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This is to certify that the

dissertation entitled

GREENHOUSE GROWER SKILL REQUIREMENT:
A MULTIPLY STATE TEACHER AND INDUSTRY PERSPECTIVE

presented by

Nancy L. Higgins

has been accepted towards fulfillment

of the requirements for

Ph.D. Agricultural and EXtension

 

degree in
Education I

 

December 17, 2001
DateJ

 

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LIBRARY
Michigan State
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5/01 c:/ClRC/DateDue.p65-p.15

GREENHOUSE GROWER SKILLS REQUIREMENTS:
A MULTIPLE STATE TEACHER AND INDUSTRY PERSPECTIVE

By

Nancy Lee Higgins

A DISSERTATION

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

DOCTOR OF PHILOSOPHY

Agriculture and Natural Resource
Education and Communication Systems

2002

ABSTRACT

GREENHOUSE GROWER SKILLS REQUIREMENTS:
A MULTIPLE STATE TEACHER AND INDUSTRY PERSPECTIVE

By
Nancy Lee Higgins
One of the outcomes of recent educational reform has been the developmom 0f
national skill standards. The area of agriculture has lagged seriously behind in this
movement, Agriculture professionals assumed that diversity in the field -— of climate,
geography and crops - effectively ruled out a uniform nationwide definition of skills. The
Purpose of this study was to secure evidence of the existing perceptions of industry and
agriscience teachers, identify standards for important skills, determine the best methods
of assessment, define where the skill can be acquired, and recommend remedies. The
Population of the study consisted of members of the industry trade group Bedding Plants
International across the nation and agriscience teachers in California, Florida and
Michigan. The survey disclosed that: teachers and industry can agree on a list of skill
Standards required for greenhouses growers regardless of location or crop; teachers and
industry thought that the best method of assessing the skills is observation and/or Written
examinations; industry chose on the job training and postsecondary education as the best
method for acquisition of the skills, while teachers chose high school and postsecondary
education, In summary, the study showed that development of a set of national skill
standards is possible. It is recommended that the floriculture industry and educational

institutions and organizations should open a dialogue to continue the development of

national skill standards in this area.

 

To my husban
d of 33 years, Jim, your love sup
I appreciate beyond words and 61p

To all the
women
my age that aspired to be a teach
or or nurs
e

and never tho
u
ght that anyone would ever call th
em doctor

iii

ACKNOWLEDGMENTS

I wish to thank my committee members for their assistance: chairman Dr. Fred
Whims, Dr. Frank Brewer, Dr. Perry Lanier, and Dr. Murari Suvedi.
A special thank you to the ANR EdUCation and Communications Systems
graduate secretary , Gloria Bateman.
I wish to acknowledge the help and support from these friends and colleagues:
James V. Higgins; Susan W. Lum; Denise Seipke, Sherry Johnson, Dr. John Biembaum;

Patricia DeHaniey, Dr. Mary Smith, Bruce Fay, Khristopher Kerr, Brooke and Kathleen

Stevenson .

iv

TABLE OF CONTENTS

LIST OF TABLES ..................................................... V111
CHAPTERI . . . . 1
INTRODUCTION ...................................................
. . . . 3
Statement of the Problem . . .......................................... 4
The Purpose and ObjCCtives ........................................ 5
Definition of Terms ............................................ 8
Limitations of the Study ............................................
CHAPTER 11
REVIEW OF THE LITERATURE . ......................................... 9
A Brief History of Career and Technical Education ....................... 9
Statements Related to the Philosophy of Technical Education .............. 10
A Selective History of Modern Educational Reform Leading to the National
Skill Standards Movement with an Emphasis on Technical
Education . . ............................................... 11
Review of Agriscience Curriculum ................................... 14
Summary ....................................................... 1 5
CHAPTER III
METHODOLOGY ..................................................... 17
The Purpose ............................................... 17
Specific Objectives of the Study ............................... 17
Research Design .................................................. 17
Populations and Samples ........................................... l8
Development of the Instrument ...................................... 19
The Instrument . ............................................ 20
Section I ............................................ 20
Section II ........................................... 21
The Expert Panel . .. .. .................................. 2]
Revisions and Rewrltlng ............................... 21
Field Testing ........................................ 21
Validity ............................................ 22
Content — Related Evidence ............................ 22
Reliability ........................................... 23
D ata Collection and Analysis ........................................ 23
Data Collection ............................................ 23
Arjalysis of Data .................................................. 25
CHAPTER 1v
FINDTN G S ............................................................ 27
Description of Demographics . . ..................................... 27

V

TABLE OF CONTENTS CONTINUED

State Employed ............................................ 27
Years Employed .......................... _ .................. 29
Size of Industry Operation Under Cover ......................... 30
Agriscience Teachers With Greenhouses ......................... 30
Size of High School Greenhouse ............................... 31
What Do Your Students Do Afier High School Graduation .......... 31
Type ofCovering ........................................... 32
Industry Job Titles .......................................... 33
Industry’s Highest Level of Education Completed ................. 34
Number of Industry EmpIOyees All Year and During Peak Season . . . . 35
Your Growing Conditions are Most Like Which State .............. 36
Minimum Education of Greenhouse Growers ..................... 36
Salary Range of Greenhouse Growers . .......................... 37
What are the Important Skills Necessary for the Job Title of
Greenhouse Grower ................................... 38
Where These Skills Can Best Be Acquired (Taught) ,,,,,,,,,,,,,,,,,,,,, 46
How to Assess if a Person Knows the Skills at an Employable Level ........ 54
Identify Any National Differences .................................... 54
CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS ............................. 60
Demographics ........................................ 60
ReviewofFindings . ° Hi...60
Conclusions °°°°° 61
Recommendations ........................................ 6 1
Research Objective 1 ...................................
Review of Findings ........................................ i ' """ 62
Conclusions ' ' """ 62
Recommendations ......................................... . ...... 63
Research Objective II ........................................ 63
ReviewofFindings ....... 64
Conclusions .................................................... 64
Recommendations ..... (:4
ResearchObjectiveIII 6:
ReviewofFindings 65
Conclusions ..................................................... 66
Recommendations ................................................ 65
Research Objective IV ....................................... 66
Conclusions ..................................................... 67
Recommendation . ................................................ 67
Recommendations for Further Research ............................... 67
Reflections ...................................................... 68
APPENDICIES ........................................................ 71
vi

TABLE OF CONTENTS CONTINUED

A. University Committee for Research Involving Human Subjects ............. 72
B. Cover Letters and Postcard ......................................... 75
C. Survey Instrument ................................................ 81
D. Expert Panel ..................................................... 94
E. Field Test Group ................................................. 96
F. Personal Telephone Interviews - . - ................................... 98
(3- Other Necessary Skills Not in Survey ................................ 100
H. Comments ..................................................... 104
I. Regional Frequencies ............................................. 109
1- Early and Late Returns Data . . . .................................... 114

REFERENCES ....................................................... l 17

vii

LIST OF TABLES

Eleflu—rrflrer 13339133333
1. States Where Teachers Were Employed ............................... 28
2. States Represented by Industry Respondents ........................... 29
3. Years Employed .................................................. 30
4- Size of Industry Operation Uncler Cover ............................... 30

5. Agriscience Teachers with Greenhouses ............................... 31
6. Size of High School Greenhouses in Square Feet ........................ 31

7- What Do Your Students Do After High School Graduation (Percentage)? ..... 32

8. Type of Greenhouse Covering Used .................................. 33

9. Industry Job Title . ................................................ 34

10. Industry’s Highest Level of Education Completed ....................... 34
11. Number of Industry Employees At Your Operation All Year ............... 35
12. Number of PeOple Employed At Your Operation During Peak Season . . . . . 36
13. Your Growing Conditions are Most Like Which State .................... 36
14. What Do You Think Should be the Minimum Educational Background

For Greenhouse Growers ........................................... 3 7
15. Beginning Wages and Wages for Experienced Greenhouse Growers ......... 38

16. How Important is the Following Skill ................................. 39

17. me These Necessary Parts of the Skills? ............................... 41

18. Methods to Acquire Skills .......................................... 47

19. What is the Best Way to Assess if a Person Knows this Skill at an

Acceptable Employment Level? ..................................... 56
20. Regional Frequencies ............................................. 1 10
21, Early and Late Returns Data ....................................... .115

viii

CHAPTER I
Introduction

Unlike virtually all leading competitors, educators have no national system
capable 0f setting high academic standards for noncollege bound students or of assessing
their achievement against those standards (National Center on Education and the
Economy, 1990). The citizenry of the United States is aware that we are part of a SIOPal

economy attested to by the North American Free Trade Agreement, Ford Motor
Company purchasing Jaguar and Land Rover and Daimler-Benz’ purchase of Chrysler
Corporation. And yet our students rank at the bottom on most international tests that look
at mathematics, science, reading and geography. Our students rank behind students in
Europe and East Asia and even behind students in some newly industrialized countries
(National Center on Education and the Economy, 1990).

In the early 19805, the US. Department of Education issued a report on the state
of the nation’s schools titled A Nation at Risk. The report noted that “if an unfriendly
foreign power had attempted to impose on America the mediocre educational

performance that exists today we might well have viewed it as an act of war. As it Stan ds,
we have allowed this to happen to ourselves” (National Commission on Excellence in
Education, 1983).

Dan DeGrow (1999), Michigan State Senate majority leader, in an editorial said:

“We need to set the bar much higher — to make it clear that even mediocre educational
performance is unacceptable. Students deserve a chance for a future. Without change,
many students will not have a chance at the future they deserve” (p. 7B).

For the last ten years educational reform has sought to address these issues and the issues

that deal with the education of the noncollege bound student. The push for accountability

and accessibility through a system of national skill standards is taking root across the
country.
National skill standards are part of a multifaceted approach of educational reform
to address the needs ofthe 70 percent n0n0011ege bound students. Under the national
standards, industry and labor need to ex amine the tasks and processes performed for each

job classification. There is a need for a Common language between labor and industry and

educators (National Center on Education and the Economy, 1990). Industrial societies
and certifying boards have taken up the effort to produce the skills list. Once the list is

Produced educators at the secondary and postsecondary levels can begin the process of

developing curricula. Industry, labor and education then need to review the curricula, and
develop and define what outcomes, assessments or testing should be used to see if the
skills have been accomplished at an acceptable level.

The National Skills Standard Board in Washington, DC, looks at the skills and
their assessment. It checks to make sure that labor, industry and educators are involved in
the process. Civil rights experts review the skills and assessment methods. If the skills
and their assessments meet all the criteria then the National Skills Board will endorse the
product- This is like the Good Housekeeping Seal of Approval (Gallo, 1999).

Federal funding has assisted in the creation of career pathways. All career and
technical courses are grouped in six major areas or clusters. They are agriculture and
natural resources; manufacturing technology; arts and communication; business

technology; human services, and health sciences. These clusters are called career

pathways because the core courses (preprogram entrance requirements) needed for all

careers in the cluster are similar. These pathways show students what courses to take for a

specific career cluster. National skill standards for many academic areas and career and

technical education areas are already completed. Funding sources include the Carl
Perkins Act, the Tech Prep Initiative, and the School-To-Work Initiative.
Sgtement of Problem

Many of the career and technical education (formerly vocational education)
clusters have moved forward in establishing national skills standards. Manufacturing
technology, business technology and health science occupations have all established
national skill standards. The cluster of agriculture and natural resources has standards in

only one area to date: biotechnolog-
The cluster of agriculture and natural resources cite crop and product diversity,
lack of funding and state and local schools’ rights as reasons for not having proceeded
into the skills standards (Jackson, 1999).
Is it possible for agricultural labor, industry and educators to agree on skills and
methods of assessment and therefore move toward a national skill Standard?

The floriculture field is as diverse as any field in agriculture, It faces international
competition from the Netherlands, Italy, Spain, Israel, Kenya, Turkey, Brazil, C01umbia,
Costa Rica, Ecuador, Mexico, Peru, and Japan (Van Doesburg, 1991).

F loriculture cr0ps, at the wholesale level for all growers with ten thousand dOIIars
or more in sales, have a value that was estimated at $3.57 billion in 1997. The t0p three
states for floriculture crops are California, Florida and Michigan. The crops are: bedding
plants which include hanging baskets; flowering and foliar type plants; vegetables;
geraniums; impatiens; New Guinea impatiens; garden mums; petunias and other

flowering hanging baskets. Additional crops include cut cultivated greens, cut flowers,
flowering potted plants, foliage plants in hanging baskets, and potted and Hawaiian

specialty crops.

The diversity continues with the type of growing structures. There are diverse
types of greenhouse coverings from glass, fiberglass and other rigid structures to sofi
structures like single- or multiple-layered film plastic. Plants may be grown totally in the
greenhouse, in shaded temporary stI'UCtUI'CS, or in open ground (U .S. Department of
Agriculture, 1998). Greenhouse size varies from a one-person greenhouse operation to 42
acres under glass.

Greenhouse production is diverse not only in crops and structures but also in
environmental and growing conditions. Many states require heating systems. Most states
will need cooling systems that will vary according to the local climate. Some areas of the
country will require supplemental lighting or blackout systems to produce a crop. Water
quality varies from state to state. Regulations dealing with runoff and pesticide use vary

from state to state.

With such diversity, is it possible for Bedding Plants International members
across the country and agriscience educators from the top three greenhouse CI‘Op grOWing
states of California, Florida and Michigan to be able to agree on a set of basic Skills and

assessments for the job title of greenhouse grower that might also lead to the

establishment of national skills standards?

The Purpose and Objectives

The purpose of this study is to:

1 . Secure evidence of existing perceptions of growers, owners, and other
members of The Bedding Plants International, Inc. and agriscience educators
that teach plant science, horticulture, or greenhouse skills in the top three
floriculture production states of California, Florida and Michigan. (These

groups were selected because of their ability to identify important skills,

where these skills can be acquired and to determine the best method of
assessing the job performance of a greenhouse grower.)

2. Describe perceptions of standards for important skills, best method of
assessment, and where these skills can be acquired for the job title of
greenhouse grower.

3. Make recommendations for future based upon the research findings.

Specific objectives of the study were to:

1. Describe the important skills needed for employment for the job title of
greenhouse grower as perceived by Bedding Plants International members
and agriscience teachers in California, Florida and Michigan.

2. Describe where these skills for the job title of greenhouse grower can best be
acquired as perceived by members of Bedding Plants International and
agriscience teachers in California, Florida and Michigan.

3. Describe the best method of assessing the skills for the job title of greenhouse
grower as perceived by members of Bedding Plants International and
agriscience teachers in California, Florida and Michigan,

4. Identify national differences in the perceptions of members of Bedding Plants
International and agriscience teachers in California, Florida and Michigan
relating to the important skills, where the skills can be acquired or the best
method of assessing the skills for the job title of greenhouse grower.

Definition of Terms

In order to provide clarity of meaning for important terms used throughout the

study, the following definitions are offered:

Agriculture: The broad industry involving people engaged in the
production of plants and animals for food and fiber, for the

5

Agriculture Courses:

Agriscience:

Assessment;

Bedding Plants
International
(BIP):

Career and Technical
Education (CTE):

Career Cluster:

Career Pathways:

Certified Agriscience

or Horticulture Teacher:

provision of agricultural supplies and services, and for the

processing, marketing and distribution of agricultural
products.

Classification of instructional program categories: 01.
agricultural courses: business and production and 02.

agricultural science. Specifically the coded programs from
01.0000 t0 02.0501.

The curriCUlum or program in agricultural education .
constructed for students (junior high school and/or senior
high schOOI) designed to offer students the opportunity to
explore and prepare for agricultural occupations. This
would include occupations in agricultural production,
animal science, horticulture, floriculture, agribusiness and
related fields.

Any method used to measure characteristics of people,
programs, or objects.

This professional association of greenhouse owners,
growers, suppliers, and educators was originally called
Bedding Plants, Inc. It was founded in Michigan. The
group later changed its name to the Professional Plant
Growers Association and has recently become Bedding
Plants International, Inc. It is headquartered in Iowa.

Previously called vocational education where education is
based on a skill or trade.

An area of study that has core courses in common and I e d
to specialization. Clusters are Agriculture and Natural a 8
Resources, Business Technology, Manufacturing
Technology, Human Services and Health Services.

An educational system to inform students, counselors and
parents about courses needed by the students to
successfully enter their chosen career path. This educational
system of courses may begin in ninth grade and continue

through grades 13 and 14 or community college or a
training program.

Teachers that have state granted certificates or
endorsements based on education and work experience to
teach agriculture, agriscience, horticulture or related fields

in career and technical (vocational) state approved
programs.

Community College:

Credentialing:

FFA:

Geographic Region
Variable:

Grower:

Industry :
Percep t i 011'

Standard :

A publicly funded higher education institution that one; a
wide range of programs to meet the ever-increasing nee

of the local community for educational opportunltllfs es
beyond the high school level. Most commule “(36:66.
offer courses leading to less than a baccalaureate

ce.
hnical 00ml":ten

' ' f rofessional or tec .
The recognition 0 p registratlo n,

The credentialing process may require

- - ' tlon
certification, llcensure, professronal §5°$2 fiel .
membership or the award of a degree in
otdes
erica,
Previously called Future Farmers 0f Am
vocational student organization. “Wed

This variable was created based on th
West of the Mississippi included: C
Washington, Colorado, Idaho, Iowa, h d‘
Mexico, North Dakota, Montana, 59‘“ line include . .

and Alaska. North ofthe Mason'p‘xon Pennsylvania.

- ° - nnesotat
M1ch1gan,lnd1ana, New York, Ml . New Jersey,NeW
Illinois, Massachusetts, Wisconsm, 10h“), h fthe
Hampshire, Maryland and RhOde,IS and. Sol“ 0. . 0 1
Mason—Dixon line included: Flonda» Virglnla, MISSISSle ’
Alabama, North Carolina, Oklahoma, Tennessee,
Kentucky, and Missouri . This gave a regional breakdown

of: West of the Mississippi 25'1%’ North 51%, South
23.9%.

A person responsible for the propagating, owin
harvesting of horticulture crops. This mayire in ag, and
greenhouse or in open ground.

Owner, growers and persons working in the floric
' UItuI-e
industry.

An idea of the relative importance of something. a ,
point. Vlew

l. A concept that has been established by author-j
custom, or agreement to serve as a mode] or
measurement of quality or the establishment
practice or procedure.

2, Criteria which specify what constitutes successful
completion of a prescribed performance

rule in
of a

Tech Prep is written into two legislative initiatives The
first is the Carl Perkins Act, and the second is the gehoot t
Work Opportunities Act of 1993 (S. T. W. O, A.) O

7

Limitations of the Study

11- t d as limited to t] 16 members OfBeddmg Of Plants International and
I 18 s u y w -
. ' . 1 “d3
' d t s in the top three greenhouse production states 0 f'Caszomra, F 0
'sc1ence e uca or
agrl 1
o C n y
d M' hi an (1 their perceptions 0f gr eenhouse grower skills. Th) 5 study 0
an IC g a an

as - .
intended to show what the status qUO W at the time of the survey

CHAPTER II

Review of Literature

 

This chapter is divided intO the following sections:

1. A brief history of career and techIlical education.

8 related to the PhflosOphy of technical education.

2- Statement
the national skill

dam educational reform leading to

3. A selective history of m0
ucation-

standards movement with an emphasis on technical ed

4- Review ofagriscience curriculum.

5 - Summary
ducation

A Bri ef Histo o f Career and Technical E

. n
wed as Vocational or Gamer a

The skills and crafts that now comprise what is vie

technical education were historically taught by fathers to their SOUS or to young

apprentices by crafi and trade guilds-

the turn of the tWentieth century, the challenge facing
chool administrators was to produce a population of students
entering the workforce that met the needs of the burgeoning factories an
offices in which they would work. The mass production System was bei 6
introduced on wide a scale, and it was greatly reducing the need for ski 1 tlg
Crafispeople. Only a small technical and managerial elite required seri led
academic preparation. Almost all the rest, the vast mass of the Americ0L1
Workforce, could do quite well with only a seventh or eighth grade 16
1 1' teracy- The system they built met that requirement handsomely yea: e

afier year. (Tucker & Codding, 1998, p. 33)

Shortly after
teachers and s

101“

American psychologists said that only the most intelligent of our young
about the top 15 percent or so — are capable 0f Sefious academic work "”tfllfv‘l‘ica’people \
took the v iew that it would be damaging to the kids to 351‘ them to exceed their 8 teaChers
capabiliti es. For those in the bottom half 0f the distribution, the decent thing to do would
be to g“, e them high marks for making an effort — coming to school, turning in their

homework, and behaving themselves. Much effort was put into deciding Wh
en youngsters

9

first entered School what their inteneCtUal potential was and then assi gning them to ability

grouPs based on that judgment. MOSt Of the rest 0f the world Was rather skeptical ofow’

pSYChOIOgiSt,S findings and chose to disregard them, When most jobs required little Ski”
and less education, maybe it did “at matter that We expected far less of our Students than
Parents and teachers eXpected of studerlts in Other countries. Now it matters Very mum

. . know and can
Today more than ever, what you Will cam Will be a function of what you

. - fbeing highly
do. The only job security in contemporary Menca is the job security 0

- thin 3 ve
skilled in an area of high demand and being able to learn cornplfix new g ry
QUiCkIY- One obvious response to having very low implicit standards for the maionty Of

our Sindents is to have high explicit standards for all of them (TuCRer & Codding, 1998)‘

Statements Related to the Philoso h of Technical Education

. . ho
lohn Dewey and Alfred North Whitehead were educational philosopher S w
. , . , mind
viewed academics and vocational (Career and technical) education as a marriage 0‘
and hand. Today we’re seeking integrated academics or contextual learning as a methOd

of implementing this marriage 0f mind and hand.

In The Aims of Education by Whitehead (195 8) the following thoughts

 

. . . Occur:
° Technical education Is, in the main, training in the art Ofutilizing
for the manufacture of material products. Such training emphasiz 38:1 Ion/[edge
Skill. manual

. In estimating the importance of technical education We must ris
exclusive association of book learning. Firsthand knowledge is e ove the
basis of intellectual life. To a large extent book learning Conve the ultimate
information, and as such can never rise to the imponan y S S ondhand

. . cc of ' .
practice. The secondhand world IS the secret of mediocrity. lmedlate

‘ I laid down as an educational axiom that in teaching you Will c .
soon as you forget that your Pupils have bodies. Ome ‘0 grief as

' In simpler language, education should provide the pupil With s
knows well and something he can do well. This intimate union0
and theory aids both. The Intellectual does not work best in a v

mething he
of practice
acuum. The

l0

stimulation of creatiVe impulse requires especially in th
. . . . , 6 cas '
qmck transrtion to practlce. Geometry and mechanics f0 11 e Ofa Obj/d, the
Practice gained in the reality Without which math , ' owed by workshop
, Cmatlc s 18 verbiage.
iv 6 to technical education, WhiCh reli es on hands'011
0_t an empity fofmllla. Near passive observation is flare-by
sufficient. One acquires ""1 mSlght into the properties 0 the able“ med
t to uflderst . . If is 3‘ 50"“?
produced. If you wan 1 b6 al' and anything, make It Yourse b, immediate
“’6, Your thou t orne ViVid y ' '
gh S bCC its Of appllcauon'

rule. Your faculties wi .
translation into acts. Learning Comes from seeing the liml

of a scientific education should be the 6nhnical education
firsthand Observation. The merit o a t6?“ into manual
eep natural instinct to translate thong

‘ There is no altemat
application and is n

ouragernent of

° The peculiar merit
basic thought upon

is that it follows the d
skill and manual activity into thought,

h will place students in the position of

ant to consider a curricula whic

° We w .
echnical skllls useful to the commnhity-

having t

ASelect'we Histo of Modern Educational Reform Leadin to the National Ski“
Standards Movement With an Em basis on Technical Education
. ooi
110 Education to 1003\ so“

Historicahy the states have granted authority over pUb
districts, pan'xmfiafl)’ in matters of cmn'cula instruction. This gave the custody o f
curricula development to teachers and textbook publi shers (Massell, Krist & HQ 6
1997). But the publication of A Nation at Risk (Nation 21] commission on Excel Pp ,
Educati On, 1983) set off a fire storm of educational reform activity, Growing c 1 ence in
about the educational preparation of the nation’s youth prompted President Bu Qncel‘n
state go Vernors to call an educational summit in September 1989 which Prod“ Sh and
2000. C0 ngress established a bipartisan Council on Education Standards and Tced Goa/S
June 199 1 . Six months later The National Council on Education Standards and esrmg in
Testing

(NCEST) issu ed a report recommending national content standards and a
national syst
em

0f assessments based upon the new standards (Wixson & Dutro 1998)

A standards-based view of reform holds that once broad agreemen t
On what is to

l\

, . be
be taught and learned has been achieved, everything else in the education SYStem ca”

- . Went
redlremed toward reaching higher standards. To promote this View, the U-5- D 6"

holarS and

of EduCation made awards in 1991 and 1992 to broad-based groups of 50
arts,

' . - .Story, the
teacher S Who would develop voluntary national standards in sctence: h‘

. - . 'nton
CIVIC’ geography, foreign languages, and English language arts- The C“
erpiece 0f “5

Administration in support of the same agenda made Goals 2000 the cent

- . . . ' andatfdS
education Initiatives. In 1990, The National Board for Professrona1 Teaching St

. . . the
began a process of developing standards to gulde the creation of assessments for

advanced certification of teachers (Wixson & Dutro, 1 998).

d
The Secretary’s Commission on Achieving Necessary Skill 8 (SC ANS) was aske

to define the know-how needed in the workplace and to consider hoW this know-how ‘5

best assessed. This commission issued its first report in July 1991 . That report What
Work Requires of Schools, listed basic work place competencies.
it said effective workers can productively use:

. Resources - they know how to allocate time, money, maten'
staff. als, Space and

. Interpersonal skills - They can work on teams, teach others se
lead, negotiate, and work well with people from culturally diveg: 0113101126
1‘s,

backgrounds. _
‘ Information - They can acqulre and evaluate data, organize and maj

files, interpret and communicate, and use computers to Process info ntain

"natiOH.

‘ Systems — They understand social, organizational, and technological Syst
they can monitor and correct performance; and they can design or “MOSES;
systems.

‘ Technology - They can select equipment and tools, apply technology to
specific tasks, and maintain and troubleshoot equipment.

Under the heading of Foundation Skills, the report also said that competent

workers and high-performance work places need:

\2

Speaking, and

Basic skills - reading, writing, arithmaic and mathematics,
listening. . to make
Thinking skills - the ability to learn, to reason, to think creatlvelyi

decisions, and to solve problems.
teem and self—

Personal qualities - individual responsibility, self—es
management, sociability and integrity,
d teaching SCAN S

The SCANS report suggests reSU'UCturing schools aroufl
uh “learning ‘0

foundation skills and competencies so that “learning to do” is inlegmle‘lw

knoW. ” This is reflective of vocational philosophy.
an WOfkforce,

The Report of The Commission on the Skills of the Americ

produced by the National Center on Education and the Economy in 1990 titled.

America ’8 Choice: High Skills or Low Wages, states:
ondlng

- bio nation has produced a highly qualified technical workforce without first pr
its Workers with strong general education. But our children rank at the bottom 0
h.11

most international tests — behind children in Europe and East A
O . O . I ' ‘ e 1
children in some newly Industrialized countries. Sm and even b

Unlike virtually all of our leading competitors, we have no natio
setting high academic standards for the noncollege bound or ot‘ a?” SyStem capable 0f
Sessing th 0
611'

achievement against those standards.

Other nations help virtually all their students reach a high edUCat.
do not. 10"“ stand
ard We

They provide professional education to noncollege bound students to
and ease their school to work tranSItlon. We do not. prep are them

Two factors stand in the way of producing a highly educated workforce.

standards and few students are motivated to work hard in school, One re We lack ole

Stu'Zients going right to work after school have little motivation to study 1:12:31)“

th ey see little or no relationship between how well they do in school What ki 13 that

t ey get after school. Other industrial nations have stringent performance sta: (13:! Job
3

that virtually all students must meet 311d that dirCCtly affeCt their employment

pro Sp ects.

We recommend: a new educational performance standard ShOUId be set for all
Students. This standard should be established nationally and benchmarked to the

1'“ ghest in the world. We also recommend the creation of a new performance based
examination for which students can explicitly prepare. The assessment system would
provldc multiple opportunities for success rather than a single high-stakes moment of

l3

possrbls failure. Most important, the examination is not intended as a 5"“in to?

:echamsm on the pattern of virtually all major tests noW in “36- Our goal .15 to sfio -

andards that almost everyone Will reach but not necessarily in the same time peou
and educatOrs and w

. e System would establish objective standards for students d nts
give employers an objective means to evaluate the accomplishments Of Stu e .

ris accredited to

s ould b6

Sfudents could pursue these programs at a wide Variety of institutio h
0 fer them, including high schools and community collegCS- -Stem h ol an
eSigned to make it possible for students to move easily betWeen high SC 0

d learning and

College,
k base . -
r cations in

Each occupational program should combine school and WO -
ts. Clear Quahfi

gimme general education and industry specific requiremen
eer progression should be established within each occupation-

Review of Agg' science Curriculum

M any state horticulture (agriscience) curriculum were created by teams 0f
Such

teachers 1n the field with assistance from their respective land grant universities.

was the case in Texas, Michigan and Missouri.
Oklahoma formed the Oklahoma Occu '
pational Competenc . -
Y Gmde Cornil'llttee

that provided specific industry requirements for the career pathway
3. The co ’
mmittee

represented a diverse cross—section of the state. Representatives We
re fi'O
m rur
31 and

urban communities as well as small and large organizations. The com
ittee id

ehtjf

led

Hts need

to ' H rt° u u 0 C m
be successfiil in the workplaC€( 0 10 1t 1’6 CCU ational 0 etenc
Guid
e, 199
6).

Illinois formed the Illinois Occupational Skill Standard and Credent- 1
1a 1118 CO
uncfl

occupational competencies, from both a state and national perspect‘
ive, that Stu d
e

representing business, industry and labor and working with the Illinois State Board
Educat i on, in partnership with the Illinois Community College Board, Illinois Board);
Higher- Education, Illinois Department of Employment Security and Illinois Departme

. nt
of commence and Community Affairs. Their vision was to develop a statewide system of

indus - - ' '
try defined and recognized skill standards and credentials for all major skilled

 

occu ‘ - - '
patrons PI'OV1ding strong employment and earning Opportunities in Illinois (Illinois

l4

Occu ational Skill Standards Greenhouse/Nurse Cluster, 1997).
Ohio’s Division of Vocational and Adult Education created the Dalmatian?”

r5.
Competency Analysis Profiles. The competency lists were verified by expert worke

. . - 1 in
The competenmes evolved from a modified DACUM job anal)’Sis process 1nV0 V g

. . , . 's
buslness, Industry, labor and communlty agencies throughout Oh‘o' The analysi‘

. - ation.
Ident‘fies Occupational, academic and employability skills needed to enter an 09°“?

They 1i“ Core and advanced skills (Occu ational Com etenc Allal sis Profile:
301%, 1995).

The format of the Missouri curriculum (Horticulture Competency ProfLLC
Greenhouse Com etenc Profile, 1993) was unique and user fiiendly, The competencies
were 1.‘Stec’l on cardboard sheets with check boxes for a rating scale

Texas describes its curriculum uide as an 'n ' -
g 1 structlon dellvery outline to
graphically show how the various areas of instruction may be appli d
e .

It includes the “mt
and/or tepic, hours of instruction, a cross walk to the Texas Essenti 1
a Knowled
ge and

Skills, and Instructional Material Service materials that may be use d Th
states the unit and topic goals and objectives to be met upon complenbn oefsecon section
Illinois curriculum lists each skill standard, the conditions ofperfonneac topic.
to be performed, performance criteria, performance elements and aSSeSSment ::6, work
Ohio lists the competencies and an extensive list of competency builders :Z:
are act i Vities. Next are the employability skills formatted as competencies and Ch

com e ' . '
p tency builders. Academlc Job profiles and Work Keys levels are given for language

arts ' '
’ mathematics and scrence.

m

At the tum of the century the elite were educated and the common man worked 0
n

l5

t “common” an on f

in factofie
8 need new sk' -
1118. The only Job security in co t
n emporary Amarica is being
ucker &

ed
g (

Codding, 1998)
published in

sk” W35

Educati
on A
reform has been exploding since “A N R1
ation l
ged career and

ce standards, credentialing and ind
Ustry input has Chan
kills Standards except

technical
edu -
cation. Most career clusters have ado
pted Nation S
D.C. looks at skills and

th . . The National Skill Standards Board ' W
m asses 1n ashin t
sment and g on’
checks that labor, industry and ed
ucators are involved in the

developm
ent process. A C' ' '
1v11R1ghts expert does the final re '
View 0 f the skills and

assessments

eral states Horticu
lture curriculum was reviewed to dew all
Mam OE the curri w
culum ere developed b ' v v' i S .
y In 01 mg industry] b
a
0r W th n
and educ . .
atOI‘S 1 1

e he I“. . .
. 185111 1 . .
du

ates C O .

l6

 

 

 

CHAPTER III
Method010gy
W

The purpose of this study was to:

1- Determine the perceptions of members of The Bedding Plants In
International, Inc. and agriscience educators about greenhouse grower 51“
requirements.

2' Identify standards for important skills, best method of assessment, and

r.
where the skills can be acquired for the job title of greenhouse gIOWe

S ecific Ob’ectives of the study were to:

l - Identify the important skills needed for employment fol. the job title of
greenhouse grower as perceived by Bedding Plants International membe
and agriscience teachers in California, Florida and Michigan

 

2 . Describe where these skills for the job title of greenh0L1 the
acquired as perceived by members of Bedding Plants 111:6 81' Oil/er can bCS
agriscience teachers in California, Florida and Michigan ematronal and

3 . Determine the best method of assessing the skills for t e _ b .
greenhouse grower as perceived by members of Bedding-$1 ttitIe 0
0 O 'n C 1. I o . . s
and agnscrence teachers 1 a ifomia, F londa and M10111 ga .11 Intemational

4. Identify any national differences in the perceptions of members
Plants International and agriscience teachers in California, F1 0115f eddin
Michigan relating to the important skills, where the skills can be :cznd 8

uired

the best methods of assessing the skills for the job title of greenhouse 0r
grewer.

Research Design

The design ofthis study is a descriptive survey. The purpose of descriptive
inveStl.galtion is: (a) to secure evidence concerning an existing situation 01' current
condition; (b) to identify standards or norms with which to compare current conditions, in
order to p Jan other steps; and (c) to determine how to make the next step. This type of

research does not involve administration or control of a treatment (Ben-Horim and Levy,

l7

1 984, p.1-2).
This design was used to collect and describe: specific Skills Ofa gr eenhouse
skills earl be“

grower; detailed subsets or benchmarks (objectives) 0fthe skills; where the
evel as

an employable 1

be taught; and, how to assess if the skill level has been attained at
ence

' 'sci
Percewed by members of Bedding Plants International and high Whom agn

' p o . bom groups
teaCherS "1 California, Florida and Michigan. Demographic information from
s was used in this study

was obtained. A mail survey following Dillman ( l 97 8) procedufe

because 0 f the large number of subjects to be contacted.

Populations and Samples

Bedding Plants International (BPI) is an organization of greenhouse owners,
WOTKEYS’ educators and suppliers. A list of members that are greenhouse owners and
workers who are not suppliers or educators was provided by BPI. Bedding Plants
lntemational membership in the year 2000 was 860 members wi
th <I98 being greenth6

owners and workers. International members were removed from the
Populatio '
11 list.

Multiple names at any business address were reduced to one for the p
OPUIatio
11 ]'

ISt. A fie].

narrowing the population using these selection criteria, a random Sample w
as

draw a sample of 295 BPI members, who received survey packets.

Teachers’ lists were generated from the top three greenhouse prodn c ti
0]] State .
- . . . S i
the Unlted States according to rankings based on the United States Department f n
o

Agricu lture Statistics for Floriculture 1998. The top three production states were

Californi a, Florida and Michigan. The A 'cultural Educators Directo (1999) was us d
e

to obtain addresses. The three states’ Departments of Education were contacted to limit

the mai 1 i mgs to high school agriscience teachers who taught plant science or horticulture

curriculu 1n.

l8

The California Department of Education COUld identify those teachers Certified to

teach horticulture. California requires additional course work to receive certification. The
State Department of Education in California provided a list of certified horticulture

and Florida, all teachers

teachers from which the random sample “’38 drawn, In Michigan

are certified for agriscience. The entire agl‘iscience teacher pOPUIation of these States

made up the list from which the random Sample was drawn using a proportional sample

rn Florida, an oversanmling

from each state. Because of the greater number of teachers fro

th teachers in Florida

of teachers was made fi‘om California and Michigan, wi
ch the samples were

undersampled. The total available population in each state from Whi

as: California 1 17, Florida 245 and Michigan 1 13. A total of 33l surveys were

rs, 144 Florida agriscience

drawn w

sent to agriscience teachers: 95 California horticulture teachc
teachers and 92 Michigan agriscience teachers.
Agriscience certified teachers in Florida and Michigan may t
each nat
. . ura
resources, animal SClence, cr0p production, agricultural meChan' 1
[CS p1
. . . . . 3 ant o
horticulture. Since Florida and Michigan teachers may have r SCIenCE or
. th
not teach ' ° C 5"”
plant scrence or horticulture, the followmg qUGStion Was ey but did
011 th -
o e
fthe Survey: Ins Ct!
A , . On Page
gnsa ence teachers only: Do you teach horticulture or plant 8
c

51111:“ One: (a) yes (b) no.
, P 1 ease return the survey unanswered.

lenCe?

Develonent of the Instrument

lb evelOpment of the survey instrument occurred in these Stages- ( )
' a Construct
of i ' - Ion
“SUI-Irment (b) revrew of instrument by a panel of experts (c) revisions
and rewriting of

the instrument (d) field testing of the instrument (e) rWiSionS and final rep
roduction.

l9

 

The Instrument

 

The survey instrument questions relating to skills was created based on: curricIlla

fi'om Ininois (1997), Ohio (1995), Texas (1998), anathema 0996) and Missouri (1993);
text bOOkS (McMahon, 1992; Reiley and Shry, 1991-, Richardson and Moore, 1980); the

MiG—“moms; horticulture credential granting tests (National Occupational
Center for Testing Inc.), and Defining A Grower ’s Responsibilities (Biembanm, 1995).

. - 'lls
- ' tless eXlt Skl ,
Curriculum from the following states were used to identify tasks, d“

. nc Anal sis
objectives and competencies for the skills list: Occu ational Corn ete .
tion
. . Plant Produc
Profile: Horticulture (Ohio 1995); Curriculum Guide Horticultural

uide (Oklahoma
A ' science 362 (Texas 1998); Horticulture Occu ational Com etenc

 

l996); IllinOiS Occu ational Skill Standards Greenhouse/Nurse Cluster, (lllmOlS

\997)‘, Horticulture Corn etenc Profile Greenhouse Com etenc Profile (Missouri
1993 , and an unpublished greenhouse curriculum for Michi an .
) g (1993) The instrument

was divided into two sections (see appendix C).

Section 1

 

1. How important is the skill. There were 19 Skills listed
Likert-type scale; very important, important, no 0mm .
and not important at all. on, o

. Are these items necessary parts of the skill? Three

(objectives) were listed for each skill. The responses Were- arks
don’t know. ° yes n

to ei

‘ This skill can best be acquired through which of the to
Check one. The responses were: in a high school horticulmreg aine'tho'dS?
program, in a certificate or assoc1ate degree progm’ in a bac einsfllence)
program, in an advanced degree program, on the JOb training, or :{he'igree
(specify).

llOWin

4 - What is the best way to assess (determine) if a person knows this skill at an
acceptable employment level? Check one. The responses Were- written
exam, oral exam, timed hands—0n exam, observation and has a certificate or
degree.

20

5- A space was provided to list additional skills not contained “1 the SUTV6Y-

6- A space was provided for comments.

S ection II
Demographic questions for industry and teachers included? state in Whleh

' f a
employed; number of years employed; What Should be the minimum education 0

greenhouse grower; beginning and experienced wages ofa greenhouse grower,

type of covering is used for growing.
. the greenhouse
Teachers were additionally aSked: if they had a school greenhouse,

size in square feet; and what do your students do after graduation.

emptoyed in peak

BIP members were additionally asked: the number of PCOPle

season; the number of people employed all year; size of their operation under cover; thell‘

education level; what state their growing conditions was most like; and their jOb title.

The Ex ert Panel
The instrument was presented to experts including the Fac I
u ty ofM. .
. , _ 1
University departments of Agricultural and ExtenSion EdUCatj0n H 01118311 State
’ ortiCuItu

Teand

Education, a commeI‘Cial greenhouse specialist with Michigan C
OOperat'
1Ve13

rv' . . . . . x

Se tee, a certlfled Michigan agriSCIence teacher, and an aSSeSSme tension
nt Spec. 0

labs

t
D) (Appendix
W
A“ revisions, formatting and rewriting were based UPOn feedback
from the eXpert

panel and field testing.

w

A field test was taken by six selected greenhouse growers and SeVen p
ersons

assisting or teaching high school hOfliCUltm'e that were not part 0fthe survey ample
s

ll

(Appendix E),
Validity

. _ . . . nded
Validity refers to the extent to whloh an instrument measures what it IS inte

. . . . ' . . . ' Cnt in
to measure. Reliability is the extent to Whlch the measuring deVice is conSist

alidity was
measuring whatever it measures (Ary, Jacobs & Razavieh 1990, p- 256)° The v
addressed through a review by the expert Panel.
MIL—Wm .
y used in this

. e
Content-related evidence was gathered for the validity 0f the 5m

’ e that
' . ontent univers ,
study- It was important that the sample be representatlve of the total c

is, to ensure that it was a valid sample (Ary, Jacobs & Razavieh, 1990).

Content-related evidence was not eXpressed in a numerical form. Gathering such
evidence is essentially based on judgment. It involves a careful and Critical examination
to determine if the content and objectives measured by the questions ,
. . are representative of
those that constitute the content domain. The items in the sung), We

1‘6

dete '

. . . 17m

represent the course and objectives as stated in the cum-fem gu E fled to
1 e8, a

$le
(Ary. Jacobs, & Razavieh 1990). abus

and text
The skills list was constructed from these sources; Selected
and revie
We

states’ agriscience and horticulture curricula; an unpublished eum'cul
3; teXt b0

multiple
oks;

credenti a] granting tests; the Diction of Occu ations, and an article from G
reenhOuS
e

Gr OWQPS
The methods of assessment list was constructed from personal teaChi
hg
experiene e, assessment workshops and educational colleagues.

The list of places where greenhouse growers can acquire the neeeSSary skills was

construct ed from personal knowledge of the field, lntemet searches and diSCuSsionS with

22

toYed in Various State Departments of

agriscience '
Career and technical advisors emp

Educatio
n and Land-grant university faculty.
To obtain th °
e external evaluation 0f Content validity, a panel of experts examined

the question co
nte '
nt systematically and evaluated its relevancy to the specific universe.
The instrument

riterion mUSt be r

te over time or

A characteri ’ ' '
stic of criterion—related evidence is that a C
u

we of the attfib

This the , .
ans that the criterion must be a consistent meas
esting addressed this

from s' ' ' '
ituation to Situation (Ary, Jacobs, & Razavieh 1 990) Field t

issue .
s, the scoring of a criterion

A ' '
content criterion should be free from bias That '
, 1

measure should not be °
. influenced by subjective factors- In order to a '
exp‘1C1t lnStNCtionS Were given ab VOId blas, criterion
out the characteristic to be
was to be don . T ' ' rated
e he more objective the rating procedure th and how the rating
’ 6 1683 b'
laSe ' .
d it Will be in the

criterio
n (Ary, Jacobs, & Razavieh 1990).

Reliabi lj

Reliability was
addressed through field testing. Cronb
ach’s a1
Pha COe
ffic-
lents

were ”Se
d determ' ' '
th 19 to me the internal consrstency of the reliab'l'
e Sk ‘ l lty Of
1118 on the surv the it
eys. The resultant alpha coefficient f ems meas .
o .83 indicated th "ring
6 skills
had

adequat
e ' a con '
intern 1 Sistency to be considered reliable

Data Collection and Analysis

D
W

P . .
erm1551 ' 'y ° ee 0 e H"
. on from the UmverSit Committ f r R search on man S
received J 999 n o ppen .
uly2,1 and re ewed nJune 28, ( i A) J ts S
2000 A d x

7.3

urveys had a green cover and industry surveys

To manage incoming data, teacher 5
2000. The second mailing was

had a yellow cover, Teacher surveys were mailed in May,
oyed during the

accomplished in the fall because not all agriscience teachers are empl

0 ncmresptmdents mailed in November of 2000

summer. With the second package t
edule

foHowed by a postcard. The industry dates were selected based on crop sell
postcard. A second

downtimes. Surveys were mailed in JUI)’ 0f 2000 followed by a
ndix B)-

complete package was mailed to nonrespondents in November 2000 (Appe
cluded in the first

F 0110Wing DillInan’s recommendation a token pen was in

mai Ii 11 g .
ased on when

The respondents in both groups were classified into two groupsb
ay and

they returned their surveys. Among teachers (n=77, 64 -70/0), surveys returned inM
lune were considered early returns with ' '
, responses rece1 ved in J
uly and August

consulered early returns for industry (n=89, 65.4%). Surveys rece'
ovember and

December were included in the late returns. Forty-seven (34 60/)
. ' 0 W61‘ .
these months from industry and 42 (35.3%). The two gTOup e 1' eCeived during
3, early
and late 1-
e

used ' ‘ '
as independent variables in t-tests for two independe
nt samples to d 5’ Were
eterm ‘
1

was a ‘ .
‘11 fferenee 0n the 19 skills based on when the Partici e ‘
Statistic . - , Pants returned the. Ifthere
ally slgnificant differences were found on two ofthe 19 k 1r survey
3 ills Th 8'
ki' 11 W'
1th

a Sl ll ' w “ OW .Illp t IS the P ant PIOpa
gm 1 ant d1 fference as H 1 01 tan . 1 gati 9
(3 on Sklll ”
. The

compari f ' ' a
Son 0 the mean scores indicated that l te returners had a m an
e SCOre
of 1.61

(fl-.7 7 ' i ' ' than the 11168.11 SCOIC Of 1 a
) “111611 was Significantly higher 30 (SD 46
. ° ) Obtained
fOr

the earl
3’ returnerst (250) = -4.04, p<.001. The second skill with a Signif‘
loam difference

was “H - '
OW important 18 the knowledge of plant physiology and grOWthQn
‘ W hen the two

genes Were compared, late returnees had a mean score 0f 1-69 (SD= 79)
' , which was

24

Significantly higher than the mean score for the early returnees (M4 .42, SID-=59); _t (242)

=_.— -3.01, p=.003. The remaining skills did not differ among the early and late retin‘nees-
Based on the lack of significant results between early and late returnees, the two groups
(early and late returnees) can be combined for both teachers and industry for use in

subsequent analyses. See Appendix J for rGSUIts of the data analysis-

Ana] Sis of Data

3 received
A total 0f 33 1 teacher surve)’s was distributed, with 144 teacher survey

ble, and 19 had
for a response rate of 43%. Three had the wrong address, three were unusa

- - 9 teacher
checked that they dld not teach plant sc1ence or horticulture. A total of H

- - indus
surveys was analyzed. A total of 295 industry surveys was distributed and Ni 113’

surveys were received for a response rate of 48%. Five surveys were IJLIIIIStltha‘v‘V“h

industry returns from 36 states. A total of 255 cases was analyzed, including 136 (533%)

industry and 119 (46.7%) teacher cases.

Industry members were asked which state their growing
Conditi

01]

- . . S .
in hopes of running a regional anaIYSlS. The breakdown Was Were most [Ike

Flo “d ~ . . OWS- Califo .
1‘1 a 22% and Michigan 63.1%. A new geographic region 17113 14.9%

Val-fa

on th - ' ble Was Great

e states 111 Whlch the respondents were employed, ed based
West of the Mississippi included: California, Oregon, Washj
Colorado, Idaho, Iowa, Kansas, Hawaii, New Mexico, Notthngton,

l\’1[ont211121, South Dakota, Nebraska, and Alaska. Dakota,

North of the Mason-Dixon line included: Michigan, Indian
Minnesota, Pennsylvania, Illinois, Massachusetts, Wiscons
J Ersey, New Hampshire, Maryland and Rhode Island,

a: New York
1n, Ohio, New

S outh of the Mason-Dixon line included: Florida, Virginia, Mississ' .
Alabama, North Carolina, Oklahoma, Tennessee, Kentucky and Milszpl’ .
cm.

This gave a regional breakdown of: West of the MlSSlSSlppi 25.1%, North 51%,
S outh 23.9%.

25

 

The Survey asked that wages be reported as hourly wages. Some respondents

erte mlnlmum wage, which was COded as $5 .25. {f respondents gave annual wagCS9 the

amount was divided by 2,080 (52 weeks X 40 hours per week)

Not all respondents answered 6301‘ question. Some gave multiple answers WhiCh

(taught)

were coded as missing, except on questions Where the skill can best be acquh’ed

and how to assess if a person has the skills at an employable level.
rsonal

Statements from the survey instrument were coded and transferred to a 93

computer, The data was analyzed using the Statistical Package for Social Sciences

(SPS S), Grad Package Version 8. Descriptive statistics such as means, modes, medians,

standard deviation, standard error, cross tabulations, frequencies, Chi Squalesa and
“011931“ ametrlc te'StS were used to analyze the data. In summary, due diligence was
employed and all re3Cornmended procedures were follow ed to obtain
useful, accurate

results to fulfill the purpose of the study

26

CHAPTER IV
arrange
This study asked Bedding Plants International members (industry) and agriscience

educators (teachers) in California, Florida and Michigan: what are the important skills

necessary for the job title of greenhouse growers; where these skills can best be acquired
(taught); and how these skills can best be assessed. Demographic information was also

collected.
Chapter IV is divided into five sections.
1. Description of the demo graphic information of respondents,

2. What are the important skills necessary for the job title of greenhouse

grower.
3. Where these skills can best be acquired (taught).
4. How to assess if a person knows the skills at an employable level,
5. Identification of regional differences.
Description of Demographics

The total analyzed cases for this survey were 255, 136 (53.3%) were industry and

1 19 (46.7%) were teachers.
State Employed

Teacher reSpondents were employed in three states, California, Florida and

Michigan. The number of teacher respondents were; Michigan (N=48), Florida (N=43)

and California (N=28). (Table 1)

27

Table: 1

 

States Where Teachers Were Employed

 

 

 

 

 

 

 

 

 

State N %
California 28 23.6
Florida 43 36.1
Michigan 48 40.3
Total 1 1 9 100.0

 

Industry respondents were employed in 36 states. The states were: Alabama;
Alaska; California; Colorado; Florida; Hawaii; Idaho; Illinois; Iowa; Kansas; Kentucky;
Maryland; Massachusetts; Michigan; Minnesota, Mississippi, Missouri; Montana;
Nebraska; New Hampshire; New Jersey; New Mexico ;New York; North Carolina; North
Dakota; Ohio; Oklahoma; Oregon; Pennsylvania; Rhode Island South Dakota; Tennessee;
Virginia; Washington; and Wisconsin. The largest group was fi'om Michigan representing

1 6.2% of the total industry surveys- (Table 2)

28

 

Table 2

States Represented by Industry Respondents

% State

Alabama 1 .5 Montana
Alaska 0-7 Nebraska

California 29 New Hampshire

Colorado 4-4 New Jersey

Florida 3-7 New Mexico
Hawaii 1.5 New York
ldaho 0.7 North Carolina

lllinois 4.4 North Dakota
Indiana 2.9 Ohio

Iowa 2.9 Oklahoma
Kansas 0.7 Oregon
Kentucky 0.7 Pennsylvania

Maryland 1.5 Rhode Island
Massachusetts 2.2 South Dakota
Michigan Tennessee
Minnesota . Virginia

Mississippi . Washington

Missouri . Wisconsin

Total

 

Years Employed
Teachers reported their years of employment as M=14.71 with a Standard
Deviation of 9.66. The minimum time employed was 6 months and the maximum was 36
years.
Industry reported the years employment as _1\_/I=25.99 with a Standard Deviation of

11.15 . The minimum years reported was 2 and the maximum was 55.

29

Table: 3

 

 

 

 

 

 

 

Years Employed
r: \ Range
Type of Respondent Mean SD Minimum Maximum
Teacher 1471 l 9.66 0.5 36
Industry 25 -99 11.15 2.0 55

 

 

 

 

 

 

Size of Industg Qperation Under Cover

Industry reported the size of their operation under cover. The survey offered the

choice of less than one acre and the next size was two to five acres. The largest group of

industry respondents’ operations were two to five acres (42.2%) followed by one acre or

less (31.1%). The West (19.4%), South (16.7%) and North (8.6%) had operations of

eleven acres or more.

Table: 4

Size of Industry Operation Under Cover

 

 

 

 

 

 

 

 

 

 

 

WeSt South North Combined
Eize of Operation N % N % N % N fl
Less than two acres 14 38.9 2 11.1 26 32.1 42 31.1
Two to five acres 12 33.3 8 44.4 37 47.7 57 42.2
Six to ten acres 7 3 8.3 5 27.8 11 13.6 19 14.1
Eleven or more acres 7 19.4 3 16.7 7 8.6 17 12.6
No response v 0 0.0 o 0.0 1 1.2 1 0.7
Total 36 100.0 18 100.0 83 100.0 136 100.0

 

 

 

 

 

 

 

 

 

 

 

 

 

Agp'science Teachers with Greenhouse§

High school agriscience teachers (n=97) responded to the yes/no question: Do you

have a high school greenhouse? The total yes responses were 82.2%. Of the 97 teachers

responding, the percentage of yes answers by state was: California 100%, Florida 83.3%

30

 

and Michigan 70.8%.

Table: 5

Agp'science Teachers with Greenhouses

 

 

 

 

 

 

 

i—S—tate N % J
California 28 100.0
Florida 35 83 .3
Michigan 34 703
Total 97 82.2

 

 

 

 

 

Size of High School Greenhouse

Teachers with greenhouses reported the square foot size of their greenhouses. The
Mode was 800 square feet, the minimum was 20 square feet and the maximum was
1 74,240 square feet. One teacher in Florida reported having an acre under cover. The
Mode for each state was: California 800 square feet, Florida 1,000 square feet and

Michigan 3,000 square feet.

Table: 6

Size of High School Greenhouses in Square Feet

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Mode Minimum Maximum
A11 Teachvers 800 20 174,240
In earnest—5a 800 60 20,000
In Florida A 1000 150 174,240
In M19133: A 3000 20 £000

 

What Do Your Student Do After High School Graduation

Teachers were asked what their students do after high school graduation expressed

31

 

 

 

 

 

in percentages. The responses were: obtain a job M=51.55, SD 30.98; obtain work in the
horticulture industry M=18.19, SD 22.44; attend a horticulture certificate program
M=5.06, SD 13.77; attend a community college to pursue horticulture studies M=5.93,

SD 10.15; attend a university to pursue studies in horticulture M=3.55, SD 5.26.

 

 

 

 

 

 

Table: 7
What Do Your Students Do Afier High School Graduation (Percentage)?
Students after graduation N Mean SD
Obtain a job 103 51.55 30.98
Work in the horticulture industry 101 18.19 22.44
Attend a certificate program for horticulture 99 5,06 13,77
Attend a community college for horticulture 99 5.93 10.15
Attend a university for horticulture 97 3, 5 5 5_ 26

 

 

 

 

 

 

Was

Industry reported the following types of cover for their operation: fiberglass or
rigid (N=60, 44.1%); glass (N=44, 32.4%); film plastic (N=77, 93.4%), and shade cloth
(N=23, 16.9%). Teachers reported their greenhouses growing areas were: fiberglass or

rigid (N=64, 53.8%); glass (N=14, 11.8%); film plastic (N=30, 25.2%), and shade cloth
(N=20, 16.8%).

Regionally the fiberglass or rigid covering was used more in the west (N=23,
63.9%) and north(N =33, 40.2%) by industry. Teachers in the west (N=26, 92.9%) used
fiberglass or rigid covering twice as much as teachers in the south (N=18, 41.9%) and

north (N=20, 41.7%). Film plastic was used most often by industry in all regions west

(N=33, 9 1 .7%),south (N=17, 94.4%) and north (N=77, 93.9%).

32

Table: 8

Type of Greenhouse Covering Used

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

“7 Industry
L West N=36 South N=18 North N=82 Total N=136
Covering N % N °/o N % N °/o
Fiberglass 23 63.9 4 22.2 33 40.2 60 44.1
Glass 9 25 .0 4 22.2 31 37.8 44 32.4
Film Plastic 33 91-7 17 94.4 77 93.9 127 93.4
Shade Cloth 8 22.2 5 27.8 10 12.2 23 16.9
Teacher
West N=28 South N=43 North N=48 Total N=119 '
Covering N % N % N % N % -
Fiberglass 26 92.9 18 41.9 20 41.7 64 53.8
Glass 1 3.6 4 9.3 9 18.8 14 11.8
Film Plastic 4 14.3 12 27.9 14 29.2 30 25.2
Shade Cloth 6 21.4 13 30.2 1 2.1 20 16.8

 

 

 

 

 

 

 

 

 

Indus Job Titles

Industry reported their job titles: owner (N =5 1 , 37.5%); grower (N=16, 1 1.8%);

owner and grower (N=42, 30.9%); business manager (N=6, 4.4%), and other (N=21,

15.4%). Other job titles specified by respondents were: nursery service manager; all of

the above and then some; buyer; production manager/vice president; production manager;

buyer/department manager; retired active manager; grower/ general manager, and plant

Production manager-I’m only the grower.

 

Table: 9

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Industry Job Title
[r33 title N % _|
hOwner 51 37.50 1
Grower 16 1 l .80 “
Owner and grower 42 30.90
Business Manager 6 4_4()
Other (specify) 21 15.40
Total 136 100.00

 

 

 

Industry’s Highest Level of Education Completed

Industry members reported that (N=62, 45.6%) had a bachelors degree. The next
highest level (N=19, 14.0%) had some college. Most of the industry people responding to
the survey were owners or owner growers. Bachelor degrees by region were: West

(N=22, 61.1%); South (N=11, 61.1%), and North (N=29, 35.4%).

Table: 10

Industry’s Highest Level of Education Completed

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Education N %
Some high school 2 1.50
Graduated from high school 16 11.80
Some college 19 14-00
A certificate program' 12 8.80
An associate degree A 8 5.90
A bachelor’s degree A 62 45.60
Some graduate school A 8 5.90
, A graduate degree 9 6.60
Total 136 100.00

 

 

 

 

 

34

Number of Industg Employees All Year and During Peak Season

The industry (N=136) reported that during the entire season the number of
employees at their operation was: M: 32.1 (SD= 63.6); Median = 12; Minimum = 0,
Maximum = 600. During the peak seasons the figure rose to: Mean 63.3, Standard
Deviation 104.8; Median 32.5; Minimum 2, Maximum 1,000.

Regionally the number of employees all year broke down as follows. West: Mean
35.5, SD 45; Minimum 1, Maximum 200. South: Mean 49.3, SD 66.1; Minimum 8,

Maximum 250. North: Mean 26.7, SD 69.5; Minimum 0, Maximum 600.
Regionally the number of employees during the peak, season in the West was:
Mean 69.8, SD 81.2; Minimum 2, Maximum 350. South: Mean 79.8, SD 97.7; Minimum

9, Maximum 400. North: Mean 56.8, SD 115.4; Minimum 2, Maximum 1000.

Table: 1 1

Number of Industg Employees At Your Operation All Year

 

 

 

 

 

 

 

N M SD Min Max

Industry 136 32. l 63 .6 0 600
West 36 35.5 45.0 1 200
South 18 49.3 66.1 8 250
North 82 26.7 69.5 0 600

 

 

 

 

3S

 

 

 

 

 

 

 

 

Table: 12

Number of People Employed At Your Operation During Peak Season

 

T

    

 

 

 

 

 

 

 

 

N 1M SDA Min / Max
Industry L136 63.3 104.8
Vest 36 69.8 81.2
goum 18 79.8 97.7
North 82 56.8 i 115.4

 

 

 

 

 

 

 

Your Growing Conditions are Most Like Which State

Industry was asked, “Your growing conditions are most like which state?” They

responded: California (N=10, 7.4%), Florida (N=13, 9.6%), Michigan (N=113, 83.1%).

Table: 13

Your Growing Conditions are Most Like Which State

California

 

 

 

 

 

 

 

 

 

 

 

Florida
Michigan 1 13 33.1
Total 136 100.0

 

WW
Industry and agriscience teachers were asked: What do you think should be the
minimum educational background for greenhouse growers? Industry responded that the
minimum education for greenhouse growers should be: an associate degree (N=36,
2550/0) ; graduate from high school (N=33, 24.3%); a bachelors degree (N=24, 17.6%),
and a Certificate program (N=17, 12.5%). Teachers responded: a certificate program
(N=37 ’ 31.1%); graduate from high school (N=34, 28.6%), and an associate degree
(N: 1 9. 16.0%).

36

Table: 14
What Do You Think Should be the Minimum Educational

Background for Greenhouse Growers

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Industry Teacher
N ”A N %
Some high school 3 2.2 2 1-7
Graduated from high school 33 24.3 34 286
Some college 13 13.2 7 5.9
A certificate program 17 12-5 37 31-1
An associate degree 36 26-5 19 16-0
A bachelor's degree 24 17.6 9 7-6
Some graduate school 3 2.2 6 5-0
A graduate degree 0 0.0 0 0.0
No response 2 1.5 5 4.2
Total 136 100.0 119 100.0

 

 

 

 

 

Sala_ry Range of Greenhouse Growers

Industry reported the beginning hourly wage of growers at a Mean of $10.43 with
a standard deviation of $3.05. They reported the wages for an experienced grower to be at

a Mean of $18.26 with a standard deviation of $6.27.

Teachers reported a beginning wage at a Mean of $9.08 with a standard deviation
of $3 . 38, They reported wages for experienced growers at a Mean of $17.44 with a

standard deviation of $9.89.

37

Table: 15

Beginning Wages and Wages for Experienced Greenhouse Growers

 

 

  

 

 

 

 

My Teacher 1.11M Teacher
beginning wage beginning wage wages of wages of
of growers of growers experienced experienced
growers growers
N 120 102 118 102
Mean $10.43 $9.08 $18.26
SD $3.05 $3.38 $6.27

 

 

 

 

What are the Important Skills Necessa_ry for the Job Title of Greenhouse Grower.

To address the first object industry and teachers were asked to rate how important
the skills listed were on a 1-5 scale, With 1 being very important and 5 being “0t
important at all. The following skills were considered very important or important by
90% or more of the respondents: plant propagation; work relationships; select, grade and
harvest plants for delivery; knowledge of plant physiology and growth; height
control/cultural manipulation; prepare soil and growing media; crop irrigation; monitor
and operate environmental equipment; grow plants; fertilize plants; diagnose insect,
cultural and disease problems; correct insect cultural and disease problems; plant
identification; scheduling of crops, maintain, repair, and safely operate equipment and
maintain a safe work environment. The Mean scores ranged fiom: 1.22 to 1.75 for work
relationships and maintain, repair and safely operate equipment respectively. Two other
skills Were rated important: monitor, manage and analyze financial performance of
greenhouse M=1.87, SD 0.84, and receive, unpack and place incoming plants and
materials M=1.80, SD 0.78. The only skill not thought to be important for greenhouse

gr °Wers was: assists in erecting greenhouses, film houses and similar facilities _M_=2.55,
SD 1 ~05. Table 16 lists all the skills.

38

  

 
  
 

 

 

 

 

  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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Industry and teachers responded to a question about the necessary parts ofthe

skills. These “parts” are benchmarks (objectives) of the skill. Industry and teachers could
respond yes, no or I don’t know to the parts of the skills.
Ninety benchmarks (objectives) were supported (answered yes, they were part of
the skills) by 70% or more of the respondents. Benchmarks (objectives) with less than
70% yes answers were considered to be not necessary by industry. These were: propagate
by bulb; propagate by tissue culture; is involved with marketing; monitor runoff and
percolation rates of excess water; use ebb and flow systems (subirrigation and

recirculation); check weight to determine apprOpriate watering; operate a plug seeder,

foot candle meter, recording thermometers; blackout systems; using light integral or sum

of all the light for each day; using graphical tracking (based on plant measurement);using

leaf unfolding graphs; keeping nutrient level graphs; use hydroponics system;
identification of plants by scientific name; frame construction; replacing glass

(reglazing); floor installation; install environmental controls and bench construction.
Benchmark (objectives) with below 70% yes answers were not considered
necessary parts of the skill by teachers. They were: propagation by tissue culture; use ebb

and flow systems (subirrigatin and recirculation); foot candle meters; blackout systems;

using graphical tracking (based on plant measurement); using leaf unfolding graphs; plant

identification by cultivar and floor installation. (Table 17)

40

 

 

 

 

 

 

 

 

 

 

 

 

    

 

 

 

 

 

 

 

 

 

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Industry and educators had an opportunity to write in other necessary skills not
listed in the survey. The most frequent responses were: six for training in business; three
for common sense; four listed work ethics and six responded and suggested a second

language-Spanish. All responses are in Appendix G.

Where these skills can best be acquired (taught)

To address the second research objective, respondents were asked to select one
method of acquiring each skill. The choices were: In a high school horticulture
(agriscience) program; in a certificate or associate degree program; in a bachelor degree
program; in an advanced degree program; on the job training; other (specify). Support
above 50% for any of the options was seldom reported by industry or teachers.

Industry chose on the job training as their first or second choice for most skills.
They selected postsecondary education for the skills; monitor, manage and analyze the
financial performance of a greenhouse; knowledge of plant physiology and growth;
prepare soils and growing media; growing plants; fertilize plants; diagnose insect,
cultural and disease problems; correct insect, cultural and disease problems; and

scheduling of crops.

Teachers chose high school agriscience programs and postsecondary education as
their first and second choices.

Industry and teachers had the option of listing other specific methods of acquiring
the skill. Most often they used that option to select a combination of postsecondary and
on the job training. For the skill, work relationships, one industry respondent listed Dale
Carnegie Courses or Toast Masters. Some listed their sales representatives as sources of

aCQUiring a skill, reading journals, and The Extension Service was mentioned once. A

Teacher responded that Tech Prep was the best method.

46

 

 

 

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How to Assess if a Person Knows the Skills at an Em 10 ab] L
e eve]
Respondents were asked to describe the best method of 3536881}; g the k
S 17/sfbr the

job title ofgreenhouse grower. The choices were: written exam; oral exam; timed hands-
on exam; Observation; and has a certificate or degree. Respondents were asked to select
one method 0 f assessment but many chose two or more. Most methods of assessment
were supported by 61% or less of the resI30ndents. Observation was chosen for thirteen
skills and wri tten exam was chosen for six skills. Written exams were chosen for
monitor, manager and analyze the financial performance of the greenhouse; knowledge of
plant phySlOIOS)’ and growth; Fertilize plants; diagnose insect, cultural and disease
problems; plant identification and SCthUIing CFOPS (Table 19)-
W
The fourth objective of this study aimed to describe any national differences in the
perceptions of members of Bedding Plants International and agriscience teachers in
California, Florida and Michigan relating to the important skills, where the skills can be
acquired and the best methods of assessment.

To determine if there were national differences on the 19 skills that were included
on the survey, the rCSponses on these skills were crosstabulated by region. The regions
were north (north Of Mason—Dixon line and east of the Mississippi River), south (south of
the Mason-Dixon line and east of the Mississippi River), and west (west of the
Mississippi River). Chi-square tests for independence were used to determine if there was
an association between the regions and their ratings on the 19 skills. No statistically
signifith results were obtained on these analyses, indicating that the regions were
independent of the ratings on the skills. As a result, it appears that location of the

respondent did not influence the outcomes of the analysis. Appendix 1 provides a table

54

 

with the frequencies for these analyses. Responses for where the ski 115 could
be acquired
and the best method for assessing these skills were not analyzed as the data Were too

nted to allow for results that could be useful in addressing these issues,

fragme

55

 

Table 19

What is the Best Way to Assess If a Person Knows this Skill
At an Acceptable Employment Level?

A

 

 

 

 

 

 

 

 

 

 

 

 

   
  
 
  
  
  

 

 

 

 

 

Best Way to Assess if a Person Knows 111,; Skill at an Combined Industry Teacher
Acceptable Empl OYment Level N % N % N %
' - lant ropagation
Skfltlivlritteri’cxan‘: 7 27.0 1 0.7 6 5,0
Oral exam 29 1 1.4 25 18.4 4 3_4
Timed hands—on exam 55 21.6 19 14.0 36 30,3
Observation 140 54 9 76 55.9 64 53.8
Has a certificate or degree 3 3. 1 7 5.] 1 0.8
Multiple responses 12 4,7 6 4.4 6 5.0
No Response 4 1-6 2 1.5 2 1.7
Total 255 100 0 136 100.0 1 19 100.0
Skill 2: Monitor, manage, and analyze finaf‘c‘al Performance
of greenhouse
Written exam 100 39.2 44
oral exam 30 11.8 25
Timed hands-on exam 25 9.8 15
Observation 47 1 8.4 27
Has a certificate or degree 30 1.8 16
Multiple responses 13 3.: g
x“ill";tiilespome 255 100.0 136
Skill 3: Work re\atior\ships
Written exam 6 2_4 4
Oral exam 35 13.7 20
Timed hands-on exam 6 2.4 3
Observation 190 74.5 100
Has a certificate or degree 6 2,4 3
Multiple responses 8 3.1 5
No Response 4 1.6 1
Total 255 100.0 136
Skill 4: Receive, unpack, and place incoming plants and
materials 12 4.7 7
Written exam 26 10.2 16
Oral exam 38 14.9 15
Timed hands-on exam 150 58.8 83
Observation 8 3.1 3
H as a certificate or degree 12 4.7 6
Multiple responses 9 3.5 6

0 Response

 

Ski" S : Selects, grades, and harvests plants for delivery

fi “an exam 24 9.4 10

O 25 9.8 13
ran cxam 27 10 6

T1 1'11 ed handsoon exam I 10

Ob . 139 54.5 84

Servauon 15 5 9 3

H as a certificate or degree 9 3:5 4

M u] tiplc responses

NO Response '
L_T°\t2u 255 100.0 136

v

 

 

 

 

 

 

 

 

 

 

 

56

 

Table 19 (cont’d).

A

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
 
 
 
 
 
  
  
 
  
 
 
   
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Best Way to Assess if a Person Knows This Ski" at an Combined Industry Teacher
Acceptable Employment Level k N % N % N %
Skill 6: Knowledge of plant physiology and growth
Written exam 119 46.7 38 27.9 31 68 1
Oral exam 30 11 8 25 18.4 s 4.2
Timed hands-on exam 12 4.7 7 5.1 5 4,2
Observation 38 14 9 28 20.6 10 3,4
Has a certific ate or degree 30 11.8 23 16.9 7 5.9
Multiple responses 13 5 1 6 4.4 7 5 9
No Response 13 5 1 9 6.6 4 3 4
Total A 255 100 0 136 100.0 119 100 0
Skill 7: Height control/cultural manipulation i
Written exam 37 14.5 19
Oral exam 25 9.8 18
Timed hands-on exam 39 15.3 13
Observation 1 15 45. 1 66
Has a certificate or degree 15 5.9 8
Multiple responses 9 3.5 4
No Response 15 5.9 8
Total 255 100.0 136
Skill 8: Prepares soil and growing media
Written exam 57 22.4 29
Oral exam 37 14.5 25
Timed hands-on exam 33 12.9 8
Observation 85 33.3 49
Has a certificate or degree 19 7, 5 13
Multiple responses 12 4.7 4
No Response 12 4,7 3
Total 255 100.0 136 '
Skill 9: Crop Irrigation
Written exam 24 9_4 4
Oral cm“ 25 9.8 12
Timed hands-on exam 39 153 20
Observation 131 51.4 91
Has a certificate or degree 15 5_9 6
Multiple responses 13 5_} 2
No Response 8 3.1 1
Total 255 100.0 136
Ski" 10: Maintain, repair, and safely operate equipment
Written exam 27 10.6 9
- a1 exam 24 9.4 16
I med hands—on exam 49 19.2 21
ObServation 120 47.1 75
Has a certificate or degree 15 5.9 9
u] tiple rCSPOT‘SCS 1 l 4.3 2
Q Responsc 9 3.5 4
Total 255 100.0 136
V

 

57

Table 19 (cont’d).

 

 

 

 

 

 

 

 

 

 

 

 

  
  
  

 

 

 

 

   
 
   
  

 

 

    

Best Way to Assess if a Person Knows This Skill at an Combined Industry Teach“
Acceptable Employment Level _ N % N % N %
Skill 11: Monitor and operate environmental controls
Written exam 3(8) 18.8 14 10.3 34 28.6
7.8 16 l 1.8 4 34
al exam
firmed hands-0n exam 27 10.6 10 7.4 17 14,3
‘ ‘ 111 43.5 75 55.1 36 30,3
Observation
Has a certificate or degree 25 9,3 12 8.8 13 109
Multiple responses 13 5.1 4 2.9 9 7_(,
No Response 11 4.3 5 3.7 6 5.0
Total A 255 100 0 136 100.0 119 100.0
Skill 12: Growing plants
Written exam 59 23.1 17
Oral exam 31 12.2 24
Timed hands-on exam 21 8.2 12
' 91 35.7 55
Observation 12 3 20
Has a certificate or degree 33 3.9 3
Multiple responses :3 3.9 5
#:3651309“ 255 100.0 136
"r. _ . . . ts
Skill 13. Fertilizmg plan 69 27.1 27
Written exam 0 20
Oral exam 28 1 1.
' 28 11.0 12
Timed hands-on exam
' 76 29.8 46
Observation 2 20
Has a certificate or degree 31 12. 4
Multiple responses 11(3) 13.91) 7
N Res nse .
Tgtal P0 255 100 0 136
Skill 14: Diagnose insect, cultural, and disease problems
Written exam 75 29.4 28
Oral exam 24 9.4 13
Timed hands-on exam 32 12.5 13
Observation 66 25.9 44
Has a certificate or degree 34 13,3 20
Multiple responses 14 5.5 6
No Response 10 3.9 7
Total 255 100 0 136
8k" I 15: Correct insect, cultural, and disease problems
written exam 64 25.1 22
Oral exam 27 10.6 18
Ti "led hands-0n exam 26 10.2 13
' 86 33.7 51
bservatlon
as a certificate or degree 29 11.4 19
ultiple responses :2 2.; 253
0 Response 255 100 O 136

 

 

 

 

 

 

 

 

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V—

58

 

 

 

 

 

 

 

 

Table 19 (cont’d).

A

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Best Way to Assess if a Person Knows This Skill at an Combined Industry Teacher
Acceptable Employment Level A N % N % N I %
Skill 16: Plant id entification fl
Written exam 82 32.2 33 24.3 49 41.2
Oral exam 52 20.4 28 20.6 24 20,2
Timed hands—0n exam 34 13.3 16 11.8 18 15,1
Observation 5 1 20.0 41 30.1 10 34
Has a certific ate or degree 12 4.7 7 5.1 5 42
Multiple responses 13 5 .1 3 2.2 10 8.4
No ReSponse l l 4.3 8 5'9 3 2.5
Total A 255 100.0 136 100.0 1 19 100.0
Skill 17: Assists in erecting greenhouses, film hOuSGS. and
similar facilities
Written exam 13 5.1 2 1.5 11 9.2
Oral exam 26 10.2 24 17.6 2 1.7
Timed hands-on exam 25 9.8 7 5.1 18 15-1
Observation 146 57.3 81 59.6 65 54-5
Has a certificate or degree 1 1 4.3 5 3.7 6 32
Multiple responses 1 1 4.3 2 1.5 9 6},
No Response 23 9.0 15 11.0 8 100.0
Total 255 100.0 136 100.0 1 ‘9
Skill 19: Maintain a safe work environment 63 52-?)
Written exam 119 46.7 56 41.2 s ‘3); 5
Oral exam 26 10.2 18 13.2 3 1' 6
Timed hands-on exam 10 3,9 7 5,1 2‘ l -
Observation 55 21 ,6 34 25,0 ‘3 109
Has a certificate or degree 30 11,8 17 12,5 8 6.7
Multiple responses 11 4.3 3 2.2 3 25
No Response 4 1.6 l 0.7
“‘3‘ 255 100.0 136 1 00.0 1 19 100.0

 

 

 

 

 

 

59

CHAPTER V E,

QQQQJWW

Based upon the findings Presented in Chapter Four the following conclusions and

recommendati (ms were formed 3 om the demographics and the research obj ectives.

Wm

Review of Findin 5

Industry respondents, merrlbers 0f Bedding Plants International, were from 36

states and agriscience teachers represented the three top floriculture growing states of

California, Florida and Michigafl- The number of industry (n=1 36) respondents to the

survey were slightly higher than that Ofteachers (n=119).

. . . . , . 6 were
The industry respondents Were diverse in their Job titles, states in which w y

we

mber 0f years employed and education. The industry operations 0

employed, nu umbel
and the 1‘

respondents were diverse in climate, size of operation, types or covering,
of employees. Bedding Plants International members showed a willingness to

communicate.

Agriscience teacher respondents were diverse in the state employed, years

employed, whether or not they had a greenhouse and its size and type of cove“.ng
Only 80% of the teachers responding had high school greenhouses. Regionauy

teachers having high school greenhouses were: California (100%), Florida (81.4%) and
Michi gan (70.8%).
Teachers reported that afier graduation only 18% 0f agriscience students obtained
jobs i 1'1 the horticulture industry, 5.9% attended community college for horticulture, 5%

attended a certificate program and 3% attended a university for a horticulture related

field .

60

gr good 0E greenhouse

When asked what should be the minimum educational back
01 and bachelors

. . . O
rowers industry’s top three chOICeS were associate degree, high soil
g , h sGhOO‘ md an associate

degree Teacher’s top three choices were Cortificate program, hig

degree.
We

1 Industry is willing to contribute to the dia\ogue related to educational

matters.

Agriculture education can move forward, with input from industry and

agriscience teachers, to deve10p nation a1 skill standardS if we look at the

process and not the SP ecific crops.

nt of the 97 agriscience teachers that

3. Twenty perce .
t1”navel-ed the question are

teaching horticulture or plant science without a grQe

. . Ouse.
4, Students taking agriSCience courses have a low rate
d ostsecond ' ' ' femp 1037116 t in ill
field. Very few atten 3P ary Institution to n e
ajo .
Recommendations 1' I" 011' l
mu m,
. C.
1 Dialogue between industry and agnscrence teachers 81101,]
. d CO
rehensive set of ' - ‘1‘
development of a comp national skill Stan dards 25061?» ”2
2 Based on the curriculum reviewed and the desirability of loan, ‘ e
. 1n
g to

skills by activities and n0t only by reading books, all plant Scion G ”St 01..
Ce

or
horticulture teachers should have access to a greenhouse 0r Com
ar
p able plant

growing area.
3. Industry organizations and associations locally and nationally Should pre
Dare
marketing materials and strategies to help increase enrollment for high Soho 1
i o

agfiSCienc e progress. Recruitment of students seriously considering

61

 

 

 

' ' ttet trained
horticulture as a career wrll assrst employers by providing c

workers.

Research Objective 1
1' me 30b title of

Describe the important skills needed for employment f0 . r1
greenhouse grower as percelv‘ifi by Bedding Plants Inteqaia‘: 3‘ members
and agriscience teachers in Ca 1f0min, Flofida and Mic/“1% '

W

A majority of the Skills were considered very important or important by 90% 01‘

more of the respondents. These ski“S W916: plant propagation; Work relationships; selects,

grades, harvests and prepares plants for delivery; knowledge of Plant ll . 1 gy and
. p 31510 0
growth; height control/cultural malllpulation; prepares soil and
f 1 _ growing media; crOP
irrigation; maintain, repair and 53 e y operate equip ment; monjt
O

b and operate

environmental controls; grow plants; fertilize plants; diagnose i

. Q .
problems; correct insect, cultural and disease problems; identif; ect, Cultural and disease
e

_ , ti
scheduling of crops; and mamtam a safe work enVil‘orlment. on of p1 ants
,
The skills monitor, manage and analyze the financial per—f
o
ance 0

greenhouse, and receives, unpacks and 913063 inComing plants and
atefiQ] (£3

be very important or important in the 80 percent rElrlge. The skill ass -
Ist in e
. . . . . 3‘
greenhouses, film houses and Similar faCilities was Said to be very ,- ecu}:
by 6 1.9% of the reSpondents. or impeach)
t
Benchmarks (objectives) receiving less than 70% support were not
cOnside
be part of the skills. Several benchmark (objectives) varied in support betw red to
and agriscience teachers by 19% 0‘ mofe- Many Of these related to newe . ‘3’
1‘ techmcal Skills

and record keeping such ebb and flow systems, foot-candle meter; uSing gr h' 1

(based 0,, p I am m easur emem); using leaf unfolding graphs; keep nutrient l l h
eve gr 313 ; use

62

 

 

- tie CAllture.
hydroponics systems; scientific Plant names, propagate by bulbs and ass

' Svondents were:
Additional skills not listed in the survey but suggested by the re

' 11 that growers
. ago
training in business common sense, work ethlcs and a recommend
9

know a second language, Spanish.
W
The curricula from Illinois, Oklahoma and Ohio that were teViewed to develop the
instrument had been written with industry input. Oklahoma st ated that their curriculum

was developed with industry to get a State and national perSpeCtive of skills needed. None

of the reviewed curriculum obtained ““1“qu or educator input f1- Om outside their state.

This survey had teacher responderlts from three states and industry dents from 36
respon

states to provide a national per SPeCtiVe-
l. The skills and beflfimharks (Objectives) Contain ed in .
by members of Bedding Plants International and a ‘ this survey as perceived
California, Florida and Michigan are approaching a Q SCI ence teachers ill

0112
- . Dr
the job title of greenhouse grower With inclusion of C0 ebellsl’ve [l (f
mple S 01’
X Q6

business skills and Spanish. (.130)
2. Agriculture skill standardS for thejob title of greenhouse grow 867/5;
universally applied, despite environmental differences and Crop fi’.‘ can be
3' Most Of the benchmarks (Objectives) not SUPPOrted were related :versill’.
research and record keeping recommendations. .Versi'ry
{WM

1. National organizations and associations should initiate further dialogue
with
industry a n d agriscience teachers to create national skill Standards

2, The research Supported skills and benchmarks (objectives) list used in this

63

 

' ~ . {1011211 Sk°ll
survey could be used as a foundation piece for developlng a 1

' ' obe u
standards for the _] ob title of greenhouse grower. It could 315 sed by

. ~ - ' tin Curricula.
various states for analysrs and mOdlfication of their was g

‘ . - . and us -
3. Universities should detefmlne the economic feasiblhw efulness of their

recommendations for induStry.

4. Industry needs should be addressed by universities that provide in-service
training for current agriSCience teachers and! or agri science teacher education
to facilitate better und erstanding.
5. The national FF A floriculture skills contest needs I; , , .
O eXamlne its requirement
that the scientific narrl es 0f plants be known if the
8k ' ' b ed
1118 contest 18 to be as

on industry needs.

Research Objective ll

Describe where skills for the jOb title 0f greenhouse gro

acquired as perceived by rr{embers of Bedding Plants Int Q;- o

agriscience teachers in California, FIOHda and Michigan Ql‘neztizlnbest be
. a1

mm and

Respondents identified a variety OfmethOdS for acquiring th
e Ski”
. . . . s
choices were: in a high school hortICUItm‘e (agnSClence) program. in a "e
3 Ce

. ‘ l d I 1&0 . Tb
assocrate degree pro gram; in a bache 01' egree Program; in an adVanced (i ate 01- e
e

on the job training; other (SPBCile Industry m0“ Often chose Postsecond
training. Agriscience teachers chose high school horticulture (agriscienc e)
an

d
postsecondary,

Conclusions

1. Industry supported on the job training and postsecondary eduCati on a th
3 e

best method 5 of acquiring the skills.

64

 

 

 

 

2- Agriscience teaCherS Supported high School horticulture (agdsdence)

0i 2tequiring the

 

programs and postsecondary education as the best methods

skills.
3. The level of education varied greatly Within single spills- Exarnple: plant

propagation skill benchmarks (Objectives) ranged {tom open tray seeding ‘0

tissue culture.

RECommendations

 

1. More communication between high 3011001 agriSCience teachers and indUSiI)’

to coordinate training from high schoo 1 to work and t
0 communicate what

skills will be taught at what level.

2. An alignment of high SChool to postsec<3ndary 3g".
8
Q

‘

3. More involvement of industry members With Car lence curricula.
6%
1s

advisory committfies and curricular reView co it asrid technical education
te

postsecondary programs. $8 for hi
gh School and

4. More opportunities for high school agriscience te
ache
1‘s t
0

learning first hand from industry. 817e,)
O t .
5. More hands-on experience and/or on the job trainin 1016
g 0r in
I tem
serious high schools students. 8111};
8 fbr

Research Objective III

Describe the best method of assessing the skills for the ' b .
greenhouse grower as perceived by members ofBeddinjop title of
International and agriscience teachers in California F lofidalamcsl
’ an Michi
. gan.
R_._€Vlew of Findings

lhere was not a high 13" 61 0f consensus on the methOdS 0f asses
Sment Ihe f
- act

that the benchmarks (o bj ectives) often require different levels of educat'
lOn may have

65

 

contnbUted t0 the lac SS n t

(it responses given-

' ' ist6
' d/ or wri tten examination were the most corlS
Observation an

d of acquiring the
. thod
t ry education as me
W ‘ sment an 05 sec .
rltten exams for asses P 0nda \ t e 1 cm]
w - m n3 L:
w ° 5 111 1 onitor manage and a
' he follo 1mg K S , 9 h f nan
skill as chosen for t

and grown; fertile plants

f of a greenhouse; knowledge of plant physiology
per ormance

and scheduling of crops.

Conclusions

 

f essment to determine the competency of each Skill must be ‘1“ place
Methods 0 ass

f th tion of national skill standards. Therefore individual I'llbrics for each
or e crea

b hrnark (objective) must be developed through further dialogue
CDC .

Recommendations

1 dustry and agriscience teachers should develop m
l. n

”C3 to assess all skills
and benchmarks (ObleCtiVCS)-

2 Written assessments should be developed and signsed

upon b .
'science teachers for some of the skills. A credential . y 111 dimly d
agn 111g test an
Q
developed. 0010,66

3 Observation, as a method of assessment, needs to be defined 5

. . Ind
. . _ This method, to be equitable, needs c usf
agrisc1ence teachers heck‘o Ii 13’ and
. _ St
defined procedures, outcomes and In some cases a time faCtOr. 8,

4 National teacher and industry organizations should bring to ge ther teach
. er

indUSU'Y to develOp assessment models.

Research Obiective IV

. ' ' ' f member
. nal differences in the perceptions 0 . . s of
Eliza tif)’ 3:111:111121t6mati0nal and agrisc1ence teachers in Callmeia,
”01:1”in M i chigan relating to the important skills, Where the Skills can
be aedfn'red or tlie best method of aSsessmg the skills for the Job title of
q

66

 

greenhouse grower.

Conelusions

 

. or industry members
Analysis of the data by region Showed that Where the teacher

- ue -
were employed did not appear to lnfl nCe their responses.

13%

1 National Skill Standards Should be developed by industry and agriscience

teachers.
2. National organizations and associations should faci litate meetings for teacher

and industry to develop national skill Standards.

Recomm endations for Further ResearQ

MN

1. A comparison of high school and postsecondary Ch
1}} Cula to develop an
alignment.

2. Most industry respondents have balChelors degrees. Q
. . UGSt *
they take agriscience in high school? Is there another Ion to be asked' (M
r .

. Gas
to be unfamiliar with the high school curricula? Why (1 0,, W11), ”7
0 the 9y
. y 3
the job training is the best method for learning so many 0 {131‘ Ppear

fthe 12"“
3. Who are the students taklng 1gb SC 001 agrismence ClaSSeS 1’18?
- “2
their career goals? HOW can we increase the percentage ofhigh hat are
Soho
. . - - 01
students that obtain JObS “1 horticulture or pursue horticulture
oStSeCo
a nd
education.

4. What are the education levels of workers being hired as gI‘OWers‘7
5. Why are th ere differences in some benchmark (objective) areas between

indUStIy and teachers?
6. H 0W and why are new methods adopted by industry?

67

 

 

 

 

' ° . met States.
7 A replication usmg anOther industry group and teachers in 0

Reflections

 

' ‘ - ental conditions
udes about leer81ty in local creps and envlrorlm

Educational attit

' with national skill
are blinders that have prevented agriCUItur-e from moving forw 31' d
‘ - ' curriculum selected
standards. Even the states that used 11"dusnylnput to develop “‘6“

only industries located in their state- Agriculture needs to be less territorial and more

encompassing. A paradigm shift is needed to look at the processi “0‘ the PTOdUCi, as

industry has had to do with Quality Standards 9000 -

I was pleased and surprise?d With the indusu’y response rate and the time growers

’1‘ hey showed wi llingness to

took t dd cements and letters. . . . .

teachers also took the extra time to provide addition 211 informati

01). The problem with

teachers’ response rate could be that they are the taI‘get of mu Iti

e su eciall in
the area of curricular research- I'Veys, esp y

1 hope that some national agriscience teachers’ orgam'Zati
11 0r

. . ' . a °
. . or association steps forward to Contlnue the dial gI‘IC
organization Ogue be “lture

1 standards. Ger, t

industry to deve10p national skil §
3
0561-8 and

All career and technical education programs, such as agriscien
Ce,

stigma that their classes were not for the students With postsecond e bad
potehti the
&

° ' 1e that colle 1' It 12
taken a long time to convmce peop 86 Was the key to “0110ij as
s

0W

we need to look at lifelong learning and adopt a new paradigm: economl-c Sec
ul‘lty Ca
ii be

achieved with less than abachelors degree in many fields.
It is unfortunate that anyone would be teaching plant science 01‘ horticultu
re
without a greenhouse- Hopefully, these teachers have some type of growing area f0
1‘

hands-on activities.

68

 

i i feel that I’
This survey did not lend 1tsfilf to powerful statistical analySis, b i ve

- iii agrilculture
added to the general knOWledge and produced Pioneering baseline data

education.
gal questions that should

The results of this survey raised many interesting additiO

'sc‘
be addressed. I found industry’s 1301‘ of Support for high sch00\ 3%“ lence programs as

methods of acquiring skill surprising- Industly often chOSe written assessment for skills

they said could be acquired at the POStSeCcndary lev el and tended to prefer observation as

a means of assessment for skills that they say can best be acquired through on the job

training. Does industry have written levels 0f ObleCtiveS for On the job training 01.

observation? How is observation Condueed? 15 it a written Cheek 1' lcr'iter'ia"
ist or intema °

is the observation made at Specifi C tlmes 01' are mental or wri“;Q
notes taken during a

casual pass by?

Teachers had more difficulty in selecting Only one answ

1‘ 1“
or a method of
"se 1e .
In
Sked to a g Styles? Part

instead of the individual benchmarks (objectives) that may lend the

assessment. Could this be a reflection 0f their knowledge Ofdiv

of the difficulty may have been that industry and teachers Were a

8 $38
elves ”)6 31¢ '1
types of assessment. 1 Is

The present educational reform movement has viewed high $0110
01
. d
Postsecondary career and teehmcal programs as places to prepare StUdents f
01‘ the

workforce. But should industry needs totally control what we teach? Of Co
' T er
3

are still basic skills like open tray seeding and fun skills like hydrOpom'CS b lb
, u

propagation and learning scientific names that make classes more interestin f
g or Students

Th ' tud was to find out whethe '
e purpose 0 f thls s y r mdUStry and agriscience

teachers Conld agree upon a 115‘. Of Skins, Where the Skills can beSt be tanght and m th
e od

69

 

of asse
ssmen 'I‘ ow h

t. he re a k 1
' sults sh
ag culture edu t rwt a : ms 1.1.
r1 cation can M c

move fo 6 a i
at chieved
, as ot er car - N W’ hope
eer and techn' ”y,
1031 edu
cation
clusters

haVe
, d cre '
ate national Skill stand
311 ards.

70

 

 

APPENDICIES

'll

 

 

 

Appendix A

Univers'
ity Commit
t
ee for Research Invol '
Ving Hu
man Sub'
Jects

72

 

 

 

OFFICE or
RESEARCH
AND

GRADUATE

sruouas\L

University Committee 0“
Research knowing
Human Subiocts
rucmnsi

Michigan State University
246 Administration Building
East Lansing. Michigan
48824-1046

51 7355-2180
FAX: 51 71353-2976

93 e University
filulronal Diversity
E ace

MICHIGAN STATE

UNIVERSITY

 

July 2. 1 999

T 0.‘ Dr. Frederick WHlMS
4 1 0 Agriculture Hall

RE: IRB# 99277 CATEGORY: 1~C
APPROVAL DATfigJuly 2, 1999

TlTLEIGREENHOUSE GROWER SKI
F, ERSPECTIVE LL REQUIREMENTS? A NATIONAL
The UniverSity Committee on Research Invol ' - -
proicCi IS complete and I am pleased to advti'sneg gelling; SrigiifsctznéUCR'HS) ”View Of this
subjeCiS appear to be adequately protected and methods to obtain iiiiiifmeegf

- t the human
appropfla 6. Therefore, the UCRIHS approved this project.

Consent are

RENEWAL33 UCRIHS approval is valid for one calendar Yea , .
date shown above. Projects continuing beyond one year mu r, beginning With the a
renewa form. . A maximum of four such expedited renewals oSt'be renewed With th pp roval
contmee 3 protect beyond that time need to submit it again fer a Selble. 'l'lVeSllgators .e green
3V\$\°N51 UCRIHS must review any changes in proced complete review ““3an t0

riot to initiation of the change. If this is done at the time ofu:ee:e$v°"’t”9 human subjects
a O

lform. To ‘ d t l

‘enewa revrse an approve pro cool at any other . .,_ Please use the

Wlamen request to the UCRIl-is Chair. requesting revised approt‘t’ge during the year, sendgivzeur:

“23" and title. include In your request a description of th and referencing the PmleCt's

instruments. consent forms or advertisements that are applicab‘ e change and any revis e d

PRoBLEMSICHANGES: ‘ Should either of the following arise ii '

notifY UCRlHS promptly: 1) problems (unexpected side eff Unng the course of the W0.-

human subjects or 2) changes in the research emtmnmenect otsr’ complaints, etc.) inVOIVi .
reater risk to the human subjects than exrsted When the Protocol Wnew information indicati

appmved' as p'theusly revi

ewed n9

. and
If we can be of further assustance. please contact u
U GRIHS@pflOLmsU.edU. Please note that all UCRlHS f0

8 at 517 355.2180 0
http://wwwmsuedU/UnitlvprgslUCRIHSI V

rms are located on the w ; b yia email

sincerely.

  

DEW: db
cc: Nancy Higgins

73

 

lit/n

 

U N I V E R S
June 29, 2000 '

MICHIGAN STATE
1 T v

T05 Frederick WHlMS

4 1 0 Agriculture Hall

RE: iRB # 99.277 CATEGORY;

1-c
RENEWAL APPROVAL DATE:

June 28, 2000
The Univ

TITLE: c; REENHOUSE GROWER SKILL REQUIREMENTS: ANATIONAL PERSPECTIVE
ersity Committee on R
is comple

esearch '"VO'Ving Human Sub' ' HS ' ‘ -

. iects (UCRl )reVIew of this ro ect
te and I am pleased to adwse that the rights and welfare 0 p 1
be adequately protected and me

UCRIHS APPROVED THIS PROJECTS RENEWAL.

f the human subjects appear to
mods to obtain informed consent are appropriate. TherefOre the

ReflEWALS: UCRIt—iS approval is valid fo
shown above. Projects con

r one calendar year, b - ~ -

tinuing beyond one year .must be renewzg‘mltrt‘igthvgtgréhee approval date
A maximum of four such expedited renewal are pOSSlble.. 'nvesfigators Wishin n renewal form.
be¥°“d that time need to submit it again for complete reVIew,
REASDNS: UCRIHS must review any changes in procedUres i
“wagon 0‘ the Change. If this is done
revise an approved pro

9 to continue a project
at the time of renewal,
tocol at any other time during the y
UcPAHS Chair, requesting revised approval and
request a description 0

a

D ea
ear 8:91:86 the gr een renewal form. 0
referencing the’proje

T
d 'y0ur written request to e
Cts lRB# and title. Include in
plicable.
LEMSICHANGES: Shout
U chH3 promptly: 1) problems (unexpe
o r 2) changes in

th
f the change and any r eVised instruments, consent forms or

d either of the following arise during the course of the wor

 

cted side effects com I - . . k, notify

. . aint

the research enVIronment or new inform ationp lndi 35%;.) gage/T383132? subjects

meats than existed when the protocol was preVIoust reviewed and approve d. e Uman
‘ f e can be of further assistance, please contact us at 517 355-2180 or via email-
UcaiHS@pilot.msu. u. .
. er .. " ~ ' .__,.
OFFICE OF SW E; . w _ .
RESEARCH
AND - .
GRADUATE. DaVid E. WrIght
STUMES cnair- UCR'HS

Universitv commltlea 0“
Research \iitiolvtng
Human Stilt! Ben

Michigan State “til-B's“
46 Administration . “6‘ n9 .
2 East LanSing.Mich~‘ga“ DEW- ks
AMA-10 56 c.
c .
. W.fl\su.8d\1’uset’uerihs
web. E'Mai‘Z mtihSmSU-edu

7 Li
. WWW”
The “flffing‘gfludom’ amt
I 0 9 mile!“ 10 W

 

 

 

Appendix B

Cov
er Letters and Po t
5 card

’15

 

 

MICHIGAN STAB;

WVERSlTY

 

May 17.2000

Dear Agriscience Teacher:

As education reform has become a national issue. the career
and technical education area is looking at national skill-8
and methods of assessment: ‘ In the area of agricultuze we are
behind (“Ost other career 8nd technical areas in developing
n.t10nal Skills. Diversity in our field is one reason we
haV¢ not moved fog-ward at! a national level. These are issues
I. am ‘ddressing in my doctoral dissertation.

This su xvey looks at the skills needed. to: the job title of

gzegnnotdée grower. There are nineteen skill questions. This
surv”! mil take approximately 15 minutes to c°lnplece,
accuse this is a national survey Y°ur ”‘9‘": 13
semisticfilly important- Y°u have b°°° “"dmly Selected to

Pazcicipqte.
may be assured of: complete contidentiality,

u ' . The
1:, an identitication number for mailing purposes on;;my.
1.5 so that we may check of: you: name from the mail ing '13:.

on your questionnaire is tetuzn§<1o You: “W Hill
laced on the questionnaire. You mdicate your Volungs-n: be
ingredient to pazcicipace by cm1°tinq and returning this

sufley'
zequ-ts of this survey will b0 available late: this year

The eddi Plant Ind
mgmbers of the 3 n9 . “5“? and to a. used.
igucators in a national aqziculture educate: PUblgcagiog?c°

ase return YO“: completed SUW¢Y in the stamped self-
1e eased envelope byMay 31: ZOOO'DD' not Pm: ‘ return
addtess on th‘ envelope-

please CCcept the enclosed pen 38 a token of appreciation.

Thank you for YO“! assistance.
' cerely.
szn \
A fl ; c
F 7i“ or! 08 03%
D" Fred Whine "we? L. Higgins
Ptofessoz Doctoral Student;

76

 

 

 

MICHIGAN 5151;

UNIVERSlT’

July 17, 2000

Deal: Bedding Plant Ipternational Member,

As education reform has become a national issue, the career
and technical education area is looking at national skills
and methods of assessment. In the area of agriculture we are
behind most other careef' and technical areas in developing
national skills. Divers-1t! in our field is one reason we
have not: moved forward at: a national level. These are issues
I. m addressing in my doctoral dissertation.

1':th survey looks at the skills needed for the job title of
greenhouse grower. There are nineteen ski-ll questzions. This
survey Will take approximately 15 minutes to complete.
Because this is a national survey your input is
stetiStically important. You have been randomly Selected
PartiCipqte . to

you may be assured of complete c°nf?d?ntialit

has an identification number fox: mailirég Purp
is so that we may check off YO“: name 1‘0!!! the moi .

when your questionnaire is retmed, Your name wililggviisge
laced on the questionnaire. You indicate Your Voluntary
a.g;;eexnent: to participate- by completing and returning this
surveY-

1" The survey
“es Only. This

rv will be avail
The results 0f thi’ 5“ 91’ able later chi
to members of the Bedding Plant: Industry and to agrisciegg:t
educators in a national agriculture educator publication

Please return your completed survey in the stamped self-

8dd3933°d en"91"?e by Jill-Y 31. 2000. Do not put a return
address on the envelope. 7

Please accept the enclosed pen as 3 token o f appreciatIOn
Thank you for your assistance.

Sincerely:

/ .. _. .
MN Twitter“

pr. Fred W Nancy L. Higgins
Professor D°°t°ral Student

     

Tl

 

 

 

Nov. 24, 2000

Dear Agriscience Teache 1:

Last semester you should have received a survey titled
Greenhouse Grower Skills Requirements: A National

Perspective. As of today, I have not received your completed

survey. If you have already returned the survey I would like
to thank you. '

 

In case you misplaced the first survey, I have enclosed
another one for your convenience. Because this is a national

survey your input is statistically important. You have been
randomly selected to participate.

You may be assured of complete confidentiality. The survey
has an identification number for mailing purposes only. This
is so that we may check off your name from the mailing list
when your que$tionnaire is returned. Your name will never be
placed on the questionnaire. You indicate your voluntary

agreement to participate by completing and returning this
survey.

Please take a few minutes to complete and return your survey
in the Stamped self-addressed envelope by December 9, 2000.
Do not put a return address on the envelope.

Thank you for your assistance.

Sincerel y,

Nancy L- Higgins
Doctoral Student

78

Nov. 24, 2000

Dear Bedding Plant Industry Member,

In JUlY YOU Should have received a survey titled
Greenhouse Grower Skills Requirements: A National
Perspective. As of today, I have not received your
completed survey. If you have already returned the
survey I would like to thank you.

 

In case you misplaced the first survey, I have
enclosed another one for your convenience. Because
this is a national survey your input is
statistically important. You have been randomly
selected to participate. .

You may be assured of complete confidentiality.
The survey has an identification number for
mailing purposes only. This is so that we may
check off your name from the mailing list when
your questionnaire is returned. Your name will
never be placed on the questionnaire. You indicate
your voluntary agreement toparticipate by
completing and returning thlS survey.

Please take a few minutes to complete and return
your survey in the stamped selfeaddressed envelope
by December 9: 2000~ Do not put a return address
on the envelope.

Thank you for your assistance.

Sincerely, . ’
M71 K’; iii/77% *4
_Nancy L. Higgins
Doctoral Student

79

 

 

 

Deal Agriscience Teacher:

A week or two ago you received a survey,
- enhou _ we kills 79L me .‘A
W

If you have Ietumed the survey, thank you. If
not. please do so as soon as possible. Everyone's
input is important on a national survey.

Sincerely,

Nancy L. Higgins
Doctoral Student

80

 

 

 

Appendix C

Survey Instrument

81

 

 

Greenhouse Grower

Skills Requirements:
A National Perspective

 

This doctoral research survey asks industry and educators to assess
the importance of ‘various skills that are required for greenhouse
growers,- where the skills can best be taught and how to assess 11’ a
person knows the skill at an employable level.

Nancy L- Higgins
408 Agriculture Hall
Michigan State University
East Lansing, MI 48824

 

82

[Do

 

Be sure to answer each question as accurately as you can
All answers will be kept completely. confidential.

Section I contams nineteen skills. For each skill you will be asked it the skill

important What are necessary parts of the skill. where this skill can best
be taught and how to assess if a person has this skill

Section 11 contains demographic inibrmation.

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Do you reach horticulture or plant science?
Check one.

Dunes 21/ am

If no please return the survey unanswered

Thank 7°" {01' 70a: assistance

83

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An associate's degree

A bachelor's degree

Some graduate school

A graduate degree

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b. Florida
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Graduated horn high school
Some college
A certificate program
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93

 

 

 

Appendix D

Expert Panel

94

 

 

 

W

Dr. Fred Whims, ANR Education and
Communications Systems,
Michigan State University

Dr. Frank Brewer, ANR Education and
Communications Systems,
Michigan State University

Dr. Murari Suvedi, ANR Education and
Communications Systems,
Michigan State University

Dr. Perry Lanier, Department of Education,
Michigan State University

Dr. John Biembaum, Department of Horticulture,
Michigan State University

Dr. Dean Krauskopf, Commercial
Greenhouse Specialist,
Michigan State University Extension

Susan Lum, MS, Agriscience Teacher,
Randolph CTE, Detroit, MI

Judy Delgado, MS, Assessment Committee,

Wayne County Community College,
Detroit, MI

95

 

 

 

Appendix E

Field Test Group

96

 

Field Test Grou

David Mayor, Horticulture Teacher,
Dearbom High School, Dearbom , MI

David Cooper, Horticulture Teacher,
Edsel Ford High School Dearbom ,MI

Re’nee Bryant, Teaching Assistant Agriscience,
Golightly CTE, Detroit, MI

Alice Pry, Teaching Assistant Agriscience,
RandolphCTE, Detroit , MI

Tammy Grimms, Teaching Assistant
Agriscience, Roosevelt High 3011001, Wyandotte, MI

Judy Servins, Teaching Assistant HOI‘ticulture,
Burger School for the Autistic, Garden City, M1

Diane Andersen, Teacher horticulture, Burger School
for the Autistic, Garden City, MI

Jean Anderson, Greenfield Village Historic GardenS,
Dearbom, MI

Mary Hunter, Greenfield Village Historic Gardens,
Dearbom , MI

Mike Sands, Belle Isle Conservatory, Detroit, MI

James Justus, Director, Belle Isle Conservatory,
Detroit ,MI

Brain Marvaso, Marvaso Greenhouses, Romulus, MI

Jean Duggen, Seniors Greenhouse, Wayne ,MI

97

 

Appendix F

Personal Telephone Interviews

98

 

Personal Telephone Interviews K

 

Wm. Jay Jackman, eXecutive director, National Association of
Agricultural Educators, Inc,

Roscoe Vaughn, National Association of Agricultural Educators, Inc.

Dr. William Carlson, Michigan State University, Department of
Horticulture

John Bricnbaum, Michigan State University, Department of Horticulture
Sherry Johnson, manager of Bedding Plants International
Charles Arensmeir, Michigan State University, Agriculture Education
Dr. Dean Krauskopf, Michigan State UniVCFSity Extension
Keith Zamzow, horticulturist Texas A&M
J immy Mullins, horticulturist Virginia State University
Veronica F ielner, University of Missouri
Denis Kervin, Ohio Florist Association

Barbara Kaufmann, The Institute for Educational Leadership, Washington
DC ’

Frank Gallo and Amy Pass, researchers for the National S kills Standard
Board, Washington. DC

Jean Landeen, California Department of Education

Halyna Bialczyk, Wayne County Regional Educational Service Agenc
School-to-Work consultant y,

Craig Wiget, Ohio Agriculture Education Service

Tracy Hoover, University of Florida, Agriculture education and
Communications

Dr. Ben Shaw, Texas Education Agency

99

 

 

Appendix G

Other Necessary Skills Not in Survey

100

 

lndustm other skills:

A combination of practical work and some degree of education. I mean hands-on
(experience) and a 800d attitude ‘ that’s most important.

Bilingual and (knowledge of Spanish), the Microsoft Excel computer program, the
Word computer program, lntemet capability, social skills for working with teams and

problem-solving.
Personnel management, attitude development and personal growth — people skills .

Cross training — understanding the effects of their actions on-other stages of
production.

Common sense.

The ability to integrate scientific fact with intuition is What makes a good grower. It 15
as much an art as a science. The best growers seem to be people that have a strong
scientific background combined with attention to detail and willingness to work.

A thorough comprehension of the five essentials for plant growth including the
interaction of light, temperature, water, gases and fert1112er_

Promptness, dependability, ownership and pride in one’s Work.

We are a very small business. I do most of the seeding, Propagation, fertilizing and
insect control. Most important to me is a compatible crew Who are open—minded and
work well together. Our best method to control disease is to be tidy and keep our
growing and selling areas free of debris.

A strong work ethic.

Computer training in accounting and billing situations.

A knowledge of plant quality (requires years of experience). Accuracy in POSitiom'
and placement within the greenhouse environment, air movement and disease “8
monitoring.

All schools offer different levels of teaching so there is no way to determine the be t
way these skills can be obtained. Schools can offer a lot but on the job training is 3
probably the most important as each greenhouse is different.

Spanish language skills. Problem-solving skills.

Common sense.

Another language —- Spanish.

101

 

 

Some awareness of retail merchandising and what the buying public is looking for,
industry trends, etc.

Organizational — The 11105t impOrtant (thing) which affects their ability to perform
most of the tasks —— a green thumb, a general love for growing plants is a skill that may

not be trainable.

I did this based on our greenhouse. I don’t know about the skills necessary for
growers in large facilities.

Understanding and speaking some Spanish. Awareness of Hispanic culture. Working
with deadlines and warm temperatures and weekends from time to time. Traveling to
other greenhouses and local meetings to look, listen, learn.

Sense of humor!

Experience — a touch for plants.

It is very important that the grower be able to get along With other people. They Shave
r er .

to work with and along side of and sometimes in opposition to the other wo Or the
Example: the crop needs it warm and workers complain about the temperature.
crop needs water and workers want it dry.

If the grower only has book training and no ability and 00mm on sense they’re.
destined to failure. Books cannot grow plants. People — the grower , must be in touch
with their senses to accomplish growing.

Bilingual — Spanish in California.
Truck driving and a second language (Michigan).
Business administration. Foreign language, if?» Spanish (COIOI'adO).

How to calculate different amounts of chemicals and fertilizer when on 1y one
measurement is known. prepare packaged plants for transport. Could include
preparing a truck.

An open mind, willingness to learn, desire to learn from experimentation. Admit th
it all isn’t in the book somewhere. To network and ask questions, to get out into th at
world, evaluate the good and what can be changed or adapted to their situation 6

None of the listed skills can be learned and polished in any education program alone
HandS-on experience is necessary in most of these areas in order to really know how.
to do anything.

W:

Definitely telephone skills — messages.

102

 

 

Employability skills. 11111515 an 1mPortant skill for today’s market for job entry
workers plus re-education for peeple who have forgotten how to dress, act and treat
others — coworkers, themselves and the customer. It is better to look and act good
than to worry about “I have a headache.”

Public relations.
Marketing, business planning, retail displays -

Legal knowledge of plant protection variety act. Export-import knowledge. State and
federal health and safety regulations.

Can work ethic be taught?

Customer relations and sales.

Understanding manipulation of genetics - atmosphere Control,
The ability to continue learning as trends change. The ability to communicate
knowledge with others. Personal skills: hard work, honesty, flexibility, good
communicator.
All skills above are important. I feel many can be taught at the high school level.
However, I don’t feel many Agriscience programs meet this level of standards. Very
few schools could have students perform well by this level.

Knowledge of labor practices and laws and regulating agencies.

Interpersonal skills.

Interest in continuing education.

Retailing skills, employee-customer relations.

Tools and their uses. Equipment needs.

103

 

Appendix H

Comments

104

 

Industry comments:

. “1 am presuming the “grower” is head grower of a plant farm.”

° “Other employees need to understand that there’s more to growing than holding a
hose all day. Growers need to stop being the lowest paid and experienced.”

' “I don’t feel comfortable answering the third part of each skill. I don’t think that you
can be sure until the person has been hired for some time.”

' “I learned by trial and error. I wish I had more formal training before getting into the

business.”
‘ “Good luck! I’d be interested in seeing the results of your survey.”
‘ “Skilled workers are not paid on an hourly basis — only on a salaried basis.”

. “A totally committed grower has to work long, hard hours to be successful. In today’S
economy, very few are willing.”

. “Employees need most of all work-related eXperience. Best way of gaining usable
knowledge.”

- “My parents have owned and operated a wholesale perennial/annuals operation for 40
years and I have observed first hand all the answers to every question -— Rhode

Island.”

. “It is almost impossible for me to find a grower in this market. We have only 100,000
people and none to draw from here. If you know of any good growers, send them up
or e-mail. . . . Alaska.”

. “This survey is flawed. What is the definition of a grower?”

. “Thank you, Some questions were not easy to answer with one or two words, but I
tried.”

. “There are some great pe0ple who love working with plants. Just got to find them.”
. “Worked for horticulture supplier and large greenhouse operation.”

. “Salaries vary so much in this industry depending on location of business. It would be
nice to have a standar .”

. “Our best growers are those who have had on the job training.”
. “Enjoying plants is a big part of growing and selling, the motivating factor. Self-

motivation to learn and study.”

105

 

There’s nothing like experience gained in the work place- The best co Ilege grad
many times fails in the real world.”

Answers based on what we call a “section grower” — responsible for watering,
peSthlde applications, scouting, managing 1-2 people.”

0Assessment is most frequently “best” done via multiple methods, not just one, e. g,
r 31, degree, observation. To check one is not accurate.”

We:

,1, WOUId greatly appreciate receiving any agriculture skills requirement info. My
SChOOl is in the process of developing skills standard for agriculture. Please send any
Survey results.”

' “Each skill could be broken down into levels of training. Many would only require
hlgh SChool or OJ T. Some would require advanced degree work. Some areas are

better 16ft to suppliers and builders, although the growers need to be aware of what
they receive.”

“It wee Very difficult to choose only one answer, especially in the best way to assess
the skill or at what level — high school or college — is best to acquire the skill.”

“Rest of students continue education in other fields of interest.”
° “Work ethic and habits are a definite necessity. However, multi-skills are also a big

art of a successful business. There are quite a few skills (mechanical/physical) that
should be left to a certified individual.”

“The section on how the skill can best be acquired has a different answer for different
parts of each skill, therefore most of this survey is meaningless.”

“Most students attend college and pursue other majors while working. The nursery
industry is located 30 miles south of the school.”

“I teach horticulture production for trainable ESE students. I answered the questions
as they pertained to our program.”

“There are very little opportunities in the San Joaquin Valley to work for a
greenhouse grower or begin a greenhouse operation.”

. “Good luck with your dissertation.”

“High school students are simply not interested in the industry down here. People can

be hired off the street for a minimum wage and many are immigrants, so they’re
happy to get a job and do well. (Florida)”

. “Most of the ski 1 Is one can get out of a quality high school program. Some skills can

106

 

 

only be acquired from advanced education and on the job framing. ”
Our school is set up for teaching students who are emotionally disabled. Students are
enrolled here for learning to cope with their disability, but many go into business for
if emselves in computer technology, business, landscaping and greenhouse production

t ey complete their course of study. However, we hope they can return to a regu 1a:—
education setting.”

Certification of skill acquisition at various levels — i.e. high school-technical,

assoCiate certificate. What skills should be taught at each level of instruction should
e determined.”

“This survey is not designed to be answered with just one of the choices offered. If

you anSWer with just one of the choices, the conclusions would be way off from what
is actually true.”

“MOST Of these skills could be introduced with good success at high school level.
Working competencies obtained at certificate degree programs. Understanding at
Baehelor-plus programs. Research at graduate level.”

“My OPinions are based on high school experience only. My own background is not

in plant science, therefore I am no expert in plants myself. I concentrate on purely
hands-on classroom adaptation of the basics of plant/horticulture sciences: methods 0f
propagation, fertilizing and very basic greenhouse management.”

“This is not an area of the state where horticulture is valued as a vocational choice.
There are a few small nurseries in the area but large farming operations and cattle and
the local Phosphate mine are the major employers. (Florida)”
“There are a lot of different skill levels needed. From very basic to very complex and
even different levels in the skills listed. The most important skill is good work habits.
All the other skills can be taught if they have good work habits.”

“We have had many past graduates work in technical greenhouses but it varies
heavily from year to year.”

“I work with special education students.”

“Many recent graduates pursue horticulture careers, which is a change from the
previous years.”

“No more surveys, please!”

“It is difficult to choose only one way to assess each skill area. In many areas more
than one way in a combination works more accurately and best.”

“Good survey. ”

107

 

 

“Our emphasis is fioriculture/tloral design, not pure horticulture. Most get entry- level
jobs in floral shops.”

“Due to not having a greenhouse, students do not have the knowledge about what a
greenhouse could offer them. This was a difficult survey to write out. Hope that this

helps. With proper funding we would implement a horticulture program if we had a
greenhouse.”

“Very thorough survey — nice job.”

“You did a pretty thorough job, Nancy.”

 

108

 

 

 

Appendix 1

Regional Frequencies

109

 

"‘!:'!vtires

.. .)
“v" 0.1.
2".v~9'.§i~r., ..

 

 
   

 
 

Table 20

Regional Frequencies

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Skill Very . . Not Very Not 1m
l Important Important No Opmion I lmpo nan t I At X‘H‘tam
[ N % I N % I N % I N % l N i %
1. How important is the plant propagation skill?
Industry
West of Mississippi 17 48.6 16 45.7 0 0.0 0 0.0 2 5.7
South 8 44.4 10 55.6 0 0.0 0 0.0 0 0.0
North 51 62.2 28 34.1 0 0.0 0 0.0 3 3.7
Teacher
West of Mississippi 20 74.1 7 25.9 0 0.0 0 0.0 0 0.0
South 34 81.0 8 19.0 o 0.0 o 0.0 o 0.0
North 30 62.5 18 37.5 0 0.0 0 0.0 0 0.0
2. How important is monitor, managing and analyzing the financial performance of the greenhouse as a skill?
I ndustry
West of Mississippi 15 42.9 3 44.4 3 8.6 1 2.9 0 0.0
South 3 16.7 2 55.6 2 11.1 3 16.7 o 0.0
North 30 37.5 7 41.5 7 8.8 8 10.0 1 1.3
Teacher
West of Mississippi 7 25.0 3 64.3 3 10.7 0 0.0 0 0'0
South 18 45.0 2 44.2 2 5.0 1 2.5 0 0-0
North 15 32.6 7 47.9 7 15.2 1 2.2 0 0-0
3. How important is the work relationship skill?
lndustry
West of Mississippi 30 85.7 4 11.4 0 0.0 1 2.9 0 0.0
South 14 77.8 4 22.2 0 0.0 0 0.0 0 0.0
North 58 70.7 24 29.3 0 0.0 0 0.0 0 00
Teacher
West of Mississippi 23 85.2 4 14.8 0 0.0 0 0.0 0 00
South 33 80.5 8 19.5 0 0.0 0 0.0 0 0.0
North 40 85.1 7 14.9 0 0.0 0 0.0 0 00
4. How important is the receivings, unpacking and placing incoming plants and materials skill?
Industry
West of Mississippi 15 42.9 15 42.9 0 0.0 5 14.3 0 00
South 6 37.5 9 56.3 0 0.0 1 6.3 0 0.0
North 26 34.2 43 56.6 3 3.9 4 5.3 0 00
Teacher
West of Mississippi 6 22.2 18 66.7 2 7.4 1 3.7 0 0.0
South 19 45.2 21 50.0 0 0.0 2 4.8 0 0.0
North 16 33.3 25 52.1 5 10.4 2 4.2 O 0.0

 

 

 

 

 

 

 

 

 

 

 

5. How important is selecting, grading, harvesting and preparing plants for delivery skill?

 

 

 

Industry
West of Mississippi 22 62.9 1 1 31.4 10 2.9 l 2.9 0 0.0
South 9 56.3 6 37.5 0 0.0 1 6.3 0 0.0
North 30 39.0 40 51.9 5 6.5 I 1.3 l 1.3
Teacher _ .
West of MlSSlSSlei 15 55.6 11 40.7 1 3.7 1 0,0 0 0.0
South 27 69.2 9 23.1 3 7.7 3 0,0 0 0.0
North 18 39.1 24 52.2 4 8.7 1 2,8 0 0.0

 

 

 

 

 

 

 

 

 

 

 

 

 

110

Table 20 (cont’d).

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Skill Very . . Not Ve Not Im
Important l Important No Opinion I Imponaii; At X? :13"
N % l N % l N % I N % N I %7

6. How important is the knowledge of plant physiology and growth? 7

Industry
West of Mississippi 23 63.9 10 27.8 1 2.8 l 2.8 1 2.8
South 5 31.3 10 62.5 I 6.3 O 0.0 0 0.0
North 39 50.6 32 41.6 4 5.2 2 2.6 0 0.0

Teacher
West of Mississippi 20 74.1 7 25.9 0 0.0 0 0.0 0 0.0
South 19 47.5 19 47.5 1 2.5 1 2.5 0 0.0
North 31 64.6 17 35.4 0 0.0 0 0.0 0 0.0

7. How important is the height control/cultural manipulation skill?

Industry
West of Mississippi 25 69.4 11 30.6 0 0.0 0 0.0 0 0.0
South 8 50.0 8 50.0 0 0.0 0 0.0 O 0.0
North 50 65.8 24 31.6 2 2.6 0 0.0 0 0.0
Teacher
West of Mississippi 8 29.6 19 70.4 0 0.0 0 0.0 0 0.0
South 12 30.8 22 56.4 5 12.8 0 0.0 0 0.0
North 13 27.7 28 59.6 5 10.6 1 2.1 0 0.0
8. How important is the preparing of soil and growing media skill?
Industry
West of Mississippi 23 63.9 9 25.0 2 5.6 1 2.8 1 2.8
South 4 25.0 10 62.5 0 0.0 2 12.5 0 0.0
North 33 44.0 33 44.0 3 4.0 5 6.7 l 1.3

Teacher
West of Mississippi 16 57.1 12 42.9 0 0.0 0 0.0 0 00
South 24 60.0 14 35.0 1 2.5 1 2.5 0 00
North 31 64.6 15 31.3 0 0.0 2 4.2 O 0.0

9. How important is the crop irrigation skill?

Industry ‘.
West of Mississippi 33 91.7 3 8.3 0 0.0 0 0.0 0 0 0
south 16 88.9 2 11.1 0 0.0 o 0.0 0 0.0
North 70 87.5 10 12.5 o 0.0 0 0.0 0 0:0

Teacher
West of Mississippi 18 66.7 8 29.6 1 3.7 0 0.0 0 00
South 22 56.4 16 41.0 1 2.6 0 0.0 0 0.0
North 22 47.8 22 47.8 2 4.3 0 0.0 0 0,0

.—-—-—-——

10, How important is the maintaining, repairing and safely operating equipment skill?

Industry
West of Mississippi 1 1 30.6 22 61.1 2 5.6 O 0.0 l 2.8
South 6 33.3 10 55.6 0 0.0 2 11.1 0 0.0
North 28 35.9 45 57.7 1 1.3 3 3,8 l 1.3

Teacher

West ofMississippi 14 53.8 10 38.5 1 3.8 1 3_8 0 0.0
South 23 56.1 16 39.0 1 2.4 1 2,4 0 0.0
I North 14 29.8 26 55.3 5 10.6 2 4.3 0 0.0
11. How important is the monitoring and operating environmental controls skill?
l V

111

 

i

Table 20 (cont’d).

 

Skill

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Very . . Not Very Not Im
Important Important No Op1n10n Important At X‘H‘tant
N % N % N % N % N %
Industry
West of Mississippi 19 57.6 12 36.4 1 3.0 0 0.0 1 3.0
South 5 27.8 13 72.2 0 0.0 0 0.0 0 0.0
North 33 43.4 37 48.7 3 3.9 2 2.6 I 1.3
Teacher
West of Mississippi 6 26.1 16 69.6 1 4.3 0 0.0 0 0.0
South 16 38.1 20 47.6 5 1 1.9 1 2.4 0 0.0
North 14 29.2 27 56.3 5 10.4 2 4.2 0 0.0
12. How important is the growing of plants skill?
Industry
West of Mississippi 31 88.6 3 8.6 0 0.0 0 0.0 1 2.9
South 16 88.9 16 1 1.1 0 0.0 O 0.0 0 0.0
North 69 86.3 9 11 3 1 1.3 1 1.3 0 00
Teacher
WCSt 0f Mississippi 16 64.0 9 36.0 0 0.0 0 0.0 0 0-0
South 30 71.4 5 11.9 6 14.3 1 2.4 0 0.0
North 33 68.8 13 27.1 2 4.2 O 0.0 0 0-0
13. HOW important is the fertilizing of plants skill?
Industry
West of Mississippi 30 83.3 5 13.9 0 0.0 o 0.0 1 2-8
South 1 1 73.3 4 26.7 0 0.0 o 0.0 0 0-0
North 60 80.0 15 20.0 0 0.0 0 0.0 0 00
Teacher
West of Mississippi 20 76.9 6 23.1 0 0.0 0 0.0 0
South 32 78.0 7 17.1 2 4.9 0 0.0 0
North 31 67.4 15 32.6 0 0.0 0 0.0 0
14. How important if the diagnosing of insect, cultural and disease problems skill?
miustry
West of Mississippi 31 88.6 3 8.6 0 0.0 I 2.9 0
South 13 81.3 3 18.8 0 0.0 O 0.0 0
North 59 76.6 18 23.4 0 0.0 0 0.0 0
Teacher
West of Mississippi 17 63.0 10 37.0 0 0.0 0 0.0 0 o_o
South 31 75.6 9 22.0 1 2.4 0 0.0 0 0.0
North 27 60.0 17 37.8 0 0.0 1 2.2 0 0,0
15, How important is the correcting of insects, cultural and disease problems skill?
Industry
West of Mississippi 30 83.3 6 16.7 0 0.0 0 0.0 0 0.0
South 12 80.0 3 20.0 0 0.0 0 0.0 0 0.0
North 58 76.3 18 23.7 0 0.0 0 0.0 0 0.0
Teacher
West of Mississippi 16 59.3 1 1 40.7 0 0.0 0 0.0 0 0.0
South 30 71.4 1 1 26.2 1 2.4 0 0.0 0 0.0
I North 27 60.0 15 33.3 2 4.4 1 2.2 0 0.0
l 16. How important is the identification of plant material?
V

 

 

 

 

 

112

 

 

 

 

 

 

 

 

 

 

 

 

 

Table 20 (cont’d).
Skill Very I Not Very Not Impo
. . "an
Important Important No Op1n10n Important At A] 1 t
N % N % N % N % N %
Industry
West of Mississippi 13 36.1 21 58.3 0 0.0 2 5.6 0 0.0
South 6 37.5 10 62.5 0 0.0 0 0.0 0 0.0
North 27 36.5 44 59.5 1 1.4 2 2.7 0 0.0
Teacher
West of Mississippi 15 60.0 9 36.0 0 0.0 1 4.0 0 0.0
South 25 61.0 15 36.6 1 2.4 O 0.0 0 0.0
North 31 66.0 16 34.0 0 0.0 0 0.0 0 0.0

 

 

 

 

 

 

 

 

 

 

 

17. How important is the assisting in erecting greenhouses, film houses and similar facilities skill?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Industry
West of Mississippi 3 8.3 20 55.6 3 8.3 9 25.0 1 2.8
South 1 6.7 6 40.0 1 6.7 6 40.0 1 6.7
North 8 10.4 33 42.9 10 13.0 23 29.9 3 3.9
Teacher
West of Mississippi 1 3.6 19 67.9 5 17.9 2 1 3.6
South 7 17.1 24 58.5 5 12.2 5 12.2 0 0-0
North 8 17.0 21 44.7 7 14.9 10 21.3 1 2-1
18. How important is the scheduling of crops skill?
Industry
West of Mississippi 30 83.3 6 16.7 0 0.0 0 0.0 0 0-0
South 11 64.7 6 35.3 0 0.0 0 0.0 0 0-0
North 62 75.6 20 24.4 0 0.0 0 0.0 0 00
Teacher
West of Mississippi 14 51.9 13 48.1 0 0.0 0 0.0 0 0.0
South 20 48.8 18 43.9 3 7.3 O 0.0 0 00
North 25 53.0 20 42.6 1 2.1 1 2.1 0 0,0
19. How important is the maintaining a safe work environment skill?
Industry
West of Mississippi 23 65.7 12 34.3 0 0.0 0 0.0 0 00
South 1 1 64.7 6 35.3 0 0.0 0 0.0 0 0.0
North 47 58.0 34 42.0 0 0.0 0 0.0 0 00
Teacher
West of Mississippi 23 85.2 4 14.8 0 0.0 0 0.0 0 0.0
South 33 80.5 8 19.5 0 0.0 0 0.0 0 0.0
rth 39 83.0 8 17.0 0 0.0 0 .
L): 0 0 0 0.0

 

 

 

 

 

 

 

 

113

 

 

Appendix J

Early and Late Returns Data

114

Table 21

Early and Late Returns Data

 

Skill Area

Early Returns

Late Returns

 

Mean

SD

SD

 

Mean

t-

3 lg of
Value t

 

1. How important is the plant
_ propagation skill?

165

1.30

.46

87

 

1 .61 .77

 

 

-4.04 <.001

 

 

2.

 

How important is it to monitor,
manage, and analyze the
financial performance of the
green house as a skill?

\\

164

1.85

.84

83

1 .90 34

-.50 .620

 

How important is the work
relationship skill?

163

1.25

.48

 

87

.36

1.75 .081

 

How important is the receving,
unpacking and placing incoming
plants and materials skill?

158

1.77

 

 

.73

 

86

 

1.87 .86

-1.01 .311

 

 

 

S - How important is selecting,
grading, harvesting and
preparing plants for delivery

skill?

154

1.56

 

.67

86

1.65 .75

 

 

‘ 6. How important is the knowledge
of plant physiology and growth?

158

1.42

.59

86

1.69

 

7. How important is the height
control/cultural manipulation

skill?

153

1.54

.61

88

 

 

 

- 99 3’24

 

 

8. HOW important is the preparing

of soil and growing media skill?

 

155

1.59

.83

88

 

 

 

 

 

9. How important is the crop

irrigation skill?

160

1.26

.48

 

 

 

 

 

86

 

 

 

 

 

 

10. How important is the
maintaining, repairing and safely
operating equipment skill?

161

1.74

 

.81

 

 

 

 

 

 

l 1. HOW important is the monitoring
and operating environmental

controls skill?

155

 

1.68

.74

8S

 

1.86 .73

 

12. How important is the growing of
plants skill?

161

 

1.29

 

.65

87

 

 

1.26 '54

 

13. How important is the fertilizing
of plants skill?

152

1.22

.51

87

 

 

1.31 _49

 

4.83

.793

 

14. How important is the diagnosing
of insect, cultural and disease
problems skill?

154

1.27

.52

87

.171

 

1-31 .49

 

15' How important is the correcting
of insects, cultural and disease
problems skill?

156

 

1.28

 

 

.50

 

85

 

 

.521

 

 

]~35 .53

 

 

 

 

115

.264

 

 

 

 

 

Table 21 (cont’d).

 

 

  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Ski" Area Early Returns Late Returns
N Mean SD N
16. How important is the
. . . . 87
identificatron of plant material? 152 1'5] 58
i7- How important is the assisting in 2
erecting greenhouses, film 7 2.52 1,04 .35 .7 5
houses and similar facilities 157 2'57 1'06 8
/ skill?
18 ~ How important is the schedulin ‘ \
g 88 1. .54 -1.21 .229
of crops skill? ‘62 1'35 ’54 43
19 - How important is the
maintaining a safe work 159 1.31 .46 39 1-26 -44 .83 .410

 

 

 

 

 

 

 

 

environment skill?

 

 

116

 

REFERENCES

117

 

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{10“

. c
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119

 

 

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