table 4.18 show that only 55.0% of graduates perceive technical marketing skills to be critical or very important to their effective performance in the workplace. Considering the "best case” within the limits of statistical accuracy pertaining to graduates' responses, the mean value of graduates' responses for perceived critical or very important technical skills would have been 55.0% plus 4.8%, or 59.8%. To restate, 75% of marketing course subjects are in technical marketing skills, which contrasts with (best case) the 59.8% response rate for graduates' perceptions of the importance of technical marketing skills for effective performance in their current jobs. 112 These data indicate that, within the limits of statistical accuracy, there is an imbalance between the existing college marketing program content, delivery and evaluation and the kinds of skills perceived to be needed by college marketing graduates for their effective performance in the workplace. Summary A sample of recent college marketing graduates and their employers were surveyed to determine their perceptions of the skills needed by graduates in order to perform effectively in the workplace. A total of sixty skills were addressed in the survey process; these skills comprised 20 skills drawn from three skills groupings: human relations skills, conceptual skills and technical skills. Survey results were presented in this chapter and these results were arrayed against data on college marketing program content and evaluation. Both marketing graduates and their employers perceived human relations skills to be higher in priority than technical marketing skills. In contrast, college marketing program content and evaluation place greater emphasis on technical skills than on human relations skills, which is disproportionate to the perceived needs of the workplace. Marketing graduates perceived that they had learned human relations skills to a lesser degree than technical skills in their marketing program. CHAPTER V CONCLUSIONS, IMPLICATIONS AND RECOMMENDATIONS Introduction For marketing graduates of typical Ontario community colleges, the job placement rate in program-related employment has dropped over the past four years from 80% to 52%1. A major factor contributing to this decline appears to have been the recent severe economic situation in Ontario. However the question arose as to whether the skills which graduates possessed at the time they sought employment were also a factor contributing to the decline in job placement. The purpose of this study was to determine if the existing marketing program content and delivery, as typically offered in Ontario community colleges, were consistent with the needs and expectations of employers. The two information sources selected for this study were recent marketing graduates from Humber College and employers of those graduates. ‘UfllhblknqnIMmmyWthmmmlkuvmwm,EMmManMmm MMnhIi,l%M 113 114 Win: The following research questions were established to gather data for analysis: 1. What are the skills needed by community college graduates for effective performance in the marketing function in today's business environment, as identified by employers? 2. What is the relationship between existing college marketing program content and the skills needed for effective performance in today's business environment, as identified by employers in Research Question 1? 3. What are the skills perceived to be needed by community college marketing graduates for effective performance in their current jobs,. as identified by recent graduates? 4. What are the differences between the responses of employers and those of graduates to Research Questions 1 and 3 above? 5. To what degree do immediate supervisors perceive that community college marketing graduates demonstrate having the skills identified in Research Question 1, above? 115 6. What are the perceptions of recent community college marketing graduates as to the degree to which they learned the skills they identified as needed in: (a) courses in their college marketing program, (b) other college learning experiences, or (c) learning experiences outside of college prior to graduation? 7. What are the implications of the responses of employers, supervisors, and of recent graduates for college policy regarding curriculum updating in college courses and programs in marketing? SKEW Beginning in the late 1980's, educational authorities in the United States and Canada have been researching the kinds of skills which employers have identified as critical or very important for individuals to possess in order to obtain employment and to progress within the employers' organizations. These authorities have published lists of desirable skills bearing titles such as "Workplace Basics: The Skills Employers Want”; "Skills - The Hottest and Host Transferable", and "Employability Skills Profile". The literature indicated that when seeking recruits, employers 116 have been calling for proficiency in these new "soft” skills in addition to the standard academic skillsz. Recent literature reviewed at the Center for Career and Technical Education, Michigan State University, contained many references to skills listings pertaining specifically to marketing jobs. These marketing skills listings are generally clustered into three groupings: human relations skills, conceptual skills, and technical skills. Based on data taken from all sources, the skills arrayed in Table 5.1 were chosen as the basis for the design of research instruments in this study. 2"What New Skillsf, Workplace Basia: The Skills Employers Want, AACJCJoumaI, Febmary/March 1989, page 29 Skills Selected For The Study W Communications: oral & written Dummflnmehhhwn Rummflcmflfluflth Cuuumy&rumunkwodmm Honesty 8: integrity lhunnnwmflsflfls Npruhn Interest & enthusiasm SdLumMel Emma Empflhykwoflnn: unuflaflmgflmh Vflmurmdflkflfle Hmnhewmkauwmks Handling pressure & tension Ustening Teamwork 'Persuaslon Concern for customers’ needs Responsible behavior W In the survey instruments, 117 Table 5 . 1 9292M Set goals & objectives Career Development Risk management Product/service planning The management Understand entrepreneurship Identify priorities Learning to learn Visioning Interpret firm’s mission Evaluate competition Planning new business Generating business ideas Decision-making Problem-solving Allocate resources Identify research need Evaluate own business unit Continuing education Manpower planning Isflfled Marketing basics Distribution Financing Business mathematics Purchasing Computer applications Business organization Marketing strategy Business law International trade Operations Pricing Promotion Marketing research Market segmentation Public relations Develop action plans Business systems Government regulation Business geography skills‘from the three ‘ groupings were mixed so that no group clustering would have been apparent to respondents. As a method of obtaining respondent's perceptions of the relative importance of each skill, the following four-point scale was built into the survey instruments: Critical important Somewhat important Notatall 118 Similarly, the following four-point scale was built into the survey instrument addressed to marketing graduates to obtain data on the degree to which they perceived they had learned each of the sixty skills while at College: 4 3 2 l 'flwnmflmy (bmmknmh &mnwhn Hands“ The intent in the design of the survey instruments was to obtain data on perceived relative importance of the sixty skills as a basis for comparison to existing marketing program content, delivery and evaluation. The results of the comparison, in turn, were intended for use in identifying any needed modification to existing college marketing curricula. fiiflfllfifi The intent was to mail survey worksheets to all 289 Humber College marketing graduates from 1990 through to 1992. Attempts by telephone were made to verify the mailing addresses of all graduates, and through this process it was found that 105 of the 289 graduates could not be reached. Survey instruments were mailed to the remaining 184 graduates, of whom 81 (44%) provided responses. As part of the process of telephoning graduates to verify their mailing addresses, information on graduates' employment situation was elicited. Based on this 119 information, survey instruments were mailed to 52 employers, from whom responses were received from ten (19%). No responses were received from supervisors of college marketing graduates (research question 5). Sunnary of Findings Data on research questions 1, 3, 4, and 6, (cited on page 114) relating to the importance of the sixty skills as perceived by employers and by graduates, and the degree to which graduates perceive they learned these skills in college programs, have been summarized in Table 5.2. Table 5.2 Skill Importance vs Learned at College Skills ‘5 Gradmtes Grahtes: Diff. Criticd & Very Import-t Iearned “oro’ly Import-cs fliedgzr *Khfl-hl 2!: ££seseflr zuusee Hmnan Relations Skills Positive work attitudes 100 925 75 495 43.2 Teuwork 100 84.0 165 74.0 10.0 listening 100 915 85 61.7 29.7 Honesty & infinity 1” 865 135 30.3 56.1 Demonstrate initiative 100 69.2 30.8 43.2 26.0 Handling pressure & tendon 100 90.1 9.9 37.1 53.0 Communications 90 975 (‘75) 58.0 395 Concern for Customers 90 90.2 (0.2) 64.2 26.0 Interpersonal skills 90 95.0 (5.0) 56.8 38.2 Courtesy & respect for others 90 88.9 1.1 383 505 Interest 81 enthusiasm 90 ”.2 9.8 37.0 43.2 Responsible behavior 90 82.7 73 45.7 37.0 Self-control 90 815 85 30.8 50.7 Respect confidentiality 80 72.8 7.2 21.0 51.8 Ethics 80 “.7 13.3 32.1 345 Empathy for others 70 49.3 20.7 185 30.8 Negotiation 60 67.9 (7.9) 22.2 45.7 Values 8: lifestyle ‘0 495 105 33.3 16.1 Per-anion 50 64.2 (14.2) 295 345 Interviewing skills 20 58.0 (38.0) 33.3 24.7 Mass 825 78.1 45 40.8 373 W Decision-making The managemu Problan-eolv'mg Sd gosh & objectives Identify prioritim Guerate bm'mme ideas Learning to learn “upset firm’s m'nsion Evaluate compaitilm Alocate resources Product/service plamhg Identify research need Evaluate own business uh Career developneut Risk management Understanding mum.) Continuing education Visioning Banning new business Manpower [donning S. S Grahmm Graham: Diff. Crhicd & Very Impert‘ Lem'aed M Impetus inhuhnn :Lfimhln run Ida-flunk ruulli 100 11.9 11.1 65.4 13.5 no 165 13.5 69.1 11.4 no 95.1 14.1 69.1 16.1 90 00.1 9.1 61.9 11.3 m as 14 as as 90 11.3 11.1 46.9 15.9 10 15.3 (5.3) 0.1 31.1 10 51.1 11.9 60.5 0.4) 10 14 1 (4.1) 49.4 14.1 m 65 so as as a) ‘n3 am» an 51 60 411 :uu 511 0:) so 543 (4.3) 16.0 11.3 so 61.9 (11.9) 19.6 31.3 so 45.1 4.3 13.5 11.1 no :no 10 nus (in 1» 'ns 01» has :us 4o 50.6 (10.6) 19.0 30.3 3o 44.4 (14.4) 45.1 (1.3) 1o 45.1 (35.1) 19.1 16.0 635 655 0.0) 43.0 11.5 M) an 246 :91 £1 a) :91 2L9 an as» a) 6G7 :33 0&1 01» 1o 14.1 (4.1) 61.9 6.1 on 6&1 «1) an as» so 90.6 9.4 69.1 ass) so 51.9 1.1 49.4 1.5 so 11.3 (11.8) 30.1 41.0 so 505 (0.5) 11.6 01.0) y) ‘as so :uA 2n; so 16.6 06.6) 69.1 1.5 4o 4&1 01) 111 :34 on an OLD «an :95 40 60.4 00.4) 10.4 (10.0) 4o 3&3 1a 111 as so 45.1 (15.1) 61.9 (11.1) 1o 55.5 (45.5) 61.1 (6.1) 1o 45.6 (355) 11.1 11.4 0 :us 0%» :n1 as 0 19.6 09.6) 39.5 (9.9) 45.5 55.0 0.5) 53.5 1.5 120 Table 5.2 Cont'd 121 Research Question 2 called for determining the relationship between existing college marketing program content and skills needed in the workplace, as identified by employers. The basis of evaluation of student performance for grading purposes constitutes a measure of marketing program content. Table 5.3 depicts the basis of evaluation for marketing courses in a typical two—year diploma program. Table 5.3 Bases of Evaluation - Marketing Courses Marketing Course Basis ovaaluatlon hhuhflhgl(92) “Mb 10% 3M% lflMb hfluhflhg269n «Mb 1G% 25% use runs smnnumg(so) 7E5 2E5 lflflb MhflnwmumumthWD 5mm 2&5 2E5 lMMb Professional selling (’91) 40% 45% 15% 100% qumhg090 40% :wm, 19% 2E5 lMHb humpFumhmnmhb(83) 7M5 10% 2M5 lMMb Mktg. Management (’94) 62% 38% 100% (average of text tests 545%) Data in Table 5.3 indicate that evaluation of student performance in typical college marketing courses emphasizes technical skills. The course subjects of typical college marketing programs provide another measure of relative emphasis on the three skills groupings in this study. Table 5.4 compares employers' perceptions of skill importance to course 122 subjects in typical college marketing programs, as appeared in Table 4.5, page 82. Table 5.4 Perceived Skills Importance vs Course Subjects Skills Employers’ Perceptions Two-Year One-Year gammy: Qflflahzlflmnnuaéflm! Dmbmeflmnun lhnflmfilhlaa; Human Relations 825% 10.0% 125% Conceptual 635% - 125% Technical 455% 75.0% 75.0% Not Applicable 15.0% Table 4.5 indicates that the skill emphasis in typical college marketing program subjects is in inverse proportion to the skills emphasis needed in the workplace, as identified by employers. 123 CONCLUSIONS Employers and college marketing graduates agree on the priority of human relations skills, conceptual skills and technical skills, in that order, as to their importance to the graduate in obtaining employment and making an effective contribution in the workplace. The three groupings of skills: human relations, conceptual and technical skills, constitute an effective method of clustering skills for purposes of contrasting skills needed in the workplace with skills learning offered in college marketing curricula. Experiences outside of college prior to graduation contribute to learning skills which are important for effective job performance. The experiences cited tended to cluster in four categories: work; 124 education at other colleges and at university; experiences with family and friends; and general life experiences. The college marketing curriculum is preparing people in reverse order of priority in relation to the kinds of skills which employers and graduates perceive to be needed on the job. 125 IMPLICATIONS The study results indicate a need for a revision of college marketing curricula, and in methods of course delivery and evaluation for grading purposes, in order to engender more learning of human relations skills and conceptual skills. If college marketing curricula were revised in order to enable graduates to acquire skill sets more in proportion to workplace needs, the implications are that graduates increase their prospects of both securing employment and also successful progression in the firm once hired. Dr. David Ponitz’, jPresident of Sinclair College, Dayton, Ohio, has pointed out that there are perceptions in business and industry that community college programs are not delivering the kinds of learning needed in the workplace. This situation, he continued, has led to a growth in private-sector educational entrepreneurs who have been moving more quickly than colleges towards delivering educational programs that meet the changing needs of business and industry. One of the implications of this 3 "Best Practices of Innovative Colleges ', by Dr. David Ponitz, President of Sinclair College, Dayton, Ohio, presented at League of Innovation Session, Humber College, June 7, 1994 126 study is an opportunity for colleges to upgrade existing marketing curricula, delivery and evaluation to preclude loss of revenue to the kind of emerging new private-sector education which Dr. Ponitz has discussed. It was pointed out‘ that the Ontario Ministry of Education requires all colleges to track the success rates of their graduates in obtaining program-related employment upon graduation. In instances where graduates of a particular program experienced difficulty in obtaining employment, this tracking process has had the effect of ultimately causing the deletion of that program from college offerings. If college marketing program content and delivery are not modified to conform more closely to the needs of employers, future government funding of some marketing programs may be at risk. Graduates' and employers' perceptions of skill importance constitute potentially useful information as a basis for reformulating educational policy and practice. It was also found in this study that College records of recent graduates' addresses have not been kept current. In the process of this study, it was found that 105 (36%) of the total 289 marketing graduates for the years 1990 - 1991 could not be located. The implication is that the existing system of maintaining College records of graduates may fihqva‘pmeS 127 preclude the College from obtaining graduates' input as a basis for on-going updating of curricula. College records of employers of graduates were also found to have had substantial error. The implication is that this aspect of College record systems may similarly preclude the College from obtaining input from graduates' employers which could contribute to the strengthening of college curricula. The literature has made reference to the increased speed with which the business environment has been changing as a result of the impact of increasing global competition in the marketplace. For example, IBM Canada have pointed out that although the life span of a small notebook computer has now shortened to as little as three months, it used to take IBM that long to send a product proposal through their management committee reviews.5 The implication of data on the speed of change in the marketplace is that the market-relevance of the findings in this study may similarly be expected to have a short life. Further, the implication is that there may be a need for regularized follow-up research to track changes in the perceptions of both employers and graduates as to the skills which are critical and very important in the changing workplace. ’CmflhmmsQudgdhpmmmuwfinflntpummmmmwthanMRmmgAhmqpflthnDfianMdmg LmMIhmeLMQ.m01£ HNZ 128 RECOMMENDATIONS W Consideration should be given to altering the content of college marketing programs so that they include stand- alone courses in selected human relation and conceptual skills which have been ranked highly in perceived importance by employers of college marketing graduates. In this regard, the new (December 1993) Queens' University Executive Business Program devotes fully one- third of program time to leadership skills, mentioning specifically the skills of teamwork, decision-making, motivation, Visioning, objectives-setting, managing change, leadership, and communications. The literature review has cited new (1992) courses in interpersonal skills, teamwork, motivation, and leadership which have recently been introduced in Ecole des Hautes Etudes, Montreal, University of Calgary, and University of Western Ontario‘. The above information showing that Canadian universities are moving towards stand- alone courses in human relations skills suggests a precedent ”WhmthkubLMBAEHmmmmffilyfihmbulfldfidd CmmfiManflmmAflgufia Imamq.4mfl I992 129 for recommending that Colleges should similarly move in that direction, or alternatively increase the component of human relations skills in existing marketing courses. The structure of existing college marketing programs should be reviewed against the findings data on relative importance of the skills identified as needed by graduates in the workplace. In this regard, study findings indicated that employers of college graduates ranked human relations skills higher in importance than technical marketing skills, yet the existing marketing program content in human relations skill subjects was disproportionately much lower. WW Consideration should be given to alternative methods of the delivery of marketing learning in college programs in order to provide students more opportunity to develop human relations skills and conceptual skills. Community Colleges should encourage the development of liaisons between college faculty and training practitioners in industry in order to broaden the Faculty's awareness of alternative methods of delivering the learning of marketing skills. A For example, Procter s Gamble7 undertake regular training sessions with their employees on: ”Camaflandhqydlamflmfl4bdhmmy9m$eimmugVNMMMglhumnddfimdwgbkwlz19%! 130 .Tumndmh .ITdflurufiMq .lhxhhnmmflhg .thenhepnmkmmwhhm . Bumknnwlmquuu . Dunbflhguuflmflkumnphms ,.Adhnphmflmg .“hflnhmummqpmuu For their training sessions, Procter & Gamble have developed a learning sequence comprising (a) a brief lecture; (b) a workshop case or study; (c) instituting a de-briefing session in which team members, not the instructor,. look back and note in writing their comments on team members' performance; and (d) the facilitator or trainer will make comments only after the team members have completed their own de-briefing. This information is presented as just one alternative to the traditional lecture method of delivering learning, and illustrates the potential value of the recommendation to develop liaisons with training practitioners in industry as a method of expanding the college's compendium of learning techniques for application in the college classroom. Mommas Community Colleges should investigate the suggestions of the Learning Consortium as to the feasibility of instituting alternative evaluation techniques in addition to the traditional tests on text book content which are now typically used for about half the total course grades obtainable by college marketing students. 131 The Learning Consortiuma, University of Toronto, is a partnership of innovative school boards and universities which was formed in 1988 to initiate new programs in teacher education. The Consortium was an outgrowth of Canada's Corporate Council on Education, who authored "Employability Skills Profile: The Critical Skills Required of the Canadian Work Force", which was discussed (page 32) in the literature review. One of the Consortium's current projects is the development of alternative methods of evaluation of students' performance for grading purposes, with emphasis on the soft skills appearing in the "Employability Skills Profile". The Learning Consortium offered the following alternatives to traditional "pencil & paper" tests: .Bamhmmthg .Hmflflhe . Student reflective Journals . Student self-assessment ..Eummflmuflcdhhmuhekmmhg .DWufium:umdnr&umMHn . Peer assessment Community colleges should undertake research to benchmark the best practices in evaluation in the State school systems of Vermont and Michigan, in order to identify opportunities for experimentation in alternative evaluation methods for college marketing courses in Ontario. The Learning Consortium claim? that their research indicates that the States of Michigan and Vermont are well ‘DiscussionswidrMsEdmeCtdlen, Coordinator; ThematingConsortium, Toronto, Ontario, Mayl993 iflfid 132 advanced in developing alternative methods of evaluation in K12 classes in their State school systems. WW1: An additional survey of employers should be undertaken, with different criteria than were used in this study. The intent would be to obtain more broadly based information on employers' perceptions of the kinds of skills needed by employees in order to make an effective contribution in the workplace. Because of the methodology used in this study for determining the sample of employers of college marketing graduates, the number of respondents in the survey was too small to provide definitive response data. A follow-up survey with essentially the same objectives of this study should be undertaken in, say, 1997. The results of the follow-up study would track further change in the kinds of skills which employers identify as needed in the workplace. ' A follow-up study would also track evidence of improvement in the degree to which graduates perceive they have learned the kinds of skills which are needed for them to make effective contributions in the workplace. 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Junior (1989) current Practices in Measuring Quality, Research Bulletin No. 234, Conference Board of Canada, Ottawa, Ontario Walton, Mary (1990) Deming Management at work, Putnams 8 Sons, New York Walton, Richard E. (1985) From control to commitment in the Workplace, Harvard Business Review, March/April 1985 141 Welch, John F. (1989) Soft Values for a Hard Decade: A View on Winning in the '90's, General Electric, Harvard Business Review, November 1989 Welch, John F. (1989) Speed, Simplicity, Self-confidence: Keys to leading in the '90's, General Electric, Harvard Business Review APPENDICES APPENDIX A INTERVIEW GUIDELINES: SURVEY OE GRADUATES Date Name of Respondent Graduate Group I. Objectives To re-survey graduates to determine (a) that they were working in marketing, as opposed to some other business function or non- business activity, and (b) to ascertain the name of their employer, as a basis for developing the sample of Human Resources Managers. 11. Telephone Interview Guidelines "Hello, my name is................, from Humber College, and I believe one of our research team members has talked with you a while back about our survey of graduates to get their views on the critical workplace skills the need on the job..." "We would like to take a few more minutes of your time, if we :may, to get your overall viewpoint on the program: Question 1. ”What did you think of the program you took here at the College?" (probe...) Question 2. "Would you take the program again, if you had it to do all over again,?" (probe...) Question 3. "Were the faculty helpful to you?" (probe...) 142 143 Question 4. “Did you like the College? (probe...) "Are you one of the lucky ones with a job in Question 5. marketing?" (probe...) Question 6. "We believe we sent you our one-page questionnaire on this project...however it may be that it went astray in the mails...would you like us to send you another copy? "Thanks very much for helping us with our project..." 144 APP-DIX E SAMPLE - EUNAN RESOURCES MANAGERS 9.1mm Baum BizAd ’92 Mr. Sheldon lsenberg, Store Manager Roeedale Wall Covering 8241 Keele Street Unit 9-11 Concord, Ontario UK 125 Tel: 660-0808 Ms. Ester Zdolec, Human Resources Manager Ontario Lottery Corporation 33 13100: Street East Suite 200 Toronto, Ontario M4W 3T7 Tel: 961-6262 Mr. J. P. Suys, Human Resources Manager Rothmans, Benson & Hedges Inc. 1500 Don Mills Road North York, Ontario M38 2L1 Tel: 449-5525 Ms. Jan Kloosterhuis Human Resources Manager Arthur Anderson & Co. PO. Box 29 Tomato Dominion Center Toronto, Ontario M5K 189 Tel: 863-1540 Ms. Sandra Lennon Regional Human Resources Manager Wendy Restaurants of Canada Inc. 6715 Airport Road Suite 301 Mississauga, Ontario [AV 1X2 Tel: 677-7023 BizAd ’91 BizAd ’91 145 mm: Ms. Jill Smith Manager Human Resources C.P. Express & Transport 2255 Sheppard Avenue East Suite E—335 Willowdale, Ontario M2J 4Y1 Tel: 497-7900 (no answer) Ms. Barb McDowell Human Resourws Manager Tip Top Tailors 100 The East Mall Unit 9 Etobicoke, Ontario M82 5X2 Tel: 259-4621 Ms. Mary Anne Drummond Human Resources McDonalds Restaurants of Canada Ltd McDonald Place Toronto, Ontario M3C 31A Tel: 443-1000 Ms Debbie Macklem (no title) Odessey Aviation 2450 Derry Road East Hanger 9 Mississauga, Ontario LSS 182 Tel: 672-0880 Miss Jill Kitchen Human Resources Lansing Bulldall 1170 Martingrove Road Etobicoke, Ontario M9W 4X1 Mr. Bruce Tobin Human Resources Manager Imperial Life Assurance 95 St. Clair Ave. W. 4th Floor Tomato, Ontario M4V 1N7 BizAd ’90 146 m Mr. Bob McLein Human Resources Manager Matshuslta Electronics of Canada Ltd. 5770 Ambler Drive MW 213 Ms. Sandra Haigh Secretary to the President Quick-X Transportation 5753 Coopers Avenue Minissauga, Ontario L4Z 1R9 Tel: 905-568-8811 Hettie O’Donnell Manager of Work Place Equality and Recruitment Center of Human Resource Bank of Montreal 55 Bloor St. W. 6th Floor Tomato, Ontario M4W 3N5 Ms Ann Dennis Human Resources Manager Shoppers Drug Mart 225 Yorkland Blvd. Willowdale, Ontario M2J 4Y7 Tel: 490-2880 Mr. George Weber Human Resources Manager Peterson, Howe & Heather Canada Inc. 350 Bumhamthorpe Rd. W. Etobicoke, Ontario 158 3P9 Mr. John Field Human Resources Manager Magnetronlcs 252 Britannia Road Mississauga, Ontario L42 156 Tel: 905-890-2679 First National Bank of Chicago 2 First Canadian Place, Suite 2300 Tomato, Ontario M5X 164 I" 147 m Mrs. Gilda Sutton Human Resources Manager MeMichael Canadian Art Collection 10365 Islington Kleinburg. Ontario IDJ 101 Canadian Securities Plus No trace ofthisfirtn Derek Morrison Personnel Manager Tele-Direct Publications Inc. 325 Milner Ave. Scarborough, Ontario M18 SS8 Ms. Liz McLean Manager Recruitment Tomato Dominion Bank Head Oflice 55 King St. W. TD Tower 14th Floor T.D. Tower Tomato, Ontario MSK 1A2 Mr. David Prentice Bank Manager Tomato Dominion Bank Branch 1169 St. Clair Ave. W. Tomato, Ontario M68 182 Lawrence Electronics Canada 919 Matheson Blvd East Mississauga, Ontario [AW 2R7 Miss. Linda Beattie Human Resources Manager Beckman Instruments Canada Ltd. 1045 Tristar Drive Malton, Ontario 15T 1W5 MkthipF92 Mktg Dip W92 Mktg Dip F91 148 mm Mr. Don Casey Director of Human Resources Shoppers Drug Mart 225 Yorkland Blvd. Willowdale, Ontario MZI 4Y7 Mr. Grant Lowndes General Manager Summit Ford Sales Ltd. 12 Carrier Drive Rexdale, Ontario M9V 2C1 Ms. Lynn Wright Corporate Recruiting Manager Businem Depot . 30 Centurion Drive Suite 106 Markham, Ontario ISR 8B9 Tel: 905-513-6116 Ms. Judy Howse Human Resources Manager Marriott Hotel (Airport) 901 Dixon Road Rexdale, Ontario M9W US Price Club (Unable to obtain phone #) Ms. Pat Arppe Vice President - Human Resources Batons (Buyer, Head Office) 250 Yonge Street 11th Floor Tomato, Ontario M58 108 Tel: 343-2424 Mr. Columba McAlary Human Resources Manager National Carpet Mills of Canada 5195 Maingate Road IAW 164 Mktg Dip W91 letg DipF90 149 m Wild Goose Aviation Hazleton Lanes (.... out of business) Mrs. Pat Downie Mrs. Pat Downie Human Resoumes Director Marathon Realty Company Ltd. 200 Wellington St. West Suite 400 Tomato, Ontario MSV 3C7 Tel: 348-1500 Ms. Liz McLean Manager Recruitment Human Resources Division Tomato Dominion Bank TD Tower 14th Floor 55 King Street West Tomato, Ontario MSK 1A2 Tel: 982-8222 Mr. Stuart McDonald Human Resources Manager Batons, Sherway Gardens 25 The West Mall Etobicoke, Ontario M9C 188 Tel: 343-331 1 Ms. Pat Arppe Vice President - Human Resources Eaton’s, Head Ofice 11th Floor 250 Yonge Street Tomato, Ontario M58 1C8 Tel: 343-2424 Regent Holidays Now out of business Nil MkthipW90 150 Ember “Today‘s Seniors Paper" Tel: 238-0555 (No answer at this phone # - No other number listed) Ms Debbie Mar-beck Personnel Department Engineered Foam Pmducts Canada Ltd 150 Tum Road Downsview, Ontario M3J 2A9 Tel: 630-6633 Mr. Steve Azzpardy Store Manager Willson Stationery 100 Qty Center Drive 158 209 Tel: 277-0351 Ms. Susan Purser Human Resources Manager The Gap Clothing Store Head Oiflce Canada 170 Bloor St. West Suite 804 Tomato, Ontario M58 1T9 Tel: 921-2711 Ms. Susan Spain Human Resornm Manager Young 8: Rublcam 60 Bloor St. West Tomato, Ontario M4W 112 Tel: 323-6888 Mr. Larry Easton Controller Kango International Inc. 93 Advance Road Etobicoke, Ontario M82 2T1 Tel: 236-2531 91am MMP’s ’90-’92 151 mm Price Club (unable to find #) Human Resource Manager Olmst- Tile 1000 Iawreace Avenue West Tomato, Ontario M68 4A8 Tel: 789-4122 Ms. Lorraine Toana Human Resources Manager K-Mart Canada Ltd. 2225 Erin Mills Parkway Store 5428 15K 1V1 Tel: 822-4922 Mr. J. McDermott General Manager has Canada Credit Corporation Ltd. 2292 Islington Avenue Rexdale, Ontario M9W 3W8 Tel: 7414310 "Comark' 7?? (phone first) Mrs. Jenny Power Human Resource Manager The Body Shop (Head one) 33 Kern Road Don Mills, Ontario M38 189 Tel: 441-3202 KraI'tGeneralFoodsCanada Mrs. Janice Anderson Human Resource Manager 95 Moatfield Drive Don Mills, Ontario M38 3116 Tel: 441-5000 152 serum Moore Business Forms Tel: 863-6502 (no answer) Human Resources Manager (would not give name) Canada Post Corporation 1 Dundas Street West Tomato, Ontario MSG 123 Tel: 979—8822 Mr. Joel Halbert General Manager Linda Lundstrom Ltd. 33 Mallard Toronto, Ontario M38 184 Tel: 391-2828 Ms. Catherine Bmolrs Special Employment Coordinator Human Resources Department Minister of the Attorney General 720 Bay Street 3rd Floor Tomato, Ontario MSG 2K1 Mr. Robert Lichtenstein Human Resources Manager 883. International Marketing 644 Petmlia Road Downsview, Ontario M3J 2W3 Tel: 665-0782 Senior Ofice Manager (would not give name) Compuseareh (research outfit) 330 Fmat Street West Suite 1160 Toronto, Ontario M5V 387 348-9180 153 89121281 Mr. Randy Garrett Mailed Jan 10 Human Resources Manager National Rubber Company Inc. 394 Symington Ave. Tomato, Ontario M6N 2W3 Tel: 657-1111 Mrs. Susan Lanz-White Human Resources Manager Burke International Research Ltd. 1075 Bay Street Tomato, Ontario M58 2X5 Tel: 924-5454 Jackie Ditz Human Resource Manager Hudsons Bay Company 2 Bloor Street East Tomato, Ontario M4W 3H7 Tel: 972-4000 Mr. J. S. Magri Director of Human Resources CJ.B.C. Cl.8.C. Resourcing 750 Lawrence Ave. W. East Tower, lst Floor Commerce Court Postal Station Tomato, Ontario M5C 1A2 Tel: 980-2211 Ms. Marget McLean Chief Exeartive Ofl'rcer Crahtree 8: Evelyn 1010 Adelaide Street West London, Ontario N6E 1R6 Long Distance 1-519-685-1112 National Brands Marketing Sales and Marketing (No # Found) 154 APPENDIX C SURVEY INSTRUNENT - COLLEGE MARKETING GRADUATES Date Dear (Graduate): '3‘} 1"!35“ ' viii” ' ii, 't'!llr!;91; 9. We would like to ask for your help, as a Humber graduate in Marketing, in connection with our efforts to strengthen our marketing program to meet the changing needs of the workplace in the '90's. ‘We believe your experience with us as a student, and later in the workforce, provides you with an ideal perspective for helping us in this effort. Many employers are telling us that today's highly competitive business environment in Ontario is generating demands for new kinds of knowledge and skills needed by our graduates. We would like your views on this. The attached survey worksheet contains a list of kinds of knowledge and skills which various employers and other sources claim to be needed by marketing practitioners in order for them to make an effective contribution in the workplace. Thinking of your present job in marketing, would you please tell us your views on the relative importance of those skills in order for you to be effective in the job. We are also interested in your views on the degree to which these skills were learned in your college marketing coursework. Please note your perceptions on this in section (a). You may feel that you learned some of these skills in other college experience apart from course work. If so, would you please note in section (b) what was the experience. 155 Similarly, you may feel that you learned some of these skills in other experience outside of the college. If so, would you please note in section (c) what was that experience. Thereafter, we would much appreciate it if you would mail us the completed survey in the enclosed self-addressed, postage-paid envelope. Responses from individual graduates are strictly voluntary and will be treated confidentially. A summary of all responses will be used by Humber's Marketing Department in strengthening marketing program and course design. If you have any questions on this, please do not hesitate to call me at 675-3111, extension 4318. Thank you for your assistance. Yours very truly, J. L. Murray, P.Eng., M.B.A. School of Business Attachments: Survey worksheet Reply card 156 Survey Reply Card College Marketing Graduates A postcard will be included with the survey instrument, bearing the following message: To: Mr. J. L. Murray Marketing Department School of Business Humber College 205 Humber College Blvd Rexdale, Ontario M9W 5L7 Dear Mr. Murray: I have completed your survey and mailed it on (date) I understand that you will keep my individual responses confidential. is, 157 .z. .cwwcuuo onus g meauoommo mHHme huxam Has anyone on» :H om umom me. ~ manna ea ucmficuumcfl .ucofisuumcfl noncomou ecu no oucuosuum on» cadence ufibficxo mace , . nuts-sits... .3325 Iii-l.— Mar—058.12% leis no. tom-v. .w Pet-a s 55.8.... s 888 3 2 53... who. MIH mo mugs—:03 a: Z— DMOmmZ mash—F5. Q QED—m magmas—302v— =1. IND. h HDHJAOU Ina—5.:— a) 5838.88385328583EgaEA-Cnfigfii arsessESaSEKE axspeeaifiotsz 82.338.232.32 o._:os—§=5ns£omeo=oaflrewu!33 dare—HE £983.82.— - In): . Finlay-KC; >fl>¢=m A gigging-88.538.15.823: .5323... <430§¢DU "Oz—hag mugoo GEM—522m do...— hbm—Odm =U¢ CV 3v E! e..— .oU a. eons-o: e 3...... E— 0:33— 158 APPENDIX D SURVEY INSTRUMENT - HUMAN RESOURCES MANAGERS (Date) Mm/Mr. Manager Human Resources Firm name Firm address 8 postal code Dear (name): WW We are writing to ask if you would kindly give us some advice in our efforts to improve the marketing education programs we offer at Humber College. Data from many sources indicate that today employers are looking for college marketing recruits who possess so-called soft skills in addition to the technical marketing skills which have traditionally formed the basis of college marketing curricula. ' First, our objective is to obtain your views, as a Human Resources Manager, on the kinds of knowledge, skills and attitudes needed by the workforce today in order to contribute to your firm's effectiveness. We would also like your own views as to the kinds of knowledge, skills and attitudes you would seek to find specifically in recruits from college marketing graduates. Secondly, we are pleased that your firm has hired a marketing graduate from Humber College at some time during the past three years. For this reason we would ask if you would kindly pass a survey worksheet to the immediate supervisor of the graduate, so that we might learn the degree to which the supervisor perceives the graduate demonstrates possession of those skills. For your information, we are writing separately to recent graduates to get their views on the kinds of skills and knowledge they need to perform effectively in the first two years on the job after graduation, and to ask the degree to which they perceive they learned those skills during their F ‘1‘ Cc ] 6‘ 159 college marketing program. Responses to these surveys should of significant help to us in our efforts to update college marketing curricula to meet today's workplace needs. We are therefore asking if you would kindly give us your views on the skills arrayed in the attached one-page worksheet, and return it to us in the enclosed self- addressed, postage-paid envelope. Attached also is a survey worksheet package which we would ask you to kindly pass to the immediate supervisor of our Humber marketing graduate. Responses from individual participants are strictly voluntary and will be treated confidentially. A summary of all responses will be prepared for use by Humber's School of Business in developing modifications to marketing course designs. If you have any questions on this, please do not hesitate to call me at Humber College, 675-3111, extension 4318. Thank you for your assistance. Yours very truly, J.L. Murray, P.Eng., M.B.A. School of Business Attachments Questionnaire Form - Human Resources Manager Questionnaire Form - Immediate Supervisor of Humber College Marketing Graduate Survey Reply Card 160 Survey Reply Card Human Resources Managers A postcard will be included with the survey instrument, bearing the following message: To: Mr. J. L. Murray Marketing Department School of Business Humber College 205 Humber College Blvd Rexdale, Ontario M9W 5L7 Dear Mr. Murray: I have completed your survey and mailed it on (date) I understand that you will keep my individual responses confidential. I would like (please check) to receive a copy of the summary report. Follc marl Thin wouJ 161 KNOWLEDGE, SKILLS & ATTITUDE NEEDED IN THE WORKPLACE OF THE '90'S RESEARCH PROJECT FOR STRENGTHENING COLLEGE MARKETING CURRICULA SURVEY WORKSHEET - MANAGER HUMAN RESOURCES Following is a list of kinds of knowledge and skills which various authorities claim to be traded by practitioners in marketing in order to make an effective contribution to their firms. Thinking of a college marketing graduate in the first me years of employment in a marketing job in your firm. would you please note below your assessment of the relative importance of these skills Very This exhibit depicts the structure of the research instrument. In the acutal instrument, all sixty skills appearing in Table 2.13, page 50, were arrayed 162 APPENDIX 3 SURVEY INSTRUIENT - SUPERVISORS or GRADUATES (Date) To Supervisor of Humber Marketing Graduate: Dear Supervisor: Development of larketing Education - number College The School of Business, Humber College, is undertaking a study with the intent of improving the marketing courses so that future marketing graduates will be able to make a more effective contribution to their employers. To meet this objective, we would like to obtain employers' views on the kinds of knowledge, skills, and attitudes needed in today's workplace. After we have input from the employer group, we intend to review our marketing course curriculum and alter it as needed in order to better prepare our students to be effective employees in firms such as yours. We have asked Human Resources Managers of firms employing recent marketing graduates for their views on the kinds of knowledge, skills and attitudes needed in the workplace. We also would like your viewpoint, as a supervisor of a recent college marketing graduate,‘ on: ‘ (a) The kinds of knowledge, skills and attitudes needed by a college marketing graduate in the first two years on the job, in order to make an effective contribution to the firm; and (b) The degree to which you perceive the marketing graduate under your supervision to be proficient in the these skills. We would therefore ask if you would kindly give us your views on the skills arrayed in the attached one-page worksheet, and return it to us in the enclosed self- addressed, postage-paid envelope. Responses from individual supervisors are strictly voluntary and will be treated confidentially. A summary of all 163 responses will be prepared for use by Humber's School of Business in developing modifications to marketing course designs. If you have any questions on this, please do not hesitate to call me at 675-3111, extension 4318. Thank you for your assistance. Yours very truly, Attachments: Survey worksheet Survey reply card J. L. Murray, P.Eng., M.B.A. School of Business 164 Survey Reply Card Supervisors of Graduates A postcard will be included with the survey instrument, bearing the following message: To: Mr. J. L. Murray Marketing Department School of Business Humber College 205 Humber College Blvd Rexdale, Ontario M9W 5L7 Dear Mr. Murray: I have completed your survey and mailed it on (date) I understand that you will keep my individual responses confidential. 165 RESEARCH PROJECT FOR STRENGTHENING COLLEGE MARKETING CURRICULA SURVEY WORKSEEET- SUPERVISORS OP RECENT MARKETING GRADUATES Followingiufinofkindsolknowledgeandskilhwhichvmamhofidachimmbeneededlrypractitionersin marketinginordertomakeaned’ectiveeomibutiontotheirflm. mnflngdaodkpmfiedngmmmmmmvmmflymplmwebemm memwdmmmmummummmmpw Also.howwouldyouasmsthegndrme‘sprofidencyineechoftheeeshlm This exhibit depicts the structure of the research instrument. In the acutal instrument, all sixty skills appearing. in Table 2.13, page 50, were arrayed 166 APPENDIX P STATISTICAL ACCURACY Statistical data pertaining to the responses from the mail survey of recent college marketing graduates has been generated using "Squuest"1, a computer program designed for survey research. This program was used to define user fields for data tabulation and analysis. "Excel" computer software was used to sort the data and to print data arrays, and to generate the measures of statistical accuracy which appear in the following tables. ”-S‘_;‘ -: ;f_00!;;._ {-o, 91' [Lee 7:, - e ‘7“ A ; Table 4.10, page 87, indicates Graduates' perceptions of the importance of the sixty skills examined in this study. Data in Table 4.10 has been arrayed under the four- point scale used in the study, with an additional column to show the degree of non-response. For purposes of analysis, the sum of responses under "critical" and "very important" for each skill were utilized. Calculations of confidence level were therefore made on the basis of the sum of responses in these two categories of the four-point scale.. Results are as follows: ’Equwwfi nvanmmmhhqhumwkwmakbrmeflnlflCamiammwflmm hyRmchdemflMm; 1%dbmm $fiaflqflflwhashhmmmmmtlfiwumihMmmmadhumwe fimmMztmdprNwdlfinby SMmQMmHfifiWme Tmuuq Guam; (hp-[(11 [(lrla'llnlal‘t “L ll‘ll((ll IhCLENADnuMM Skill 90th Percentile Communications: oral & written Interpersonal skills Positive work attitudes Listening Concern for customer’s needs Handling pressure & tension QQLEEEEQE Decision-making Courtesy & respect [or others Identify priorities Time management Honesty dz integrity Problem-solving Teamwork Responsible behavior Self-control Generating interest & enthusiasm Setting goals & objectives 70th Percentile Business organisation Learning to learn Computer applications Evaluate competition Product & service planning Generating business ideas Continuing education Respect confidentiality Public relations 60th Pemntile Demonstrate initiative Negotiation Career development Marketing strateg Ethics Marketing promotion Allocate resouroes Develop action plans Persuasion Marketing finance Marketing operation 167 Statistical Accuracy Graduates' Perceptions of Skill Importance Critical 8: Very Important - % Graduates 5233 E35 Mean 93.88 Standard error 0.99 Standard deviation 2.43 Confidence level (90%) 1.63 Mean 8480 , Standard error 1.00 Standard deviation 3.32 Confidence level (90%) 1.65 Mean 73.81 Standard error 0.45 Standard deviation 1.36 Confidence level (90%) 0.75 Mean 65.56 Standard error 0.83 Standard deviation 2.74 Confidence level (90%) 136 mwmmBthM (llll‘nll mm Interpret firm’s mission Marketing basics Interviewing skills Business mathematics Evaluate own business unit Pricing Market segmentation Visioning Market research Percen Values & lifestyle Empathy for others Government regulation Manpower planning Risk management Marketing distribution Business ssosrsph! . Planningnewbusiness Identify research need Establish business systems W Purchasing Understanding entrepreneurship International Trade Business law 58.1 55.5 54.3 51.9 50.6 49.4 49.3 45.7 45.7 45.7 45.6 43.2 2&5 168 Mean 54.19 Standard error 1.12 Standard deviation 3.37 Confidence level (90%) 1.85 5 Mean 45.81 Standard error 0.73 Standard deviation 2.30 Confidence level (90%) 1.20 Mean 36.18 Standard error 1.88 Standard deviation 3.77 Confidence level (90%) 3.10 169 Statistical Accuracy Graduates' Perceptions of Skill Importance vs Skill Learned Skill Learned Critical & Very Important Thoroughly 81 Considerably idflflhflai EEEEEMS Human tions 8 Communications 97.5 58.0 Interpersonal skills 95.0 56.8 Positive work attitudes 92.6 49.4 listening 91.4 61.4 Concern for Customers’ needs 90.2 64.2 Handling pressure & tension 90.1 37.1 Courtesy & respect for others 88.9 383 Honesty & integrity 86.4 30.9 Teamwork 84.0 74.0 Responsible behavior 82.7 . 45.7 Self-control 81.5 30.8 Interest 81 enthusiasm 80.2 37.0 Respect confidentiality 72.8 21.0 Demonstrate initiative 69.2 43.2 Negotiation 67.9 22.2 Ethics 66.7 32.1 Persuasion 64.2 29.6 Interviewing skills 58.0 33.3 Values & lifestyle 49.4 33.3 Empathy for others 493 18.5 €0th SQ]; Decision-making 88.9 65.4 Identify priorities 87.6 51.8 Time management 86.5 69.1 Problem-solving 85.2 69.1 Set goals 81 objectives no.2 67.9 Learning to learn 753 43.2 Evaluate competition 74.1 49.4 Product/service planning 72.9 67.9 Continuing education 72.8 42.0 Generate business ideas 72.9 46.9 Career development 67.9 29.6 Allocate resources 65.4 42.0 Interpret firm’s mission 58.1 605 Evaluate own business unit 543 26.0 Visioning 50.6 198 Risk management 45.7 18.5 Manpower planning 45.7 19.7 Planning new business 44.4 45.7 Identity research need 43.2 53.1 Understanding entrepreneurship 37.0 40.7 170 Skill [earned Critical & Very Important Thoroughly & Considerably % Graduates % uates W Business organisation 76.6 69.1 Computer applications 74.1 67.9 Public relations 72.8 308 Marketing promotion 66.7 ”.2 Marketing strateg 66.7 85.2 Develop action plans 65.4 59.2 Marketing financing 61.7 48.1 Marketing operations 60.4 70.4 Marketing basics ‘ 58.1 86.4 Business mathematics 55.5 61.7 Pricing 51.9 4944 Market segmentation 50.6 69.1 Marketing research 50.6 71.6 Government regulation 48.1 19.7 Marketing distribution 45.7 67.9 Business geography 45.6 17.2 Business systems 42.0 38.4 Purchasing 383 24.7 International trade 30.8 22.2 Business law 29.6 39.5 171 Statistical Accuracy Graduates' Perceptions of Skill Importance vs Skill Learned MW Communications Interpersonal skills Positive work attitudes Listening Concern for Customers’ needs Handling pressure 8: tension Courtesy & respect for others Honesty & integrity Teamwork Responsible behavior Sell-control Interest 8: enthusiasm Respect confidentiality Demonstrate initiative Negotiation ‘Ethics Persuasion Interviewing skills Values 8: lifestyle Empathy for others Conceptgg 8m; Decision-making Identify priorities Time management Problem-solving Set goals & objectives Learning to learn Evaluate competition Product/service planning Continuing education Generate business ideas Career devekipment Allocate resources Interpret firm’s mission Evaluate own business unit Visioning Risk management Manpower planning Planning new business Identify research need Understanding entrepreneurship Skill Learned Critical 8: Very Important Thoroughly 8r Considerably % Graduates % Graduates 97.5 58'“ Human Relations Statistical 80mm 95-0 5‘3 Critical a Very Important 92.6 49.4 Mean 7613 91.4 61,4 Standard Error 3.43 90.2 “1 Median 82.10 M066 92.60 ”'1 37'1 Standard Deviation 15.32 38" 333 Variance 234.70 “A 30-9 Range 49.00 84.0 74.0 WWW) 5.64 82.7 45.7 815 30.8 m M 8 My 80.2 37.0 Mean ‘0.” 72.8 21’0 Standard Error 3.45 ‘93 431 Medlan 37.05 67.9 22.2 Mode 33.30 66.7 32.1 Standard Deviation 15.44 “2 29.6 Variance 238.28 Range 55.50 3:: :2: W.,... .. 493 18.5 888 65.4 Conceptual Statistical Summary :2 3': Critical 8 Very lrnportant ° tum . was 353 ‘9-1 Standard Error 3.77. 80.2 67.9 Median 70.35 753 43.2 Mode 67.60 74.1 49 .4 Standard Dwiation 16.87 Variance 234.64 3;; 3;; m... 5.... 72.9 “3 Confidence Level (”96) 6.21 67.9 29.6 Concmtual Statistial Summary 65.4 42.0 - Learned Thoroughly a Considerably 58.1 ‘05 Mean 47.96 543 26.0 Standard Error 3,34 50 .6 l9 .8 Median 48.15 Mode 67.90 45” 18.5 Standard Deviation 17.17 45-7 19-7 Variance 294.77 44.4 45.7 Range 50.60 43.2 53,1 Carmwmsr) car 37 .0 40.7 "‘lllllllllllllllll“