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LIBRARY

Michigan State

University

 

This is to certify that the

thesis entitled

THE APPLICABILITY OF SELECTED PRINCIPLES
OF MANAGEMENT BY OBJECTIVES TO THE
LEADERSHIP/MANAGEMENT STYLES
OF CHORAL CONDUCTORS

presented by

Walter Harris, Jr.

has been accepted towards fulfillment
of the requirements for

Ph.D. Music

degree in

 

 

Major professor

 

Date July 25, 1979

 

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or momma? BY OBJECTIVES To THE
1: ‘ LEADERSHIP/mama? STYLES -
. OP CHORAL CONDUCTORS
By

Walter Harris, Jr.

A DISSERTATION

.Submitted to
Michigan State University

~u‘h‘”*

for the degree of

"‘» Department Of‘MusiC ' 3"”
vos -:}:; 1979..

In partial fulfillment of the requirements-

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ABSTRACT
THE APPLICABILITY OF SELECTED PRINCIPLES
OF MANAGEMENT BY OBJECTIVES TO THE
LEADERSHIP/MANAGEMENT STYLES
OF CHORAL CONDUCTORS
BY

Walter Harris, Jr.

The primary purpose of this study was to investi-
gate leadership/management aspects of choral conductors
useful in managing choral organizations. Factors con-
sidered to be important were two leadership dimensions:
Initiating Structure and Consideration, age and their
relationship to perceived use of Management by Objec-

tives.

Procedures

Two instruments, each having two forms for
responses by conductors and students, and a group data
questionnaire were used. The Leader Behavior Description
Questionnaire (LBDQ) was used to measure the leader
dimensions of Initiating Structure and Consideration. A
modification of the Managerial Style Questionnaire (MSQ)
was used to measure perceived use of Management by
Objectives relative to planning, controlling, coordinating,
motivating, appraising, personnel selecting, and training

and developing.

I

 

Walter Harris, Jr.

The dependent variable in this study was the MSQ
Total score. The independent variables included: the
LBDQ—Ideal Initiating Structure and Consideration scores,
the LBDQ-Self Initiating Structure and Consideration
scores, and the age of the conductor. The effects of
several other independent variables on the MSQ scores were
examined even though no hypotheses were formulated:
number of students enrolled in the choral organization,
the number of years he/she conducted the choral group, the
active recruiting of members for the choral group, the
sex of the conductor, the size of the institution, and
the type of institution (public or private). Data
analysis was done with the CDC 6500 Computer System
version of SPSS using the stepwise multiple regression
technique. The p < .05 level of significance of a
statistical test was used to accept a hypothesis. Twenty—
five choral conductors and 201 choral students from 25
four-year colleges and universities in the state of

Michigan participated in the study.

Hypotheses

It was hypothesized that choral conductors whose
dominant style was Initiating Structure Leader Behavior,
as measured by the LBDQ, would Show more use of M30, as
measured by the total scores of the M50, than choral con-
ductors whose dominant style was Consideration. It was

further hypothesized that choral conductors' Initiating

 

Walter Harris, Jr.

scores (LBDQ-Self) would be highly positively correlated
with Initiating scores given them by their respective
choral members (LBDQ-Ideal). Another hypothesis stated
that choral conductors' Consideration scores (LBDQ-Self)
would be highly positively related to Consideration scores
given them by their respective choral members (LBDQ-Ideal).
A fourth hypothesis stated that choral conductors who Show
more use of MBO would fall into the older age categories.
Finally, it was hypothesized that choral conductors who
show less use of MBO would show Consideration Leader
Behaviors.
Findings

Hypothesis I was partially accepted. Hypothesis
IV was rejected. The remaining hypotheses were accepted.
Of the other variables examined, three were found to be
significant: the size of the choral group, the conductor's

involvement with recruitment, and the sex of the conductor.

Conclusions

Based upon the findings of this study, the follow-
ing conclusions were drawn: 1) A direct relationship
exists between Initiating Structure as defined by choral
conductors and their perceived use of Management by 0b-
jectives, and 2) A less clear relationship exists between

Consideration and the perceived use of MBO.

    
   

D

. —
. —’—.

Ransom? "(.1- mu ~. r:

-I§ sincere cxatitwdw i: or:

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10a of love, thanks «aw thra;;a;-w* 7:7 u...

re, encouragement and 3.1-...7. {we nor -. .‘- :mvig- ~‘.- .

”81bit but. alas my amnire doctoral program.

 

 

ACKNOWLEDGEMENTS

My sincere gratitude is expressed to Dr. Robert
Erbes, Chairman of my guidance committee and dissertation
director, for his assistance and encouragement throughout
my doctoral studies. Appreciation is also extended to
members of the guidance committee: Dr. Russell Friedewald,
Mr. Richard Klausli, and Dr. Charles McDermid for their

flexibility and suggestions; to Nancy Maihoff for her

I statistical and computer assistance; and to my parents,

Mr. and Mrs. Walter Harris, Sr. for a wish come true.
For my wife, Henrietta, I reserve a special ex—

pression of love, thanks and appreciation - her constant

support, encouragement and sacrifice not only made this

study possible but also my entire doctoral program.

7‘

 

TABLE OF CONTENTS

Page
ACKNOWLEDGEMENTS iii
LIST OF TABLES vii
LIST OF FIGURES viii
Chapter
I THE PROBLEM 1
Introduction 1
Statement of the Problem 5
Need for the Study 6
Purpose for Study 7
Hypotheses 8
Delimitations of the Study 8
Definition of Terms 11
Overview 12
II REVIEW OF LITERATURE 13
Management By Objectives 15
Toward a Definition 15
Conditions and Basic Assumptions 19
Conceptual Models of M30 23
M30 and Leadership/Management Styles 28
Various Issues and M30 30
Selected Research on MBO in Higher
Education 34
Advantages of M30 37
Problems with MBO 38
Summary 40
Leadership Theory 41
Leader Behavior: Initiating Structure
and Consideration 43
Summary 46
III DESIGN OF THE STUDY 48
Introductibn 48
Sample 48
Instrumentation 50
Managerial Style Questionnaire 51

iv

 

Chapter
III (continued)

Leadership Behavior Description
Questionnaire
Design
Data Collection Procedure
Data Analysis
Testable Hypotheses
Summary

IV ANALYSIS OF DATA

Results
Summary

V SUMMARY AND CONCLUSIONS

Summary

Findings

Conclusions

Discussions

Recommendations for Further Research

Bibliography
Appendices
A Instructions for Completing
Questionnaires
B Group Data Sheet
C Leader Behavior Description
Questionnaire (LBDQ)
D Modified Managerial Style Questionnaire

(MSQ)

Managerial Style Questionnaire

E Letters

F Demographic Variables

G Frequency of Responses to Demographic
Variables

H Unreported Demographic Information

V

Page

107

109
110

112
119
123
129

133
134

 

Appendices Page

I MSQ - Total Scores, Means, and

Standard Deviations 135
J LBDQ-Subscores, Means and Standard

Deviations 137
K Independent and Dependent Variables-

Means and Standard Deviations 140
L Questions for Selected Telephone

Interviews 142

vi

 

Table

3-1

LIST OF TABLES

Number of Choral Members Evaluating
Respective Conductors, using LBDQ
and MSQ

Dummy Coding for Each Nominal
Independent Variable

Independent Variable: Initiating
Score (LBDQ-Self)

Independent Variable: Age

Means and Standard Deviations of
the Independent Variable: Age

Independent Variable: Consideration
(LBDQ-Ideal)

Independent Variable: Number of
Students Enrolled in the Choral
Group

Independent Variable: Active
Recruiting of Choral Members

Means and Standard Deviations of the
Independent Variable: Active
Recruiting of Choral Members

Independent Variable: Sex of the
Conductor

Means and Standard Deviations of the
Independent Variable: Sex of
Conductor

Page

62

65

69
71

72

74

76

77

79

80

81

 

 

Figure
2—1
2-2

2-3

LIST OF FIGURES

The Elements of Managing

A Model to Implement and Operate a
Total Systems Approach to MBO

General Systems MBO/R Model

viii

Page

25

26
27

0"

 

CHAPTER ONE

THE PROBLEM

Introduction

Many recent studies related to choral organizations
have attempted to answer various questions relative to the
learning environment and performance technique of choral
members. These studies, in broad terms, have dealt with
aptitude, achievement, types of choral literature, inter-
actions between conductors and choristers, as well as the
preparation and musicianship of the conductor. Few
empirical studies have been addressed to a basic and
significant attribute - the leadership/management styles
of the choral conductor. Many authorities have set forth
opinions regarding what they consider to be the most pro-
ductive leadership qualities for choral conductors but
little research supports these contentions.

Leadership techniques based on management science
have not been widely used by choral conductors with choral
organizations. Choral conductors often assume that as
long as they select and perform quality repertoire, pro-
duce impeccable choral sounds, and immerse themselves in
being "creative" their job is complete. Many areas in the
choral organization must be approached with clear concepts

1

‘I'..l

 

 

 

 

of effective management techniques. A few of the areas
include the recruitment and retention of members, long and
short-term plans for the overall growth and development

of the organization, inter-personal relationships, methods
for controlling, directing, and evaluating the group.

All of these must be approached with consideration of a
management technique which is compatible with the leader-
ship character and behavior of the conductor.

Human relations research and journal articles con-
tain reviews of various concepts of management techniques
for use in areas ranging from complex organizations to
simple behavior management in one on one interactions.
Many of these management techniques, used first in the
business and industrial sectors, are now being employed
in nonprofit organizations and educational institutions.
This thrust for using management techniques in educational
institutions has been affected in part by growing concerns
with accountability. Such techniques are being used
throughout entire institutions in contrast to other
institutions where management techniques are adapted to
only smaller units on a scale commensurate with their
size, purpose and function.

Among the recent management techniques being
adopted finruse in education are: Management by Objectives
(MBO), Planning Programming Budgeting SYstem (PPBS),

Critical Path Method (CPM), Program Evaluation and Review

 

 

Technique (PERT) and Management by Exception (MBE). One
that has attracted considerable attention in the last

few years is Management by Objectives (M80). The concept
of Management by Objectives was first introduced by

Peter Druckerl and was popularized in a book by George
Odiorne.2

Though Management by Objectives was conceived for
use in business and industry, it is making a tremendous
impact in nonprofit organizations, educational institutions,
and other related organizations. The MBO concept is per-
haps the most useful of the management techniques for
choral conductors because of its adaptability on a scale
small or large enough to address the management needs of
the conductor in the choral organization.

MBO means different things to different people -
from a total philosophy of administration to an exact
process of performance evaluation.3 In the context of
this study, MBO means managing by demonstrable, measurable

results toward predetermined goals and objectives.

\——-

1 .
Peter Drucker, The Practice of Management, (New York:
Harper, 1954) .

2 .
. George Odiorne, Management by Objectives, (New York:
Pitman, 1965).

A . éRalph B. Kimbrough and Michael Y. Nunnery, Educational
Fgnsligggtration: An Introduction, (New York: McMi an
lshing Co., Inc., 1976), p. 149.

 

Specifically, MBO refers to the process of goal setting
and use by choral conductors and choral members for their
choral organizations in the management areas of planning,
controlling, co-ordinating, motivating, personnel selec-
tion, training and developing, and appraising. It pro-
vides a viable alternative to administering by abdication,
“crisis, fear, charisma, or "common sense".4

The system of management-by-objectives goes beyond
applying a set of rules, engaging in a series of procedures,
or even a set method of managing. It is a particular
method of thinking about management.5 In this study, it
is a process by which the conductor and members jointly
identify common goals, define each individual's major area
of responsibility in terms of results expectedtxfhim, and
use these measures as guides for operating the choir and
assessing the contribution of each of its members.

Research indicates that changes in attitudes, per-
fonmance, communication and interpersonal relationships
appear to be positively associated with MBO.6 Moreover,
Bostrop lists improved learning, more relevant curricula,

lower dropout rates, better morale and an improved

M

4 . . .
Richard W. Hostrop, Managing Education for Rasults,
(HOmewood, Illinois: ETC Puincations, 1973), p._l78.

51bid., p. 178.

6Y.K. Shetty and H. Carlisle, "A Study of Management

ignobjeCtives in a Professional Organization," Journal of

__.agement Studies 12 (February 1975):1.

m. A4<i~

 

LL

organizational image.7 Although these results were
measured in nonmusical settings, they are results choral
conductors hope to achieve and music journals report as
being useful for successful operation of choral organiza-
tions.

As the concept expands in the educational sector,
it is conceivable that use can be made of MBO at the various
organizational and suborganizational levels. It is con-
ceivable that in the area of choral music, where individuals
are often found who are well trained musically but who lack
the fundamental requisites for managing a successful Choral
organization, a system of MBO will proved to be an in-

valuable tool.

Statement of the Problem

 

An examination of the literature in choral con—
ducting did not indicate studies which expressly addressed
the question of the leadership/management styles of choral
conductors, particularly with reference to the MBO con-
cept. Yet, a practical knowledge of planning, management
Procedures, and, in general, concepts of leadership
effectiveness is as important to the choral conductor as
techniques of teaching.8 It is often in this area that

the ultimate success of his program will lie. From this
____________

7Hostrop, p. 178.

Ed‘ ,BRObert L. Garretson, Conducting Choral Music, Fourth
ltion, (Boston: Allyn and Bacon, Inc., ISVS). p. 238.

 

 

orientation, the problem is to determine whether MBO can
be effective in any or only certain leadership styles

used by choral conductors.

Need for the ' Study

 

The need for the study is based on three basic
concerns. First, little emphasis is placed on the leader-
ship/management aspects of training while a student is
studying for an undergraduate degree in choral music
education, although success during the first few years
will be directly related to his leadership skills. A
second reason is an expanding need for management systems
in all phases of the academic program due to recent
emphases on accountability. Employing select principles
of MBO is one way to fulfill that need. A third reason
for the study's importance is that choral conductors and
Choristers who experience problems with the organizational
aspects of the choral program can utilize the MBO system
in dealing with management areas in planning, organizing,
motivating, training and developing and implement a
SYStenatic approach to achieving desired ends. When
viewed in this context, it is obvious that it has con-
siderable value When.applied to the choral organization.
The Pursuit of quality musical goals can be supported by

the use of sound group management techniques. Finally,

 

proponents of the concept - Drucker,9 McGregor,lo Humble,ll

12 and others - agree that a properly implemented

Odiorne
MBO system improves the motivation and performance of

participants.

Purpose fOI Study

 

A system of management by objectives will be of
particular benefit to choral conductors and their organiza-
tions in promoting effectiveness and efficiency in their
on-going development. Thus, the purpose of this study is
to investigate leadership/management aspects of choral
conductors useful in managing choral organizations.

Specifically, the study has three purposes: 1) It
will examine the leadership/management styles of choral
conductors by ascertaining the extent of the use of
selected principles of the-Management by Objectives. This
will be accomplished through the use of the Managerial Style
Questionnaire (MSQ) as a measurement tool; 2) It will seek
to determine under which of the two possible leadership
Styles, Initiating Structure and Consideration, MBO is

used nmre frequently. This will be measured by the
\—
9op. cit.

+0Douglas McGregor, "An Uneasy Look at Performance
APPraisal," Harvard Business Review 35 (May-June 1957):89-94.

 

( 11John W. Humble, Management by Objectives in Action,
L0ndon: McGraw-Hill, 1970) .

120p. cit.

m/~——r.

 

lam

Leader Behavior Description Questionnaire (LBDQ); 3) It

will ascertain the collected viewpointfrom four year

college and university choral conductors in the State of

Michigan as to the usefulness of the MBO concept in

managing choral organizations.

Hypotheses

From the concerns expressed by the problem state-

ment, and from the review of the literature, come the

following hypotheses:

H othesis l: Choral Conductors whose dominant
style is Initiating Structure Leader Behavior as
measured by the LBDQ will show more use of MBO,
as measured by the Total score of the MSQ, than

choral conductors whose dominant style is
Consideration.

Hypothesis 2: Choral Conductors' Initiating

Structure scores (LBDQ-Self) will be highly
positively correlated with Initiating scores
given them by the respective choral members
(LBDQ-Ideal).

H othesis 3: Choral Conductors' Consideration
scores (LBDQ-Self) will be highly positively
correlated with Consideration scores given them
by their respective choral members (LBDQ-Ideal).
Hypothesis 4: Choral Conductors who show more

use of MBO, as measured by the Total MSQ scores,
will fall into the older age categories.

H othesis 5: Choral Conductors who show less
use of EEO, as measured by the Total score of

the MSQ, will show Consideration Leader Behaviors.

Delimitations of the Study

Many variables could be examined in analyzing the

leadership/management Styles of choral conductors. If

Ne

 

5

.,.c

\

improvements are made in certain areas of leadership style
and used with certain management procedures, corollary
improvements can be expected in the choral organization.
It is, however, necessary to limit the scope of the study;
thus, this study is limited to the following variables:

1. Initiating Structure, which is defined as the

 

leaderfs behavior in delineating the relation-
ship between himself and the members of his
group, and in endeavoring to establish well-
defined patterns of organization, channels of
communication and methods of accomplishing

the task.

2. Consideration, which is defined in terms of
behavior indicative of friendship, mutual
respect, and warmth in the relationship be-
tween the leader and members of the group.

3. Managerial functions, whereas the conductor

 

use goals and objectives in managing the
choral organization relative to planning,
controlling, coordinating, motivating,
personnel selection, training and developing,
and appraising. For purposes of this study,
these seven managerial functions are
hypothesized to be independently determined.
Limitations are also evident in the use of the
questionnaire as a device for gathering the data. Never-

theless, as Herbert stated, "To find out a person's

 

 

 

10

13

thoughts one must ask him a question." The person's

answer as Kaplan argued "is as objective a datum as any

scientific observation can yield."14 Kerlinger15 supports

the questionnaire when he writes,

The self-administered instrument has certain
advantages. With most or all of its items

of the closed type, greater uniformity of
stimulus and thus greater reliability can be
achieved. In this respect, it has the ad-
vantages of objective-type, written tests

and scales, if they are adequately constructed
and pretested. A second advantage is that,

if anonymous, honesty and frankness may be
encouraged.

To keep the study manageable, the following ques-
tions have been excluded: 1) the use of the above vari-
ables as absolute determiners of success; 2) an examina-
tion of the level_of musicianship possessed by each con-

ductor; 3) the discussion of precise activities for de—

 

veloping successful choral groups; 4) the suggestion of
Specific application of these concepts to the choral
Program. Finally, this study is limited to choral
conductors at four year colleges and universities in the

state of Michigan.

g

l3Herbert Hyman, Surve Desi n and Anal sis, (New
York: The Free Press, I955).

14Abraham Kaplan, The Conduct of Ingpiry, (San

Francisco: Chandler Publishing, 1964).

15Fred N. Kerlinger, Foundations of Behavioral Re-
s?arch, Second Edition, (New York: Holt, Rinehart and
WInSton, Inc., 1973), p. 487.

 

 

11

Definition of Terms

 

The following terms occur within the body of this
study and are defined as follows:

Appraising - the evaluating of various components
of the c ora organization including attitudes, per-
sonalities, and accomplishment of objectives.

Consideration - reflects the exent to which the
conductor is likely to have job relationships characterized
by mutual trust, respect for choral members' ideas, and
consideration of their feelings.

Controllin - establishing the best methods for
determining whether or not objectives are being met.

Co-ordinatin - bringing into common accord, action,
movement, or condition the personnel and activities of the
choral organization.

Initiating Structure - reflects the extent to which
a conductor is likely to define and structure his role and
those of his choir members toward goal attainment.

 

Leader Behavior Description Questionnaire (LBDQ) -
is an instrument employing a Likert scale used to measure
Initiating Structure and Consideration. There are two
forms, the LBDQ-Ideal which is completed by group members
and the LBDQ-Self which is completed by the leader.

 

Leadership style - refers to two basic dimensions
of leader behavior as Consideration or Initiating Structure.

Mana ement - is the function which decides on the
most effective means needed to achieve goals and objectives.
It is the acceptance of personal accountability determined
by measurable results. In this study, it is concerned with
planning, controlling, co-ordinating, motivating, appraising,
personnel selection, and training and development.

Mana ement by Objectives (MBO) - is a systematic
way of thinEing about management thEh emphasizes the
achievement of predetermined organizational and individual
goals and objectives by demonstrable, measurable results.

Managerial Style Questionnaire (MSQ) - measures
the perceived use of MBO in the seven management functions
of planning, controlling, coordinating, motivating,
appraising, personnel selecting, and training and develop-
ing. .

 

i-..

12

Motivating - making the choral environment in-
teresting or otherwise appealing to the choral member.

Plannin — devising procedures including state-
ments of step-By-step actions to be pursued in achieving
objectives.

Personnel selection - the selecting and recruiting
of members to comprise the choral organization.

 

Trainipg and developing - is a complex combination
of many subprocesses concerned with increasing the capa-
bilities of individuals and groups in contributing to the
attainment of organizational goals.

 

Overview

The remainder of this study is comprised of four
chapters, the Bibliography and Appendices. Chapter II
contains a Review of Related Literature. Specifically, it
reviews literature on Management by Objectives and
leadership theory, especially Consideration and Initiating
Structure. Chapter III contains a description of the
Procedures. Chapter IV consists of an Analysis of the
Data and Chapter V has the Summary, Discussion, and
Recommendations for further research. The Appendices con-

sist of tables and documents pertinent to the study.

 

 

CHAPTER II

REVIEW OF LITERATURE

There is little information available relating to
management techniques and leadership styles of musicians.
Empirical studies which examine management techniques and
leadership styles of choral conductors are nonexistent.
Hence, the review of literature for the present study
focuses on data gathered from diverse subject areas be-
yond music.

McElheran contends that the most important require-
ment in a conductor is the ability to inspire performers.l
This phenomenon could be called leadership. Further, he
sees leadership as being both a long and short-range matter
through which the conductor must develop several things
in his performers including the desire to belong to the
group, pride of membership, willingness to practice music
on his own time, and the desire to give the utmost,
technically and emotionally, when the concert takes place.

Moreover, McElheran notes, "most of the qualities of good

 

1Brock McElheran, ConductinggTechnigues: For Be-
ginners and Professionals, (New Yofk: Oxford University
Press,'1966), p. 3.

 

13

 

14

leadership are the same, whether applied to coaching a
team, running an organization, or conducting."2

In the choral organization the modern conductor is
increasingly being made aware that teaching for performance
alone is not enough. Although a conductor's unusually
good musicianship and personality may result in a fine
reputation in spite of inappropriate attention to certain
details, this does not excuse the choral conductor from
providing a proper teaching-learning environment.3 The
environment he seeks will be enhanced by efficient means
of managing the organization. By further implication, his
efforts will also achieve a more effective means of
accountability.

It is from statements such as the above that the
research problem was formulated. Further, the research
problem sought to encompass aspects of both leadership
styles and management techniques. Specifically, the prob-
lem was to examine a particular management technique,
Management by Objectives (MBO) and its applicability to a
conductor's leadership style when that style is predominately
Consideration and/or Initiating Structure. Herein lieS7
the basis for the organization and presentation of the

review of literature.

 

21bid., p. 4.

3Paul F. Roe, Choral Music Education, (Englewood
Cliffs: Prentice Hall, Inc., 1970).

 

 

15

The review of literature is organized by the
following topics: 1) Management by Objectives - definitions,
conditions and basic assumptions, conceptual models of
MBO, MBO and leadership/management styles, various issues
and MBO, selected research on MBO in Higher Education,
advantages and problems of MBO; 2) Leadership theory; and

3) Leader Behavior: Initiating Structure and Consideration.

Mgnagement by Objectives

 

Toward a Definition

 

In reviewing the literature, one finds that there
are almost as many definitions of MBO as there are writers,
practitioners, and theoreticians who have concerned them—
selves with the subject. As McConkey4 suggests, the
definitions run the gamut from two or three lines of over-
simplification to many paragraphs of oversophistication.
Since Peter Drucker first used the term "management by
objectives", various authors have attached radically dif-
ferent and sometimes contradictory meanings. In educa-
tional circles some have seen MBO as a means of responding
to the "accountability cry". Drucker saw it as both a

philosophy and a technique of managing.5

4Dale D. McConkey, MBO for Nonprofit Organizations,
(New York: AACOM, A Division of American Management
Association, 1975).

 

. 5Peter Drucker, 229 Practice of Management, (New
York: Harper, 1954), p. 136.

 

A

 

Odiorne6

16

(MBO) substitutes for control from outside
the structure, more exacting and more
effective control from the inside. It
motivates the manager to action not because
somebody tells him to do something or

talks him into doing it but because the
objective needs of his task demands it...
It rests on a concept of human action,
human behavior and human motivation.
Finally, it applies to every manager,
whatever his level and function, and to

any business enterprise whether large or
small. It insures performance by con-
verting objective needs into personal goals.

offered this frequently cited definition:

The system of management by objecgives can
be described as a process whereby the
superior and subordinate managers of an
organization jointly identify its common
goals, define each individual's major
areas of responsibility in terms of re-
sults expected of him, and use these
measures as guides for operating the unit
and assessing the contribution of each

of its members.

Many other definitions have been used. However, a

balance between extremes is offered by McConkey:7

MBO is a systems approach to managing an
organization - any organization. It is
not a technique, or just another program,
or a narrow area of the process of
managing. Above all, it goes far beyond
mere budgeting though it does encompass
budgets in one form or another.

First, those accountable for directing
the organization determine where they
want to take the organization or what
they want to achieve during a particular
period (establishing overall objectives
and priorities).

6George Odiorne, Management by Objectives, (New York;
Harper, 1954), p. 136.

7
McConkey, p. 10.

A

 

17

Second, all key managerial, professional,‘
and administrative personnel are required,
permitted, and encouraged to contribute
their maximum efforts to achieving the
overall objectives.

Third, the planned achievement (results)
of all key personnel is blended and
balanced to promote and realize the
greater total results for the organiza-
tion as a whole.

Fourth, a control mechanism is established

to monitor progress compared to objectives

and feedback to those accountable at all

levels.
Underlying each of the MBO definitions are the basic
rationale: (l) the clearer the idea one has of what one
is trying to accomplish, the greater the Changes of
accomplishing it, and (2) progress can only be measured
in terms of what one is trying to make progress toward.

The conceptual framework of the system of Manage-
ment By Objectives may be thoughtwofin a broader sense to
include many of the following as outlined by Hostrop:8

l. The basic structure of an educational system
is the organiZational form often called a hierarchy. This
hierarchial system is best seen in organizational charts
which show the relationship of subordinates to super-
ordinates. MBO is a system for making the structure work,
and to bring about more vitality and personal involvement

of the people in the hierarchy. Yet, the system also takes

 

8Richard W. Hostrop, Managing Education for'Results,
(Homewood, Illinois: ETC Publications, 1973), pp. 178—180.

 

l-..

18

full cognizance of the collegial and lateral relation-
ships among professionals in an academic setting.

2. MBO provides for the maintenance, orderly
growth, and innovative breakthroughs of the educational
system by means of statements of what is expected of
everyone involved, and the measurement of what is actually
achieved. It is a system of assigning responsibility by
accountability for achieving measurable results. It
measures results against standards. It evaluates the
achievements of its managers rather than their personalities.

3. As a system, MBO is especially applicable to
professional and managerial employees, of which education
almost entirely consists vis—a-vis, e.g., industrial
workers. There are few, if any, positions in education
(including the classified or support staff) in which MBO
cannot be applied with a resultant improvement in per-
formance.

4. MBO helps overcome many chronic problems of
managing administrators, teachers, counselors, educational
technologists, librarians, and other professional knowledge
workers by:

1) providing a means of measuring their true
contributions.

2) defining common goals of the educational
system and the measurable contributions of
the individuals to these goals.

3) enhancing coordinated effort and teamwork
without eliminating personal risk taking to-
wards reaching common goals.

 

 

 

19

4) providing solutions to the key problems of
defining the major areas of responsibility
for each person in the system, including
joint or shared reSponsibilities.

5) providing processes which are geared to
achieve the results desired, both for the
system as a whole and for the individual
contributors.

6) eliminating the need for individuals to
change their personalities, for appraising
them on the basis of their personality
traits.

7) providing a means of determining each know-
ledge worker's span of control (who and how
many he supervises).

8) providing a means for objectively providing
merit pay should the system choose to pay for
clearly demonstrated results.

9) aiding in identifying promotable individuals
based upon superior performance.

ggpgitions and Basic Assumptions

Kimbrough and Nunnery,9 among others, have dis-
cussed several essential conditions which7MBO requires for
successful application. (1) A self-evident requirement is
the presence of a hierarchial structure consisting of at
least two persons, one of whom reports to the other.
(2) There must be identified, agreed-upon goals that
superiors and subordinates can use to define their
respective responsibilities, agreed upon objectives in

relation to responsibilities, and jointly defined results

 

. 9Ralph B. Kimbrough and Michael Y. Nunnery, Educa—
tldonal Administration: An Introduction, (New York:
hem—T‘il an Pub. Co., Inc., 1976), pp. 150~151.

 

20

expected in terms of the objectives. 7(3) There must be a
logically related hierarchy of goals as well as structure.
Cellectively, the presence of conditions 2 and 3 will en-
sure that when individuals accomplish their objectives

this will contribute to the accomplishment of the corporate

goals. (4) The organizational norm must stress results,

_not personality. (5) The overall climate of the organiza-

tion must be characterized by mutual trust and openness of
communication. (6) There must eventually exist well—
defined mechanisms to facilitate the system. Among these
mechanisms are provisions for long and shorteterm planning
and goal setting, a performance appraisal system, and a

management information system. Howelllo

suggested that it
was essentially a three-stage process. At the first stage
objectives for individual managers are set and used for

performance appraisal. At the second stage there is inte-
gration of individual and corporate objectives. The third
stage involves integration of individual and corporate

objectives. The third stage involves development of long-
term objectives, and the development and implementation of

action plans relative to control structures, decision-

making processes, leadership styles, and the like.

 

10RobertA. Howell, "Management by Objectives - A
Three-Stage System," Business Horizons 13 (February 1970):
41-45.

 

 

working

Lahti

21

11 lists the following as fundamental to the

of the MBO system:

1.

9.
10.

The central purpose and function of the
organization is understood and agreed
upon. Information about prospects for
the future of the organization is shared
at all levels of supervision.

Each subunit purpose and how it integrates
into the overall organization is under-
stood and agreed upon.

Position descriptions are available for
alI organizational jobs, which provide
the basis for establishing routine ob-
jectives, authority and accountability
relationships.

Each individual expresses his major per-
formance objectives for the coming year
in measurable terms and sets target
dates. .

He submits them to his supervisor for
review. From the discussion comes a
mutually agreed upon set of objectives.
He verbally reviews progress toward
these objectives with his supervisor

on a regular basis. Objectives and
plans are revised and updated as agreed.
This process allows opportunity for
coaching and development.

At the end of the year, the individual
prepares a brief report which lists all
major accomplishments, with comments on
variances between results actually
achieved and results expected.

This appraisal or progress report is
discussed with the supervisor. Reasons
for goals not being met are explored.
There is further coaching and develop-
ment in this process.

A new set of objectives is established
for the next year.

Long-range objectives are reviewed and
adjusted as needed.

Although parts of this system have been used by

organizations, e.g., in manpower planning, or compensation

 

11

Robert E. Lahti, "Management by Objectives,"
College and University Business (July 1971):3l.

 

 

22

purposes, MBO is most effective when used as a total

approach to management. Management experts claim MBO

serves four managerial needs: planning, improved communica-

tion, motivation of employees, and coordination of systems.
With any of the sets of conditions listed above

there are a number of related assumptions. Foremost is

the assumption of the likely existence of McGregor's

Theory Y (e.g., given objectives to which they are

committed, people will exercise self-direction and self—

control; given appropriate conditions, people will accept

"and seek responsibility; people generally are capable of

applying a high degree of imagination, ingenuity, and
creativity to the solution of organizational problems):.l2
Second, it is assumed that man is motivated by a variety
of factors beyond economic rewards, such as achievement,
challenging assignments, recognition, responsibility,
organizational policy, and the work itself (i.e., the
validity of a multifactor theory of job motivation, such
as that advanced by Herzberg and associated, is accepted).13
Third, wide participation in goal setting and decision
making is assumed. Fourth, it is assumed people will
accomplish more if they know that what they are doing is

related to organizational goals. In summary, underlying

 

12Douglas M. McGregor, The Human Side of Epterprise,
(New York: McGraw-Hill, 1960).

 

13Frederick Herzberg, Bernard Mausner, and Barbara
Snyderman, The Motivation to Work, Second Edition, (New
York: Wiley, 1959).

 

23

the MBO concept is the general assumption that it is

“essential to integrate the needs and desires of indivi-

duals with the goals of the organization.14

Conceptual Models of MBO

A major turning point in the history of per-*
formance evaluation was Douglas McGregor's article, "An
Uneasy Look at Performance Appraisal," which appeared in

1957. McGregor's approach, consistent with Drucker's

philosophy, is described as follows:15

This approach calls on the subordinate to
establish short-term performance goals for
himself. The superior enters the process
actively only after the subordinate has

(a) done a good deal of thinking about his
job, (b) made a careful assessment of his
strengths and weaknesses, and (c) formulated
Some<specific plan to accomplish his goals.
The superior's role is to help the man re-
late his self—appraisal, his targets and his
plan for the ensuing period to be realities
for the organization.

Another landmark in recent literature published on the

16

subject was Kindall and Getza's "Positive Program for

'Performance Appraisal". They propose five steps:

1. The individual discusses his job des-
scription with his superior, and they
agree on the content of his job and
relative importance of his major duties -

l4Kimbrough and Nunnery, p. 151.

15Fred E. Schuster, "Management by Objectives," The

Personnel Administrator 17 (November-December l972):l9.

 

16Ibid., p. 20.

 

24

the things he is paid to do and is
accountable for.

2. The individual establishes performance
targets for each of his responsibilities
for the forthcoming period.

3. He meets with his superior to discuss
his target program.

4. Check points are established for the
evaluation of his progress; ways of
measuring progress are selected.

5. The superior and subordinate meet at the
end of the period to discuss the results
of the subordinate's efforts to meet the
targets he had previously established.
The literature reveals a number of models which
appear to be variants of a five-step process.17
(1) Organizational goals and criteria to determine achieve-
ment are set. (2) Subunit and individual manager's ob—
jectives, criteria, and strategies for accomplishment are

agreed upon. (3) As objectives are pursued, there are

'periodic reviews to assess progress and make revisions as

deemed acceptable. (4) At the end of an agreed-upon time
period (e.g., a year), results are evaluated and accomp-
lishments rewarded. (5) There is a recycling and re-
structuring as deemed essential in terms of experience.
In simpler language this five-step process or system may
be viewed as comprising: objectives, plans, managerial
direction and action, control (monitoring), and feedback.
The following figures show how this five-step process or
system has been conceptualized in the rendering of some

models for MBO.

 

l7Kimbrough and Nunnery, p. 152.

 

25

C/qp.

 

  
 

_ PROMOTE
'.INNOVATION

 
   

ESTABLISH

Figure 2-1.

The Elements of Managing

Source: BMC REPORT NUMBER 1, Business Management Council, New
York, 1968.

Bruce Kirchhoff,18 in an attempt to devise a model

that would be useful to researchers, defined MBO along

three dimensions. His dimensional model was created from

a consolidation of the ideas of all the major authors on

the subject. The dimensions are: subordinate involvement,

18Bruce A. Kirchhoff, "MBO: Understanding What the
Experts Are Saying," MSU Business Topics 22 (Summer 1974):
l7-22.

  

         

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26

 

 

 

 

    

a.--

 

 

 

 

 

 

 

27
1. Define organizational goals ~——————-—.
2, ldenuly perlou mance indicators and standards
or goals .
7 4
3, Set divnsion Objectives cons-stem with goals ._ v
4. Identify performance indicators and set standards
or objectives) s
1.
5_ Define operational oblcctlves lor unils «— I;
(or lndiwduals); sel perlormance indicators ;: :3
and standards 5 '4
5, Performance Performance Perlormance S. g
Objective Oblective Oblectlve Etc. 3 =
A 8 .3;
2
7. Assess feasib-Iitv ol ,, ‘
objective (time, cost)
8_ Determine alternative slralegies -—-——-
(or ,erlormar‘lce objecllve 5):
VI
9. Analyze feasibiiity of males: g;
C
10. Select operational strategy =
11. Relme work plans and tasks
12, Design results management subsystem
13_ Monitor operations
14, Evaluate performance and audit results
15. RECYCLING
Redefine goals, objectives, .. ‘

 

 

indicators and standards. asslgnments, allernauves,
strategies, and results management

IPigure 2-3. General Systems MBO/R Model.

Sonnrce; American Association of School Administrators,
Management by Objectives and Results (Arlington,
Va., The Association, 1973), p. 27.

 

   

 

28

objective formulation, and objective implementation.
Based on his research,Kirchhoff then outlined criteria
for each of the dimensions. According to his rationale
minimum levels of each of the areas must be met for MBO
to function. Much of the present research is based on
Kirchhoff's Managerial Style Questionnaire which fully
employs the management functions identified in the third

dimension.

MBO and Leadership/Management Styles

Hersey and Blanchard19 have stated there has been
a missing link to the more successful implementation of
MBO that of contracting for leadership style. They note
that in most MBO programs an effort is made only to reach
agreement on performance goals; there is little thought
given to developing a psychological contract between the
leader and the subordinates regarding the role of the
leader in helping those subordinates accomplish their ob—
jectives. According to them, integrating the negotiation
of leadership styles with MBO is a new concept but one
thért is meeting with some initial success in industrial
anci educational settings.

20

Writers such as Likert have demonstrated that

thfii managerial style prevalent in an orgainzation has a

______________
. 19Paul Hersey and Kenneth H. Blanchard, "What's
Mn-Ssing in MBO?" Management Review 63 (October 1974) :25.

20R. Likert, The Human Organization, (New York:
MCGraw-Hill, 1967).

 

 

29

direct effect on many performance indices. "MBO may in-
volve considerable innovative behavior and some degree of
interpersonal risk taking. It therefore requires a
supportive managerial style."

Five different types of leadership/management styles
as evidenced through behavior in performing the basic
management functions, are identified by Blake and Morton.21
These styles are: the autocratic, the humanitarian, the

abdicator, the compromiser, and the effective manager.

In their book, The Managerial Grid, they relate these con-

 

cepts to styles of management and their impact upon the
attitudes and actions of individuals.

Where management practices are oppres-
sive, production centered and indifferent
to the needs of individuals, creativity is
high but goes in an anti-organization di-
rection. Conflict is low although lateral,
because the management has suppression
strategies available to minimize it. Come
mitment is low, although commitment to ones
peer group or to outside organizations
hostile to management may be high for pur-
poses of defense and survival.

Where concern for people is at a maximum
but concern for production is low, creativity
remains low although commitment is high and
conflict is avoided.

Both of these managerial styles are
cynical since they reflect assumptions about
individuals which are essentially negative.

Where concern for production and concern
for people are both high, it reflects the
manager's attitude that the needs of

21R.R. Blake and J.S. Morton, The Managerial Grid,
(Houston: Gulf Publishing Company, 1964) .

 

30

individuals and organization are not
mutually exclusive. Under this condition
creativity is high (as is conflict, since
people are engaged and committed, making
conflict inevitable), but so is commitment
since peeple under this state of affairs
have a stake and "where they have a stake.
they have a commitment."

Various Issues and MBO
An issue on which writers have been sharply divided
is the emphasis on MBO for motivation as opposed to con-
trol. McGregor, Likert, Kindall and Gatza, and Meyer have
all seen the principle value of MBO as its potential for
23 ‘

motivating and develOping the individual.

Several recent writers including Schleh and
McConkey, have interpreted management by objectives as a
method for exercising greater control over subordinates.24

According to Emery,25 regardless of organization
level or type of work, men will work hardest, gain most
personal satisfaction, and contribute most to the organiza-
tion as a whole if they regard "contributing to the work
lObjectives of the component" as the best available means

tx> fulfilling their own work values now or in the fore-

seeable future. He continues, "In this frame of mind

22H. Richard Wall, ”Reconciling Organization and
Pelrsonal Goals," Personnel Journal (January 1970):43.

23Schuster, p. 20.

24Ibid., p. 20.

. 25David Emery, "Managerial Leadership Through.Motiva-
tlon by Objectives," Personnel Psychology 10 (September

l956):67.

31

people are more likely to be motivated toward high pro-
ductivity, creativity, and self-discipline by forces from
within themselves, instead of just meeting the minimum re-
quired by "external" pressures. ‘

Another issue on which widely divergent views have
been expressed within the overall framework of the MBO
approach is the question of participation by individual
subordinates in setting performance goals for themselves.
The approaches suggested by McGregor, Kindall and Gatza,
and Meyer have all had in common the major emphasis on the
importance of individual participation in goal setting as
a key source of motivation in this approach. On the other
hand, Patton, Schleh, and Odiorne have placed emphasis on
performance objectives being assigned or directed from
above by the superior.

Addressing this issue, Emery notes the central
theme of this managerial approach is to expand the role of
non-managers through methods that increase participation
1J1 decision-making and give a greater sense of personal
reSponsibility. These, in turn, increase component pro-
du<2‘tivity and yet preserve the managerial control needed

to integrate the work of the other components in the

or(Janization.27

26
Schuster, p. 21.

27Emery, p. 68.

32

To date, Levinson has produced the only major
critique of MBO from a behavioral perspective. In his
article, "Management By Whose Objectives?", Levinson
argues that current MBO schemes are self defeating because
they are predicated on a reward-punishment psychology
which serves to increase pressures on the individual.

He avers that such pressures give rise to behavioral
problems associated with the practice of MBO. These in-
clude problems relating to managerial style, adapting to
change, interpersonal skills, setting objectives, measure-
ment, and quality control.2

In researching attitudes and perceptions of
organizational goals, Vroom29 found persons will attribute
their own attitudes, opinions or goals to group members
to the extent that they hold positive attitudes toward
that group or organization. Further, the fact that per-
sons who hold negative attitudes, frequently estimate top
Imanagement's goals to be farther away from their own
lmrganizational goals than they actually are. This suggests
iflmat persons will also deny their own attitudes, opinions,
or- goals, in other group or organization members to the
extent that they have a negative attitude toward their

group or organization.
\

Bruce D. Jamieson, "Behavioral Problems with Manage—
ment by Objectives," Academy of Management Journal 16

(September 1973) :497

 

29Victor H. Vroom, "The Effects of Attitudes on Per-
ception of Organizational Goals," Human Relations 13
(August l960):229-40.

 

33

Recent research in management development sets
forth some guides for implementation of an MBO program.30
In particular, Vroom notes that certain input factors
condition the changes that may be expected as a result of
development programs:

1. Participant characteristics - these char-
acteristics are primarily learning ability,
attitudes, personality traits, and behavior
patterns of the trainees.

2. Development efforts - these deal with the
technique used to induce change to occur.

3. Leadership climate - this refers to the
interpersonal relationship between the
trainee and his boss. This factor is
especially concerned with the way a
superior views the value of the content
of the training program and the extent
to which he is willing to practice himr
self or allow the subordinate (trainee)
to utilize the techniques learned in
training.

4. Organizational climate - this refers to
the prevailing "organization attitude"
as expressed by the top management philo-
sophy policies and organization structure
which control formal rewards and some-
times to the organization members.

5. Organization culture - deals with the ex-
pectation of members usually expressed as
norms and values and informal activities.

What is needed to encourage additional field re—

Search is an instrument that will identify MBO existence

with an organization says Kirchhoff. 31

His paper des-
Criloes the Managerial Style Questionnaire (MSQ) , an

\

3oHenry L. Tosi, Jr., "Management Development and
maJIagement by Objectives - An Interrelationship," Management
9SL49ersonnelfiQuarterly 4 (l965):22.

 

31Bruce A. Kirchhoff, "A Diagnostic Tool for Management
by Objectives," Personnel Psychology 28 (1975):351-364.

 

34

instrument designed to measure MBO existence even where
training or formal goal setting has not occurred. (This

instrument is discussed further in Chapter III.)

Selected Research 92 MBO in Higher Education

The following three research studies were chosen
for review because they very clearly depict the
possibilities for using MBO at various levels in higher
education. Shetty and Carlisle32 explored the applicability
of MBO to an entire university faculty. Berman33 in-
vestigated one aspect of college administration by con-
ducting a study of MBO in Student Personnel Departments of
Community Colleges. A study by Miller34 involved the use
of MBO in the supervision of student teachers.

The Specific objectives of the Shetty and Carlisle
study were to: (1) identify the reactions of participat-
ing faculty members to the MBO program; (2) assess the

degree of variation in reactions among faculty members by

Professional rank, tenure status, length of service, and

32Y.K. Shetty and Howard Carlisle, "A Study of Manage-
merrt by Objectives in a Professional Organization," Journal
9f Management Studies 12 (February 1975) :1-11.

33William F. Berman, "Management by Objectives in
C011Immunity College Student Personnel Departments: An
ExIbloratory Study," Journal of College Student Personnel
(May 1978) :225-230.

_ 34Goeffrey Clark Miller, "Beyond Management by Objec-
tlves as a Supervision Technique: An Investigation of the
Effects of Applying Jointly a Situational Leadership Model
and Management by Objectives in the Supervision of Student
Teachers," Dissertation, Unixersity of Massachusetts, 1976.

35

academic disciplines; and (3) examine the influence of
different implementation processes on the success of the
program. Among the findings,the study revealed that ob-
jective-oriented programs such as MBO when applied to an
academic setting, increase awareness of organizational
goals, improve planning, enhance understanding of job
expectations, provide better data for performance appraisal,
and improve performance and communication. Certain
organizational variables seem to influence the perception
of the participants concerning the program success.
Specifically, teachers with lower academic rank - assistant
professors in particular - teachers without tenure, and
those with fewer years of service consider the program in
more positive terms than those of higher rank who are
tenured and have more years of service. Another finding
was that the administrative processes utilized to design
and implement an MBO program have a strong influence on
its success.

Herman's study explored the impact of MBO on the
Parnzeived managerial effectiveness of community college
student personnel departments. In this study he
identified the impact of MBO programs on the following
eight components of managerial effectiveness in community
colJlege student personnel departments: accuracy of the
aPEMraisal process, role clarity, integration of individual

anti institutional goals, participation of subordinates in

36

decision making, communications between superior and sub-
ordinate, emphasis on planning, identification of problems,
and emphasis on professional development.

Some of his findings contradict those of proponents
of the use of MBO in student personnel such as Gutche,
Harvey, and Sims, Jr., and Kozoll. For example, there was
no significant difference between colleges that used MBO
and those that did not. His results raise interesting
points about including the entire staff in implementing
MBO programs. He concludes that limiting the MBO programs
to administrative functions with more clearly defined out-
comes might produce more positive results.

In the research by Miller there is a far different
concept of the use of MBO in higher education. The primary
purpose of his research was to develop and test a scheme
for supervision in the triad involving the student teacher,
cooperating teacher and supervisor, for integrating four
conceptual bases: (1) management by objectives; (2) super-
vision in a triadic relationship; (3) research on student
teacher concerns; and (4) the Hershey-Blanchard model for
situational leadership. He found some very positive re-
sults, among them: that the outcomes reached by members
of the triad were both significant and similar to the
goals which they had set; that in the judgement of the
participants and others, MBO/Leadership approach to the
supervisory process was perceived as useful as an improve-

ment over supervision of student teachers.

37

Perhaps one of the most important points to be
gleaned from these studies and others is that as other
higher education institutions begin to develop MBO pro-
grams, the need for more research on effectiveness and
applicability such programs have on the various levels of

higher education administration is imperative.

Advantages of MBO

 

An examination of the literature indicates that
the name MBO has often been extended and/or used in con-
junction with other concepts such as MBO/R, Management
by Objectives and Resutls, and MBO/PPRP, Management by
Objectives/Performance Planning and Review Program. Some
writers report that there are added advantages in rein-
forcing the MBO concept in this manner. For example,
when a Management by Objectives/Performance Planning and
Review Program is implemented, there are a number of
benefits that can be realized by an organization and the
organization's members. The most important of these are
listed below:35
POTENTIAL ADVANTAGES FOR THE ORGANIZATION

~ The planning process in the organization

improved dramatically. This process becomes
a comprehensive and integrated one.

- The performance of individuals and organiza-
tional components often improves markedly.

 

35Compiled from notes of Education 882, Michigan
State University; East Lansing, Michigan, Winter 1979.

POTENTIAL

POTENTIAL

38

There is much better (more objective and
valid) datalavailable for evaluating indi-
viduals and organizational components.

The organization has better data with which
it can argue its case and defend its decision.
ADVANTAGES FOR THE SUPERIOR

Improved planning and better control of own
work as well as work of subordinates.

Improved communication with subordinates.
Better data available for personnel decisions.

Improved job performance and job satisfaction
from component subordinates.

Improved ability to document unit performance
and compete for resources.

ADVANTAGES FOR SUBORDINATES

Better understanding of what is expected of them
and how they are doing.

Improved communication with superior.

Improved ability to evaluate own strengths and
weaknesses and to plan personal development
efforts.

Greater confidence that their job performance
will be evaluated fairly.

Problems with MBO

 

As institutions of higher education and those

pertinent

to this study, choral organizations, contemplate

the use and implementation of MBO, there are several

potential

Hostrop's36

problems of which they must be cognizant.

list below indicates the following as the most

common errors commited by managers in setting objectives -

 

36Hostrop, p. 203.

39

errors that are also delineatedbyCaskey,37 McConkey,38

l.
2.

10.

ll.

12.

13.

and Kleber.39

The manager has not clarified common
objectives for the whole unit.
Objectives are set too low to challenge
the subordinate or to have significant
results for the department of the
organization.

Prior results have not been adequately
analyzed as a basis for setting objec-
tives. ‘

The unit's common objectives do not
clearly fit those of the larger unit.
Patently inappropriate, or impossible,
or too many objectives are agreed to.
Yearly objectives are rigidly adhered

to that subsequently prove unfeasible,
irrelevant, or impossible rather than
admit to error.

Responsibilities are not clustered in
the most appropriate positions.

Two or more individuals are allowed to
believe themselves responsible for doing
exactly the same things.

Methods of working are stressed rather
than clarifying individual areas of
responsibility.

It is more important to please the
superordinate than to achieve the ob-
jective.

There are no guides to action, only ad
hoc judgements of results.

Every proposed objective by the subordinate
is accepted uncritically without a plan for
its successful achievement.

The needs of the subordinate are not
openly and clearly made known to his sub-
ordinates.

 

37

‘—

Clark Charles Caskey, "25 Steps Essential to
Successful Management By Objectives," Supervision 34 (May

1972):325.

38

 

Dale McConkey, "20 Ways to Kill Management By Ob-
jectives," Managegial Review 61 (October l972):4-13.

39

 

Thomas Kleber, "Forty Common Goal-Setting Errors,"
Human Resource Managgment 11 (Fall l972):lO-l3.

 

40

14.. Very real obstacles are ignored that are
likely to prove a hindrance in achieving
agreed to objectives.

15. The superordinate denigrates the objec-
tives proposed by his subordinates, and
imposes those he deems suitable.

16. The superordinate fails to think through
and act upon what he must do to help his
subordinates to succeed.

17. The superordinate fails to determine what
his subordinates' standards of measurement
and exceptions are.

18. The superordinate fails to conduct
quarterly reviews of progress.

19. New ideas from outside the organization
are not encouraged. ”

20. Yearly objectives are rigidly adhered to
even when a new and exceptional opportunity
presents itself.

21. Yearly objectives can be changed with ease
even in the absence of compelling reasons
to do so.

22. Successful behavior is not reinforced when
objectives are achieved, or unsuccessful be-
havior corrected when they are not achieved.

23. Subordinates are not allowed a major voice
in setting their yearly objectives.

24. Individuals are not allowed to set their
own pace in achieving yearly objectives.

25. The superordinate does not allow for a
high degree of interaction and participation
in all decisions which have a direct effect
on the subordinate's area of responsibility.

Summary

In summary, Management by Objectives (MBO) is a
process of managing by demonstable, measurable results
toward predetermined goals and objectives. It was
originally conceived for use in business and industry but
is being increasingly applied to various levels in the
educational sector. Many educators see MBO as a means
through which to deal with the problem of "accountability".

Authorities on the subject have identified many advantages

41

as well as problems in the use of MBO. The problems,
however, are not inherent and are most often caused by
faulty procedures. More educational researchers are con-
ducting empirical studies to substantiate or to reject
claims by proponents of MBO as to its applicability to
various organizational units. Such is the case of this

study.

Leadership Theory

 

One method of examining the concept of leadership
is to study the functions of leadership and its organiza-
tional role. Another technique of gaining more insight
into organizational role behavior is through the trans-
actional theory of perception according to Dewey and
Bentley.40 The perspective available to one through trans-
actional theory seems to provide the researcher with a
context that clarifies the complex behavior that takes
place in formal and informal organizations. Transactional
theory of perception offers an approach to understanding
the complexities of behavior that can be measured by the
Leader Behavior Description Questionnaire.

Regarding transactional theory, Ittelson and

41 . .
Cantril define perception as:

 

0 .
John Dewey and Arthur F. Bentley, Know1ng and the
Known, (Boston: Beacon Press, 1949).

 

41 . .
W.H. Ittelson and H. Cantril, Perception: A Trans-

actional Approach, (New York: Doubleday and Co., 1954).

 

 

42

part of the process of living by which

each person, from his own unique personal

behavior centre, creates for himself the

world in which he has his life's exper-

iences, and through which he strives to

gain his satisfaction.
This point of view suggests that perception entails not
just an objective reaction to stimuli in the environment
butaatransactional process. Therefore, a person's per-
ception of an environmental stimulus is translated in
terms of his own peculiar meanings and significance.
This process, then, gives meaning to perceptions of persons,
objects and events - a meaning that is not necessarily
true to objective reality but one that is fashioned by
the perceiver himself.

As Griffith42 has written, when a person reacts to
a situation, his behavior is always a function, not of
the absolute character of the situation, but of his per-
ception of it. Objective reality is not the essence;
rather, it is how an individual views that reality that
gives it meaning and significance. Newcomb supports this
contention when he writes "In role behavior...what a per-
"43

son does, feels and thinks depends upon what he perceives.

Furthermore, organizational achievement is often

measured both in terms of the extent to which the or-

42Daniel E. Griffiths, "Administration as Decision-
Making", Administrativg Theory, (New York: Appleton-
Century, Crofts, Inc., I959).

43T.M. Newcomb, Social Psychology, (New York: The
Dryden Press, 1956).

 

 

43

ganization fulfills its purpose or task and the leader's
behavior in attaining this organizational achievement.
The leader, however, often approaches the tasks involved
in organizational achievement based on his perception of
his work. His perceptions, then, control and influence
the problems to be undertaken, their priorities, and their
likely solutions.

In the context for a choral conductor, one can
say that because of this perceptual phenomenon, some con-
ductors identify as their significant problems issues that
are crucial to their work, while others simply circumvent
these areas. It is possible to find some conductors plan-
ning their decisions according to coherent long-range
perspectives while others may tend to perform only day to
day operations. Goal achievement and productivity may be
stressed by one kind of conductor, when other conductors,
in similar circumstances, may emphasize group maintenance

and cohesiveness.

Leader Behavior: Initiating Structure and Consideration
Goal attainment and maintenance of the group are

two significant patterns of role differentiation and

specialization that have been brought to light through

' . . . . . . 44 -
leadership investigations in group behaVior. Such goal

44Robert F. Bales and Philip E. Slater, "Role Dif—
ferentiation in Small Decision Making Groups," Family
Socialization and Interaction Process, Edited by Parsons
and Bales TGlencoe: The Free Press, 1955).

 

44

attainment patterns consist of those groups who supplied
ideas and guided their groups toward goals (goal achieve"
ment). The other leader behavior pattern consists of
those groups who sought to promote morale and cohesive-
ness (group maintenance).

Andrew Halpin's45 Structural-functional approach
further delineated this concept of leader phenomena. His
focus was directed to the general functional and universal
requirements in the organization upon which the leader
exerted some influence. These requirements previously

termed goal achievement and group maintenance are now
termed Initiating Structure and Consideration in the re-
search literature.

This terminology developed from large-scale
psychological research programs on leadership which were
performed after World War II at the Ohio State University.
Among the findings, the most significant was the isola-
tion of Initiating Structure and Consideration as a
dimension of leadership behavior in the formal organiza-
tion. These variables were identified as a result of a
series of investigations which attempted to determine,
through faster analytic procedures, the smallest number
of dimensions which would adequately describe leader be-

havior, as perceived by the leader's subordinates and the

 

45Andrew Halpin, Manual for the Leader Behavior Des-
cription Questionnaire, (Columbus: Bureau of Business
Research, The Ohio State University, 1957).

 

45

leader himself. The result, in both cases, was the isola-
tion of two dimensions which were named "Consideration"
and "Initiating Structure."

These dimensions are measured by the Leader Behavior
Description Questionnaire Studies. Pioneer research with
Leader Behavior Description Questionnaires, or LBDQ, in-
cludes that of Hemphill and Stogdill46 and several studies‘
which document the value of the LBDQ by Halpin.47

Many studies of the Leader Behavior Description
Questionnaire tend to show a slightly more consistent
pattern of Consideration being related to effective per-
formance positively and Initiating Structures negatively,
but there is a great deal of inconsistency,48 even among

studies using somewhat similar populations.49

 

46 . .
Ralph M. Stogdill and A1Vin E. Coons, eds. Leader
Behavior: Its Description and Measurement, (Columbus:
Bureau of’BuEihess‘ResearEh, The Ohio State University, 1957).

 

7 . . .

4 Russell T. Gregg, "Essay ReView: BehaVioral SCience
and Educational Administration," Educational Administration
Quarterly 1 (Winter 1965):42-49.

 

 

48 . . .
B. Bass, "Leadership Opinions and Related Character-

istics of Salesmen and Sales Managers," In RIM. Stogdill and

A.E. Coons (eds.),.Leader Behavior: Its Description and

Measurement, (Columbus, Ohio: Bureua of Business Research,
: J.K. Hemphill, "Leadership Behavior Associated

with the Administrative Reputation of College Departments,"

Journal of Educational Psychology, 46 (1955).

 

 

49A.W. Halpin and B.J. Winer, "A Factorial Study of
the Leader Behavior Description," In R.M. Stogdill and
A.E. Coons (eds.), Leader Behavior: Its Description and
Measurement, (Columbus, Ohio?fi Bureau of Business Research,
1957); A.W. Halpin, "The Leader Behavior and Effectiveness

 

46

The LBDQ has sometimes been criticized because
leader behavior was equated with perceptions of leader be-
havior. However, Brown50 made a case for support of the
LBDQ when he stated that users of this instrument can
justifiably assume that how the leader really behaves is
of much less importance than how his subordinates perceive
him to behave. As stated earlier, it is not the objective
reality that is important but the perception of that
reality. Furthermore, Brown has suggested that if it is
assumed that leadership is a transaction between the be-
havior of the leader and the perceptions of the led, the
descriptive LBDQ statements permit responses that are
amenable to generalizing and averaging out with respect
to leadership. The LBDQ subscale scores represent the
average perceptions of the leader as determined by his
(observers) - perceptions of his real or actual behavior

towards them.

Summary
The review of literature cites a growing interest
on the part of educators and researchers in the

applicability of MBO to educational institutions and

 

of Aircraft Commanders", In R.M. Stogdill and A.E. Coons
(eds.), Leader Behgyior: Its Description and Measurement,
(ColumbusT'OHio: Bureau of Business Research, 1957).

 

50Alan F. Brown, "Reactions to Leadership," Educa-
tional Administration Quarterly 3 (Winter l967):62-73.

 

47

organizations. Further, there is reason to believe that
MBO works better under certain leadership styles. Many
writers have made a case for this position. The Leader
Behavior Description Questionnaire, developed by re—
searchers on leadership at The Ohio State University, is
designed to measure perceptions of leadership along two
dimensions: Consideration and Initiating Structure. To
the degree that the LBDQ measures those dimensions, it
reflects transactional perceptions since, as Newcomb
states, what a person does, feels and thinks depends on
what he perceives. It is this perceived leadership style
and use of MBO by the choral conductor which are pertinent

to this study.

CHAPTER III

DESIGN OF THE STUDY

Introduction

 

The purpose of this study was to investigate
management skills of the conductors of choral organiza-
tions. Specifically, it had three purposes: 1) the
examination of leadership/management styles of choral
conductors by ascertaining the use of selected principles
of Management by Objectives in the choral organization
using the Managerial Style Questionnaire (MSQ) as a
measurement tool; 2) the determination of under which of
two possible leadership styles, Initiating Structure and
Consideration, MBO was used most frequently; 3) the study
of collected viewPoints from four year college and univer-
sity choral conductors in the State of Michigan relative
to the usefulness of MBO in managing choral organizations.

This chapter contains a description of the
sample, instrumentation, design, the data collection pro-
cedure, analysis of data, the hypotheses, and a summary

Statement .

Sample

The institutions from which the conductors and

choral students were selected had to meet the following
48

49

criteria: 1) They were four year colleges or universities,
and 2) They offered a music degree. Of the institutions
of higher education in the state of Michigan only 31 met
these criteria. The cooperation of these thirty-one
choral conductors and three hundred ten choral students
was sought to participate in this study carried out
during Spring Term, 1979. One conductor and ten randomly
selected choral students at each of thirty-one institu-
tions were requested to participate. Of the thirty-one
schools contacted, conductors from twenty-five responded
by participating and returning questionnaires. This re—
presented an 80% response rate.

Of the twenty-five conductors in the final sample,
4 were females and 21 were males. The ages ranged from
below 24 to about 64; however, over half of them were be-
tween 35 and 54 years of age. The length of time each had
been at his/her particular position ranged from 1 to 18
years. The institutions at which they worked represented
a wide diversity. Eleven conductors were employed in
public institutions and 14 held positions in private
schools. There were 5 conductors at institutions whose
total student enrollment was less than 1,000; 11 at
institutions whose enrollment was between 1,000 and 4,999,
and 9 at institutions with enrollments above 5,000. The

final sample consisted of 201 students.

50

In institutions where there were two or more con-
ductors, the following selection procedure was used:

1) the conductor recognized as being the Head of Choral
activities was asked to be the respondent; 2) if a
conductor had been highly recommended to the researcher
prior to establishing contact with a given college or
university that conductor was sought out and asked to
participate. The object was to enlist whenever possible
the services of the most effective conductor.

In situations where conductors had more than one
choral organization at an institution, he was asked to
choose student participants from the most select group.
A further stipulation was that the choral organization
from which students were selected had to be one which
met at least three times a week for the equivalent of

three hours per week throughout the term.

Instrumentation

 

For purposes of this study it was necessary to
obtain measures on: 1) Choral conductors perceived use
of Management by Objectives (MBO) in managing their choral
organizations as applied to: planning, controlling, co-
ordinating, motivating, personnel selection, training and
developing, and appraising; 2) the leadership dimensions
of Initiating Structure and Consideration, and 3) general
demographic information for each conductor and his/her

choral organization.

 

 

 

51

To measure MBO, a test by Bruce A. Kirchhoff,
the Managerial Style Questionnaire (MSQ) was used. The
dimensions of Initiating Structure and Consideration
were measured by the Leader Behavior Description Ques-
tionnaire (LBDQ). Selected telephone interviews were

also used.

Managerial Style Questionnaire

 

In effective organizations one expects to find
that organizational goals are achieved because those in
charge pursue those goals through their day-to-day
activities.1 In this study, the conductor's pursuit of
clearly defined goals and objectives with the choral
organization underlies that assumption. Further, it is
assumed that choral members pursue those same goals.

There are, however, some important considerations implied

in this assumption. Do choral conductors know the or-
ganization's goals? Are the choral conductors using these
goals in their daily activities? Are there structures in
the choral organization compatible with goal seeking
activities? Are there strengths in some goal setting
activities and weaknesses in others? Can these strengths
and weaknesses be identified to improve the choral organiza~

tion?

 

1Bruce A. Kirchhoff, "Diagnosing Strengths and Weak-
nesses in Management: The Managerial Style Questionnaire,"
(Omaha: BJK Associates). Also, Professional psychological
critiques of the MSQ appear in The Eighth Mental Measurements
Yearbook, Institute for Mental Measurement, New York, 1977.

 

 

 

52

One way to obtain answers to these questions is
by examining management processes in the choral organiza-
tion through a means that is objective and uniform. The
MSQ allows for such objectivity and uniformity. More-
over, the MSQ is useful in determining the extent of MBO's
existence within the organization as to whether or not
formal goal setting has occurred. This is essential to
the present study.

The MSQ is a psychologically validated,2 self-
administered paper and pencil instrument that describes
the extent to which managers use objectives in performance
of managerial activities. It has been used and found to
be reliable in many settings including profit, nonprofit,
public, and educational organizations.

Because the original wording of the items was
directed toward the person in classical business and
industrial management, it was determined that minor
modifications would make the statements applicable to choral
organizations and elicit the data needed for the study.
Dr. Kirchhoff granted that permission after having re-
viewed the proposed modified version.

The MSQ uses 41 statements about choral conductor

behavior in seven selected managerial functions. Only

2Bruce A. Kirchhoff, "A Diagnostic Tool for MBO,"
Personnel Psychology 28 (Autumn 1975):351-354.

53

eight statements are keyed to objectives but these eight
scores are calculated relative to scores on all 41 state-
ments. This method maximizes objectivity and reduces the
likelihood of respondents being led to "socially accept-
able” answers thus making it difficult to fake high scores.
In addition, inaccuracies and biases are reduced by the
fact that there are two forms. On one (MSQ-C), the con-
ductor rates himself and on the other (MSQ-S) students
rate the conductor. (Find examples of the MSQ in

Appendix D.)

Kirchhoff has reported key item reliabilities
ranging from 0.14 to 0.71 with all except three having
reliability above 0.40. The test-retest reliability of
the raw summary score was 0.72 and the standardized summary
was 0.62.

Validity reported in terms of content validity,
construct validity and multi-trait/multi-method validity
showed convergence indicating this instrument was shown to
be highly valid.

To confirm the appropriateness of the use of the
MSQ to measure the MBO of choral conductors, content
validity for the modified version was sought. The con-
tent validity was obtained from a panel of 13 experts
including choral conductors and graduate music education
students at Michigan State University, two retired choral

conductors from colleges in Michigan, and five conductors

54

in the area of Michigan State University not included in
the study. The process included oral and written comments
about the instrument as modified by the researcher. The
panel unanimously deemed the MSQ appropriate.

The modified MSQ retained the basic format of the
original except for one of the managerial functions,
Compensating, which because of its direct concern for
financial reward, had little relevance to the present
study. In the MSQ, objective-using is targeted as a key
indicator of the choral conductor's contributions to the
effectiveness of the choral organization. It is assumed
that in terms of managing, choral conductors link their
daily operations to organization objectives through
seven functions: planning, controlling, coordinating,
motivating, personnel selection, training and development,
and appraising. If conductors use organizational ob-
jectives in these daily functions, presumably they are
more effective achievers of organizational goals.

The MSQ is analyzed with emphasis on the eight key
items. The raw scores are standardized and interpreted
in relation to an "expected response" score. After scores
are plotted those greater than 2.5 indicate higher than
expected objectives use; lower than 2.5 show less than

expected use.

55

Leader Behavior Descriptiongguestionnaire

The Leader Behavior Description Questionnaire
‘(LBDQ)3 provides a means through which leader behavior may
be designated. It contains a Likert scale which contains
40 items representing two components of leadership be-
havior: Initiating Structure and Consideration. There
are two forms which operationally define these dimensions.
One (LBDQ-Ideal) is completed by group members and
describes what they consider the leader's behavior ought
to be. The second (LBDQ-Self) is completed by the leader
and describes his perception of his leader behavior.

The LBDQ consists of short, descriptive statements
which describe leader behavior. Each respondent indicates
the frequency which he perceives to be certain leader
behaviors using a scale of five adverbs: always, often,_
occasionally, seldom, never. The scores are then averaged
for an index of the leader's behavior on the two dimensions,
Initiating Structure and Consideration.

Initiating Structure refers to the leader's be-
havior in delineating the relationship between himself
and members of his group, and in endeavoring to establish
well-defined patterns of organization, channels of com-

munication and ways of getting the job done. Consideration

 

3J.K. Hemphill and A.E. Coons, "Development of the
Leader Behavior Description Questionnaire," Bureau of
Business Research Monograph No. 88, (Columbus, Ohio: The
Ohio State University, 1957).

56

refers to behavior indicative of friendship, mutual trust,
respect, and warmth in relationship between the leader
and members of the group.

The LBDQ contains 40 items; however, only 30 are
scored: 15 for Initiating Structure and 15 for Considera-
tion. The remaining ten items are kept in to approximate
conditions prevalent in standardizing the test. Each item
is scored on a scale from 0 to 4 which means theoretically
that each dimension can recieve a total of 60 points.4

Estimates of reliability provided by Halpin are
coefficients of .83 for Initiating Structure and .92 for
Consideration. Construct validity is reported by
Hemphill.5 Other evaluations of reliability and construct
validity are presented by Mitchell.6

The Leader Behavior Description Questionnaire con-
sists of the following scored items:

INITIATING STRUCTURE:

1. He makes his attitude clear to the group.

2. He tried out his new ideas with the group.

 

4A.W. Halpin, Manual for Leader Behavior Description
Questionnaire, (Columbus, Ohio: Bureau of Business
Research, The Ohio State University, 1957).

 

 

5A.W. Halpin, The Leader Behavior of School Super-
intendents, (Columbus, Ohio: The Ohio State University,
1956).

 

6T.M. Mitchell, "The Construct Validity of Three
Dimensions of Leadership Behavior," The Journal of Social
Psychology 80 1970:87-94.

 

 

57

3. He rules with an iron hand.
4. He criticizes poor work.
5. He speaks in a manner not to be questioned.
6. He assigns group members to particular tasks.
7. He schedules the work to be done.
8. He maintains definite standards of per-
formance.
9. He emphasizes the meeting of deadlines.
10. He encourages the use of uniform procedures.
11. He makes sure that his part in the group is
understood by all group members.
12. He asks that group members follow standard
rules and regulations.
13. He lets group members know what is expected
of them.
14. He sees to it that group members are working
up to capacity.
15. He sees to it that the work of group members
is coordinated.
CONSIDERATION:
1. He does personal favors for group members.
2. He does little things to make it pleasant
to be a member of the group.
3. He is easy to understand.
4. He finds time to listen to group members.
*
5. He keeps to himself.
6. He looks out for the personal welfare of
individual group members.
*
7. He refuses to explain his actions.
*
8. He acts without consulting the group.

58

9. He backs up members in their actions.
10. He treats all group members as his equal.
11. He is willing to make changes.
12. He is friendly and approachable.

13. He makes group members feel at ease when
talking to them.

14. He puts suggestions made by the group into
operation.

15. He gets group approval on important matters
before going ahead.

*
These items are scored in reverse.

Design

The research for this study was descriptive in
nature. The designs used were based on the testable
hypotheses. The data collected from each choral conductor,
that influenced the construction of the designs, focused
on each conductor's perception<xfhis leader behaviors, his
use of MBO, and his choral members' perceptions of his
leader behaviors and use of MBO.

The statistical method found to be most useful for
analyzing the data was the stepwise multiple regression
technique.

Briefly, the stepwise model of regression analysis
allows the researcher to measure the linear relationship
between a set of independent variables and the dependent
Variable (also called the criterion variable) and to obtain

the best prediction equation using the fewest independent

59

variables. The procedure is unique: The best predictor

is chosen first; then the second variable is chosen which
provides the best prediction in conjunction with the first
variable; the third variable is then chosen which provides
the best prediction in conjunction with the first and
second variables; and so on, step-by-step, until no other
variable makes a significant contribution to the prediction
equation.

The regression equation can be used in two

ways. As a prediction equation it can be

used...to provide an estimate value of the

dependent variable...from known values of

the independent variables. The second is

to provide understanding of the relation

of each independent variable to the de-

pendent variable. This is achieved

primarily by examination of the signs of

the regression coefficients.

This technique provides the means to explore the
relationships between the independent variables: Size of
choral enrollment, number of years conductor of the
specific group, age of conductor, use of assistant con-
ductor, sex, size of institution, type of institution, con»
ductor's initiation score, conductor's consideration score,
students' initiating score, students' consideration score,
and the direction of any significant relationships.

The mathematical model for the regression analysis
takes the form:

i = b

+ blx + b x

l 2 2 +...+ bnxn'

0

 

7Norman Nie, Dale H. Bent, and c. Hadlai Hull, spss:
Statistical Package for the Social Sciences, (New York:
McGraw-Hill, 1970).

 

 

60

where b0 = Y - blx1 - b2X2 -...- bnxn (also called the

Y intercept).8

Data Collection Procedure

 

Four year colleges and universities in the state
of Michigan were identified using the lists from the

College Music Society and the 1978-79 Accredited Institu-

 

 

tions of Postsecondary Education edited by Sherry S.
Harris. Participating institutions were identified as
accredited four year schools and as having a music pro-
gram. Initial contact was established with prospective
participating choral conductors by telephone, at which
time the researcher explained the project as involving
the study of leadership/management styles of choral con—
ductors in regard to choral organizations. He was care-
ful not to mention Management by Objectives nor Initiating
Stucture or Consideration dimensions. The researcher
also explained the need to have ten, randomly selected,
choral students of the conductor participate in the study.
(The writers of the LBDQ suggest a minimum of four to a
maximum of ten observations per conductor.)

Once it was determined that there would be 31

conductors and their students participating, prepared

8Norman Draper and Harry Smith, Applied Regression

Analysis, (New York: John Wiley and Son, Inc., 1966),
p. 9.

 

 

61

packets of information were mailed to each conductor.

Each packet contained a cover letter explaining the pro-
ject and a table prepared by the researcher for randomly se-
lecting student participants (see Appendix A). The packets
also contained a group data sheet along with an LBDQ and
an MSQ for the conductor and ten questionnaires (copies)
for his choral members with instructions for completion.

In addition, there was a note suggesting no one should
spend more than 25 minutes completing both questionnaires.
This time was suggested based on the length of time re-
quired for pretesting the questionnaires.

In order to assure anonymity, students were in-
structed not to write their names on the questionnaires.
Though optional, name space was available on the MSQ form
for the conductor. This was done to identify these con—
ductors willing to be interviewed at a later date.

Later there were two follow-up contacts with many
of the conductors, one by letter and another by telephone.
This procedure eventually yielded returns from conductors
at 25 colleges and universities, an 80% return rate. In
the final calculations, 25 conductor questionnaires were
useable for both the MSQ and LBDQ; 196 students had use-
able MSQ's, and 201 students had useable LBDQ's. (Table

3-1).

62

Table 3-1

Number of Choral Members Evaluating Respective Conductors,
using LBDQ and MSQ

Number of Responses

 

Conductor LBDQ MSQ
A 10 10
B 10 10
C 10 10
D 5 5
E 7 7
F 10 9
G 8
H 6
I _ 5
J 10 10
K 10
L 7
M 4
N
O 10 10
P 10 10
Q 9 9
R 4 4
S 10 10
T 9 8
U 10 10
V 9
W 6
X 9
Y __8. .3:

.._a
\0
ON

Totals 201

63

Data Analysis

 

To facilitate computation, data from the MSQ,
LBDQ and data sheet, which included information on the
size of the university, the organization's size, the
conductor's age, sex and tenure, were transferred to
standard 80 column computer cards. The CDC 6500 Computer
System version of SPSS was used for MSQ standardization
and analysis of this data.

The dependent variable in this study was the MSQ
Total score. tfluaindependent variables were the following:
The LBDQ-Ideal Initiating and Consideration scores; the
LBDQ-Self Initiating and Consideration scores, and the
age of the conductor. The effects of several other in-
dependent variables on the MSQ scores were examined even
though no hypotheses were formulated: Number of Students
enrolled in the choral organization; the number of years
he conducted the choral group; if the conductor recruits
members for the choral group; the sex of the conductor;
the size of the institution; and the type of institution
(public or private).

Of these eight independent variables, five were
categorical (nominal) variables (age, sex, recruitment,
size and type of institution), and could not be treated

as scores.‘ Dummy variables9 were created by treating

91bid., p. 50.

64

each category within each nominal variable as a separate
variable and assigning a 1 if that category was present
for an individual, or a 0 if it was absent for an in-
dividual. K-l dummy values of 1 describe a variable.
Each nominal independent variable and its respective dummy
coding are shown in Table 3-2.

These dummy variables were treated as interval
variables and entered into the regression equation along
with the four LBDQ Ideal—Self interval variables.

The p < .05 level of significance of a statistical

test was used to accept a hypothesis.

Testable Hypotheses

The present study was designed to test the follow-

ing hypotheses.

Hypothesis I: Choral conductors whose dominant
style is Initiating Structure Leader Behavior
as measured by the LBDQ will show more use of
MBO, as measured by the Total score of the
MSQ, than choral conductors whose dominant
style is Consideration.

Hypothesis II: Choral conductors' Initiating

 

scores (LBDQ-Self) will be highly positively
correlated with Initiating Scores given them
by their respective choral members, (LBDQ-

Ideal).

65

Table 3-2

Dummy Coding for Each Nominal Independent Variable

 

 

 

Nominal . Dummy Variable
22::able Age Sex Recruit Size of Type of
gory Institution Institution
Age
65 or above 10000
55 - 64 01000
45 - 54 00100
35 - 44 00010
25 - 34 00001
24 or below 00000
Sex
Female
Male 0
Recruitment
Yes
No 0

Size of Institution

5000 and over 10
1000 - 4999 01
under 1000 00

TYpe of Institution

Private 1
Public 0

66

Hypothesis III: Choral conductors' Consideration

 

scores (LBDQ-Self) will be highly positively
correlated with Consideration Scores given
them by their respective choral members
(LBDQ-Ideal).

Hypothesis IV: Choral conductors who show more
use of MBO, as measured by the Total MSQ
score will fall into the older age categories.

Hypothesis V: Choral conductors who show less
use of MBO as measured by the Total score of
the MSQ, will show Consideration Leader

Behaviors.

Summary

This research was conducted during Spring Term,
1979. The sample consisted of 25 choral conductors
and 201 students representing 25 four year colleges
and universities in the state of Michigan. Data were
gathered by means of the Managerial Style Questionnaire
(MSQ), the Leader Behavior Description Questionnaire
(LBDQ), and selected telephone interviews. The MSQ was
used to measure perceived use of Management by Objectives
(MBO) and the LBDQ was used to measure dimensions of leader

behavior, Initiating Structure and Consideration.

CHAPTER IV

ANALYSIS OF DATA

The data for this study were transferred to
standard 80 column computer cards. The CDC 6500 Computer
System version of SPSS (Statistical Package for the Social
Sciences) was used for the Management Style Questionnaire

standarization and analysis of data.

Results

The results of this study will be presented by
each hypothesis. Statistical manipulations for independent
variables not included in the hypotheses will also be
reported.

Hypothesis I, stating that choral conductors whose
dominant style is Initiating Structure Leader Behavior as
measured by the LBDQ will show more use of MBO, as measured
by the total score of the MSQ, than choral conductors whose
dominant style is Consideration, is partially accepted.

The results of the stepwise regression analysis
showed that only Initiating Structure Leader Behaviors as
measured by the Initiating Score (LBDQ-self) was signifi-

cantly related to MBO, as measured by the Total MSQ score,

67

68

F(4,18) = 2.864, p < .039. The F test, the multiple
correlation R, 32, and the Pearson Product Moment correla-
tion g are presented in Table 4-1.

The Pearson Product moment correlation shows that
the relationship between Initiating Structure Leader Be-
haviors as measured by the Initiating Score (LBDQ-Self) is
positively related to MBO as measured by the Total MSQ
Score. Those conductors who have more Initiating
Structure Leader Behaviors also show more MBO use, whereas
those conductors who have less Initiating Structure Leader
Behaviors show less MBO use.

Hypothesis II, stating choral conductors' Initiat-
ing Scores (LBDQ—Self) will be highly positively correlated
with their respective choral members Initiating Scores
(LBDQ-Ideal) is accepted. The Pearson Product Moment
correlation showed that these two variables are signifi-
cantly correlated, E = .713, Q; = 23, p < .0005.

Hypothesis III, stating choral conductors Con-
sideration Scores (LBDQ-self) will be highly positively
correlated with their reSpective choral members Considera-
tion Scores (LBDQ-Ideal) is accepted. The Pearson Product
Moment correlation showed that these two variables are
significantly correlated, 5 = .513, d£_= 23, p < .005.

Hypothesis IV, stating choral conductors who show
more use of MBO, as measured by the Total MSQ score, will

fall into the older age categories is rejected. The

69

Table 4-1

Independent Variable: Initiating Score (LBDQ-Self)

 

 

Source df MS F Significance
Initiating
Score (LBDQ-Self) 4 10.901
2.864 .039
Residual 18 3.807
R = .699
R2 = .488

 

70

results of the stepwise regression analysis showed that
age was significantly related to MBO as measured by the
Total MSQ score, {(5,19) = 3.166, p < .030; however the
Pearson Product moment correlation shows the relationship
to be a negative one. The F test, multiple 3, 32, and
the Pearson Product Moment correlation E are presented
in Table 4-2.

Upon examination of the dummy variables for the
categories of age, the oldest age category was given the
high-end value (01000), and the youngest age category
was given the low-end value (0000), therefore the negative
relationship implies that those conductors falling into
the younger age groups tend to have higher total MSQ
scores than those conductors falling into the older age
groups.

The mean, and standard deviation of the total MSQ
score for each age category is presented in Table 4-3.
Note that there were no conductors surveyed who fell into
the '65 or above' age category. Upon examination of the
mean scores for each category, the negative relationship
between MBO, as measured by the Total MSQ, and age category
is not as clear as hoped for. However, if one were to
look at the composite of age groups under age 55 and
compare it with the 55—64 age group a mild negative re-
lationship does exist. This relationship will be

cautiously dealt with in the final chapter.

71

Table 4-2

Independent Variable: Age

 

 

Source df MS F Significance
Age 5 12.175

3.166 .030
Residual 19 3.845
R - .674
R2 — .454

 

72

 

 

Table 4-3

Means and Standard Deviations of the Independent Variable:
Age

Age Standard
Category n Mean Deviation
65 or above 0 - -
55 - 64 4 23.745 1.001
45 - 54 8 25.635 2.763
35 - 44 8 23.419 2.185
25 - 34 4 22.819 1.631
24 or below ' 1 24.710 0.000

Total 25 24.216 2.362

73

Hypothesis V, stating choral conductors who show
less use of MBO as measured by the total score of the MSQ,
will show Consideration Leader Behaviors is accepted.

The results of the stepwise regression analysis
show that only Consideration Leader Behaviors was
measured by the Consideration Score (LBDQ-Ideal) was
significantly related to MBO as measured by the Total MSQ
score, §(4,20) = 3.356, p < .030. The E test, the
multiple correlation 5, 52, and the Pearson Product
Moment correlation E are presented in Table 4-4.

The Pearson Product Moment correlation shows the
relationship between Consideration Leader Behaviors as
measured by the Consideration score (LBDQ—Ideal) is nega-
tively related to MBO as measured by the Total MSQ score.
Those conductors who have more Consideration Leader Be-
haviors show less MBO use, whereas those conductors who
have less Consideration Leader Behaviors show more MBO
use.

Although no hypotheses were developed, the rela-
tionship between MBO, as measured by the Total MSQ, and
the following independent variables was examined: Number
of students enrolled in the choral group, active recruit-
ing of members, sex of conductor, type of institution, and
size of institution. The results will be presented

separately for each of these independent variables.

74

Table 4-4

Independent Variable: Consideration (LBDQ-Ideal)

 

 

Source _E df MS F Significance
Consideration
(LBDQ-Ideal) 4 13.447

3.356 .030
Residual 20 4.007
R = .634
R2 = .402

 

75

Number of students enrolled in the choral group.

 

The results of the stepwise regression analysis show
that the number of students enrolled in the choral group
was significantly related to MBO, as measured by the Total
MSQ score, E(2,22) = 3.748, p < .040. The E test, the
multiple correlation R, R2, and the Pearson Product
Moment correlation E are presented in Table 4-5.

The Pearson Product Moment correlation shows that
the relationship between number of students enrolled in
the choral group is negatively related to MBO as measured

by the total MSQ score. Those conductors who have higher

numbers of students enrolled in their choral group show
less MBO use, whereas those conductors who have fewer
numbers of students enrolled in their choral group show
more MBO use.

Active Recruiting of Choral Members. The results
of the stepwise regression analysis show that active
recruiting of choral members is significantly related to
MBO, as measured by the Total MSQ score, {(3,21) = 3.373,
p < .038. The 3 test, multiple correlation E, 32, and
the Pearson Product Moment correlation E are presented
in Table 4-6.

The Pearson Product Moment correlation shows the
relationship to be a positive one. Upon examination of
the dummy variables for the categories 'yes' and 'no', the

'yes' category was given the high-end value (1), and the

76

Table 4-5

Independent Variable: Number of Students Enrolled in Choral

 

 

Group
Variable df MS F Significance
Number of
Students Enrolled 2 17.019
3.748 .04
Residual 22 4.540

 

77

Table 4-6

Independent Variable: Active Recruiting of Choral Members

 

 

Source df MS F Significance
Active
Recruiting 3 14.518
3.373 .038
Residual 21 4.304
R = .570
R2 = .325

 

78

'no' category was given the low-end value (0). Thus, the
positive relationship implies that those conductors who
actively recruited members for their choral group tend

to have higher Total MSQ scores than those conductors

who did not.

The mean and standard deviation of the Total MSQ
score for each reSponse to actively recruiting of choral
members is presented in Table 4-7. Upon examination of
the mean scores, this positive relationship is very clearly

shown.

Sex of Conductor. The results of the stepwise

 

regression analysis show that the sex of the conductor
was significantly related to MBO, as measured by the Total
MSQ score, E(7,17) = 2.657, p < .047. The E test,
multiple correlation 3, 32, and the Pearson Product
Moment correlation E are presented in Table 4-8.

The Pearson Product Moment correlation shows the
relationship to be a positive one. Upon examination of
the dummy variables for the categories 'female' and 'male',
the 'female' was given the high-end value (1), and the
'male' category was given the low—end value (0). Thus,

a positive relationship implies that women conductors
tend to have higher Total MSQ scores than men conductors.

The mean and standard deviation of the Total MSQ
score for the conductor's sexauxapresented in Table 4-9.
Upon examination of the mean scores, this positive re-

lationship is very clearly shown.

79

Table 4-7

Means and Standard Deviations of the Independent Variable:
Active Recruiting of Choral Members

 

 

Active Standard
Recruiting n Mean Deviation
Yes 18 2.672 7.138
No 7 1.348 1.818

Total 24.216 2.362

 

 

80

Table 4-8

Independent Variable: Sex of Conductor

 

 

Source df MS F Significance
Sex of
Conductor 7 9.997
2.657 .047
Residual 17 3.762
R = .723
R2 = .522

 

81

Table 4-9

Means and Standard Deviations of the Independent Variable:
Sex of Conductor

 

 

Sex of Standard
Conductor n Mean Deviation
Female 5 25.521 1.677
Male 20 23.889 2.428

Total 25 24.216 2.362

 

82

Type of Institution. The results of the stepwise

 

regression analysis show that the type of institution
(public or private) was not significantly related to MBO,
as measured by the Total MSQ, E(8,l6) = 2.22, p < .083.

Size of Institution. The results of the stepwise

 

regression analysis Show that the size of the institution
(0-1000, 1000-4999, or 5000 and over) was not significantly
related to MBO, as measured by the Total MSQ, E(9,15) =

1.871, p < .136.

Summary
As a result of the analysis of data, hypothesis
IV failed to be accepted. A negative correlation was
found regarding age and perceived use of MBO. The remain-
ing hypotheses were accepted.
Other independent variables found to be signifi-
cant at the .05 level were number of students enrolled in

the choral group, active recruiting of choral members, and

the sex of the conductor.

 

CHAPTER V

SUMMARY AND CONCLUSIONS

Summary

The purpose of this study was to investigate leaderm
ship/management aspects of choral conductors. It had three
specific purposes: 1) To examine leadership/management
styles of choral conductors by ascertaining the extent of
their use of selected principles of Management by Objec-
tives (MBO), in choral organizations using the Managerial
Style Questionnaire (MSQ) as a measurement tool; 2) To
determine under which of two possible leadership styles,
Initiating Structure and Consideration as measured by
the Leader Behavior Description Questionnaire (LBDQ), MBO
was used more frequently; 3) To study the collected view-
points of four-year college and university choral con-
ductors in the State of Michigan as to the usefulness of
MBO in managing choral organizations.

It was hypothesized that choral conductors whose
dominant style was Initiating Structure Leader Behavior
as measured by the LBDQ would show more use of MBO, as
measured by the total scores of the MSQ, than choral con-

ductors whose dominant style was Consideration. It was

83~

84

further hypothesized that choral conductors'Initiating
Scores (LBDQ-Self) would be highly positively correlated
with Initiating Scores given them by their respective
choral members (LBDQ-Ideal). Another hypothesis stated
that choral conductors' Consideration scores (LBDQ-Self)
would be highly positively related to Consideration Scores
given them by their respective choral members (LBDQ-Ideal).
A fourth hypothesis stated that choral conductors who

show more use of MBO would fall into the older age cate-
gories. Finally, it was hypothesized that choral con-
ductors who show less use of MBO would show Consideration
Leader Behaviors.

There were no studies found which expressly dealt
with leadership style nor MBO as related to the choral
conductor. The literature did reveal an understanding of
MBO theory by examining MBO in diverse settings.

In the review of literature, it was pointed out
that MBO was first used in business and industry but in
recent years it has been embraced by writers and authorities
in other fields. It has also been valuable as a method
of dealing with the issues of accountability by those in
education. It has meant different things to different
people -- from an exact process to a total philosophy of
administration.

Many models for MBO have been devised. The most
scientific which has been substantiated with empirical data

is that of Bruce A. Kirchhoff. In keeping with this model,

85

MBO as used in this study was defined as a systematic way
of thinking about management that emphasizes the achieve-
ment of predetermined organizational and individual goals
and objectives by demonstrable, measurable results.
Further,bflfi>was defined in terms of seven managerial func-
tions: planning, controlling, coordinating, motivating,
personnel selection, training and developing, and
appraising.

The review of literature focused on purported
advantages of MBO as well as problems that are often
encountered as the result of errors committed by those in
charge. Studies which showed the diversity of the
applicability of MBO in higher education were reviewed.

Finally, transactional theory was reviewed as a
means of suggesting the importance of perception in rating
leader behaviors. Identifying the leader dimensions of
Initiating Structure and Consideration is essentially a
matter of perception on the part of both the leader and
his/her subordinates.

There were 25 choral conductors and 201 students
representing 25 different four year colleges and universities
in the state of Michigan who participated in this study.

Data for the studyvmuzzgathered using the Leader
Behavior Description Questionnaire (LBDQ) which was de-
veloped by the Bureau of Research Studies at The Ohio

State University, a modified version of the Managerial

 

86

Style Questionnaire (MSQ) by the researcher, and by
selected telephone interviews. The LBDQ was used to
measure two leadership dimensions, Initiating Structure
and Consideration. The MSQ was used to measure perceived
use of MBO in seven managerial functions and the selected
telephone interviews were used to check the accuracy of
information reported on the questionnaires.

Means were obtained for conductors and students
on both the LBDQ and the standardized MSQ. The specific
statistical technique used for analysis of these data was

stepwise multiple regression.

Findings

In this study, five hypotheses were examined.
Stepwise multiple regression was the statistical proce-
dure used for analyzing the data. According to the data
analyses, the following results are reported:

Hypgthesis I: Choral Conductors whose

dominant style is Initiating
Structure Leader Behavior as
measured by the LBDQ will Show
more use of MBO, as measured by
the Total score of the MSQ, then
choral conductors whose dominant
style is Consideration.

The results of the Stepwise Multiple regression re-
vealed two things. 1) The students' rating of their con-
ductors on the Initiating Structure dimension was not
significant. 2) The conductors rating themselves on the

Initiating Structure dimension was significant. Hypothesis

I was partially accepted.

Wt

87

Hypothesis II. Choral conductor's
Initiating Score (LBDQ-Self) will be
highly positively correlated with
Initiating Scores given them by
their respective choral members
(LBDQ-Ideal).

This relationship was significant. Hypothesis II
was accepted.

Hypothesis III. Choral conductor's Con-
sideratibn score (LBDQ-Self) will be
highly positively correlated with
Consideration scores given them by
their respective choral members
(LBDQ-Ideal).

 

This relationship was significant. Hypothesis
III was accepted.

Hypothesis IV. Choral conductors who show
more use of MBO as measured on the
Total MSQ score will fall into the
older age categories.

 

The relationship was, in fact, found to be a
negative one. Hypothesis IV was rejected.

Hypothesis V. Choral conductors who show
less use of MBO, as measured by the
Total scores of the MSQ, will show
Consideration Leader Behaviors.

 

The relationship was significant. Hypothesis V
was accepted.

A number of variables were examined which were
not included among the hypotheses. These variables were
size of the choral group, number of years the conductor
has worked with the particular choral group, the conductor's
use of an assistant conductor, the conductor's involvement

in recruiting, sex of the conductor, the size of the

88

institution and the type of institution. The following
were found to have significance: the size of the choral
group, the conductor's involvement with recruitment, and

sex of the conductor.

Conclusions

 

The conclusions drawn from this study apply only
to the sample from which the data were drawn; therefore,
what is true for the conductors using these
instruments may not be true for other conductors. Yet,
based upon the findings of this study, certain conclusions
were drawn:

1) A direct relationship exists between Initiat-
ing Structure as defined by choral conductors
and their perceived use of Management by Ob-
jectives.

2) A less clear relationship exists between

Consideration and the perceived use of MBO.

Discussion

 

This was essentially exploratory research since
there were no studies which eXpressly dealt with concepts
of leadership and Management by Objectives for choral con-
ductors. There were no norms by which to compare the
results of this research.

It would appear from the findings that choral con-

ductors see themselves as being structured individuals

89

who perhaps use more MBO than they are aware. The find-
ings are surprising, however, when choral members per-
ceptions of their conductors on Initiating Structure and
use of MBO are examined. It is even more surprising to
note how choral members perceive Consideration and the use
of MBO. They rate those conductors whose dominant style
is Consideration leader behavior rather high on the use of
MBO.

Choral members are apparently perceptively attuned
to the leadership style employed by their conductors.

When choral conductors rated themselves high on Initiating
Structure their choral members also rated them highly.
Conversely, where choral conductors rated themselves high
on consideration their choral members rated them highly.
This may be due to the transparent nature of the choral
leader's strengths and weaknesses.

Regarding age and MBO, the findings of this study
show an inverse relationship. There may be several
reasons for these findings. First, MBO is a recent
management technique in education. Younger conductors
are perhaps more susceptible to employing the principles
embodied in MBO. A second reason is that with the growing
competition for choral positions, younger conductors find
they must be more accountable in their jobs.

A similar finding was noted with regard to sex

of the conductor. Female conductors ranked much higher

90

in perceived use of MBO than did their male counterparts.
This fact may be an indication that more women are just
beginning to obtain college and university choral
positions and are finding they must genuinely prove them-
selves in leadership/management skills.

A more surprising finding was that the fewer the
numbers of students in the choral organization the more
likely the conductor was perceived as using Management by
Objectives. It would appear that the reverse would be
true. A possible explanation is that choral conductors
were asked to select students from their more select
group. Conductors are likely to have their outstanding
performers involved in many more kinds of activities and
are, therefore, required, if not compelled, to use effec-
tive management techniques.

Recruitment appeared to have a direct correlation
to conductors' use of MBO. The more involved a conductor
was with recruiting and setting up recruiting strategies
for his choral organization the higher his MBO score as
measured by the MSQ.

As with any research endeavor, problems were en-
countered. Although the MSQ was reported to be convergent,
i.e. having high validity and deemed by a panel of experts
to have content validity, there is not a total concurrence

of the study's findings with those of Kirchhoff.

91

A second concern was that although several posi-
tive correlations exists, they were often modest. This
may suggest there was a need for a more discriminating
instrument. Also, the results could be quite different
if measurement of the same variables were taken where
conductors actively pursued the implementation of MBO
principles over a period of three to four years.

To conclude, the significance of this study may
be the basis for new research possibilities in music
education. Conductors agreed there was a need for research
studies in the area of leadership/management relative to
choral groups and their directors. The unique model of
MBO for choral conductors, as used in this research, may
prove invaluable in the future. The import of this can

only be realized through further research.

Recommendations for Further Research
The findings from this study suggest the follow-
ing recommendations:

1. A replication of this study with only con-
ductors from high school or junior and
community colleges.

2. An experimental study using a control group
and a group actually involved in training
and implementation of an MBO program in choral
organizations.

3. A similar study using behavior measures as
well as measures of perceived leader be-
haviors.

4. A similar study using behavior measures as
well as measures of perceived use of MBO.

5.

92

A study to measure predictive leader behavior
and management skills of choral conductors.
The LBDQ and MSQ measure these dimensions of
practicing choral conductors, rather than
prospective choral conductors.

A study for developing a philosophical-
theoretical model for choral conductors em-
ploying management principles consistent
with MBO.

“a

 

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Newburn, Robert M. "Measuring Productivity in Organiza-
tions with Unquantifiable End-products." Personnel
Journal (September l972):655-657.

 

Odiorne, G.S. "Management by Objectives." College and
University Journal 10 (1971):13-15.

 

 

Pheysey, Diana C.; Payne, Roy L., and Pugh, Derek S.
"Influence of Structure at Organizational and Group
Levels." Administrative Science Quarterly 16
(March 1971):61-73.

Raia, Anthony. "ItSecond Look at Management Goals and

Controls." California Management Review 8 (Summer
l966):49-58.

Raia, Anthony. "Goal Setting and Self-Control." Journal
of Management Studies 2 (February l965):34-53.

Schleh, E.C. "Management by Objectives - Some Principles
for Making it Work." Management Review 48
(November l959):26-33.

 

Schuster, Fred E. "Management by Objectives - What and
Why?" The Personnel Administrator 17 (November-
December 1972):18-21.

Shetty, Y.K., and Carlisle, Howard M. "A Study of
Management By Objectives in a Professional Organiza-
tion." The Journal of Management Studies 12
(February 1975):l-11.

Simpkins, W.S. "The Leader-Member Encounter in the
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Administration 8 (October l970):135-143.

 

 

Sims, O.S., Jr., and Kozall, C.E. "A Case for Management
by Objectives for Student Development Services."
NASPA Journal 12 (1974):44-50.

 

104

Smith, E.E., and Knight, 8.8. "Effects of Feedback in
Insight and Problem Solving Efficiency in Training
Groups." Journal of Applied Ppychology 43 (1959).

 

Stogdill, Ralph M. "Personal Factors Associated with
Leadership: A Survey of the Literature." Journal
of Psychology 25 (1948):35-7l.

 

 

Tannenbaum, Robert, and Massarik, Fred. "Leadership: A
Frame of Reference." Managpment Science 4 (1957):
1-19.

Tosi, Henry. "Organizational Stress as a Moderator of the
Relationship Between Influence and Role Response."
Academy of Management Journal 14 (April 197l):7-20.

 

Tosi, Henry L. "The Effect of the Interaction of Leader
Behavior and Subordinate Authoritarianism."
Personnel Psychology 26 (Autumn 1973):339-350.

 

Tosi, Henry L., Jr. "Management Development and Manage-
ment by Objectives - An Interrelationship."
Management of Personnel Quarterly 4 (l965):21-27.

 

Tosi, H. et a1. "How Real Are Changes Induced by
Management by Objectives?" Administrative Science
Quarterly 21 (June 1976):276-306.

Tosi, Henry L., and Carroll, Stephen J. "Managerial
Reaction to Management by Objectives." Academy of
Management Journal 11 (December l968):415-26.

 

Vroom, Victor. "Some Personality Determinants of the
Effects of Participation." Journal of Abnormal and
Social Psychology 59 (November 1959):322-327.

 

Vroom, V.H. "The Effects of Attitudes on Perception of
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Goals." Personnel Journal (January l970):4l-44.

 

Webber, Ross A. "Perceptions of Interactions Between
Superiors and Subordinates." Human Relations 13
(June 1970):235-248.

 

Wickens, J.D. "Management by Objectives: An Appraisal."
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Wikstrom, W.S. "Management by Objectives an Appraisal by
Results." Conference Board Record (July 1966):
27-31.

 

105

Zander, A.; Natsoulas, T.; and Thomas, E.J. "Personal
Goals and the Group's Goals for the Member."
Human Relations 13 (November 1960):333-44.

 

UNPUBLISHED MATERIAL

Anderson, J.W. "A Study of the Organizational Climate,
Leadership Style, and Motivation Within a Firm in
the Process of Implementing Management by Objectives
Program." Master's Thesis, University of Washington,
1971.

Chesser, Rodney J. "MBO as a Behavioral System: A Focus
on Change Relationships and Influences of Casuality."
Ph.D. dissertation, Michigan State University, 1971.

Guchte, P.V. "An Analysis of Relationships Between the
Use of Management By Objectives and Perceived
Effectiveness in Selected Junior College Student
Personnel Units." Ph.D. dissertation, Western
Michigan University, 1973.

Hallman, Robert Walter. "A Study of the Relationship
Between Organizational Climate and Managerial
Assessment of MBO." Ph.D. dissertation, University
of Washington, 1973.

Inderlied, Sheila Davis. "Management By Objectives and
Contracting For Leadership Style: A Case Study."
Ed.D. dissertation, University of Massachusetts,

1975.

Johnson, Raymond Howard. "Initiating Structure, Considera-
tion, and Participation Decision Making: Dimensions
of Leader Behavior." Ph.D. dissertation, Michigan

State University, 1973.

Kirchhoff, Bruce A. "A Foundation for the Measurement of
the Extent of Use of MBO." Ph.D. dissertation,
University of Utah, 1972.

Miller, Geoffrey Clark. "Beyond Management By Objectives
As a Supervision Technique: An Investigation of
the Effects of Applying Jointly a Situational
Leadership Model and Management by Objectives in
the Supervision of Student Teachers." Ed.D. dis-
sertation, University of Massachusetts, 1976.

Phillips, James Boyce. "Application of an Educational
Management by Objectives Model." Ph.D. dissertation,
University of Tennessee, 1973.

106

Stinson, Solomon Clinnon. "An Analysis Along Five Dimen—
sional Lines of the Job Responsibilities of Elementary
Principals in a District Utilizing a Management By
Objectives Approach to Administration." Ph.D. dis-
sertation, The University of Iowa, 1975.

Swainston, Theron Lane, Jr. "The Suitability of Management
By Objectives Model for Elementary School Administra-
tion." Ed. D. dissertation, University of Southern
California, 1975.

Weber, Catherine Alberta. "The Effectiveness of MBO in
a School Setting." Ph.D. dissertation, University
of Washington, 1973.

MISCELLANEOUS

Benner, Charles H. Teaching Performing Group (from Research
to the Music Classroom No. 2). Washington, D.C.:
Music Educators National Conference, 1972.

BMC Report Number 1, Business Management Council, New
York, 1968.

Bell, Terrell H. "Management By Objectives: Planning
Where to Go and How to Get There." Speech given at
West Virginia Association of School Administrators,
Jackson Mill, W. VA, July 16, 1974.

East Lansing, Michigan. Michigan State University,
Education 882. Winter 1979.

Hemphill, J.K. The Leader Behavior of School Superintendents.
Columbus, Ohio: The Ohio State University, 1956.

Hemphill, J.K., and Coons, A.E. "Development of the
Leader Behavior Description Questionnaire." Bureau
of Business Research Monograph No. 88. Columbus,
Ohio: The Ohio State University, 1957.

Kirchhoff, Bruce A. "Diagnosing Strengths and Weaknesses
in Management: The Managerial Style Questionnaire."
Omaha: BJK Associates.

 

APPENDICES

APPENDIX A

Instructions For Completing The Questionnaires

INSTRUCTIONS FOR COMPLETING THE QUESTIONNAIRES

In addition to the directions listed on each questionnaire
please observe the following.

- Select 10 choral members from your class roster based
on the following random order. If you are presently
conducting more than one group select members from your
top group. -
If there are 29 or fewer members select the name of
every other person.
If there are 30 to 39 members select every third
person.
If there are 40 to 49 members select every fourth
.person.
If there are 50 to 59 members select every fifth
person, etc.

- There are two questionnaires, the Leader Behavior
Description Questionnaire (LBDQ) and the Managerial Style
Questionnaire (MSQ), and a Group Data Sheet to be com-
pleted by the conductor. Also each of the 10 students

is to complete two questionnaires, the LBDQ (gold) and
the MSQ (green).

- In the LBDQ, terms such as "leader" and "supervisor"
should be interpreted with reference to the conductor.
Terms such as "staff" should be interpreted with reference
to the choral members.

- The student's answers on the LBDQ should reflect what
he believes the ideal leader behavior of the conductor
ought to be.

- The students may be given their questionnaires in a
group if time permits, or they may be given individually.

- If you are willing to be interviewed concerning items
on these questionnaires or concerning information of
general interest about the leadership/management style
of choral conductors, please write your name on the
conductor's form of the MSQ.

107

 

108

- It should take less than twenty-five minutes for each
person to answer both questionnaires.

- Collect all the questionnaires and return them in the
enclosed stamped addressed envelope.

It is important that each respondent answer each of the
items. These questionnaires are in no way tests of ability.
There are no right or wrong answers. Therefore, everyone
is encouraged to be as frank and factual as possible.

 

APPENDIX B

Group Data Sheet

10.

GROUP DATA SHEET

(To be completed by conductor)

What is the basic affiliation of your college or
university?
private public

What is the approximate enrollment of your college
or university?

What is the approximate enrollment of the choral
organization from which the participants for this
study were chosen?

Number of years you have conducted this particular
group.

Circle the set of numbers below which most accurately
represent your age. E -

24 or below 25-34 35-44 45-54 55-64

65 or above

What is the average turnover rate for this group per
term?

Number added Number dropped

Do you have an assistant conductor or a student con-
ductor for this group?

Yes No

Do you actively recruit new members for this choral
group?

Y6 8 NO

What special recruiting techniques do you use, if any?

Conductor's sex: Male Female

109

APPENDIX C

Leader Behavior Description Questionnaire (LBDQ)

LEADER BEHAVIOR DESCRIPTION QUESTIONNAIRE

Below is a list of items that may be used to describe the behavior
of your supervisor, as you think he/she should act. This is not a
test of ability. It simply asks you to describe what an ideal
leader ought to do in supervising his/her group.

Note:

The term "group," as employed in the following items, refers

to a department, division, or other unit of organization which is
supervised by the leader.

1.

10.

11.

12.

13.

14.

15.

l6.

17.

Do personal favors for group members.
Make his/her attitudes clear to the group

Do little things to make it pleasant to be a member of the
group.

Try out his/her new ideas with the group.
Act as the real leader of the group.

Be easy to understand.

Rule with an iron hand.

Find time to listen to group members.
Criticize poor work.

Give advance notice of changes.

Speak in a manner not to be questioned.
Keep to himself/herself.

Look out for the personal welfare of individual group
members.

Assign group members to particular tasks.
Be the spokesperson of the group.
Schedule the work to be done.

Maintain definite standards of performance.

110

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

31.

32.

33.

34.

35.

36.

37.

38.

39.

40.

111

Refuse to explain his/her actions.

Keep the group informed.

Act without consulting the group.

Back up the members in their actions.
Emphasize the meeting of deadlines.

Treat all group members as his/her equals.
Encourage the use of uniform procedures.
Get what he/she asks for from superiors.
Be willing to make changes.

Make sure that his/her part in the organization is under-
stood by group members.

Be friendly and approachable.

Ask that group members follow standard rules and
regulations.

Fail to take necessary action.

Make group members feel at ease when talking with them.

Let group members know what is expected of them.

Speak as the representative of the group.

Put suggestions made by the group into operation.

See to it that group members are working up to capacity.
Let other people take away his/her leadership in the group.

Get his/her superiors to act fortjuawelfare of the group
members.

Get group approval in important matters before going ahead.
See to it that the work of group members is coordinated.

Keep the group working together as a team.

APPENDIX D

1. Modified Managerial Style Questionnaire (MSQ)

II. Managerial Style Questionnaire

MANAGERIAL STYLE QUESTIONNAIRE

NAME (optional)

 

Every choral conductor has a style of managing which is unique to
him and to his work situation. This questionnaire is designed to
determine whether you consider certain management methods to be
important to your style of managing choral activities. Please mark
every item. There are no right or wrong answers, so be as frank and
factual as possible.

INSTRUCTIONS: The following questions are divided into seven groups:
each group relates to one of the functions of manage-
ment.

PLANNING

How important are these methods to you when you plan the work of
your choral organization?

1. Preparation of a budget (or budgets) for the plan period.

1. Not at all important
2. Slightly important
3. Important

4. Extremely important

2. General meetings with choral members to discuss the work of
the choral organization.

. Not at all important
. Slightly important
Important

. Extremely important

Autos—I

3. Meeting with choral members to discuss and set objectives for
their responsibilities and performances.

1. Not at all important
2. Slightly important
3. Important

4. Extremely important

4. Analyzing the time required and time available for the comple-
tion of the work.

1. Not at all important
2. Slightly important
3. Important

4. Extremely important

112

 

113

CONTROLLING

How important are these methods to you in controlling the work of
your choral members?

1. Periodic budget reviews to determine performance relative to
the budget.

. Not at all important
. Slightly important
Important

. Extremely important

waH

2. Periodic review of choral members' accomplishment towards
their objectives.

1. Not at all important
2. Slightly important
3. Important

4. Extremely important

3. Utilization of standard repertoire to determine acquisition
of desired musical skills.

1. Not at all important
2. Slightly important
3. Important

4. Extremely important

4. Review of organization policies and procedures with choral
members.

1. Not at all important
2. Slightly important
3. Important

4. Extremely important

5. Periodic checking on choral members' activities and duties.

1. Not at all important
2. Slightly important
3. Important

4. Extremely important

6. Clearly defining the rehearsal and performance responsibilities
of each choral member with a description of the activities to
be performed and the procedures to be followed in performance of
the activities.

. Not at all important
. Slightly important
Important

Extremely important

waH

 

114

7. Obtaining agreement of choral members to their individual
learning and performance objectives.

1. Not at all important
2. Slightly important
3. Important

4. Extremely important

CO-ORDINATING

How important are these methods to you when you co-ordinate the work
of your choral organization?

1. Periodic review of organization policies and procedures with
choral members.

1. Not at all important
2. Slightly important
3. Important

4. Extremely important

2. Periodic memos to choral members describing the activities of
the choral organization.

. Not at all important
. Slightly important

. Important

. Extremely important

DWNH

3. Preparation of a budget (or budgets) for the period.

1. Not at all important
2. Slightly important
3. Important

4. Extremely important

4. Periodically scheduled meetings with choral members to discuss
the work of the choral organization.

. Not at all important
. Slightly important

. Important

. Extremely important

DOOM)“

5. Meetings with choral members to discuss and set objectives for
their rehearsal responsibilities and performances.

1. Not at all important
2. Slightly important
3. Important

4 Extremely important

115

6. Clearly defining the rehearsal and performance responsibilities
of each choral member with a description of the duties to be
performed and the procedures to be followed in the performance
of the duties.

. Not at all important
. Slightly important

. Important

Extremely important

waH

MOTIVATING

How important are the following methods to you in motivating your
choral members to work efficiently?

1. Use of an incentive reward system, such as grades, solos, etc.

. Not at all important
. Slightly important

. Important

. Extremely important

waH

2. Obtaining agreement of choral members to their individual
learning and performance objectives.

1. Not at all important
2. Slightly important
3. Important

4. Extremely important

3. Clearly defining the rehearsal and performance responsibilities
of each choral member with a description of the duties to be
performed and the procedures to be followed in the performance
of the duties.

1. Not at all important
2. Slightly important
3. Important

4. Extremely important

4. Discussing the potential organizational growth and the learning
opportunity for the choral member.

1. Not at all important
2. Slightly important
3. Important

4. Extremely important

5. Obtaining commitment of choral members to their individual
learning and performance objectives.

1. Not at all important
2. Slightly important
3. Important

4. Extremely important

 

116

6. Establishing periodic rewards for choral members who perform well.

1. Not at all important
2. Slightly important
3. Important

4. Extremely important

APPRAISAL

How important are these criteria to you when you appraise the per-
formance of your choral members?

1. Your general evaluation of the attitude of the choral member
towards his work.

1. Not at all important

2. Slightly important

3. Important

4. Extremely important

2. Measurement of the extent to which the choral member accomplishes
his individual learning and performance objectives.

1. Not at all important
2. Slightly important
3. Important

4. Extremely important

3. Your evaluation of the attitude of the choral member towards
others in his work situation.

. Not at all important
. Slightly important

. Important

. Extremely important

45me

4. The educational background of the choral member.

. Not at all important
. Slightly important

. Important

. Extremely important

buNH

5. Your evaluation of the personality of the choral member.

1. Not at all important
2. Slightly important
3. Important

4. Extremely important

6. Criticisms of the choral member's work from others.

1. Not at all important
2. Slightly important
3. Important

4. Extremely important

117

PERSONNEL SELECTION

How important are the following criteria to you when you are selecting
a new choral member?

1. The experience of the choral member in the same or similar types
of choral organizations.

1. Not at all important
2. Slightly important
3. Important

4. Extremely important

2. The educational background of the choral member.

1. Not at all important
2. Slightly important
3. Important

4. Extremely important

3. The record of success of the choral member's previous involve-
ment in choral activities.

1. Not at all important
2. Slightly important
3. Important

4. Extremely important

4. Measurement of the extent to which the choral member
accomplished his individual learning and performance objectives.

1. Not at all important
2. Slightly important
3. Important

4 . Extreme 1y important

5. The appraisal of the choral member by his previous conductor.

. Not at all important
. Slightly important

. Important

. Extremely important

ibOJNl-J

6. Your general evaluation oftfluaattitude of the choral member
towards his work.

1. Not at all important
2. Slightly important
3. Important

4. Extremely important

‘

118

TRAINING AND DEVELOPING

How important are these criteria in your decisions regarding the
type of training and developing your choral members need?

1. Your evaluation of what the choral member needs to do his job.

1. Not at all important
2. Slightly important
3. Important

4. Extremely important

2. Your evaluation of what the choral member needs in order that
he can be advanced.

1. Not at all important
2. Slightly important
3. Important

4. Extremely important

3. fmuechoralmember's evaluation of what he needs to accomplish
his learning and performance objectives.

1. Not at all important
2. Slightly important
3. Important

4. Extremely important

4. The educational background of the choral member.

1. Not at all important
2. Slightly important
3. Important

4. Extremely important

5. The performance experience background of the choral member.

. Not at all important
. Slightly important

. Important

. Extremely important

AwNH

6. Your evaluation of what the choral member needs to accomplish
his learning and performance objectives.

. Not at all important
. Slightly important

. Important

. Extremely important

buNF‘

 

NAME (optional)

119

MANAGERIAL STYLE QUESTIONNAIRE

 

Every manager has a style of managing which is unique to him and to his work situation. This questionnaire is
desimed to determine whether you consider certain management methods to be important to your style of
managment. Please mark every item. There are no right or wrong answers, so be as frank and facrual as possible.

INSTRUCTIONS: The following questions are divided into eight groups: each group relates to one of the
functions of management. Treat the answers as a continuous scale and mark an ”X" at any
point along the line that expresses the importance of each item to you THE WAY YOU ARE

CURRENTLY PERFORMING YOUR JOB.

PLANNING

How important are these methods to yOu wnen you plan the work of your department?

 

 

 

 

 

 

 

 

 

 

 

1. Preparation of a budget (or budgets) for the plan Noun" WWW EWWW
“n“. Important ""90"”! Important important
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2. General meetings Wlth subordinates to discuss the ”NH“ "WW “mm”
WOfk of YOU, UNII. IMDORIM ”HOMO!" IMOMIM Important
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Obimlv.’ for their 1003. ""90"”! ""le"! H1100")!!! IMOORII‘"
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the completion of the work (including such methods ""“S'M “”1"" "“°°:""' '"'°°:"'"
as PERT and CPM). l . r ‘
CONTROLLING
How important are these methods to you in controlling the work of your subordinates?
1. Periodic budget reviews to determine performance ”NH" WWW ”mm.”
VOII‘IV. [O (IT. budget ”"90"”! ""00"”! Important Important
I i r r,
2. Periodic review of subordinates' acmmolishment No”! a" Silently txmmow
towards the". objectives. Important Important important impartent
I .L ‘r ‘i
3. Utilization of standard cost acc0untlng techniques to N°' " "' WW"? EWW'W
determine aetual versus standard costs. ”“°°f""' "“°°'""' ”“1"“ ”Tim”
I T T I
4. Review of organization DOIICIQS and procedures With Nor mu Silently Extlomoty
SUbOrdIMt”. IMOORIIW Important Imoortent important
l a r ;
5. Periodic checking on subordinates' acrivities and No! It 0" Silently Extremely
dunes. Important ImDOfllfll IMOOIIJI'I! IMDOHM‘R
: t i t
6. Clearly defining the :0b of each subordinate wuth a Not it 4" S-WM'Y Exmflmv
description of the aetivities to be performed and the ”“°°""“ "‘“°°""" ""°°'""' ""°°'”'"
procedures to be followed in performance of the i i 1 3
activities.
7. Obtaining agreement of Subordinates to their Not at 6" SMMW EWWW
indiwdual iOD oclect'yes important important Important Important

© copyright by Bruce A. Kircnno". £974

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120

CO-ORDINATING

How important are these methods to you when you co-ordinate the work of your department?

 

 

 

 

 

 

 

 

 

 

 

1. Periodic review of organization poliCies and “0* 0* W Sl-OMIY extremely
wowu'“ w'th ‘umrdina‘a. Imoa‘ln' 'mQMRHE "“90"."E IM’O'ECfl‘
I I I 4.
2. Periodic memos to subordinates describing the Net a on 9090!", euro-view
KEIVIEI“ of Th. OertmmE IMOORIHI important important ImbOfllfll
I I L a
iL i l
3. Preparation of a budget lor budgetsl for the period. “m 0' e“ S'ls'mv Extremely
"HOMO!“ "HOMO.“ ”“00"”! Imflfltlfl!
I f f i
4. Periodically scheduled meetings with subordinates to “I " '" 5mm" “I""WV
”Owl”! ”HOMO!" IMDOHIHQ "“90"”!
discuss the work of the department. ‘ | ‘ ‘
l l I I
5. Meetings with subordinates to discuss and set N" " “I I‘m"? ‘ m am" 3:33.:
' - "HOMO!" M90! in O
obiectives for their loos. I P k 4
l r I I
5. Clearly defining the job of each subardinate with a N“ " ‘“ “I‘M” f'mm'"
description of the duties to be performed and the ”"°°f‘"" ””9" m”:"'“ '"°°T“'"
procedures to be followed in the performance of the v . r 4
duties. ’
MOTIVATING
How important are the following methods to yOu in motivating your subordinates to work efficiently?
I. Use of an incentive pay system, such as a bonus plan. Not It I" Silently Extremely
pfofi‘ sharing pun etc. "HMO!" IMOOROIN IMOOfllM important
I L I
I p T'i :
2. Obtaining agreement of subordinates to their Not at all Silently Extrmosy
lflleIdUJI IOD objectives. important impertant impartaht lmportant
.L + if 4
3. Clearly defining the job of each subordinate with a "0' u 0“ Silently Extrpmeiy
description of the duties to be perfOrmed and the '“m'” ”“°°'“"‘ '""°°""" '"“’°""“
procedures to be followed in the performance of the I I I I
duties.
4. Discussing the potential company growth and the MHN" WWW 51mm.”
promptIOh Opportunity for the Subordinate. Important important important important
I I .L I
5. Obtaining commitment of subordinates to their "0' 8' "I WON" E'mmlv
IndIVldUII 10° ODIQCEIVQS. IMO“)!!! ImOONIflI IMOOVIICK IMOOHII‘I!
l I I 1
6. Establishing periodic salary increases for subordinates N‘" “ "' 9'9"” “mm“?
I MOON]!!! lmoofllfl! I mcofllflt I mportent

who perform well.

;

I

L

12

15

22

121

APPRAISAL

How important are these criteria to yOu when y0u appraise the performance of mm subordinates?

 

 

 

 

 

 

 

1. Your general evaluation of the attitude of the "0' it all Slitfl'lv Extremely
SUOO’dInITC TOWI'dS DIS work. ”“90"0'" lmoortant ”agony“ tawny“

l A A I

I r r .
2. Measurement of the extent to which the subordinate “0! l! I" SMMW hmrneiy
accomplishes his individual loo obiectives. ""°°'”'" "“°°'"'" "“°°'”'" "“°°""“

I L A l

I I I 7
3. YOur evaluation or the attitude of the subordinate "0'0”" SW'W tum-mow
towards Others in his work situation. Important Important important important

I L I J

I I I I
4. The educational background of the subordinate. "0' fl 1" SWM'V Elma-W
”NEGRO!" I MOO" am I M00100“ I moortartt

l L l I

I r I 1
5. YOur evaluation of the personality of the N0! It 0" Silently Eur-mew
Subordinate. import ant important important import ant

g L L l

I I l I
6. Criticisms of the subordinate's work from Others. Not at aii slightly hum.”
IMDOHIH! IMOORIIN lmoofllfl' ““000!!!“

l L a

I I I 7

COMPENSATION

How important are these criteria to yOu when considering ydur subordinates for an increase in comoehsation’

I.

YOur general evaluation of
subordinate towards his work.

the attitude of the

. Seniority. pr length of semice, of the subordinate

Within the company.

. YOur evaluation of the attitude of the subordinate

towards others in his werk situation.

Measurement of the extent to which the subordinate
accomplishes his indmdual loo obiectives.

Your evaluation of the
subordinate.

orornOtaoility of the

. The educational background of the subordinate.

 

 

 

 

 

 

not at all slightly extremely
important important important important
I L L J
I I I l
Not at all slightly (stremery
important iMportant important ’important
1 l l 1
I . ' i
Not at all Slightly Extremely
important import ant important important
A l s
'i I I I
Not at all Slightly tutremeiy
important Important Important important
I 1 J
I I I
Not at all Silently Entremeiy
important Important important tmportant
l 1 L '
I i r I
Nat at all Siightiy Entremely
lmportant important important important
I t l l
I I I I

24

25

26

27

2|

29

30

31

32

)3

JJ

lCONTINUCD ON NIXT PAGEI

 

122

 

 

 

 

 

 

PERSONNEL SELECTION
How important are the following criteria to you when you are selecting a new employee or selecting a man for
promotion?

I. The experience of the subordinate in the same or Not at all sugntiv Extremely
sirniIar work. Important important important important

I L I J

I I ' j
2. The educational backgr0und of the subordinate. Not at all Slightly Extremely
important important important I mportant

I t I l

I I r j
3. The record of success of the subordinate’s previous Not at all Silently Extremely
department. division, or unit. Important important important important

I I l i

I I I I
4. Measurement of the extent to which the subordinate Not at all siiqriiiy ciimmaiv
accomplished his indmdual job objectlves. important important important important

I I l l

i ] l I
S. The appraisal of the subordinate by his previous Not at all SIquttly Extremely
SUDOIIOKISI. important important important Important

1 l J i

I I I ‘I
6. Your general evaluation of the attitude of the Nail! III Siivniiv Extremely
SUMdIflCt. [OWRfds hIS WOfk. important important important important

I ' l L J

I I F I

TRAINING AND DEVELOPING

How important are these criteria in your decisions regarding the type of training and developing your subordinates
need?

I.

6.

YOur evaluation of what the subordinate needs to do
his job.

. Your evaluation of what the subordinate needs in

order that he can be promoted.

. The subordinate's evaluation of what he needs to

accomplish his job objectives.

. The educational backgr0und of the subordinate.

. The work experience background of the subordinate.

YOur evaluation of what the subordinate needs to
accomplish his job obiecuves.

 

 

 

 

 

Not at all Slightly Extremely
Important important important Important
I l I l
I I i I
Not at all Slightly Extremely
important important important Important
L I 1 _J
I I I I
Not at all Slightly Extremely
Important Important important ‘mportant
l 1 I __J
F‘— I I I
Not at all Slightly Extremely
important Important Important Important
I I l “4
I—~ i i i
Nat at all Slightly Extremely
Important important Important Important
I i I J
I 1 l I
Nat at all siighriy gnmflew
important :mocrtant

”‘00”an

'“DOHIH?

Y

J

36

37

38

39

40

at

‘2

43

34

~15

46

~87

 

APPENDIX E

I. Letters

 

 

 

 

 

 

U]
III

 

 

 

The University of Nebraska at Omaha

Box688 Omaha, Nebraska 68101 402/554-2557

Coiled! 0' 8m AdministratiOn
General attaine-

March 23, I979

Walter Harris
I310 C University Village
East Lansing, Michigan 48823

Dear Halter:

Enclosed are two copies each of the MSQ (white) and HSQ's
(green) as you requested in our phone conversation of March 20,
1979. I am enclosing general information on the MSQ. If you
decide to use the MSQ let me know and I will send you scoring
instructions and an analysis computer program.

Sincerely,

"4.57:: ,‘ -’v v/
Bruce A. Kirchhoff
Professor

The University of Nebraska-Lincoln The university of Nebraska Medical Center The University at Nebraska at Omaha

123

124

March 30, 1979

Professor Bruce A. Kirchhoff
College of Business

Box 688

The University of Nebraska at Omaha
Omaha, Nebraska 68101

Dear Professor Kirchhoff:

Thanks so much for the copies of the MSQ. I am
currently reviewing them for possible use in my doctoral
study. As I mentioned in our phone conversation, it is
likely that I will have to make some minor adjustments to
adapt the MSQ as a measuring device for a choral music
situation. Needless to say, I will clear any such changes
with you.

Should I decide to use the MSQ, I shall be most happy to
have the scoring instructions and an analysis computer
program.

Sincerely,

Walter Harris, Jr.

a b‘!’

125

 

 

 

U3
1:]

 

 

 

 

 

The University of Nebraska at Omaha

Box 688 Omaha, Nebraska 68101 402/554-2557
Co!” 0! Business AdflflfltflflUOfl
Gem! Business

Apri1 S, 1979

NaIter Harris
1310 C University Vi11age
East Lansing, Michigan 48823

Dear NaIter:

I enjoyed ta1king with you and Nancy Maihoff on ApriI 3, 1979.
As promised, I am enc105ing scoring and keypunching instructions
for the M50. In addition, I am enc1osing a 1isting for computer
program "MSQPR3." Separater, I am having a card copy prepared,
packaged, and mailed to you via third c1ass mai1.

I wouId appreciate receiving a copy of the instrument when you
compIete it. I can then give you written approvaI for use of the.
instrument which shou1d formaIize our agreement.

PIease Iet me know if you have any questions.

Sin 1y,
u . rchhoff
Professor
BAchw
enclosure

The Umwrfllv of Nebraska at Omaha The univermv of Nebraska Medics: Canter The Unoversutv of Nebraska—Luncom

"i.-

126

 

j

@321
[:1 “1

The University of Nebraska at Omaha
80x688 Omaha, Nebraska 68101 402/554-2557

 

———___—‘

 

C

 

 

 

 

Gallop 0! Business Aammasxrmon
WWW April 19, 1979

Walter Harris

1310 C University Village
East Lansing, Michigan 48823
Dear Halter:

Thank you for copies of the Managerial Style Questionnaire as you
have revised it. The questionnaire is appropriate and I assume you have
used all the correct termonology for choral directors. You have my per-
mission to procede with tne use of this instrument for your research.

Let me know if I can help in any other way.

Sincerely,

Bruce A. Kirchhoff
Professor

The UflIVOfSDW of Neorasxa at Omaha The Umversuv a! Nebraska Medical Center l’he Universntv c? Neorzua-meom

 

127

Dear Choral Conductor:

Allow me to introduce myself and to solicit your
participation for a research project. I am a Ph.D.
Candidate at Michigan State University pursuing a degree
in Music Education. I am initiating my research project
which is tentatively entitled "The Applicability of
Selected Principles of Management by Objectives to the
Leadership Style of Choral Conductors."

The study will examine the leadership/management
styles of choral conductors to determine 1) the dominance
of certain leader behavior qualities prevalent among
choral conductors, and 2) the collective viewpoint of the
study's participants relative to the desirability of using
certain management techniques in choral organizations.

7. “

The population for the study will consist of choral
conductors in selected colleges and universities in the
state of Michigan. You have been highly recommended as
a conductor who could offer much depth to the study.

I realize that this isaibusy time of year for you,
but I would like to have all data collected before the
school year ends. Please do not be overwhelmed by the
number of statements on the questionnaires. They read
fast, and it takes less than 25 minutes to answer both
questionnaires. Every effort will be made to protect the
confidentiality of each participant. However, I will be
happy to share the general results of the study with you.

Enclosed are copies of the Leader Behavior Description
Questionnaire (LBDQ) and the Managerial Style Questionnaire
(MSQ) for the conductor and ten students, a Group Data
Sheet, an Instructions Sheet, and a stamped return addressed
envelope.

Please return the questionnaires by April 27, l979.

Thank you for your cooperation and immediate attention.

Very truly yours,

 

Walter Harris, Jr.
517/355-6154

Enclosures

128

Dear

Thank you for agreeing to participate in my doctoral
research project.

As I am trying to get all my data analyzed by June 1,
I would appreciate your returning the questionnaires as
soon as possible. Also, since I am using only a few select
conductors, the success of my study is dependent upon the
cooperation and positive response of each of them.

If you have already returned your questionnaires,
please accept my thanks.

Sincerely,

Walter Harris, Jr.

APPENDIX F

Demographic Variables

129

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132

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APPENDIX G

Frequency Of Responses To The Variables

 

 

 

 

 

 

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APPENDIX H

Unreported Demographic Information

134

Demographic Information not Reported in the Study:
Number of Years with this Group, Number Added to Group
Per Term, Number Dropped from Group Per Term, and Use of
Choral Assistant for each Choral Conductor

 

 

Number
Number Dropped Use
Number of Added to from of a
Choral years with Choral Choral Choral
Conductor this group Group, Group Assistant
A 4 6 6 No
B 12 6 6 Yes
C 4 18 18 Yes
D 0 0 Yes
E 12 20 20 Yes
F 14 17 17 No
G 6 12 12 Yes
H 15 2 2 Yes
I 1 10 10 No
J 3 5 5 No
K 18 - - Yes
L 3 5 5 No
M 13 0 0 Yes
N 10 5 5 No
0 4 4 4 Yes
P 10 - - No
Q 8 O 0 No
R 4 4 4 No
S 8 4 4 Yes
T 2 14 16 No
U 5 Yes
V 10 5 5 No
W O 0 Yes
X 10 10 Yes
Y 5 1 1 No

APPENDIX I

MSQ - Total Scores, Means, And Standard Deviations

135

MBO as Measured by the Total MSQ, the Total MSQ-C, the

Mean and Standard Deviation of the MSQ-S and the Number
(g) of Student Ratings for Each Choral Conductor

 

 

Number (2)
Total MSQ Total Total
(Average) MSQ-C MSQ-S Student
Conductor Score Score Mean (SD) Ratings

A 20.790 21.480 20.100 10
(1.847)

B 25.240 28.110 22.369 10
(2.133)

C 24.750 28.300 21.199 10
(2.625)

D 25.645 29.120 22.156 5
(1.475)

E 22.915 25.380 20.454 7
(2.278)

F 23.115 25.290 20.941 9
(1.526)

G 24.000 26.390 21.610 8
(2.996)

H 31.575 35.590 27.556 6
(1.593)

I 24.730 29.780 19.678 5
(1.905)

J 22.555 25.250 19.864 10
(1.801)

K 23.325 26.040 20.614 7
(2.302)

L 23.330 24.550 22.109 7
(2.765)

M 27.005 30.800 23.209 4
(2.861)

N 26.390 30.100 22.679 5

(1.959)

 

 

 

MBO as Measured by the Total MSQ, the Total MSQ-C, the
Mean and Standard Deviation of the MSQ-S and the Number
(3) of Student Ratings for Each Choral Conductor

 

 

(continued)
Number (3)
Total MSQ Total Total of
(Average) MSQ-C MSQ-S Student
Conductor Score Score Mean (SD) Ratings

0 19.855 18.700 21.009 10
(2.381)

P 23.650 24.240 23.058 10
(2.111)

Q 24.905 29.620 20.193 9
(1.205)

R 26.710 31.000 22.420 4
(3.314)

S 26.320 29.860 22.781 10
(1.811)

T 23.200 26.300 20.098 8
(2.945)

U 23.890 26.830 20.952 10
(1.940)

V 22.930 24.580 21.275 9
(2.642)

W 20.975 21.330 20.624 6
(2.809)

X 23.300 25.690 20.914 9
(2.332)

Y 24.300 25.810 22.792 8
(2.133)

136

 

APPENDIX J

LBDQ - Subscores, Means And Standard Deviations

 

137

 

 

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APPENDIX K

Independent And Dependent Variables -
Means And Standard Deviations

 

.140

‘

 

 

 

 

 

 

 

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APPENDIX L

Questions For Selected Telephone Interviews

 

QUESTIONS FOR SELECTED TELEPHONE INTERVIEWS

After all the useable questionnaires were re-

turned, the following questions were included in selected

telephone interviews:

A. Keyed questions from the MSQ

1.

How important is it to you in controlling

the work of your choral organization to have
periodic review of the accomplishment of

choral personnel towards their objectives?

How important is it to you when co-ordinating
the work of your choral organization to meet
with the choral personnel to discuss and set
objectives for their rehearsal responsibilities
and performances?

How important is it to you in motivating the
choral personnel to work efficiently to ob-
tain agreement of choral personnel to their
individual learning and performance objectives?
How important is it to you in motivating the
choral personnel to work efficiently to ob-
tain commitment of choral personnel to their

individual learning and performance objectives?

142

 

143

5. How important is it to you when appraising
the performance of the choral personnel to
measure the extent to which the individual
accomplishes his learning and performance
objective?

6. How important is it to you regarding the
type of training and developing choral mem-
bers need to know the individual's evalua-
tion of what he needs to accomplish his
learning and performance objectives?

B. Describe your general reactions to the ques-

tionnaires.

TE R

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