CGLLEQE ACHSEVEEMEHT AM} fiNDUSTRlAi SUCCESS Thesis 1h! 93m Dogma a? £532. D; MJCHEGAN SEQ??? UN§VER3iTY J’asepfi M Biecfianbach 19564 ‘— 1'" LIBRARY Michigan State University THESIS This is to certify that the thesis entitled COLLEGE ACHIEVEMENT AND INDUSTRIAL SUCCESS presented by Joseph M. Biedenbach . has been accepted towards fulfillment of the requirements for Ph.D. Education degree in (6' professor Date November 19 , 1964 0-169 ABSTRACT COLLEGE ACHIEVEMENT AND INDUSTRIAL SUCCESS By Joseph M. Biedenbach A group of three hundred and fifty top and middle man- agement engineering personnel from seven divisions of a large industrial manufacturing organization were studied to deter- mine differences, if any, existing between the two groups that could be used to help in the selection of engineering gradu- ates for future industrial executives. From each of the seven dividions, twenty-five t0p management personnel were matched with an equal number from the middle management group on the basis of years of employment with the company. The individuals selected from each division for this study were determined by using the company records of personnel classification. Indi- vidual coded questionnaires were mailed to the participators at their home addresses to be filled out and returned directly tb Michigan State University. No request was made for signa- tures of the respondents. The questionnaire was devised to determine undergraduate achievement, both academic and extra-curricular. The col- leges or universities were compared as to significance in the educational major pursued, size of class, and the numerical position achieved by the respondent within his class. - 1 - JOSEPH M . BIEDENBACH Participation in school extra-curricular activities such as clubs, cultural and social affairs were compared. Other questions dealt with personal and parental background and attitudes as well as goals and ambitions of the respondents. The results were studied from two perspectives. First, comparisons were made of individual achievement within each division and second, comparisons were made of each division in relation to the others within the company organization. The study indicated that the engineers in each division within the manufacturing organization differed from the others in executive achievement. Executive levels attained were in direct correlation with individual undergraduate achievement indicating the need for careful guidance by the university and careful placement in industry of the gradu- ating engineering student. High academic achievement in undergraduate training seems to indicate a greater possibility of executive devel- 0pment. The amount of extra-curricular activity participa- tion in college, type of college attended, academic major pursued and amount of expenses paid by the student himself were several variables that failed to show any significant differences between the two groups. The higher the level of degree attained and the locality of the college attended with JOSEPH M. BIEDENBACH reapect to the division surveyed was of apparent signifi- cance between the two groups. The higher level executives were more mobile. The data suggest that this investigation should be viewed as an initial exploratory attempt towards discover- ing what common ground exists between the problems of the educator and of those of the industrialist. From this knowl- edge may be formulated a logical approach to the problems of engineering education revision. Additional study of the cur- rent and projected managerial needs of an industry, the em- ployers' concept of the educators' role, limitations in the undergraduate training of prospective executives, the employ- ee's concept of the responsibility of industry in furthering his professional development and the Opinions of the gradu- ates relative to their academic inadequacies, should be made before education can effect useful major changes in the cur- ricula and campus environment toward producing more effective industrial executives. COLLEGE ACHIEVEMENT AND INDUSTRIAL SUCCESS By. Joseph M. Biedenbach A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY College of Education 196M LCIQJOWLEDGEMEN TS It would have been impossible to write a dissertation of this nature were it not for the assistance of many indi- viduals who, in no small measure, shared in its inception, deve10pment and completion. The writer wishes to express his gratitude and apprec- iation to Dr. Harold J. Dillon for his encouragement and guidance during the planning of this study and preparation of this thesis. In addition, the author is very grateful for valuable criticisms and suggestions received from Drs. Edward Blackman, Ernest Melby and Shoes Serata. Sincere appreciation is extended to the Personnel Di- rectors of the seven participating divisions of the manu- facturing organization for their very gracious cooperation and support without which this study would not have been possible. Appreciation is also tendered to the Director of Personnel Research of the Corporation investigated who made the necessary initial contacts with the Personnel Directors of each division to make this study possible. Finally, a debt of gratitude is acknowledged to the author's wife, who contributed in no small measure to the completion of this project. - 11 - TABLE OF CONTENTS Page AmouLEDGmENTS I 0 o 0 0 O O O O 0 O O 6 0 o o 0 o O 11 TABLE OF CONTENTS. . . . . . . . . . . . . . . . . iii LIST OF TABLES 0 O o O o o O O O O O O O O 0 0 0 1V CHAPTER I o TIiE PROBLEM 9 O O O 0 O O O O O O 0 o o O O 1 Introduction. . . . . . . . . . . . . . . 1 Statement of the Problem. . . . . . . . . 2 Significance of the Study. . . . . . . . . 3 Delimitations. . . . . . . . . . . . . . . 6 Definition of Terms. . . . . . . . . . . . 7 Assumptions. . . . . . . . . . . . . . . . 9 Hypotheses Teetedt O O O O O O O O O O O O 10 O O 0 0 O O O o O 12 Method of Investigation. II. REVIEW OF LITERATURE. . . . . . III. SURVEY AND ANALYSIS OF PARTICIPATION. . . 34 IV. ANALYSIS or THE DATA... . . . . . . . . . AB Academic Achievement. . . . . . . . . . . h8 Extra-Curricular Activities Participation. . . . . . . . . . . 53 College Attended. . . . . . . . . . Academic Major and Minor. . . . . . . . . Financing of Education. . . . . . . . . . 7h V. SUMMARY AND CONCLUSIONS. . . . . . Conclusions. . . . . . . . . . . . . . . . 80 Implications for Further Research. . . . . BImIIOGRAPHYO O O O O O O 0 0 O O O APPENDICES. 0 O 0 o O 0 O O 0 O O O - iii - TABLE II. III. XI. XII. XIII. XIV. XV. LIST OF TABLES SCHEMATIC DIAGRAM OF DIVISIONS. . . . . . NUMBER OF EXECUTIVES IN EACH GROUP FOR EACH DIVISION. 2/. . . . . . . . . . . SUMMARY OF QUESTIONNAIRE RETURNS. . . . . COMPARISON OF PERSONNEL DATA. . . . . . . NUMBER OF ENGINEERS IN EACH DIVISION WHO HAVE WORKED ONLY FOR THAT DIVISION. . SUCCESS VERSUS FAMILY COMPANY AFFILIATION. EDUCATIONAL LEVEL OF PARENTS. . . . . . . AGE AT WHICH PARTICIPANT ENTERED COLLEGE. COLLEGE ACADEMIC ACHIEVEMENT OF RES PONDENTS O O C O O C O O O O O 0 HIGH SCHOOL ACADEMIC ACHIEVEMENT OF RESPONDENTS. . . . . . . . . . . . . SIZE OF HIGH SCHOOL GRADUATING CLASS OF RES PONDENTS 9 O C C O O O C O I O O 0 SIZE OF HIGH SCHOOL ATTENDED BY RESPONDENTS. . . . . . . . . . COLLEGE EXTRA-CURRICULAR ACTIVITIES PARTICIPATION OF RESPONDENTS. . . . . EXTRA-CURRICULAR ACTIVITIES PARTICIPATION. MARITAL STATUS OF RESPONDENTS WHILE IN COLLEGE O O O O O C O O O O O O O O 0 Q -1v- lit 15 36 38 To uh. he in M9 52 SA 55 56 57 59 TABLE XVI. XVII. XVIII. XIX. XX. XXI. XXII. -v’ LIST OF TABLES (Continued) NUMBER OF COLLEGE LEADERSHIP ROLES FOR EXTRA-CURRICULAR PARTICIPATION OF RESPONDENTS. . . . . . . . . . . . RESPONDENTS ASSOCIATED WITH A SOCIAL FRATERNIT‘IYO O O O O O O O O O O O O GRADUATES OF COLLEGES WITHIN 125 MILES OF PIJANT O o O O O C O C O 0 O O O O RESPONDENTS WHO ATTENDED A PUBLICLY SUPPORTED COLLEGE. . . . . . . . . RESPONDENTS WHO PARTICIPATED IN A COOPERATIVE EDUCATION PROGRAM. . . MAJOR AREAS OF ACADEMIC CONCENTRATION BY THE RESPONDENTS. . . . . . . . . PERCENTAGE OF RESPONDENTS WITH ADVANCED DEGREES O O O O C O O I O O C O I O XXIII. PERCENTAGE OF RESPONDENTS PURSUING XXIV. XXV. ADVANCED GRADUATE WORK. . . . . . . TIME CAREER SPECIALIZATION OF RESPONDENTS CHOSEN O O O O O O O O C O C 0 O O 0 METHOD OF FINANCING COLLEGE EDUCATION. 60 62 6h 66 67 69 71 73 75 77 CHAPTER I THE PROBLEM Introduction: There is an.ever increasing number of students graduat- ing from college with Bachelor of Science degrees in Engin- eering. From these, industry must select recruits to replace those who have moved to other positions either within or out- side their firm. In addition, there has been increased em- phasis by many business and industrial concerns to encourage their own young engineers and scientists to return to school and obtain further training as well as professional degrees. These two reasons justify an attempt to determine the extent that academic success can be used to predict future success in industry. The need for qualified men to assume management respon- sibilities continues to be one of the major problems which regularly confronts.industrial manufacturing organizations. Executives in.American industry have, in the past, been men who "worked their way up" through the organization to the management leadership role. Because the increased enrollment in our colleges has provided well rounded and technically trained personnel, management is constrained to select the cellege graduate who will make the major contribution to their organization and who has the emotional stamina and - 2 - personal drive to move up through the organization toward a position of increasing responsibility. 'Hhen any organization is studied carefully one finds that some men selected appear to be more ospable of assum- ing executive responsibility than others and progress up- ward more rapidly while others never seem to achieve execu- tive status and are relegated to roles in the minor super- visor category.. The question many forward-looking executives ask is, "Can the quality, type, and amount of education a per- son has achieved along with the educational environment in which he received it be used to predict industrial success in later life?" Values, willingness to expend energy and in what direc- tion, loyalty as well as other personality traits should be determinable at.the college level. It seems reasonable to believe that attitudes noted in personal history and back- ground should persist as peOple move upward in an industrial organization. The potential manager has probably exhibited some of these characteristics and qualities in his undergrad- uate academic record and record of participation in extra- curricular activities. Statement_9f the.Problem: This thesis is concerned with the identification of the undergraduate achievement differences between upper and lower engineering management in an industrial manufacturing organ- ization. The purpose of the study is to (1) analyze the - 3 - extent to which academic achievement in college is a factor in the future success of management personnel in an indus— trial manufacturing concern, (2) determine the effect that participation in extra-curricular activities plays in mold- ing characteristics of executive personnel in modern indus- trial management personnel, and (3) analyze educational characteristics of successful management people in a manu— facturing environment. A matched group of 350 top and middle management engin- eering executives from several divisions of a large indus- trial manufacturing organization.was studied to determine if any differences did exist that could be used to help in the selection of future engineering graduates for industry. It was expected that this comparison would reveal the relative strengths and weaknesses of the currently prevailing ideas about undergraduate academic achievement and success in in- dustry upon graduation. Significance of the Study: At the undergraduate level of a student‘s college edu- cation there are certain kinds of educational experiences which the academic community feels a student should have to be a successful person later in life. Engineering students normally find employment in business on the staff of indus- trial organizations where the objective is, primarily, the showing of a profit. Whereas student success is usually evaluated by the grades received in the individual courses -14.. taken, an engineer's success in an industrial organization is measured by his advancement in the management heirarchy. With the increasing number of college graduates making the transition from the academic environment to the more competitive world of industry it is becoming imperative that each company select engineers who will accept responsibility and become capable of advancing in the company. If a proper match between the graduate and the industrial organization can be made both the academic and industrial objectives will be met and the student will grow and develop to his full po- tential. The successful transition of a student from a position of relying on others for direction and guidance to a posi- tion of assuming responsibility for the direction and guid- ance of others is, undoubtedly, one of the most difficult adjustments the graduate is required to make. Educational and extra-curricular experiences which help students ac- quire broad understandings in, and a deeper appreciation for, techniques of working effectively with people should help him make this necessary adjustment. Good personal re- lationships between and among workers as well as the morale Of the group itselfhare the direct reaponsibilities of every level of management and college graduates should possess these qualities. Training experiences, within the educational setting, are at best conducted under limited and somewhat artificial -5- conditions. Employers seem to emph of providing these more meaningful train- asize the need for educa- tors to find ways ing experiences for the students in the area of the skillful handling of interpersonal relations. The abilities required for success in industrial man- agement are admittedly diverse and are increasing in com- plexity daily. Modern executives must not only be concerned with technical problems of the organization and of the ef- ficiency required in production but also remain abreast of the modern developments in the technological advances of his field of specialization. The job of orienting and retrain- ing graduates for competency in these executive areas adds to the many functions of a successful executive. To what executive level recent college graduates will advance is a major concern of both employer and the student. This study will have definite benefits for the academic en- vironment by giving additional "direction" to course work as well as be of practical benefit to industry. Benefits could possibly include the following: 1. It is conceivable that individual manufacturing di- visions may emerge as having distinctive personal- ities, a reflection of personal attributes and at- titudes of top management in the division. 2. The study may contribute to decreasing the subjec- tivity in the selection of college graduates. -6- 3. Selection of college graduates who have a higher probability of contributing at the top management levels may be revealed. h. Data from the study may help to clarify the value of company recruiting teams in common for all their divisions versus individual division college re- cruitment practices. 5. ‘When men are to be moved from one division to an- other, the study may give pertinent information regarding the suitability of their individual per- sonality within the new area. Though this study may produce only a limited number of the desired answers, the writer sees it as of significant value to Michigan State University and the manufacturing in- dustry studied.: Moreover, since the study explores an area of great interest to directors of recruiting teams of other manufacturing organizations, it may have value in stimulat- ing further research in an area that warrants study and at- tention. Delimitations: Certain necessary limitations are required for this study. They include: 1. This study will be confined to seven divisions of a large industrial manufacturing corporation. 2. This study will be confined to tOp and middle lev- els of management classification as determined by - 7 - the management of the corporation. 3. This study will be confined to a relatively high volume type industrial manufacturing organization. A. Individual plants of the same manufacturing divi- sion will be compared to determine if there are any differences of management personnel selection. 5. The study is narrowed still further to concern it- self only with the engineering and research depart- ments in the division. 6. The study will concern itself with people who have graduated from college and have been working in industry for a minimum of five years. Data from the two groups of executives were gathered by a questionnaire. It is recognized that the questionnaire technique is an.expedient and economical procedure for gath- ering facts, opinions, attitudes and judgments from individ- uals. The seven divisions were selected from the manufactur- ing company to represent the varied interests of the organ- ization's operation. nginition of Terms: When a study is made of a particular organization it becomes imperative that the language used in the company be understood by the investigator and the reader. Some terms used in this report needing special clarification include: -8- EXECUTIVE -~ A person who has the responsibility of su- pervising a number of people in their day to day Operations and who is charged by the company to make decisions affect- ing the over-all Operation of the plant. MANAGEMENT -- All peoPle in the company who are sala- ried personnel. They are the people who have been able to advance in the company to reach a relatively high salary position in the organizations compared to their colleagues. CLASSIFICATION OF MIDDLE AND TOP MANAGEMENT PERSONNEL -- Those levels of personnel classification that have been ac- cepted by the divisions involved in this study corresponding to company policy. - TOp Management -- Those executives having a job classifica- tion of 8th level and uncoded level. Middle Management -- Those executives having a job classi- fication of 6th and 7th level. ACADEMIC ACHIEVEMENT -- The academic record as determ- ined by grades the engineer received in his undergraduate schooling. Grades in the sense of top third of his gradu- ating class, middle third of his graduating class, and lower third of.his graduating class and not whether he was 3.2 or 3.3, etc. EXTRA—CURRICULAR ACTIVITIES -- The school oriented or Promoted (directly or indirectly) activities a person par- ticipates in while in college during his "free" or non- scheduled class time. - 9 _ ENGINEERING PERSONNEL —- Those management people who work in engineering job classifications within the company. (This job classification does not necessarily preclude that the employee has an engineering degree.) MANUFACTURING ORGANIZATION -- A company which special- izes in high volume manufacturing of parts, complete assem- blies, etc. as compared to low volume, speciality companies. Assumptions: The following assumptions are considered basic to the plan selected for this study: 1. That a satisfactory instrument may be devised or secured for determining the level of success by individuals in the seven divisions of the manu- facturing corporation. That a satisfactory instrument may be devised or secured for determining academic achievement and undergraduate participation in extra-curricular activities. That the random selection of seven divisions of a large industrial manufacturing operation will give a sufficiently representative pOpulation lending validity to the proposed study. That selection of the engineering departments of the various divisions will give a representative population for the two levels of management achieve- ment to allow generalizations to be made between the divisions. - 10 - That the selection of an accessory division, two car divisions, an aviation division, an engineer- ing division, a division primarily concerned with the military, and a radio division will be repre- sentative of a number of manufacturing organiza- tions. That a man who is in industry for at least five years has begun to "move through" the organiza- tion into higher levels of management responsi- bility. That anonymous responses to printed questionnaires tend to be more realistic than responses which re- quire personal identification. That the information received from the majority of the reapondents will be typical rather than atypi- cal. Hypotheses Tested: [In formulating hypotheses for this study, the investi- gator was motivated by the following considerations: 1. That if the personnel director of a division has some idea of the actual background of the currently successful people in his organization he can use this information to improve the method of selection of college graduates for employment in the division. That it is essential to company growth to realize the type of men making up the management levels of - 11 - the various organizations by determining the sim- ilarities in their background. That if the educator has some knowledge of the present background of the successful people in industry he can better evaluate his programs for the future. The hypotheses are as follows: 1. There is no significant relationship between aca- demic achievement as an undergraduate student and level of success attained in an industrial manu- facturing organization. There is no significant relationship between ex- tra-curricular activity participation in under- graduate school and level of success attained in an industrial manufacturing organization. I The type of college from which a student graduates is not significant to the level of success attained in an industrial-manufacturing organization. There is no significant relationship between types of programs pursued in college and level of suc- cess attained in an industrial manufacturing or- ganization. There is no significant relationship between over- all undergraduate achievement level of success at- tained in an industrial manufacturing organization - 12 _ and those people in the same level of another sim- ilar organization. 6. There is no significant relationship in the amount of student expenses paid for by the undergraduate himself and level of success later attained in an industrial manufacturing organization. 7. The geographic location and socio-economic group that the engineer grew up in has no significant bearing on the level Of success he has achieved in an industrial manufacturing organization. Method of Investigation: Because of the broad geographical distribution of the executives participating in the study, the logical and eco- nomical method of securing the information was by question- naire. The personnel directors of each of the seven plants were interviewed individually. They were in agreement as to the proposed method of acquiring the data. They selected the personnel in their division for the study. Since each division used the same method of designating the classifi- cation of their salaried personnel, it was relatively simple to assure that the selected personnel from the various plants were comparable. A single instrument was developed to gain the necessary information to evaluate the hypotheses. This instrument was discussed with and approved by personnel in the Bureau of Research and Service of Michigan State Univer- sity. In the construction of the questionnaire items, a - 13 - concerted effort was made to select phraseology most rep- resentative Of the academic and industrial environments. The larger portion of the items assumed the form of a check list whereas some items required short answers. A copy of the questionnaire is found in the appendices of this report. (Appendix I, Page 90.) Fifty engineers from each of seven divisions were sent the aforementioned questionnaire to complete and return to the writer. The 50 engineers consisted of two groups (25 engineers each) which were classified as top management and middle management. The two levels of management were determined by using present company classification procedures. Top level man- agement would be considered as men classified in the eighth and uncoded levels of management while the second level of management would be taken from sixth and seventh level per- sonnel. It was necessary for each division to furnish the names and addresses of 25 "matched pairs" of men. There is no published reference to the names of the personnel on these lists. The necessary requirements for the matched pairs were the following: 1. Every participant must be a college graduate. 2. The Baccalaureate degree must have been earned at least five years prior to l96h. -1“- Each man in Group A was matched with a man from Group B to the extent that he received his degree at the same time. For men who had received their degree within the last five years, the differences would be plus or minus one year. Men who have had their Bachelor's degree for ten years or more could be matched with others of equal time plus or minus three or four years. For a long tenure, 20 years or upward, the differential could be correspond- ingly greater or lesser. NO matching was done on salary information because ex- isting company personnel classification procedures were used in the study. It should be noted that the classification used would have salaries associated with them that would overlap. A schematic diagram of the people used in the study from each division is shown below. TABLE I. SCHEMATIC DIAGRAM OF DIVISIONS. Matched Pairs Pairs —’ Group A Group B 6 & 7 Levels 8th.& uncoded ;_ Levels One 1A 1B through 2A 2B 25 v I v t s v v c 1 25A 258 Responses for the various items for each respondent were tabulated with his group from the same division. Group A and - 15 - Group B were compared within each division and then each group was compared with the corresponding group in the other six divisions. Table II shows the number of individuals in each division at each level who took part in this study. NUMBER OF EXECUTIVES IN EACH GROUP FOR_EACH TABLE II. DIVISION. Company Number of Participants By Code Type of Top “MIddIE Letter Company Management Management A Accessory Division 25 25 B Military Division 25 25 C Aircraft Division 25 25 D Car Division 25 25 E Accessory Division 25 25 F Service Division 25 25 G Car Division 25 25__ 1 TOTAL 175 175 Suggestions were made for applying the results of this study in practical situations. Possibilities for further investigations in the general area of executive prediction were also considered and can be found in succeeding pages. GENERII REVIEW OF LITERATURE Graduation from college is becoming more and more com~ monplace for a large number of American high school gradu- ates. For many years the undergraduate degree has been a prerequisite for admission to graduate education which was necessary to enter many of the professions. In the very re- cent past, the late 1950's, a college diploma has become an increasing necessity for employment on the management level of business operations. The managerial function has grown more complex and the technical knowledge requirements of those who "head up" the industrial giants has made the col- lege diploma a necessity for those seeking executive respon- sibility. Merely having a college degree, however, is not suffi- cient to Open all doors. Invariably the question of college performance -- undergraduate record -- is raised. This is especially true when a candidate is being considered for ad- mission to graduate and professional schools. The mere fact of graduation from a college or university is no longer con- sidered sufficient in itself as an adequate predictor of fu- ture educational excellence. Employers, too, are rare who do not want to know, at least in a general way, how well a cellege recruit performed academically in college. Although -16- - 17 - industry does look at student grades, Gifford points out that Business does not, as a rule, select men on the basis Of their marks in college. A college does not teach a man business! No matter how high a boy stands in col- lege he will not have much, if any, knowl- edge immediately useful in business. (2h: 670) This idea runs counter to many educators' belief that courses in college are so conducted that high grades come from having used his brains and that the habit and ability to use his brains will make him valuable and successful in whatever he tries to do. This view is not shared by many industrial leaders with whom the writer has talked; nor is it univers- ally accepted by other "practical minded“ people in business. The increase in enrollment that has taken place in the colleges and universities since World War II and the scien- tific revolution in industry that has taken place since that time because of the use of electronics, atomic energy, and automation has changed not only peOple's way of life but also has changed the ideas of management on the necessary qualif- ications of those who will make the decisions and policy of large industrial concerns. (55) This, in itself, means that industry will need many more college-trained men with a broader, more general education than they are now getting from many specialized curricula. (25: 58) The problem fac- ing industry at the present is how to select college gradu- ates who have the desire and drive to move up the executive -18- ladder, to assume the responsibilities of middle and upper management positions, and who have, additionally, technical and scientific know-how. In the past, relatively few college men went into in- dustry. Those who did gravitated to the top of many indus- trial organizations by starting at the "bottom" of the ad- ministrative ladder. If he showed enthusiasm and applied himself, he Often-times had the necessary ingredients to make the top. This could happen even without college train- ing. This concept has changed. Industry no longer can take for granted that a few technically trained men are sufficient to head up the complex structure of modern business at to- day's fast pace. Many college trained people will be needed in the future and they must be desirous of accepting respon- sibility. This type of man has been hard to recruit in the past but the need is so great that industry must devise ways to judge the potential executives graduating from college. A recruiter trying to predict which college graduate Will be suitable for employment in his company faces many problems. He would like to hire a student who will stay with the company, who will contribute to the company's growth from his technical ability and who will accept and welcome respon- sibility within the company. From a practical standpoint, company recruitment costs have been conservatively estimated at one thousand dollars for each graduate added to the pay- roll. - 19 - This figure includes the salary and expenses of the recruiter, forms and booklets used in recruiting, travel and entertainment costs of the senior who ordinarily is invited to visit the company before a final decision about him is made and the costs of consider- ing those who are not offered jobs by the company or who reject the company's bid. (29: h) The costs rise sharply if one considers that the starting salaries for engineers average $6,000 for the first year and many large companies hire over 500 graduates a year. The companies have made quite an investment even before actually hiring a candidate and ask the question, “How many end up in management?" They also ask, "How many will remain with us?" The Bell Telephone Company recruit men to fill needs on the management level approximately ten years in advance of their needs. Dr. Kappel states, For our business to have continued success, it is vital that these jobs go to the best man that can be attracted and held in our business. (38) The Bell System hires a college graduate with the intention that he will work his way to district level management or higher. The assumption is that if a man has what it takes to complete a college education successfully then he ought to have the ability to earn his way at least to that level in the organization. This prediction of management fore- casts is standard operating procedure in most modern organ- izations. Mr. Ray Walter of Bell Telephone points out that: - 20 _ We're not hiring college graduates merely to fill slots on today's organization charts. We're hiring them now for middle and upper management positions later. Be- cause these are the people who will be running our business in the years ahead we can't afford to make too many mistakes. If we do, not only will we be short of ex- ecutives and professional manpower in the years ahead but it will have cost us a lot of money now. The Bell System has a considerable investment in each college trainee after his first year of service. Multiply this by 2700 (the number of col- lege graduates hired in 1961) and it makes for quite a yearly investment. (38) These thoughts indicate that companies desire and need the best possible selection devices to enable them to select college graduates who will be loyal as well as successful in the company. It also points up the necessity of developing techniques and tests that will enable business leaders to select future middle and upper management personnel with a degree of certainty rather than by pure chance. Most of the present college graduates are selected for company employment by the use of interview techniques. (7) Companies have learned that recruiting teams sent to college campuses to secure personnel must be trained specifically for this job and not be just members of the supervisory staff from a particular plant area needing men to head up their de- partments. Many industries feel that college recruiting should be a vocation and not just an extra activity assigned by management. This is especially true of large corporations who have many plants and diversified needs for college trained personnel. - 21 - ‘What are some things the present recruiter looks for when he interviews a college senior? Probably the most im- portant thing he can do is listen to the graduate talk about himself -- his values and ambitions -- and hope that enough of the applicant's personality, desires and beliefs will be given to make an evaluation of his personality. He also would like to secure information dealing with: l. The student's scholastic standing. 2. ‘What leadership traits he has demonstrated in ex- tra-curricular activities. 3. ‘What his interests are in relation to an employ- er's needs and if there is a chance for a match. h. The geOgraphic location in which the prospective employee perfers to work. 5. The motivational pattern of the student. As one might suspect the interviewer's biases are apt to creep into his judgment of the applicant unless properly trained. Industry, with the help of psychologists, has at- tempted to develop personality tests and other measurement devices to predict success. These instruments have been ac- cepted in industry with varying degrees of confidence and subsequent success. Many arguments have been advanced by those who favor the use of personality tests. Stark states: Personality testing is a decision-making tool. It may be and undoubtedly is used by managements of varying value systems. - 22 - Like interviewing and performance appraisal, it may appear to assume the value of the management using it. Despite its undeniable immaturity and limi- tations, personality testing by profes- sional psychologists can often contribute to the evaluation of executive relevant characteristics. . .professional testing of potential executives compares favorably by scientific and ethical standards with many of the informal selection procedures that have long been practiced. (59) Gellerman points out the value of tests by stating: Tests are not the only method of evalu- ating peOple but they possess two inher- ent advantages over every other method. First, they are objective. ‘Unlike human experts, properly constructed tests will not disagree with each other, make dif- ferent assumptions or vary from day to day. Second, tests are refinable. We can detect and eliminate many of their errors and we can incorporate in them the combined wisdom and experience of many ex- pert Observers. (23) The search for the "right" executive is conducted by the use of written personality tests and interviews with poten- tial management people. William Harvey points out that the interviewer usually looks for evidence of “things not seen" and thus the interview becomes a game of cat and mouse be- tween the interviewer and the applicant. (31: 32) He also proposed that certain revelations and capabilities can be seen in a face, such as nervousness (shifty eyBS). lack of humor (poker face), lack of drive (tired looking face), and other personality features. These factors do not lend them- selves readily tO scientific procedures and hinder the search - 23 - for potential top men. Litterer also agrees that it is dif- ficult to compare informal appraisals because executive traits are very complex and abstract. (hl) Barrett used two personality tests, "The Gordon Personal Profile" and the “Guilford-Zimmerman Temperament Survey," in an attempt to predict job performance. (h: h5) Although the tests did not predict success by themselves, they did enable the interviewer to better understand some of the personality factors of the college graduate. Like most of the personal- ity tests used by industry, they are a help when used in con- junction.with known company performance as men are being con- sidered for promotion within a company. ‘When used in trying to predict the future success of a college graduate who is seeking employment in a manufacturing industry for the first time, these types of tests have left much to be desired. They can be used in conjunction with other techniques as a supplementary tool for accepting or rejecting an applicant but are not sufficient in and of themselves. This perhaps is due to the lack of criteria available as to what a good executive is and the lack of uniformity in many executive positions. (h2) Executives, in general, do not necessarily fall into a simple definable mold. Executives often have personality characteristics that differ from one company to the next. Many people in management feel companies have a personality of their own. Dr. Ephraim Rosen summarizes some general -211- executive personality traits as: 1. 2. The median executive is intelligent. Fifty per cent of the business executives rank among the top five per cent of the population in this respect. Executives are mentally healthier on the average than non-executives. Executives keep a tight rein on themselves. .An executive does not get bored with his work. They seem to have a strong and effective super ego. He strongly identifies himself with his organiza- tion. In his attitude toward others, he is highly posi- tive. He is often genuinely interested in being of ser- vice to mankind. (53) In addition to these personality traits, Dr. Rosen points out that the average executive has specific personality traits including the following: 1. 2. 3. Li. He is enormously extroverted. He shows dichotomous thinking. He manifests strongly marked traits of optimism and self-esteem. He shows preference for the practical rather than the theoretical. -25- 5. He normally is predictable in his words and his actions. 6. He has a deep fear of failure and works hard to show he isn't one. Among the outstanding characteristics suggested by Chris Argyris that all good executives have a high frustration tol- erance, an understanding of the "laws of competitive warfare," the ability to express any of their hostilities very tact- fully and to control their emotions at all times were listed as the most important. Defeat never seems to shatter them. Joan Guilford found in a study of several executive or- ganizations that success was correlated significantly with sociability, freedom from nervousness and cooperativeness. (27) One can see that the two groups have much in common and the supervisors, who are the future executives, seem to parallel their superiors in personality traits. It can be readily seen that if one proposes to predict success of college graduates in industry using tests concern- ing his personality, it may be rather difficult at best. Al- though many executives can agree on the personality traits needed by successful executives, tests have not been con- structed that can predict managerial potential using these traits as guides. When one considers the personality of an executive, he finds many different articles in the literature stating, in a checklist form, the qualities the experts feel are necessary -25- for the tOp management executive. The list suggested by Dr. W. J. Crissy points up the difficulty of measuring these con- cepts in an individual. (17: 88) He included in his list, maturity, drive, social perceptiveness, enthusiasm, sympathy and empathy. These qualities were seen to be developed as the executive goes along if he is "people centered" rather than "job centered." Dr. Crissy feels that executive devel- Opment is as much a matter of attitude formulation as it is acquisition of "know-how," and he points up the difficulty of measuring these intangible characteristics. Blake points out that the selection of men with super- ior abilities of leadership should be based on several fac- tors including intelligence, special capacities and abili- ties, imagination, cultural background and a well-developed personality. (7) His survey on junior executives in several industries indicates that too much dependence is still being placed on the subjective judgments of the interviewer. (8) Cleeton implies that the industrial executive is a "well-rounded" individual and that personal executive traits are not clearly definable in terms of desirable performance or mental ability unless supplemented by temperament tests. (1h) Most psychologists agree that volitional traits, such as ambition, perseverance, courage, industry, forcefulness and initiative are essential qualities in the leadership Phases of executive talent. They also agree that these ex- ecutive characteristics are difficult to measure and even - 27 - more difficult to predict, either subjectively or Objec- tively. Myles Mace indicates that although many personality check lists are readily available, the lack of criteria as to what a good executive is, and the lack of uniformity in executive positions, would seem to deny the validity of any one of these personality trait check lists. (R2) Meyer re- ports that certain personality traits become increasingly desirable in incumbents and applicants as the executive po- sitions bear increasing responsibility and greater relative status in the management hierarchy. (h6) Stryker writes that the formal education in business methods or technical fields, such as engineering, will not serve as an index on the route a young executive will even- tually follow. (63) Judging from what the majority of ex- ecutives say, the men who are chosen for the very top jobs in industry usually are heavily loaded with line experience and in the future the tOp executive job of president will undoubtedly go to the line-oriented man. Intelligence tests have also been used as a tool to help predict managerial potential since 192R. Dr. Bingham pointed Out that university teachers are prone to magnify the importance of intelligence because it was likely the chief factor in their own success. (6: 17) In the world of business, however, he points out that success is largely a matter of getting things done and with the ability to persuade _ 28 - and control people being one of the outstanding assets of an executive. Within any given organization the traits of de- pendability, cooperativeness, energy and promptness of deci- sion are equal in importance with intelligence although the executive must have more than a minimum of this to succeed. The use of personality tests, intelligence tests, etc., are not universally accepted as the Optimal method of gain- ing knowledge to be used for the selection of future exec- utives. Some of the arguments against their use include the fact that many "yes-no" questions are often ambiguous. Peo- ple not only interpret them differently but they mean differ- ent things when they answer. (26) Personality test scores are really measuring outside factors -- not personality. For example, they measure intelligence, motivation, psychological spphistication, psychological defenses and tendency to lie. Anastasi lists four basic criticisms of personality tests: 1. The question of faking and malingering is far more acute in personality measurement than in aptitude testing. 2. The behavior measured by personality tests is more changeable than that measured by tests of ability. 3. A problem is the greater specificity of responses in the sphere of personality. For example, an in- dividual might be quite sociable and extroverted at the office but rather shy and introverted at formal social receptions. - 29 - h. The search for adequate criterion data for the es- tablishment of validity has generally proved less successful in personality tests. (2) W. S. Gifford, the president of A.T. & T. Company, re- ported in 1928 that in the Bell Telephone System, on the av- erage, men who were good students have done better than those jwho were not. (2h: 671) It is interesting to note that Dr. Gifford reported in 1928 almost the same results as the Bell Telephone Study made in 1962 when checking their executives‘ undergraduate academic records and extra-curricular activi- ties. They found that men in the top third of scholarship rank in college had one chance in two of standing in the top third of the salary bracket in Bell while the man who ranked in the lowest one-third of scholarship in college had one chance in five of standing in the top third of salary and usually having one chance in two of standing in the lowest third of the salary bracket. (2h: 673) Although the Bell Telephone Company reports that intelligence is the major fac- tor in predicting success in their company, it is by no means the major criteria for other industries. It can be postula- ted that each major industry has a different type of execu- tive with different success criteria. In January, 1963, Dr. Albert Porter reported that intel- ligence and managerial success are complex concepts and the relationship between the two is not a simple one. (50: 66) He conducted a survey in 1958 on h28 graduates of Stanford - 3o - University who had graduated before l9h3 on the MBA business program. The results of his study indicated that there was no correlation between the intelligence of the graduate and six independent criteria of executive success (pay, policy- deciding authority, level in organization, job interest, ca- rerr progress satisfaction, membership in general manage- ment) at the five per cent level. Dr. Porter suggests the replication of this project to support the study's findings of no validity. Other studies are presented in the litera- ture supporting both points of view to varying degrees and none are entirely convincing. One of the reasons for these discrepancies may be the contamination factor of intelligence. Intelligence scores are sometimes referred to each time a man is considered for promotion. It is this repeated use of the same scores that causes loss of its "predictor" value. An- other reason may be the attempt of many authors to cover the entire spectrum of management in all types of companies in- stead of sticking to a single industry. This may be one fac- tor which accounts for the Bell Telephone reports of 1928 and 1962 being so similar. Still another way some potential executives are hired is by how they shake the evaluator's hand or their personal appearance. Such subjective techniques as predicting suc- cess from "looking a man in the eyes" and making a decision as to his effectiveness as an administrator undoubtedly would make many social scientists shudder. Perrin Stryker reports _ 31 - that many executives are using this technique, officially called the Merton System, to identify people for top man- agement positions. (65: lh6) Exponents of this system praise the results they get when it is applied and feel that many facial features can be interpreted as signs of quali- ties of firmness, perseverance, fortitude, hardihood, crea- tive imagination, good judgment, facility in language and high quality. Although many executives do use this tech- nique, and sometimes rather successfully, judgments based on a formula, such as facial features, firmness of a handshake, or penmanship, do not appear at this time to be sufficient to be used as safe criteria for executive selection. Another type of test that has been used to select ex- ecutive talent with varying degrees of success was a short paper-and-pencil test of 18 sentences that were loaded with words that have a connotation of success or failure. (71) Varying degrees of success were reported by the author. It seems reasonable to believe that differences in per- sonal history and background should persist as people move upward in an industrial organization. Values, willingness to expend energy,.and in what direction, loyalty -- other Personality traits -- should be determinable at the college level. The desirable characteristics of many executives, as suggested by William Crissy of maturity, drive, social per- ceptiveness, enthusiasm, sympathy and empathy probably have been instilled by the time the student reaches this level. (17: 88) - 32 _ Although these characteristics of a good executive may be further developed by a "people centered" executive, the basic ingredients are in the individual. The author sug- gests that the potential manager has exhibited many of these qualities in his undergraduate training and that these traits can be uncovered by looking at the student's undergraduate academic record and participation in extra-curricular activ- ities. Dr. Richard Husband, in his study of the 1926 graduates of Dartmouth College 30 years after graduation, came up with the following conclusions: 1. The higher the grade point average, the higher the median income of the group. Intelligence tests taken when the students were freshmen gave some indication of correlation be- tween success and score but only on the two ex- tremes, very high and very low ends. The major in college had an effect on income, with basic sciences and business associated with high salaries, and cultural majors associated with some- what lower incomes. Men who participated in extra-curricular activities were found to be in the higher salary brackets. (37: 157) (John Tunis presented results contrary to this in his study Of the 1911 Harvard graduating class when he found that the - 33 - high scholarship men had the highest earnings and the ath- letes the lowest.) (71) Studies indicate that constructive data can be secured from undergraduate achievement records of students and subsequently can be used to help predict ex- ecutive success. The many lists of favorable characteristics needed for top executives in various fields seem to imply that each type of industry has its own unique personnel requirements. A large company with several Operating divisions, in reality, may have different types of executives who have specific characteristics that enable them to be more successful with- in the same company. However, no study has yet been found that was conducted over several divisions in a larger cor- poration to determine the specific characteristics of their executives and the possible similarities between each group. It is hoped that the present study will supply objective data which canfbe used by this industry to help in the predicting of success for potential executives recently graduated from college. CHAPTER III SURVEY AND ANALYSIS OF PARTICIPATION The questionnaire used to obtain the data was designed in two parts. Keeping in mind the object of this research -- a method of predicting potential achievement in industry from academic and extra-curricular records -- the first part dealt with high school and college activities and academic achievements. The second part dealt with personal work rec- ords and the involvement of family relationships pertinent to possible psychological influences of the candidate's at- titude. To obtain the data concerning the candidates involved the cooperation of the divisional personal directors was necessary. In all instances they were helpful and, for the most part, enthusiastic. It was determined that, as a common denominator, all personnel selected to have a part in the survey should be from the engineering staffs of each of the participating di- visions. Accordingly, the divisional personnel directors each selected a large number of executive engineers from "tOp level" and "middle level" and matched them, man for man, on the basis of their number of years within a partic- ular division of the corporation. or the 50 selected man- agement positions and were matched by 25 middle management Participants within the same division. - 3h - -35- The candidates having been selected, the questionnaire was sent to the 350 executive engineers simultaneously. The questionnaire data had already been screened by both tOp corporation officers and by each divisional personnel direc- tor. The outcome of the screening resulted in a number pf deletions from the original questionnaire. By mutual agree- ment, it was decided that the corporation itself, the divi- sions within it, as well as the active participants should remain anonymous. The only coded identity being whether the data were reported from tOp or middle management. For pur- ‘ poses of this study, each of the divisions, therefore, was assigned "letter" names and it was possible to differenti- ate and compare top and middle management. Each participant was sent a questionnaire accompanied by an explanatory letter which described the aims and pur- poses of the study. In addition the letter contained as- I surances that information would in no way be identified and could, therefore, be regarded as confidential. (Appendix II, Page 95.) For this reason, it was felt that the infor- mation was valid material for statistical evaluation. Table III indicates the amount of participation by the respondents for both top and middle management groups for each division. Two hundred fifty-eight, or 73.7 per cent, question- naires were returned of the 350 sent out. TOp management personnel returned a larger percentage, over 10 per cent, of the questionnaires than did the middle engineering management .. 35 - TABLE III. SUBLIMARY OF QUESTIONNAIRE RETURNS. W “Eh, age- Divisions ment . Level A B 1.. c~ D E F G Total T 17/25 22/25 15/25 25/25 23/25 19/25 17/25 138/175 °p 68% 88% 60% 1095 92% 76% 68% 78.8% 1 1 11/25 16/25 13/25 211/25 22/25 18/25 16/25 120/175 M dd 9 111176 611% 52% 96% 8% 72% 6M 68.5% T t 1 28/50 38/50 28/50 u9/So 16/50 37/50 33/50 258/350 0 a 56% 36$ 56% 98% 90% 71% 66% 73 37% group. Almost 79 per cent of the top management people re- turned the questionnaire compared to 68.5 per cent for the middle group. The Division returns varied from a low of 56 per cent for Divisions A and C to 98 per cent for Division D. It should be noted that a greater number of questionnaires were returned from top management personnel from all the di- visions than from each of the middle management groups. Di- vision D, tOp management personnel, returned 100 per cent of the questionnaires while middle management of this Division returned 98 per cent. In addition, it was noted by the writer that the tOp management group from all the divisions returned their questionnaires at a rate three times sooner than those of the middle groups. After a period of three weeks, the mid- dle management group returns began to approximate the other group. It would seem that perhaps there might be some merit - 37 - in the old adage "If you want a job done, give it to a busy man." TOp management personnel seemed able to make decisions faster and to get Jobs done more quickly than their subor- dinates. In industry men capable of making decisions quickly are at a premium. The average age of the engineering management personnel and their length of service in the company and in the partic- ipating divisions can be seen in Table IV. This table indi- cates that the groups of personnel of each of the divisions are comparable to each other and that comparisons on their undergraduate records can be justified. The overall average age of both groups is approximately ul years and the largest discrepancy in average age between the two groups in any one division is 1.7 years. Division D personnel, in both top and middle management groups, have the highest averages of any of the groups but are comparable. Table IV also indicates that the matching procedure used by the division personnel director: was fairly consistent and accurate. The top management group had an average number of 15.1 years with the company compared to lh.7 years for middle engineering management. The average number of years spent with the participating divisions for both groups is lower than time spent with the parent corporation indicating transfers either within plants of the same division or across divisions had been made. ¢.ma H.0H ¢.HH H.ma m.ma o.ma o.m m.ma .sno nus: .maw owmno>< _ emea H.0H m.ma m.ma m.®a o.mH o.m m.ma .dsoo spa: eases: m” .maw owwao>< . . 13. WE mas 9.3 We: mam mam 3% a: 03.3: a.mH , 0.0a m.ma m.aa Jj.wfl m.ma m.m H.o .>Ho spa: .maw owon>< H.mH m.ha m.oa o.NH m.HN m.ma N.w N.NH .mnoo spa: hoe .maw omwao>< e.Hm|7 0.0: a.m: o.m: m.e: o.om m.>m m.mm emmwamesoea Hence U k1 1H. m! o m at mama Ho>oq conH>HQ pawsmwacmz .H Hands - 39 _ In order to succeed or advance up the management ladder, an engineer must remain with the same organization for a num- ber of years. Table V indicates the number of engineers in each division who have spent the same number of years in the same division within the corporation, thus giving themselves an Opportunity to advance and be recognized for their mana- gerial abilities by their immediate supervisors. Four divisions out of the seven participating in the study, Divisions B, C, E and G, had a high percentage of men in both groups who had worked only for their present divi- sion. The middle management groups of three of these same divisions, Divisions B, C, and G, had 100 per cent of their engineers who had not worked for another division or plant. This tends to confirm the importance of the young engineer- ing graduate to be very discriminating in the first employer he decides to work for upon college graduation. This is par- ticularly true if the candidate has the drive and enthusiasm and is willing to make the necessary sacrifices to advance in an industrial manufacturing operations that are unique within the corporation and thus require somewhat highly spec- ialized engineering personnel whose skills would be readily usable in other divisions only in isolated cases. Divisions D and F have a relatively low percentage of P60ple who have worked exclusively for these divisions dur- ing their company tenure. The reader should be made aware -uo- MH 0 m m N m.om am>o mH o m m m om op m.mH oHeeHz Hm m o o o mH op m.OH pm i m m o OH on m.m o H o m o m o» o QM." 0.0a ITNH m.:m $4.2 .ZQ 9:3 930% no .02 ommpob was “243 M33 mod: asses mmH\moH mH\® mm\om mm\mH mH\mH omepsoosom NN N m w : m.om hobo mH H m H P o H om on m.mH mom. Hm : m m 1% o a m mH op m.OH mm H m o m a 3 OH on m.m MH o m o H o m on o 1309 @ tmi F b P c3333 Ho>oq coaufJQ £33 mamow acme no aommsz nomads: .. 711:“ 71:. nillluhhbwmwbnnlbmme mom Maze amaze: m>Ho moss 2H mmmmzchm so mmm2pz .> mamas _ hl - o.MH H.0H 0.0 m.dH ~.mH o.mH o.w m.:H .sHm anz mamow mo 02 owmam>< mo.m~ ROOH R:.:: wi.om mo.om mooH mOOH mo.om7 omH\om oH\oH mH\m mm\oH :m\mH MH\mH 0H\oH mH\o mwepcoosom proe a R. Mr D. m M! donH>HQ Ho>oq SUHS unmotfi 0508 we nomssz ummmmmfil Auoscwpsoov .> mqm.-.,h :(rvl NapmSucH sH m 0H m m w m m 02 mcHxaoz hHHsem :H 0H m, HH m mow ado» mo cones: ma m 0 NH 0H m 02 oomoH magma: m 3H Hm H -sm eoHumao o m new -aaoo a aonpmm m mi. H m H 02 mapmSccH cH m o m NH : z m wcaxaos haaamm NH oH mH mH HH mH :H so» ago» no sense: mH cm 0 oz oomOHa ace HH ma mm 0H 11 new coHpmho O H O O N N m MOW IQROO w «HOQPGR .6 .m Mao m b 0 m < damn I? H H HQ wcmsmmscmm .mmHaquHma<_Munrriillinttrlt zemz mmfloobm .H> mamas -145... writer on this point was that, without soliciting such in- formation, 11 respondents made a comment to the effect that you had to "know somebody" to get ahead and that it wasn't “what you knew." An even more interesting note was that these comments all came from middle management personnel and were not all from the same division. These undoubtedly came from men who felt that they had not been judged sufficiently high by their supervisors. They did, however, have immedi- ate relatives working for an industrial company and thus possibly had some idea of the expectations and objectives of a manufacturing organization. From Table VII it can be seen that the majority of the fathers of both groups for all divisions were not college graduates nor were their mothers. This is not too surpris- ing when the average age of the survey participants is con- sidered. Only a small percentage of peOple in the United States attended college when the parents of these men grad- uated from high school and normally would have been of col- lege age. The average age at which these men entered college can be found in Table VIII and is relatively consistent for each division. As will be discussed in Chapter Pour, a high per- centage of these men, in both groups, interrupted their ed- ucation to enter military service, and after returning com- pleted their schooling. Thus one might suspect that these u a $5237: <.. H ..~. U .u 1.x. 2“ t a. .H. 63.... 5.. Ti ~N.> .Vmw. ~¢ N <.N.~ -h6- H m 0H m o :H m e o m m o m mH o a m H o a H pH b m m H HH m H om : o OHceHz m m HH. : H HH m o m H m m m 3 o m H m m IH o m m a. m H m m H mH m e m H 0H s m 0H m ...H m H S 1H H S m m H m HH m 3 mm m a doe H H a m o 2 m o m m 0H m m :H m m m H a o H S o a nun? 5H: 5er Men 50 oz new so: ,. rfimmmmm..mmwmus www.msfim .53, Emma... .mBzmmem ho AEHA A MHmSH. -m- men had greater maturity while attaining their college edu- cation than the student who continued his education directly upon graduation from high school. TABLE VIII. AGE AT WHICH PARTICIPANT ENTERED COLLEGE. Management Division Level A B ’ C " D ‘E ‘F G Top 19.8 19.8 20.4, 18.7 18.6 19.9 19.1 Middle 18.6 19.6 18.8 18.8 19.9 19.1' 18.9 It may be concluded from the data analyzed thus far that the divisions within the corporation as well as the respond- ents themselves are comparable from the standpoint of age, number of years with the corporation and/or particular divi- sion, and parental background. Chapter Four shows relationships between industrial man- ufacturing success of tOp and middle management and their un- dergraduate academic achievement and extra-curricular activ- ity participation, as well as the relationships between their academic major pursued and college attended. In addition, their source of financing while attending college will be in- dicated. CHAPTER IV ANALXSIS OF THE DATA This study was undertaken in the hOpe that from the tes- timony of college graduated engineering employees of a manufac- turing concern some relationships could be derived between the respondentsI academic and extra-curricular college ca- reers and subsequent success in»a manufacturing industry. The findings of this survey, with statistics included, are described in detail on the pages that follow. Academic Achievement: High academic achievement has long been felt by many to be an indicator of future growth potential of an individual. The undergraduate's position in the academic grade hierarchy, and what this means as an accurate predictor of future suc- cess in a student's endeavor has been a source of continuous controversy among educators. An attempt has been made in this study to determine if differences exist between the tOp and middle management of each division and if they were sig- nificant.» Table IX summarizes the college undergraduate ac- ademic achievement of the respondents to the questionnaire. It is apparent from these data that the top engineering management group placed in the higher percentages of their respective graduating class than did the men in the middle management group. Forty-eight and five tenths per cent of -m- c .. :7 2......H ZnVL .. 3...... .L 3 1.4.1.. Z...Hrs....~.>.r~ h :3 e‘ UH anau. <3 G. uvnflH-‘VQ.IF.F fl\I\ - #9 - mm.a --- --- mo.o m. e.a o.mm --- owH\o --- --- mm\m mm\m mH\H WH\: --- mom aouuom m®.mm ma.mH as.am aw.Hm H.¢m :. m .m.Hm :.m: omH\m: oH\m wH\m mm\~ wm\MH mH\m WH\m mH\m mom doe as.om am.mo am.mm mm.om m.mm H.o: m.Hm m.a~ oHeeHz omH\:: oH\OH ®H\: mmxm wm\m mH\o WH\m mH\m amm doe mo.om m~.mH mo.om .a.mm .H.: o.> .mH m.~m omH\:m oH\m mH\o Wm\m AN\H mH\H mm\m mw\m ROH doe mm.z am.m --- --- . . --- .3 .m QMH\0 >H\H an: In: WW\WH an: WW\H Ww\a fiom Eopuom mm.~H mo.aH sm.oH mo.om .o.eH .m.mH e.MH m.mm mmH\:m aH\m mH\m mm\o Mm\: MH\N Wm\m WH\: mom doe ma.om mo.aa mo.Hm as.HN mo.om am.mm 0.0: H.0m see an): :3 a} a} an ER Wm} IMHR as. as mm.mm $3.0m m2.wo RH.mm mo.mm .m.mm o o: H.H: mmH\~o ~H\m oH\mH mm\mH mm\MH mH\m Wmmo mH\a mOH doe Hepoa o a m m o m a1 mmeHoxumHmmm HosoH nonH>HQ sumac GH CoHp pace anom unoanm nomads: .mazmnzemmmm so azmzm>MHmmnleszoul H. :3 < .3 H 2...: H 6...; < . . .,\:..r\ r. ...C-- ae.H --- m.m --- --- --- m.e --- omH\m u»- WH\H n-.. -5 I- mH\H ..-- mom soppom wo.oH mm.m mm.mm m.em .om m.mH m.o H.o omH\om >H\H mH\: mm\o mm\m mH\m WH\H mH\H mom doe mm.mm m:.om m.mm w.Hm m.mm .mm pm.~m H. H oHeeHz omH\om aH\m mH\: WN\~ m\m mw\a mH\o mH\m mmm doe RH.aH an.mm $0.0m o.o: .m: 5.0m .0m s.ma L omH\om ~H\0H mH\o mm\o mm\HH mH\: mm\w NH\m mOH mom 5 _ ma.o 1-- --- mm.: --- --- --- --- mmH\H --- --- mm\H --- --- 7-- --- Rom aoppom mH.OH --- --- mo.MH .mH o.o .m.Hm --- QMH\:H --- --- mm\m WW\M mH\H Wm\a --- mom doe mm.mm mo.aH am.Hm am.aH ac.:m 0.0m am.am mH.Hj doe QMH\mm ~H\m mH\o mm\: mm\o MH\m mm\o NH\N mmm doe ma.ms. mm.mm ma.mo am.me mo.:o m.ma ma.o: m.mm mMH\mm NH\:H oH\MH mm\mH mm\oH mH\HH mm\o WH\OH mOH doe Hence a a:. m. a p11 m .a mneHo mmHuss Ho>oH GOHuH>HQ unmao pH GOHp papa uwmom pmcanm nomads: .mBZMonmmmm ho BZHZW>HHMU< DHSHQ OH\O HH\m Hmm eoao .Om N.OH H.HH ma.mm m:.Om so.e RP.OH mm.am apnoea». mmH\:m mH\m mH\m mm\m mm\~ MH\H OH\m HH\m Omm op HOH .mH . .mm H.HH mm.e m:.Om mm.mH --- Rm.em moeoosom OHOOHz me\OH mm\e mH\m om\H mm\e MH\N --- HH\m OOH op Hm O.mm .m.am m.mm mO.Om. RO.OH mo.mm mO.mm --- apnoea». mmH\Hm WH\O mH\O mm\O mm\m MH\m OH\: --- om can» mmoH a~.me ae.om ae.Oo aO.ae aO.:: am.mm m0.0z as.HH monoeoo. OMH\Om aH\m OH\mH mm\HH mm\HH mH\O mm\O eH\m Hmm oo>o mo.mm m.mm mm.OH .mH O.Om m.MH mm.>m RH.H: mpcooepm OMH\mm mH\O OH\N WW\M Mm\e mH\m mm\o PH\> Omm op HOH mo.mH we.HH m~.mH mO.om mo.e mo.om mo.mH ao.aH upcoesom ooa OMH\mm NH\N OH\m mm\o mN\H mH\: mm\m >H\m OOH op Hm am.eH mm.mm am.m mO.mH RO.:m mo.o RH. H am.om moooeoom OMH\:m FH\: OH\H mm\m mm\o mH\H mmxm aH\m om seep mmoH woos O in m o O m a emeHO meH Hosea OOHnH>HQ nuancmao poms mo cuHm uommnmz .MBZWonmwmm ho mm<flo 62HB¢5Q<¢G Roomow mch ho WNHm .HN WHM H .H.., . Q : «YHHfC H :..:.3 l <~H.H. X...H n...\ h \an I: hr.\li\ . .10 S . .mezmnzeammm m0 ZOHE¢NHUHBmHBO< mH¥ H N O H m m m.m O.m m.m H.m O.H -oe no son less ommpo>4 . . OHOOHz aH O» me me RH.HH m~.ma mm.mm H0.00 m~.mo me.me eooomHOHpooO on: uncodese ONH\mO OH\HH OH\:H NN\OH :m\om mH\HH OH\mH HH\O Ho oO¢pOooeom H.HH\OOm _ OOHOH>HP O.m H.m :.m O.m O.m O.m :.m O.m -oo Ho poo sass ommao>< kl. 909 me :O m0.0m ROOH m0.00 m0.00 mm.mo R0.00 mm\mO OouemHoHooem on: nanochso OmH\HHH >H\OH OH\OH mm\om mm\ON mH\:H mm\om HH\:H Ho omepeoooom .ILcmmwe. O a m; or O m a some Hosea ucamabam pace .HHHK.MQmHQ uses «swans: .EGMHAOU 2H HAHN: magnzammm .mo mDBSHm ASHHNSA fan as”: vH<. Hwy»: 32 HHnlo-| <»H.H. X JH ~H H via M .1qu SH A VI an H HHw...~H...HH H <2. H uni I .H .‘d I L.- \l.‘ r:-;\ J.IP.|.IIII,III m#\©© ”OHOA Qfiflmhc mm.H m.a m.H o.H N.H o.m :.H o.m nomoH no hon . . . . . lads ommno>< mm.o: mo.mm RN.PN &M.©m Rm.m: RH.©: wo.om Room coach OHccHz nanuhopmoH ONH\OH OH\: OH\m NN\O :m\HH mH\O OH\O HH\H can on: 0H9 soon Ho aonadz om NW) I. moaoa manage omNH o.H m.H o.H m.H ©.H .0.H m.H -50.. uvmoH no son lads ommho>< a e e e o o (oo o m. “GHQ“ “0—H. up m: m: Om RH m: me O: mo as ho OO RO : mm m OHOOHOOOOH O OH can on: 0H9 QMH\Om H.H\m OH\m mm\HH mN\HH mH\O Nm\ \p need no sonssz IIIF ( 0 mr ¢ “DUO. H @bQHH .Hmmoa .br nth m conH>HQ puma newsman IIIIIIIIIIIIiIIIHMBZHDBDWMHEIEDIZDHBHmeHBmHN . <9 mN MAM -61.. compared to h0.8 per cent extraucurricular leaders of the middle management group. The top management personnel who accepted leadership roles averaged 1.56 positions each com- pared to 1.35 for the middle management group. The types of leadership roles included that of president, vice-president, etc. Many men from each group were active members of a so- cial fraternity and accepted responsible leadership roles in them. Fraternities have long been thought of as useful in teaching men the social graces of living together and learn- ing to deal with people. The number of men who belonged to a social fraternity in each group is summarized in Table XVII. The majority of the engineers in both groups did not belong to a social fraternity. However, of the top management group, no.5 per cent of their reapondents had belonged to a social fraternity compared to only 35 per cent of the middle manage- ment group. The foregoing data indicate that top engineering manage- ment personnel, as a whole, are more active in school organ- izations and accept more leadership roles than do their con- temporaries in the middle management group. For purposes of learning leadership techniques in order to lead people, direct people, know peOple, it would be well to participate and be- come a leader in organizations as early in a career as possible College Attended: The seven divisions of the corporation studied were all located in the midawestern part of the United States Th . e < ~nu-N 3 A.h§hP-HQ pcmEommcmz .EHmmwmm EDHBnUDDm W>HBm mH.: mo.mm mm.ma ma.o neocmeee w mo ommpcoo ~H\om eH\m ma\: mm\e :m\H mH\m oH\m HH\H -som Hence -- manna: unuu Hun us: an: an: In: an: In: common - -- -- -- -- -- -- propoom $5.0H m>.ma mm.mm mm.sm ma.$ mo.mm mm.ma H.o cocoaom oma\om oa\m ma\: mm\o :N\H ma\m oa\m mH\H no seems: . moonwom mm mm --- mo.Hm mo.oo mo.om mo.o: mm.~m mm.mm eeoce>e< mo mmmpcoo mma\mm --- oH\: mm\:H mm\m ma\o mm\e ~H\: -som Hence mm0.s --- --- as.ss .--- m . w . . see b b &o ma 0 NH seamen mma\HH --- --- mm\: -- mH\H . mm\m ma\m Hemopoom am.om --- mo.sm mm.m: ao.o~ am.mm a . . , 0 Ma Q m monoaom mma\®m -- ©H\: mm\oa mm\m ma\m mm\m WH\H mo nouns: .1Hmwwb- bl m my D o m MI oaom mompmom Ho>oq coama>wm puma -omwomm .mmmmamm Qmoz¢>m< mEHZ mezmmzommmm mo mwoq ConH>HQ pCoEommmwz é awoz<>fl< GZHDmmDm mBzmQZOmmmm m0 WU.em am.am we.efl am.~m ma.mm me.om m>.ma mm.em seem m. omH\mm eH\m ©H\m mm\e :m\~ ma\: ea\m ms\: whosoeeom eases: am.m> mm.me am.mm a».ma am.o> am.oe am.am ke.me mesaaoo oma\wm oH\HH mH\mH mm\eH :m\>H MH\o ea\ma mH\a oeooom RH.HN a:.mm a>.ma a:.om wo.om mo.om am.: {3.0m sees ®MH\©N NH\m oa\m MN\N mm\m ma\m NN\H HH\m opoEonQom nos mo.me $0.0» mm.:m me.oe mo.ow mo.ow am.me ae.oe mmmssoo mms\oos ~H\~H oH\eH mm\ea mm\om mH\mH mm\m NH\NH oeocom - Hmpoa b h m- D b- m a. memono He>oq GOHmH>HQ coflumuwama pose noommlwp vamwm -owmcw2 .zmmOMO mazmQZOmmmm mo ZOHBHNK mnmdg -76.. way through school and who then achieve occupational success. Some educators and businessmen feel that a student who works his way through school and finances all or-a large part of his education somehow learns skills and techniques that will enable him to solve complex problems. Others contend that attending school is a full-time job and should receive all the student's attention. It is sometimes felt by others that "spoon feeding" a student with scholarships and grants for which the recipient doesn't have to work will somehow make him less willing to assume management leadership roles. Table XXV summarizes how the respondents in both groups of the study fi- nanced their education. The largest percentage of both top and middle management groups had their education sponsored by the Veterans Adminis- tration G. I. Bill of Rights. Forty-seven and one tenth per cent of top management and 37.5 per cent of middle management had their college education financed in this manner. Only 10.1 per cent of the top management respondents and 17.5 per cent of middle management financed their own education. Five and eight tenths per cent of the top management personnel re- ceived scholarship aid while 7.5 per cent of the middle man- agement group received scholarship aid. This may be explained in part by two factors: 1. They went to college with veterans' benefits and thus were not in the market for scholarship aid 01' - 77 - Rm.wa mo.mm Rm.oa &0.9 N. m o .N m. m.>m mousenxm omH\Hm A:E mH\m mm\m mm\m mw\a WH\M ma\m use case Jami seam RTNN amass film 5.3 TS TR .953 omH\m: eH\: wH\: mm\oH wm\ma mH\: ma\s ma\m ens messesm oases: mm.s mm.o we.m m.m~ --- -- . . H . . H omH\o OH\H mH\H mm\m --- --- Ww\m mu\m magmsmfiosom am.>m as.ms m:.mm mo.mm .:.eH .m.He mm.~m m.>m omH\m: ea\a wH\oH mm\~ mm\: Wa\w eH\e mH\m HHHm .H .e RHoOH fimcmm Ill ROG-w oonom 00°C ooom «Rwem mmmgogunm mmm\:a ~H\: --- mm\m Wm\m WH\H WN\H NH\H ego mass mm.em x:.mm we.H: me.m: mo.em .w.em m.sm e.sa mmca>sm mmH\Hm ~H\e oH\® mm\oH mm\:a WH\: Wm\e ms\m new message nos mm.m -- x:.oa mo.ma . .: 0.0 we.¢ --- mma\m --- oH\m mm\m MW\H WH\H mmxfi --- essmesaogom &H.N: RH.H: Ro.w: &®.:m mo om .o.oo mo.mo so.o> mma\me ~H\e ma\o mm\m mm\m WH\0 mm\:H MH\MH Haam .H .e s cm a a m m o -m a .osem .Hoo Hosea conH>wQ mcHQchHh uses no wmmuofi- -ommmm .onaxx memes -78- 2. They went to college at a time when scholarships were not as readily available as they are today. There is no significance between the two groups in re- spect to earning their own expenses to finance a college ed- ucation. CHAPTER V SUMMARY AND CONCLUS ION§ This study was concerned with the appraisal of the un- dergraduate academic achievement and extraicurricular activ- ities of subsequently successful executives. From the ap- praisal it was hoped that a correlation would be found be- tween success in industry and undergraduate training and activity. The background data pertinent to the problem were col- lected from the executives of some of the manufacturing di- visions of a large mid-west corporation. From the data, it does not appear that recruiting teams can successfully pre- dict exclusively from the past undergraduate records of those whom they are considering for future executive positions whether they will be useful as future corporation executives. A directed approach to the problem is desirable. However, from the standpoint of capability, drive and incentive, and po- tential for responsibility it is hOped a loyalty to the firm will develOp. Characteristics such as these are essential in industrial executives and some such yardstick would be ex- tremely useful to industrial recruiting teams. To abandon to chance or to the whim of the interviewer the choice of future executives is impractical from the stand- point of industry. To take a chance that potential executives - 79 _ - 80 - will show or develop leadership qualities, or will remain with the company long enough to justify the immense cash investment of industrial recruiting teams in their selec- tions is too expensive in both time and money. Furthermore, industry has been plagued by constant concern that the day may come when large salaries alone will prove to be inade- quate to attract potentially effective leadership. Too, many may find it more comfortable to coast along on an ade- quate salary with future security guaranteed by various com- pany pension plans and supplementary benefits than to extend themselves in the day to day struggle with executive problems. Conclusions: On the basis of the results obtained in this study, and subject to the limitations established in Chapter One, several conclusions can be drawn concerning the correlation between the level of success earned in industry and level of achieve- ment attained in college. 1. Top engineering management personnel in an indus- trial manufacturing organization on the average achieve higher grades than their middle management contemporaries in both college and high school. 2. There appears to be no significant differences in extra-curricular activity participation between tOp and middle management personnel although of those in both groups who participated in these ac- tivities, top management personnel were slightly more active. _ 81 - No significant differences in the type of college graduated from were noticed between the top and middle management level engineering personnel. The types of engineering programs pursued did not lend themselves to predicting differences of po- tential executive ability between the tOp and mid- dle management groups. No significant differences could be found in the amount of student expenses paid for by the under- graduate himself and the level of success he later attained in an industrial manufacturing organiza- tion. There is a significant difference between the di- visions themselves within the same company con- cerning the engineer's college academic achieve- ment, amount of extra-curricular activity partic- ipation in college, and the level of management reached by the engineer later in industry. The two management groups, top and middle, did not differ significantly in the number of leadership roles held in college extra-curricular activities but a slight difference did exist in the number of leadership roles per person of those who accepted them. In this respect, top management people were more active. 8. -82- A larger number of middle management personnel ap- peared to prefer attending a college close to the organization with which they eventually were em- ployed as compared to the tOp management group. One hundred per cent of all engineers and scientists with a doctoral degree were classified in all divi- sions as top management personnel and a difference did exist in the number of people currently pursu- ing advanced graduate work in favor of the top management personnel. Implications for Further Research: As is usually the case, this study raised more questions than it answered and, consequently, further investigation is suggested. clude: 1. Some of the implications for further research in- Emergence of academic achievement as a significant variable in this study implies the "why" question. If one assumes that a minimum education is neces- sary for cOping with the technical aspects of a position, why does additional education play a role in executive success? There may be less evident factors such as persistence, or curiosity which man- ifest themselves in education but are more fundamen- tal to an executive's success. This is certainly a possibility for further study. -83- 2. Although this study was restricted to engineering and scientific personnel, there is an implication that a comparison of the mobility of business ad- ministration and liberal arts majors as compared to the scientific personnel on the basis of col- lege achievement would be fruitful. These data further suggest that this investigation can only be viewed as an initial eXploratory attempt to learn what common ground exists between the problems of the edu- cator and of industry. From this knowledge may be formulated a logical approach to the problem of engineering education revision. Additional study of the current and projected man- agerial needs of an industry, the employer's concept of the educator's role, and limitations in the undergraduate train- ing of prospective executives, the employer's concept of the responsibility of industry in furthering his professional de- velopment, and the Opinions of the graduates relative to their academic inadequacies, should be made before education can ef- fect major changes in the curricula and campus environment to- ward producing more effective industrial executives. 10. ll. BIBLIOGRAPHY Albright, L. E. and Glennon, J. R., "Personal History Correlates of Physical Scientists' Career Aspir- ations," Journal of Applied Psychology, Vol. us, No. 5, OctT 1961. Anastasi, Anne, Psych010gical Testing, New York: Mac- millan Company, 1961. Argyris, Chris, "Some Characteristics of Successful Ex- ecutives," Personnel Journal, Personnel Journal, Inc., Vol. 32, N0. 2, JuDe, 1953. Barrett, Richard S., "The Process of Predicting Job Per- formance,‘ Personnel Ps cholo , Personnel Psychol- ogy, Inc., Vol. II, Spr¥ng, ISEB. Bills, M. A., "Predicting Managerial Success," Journal of Personnel Research, Vol. h, 1925. Bingham, W. V. and Davis, W. T., "Intelligence Test Scores and Business Success," The Journal of Ap- plied PsycholOgy, Vol. VIII, 192h. Blake, Wainwright D. and Harriman, Arthur E., "The Se- lection and Training of Executives," Journal of Social Psychology, Vol. 29, 19h9. Blake, W. D.; Thomas, S. 0.: Marty, J. L. and Rees, R., "A Survey of Selective Procedure for Junior Ecec- utives in Business," (Unpublished Stud ), Lewisberg, Pennsylvania: Bucknell University, 19 6. Cabot, P. S. de Q., "The Discovery and Development of Industrial Executives in a Democracy," In Baum- garten, Franyiska La Psychotechnique den le monde moderne. Charters, W. W., "The Discovery of Executive Talents," American Management Association, Annual Conven- tion Series, No. 69, 1927. Cleeton, Glen U., "Implications of Industrial Selection by Tests," Psychological Bulletin, Vol. 38, 1938. -au- 12. 13. 1h. 15. 16. 17o 18. 19. 20. 21. 22. 23. 2h. 25. 26. - 85 _ Cleeton, Glen U., "Rating Executive Qualities," Person- nel (American Management Association), March, [9&6. Cleeton, Glen U. and Beatty, John D., "Predicting Achieve- ment in College and After Graduation," Personnel Journal, Vol. 6, No. 5, February, 1928._” Cleeton, Glen U. and Mason, 0. W., "Measuring Executive Ability," Personnel Journal, Vol. 13, No. 5, Feb- ruary, 1935. Cleeton, Glen U. and Mason, C. W., Executive Ability: Itg Digggygzy gag Development, Antioch Press, 19h6. Cribbs, R. D., "Educational Aspects of Industrial Train- ing," Industrial and Vocational Education, Vol. 35, 1935. Crissy, William J. E., "Personalities - Their Impact on Management Action," Personnel Journal, Personnel Journal, Inc., Vol. 32, No. 3, Ju1y4August, 1953. Dalton, Melville, "Informal Factors in Career Achieve- ments," American Journal of Sociology,‘Vol. 56, 1951. Editors of Fortune Magazine, "A Survey on Executive Qualities," Fortune Magazine, Vol. 57, June, 1958. Freeman, G. L. and Taylor, E. K., How to Pick Leaders,' New York: Funk and Wagnall, 1950. Garden, Burleigh, "What Makes Successful and'Unsuccess- ful Executives?" Advanced Management, Vol. 13, l9h8. Gardner, Burleigh, "Executives: Their Personality and Its Appraisal," Advanced Management, Vol. 18, 1953. Gellerman, S. W., "Hard Look at Testing," Personnel, Vol. 156, May, 1928. Gifford, W. 8., "Does Business Want Scholars?" Harpers Magazine, Vol. 156, May, 1928. Gordon, William J., Synectics - The Development of Cre- ative Capacity, Harper E Row Publishers, New York, 196I. Gross, Michael James, The Brain Watchers, New York: Random House, 1962. 2?. 28. 29. 30. 31. 32. 33. 3h. 35. 36. 37. 38. 39. -86- Guilford, Joan S., "Temperament Traits of Executives and Supervisors Measured by the Guilford Person- ality Inventories," Journal of Applied Psychology, Vol. 36, No. A, August, 1952. Guilford, J. P. and Comrey, A. L., "Prediction of Pro- ficiency of Administrative Personnel from Personal History Data," Educational and Psychological Meas- urement, Vol. 8, 19h8. Habbe, Stephen, "College Graduates Assess Their Company Training," Personnel Policy Study No. 188, National Industrial Conference Board, 1963. Hariton, Theodore, "Executive Selection," Advanced Man- agement, Vol. 20, 1955. —fi Harvey, William W., "The Search for the Right Executive," Journal of Educational SociOIOgy, Vol. 30, No. 1, September, 1956. Hay, Edward N., "Psychological Evaluation of Executives," Personnel Journal, Vol. 26, January, 19h8. Henry, William E., "Identifying the Potentially Success- ful Executive," American Management Association, Vol. 127, 19h9. Henry, William E. and Gardner, Burleigh E., "Personality Evaluation in the Selection of Executive Personnel," Personnel Review, Vol. 10, 19u9. Hoisman, Alan Jay, "Validation of a Personnel Test for Executive Selection," (Ph.D. Dissertation), Purdue University, 1961. Hulin, Charles L., "The Measurement of Executive Suc- cess," Journal of Applied Psycholo , American Psychological Association, VoIT DE, 0. 5, October, 1962. Husband, Richard W., "What Do College Grades Predict?" Fortune Magazine, Vol. 559 June, 1957. Kappel, Frederick R., "People with Purpose," 195 Ma a; zine, Bell Telephone Company, June-July, 1952. Kappel, Frederick R., "From the World of College to the World of Work," Bell Telephone Magaziney_Vol. XII, No. 1, Spring, I962. so. h1. M2. #3. #5. A6. #7. AB. M9. 50. 51. 52. - 87 - Kuder, G. Frederic, "Identifying the Faker," Personnel Psychology, Vol. 3, 1950. '— Litterer, Joseph A., "How A7 Companies Measure Their Executives," Personnel Journal, Vol. 36, July- August, 1957. Mace, Myles L., "The Growth and Development of Execu- tives," Harvard Professor, 1950. Machover, Wilham V. and Erickson, Willard E., "A New Approach to Executive Appraisal," Personnel, July- August, 1958. Mandell, Milton M., "Hypotheses Regarding Selection Methods for Supervisory and Executive Selection," American Psychologist, Vol. 5, 1950. Marison, Simon, The Scientist in American Industpy, New York: Harper and Brothers, I960. Meyer, H. D. and Pressel, G. L., "Personality Test Scores in the Management Hierarchy," Journal of Applied Psychology, Vol. 38, 195k. ‘I Moore, B. V., "Some Principles and Practices of Person- nel Selection.with Particular Reference to Gradu~ ate Engineers," Psychological Review, Monograph Supplement, 30, I92I. Morrison, R. F.; Owens, W. A.; Glennon, J. R. and ’ Albright, L. E., "Factored Life History Anteced- ents of Industrial Research Performance," Journal of Applied Psychology, Vol. h6, No. A, 1962. Pearson, Judson Bruce, "American Business Leaders: So- cial Characteristics and Occupational Ascent," (Ph.D. Dissertation), University of Washington, 1953, Publication No. 6h21. Porter, Albert, "Intelligence — Test Score as a Pre- dictor of Executive Success," Journal of Business, University of Chicago Press, V6I. 36, No. I, Jan- uary, 1963. Ramfolk, C. W., To Management Selection, Stockholm: Swedish CoufiEII—for Personnel Administration, 1957. Rodes, Harold P., "Management Development in General Motors," Speech given before MSU Management Club, December h, 1963. 53. SM. 55. 56. 57. 58. 59. 60. 61. 62. 63. 6h. 65. - 88 - Rosen, Ephraim, "The Executive Personality," Personnel, American Management Association, January-February, 1959. Smith, W. J}: Albright, L. E.; Glennon, J. R. and Owens, W. A., "The Prediction of Research Competence and Creativity from Personal History," Journal of Ap: plied Psychology, Vol. US, No. l, 196IT Snow, C. P., The Two Culture and the Scientific Revolu- tion, New York: CambedgegUfiiversity Press, 1963. Soar, Robert 8., "Personal History Data as a Predictor of Success in Service Station Management," Journal of Applied Psychology, Vol. ho, No. 6, December, I9 0 Stagner, Ross, "Stereotypes of Workers and Executives Among College Men," Journal of Abnormal Social Psychology, Vol. h5, 1958. Starch, Daniel, "An Analysis of the Careers of 150 Ex- ecutives," Psychological Bulletin, Vol. 39, No. 7, July, 19h2. Stark, Stanley, "Executives' Personality and Psycholog- ical Testing," Current Economic Comment, May, 1958. Stevens, Samuel Nowell, "Development of a Personality Test for Executive Selection," (Ph.D. Disserta- gigg), Purdue University, 195b, Publication No. , O . Stroud, Peggy V., "Evaluating A Human Relations Program," Personnel, American Management Association, Novem- Eer-December, 1959. Stryker, Perrin, "0n the Meaning of Executive Qualities," Fortune Magazine, Vol. 57, June, 1958. Stryker, Perrin, "Which Route is Up," Fortune Magazine, Vol. 51, June, 1955. _ Stryker, Perrin, "I Want a Man Who's a Self-Starter," Fortune Maggzine, Vol. 58, September, 1958. Stryker, Perrin, "Is There an Executive Face?" Fortune Magazine, Vol. A8, November, 1953. 66. 67. 68. 69. 70. 71. 72. 73. 7h. 75. 76. 77. 78. a 89 _ Taft, Ronald, "Use of the 'Group Situation Observation‘ Method in the Selection of Trainee Executives," Journal of Applied Psychology, Vol. 32, 19h8. Taylor, Edwin K. and Nevis, Edwin 0., "The Use of Pro- jective Techniques in Management Section," Person- nel, The National Journal of Personnel ManaEEEEEEI VET. 33, No. 5, March, 1957. Tead, 0., "Thoughts for Employers and Employment Mana- gers," Independent Woman, Vol. 23, 19hh. Thompson, Claude Edward, "Selecting Executives by Psy- ch010gica1 Tests," Educational and Psychological Measuremenp, Vol. 7, 1967. Toops, Herbert A., "The Criterion," Educational and Psycholpgical Measurement, Vol. IV, I9hH. Tunis, John R., Harvard, 1911, reporting on 25th re- union in 1936. Veninata, Vincent J., Speech given at hth Food Distri- bution Research Conference, Kellogg Center, Mich- igan State University, October 23, 1963. Reported in Lansing State Journal. ‘Wagner, Edwin Eric, "Predicting Success for Young Ex- ecutives from Objective Test Scores and Personal Data," (Ph.D. Dissertation), Temple University, 1959. Wald, R. M. and Doty, R. A., "The TOp Executive - A Firsthand Profile," Harvard Business Review, Vol. 32, 195k. Wiener, Daniel N., "Evaluation of Selection Procedures for a Management Development Program," Journal of Counseling Psychology, Vol. 8, No. 2, Summer, 1961. Wilson, V. W., "Some Personality Characteristics of In- dustrial Executives," Occupational Psychology, Vol. 30, No. h, October, 1956. Yoakum, C. 8., "Can Executives be Picked by Mental Tests?" Forbes, 1922. Yoder, D., Personnel Management and Industrial Rela- tions, New YCrk: Prentice-HaIl, 19E6. APPENDIX I THE QUESTIONNAIRE Age: Sex: Male ___’ Female Marital Status: Single ___ Married ___ Number of children in your family: Did your father graduate from college? Yes __ No __ Did your father ever work for a division of the Cor- poration? Yes ___ No What was your father's specific occupation? 'What was the highest educational level achieved by your mother? List the college you attended in order of recent comple- tion and other data as indicated. Name of Institution Dates Attended (in Yrs.) Degrees How old were you when you entered college? What were your academic majors in college? - go - 12. 13. 1h. 15. 16. What were your academic minors in college? ____ - 91 - 'What was your approximate academic undergraduate grade point average in college? (Check one) A. Be C. De Top 10% of graduating class: Top 25% of graduating class: Top 50% of graduating class: Other: In what extra-curricular activities did you participate during college? publications, etc.) A. B. C. D. E. F. G. H. Dramatics Student Publications Varsity Athletic Participation Were you a member of a social fraternity? Are you an active alumnus of the college? School Clubs Academic Organizations Other: Yes Yes Yes Yes Yes Yes Yes Check appropriate blanks. No No No No No No No (i.e., clubs, varsity sports, school In which of the above activities were you the most tive? A. B. C. D. so- Were you a leader in any of the above mentioned organ- izations? A. B. (List clubs and positions held.) 17. 18. 19. 20. 21. C. D. Were these clubs useful to you and why? How were your college expenses paid? (Check those ap- propriate) Undergraduate Graduate A. Parents, relatives, or friends B. Academic Scholarship C. Athletic Scholarship D. Full-time job to pay E F expenses . Part-time job to pay expenses . Personal Savings G. Fellowship H. Other: (Give details) 1 ll Was your field of specialization chosen A. Before entering college? B. After sophomore year? C. Was major field of study changed while in college? Yes__No___ 1. ‘Why? 2. ‘When? Freshman Sophomore Junior __ Senior As an undergraduate student, were you married? Yes No If graduate work has been taken, when was it taken in relation to undergraduate work? (Check) A. Immediately following undergraduate degree B. After holding a job, returned to school 22. 23. 24. 2S. 26. 27. 28. 29. - 93 - 1. How long had elapsed? years. C. Partutime at night through extension classes D. Other: Year you graduated from high school? ‘What was your approximate academic high school grade point average? A. Top 10% of graduating class? B. TOp 25% of graduating class? C. TOp 50% of graduating class? D. Other: Hll Approximate size of graduating class? How large was the high school attended? (Approximately) A. Less than 100 students B. 100 - 200 students C. 200 - 500 students D. 500 — 1,000 students E. Over 1,000 students ll) ‘What activities did you participate in while in high school? 'What leadership roles did you play in the clubs, etc. mentioned in Question 26? About what per cent of the things learned during college do you think were useful in industry? (Check) 'Undergraduate Work Graduate Work Less than 50% 5.1.? 2° 35% o 0 91% to 10q% Division now associated with: 30. 31. 32. 33. 31+. 35. 19),- Years with the Division? Years with the Corporation? What was your first work assignment with the company upon graduation? What other work assignments have been held with the Division? Have any other members of your family (father, grand- father, uncle, etc.) ever worked for industry? Please check all of the statements below that express how you feel now about the training you received in college. A. The training was ex- tremely helpful B. It was practical C. It was slow moving; we could have covered more in less time D. The training given me was just what I needed to move ahead in in- dustry __ E. Almost all of the train- ing was well planned F. I doubt if I will make much use of what I learned in college G. At first I was inter- ested but I later got bored H. The training was too academic I. The training should have been tougher Undergraduate 92912222 APPENDIX II COVER LETTER The management of your Division has ap- proved a study to be conducted by Joseph M. Biedenbach, a candidate for the Ph.D. degree at Michigan State University. This study is designed to determine the relationship be- tween academic achievement and level of in- dustrial assignment. Enclosed is a questionnaire and a stamped envelope for your convenience in providing us with the necessary information. Respondents will not be identified in this study. We are most grateful to you for your co- Operation. Sincerely yours, Harold J. Dillon Professor HJDzlj Enclosure _ 95 _ APPENDIX III FOLLOW-UP LETTER If you have returned the questionnaire recently sent to you, please accept my thanks and appreciation. If you have not already done so, this note is to remind you to kindly drop it in the mail. Since no individual is identified in the study, it is necessary to send this reminder to all who received the original questionnaire. Sincerely yours, Harold J. Dillon Professor HJD:1j -95..