r!‘13’5“"a‘;'U‘hl'-VEX‘~o“7I’Mflifi'rh'iv'. 5-035?“ - MUN ‘Lfm '1, v'A'EVi‘I- ...' Elm. 'MJjfl'fil-‘V. " 39.931714?! .‘M'. AM OEMUEAMOMAEANALYSISMQDEL. . ; TD MEEEAMIME METRIC MEASUREMENT '- . CDMPETENCIES FOR PRE SEAMME AND ' EM SERVICE EEMCATMM As APPUED To‘ 4 7 V - THEGRAPMMCARTS IMDDSTRY- , g , . ‘szi ' ‘ Dissertation for the Degree of Ph D i MICHMGAN STATE UNIVERSITY ARVDN DEANE BYLE 1975 _, ,.:., .11"? 'v‘. W4» .4» am ‘ng -I This is to certify that the thesis entitled ~An Occupational Analysis Model To Determine Metric Measurement Competencies for Pre-Service and In-Service Education as Applied to The Graphic Arts Industry presented by Arvon Deane Byle has been accepted towards fulfillment of the requirements for Doctor of Bhilnsnpmdegreeinfiecondupfiducation and Curriculum (Industrial Education) Date Mag/meg H75“ 0-7639 ‘fi. ._.--—~--——-—- _ r—_.__-r———v 3' BINDING BY 1:4 1". HOME & SUNS ll “CT- 5.2!?“ 1’ WC. 1 . "v "f .‘c. 3" l ' """l’ lAn- eufilfl -| i 1 ABSTRACT AN OCCUPATIONAL ANALYSIS MODEL TO DETERMINE METRIC MEASUREMENT COMPETENCIES FOR PRE-SERVICE AND IN-SERVICE EDUCATION AS APPLIED TO THE GRAPHIC ARTS INDUSTRY BY Arvon Deane Byle The central purpose of this study was to develop an analysis model which could be used to determine pro- jected SI (Systéme International d'Unités) metric measurement competencies for selected industrial occu- pations. The model was applied specifically to selected skilled trades of the printing industry to project metric content suitable for use in pre-service and in-service industrial education programs. This analysis model focused on the following six major objectives: 1. Conduct an occupational analysis of an industry and subdivide its work force into appropriate comprehensive occupational titles; 2. Identify present customary measurement competen- cies needed in each selected occupation; Arvon Deane Byle 3. Identify corresponding SI metric measurement competeruzies needed in each selected occupation; 4. Establish the extent of commonality of customary and SI nuatric measures among selected occupational groups; 5. Identify necessary levels of competency for SI metric measures in each selected occupation, and 6. Recommend appropriate examples of performance objectives suitable for implementation of instructional activities. The study was conducted within the state of Michigan during the summer of 1974 and involved nineteen occupational titles. Twelve participating plants pro- vided a data source for ninety—one personal interviews by the researcher. This model, as developed and applied, classifies this study as develOpmental and descriptive. Use of the following steps and procedures pro- vided a systematic flow of information in building a seven matrix model structure: (1) a general review of literature and research, (2) identification of selected occupational titles for Matrix I, (3) construction of the analysis instrument detailing customary measurement activities, tools, and terms for Matrices II, III, and IV, (4) instrument validation, (5) identification of the study participants, (6) collection of the data, Arvon Deane Byle (7) proceSSing the data, (8) utilization of the remaining model components to complete the metric-related Matrices V-VII, (9) validation of the SI metric Matrix V, and (10) analysis armi implications of the complete model application. Additionally, four levels of metric competency were identified with regard to SI metric measures and these suggested an appropriate placement for each occu- pation. In a culminating sequence, examples of general and specific metric performance objectives were presented. The following conclusions relating to the model structure and its general application were drawn: 1. The work force of an industry can be subdivided into appropriate occupational titles. 2. Measurement competencies can be analyzed and identified by isolating activities, tools, and terminologies in actual occupational settings. 3. An occupation may exhibit different responses across identical measurement competency headings: i.e. an occupation may use measurement terms involving power but use no power-related measuring tools or activities. The occurrence of such dif- ferences may prove valuable for directing the focus of future SI metric measurement training. Arvon Deane Byle 4. Differences and commonalities in the measurement needs of each occupation are readily identified by this analysis model. Such an analysis sub- stantiates specific competencies and establishes the precise application of measurement under each job title. 5. Occupations can be clustered according to measure- ment needs and find common placement in coherent groups to receive SI metric training. 6. Upon establishment of the customary measurement competencies for an occupation, comparable SI metric equivalents can be determined. 7. Differentiated metric competency levels are identifiable, thus allowing specific occupational placement and accommodation of needs for each selected occupation or occupational grouping. 8. The inherent simplicity of the model structure as a means of fulfilling the six major analysis objectives has proven quite adequate in addressing a complicated problem: identification of indus- trial metrication education needs for adults. As a vehicle for this initial metric model application, the graphic arts industry was used as a data source. The following conclusions are drawn as a product of this specific graphic arts industrial research Arvon Deane Byle and pertain to the nineteen occupations as researched in this study: 1. Pressmen, as a group, should receive an in-depth exposure to SI metrics as they exhibit the greatest need for occupational measurement. Pasteup-COpy preparation, imposition and lockup, and stripping occupations should require the least amount of SI metric training when compared to the other occupations researched in this study. SI metric measures involving length and thickness, mass, temperature, area, volume, and pressure should receive strong emphasis in graphic arts metrication instructional programs for the occupations researched in this study. SI metric measures including force, viscosity, density, and flow should receive isolated recog- nition and emphasis only where pertinent for a particular occupation. For the graphic arts occupations studied, three levels of metric competency, as previously defined, are necessary to insure success in the transition between customary and SI metric measurement. These levels are the awareness level, the conceptual level, and the working level. .5. Arvon Deane Byle To fulfill the objectives of this analysis model, the factors which were used to identify the study participants in the printing industry proved quite satisfactory and provided a rational and Operational data source. 1|. AN OCCUPATIONAL ANALYSIS MODEL TO DETERMINE METRIC MEASUREMENT COMPETENCIES FOR PRE-SERVICE AND IN-SERVICE EDUCATION AS APPLIED TO THE GRAPHIC ARTS INDUSTRY BY Arvon Deane Byle A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Secondary Education and Curriculum 1975 © Copyright by ARVON DEANE BYLE 1975 ACKNOWLEDGMENTS The completion of this dissertation would not have been accomplished without the help of many peOple. The writer wishes to express his gratitude to the chair- man and members of his doctoral committee: Professors George W. Ferns, Charles Blackman, John Fuzak, and Peter Manning. Dr. Ferns in particular has provided invaluable guidance in directing this dissertation study. The writer is deeply appreciative for the assistance and expertise provided by the instrument reviewers and others involved in the metric validating. Dr. John Lindbeck has been a constant source of encour- agement and assistance as a teaching colleague and metric consultant. A particular note of appreciation must be directed towards the writer's wife, Sally, and his daughters, Pam and Amy. Their contributions of typing, patience, under- standing, and encouragement were a constant source of support. ii Chapter I. II. TABLE OF CONTENTS STATEMENT OF THE PROBLEM . . . . . . Introduction . . . . . . . . . Purpose and Objectives . . . . . . Importance . . . . . Limitations of the Study . . . . . Definition of Terms . . . . . . . Procedures . . . . . . . . . . Model Components . . . . . . . . Data Sources . . . . . . . . . Data Collection . . . . . . . . Organization . . . . . . . . . REVIEW OF THE LITERATURE . . . . . . The Nature of the Metric System and Potential Conversion Problems . . . U.S. Historical Perspective. . . . SI Metric Delineation. . . . . . Argumentation Regarding U.S. Adoption of SI Metrics. . . . . . . . Adult Metric Education Implications . Metric Teaching Strategies Research . The Graphic Arts Industry . . . . . Graphic Arts Industry Definition . . The Structure of the Graphic Arts Industry . . . . . . . . . Representative Occupational Titles . Competency-Based Graphic Arts Research Selected Industrial In-Service Education Program Models . . . . . . . . The Need for Metric Education Program Planning . . . . . . . . . iii 21 21 24 28 32 33 35 35 37 38 4O 42 42 Chapter Page Assessment of Metric Program Components . 44 Determination of Educational Program Levels and Objectives . . . . . . 45 Analysis Techniques. . . . . . . . 48 III. DESIGN OF THE STUDY . . . . . . . . . 59 Procedures Used in Developing the Model. . 59 Objectives of the Model . . . . . . 59 Critical Procedural Components of the MOdel. O O O O I O O O O O O 60 Model Development Procedures. . . . . 61 Data Sources. . . . . . . . . . . 68 Selection of Participants. . . . . . 68 Data Collection Procedures . . . . . . 72 Instrument Construction . . . . . . 72 Interview Method. . . . . . . . . 75 Data Analysis Process. . . . . . . . 77 Organization of the Data . . . . . . 77 IV. RESULTS OF THE STUDY. . . . . . . . . 81 Analysis of Data . . . . . . . . . 81 Measurement Activities Performed by Selected Graphic Arts Occupations . . . 85 Measurement Tools Used by Selected Graphic Arts Occupations. . . . . . . . 91 Measurement Terms Used by Selected Graphic Arts Occupations. . . . . . . . 96 Summary of Occupational Groups Regarding Commonality of Customary Measurement Competencies . . . . . . . . . . 102 Discussion . . . . . . . . . . . 109 V. TOTAL MODEL UTILIZATION. . . . . . . . 114 Discussion of the Findings . . . . . . 115 Matrix V--An Inventory of Projected SI Metric Measurement Units Needed in Selected Graphic Arts Occupational Titles . . . . . . . . . . . . 116 iv Chapter Page Matrix VI--A Determination of the Areas of Commonality for Customary and SI Measure- ment-Related Competencies of Selected Graphic Arts Occupational Titles . . . . 127 Matrix VII--A Determination of Appropriate SI Levels of Attainment Needed by Selected Graphic Arts Occupational Titles . . . . . . . . . . . . 129 Suggested General Performance Objectives . . 135 Examples of Specific Performance Objectives . 139 VI. SUMMARY, CONCLUSIONS, IMPLICATIONS, AND RECOMNDATIONS O O C O O O O O C 0 l4 3 Summary . . . . . . . . . . . . . 143 Conclusions. . . . . . . . . . . . 149 Implications of the Model Application . . . 152 Recommendations for Implementation and Further Study . . . . . . . . . . 156 APPENDICES Appendix A. SI METRIC UNITS, PREFIXES OF SI UNITS, AND COMMON METRIC CONVERSION FACTORS. . . . . 159 B. STANDARD INDUSTRIAL CLASSIFICATION OF THE PRINTING AND PUBLISHING INDUSTRY BY THE U.S. DEPARTMENT OF COMMERCE . . . . . . 163 C. PANEL OF INSTRUMENT REVIEWERS AND METRIC REVIEWING AGENCIES FOR TABLE 14 . . . . . 164 D. MEASUREMENT COMPETENCIES SURVEY FORM FOR THE GRAPHIC ARTS INDUSTRY . . . . . . . . 166 E. COMPOSITE SUMMARY TABLES . . . . . . . . 175 F. LETTER 0 O O O O O O O O O O O O O 183 SELECTED BIBLIOGRAPHY . . . . . . . . . . . 184 10. LIST OF TABLES GROUPING OF INTERVIEWS IN SELECTED PLANTS SUMMARY OF THE OCCUPATIONAL TITLES INTER- VIEWED WITHIN THE MAJOR INDUSTRY CLAS- SIFICATIONS O O C O O O O O O IDENTIFICATION OF SPECIFIC OCCUPATIONS WITHIN MAJOR GROUPS. . . . . . . SIZE DISTRIBUTION OF TRADES PEOPLE EMPLOYED BY STUDY PARTICIPANTS . . . . . . TRADE UNION STATUS AS REPRESENTED IN PAR- TICIPATING PLANTS . . . . . . . YEARS OF EXPERIENCE REPRESENTED IN SKILLED TRADES OF PARTICIPATING PLANTS . . . SOURCES OF SKILLED TRADES OCCUPATIONAL TRAIN- ING AS REPORTED BY STUDY PARTICIPANTS. COMPARATIVE PERCENTAGES OF SIGNIFICANT CUS- TOMARY MEASURING ACTIVITY HEADINGS WITH OVER 30 PERCENT PARTICIPATION OF 19 OCCUPATIONAL TITLES IN THE PRINTING INDUSTRY . . . . . . . . . . COMPARATIVE PERCENTAGES OF SIGNIFICANT CUS- TOMARY MEASUREMENT TOOL HEADINGS WITH OVER 30 PERCENT PARTICIPATION OF 19 OCCUPATIONAL TITLES IN THE PRINTING INDUSTRY. . . COMPARATIVE PERCENTAGES OF SIGNIFICANT CUS- TOMARY MEASUREMENT TERMINOLOGY HEADINGS WITH OVER 30 PERCENT PARTICIPATION OF 19 OCCUPATIONAL TITLES IN THE PRINTING INDUSTRY 0 C O O O O C O O 0 vi Page 70 71 73 82 83 84 85 86 92 97 Table Page 11. A PERCENTAGE COMPARISON OF SIGNIFICANT CUS- TOMARY MEASUREMENT ACTIVITIES WITH OVER 30 PERCENT PARTICIPATION FOR SEVEN GRAPHIC ARTS OCCUPATIONAL GROUPS . . . . . . . 104 12. A PERCENTAGE COMPARISON OF SIGNIFICANT CUS- TOMARY MEASUREMENT TOOLS WITH OVER 30 PER- CENT PARTICIPATION FOR SEVEN GRAPHIC ARTS OCCUPATIONAL GROUPS. . . . . . . . . 106 13. A PERCENTAGE COMPARISON OF SIGNIFICANT CUS- TOMARY MEASUREMENT TERMS WITH OVER 30 PER- CENT PARTICIPATION FOR SEVEN GRAPHIC ARTS OCCUPATIONAL GROUPS. . . . . . . . . 108 14. AN INVENTORY OF PROJECTED SI METRIC MEASURE- MENT UNITS AND SUBUNITS FOR USE IN NINE- TEEN SELECTED GRAPHIC ARTS OCCUPATIONS . . 117 15. AN INVENTORY OF SI METRIC MEASUREMENT UNITS AS PROPOSED FOR USE IN SEVEN GRAPHIC ARTS OCCUPATIONAL GROUPS. . . . . . . . . 128 16. PROJECTED LEVELS OF ATTAINMENT NEEDED BY SELECTED GRAPHIC ARTS OCCUPATIONAL TITLES . 133 17. A COMPOSITE SUMMARY OF CUSTOMARY MEASUREMENT ACTIVITIES AS USED BY 19 SELECTED OCCU- PATIONAL TITLES IN THE PRINTING INDUSTRY. . 175 18. A COMPOSITE SUMMARY OF CUSTOMARY MEASUREMENT TOOLS AND DEVICES AS USED BY 19 SELECTED OCCUPATIONAL TITLES IN THE PRINTING INDUSTRY . . . . . . . . . . . . 178 19. A COMPOSITE SUMMARY OF CUSTOMARY MEASUREMENT TERMINOLOGIES AS USED BY 19 SELECTED OCCUPATIONAL TITLES IN THE PRINTING INDUSTRY . . . . . . . . . . . . 180 vii LIST OF FIGURES Figure Page 1. A graphic presentation relating the six major objectives of the study to the seven analysis model matrices . . . . . . . . l4 2. A graphic presentation relating the six major objectives of the study to the seven analysis model matrices . . . . . . . . 147 viii CHAPTER I STATEMENT OF THE PROBLEM Introduction Documented throughout history is the persistent problem of man's need for accurate and uniform measure- ment. Internationally, no single system of measurement has ever been accorded universal acceptance. Today, how- ever, over 90 percent of the world's population and 80 percent of its trade utilize the metric system of measure- ment.1 The United States does not. Changing a nation's predominant system of measure- ment can have profound effects. Economic, educational, and psychological implications most likely will cause disruptions and discomfort to all concerned. Hence, initial public opposition to such a wide-ranging decision is likely to occur. Past efforts to establish metric measurement and international standardization in the United States met with such opposition. Predictably both public and private attempts to bring about metri- cation in the U.S. have resulted in failure. Private endorsement of a changeover to metric measurement within the United States is now, however, a reality. In so doing, the United States will be the last major industrial nation to initiate such a move. Strong industrial commitments and direction during the past two years leave little doubt regarding the fact that metri- cation is upon us. The realities of planning for a con- structive, efficient, and successful metric changeover are now of paramount importance. Sporadic legislative efforts to bring about metrication in the United States are documented through- out the past century.2 Many have failed to gain formal legislative acceptance for a variety of reasons. Legis- lation in the form of HR 11035, Sponsored by Representa- tive Olin Teague and others, was subjected to thorough House committee review.3 Political events of the day, however, coupled with legislative inactivity, did not generate a favorable climate for rapid passage during 1974. Legislation during 1975 remains as yet an uncer- tainty. As a consequence, private industry has now assumed a posture of direct involvement to help execute a reasonable transition from customary to metric measurement. Formation of the American National Metric Council by the American National Standards Institute has now provided the impetus for decisive coordination apart from governmental legislation.4 Public educational involvement and readiness are also becoming evident. In Michigan, for example, the State Board of Education has formally stated that all mathematics and science textbooks purchased after June 1976 shall contain SI (Systéme International d'Unités officially called SI) metric units as the dominant measurement system.5 The impact of such a statement will touch many areas of concern within a school system. Consumer awareness campaigns are also in evi- dence. Road signs, packaging, and weather reports in metric units are beginning to serve as preludes to the upcoming metric conversions. The success of such a massive endeavor will depend in part upon meaningful conversion education programs for the adult population of the United States. Since adult needs relate initially to job performance, the role of industry looms as being vitally important in generating a tolerable conversion climate for the many adults long separated from formal educational settings. Purpose and Objectives The central purpose of this study is to develop a model which can be used to determine metrication com- petencies that are necessary for selected industrial occupations. This model focuses on the following major objectives: 1. Conduct an occupational analysis of an industry and subdivide its work force into appropriate comprehensive occupational titles; 2. Identify present customary measurement competen- cies needed in each selected occupation; 3. Identify corresponding SI metric measurement competencies needed in each selected occupation; 4. Establish the extent of commonality of customary and SI metric measures among selected occupational groups; 5. Identify necessary levels of attainment for SI metric competency in each selected occupation; and 6. Recommend appropriate examples of performance objectives suitable for implementation of instructional activities at predetermined levels of attainment. Thus, the principle outcome of this study will comprise a model suitable for identifying specific training needs in metric conversion programs. This model will be applied to the graphic arts industry. Importance As the large industrial sectors begin to consider a metric measurement system, each sector must focus on its own needs and training programs. To accommodate a meaningful transition, considerable foresight and planning for on-the-job measurement applications is necessary. In assessing the experiences of five foreign countries regarding industrial training the American Institute of Research cites two important factors in completing a successful conversion: (I) teach only what the indi- vidual occupation-related activities require for metric measurement and (2) coordinate on-the-job training in SI metrics to coincide with actual industrial implemen- tation.6 Implied within the above factors are several key problems for which a meaningful and expeditious indus- trial metric conversion must search out solutions. The specifics of who, how much, to what extent, etc., all need immediate attention. An occupational analysis model for a particular industry detailing current occupational titles, customary measurement competencies, projected SI metric measurement competencies, and stratified levels of attainment could aid in providing cogent direction for addressing such industrial metrication training problems. The graphic arts industry is a measurement- oriented industry. A large percentage of its occupations deal in some way with linear measure, volume, light intensities, pressure, weight, etc. in a rather precise manner. For a successful and meaningful metric changeover, the individual worker must learn to internal- ize an entirely new measurement system. The problems inherent in such an undertaking cannot be minimized nor should they be over-inflated. The following may help illustrate the nature of this potential internalization problem as the various occupational roles begin to require the use of the metric measurement language. The SI metric measurement system is a modern-day version of several older metric schemes. AdOpted by the 11th General Conference of Weights and Measures in 1960, the SI metric system is now rapidly becoming a universal measurement language for over 90 percent of the world's population.7 Seven base units form the foundation for the entire system: metre, kilogram, second, ampere, kelvin, mole, and candela. There are also two supple- mentary units; the radian, for measuring plane angles, and the steradian for measuring solid angles. Numerous derived units may be expressed in terms of the base units; e.g. the derived unit of area origi- nates from the square metre and is symbolized by m2. The derived unit for force is the newton and is sym- bolized by N, with an accompanying formula m-kg-s (see Appendix A). Not only are unfamiliar numerical prefixes required--milli, kilo, centi, etc.--to add to the con- ceptual problem but a new style of writing numbers is now called for. No longer is the comma to be used as a device for numerical separation. Hence, the number one million is now to be written as l 000 000. Blank spaces will replace the use of commas. These and numerous other metric measurement changes, if not handled appro- priately in occupational settings, most certainly form potential conversion roadblocks. To change such a basic concept as measurement for an adult tradesman clearly dictates the need for an understanding regarding measurement use in each occu- pational title of an industry. The development of this occupational measurement analysis model, as applied herein to the graphic arts industry, could also be applied as an analysis device to any other appropriate manufacturing industry. The inherent simplicity of such a model may also help ease metrication apprehensions by illustrating the practical nature of such an educational undertaking. The use of this model will provide a specific metric content base from which planned pre—service and in- service educational programs can be implemented. Limitations of the Study This study will be conducted within the following limitations: 1. Metric spellings such as metre and litre will conform to current international English spelling not yet formally adopted by the United States. Measurement competencies for SI metric measurement will be inventoried for the skilled trades only in the specified major industry classifications of the graphic arts industry. Measurement competencies for SI metric measure- ment will be determined for only the selected graphic arts occupational titles as delineated in this study. The occupational titles used in this study will not reflect the possibility that one person may fill more than one occupational title; e.g. in a small establishment one person may perform a variety of jobs. The measurement competencies determined by this study are to be considered independently of the persons involved in the occupational titles; e.g. a cameraman could also perform as a press- man but still exhibit a need for identical measurement competencies as compared to a counterpart who may perform in a singular job role on a full-time basis. The uneven distribution of persons interviewed across the various occupational titles reflect the current status of declining numbers among several traditional occupations and corresponding increases in contemporary phases of the graphic arts industry. 7. The performance objectives as set forth in this dissertation are provided strictly as discrete examples and are not intended to provide compre- hensive coverage for all of the listed graphic arts SI metric measurement competencies. Definition of Terms Metric System.--For the purpose of this study "metric system" refers to the modernized metric system of measurement units, Systeme International d'Unités, commonly known as SI. £§Q.--The International Standards Organization functions strictly as an international standards writing body for SI metric measurement. The ISO issues agreed standards for materials, dimensions, and processes adopted by member countries as criteria for their industrial production. ISO Standards.--The physical dimensions of manu- factured items and artifacts agreed upon by the members of the ISO are internationally referred to as ISO Standards. . \ 10 Major Industry Classification.--For the purpose of this study "major industry classification" refers to the type of production printing most predominant in a particular plant: e.g. neWSpaper, in-plant work, etc. Skilled Occupations.--This includes nonmanagement production personnel related to the graphic reproduction processes, ranging from trainee to craftsman. Printing Occupations.--Included here are occu- pational groups primarily concerned with reproducing data or designs by mechanical transfer of ink or dye to the surface of materials with the aid of type, plates, rolls, and similar mediums. Also included are occupations con- cerned with type and plate preparation as well as mechanical bookbinding.8 Graphic Arts.--Generally considered to be synony- mous with the term "printing," this study shall interpret graphic arts to include all those occupations directly related to the production of printed materials; e.g. layout and design, lithographic strippers, etc. as well as the more commonplace occupational titles of plate- maker, pressman etc. Matrix.--For purposes of this study a matrix shall be defined as a two-dimensional table or group 11 of tables specifically designed to display common relationships of relevant model components. Procedures Use of the following steps and procedures pro- vided a systematic flow of information in building the matrix structure: 1. A general review of pertinent literature and related research; A review and identification of selected occu- pational titles providing data for Matrix I; Construction of an analysis instrument containing appropriate customary measurement activities, tools, and terminologies utilized within the industry to provide data for Matrices II, III, and IV; Validation of the instrument; Identification of participating companies used in the generation of data; Collection of data through interview and obser- vation visitations; Processing and tabulating the data; Utilization of the remaining model components to complete the metric-related Matrices V-VII through data analysis; .o. 12 9. Validation of the SI metric matrix by appro- priate metric organizations; 10. An analysis of the complete model and its impli- cations for future use. Model Components The following analysis model matrices were con- structed and applied as the structural means of fulfill- ing the six major objectives of this study: Matrix I. Matrix II. Matrix III. Matrix IV. Who is involved? "An inventory of occupational titles occurring in selected major industry classifications" What is measured? "An inventory of customary measurement activities occurring in selected occu- pational titles" How is measurement accomplished? "An inventory of the predominant cus- tomary measurement tools used by trades- men in selected occupational titles" How is customary measurement communicated on the job? "An inventory of customary measurement terminology occurring in selected occu- pational titles" l3 Matrix V. How does measurement take place in the SI metric system? "An inventory of the projected SI metric measurement units needed in selected occu- pational titles" Matrix VI. What commonality exists? "A determination of the areas of common- ality for customary and SI metric measurement-related competencies of selected occupational titles" Matrix VII. What are the projected training needs? "A determination of appropriate levels of attainment needed for selected occu- pational titles" The above matrices derive their meaning from being linked to the six major objectives of this study (see Figure 1). Matrix I isolates and establishes the work force to be studied as called for in objective one. Matrices II, III, and IV address the second objective which calls for an identification of specific customary measurement competencies as utilized in the selected occupations. Utilizing predominately similar measure- ment headings in all three matrices; e.g. linear, tem- perature, weight, power, etc., these measurement OBJECTIVE I Occupational Analysis 14 OBJECTIVE II Identify Customary Measurement Competencies MATRIX I Occupational Titles Table 2 ] MATRIX II Measurement Activities Table 8 OBJECTIVE III Identify Metric Measurement Competencies MATRIX III Measurement Tools Table 9 MATRIX IV Measurement Terminologies Table 10 l OBJECTIVE IV Establish Occupational Commonality MATRIX V Metric Measurement Units Table 14 MATRIX VI OBJECTIVE V Identify Levels of Attainment Cust. & Metric Commonality .;_.Iahles 11. 12. 13. 15 MATRIX VII Four Attainment Levels OBJECTIVE VI Present Performance Objectives Table 16 . Fig. 1. A graphic presentation relating the six maJOr objectives of the study to the seven analysis model matrices 15 competencies were subdivided into specific measuring activities, tools, and terms for each occupation under study. Matrix V presents a unique display of SI metric measurement units and sub units specifically identified for the needs of the occupations in question. This matrix corresponds with objective three. A fourth objective, namely locating commonality among measurement- related competencies of the selected occupational groups, is fulfilled in Matrix VI. The final matrix, Matrix VII, indicates projected levels of attainment for SI metric competency as called for in the fifth major objective. The sixth objective which calls for recommended per- formance objective examples for implementation of instructional activities at the predetermined levels of attainment is fulfilled outside the formal matrix structure. Presented in Chapter V, these performance objective examples are exhibited as a culminating trans- itional step towards implementation of the complete model in an appropriate industrial climate. Data Sources For the purpose of developing this analysis model, occupational titles occurring in printing com- panies involved in the following selected major industry classifications were researched: (l) in-plant printers, (2) general commercial printers, (3) newspaper, V ‘1 l ' 16 (4) trade plant operations, (5) business forms printing, and (6) packaging printing. Current industry statistics reflect that 76 percent of production printing occurs in the above classifications.9 Since most graphic arts occupational titles; e.g. cameraman, web offset pressman, etc., are commonly defined across the United States and also show little variability across the major industry classifications, it was reasoned that a single geo- graphical area such as the state of Michigan is a valid industrial source in which to apply this analysis model. Participating companies were arbitrarily chosen by the researcher to reflect a variety of the major industry classifications thus providing a straightforward syste- matic coverage of the current graphic arts industry. Additional factors which were also applied in identifying industry participants included: (1) number of skilled personnel employed in specific occupations, (2) diversity and complexity of plant operations, (3) predominant method of production, (4) production volume, and (5) geographical location. Data Collection An extensive review of literature was conducted to ascertain the immediate parameters of the graphic arts industry. Since definitions of such an industry were numerous and often too comprehensive, a determi- nation of boundaries was substantiated for this study. ._ ... 17 Upon the establishment of a graphic arts industry operational definition, broad occupational titles were identified. Nineteen titles such as hot type compositor, black and white cameraman, etc. were identified and grouped into seven comprehensive groups completing Matrix I. Determination of occupational titles within the major industry classification types thus enabled an occupational measurement analysis to be conducted. An appropriate survey instrument was constructed to identify measurement uses in on-the-job settings for the occu- pational groups. Validation of the instrument was done by a panel of experts. Minor modifications in the instrument design were made as a result of suggestions provided during the actual on-the-job interviews and observation periods. The instrument was used by this researcher using interview and observation methods in actual on-the-job settings. Verification of plant classification and the existence of the appropriate occupational titles was done with management-level personnel. A personal inter- view was conducted with at least one tradesman in the available occupational areas within each company. During this interview and observation period, a spe- cific measurement inventory was made using the survey instrument. The data thus generated enabled the 18 researcher to construct Matrices II-IV. The content of Matrices V, VI, and VII was formulated by this researcher's interpretive efforts within the structured confines of the previously collected data as displayed in earlier matrices. This analysis model, as applied to the graphic arts industry, classifies this study as both develop- mental and descriptive in nature. Organization Chapter I of this study is an elaboration of the problem statement. Included in the discussion are the purpose and objectives of the study, importance, limi— tations, definition of terms, procedures, model compo- nents, data sources, data collection methods, and the organization of the study. A review of pertinent literature concerning the major topic headings of metric system, task analysis and model development, and the graphic arts is presented in Chapter II. Chapter III includes a detailed description and explanation of the data collection procedures used in assembling the matrices for this study. The statistical results of the investigation and an analysis and discussion of the data compiled within the model comprise Chapter IV. 19 Chapter V includes a detailed description of the balance of the final model and its application resulting from the data collection interviews and observations. Included within this chapter is Matrix V which presents projected SI metric measurement units, Matrix VI which displays areas of commonality, and Matrix VII which illustrates projected SI metric levels of attainment for the selected graphic arts occupational titles. Suggested performance objectives are also set forth as a guide for metric instructional guidance. The summary, conclusions, implications, and recommendations are presented in the final section of this dissertation (Chapter VI). The Appendices and Bibliography follow the final chapter. CHAPTER I--NOTES lClive A. Cameron, Going Metric With the U.S. Printing Industry (Rochester: Graphic Arts Research Center, Rochester Institute of Technology, 1972), p. 34. 2U.S. Department of Commerce, Report to Congress: A Metric America--A Decision Whose Time Has Come (Wash- ington, D.C.: Government Printing Office, July, 1971). 3U.S. Congress, House, A Bill to Declare A National Policy of Converting_to the Metric System in the United States, and to EstaBIish a National Metric Conversion Board to CoordinateJEhe Vquntary Conversion to the Metric System Over a Period—bf Ten Years, H.R. 11035, 93rdiC5ngress, lsE’SeSSIOn, 1973. 4Malcolm E. O'Hagan, "The American National Metric Council--A Catalyst for Orderly Change," School Shop, 23 (April 1974): 56. 5State of Michigan Board of Education Resolution, I'Adoption of Metric Textbooks" (Lansing, Michigan, September 12, 1973), p. 1. 6Albert E. Chalupsky, Jack L. Crawford, and Edwin M. Carr, Going Metric: An Analysis of Experiences in Five Nations and Their Implications for U.S. Edu- cationaIIPlanning(PaIEAlto: American Institutes for Research, Project No. 3-2173, 1974), p. 86. 7Cameron, Going Metric, p. 19. 8U.S. Department of Labor, Dictionary of Occu- ational Titles (Washington, D.C.: Government Printing Office, 1965, Vol. I), 134. 9Kodak Graphic Arts Industry Mappower Study, Com- plete Report (Rochester: Eastman:Rodak Co., Department I I p. 45. 20 CHAPTER II REVIEW OF THE LITERATURE The review of literature and related research is presented in three major sections: (1) the nature of the metric system and potential conversion problems, (2) the graphic arts industry, and (3) industrial in- service education program models relevant to the design of this study. The Nature of the Metric System and Potential Conversion PfEblems U.S. Historical Perspective To fully appreciate America's legislative dilemma with regard to metrication, a synopsis of past historical events is essential. The metric system of measurement has been considered for decades not only in the United States but abroad.1 A brief outline of past psignificant metric considerations in the United States is cited by Viets: in 1790 George Washington called for uniformity in weights and measures, in 1821 John Quincy Adams advocated adoption of the metric system, in 1866 Congress authorized the use of the metric system within 21 '- ' ‘. n o. C ’q 22 the U.S. by law, in 1875 the International Bureau of Weights and Measures was established, in 1893 the metre and kilogram were defined and standardized, in 1894 the U.S. War Department adopted the metric system for medical work, in 1902 the metric system was adopted by the U.S. Health Department, in 1926 a major metric bill before Congress was defeated, in 1968 Congress approved passage of the U.S. Metric Study and in 1971 the Report of the U.S. Metric Study was delivered to Congress.2 Subsequent action by the Senate on August 18, 1972 saw the Metric Conversion Act approved.3 Similar legislative action in the House of Representatives failed, however, and as such the 92nd Congress expired without joint congres- sional approval of formal metric legislation.4 During 1973, twelve metric related bills were introduced for legislative consideration. Predominant among Senate bills was S-lOO sponsored by Senator Clai- borne Pell.5 H.R. 11035, introduced by Representative Olin Teague, has endured and is presently matched as 6 Both bills maintain the House counterpart to S-lOO. decisive similarities. The Teague bill specifically calls for: 1. A voluntary conversion to metric measures over a ten-year period; 2. The establishment of a twenty-one member National Metric Conversion Board to guide implementation; a , - A.- .I uv '- o O . n , u .. ,_. -~ v--. n.. ‘ w..- ... ._ . c '- - I" 23 The establishment of immediate public educational programs dealing with metric information; and The exclusion of any Federal subsidy to cover private financial costs incurred in making the conversion to metrics. This exclusion of government monetary subsidies for tool replacement, etc., has compelled strong lobbying efforts against such legislation by many labor unions. On.May 7, 1974 the U.S. House of Representatives defeated a motion to suspend the rules to consider H.R. 11035 vvithout any amendments being attached.8 While not com- I>1etely killing the bill, little optimism remains for Elassage during the current legislative session since the klill sponsors remain unyielding to compromise on adding financial amendments . The apparent inability of the current legislative Errocess to formally adopt metric measurement for the U.S. 'Places in perspective the lengthy struggle metric pro- Ponents have encountered for nearly two centuries. Louis E. Barbrow, coordinator for metric activities at the lhtional Bureau of Standards, now predicts that the FEderal Government will begin to play a rather passive role in any U.S. metric changeover. Legislation, when it passes, will only create a mechanism for planning the changeover and will in no way mandate compulsory metrication for individuals and businesses. By allowing 24 a nongovernment initiative to bring about the expected Conversion, the role of legislation becomes increasingly Secondary to private industry efforts and needs. SI Metric Delineation Examination of the controversy surrounding a (LS. metric conversion precipitates a need to establish Precisely the nature of the metric system under dis- cussion. Prior to 1960, the metric system was con- Sidered, in effect, to be a European measuring system by most Americans. Often designated as the cgs (centi- meter, gram, and second) metric system, many educational programs in the U.S. included cursory instruction in 1 ts use. Proposed in 1670 by Gabriel Mouton of France, the original decimal system of weights and measures defined its basic unit of length, the metre, as a fraction of the length of a great circle of the earth.lo Hence, the f r . lrst attempt was made to base a measurement quantity Numerous adaptations followed.ll Qt)- a definable standard. In 1960 the Systéme International d'Unités ( I hternational System of Units) and the international abbreviation SI was used for the systematically organized S yS-tem of units introduced by the 11th General Conference Q E Weights and Measures. In an attempt to set forth 13‘ international measurement language of units, all pa:I:‘ticipants at the conference initiated an updated .. o. 25 version of the historical cgs system. Placing great emphasis on the metre, kilogram, second, and ampere, coupled with the kelvin, candela, and mole has garnered the label mksA for the most recent version of metric measurement. This updated SI system incorporated three classes of units: (1) base units, (2) supplementary units, and 13 (3) derived units. Working definitions for each of the base units are as follows: 1. The metre (m), the standard unit of length in the SI metric system, is defined as 1 650 763.73 wave lengths in vacuum of the orange-red line of the spectrum of krypton 86. 2. The kilogram (kg): the standard unit of mass in the SI metric system, is equal to the mass of the international prototype of the kilogram. This is the only base unit originating from an artifact. 3. The second (3), the basic unit of time in the SI metric system, is defined as the duration of 9 192 631 770 periods of radiation cor- responding to the transition between the two hyperfine levels of the ground state of the caesium-133 atom. 4. The ampere (A), the basic unit of electric current, is defined as the amount of current that will produce a force of 2x10'7 newtons between two wires one metre apart, in a vacuum, for each metre of length. 5. The kelvin (K), or unit of thermodynamic tem- perature, is used to measure temperature in the SI metric system. The kelvin is defined as l/273.l6 of the thermodynamic temperature of the triple point of water. The temperature scale for common usage will be the degree Celsius (°C). 6. The candela (cd), the basic unit of luminous intensity in the SI metric system, is defined as the intensity of 1/600 000 of a square metre of the cone of light emitted by a black body that has been heated to 2 042 kelvins under a pressure of 101 325 newtons per square metre. 26 7. The mole (mol), the standard SI metric unit for the amount of a particular substance, is defined as the amount of a substance in a system that contains as many elementary entities as there are atoms in 0.012 kilograms of carbon 12.14 Two additional units, labeled supplementary units, involve angular measurement. The radian (rad) is defined as the plane angle between two radii of a circle which cut off, on the circumference, an arc equal to the radius. The steradian (sr) is the solid angle Evhich, having its vertex in the center of a sphere, cuts c>ff an area of the Sphere equal to that of a square with tflne sides of length equal to the radius of the sphere.15 Derived units have their origin in the base units ( see Appendix A) .16 They are generally compound units 13c>rmed by algebraic combinations of base units, supple- Inmentary units, or other derived units. Numerous units 3111 this class have special names and symbols. The 3r12maining derived units are identified by the names arid symbols of the given algebraic expression.17 A ]Brief explanation of the common derived units follows. Units derived from the base unit metre are the ‘lrflts of area:square metre (m2) and the hectare (hz) Ilsed for measuring land area which equals 10 000 m2. \Lolume and capacity in the SI metric system are properly xneasured in cubic metres (m3). The litre was defined in 1964 as equaling 1 000 cubic centimetres (cm3). The litre is not a legal unit I mum: p—‘Lm l 177' j L-.. 27 in the SI metric system since the centimetre (cm) is not a basic unit. The litre, however, is currently used as unit of liquid volume or capacity in many countries and will undoubtedly endure as such.18 The derived units of mass include force, work (energy), power, and pressure. Force is measured in rmwtons (N), work is measured in joules (J), power is measured in watts (W) and pressure is measured in (pascals (Pa). Units derived from the base unit of time, the :second, are velocity (m/s), acceleration (m/sz), and the hertz (Hz) . The base unit ampere provides the derived units ‘JCDlt (V), ohm (D), farad (F), coulomb (C), henry (H), Vocaber (Wb), and Siemens (S). The final derived units are the lux (1x) and lumen (1m) which utilize luminous intensity as their base. The prefix scheme of the base units used in SI 118 the scientific notation system.19 This notation sys- 1:em utilizes a base 10 function and allows for a less eerror-prone method of calculation than some others. TPhere are six prefixes for the multiples of the base limits and eight prefixes for the submultiples of the lease units (see Appendix A). By coupling numerical Prefixes with unit abbreviations such as mm (millimetre), ‘ILL'. _._ 28 an entire new measurement language is formulated. Once learned, this language affords simplicity and ease of manipulation on a universal level. Argumentation Regarding U.S. AdapEIOn of’SI Metrics Literature pertaining to industrial metrication arguments generally reflects the following as items of major concern: (1) costs, (2) resistance to change, (3) coordination and planning, (4) establishment of Inetric standards, and (5) retraining. A further con- ciensation of the above renders discussion in two general arenas: financial and educational. The financial implications of metrication in the (Jriited States have drawn much debate. Very little sub- Estzantiated evidence exists, however, and thus most Eésstimates are merely a matter of prejudiced conjecture.20 'Ifi1e position of the Federal Government has been to let <2<>sts lie where they fall.21 By so doing, inflated costs will tend to be reduced and the costs will gravitate tuowards those who benefit the most from metric con- \nersion. As stated earlier, organized labor has lobbied estrangly to write Federal subsidies into legislation for ‘tluareimbursement of small businesses and workmen who Eire forced into conversion. A compromise of sorts is ‘the most likely result. ‘. .nacv .. I ‘Qpfi -\ § 29 Dollar estimates of total conversion costs for the United States currently range from $4 billion to $100 billion.22 Such a wide disparity can only indicate that early dollar estimates are in fact highly inaccurate. Willard Rockwell, Board Chairman of North American Rockwell Corporation, cites a balance of payments problem due to slackening foreign trade as the motivation for most manufacturing interest in metric conversion.23 Multinational industrial firms offer little argument concerning the fact that metric conversion will be eXpensive. They also point out that it will be far :nuore expensive if the United States does not convert and thus alienates itself from world trade. In dealing with another metrication concern, resistance to change, Frank Donovan in reviewing a Gallup IPCfll on metrication observes: "It is an interesting com- nnentary on one aspect of human nature-~the desire to J3etain that which is familiar regardless of its merits-- Alhat although 9 out of 10 of the least educated group 53aid that they did not know what the metric system is, (Dver half of them did not want to use it."24 Donovan suggests, however, that resistance to the rueasurement change can be attacked and successfully com- IDated by not only teaching and stressing the mechanics <3f metric measurement but by inducing workers to accept 25 it. Such an inducement may well be the absurdity of I; r e 1“. _._» fl. v '00 30 our present measurement system. Jones points out that we currently use "two kinds of pounds, two kinds of cmnces, two types of miles, dry and liquid quarts, enght kinds of tons, and 56 sizes of bushels."26 Ballow, in addressing the issue of possible pdflic resistance, suggests that we eliminate all ideas tof'a literal conversion scheme from customary to SI 27 Inetric measurement. The merits of the metric system <:annot be exploited if dependence upon conversion think- idag and manipulation is perpetuated, thus providing a CKanusing array of terms and formulas. Similar sentiments are expressed by Catlett: Our goal in metrication should be to think as instinctively in metric terms as we do now in customary terms. . . . Despite certain objections, it is undeniable that the metric system is simpler. The constant of proportionality between various quantities is always unity. Calculations are much easier, and errors are reduced. Even older employees, when taught to think metric, have found the conversion easy. ' The imperative need for stringent planning is C’ften cited by metric opponents as a major peril in aCiopting the system. Dr. Lewis M. Branscomb, former Clirector of the National Bureau of Standards, views tile role of the Federal Government as being instrumental irlthis vital planning role: Going metric is not really something the Federal Government can do for the country. People and companies will have to make the change themselves, relying on government only to bring groups together to coordinate their plans.29 I I . ’. 'n. ‘. 9 .- "'.i ' O... ‘o- ' ~. 0 'l . . I '-. A o r . ‘ y D a o. '. v. .. . § I.' .- ._... - ." - . \ w ‘7 D“ ‘0 . D n O. ‘_ a ‘1 A." 'Q 31 In summarizing the advantages of adopting the SI metric system in the U.S., Westbrook offers several cogent points: the SI metric system (1) is nearly uni- versal, (2) easy to learn, (3) allows fast mathematical calculations because of decimals, (4) promotes low chance for computational errors, (6) encourages complete interchangeability of machine parts, (7) encourages standardization of tools and gauges, (8) encourages the elimination of the double :measuring system, (9) makes allowance for future :standardization of many tools, materials and processes, and (10) increases export potential for the U.S.30 A summary of key points in opposition to a com- Irulsory metric adoption by the U.S. are cited by Wiggin: (1) Congressional bills to this point have been compul- ssory, (2) English-units are used currently in all metric <=ountries, (3) loss of foreign trade will not result, (4) many internal metric conversions are poor, (5) many Sscientists use nonmetric measurement, (6) SI is not let (zentury, and (7) people simply do not want to change.31 Opponents of metric adoption appear, however, to lee sounding a muted call. The literature sources cur- .rently provide overwhelming evidence of concerns focused cuiactuating the changeover, rather than debating the Inerits of making the change. (5) eliminates common fractions, 32 Adult Metric Education Implications The U.S. Metric Study Interim Report:Education (fixes a tight link between occupational education instruction and usage of measurement, to practices within an occupation.32 Such being the case, educational changes not only within schools but also within each industry will have to be instituted to accommodate adult needs. Odom, in discussing educational implications for tliee adult population, points out: "Accompanying metri- cation would have to be an extensive and intensive program CHE educating the public on the nature and merits of the In£:1:ric system, the areas where change would take place, tines reasons for the change, and the proposed outcome, including advantages . " Chalupsky and Crawford also consider the plight of adults having to undergo a metric conversion: "Most adults, including teachers, desperately require reas- surance that this change will not be too difficult or threatening to them personally. . . . "34 To help accommodate an awareness of adult con- cerns regarding metrication, in-plant education programs can potentially serve a vital role for the average employee.35 An obvious role of implication and importance for adult education must also be filled by structured adult education classes. Cortright quotes a recent NEA paper on The Education Implication of Metrication: 9:...___ 33 The kind and amount of education which will be needed for the effective use of the metric system by adults familiar only with the current system is an important consideration in converting to SI. Adult education classes must help bring the present generation up to date in their knowledge of the metric system. In studying key issues regarding metrication implications for exceptional children, Fineblum (1970) concludes that exclusive use of the metric system is [preferred over using both metric and customary units in (zombination with each other.37 Her conclusions are based <1n.research conducted with lower I.Q. children of ele- nuentary grades. Practicality would suggest, however, tfliat complete avoidance of the present customary Hueasurement systems with adults in occupational settings iAs not a realistic possibility. By conducting a measure- Huent needs inventory, a moderate transitional period fkar working adults may serve to foster easier adapta- kJility to metric measures. I"lxetric Teaching Strategies Research Since metric conversion proposes to be a sensi- ‘tive issue with public acceptance undoubtedly related to ‘Positive perceptions of it, the lack of contemporary research in this area is surprising. This literature review will thus present that research which does exist and is remotely pertinent to this dissertation. Yorke published a report in 1944 which reported the effects of compulsory use of the metric system in lT'j‘ I 3:41;..- -v . . .... , , . .. ‘ - ...-- .. * .o-p- cw .. .. , , . .‘ -. _ . 4.._. a. ‘— n u. .l a. .-‘ .. 'v n a u .. . D 'O 'D. .‘ .\ ‘- - 0 . V ‘s n . ‘\- . l . c I. s ‘ . o ' h .5 . . -. . ‘s .. o. 9 ‘\ ' . u. \ s._ s '. o-- ._\ ~ 1 H g u o. 5 '- ‘ 34 certain EurOpean and South African countries.38 She concluded from reviewing three studies that compulsory use of metric weights and measures made learning measurement and conversion more difficult for children. McFee (1967) investigated whether instruction with or without simultaneous conversion to English measures was more effective in improving the ability 39 of students to perform tasks in the metric system. Six science classes at the seventh grade level were Participants in the study. Results indicated no sig- nificant difference between students instructed in metric measures plus conversion and students instructed in metric measures without conversion in their ability to perform tasks in metric measuring.40 Murphy and Polzin reported in 1969 on a review of research studies dealing with metric teaching stra- tegy.4l A limited number of works were reported with moSt being conducted during the 1920's-l940's. None S":-1:ldied the effects of teaching the metric system to adults . Exum (1972) attempted to determine the effective- I19553 of a metric supplement book when used in conjunction with a course textbook in student performance of metric measurement tasks and intuitive thinking.42 The author cc>1’lcluded that the use of the metric booklet, when used as a supplementary teaching device, was an effective u 41' 35 numhod for teaching students to work and think in the nufiric system.43 The experimental groups were composed mainly of college freshmen. In attempting to determine appropriate grade levels for the introduction of specific metric concepts, Bargmann (1973) constructed and implemented a complete metric unit for grades three through six. His findings revealed that there were differences in achievement at various grade levels regarding the students' ability to learn and use the metric system of measurement.45 Educational research studies concerned with the lnetric system are few. Those that have been completed tirtally ignore the working adult population. An assess- ITlentof adult on-the-job measurement needs in a specific iJMdustry could help to begin filling this void and pro- Vide groundwork for further methodology research and analysis model refinement. The Graphic Arts Industry whic Arts Industry Definition Inherently when the terms "graphic arts" and "I>rinting" are used, a synonomous nature is normally aczcorded to both. In attempting to gain a measure of EsDecificity regarding each, however, it is possible to ciifferentiate between the two by using the term "graphic Eixrts" broadly to denote a visual means of communication il'l‘V'olving any graphic exhibit. George Stevenson in .:-o z .a.- ‘ 1"" .- . .‘... .. 1.." " ..-...-- .0 Ea . u- —0. .. . . c .l n: ova . . . "tv A-.. .4. ..‘- ' 5,. , um. ... "’v-. o ~‘r .. v .'u 6.4‘ '- -. 36 his Graphic Arts Encyclopedia defines the graphic arts in such a manner: "Arts represented by drawing or imposing on a flat surface an image that communicates a message; also the methods, processes and techniques employed in these arts."46 This broad interpretation does include, however, a provision for the literal reproduction process and as such segments and separates the initiator from the reproducer of visual images. In a landmark book describing the printing industry, Victor Strauss (1967) observes that the term "graphic arts" has become simply a different name for tflhe printing industry.47 He further describes the industry: "The printing industry is a collective name fkar a wide variety of different industries, crafts, and tlirades which belong together because they all serve flJndamentally similar and related purposes within our I O 48 modern communications system." Strauss, in yet a later work, structured the graphic arts industry into four broad segments, one of ‘Vftich is the printing industry: (1) The communicators, t1'lose actively interested in the nature and appearance ()1? communication, (2) the end-users of graphic communi— <=értion, (3) the equipment and materials suppliers, and (‘4) the printing and allied industries which convert text and illustrations as prepared by the communicators into printed materials.49 ”u.“ 37 As a consequence of the foregoing literature search, no definable consensus seems apparent regarding suitable definitions of either term. Henceforth, this dissertation shall use the terms synonomously with the implication understood that the printing industry is a segment of the more inclusive graphic arts industry. Trade vernacular, however, generally renders both terms one and the same. fie Structure of the Graphic Arts Industry With historical roots grounded well back into the times of Johann Gutenburg (1452) , the printing process is eSsentially a means of transferring inked impressions of Words, numerals, symbols, and photographs or other illus- 1'llt‘ations to paper, metal, or other materials. The most Prevalent methods of printing are labeled letterpress, lithography, gravure, flexography, and screen printing. Each method maintains special advantages and remains unique from its counterparts. The printing industry is essentially classified as being composed of numerous small businesses. Recent government data indicate an industry which includes 37,989 establishments, 1,082,000 employees, and $25 billion dollars in shipments for 1972.50 The U.S. Department of Commerce in its latest Census of Manu- facturers lists the printing and publishing industry as . .,.J 1%60 ‘ __. 9U _ a. c ' .. I . ..... .ov‘ ' ' . ,_. ~ '... v. " --..e. "‘on c "O-.(,-! ..V». 'U ~-c 38 a major group under the Standard Industrial Classifi- cation number 27.51 Comprised of fifteen different industries, they are organized and listed by their pro- ducts, printed objects, or materials (see Appendix B) . Included in this listing is the printing and publishing of newspapers, magazines, books, and advertising matter; the production of business forms; the production of greeting cards and gift wrappings; commercial or job Printing; bookbinding; and the provision of type- setting, photo-engraving, platemaking, and other print- ing services, primarily for printing establishments. Eastman Kodak (1973) recently published results of a comprehensive national graphic arts industry man- POWer study. Included was a percentage listing of com- Panies in the study which were active in each of the abOve major industry classifications. Survey respondents indicated that 20 percent were involved in in-plant printing (captive), 51 percent were classed as general ccNumercial printers, 23 percent published newspapers and books, 14 percent performed trade-plant functions, 15 percent printed business forms, and 4 percent produced . 52 . g3'3‘eet1ng cards. Numerous companies, of course, are represented in more than one classification. mesentative Occupational Titles In assessing the occupational titles included wi thin this industry, the Dictionary of Occupational .o-oc v > .n' a." '.I.-- ..---¢ ,._ y .o-. .- -u .0 ,_ v. -..' _., b I- .00.,— ” ..,_ .. ~.,. | a 39 Tfltles provides a detailed description and classification :fin:each specialized work category differentiating on 13m basis of skill level, subject matter/industry, and process/activity.53 A more generalized approach is guesented by the U.S. Department of Labor in grouping printing trade occupations under three major categories: (1) job printing, (2) newspaper publishing, and (3) lithography.54 Included, among others, are titles involving artists, compositors, cameramen, strippers, Electrotypers, photoengravers, platemakers, pressmen, and bindery and finishers. Using a demographic approach, the Bureau of the Census developed an index primarily to define the indus- tlrial and occupational classification systems adopted for tflhe 1970 census. Under its broad industrial classifi- <3ation system, newspaper publishing and printing was Sfliven number 338 and a second number, 339, was applied ‘tID all other printing, publishing, and allied indus- t-J:‘ies.55 The index used this rather atypical grouping 3t<3 then classify occupational titles involving printing skilled tradesmen. Titles such as bookbinders, com- IPcasitors, electrotypers, engravers, pressmen, and Iltunerous others were classified. The widely acclaimed manpower study by Eastman Picniak (1973) identified seven major production areas and <2Eltegorized twenty-two individual production areas W31+__ ‘ bu“ . .. 0 ~.' 0. . O o~., "h.-- 4... _ ._ ‘ .m_.__ .._ - '- '-.._l a. . I. _‘ . ... . ‘ ‘ k... ‘ o 40' Mdthin them: layout and design, hot metal composition, photographic and strike-on composition, imposition and lock-up, pasteup and copy preparation, camerawork, stripping, offset platemaking, letterpress platemaking, flexoqraphic platemaking, gravure platemaking, screen process platemaking, sheet-fed offset presswork, web-fed offset presswork, letterpress presswork, flexographic presswork, screen process presswork, gravure presswork, bindery and finishing, sales, management, and miscel- laneous . 56 Representative of today's printing industry Occupations, the above titles provide a broad spectrum of diverse occupational roles. There was, however, no analysis of occupational operations and competencies involved in each job. The matter of metrication within tale industry also was not a consideration of the study. Tl'fl‘us, as a matter of logical extension, the determination (315 a graphic arts measurement inventory coupled with a I“etric identification of conversion needs would not only Saifitend the Kodak data but would serve as a curriculum 13Eise supplementing an already useful study. SEEflgpetency-Based Graphic £1515; Research There appears to be a complete void entailing 1research which involves the metric system and its appli- czéitLion to the graphic arts industry. Numerous research ..~o v... o s... ..._ o '5‘ 41 efforts have been utilized to identify competencies con- :nected with various graphic arts occupations. Frantz (1967) conducted a study to identify occupational com- petencies required for a cluster concept in graphic arts through a system analysis approach.57 A task inventory, consisting of precise statements describing activities Of each occupation, was used to identify job entry tasks. The occupational competencies that were identified were then clustered into four broad graphic arts occupations thus providing a learning sequence for the secondary SChool level. A comprehensive literature survey provided Deady (1970) with a rating of technical graphic arts compe- tsencies found in appropriate texts and reference books.58 Inlis study was an attempt to provide empirical infor- nnation necessary in the planning of pre- and in-service eEducation programs for high school journalism and graphic arts teachers. In a similar study, Fecik (1970) through a lqiterature survey, organized the comprehensive field of graphic communications in terms of the common elements cxf the technology of the graphic arts industry.59 Tflnrough a process of identification and classification, tflae study provided a structure upon which the common elements of the graphic reproduction processes could 1363 determined to maintain comprehension and lessen ! 3‘s, 42 ambiguity. The study concluded that a need was apparent for industry and graphic arts educators to agree on terminology and thus foster a better understanding of each other. In an effort to produce a comprehensive cur- riculum resource for graphic arts educators, Banzhog (1972) studied the technology of the graphic arts.60 This research provided a detailed, chronological description of the tools, materials, processes, and equipment utilized by the graphic arts industry. In summarizing this general review of literature Ii‘elative to the graphic arts industry, an effort has been rBade to determine a workable understanding regarding the rNature of the industry. Included is a discussion rela- txive to a definition, a categorical breakdown of the £3tructure of the industry, an overview of the occupa- tlional titles which make up the industry, and a presen- tliition of pertinent graphic arts related research. The liack of any measurement-related research is noteworthy. Selected Industrial In-Service Education Program Models Tuae Need for Metric Education P rogram Planning Cameron, during 1971, conducted a survey to appraise the consensus of opinion within the graphic communications industry regarding the metric system.61 He reported a favorable display of attitudes toward . e d unv' ' " . o 4 v I . - o u v ....c an . -~ 4 luv~ u... . hVC-l- . ‘v-n .«,. v .. u..- .., ‘0 7'»- ,- a..-...“ _ ol- .. '- " u... 43 [Muted States adoption of the metric system for the graphic arts. Eighty-five percent of the respondents clearly cited metric conversion benefits for the United States and the industry and a willingness to participate iJlSUCh a move.62 Paradoxically, for an industry which cited early approval of the metric conversion, very little activity is currently apparent. Any time-related benefits which were available three years ago for unhurried program planning efforts may now be negated Once the tempo of metric conversion is increased. A recent search by this author in conjunction VWiththis dissertation has failed to pinpoint evidence 015 graphic arts industry metrication planning on the Part of trade unions and associations, industrial organizations, and employers. The prevailing attitude ()1? "wait and see" seems predominant within the printing industry at the present time. In supporting the need for general in-plant edu- <2ation, Smith criticizes the printing industry. The printing industry has lagged behind other industries in the development of a training and educational philosophy. Not only has this philosophy, or staff of life, been neglected, but the utilization of proven educational tools has been overlooked.63 A random and unplanned approach to metric edu- cation certainly would not accomplish an overall coordi- nfitted effort at the least possible cost for any industry. 44 Outside the immediate printing industry, several cxmprehensive metric education packages are currently in the developmental stages. General Motors, Caterpillar Tractor Co., Xerox, International Business Machines, and others have all produced metric packages for their own internal needs. Most show evidence of having been planned to meet specific goals and are designed to acquaint and retrain individuals with specific occu- pational needs in their respective manufacturing industries. The availability of such metric learning Packages has been heretofore restricted to in-house use <1ue to the untried nature of each. ZXSsessment of Metric Program Components An obvious need arises when designing an edu- CLational package to survey and analyze the general program Eharameters. Dieffenderfer, after conducting a metric c=<3ntingency study for vocational education, elaborates: "CEhe general areas of analysis to be conducted by indus- ‘tJtial groups will include (1) determining the impact of InEitrication on the area, (2) establishing a time period within which metrication will take place, (3) defining Infiatric standards practice for the area, (4) identifying areas requiring metric instruction, and (5) develOping the specific SI metric instructional units required."64 45 Phillip Markstrom, IBM Metrication Program anager, describes his company's approach in determining {upgram direction and coordinating its timing: Underlying all these activities are the needs for general awareness and educational programs to insure that our people are informed. These areas are too often thought of first and implemented early, however too much too soon can be as bad a thing as too little too late. These programs bear close attention if real benefits are to occur without needless costs. Notice too, that these are really two different programs; nearly every- one can benefit from an awareness program but not all areas need education to the same degree or training at the same time. The British Metrication Board, currently over- Seeing Britain's industries in their metrication change- <3Ver, suggests an elementary in-service education plan fig: action. Determine who needs training, identify what needs to be learned, establish when the program should lae initiated, and coordinate how the educational material i4; to be presented; self-teaching, in-company training, external courses, or by printed materials.66 Etermination of Educational Program _Ifivels and Objectives Educational psychologist, Jum Nunnally, in a Cliscussion of intellectual objective types, suggested El method for breaking intellectual objectives into mean- ilagful subdivisions.67 In an effort to construct wOrkable model objectives for metric conversion programs 11143 suggested levels of intellectual functioning seem C1111 te appropriate . , I , v - ... _l - — a. _ I‘ Q. " he . .,. “ 46 Memory for facts Understanding of simple principles Understanding of complex principles Use of principles to evaluate prOposed solutions to problems Use of principles to solve problems Inventive extension of old principles to the develOpment of new principles Acesaw GUI o The six levels of intellectual functioning stated above constitute a range from simple content memorization to creative building of new knowledge. Levels two and three require more than memorization by utilizing prin- ciples at work in various ways. All levels above three (are concerned with the evaluation or production of new In determining specific program objectives, all six levels must be considered.69 knowledge . In designing a program to aid in understanding SKI units of measurement, Pitney Bowes, a large multi- mitional company, " . . . established a foundation from which various levels of metric learning could grow." IBM, in a similar approach, has chosen what they tflerm as a classification involving four levels of knowl- eEdge. "The classification levels provide common points CNE departure for metric program planning, analysis, and development."71 Entitled (l) awareness, (2) conceptual, (:3) working, and (4) developmental, the four levels each contain individual characteristics coupled with some over- lap as a means of maintaining program continuity. Com- POSed of specific behavioral objectives, each level fVDJJLOWS a building block sequence from simple to complex. Ann-“A 47 Exhibiting features which are conducive to the needs of this model, these four levels shall be adapted for use within this study. Indicating a task analysis structure seemingly influenced by Robert Gagné, the IBM package ranges from pmoblem solving at its developmental or highest level to lower levels where facts, concepts, and principles are employed.73 Chalupsky, Crawford, and Carr (1974), in a com- .Prehensive analysis of foreign experiences regarding Lindustrial metrication education, detailed a job-related approach quite common among existing programs: As a start toward a more detailed examination of training needs, it was suggested that the work force be divided into appropriate categories. Personnel requiring a full working knowledge of calculations, e. g., engineers. . . Personnel requiring a working knowledge of simple calculations, e. g. supervisors, technicians, etc., may require specific training. . . . Personnel requiring simple basic knowledge for referenpi purposes, such as clerks, typists, etc. . A British metrication training board, in address- i1lg‘itself to a determination of program objectives, uses (a. simplified competencies approach. The board suggests tfilat.an analysis should identify types of knowledge or SJCill needed for metric units in each particular job.75 Five metric ability groups are defined: 1 ability to name metric quantities 2. ability to type or write metric units 3. ability to calculate metric quantities 48 4. ability to convert between customary and metric units 5. ability to explain relationships between customary and metric measures76 Each identified job category is then rated against these abilities. Pursuant to the development of any educational program structure is the critical need for stated objec- tives. The nature and form of such objectives is derived mainly from one's perspective regarding learning theory, instructional styles, and other educational concerns. ‘The foregoing citations are an attempt to establish a lDase from which the program structure for this disser— ‘tation model will emanate. Zhnalysis Techniques In an attempt to validate occupational analysis £38 a suitable model construction tool, literally hundreds <>f studies were encountered. Many employed the use of Similar analysis techniques. Frykland, in describing tflne analysis technique for teachers, defines occupational analysis as: " . . . a technique by which essential ealements of an occupation, or any part of an occupation or‘activity, are identified and listed for instructional Purposes . " 77 In establishing an occupational analysis procedure fix: vocational education curricular development, Davis and Smith (1973) conclude: [_._mim s.' * 'c. -. one 6.... F 5..., 'v.., . .- u a o . Fa. tn. - '5 o- s i . ' .__ -_" o. ' . .' n V. ‘o ' |.. ‘v \ . ‘I ‘I '- ‘ ‘- I... 49 1. Using a skill-job matrix arranged by occu- pational categories and by individual skills it was possible to identify skills common to more than one occupational category together with the relative priority among ten occu- pational titles. 2. A skill component matrix permitted identifi- cation of potential relationships among skills with skill clusters identified within each category.78 Using a comparable matrix methodology, Lynn (1967) investigated the training and skill requirements of industrial machinery maintenance workers.79 By employ— ing the interview method, Lynn analyzed data from this Survey to identify specific knowledge, skill, and train- .ing required of maintenance workers. In 1970, Englebart developed an individualized iJistructional model for occupational areas. Among Iris findings was the observation that competencies needed iJi various job titles can be sequenced and identified t"-hirough comprehensive literature reviews and appropriate iJaterview inventory instruments. In an attempt to isolate specific analysis tech- rnique research directly related to metrication, this 1.iterature review was unsuccessful in locating any Studies even remotely germane. Two examples of analysis Studies dealing with mathematical competencies do, how- eVer, lend support and help substantiate the construction Of this researcher's analysis model. In a study of mathematical skills needed for eHtry-level employment in a cluster of ...-o- ‘Iv'f ,,,-. .unnv‘l -o-—.. l9-C.-w< n o,.b._. a... ""~~. .‘_- u...._ o... u. "o . -. ‘ --_‘ W. . ., _ .. ‘ I‘- a _c O ‘ 50 electricity-electronics occupations, LeDoux used an inventory of mathematics skills to help establish a curriculum base for pre- and in-service educational Investigating a comprehensive occupational programs. field, electricity-electronics, LeDoux identified key occupations and inventoried a range of math skills for A comparable study conducted by Johnson (1972) each. presented an analysis of mathematical competencies 82 . Once again necessary for certain health occupations. a large occupational field was investigated in an attempt to establish specific mathematics competencies and the aInount of commonality that existed across jobs. Results identified groups of basic knowledges from the areas of SYStems of weights and measures, temperature conversions and basic arithmetic concepts for the pertinent occu- pations in the study. Model development employing the use of occu- pational analysis techniques has been widely established Numerous variations abound in educational research. with each researcher adopting a rationale and procedure In assessing the lDest suited to a particular need. a~I‘II:'ay of present occupational analysis studies this literature review has endeavored to focus on those works which have provided impact and direction in developing the construction of this researcher's analysis model. 51 The general process of structuring an industry according to occupational titles, of inventorying and sequencing specific tasks and skills, and the use of actual industrial settings to generate curriculum up- dating for pre- and in-service education programs is, to be sure, not without precedent. The unparalleled nature of this model, however, evolves through the addition of its concern for the impending metric con- version in the United States. The problems centering around the SI metric sys- tem and its potential effect in industrial job settings requires intensive investigation. This dissertation Elisves attention to the question of what aspects of the 53]: metric system are appropriate for use in the various £3Itilled trades of the graphic arts industry. CHAPTER II--NOTES lU.S. Department of Commerce, U.S. Metric Study A History of the Metric System Contro- Ipterim Report: vers in Ehe U.S. (Washington, D.C.: Government Printing Office, 197I). 2Lottie Viets, "Experiences for Metric Mission- arxies," Arithmetic Teacher, 20 (April 1973): 269. 30.8. Congress, Senate, A Bill Authorizing a S ‘udy of the Metric System, with Ehe Intent of Making it <3 Official Standard of Measurement’in the United States ‘thin 10 Years, 8.2483, 92nd Congress, 2nd’Session, 1972. (519 ugust 18 , 3: "Metric America Bill Sent To 4Peter G. Peterson, c3<>ngress," U.S. Department of Commerce News (Washington, 29, 1972, p. 1; Government Printing Office), Feb. ID«-(2.: blEitional Bureau of Standards, Metric Information Office, Iiistory and Overview of Metrication and Its Impact on Government Drive lacilicati’on,’by Jeffery Odom (Washington, D.C.: "Whatever Happened to . 2X \ \— - .ITJLnting Office, 1972); <3 Put U.S. on the Metric System," U.S. News and World January 1, 1973, p. 53. Egieelport, "Washington Report," Metric News, 1 (September/ Qcztober 1973) : l6. 6U.S. Congress, House, A Bill to Declare a Etional Policy of Converting to the Metric System. 7"Analysis of House Bill HR11035, Metric Con- ‘U'Geltsion Act of 1973," Metric Reporter, 1 (December 1973): 8 -—l§135520 Gaz "Metric System Bill Dies in House Vote," Kala- ette, May 8, 1974, p. 2. 52 Mel 53 9Louis E. Barbrow, "The Federal Government's Role in Metric Education," School ShOp, 23 (April 1974): 64. 10Frank Kendig, "Coming of the Metric America," Saturday Review:Science, November 25, 1972, p. 41. 11Arthur Hallerberg, "The Metric System; Past, Present-Future," Arithmetic Teacher, 20 (April 1973): 248. 12British Standards Institution, The Use of SI Units (London: British Standards Institute, January, I969), p. 7. 13American National Standards Institute, Inter- gyational Standard 1000 (New York: International Organi- zartion for StandardiEation represented by the American National Standards Institute, 1973), p. 1. 14Ibid., p. 20. 151bid., p. 21. 1618M Corporation, SI Metric Reference Manual ‘(Ieronk, N.Y.: International Business Machines Cor- E>c>ration, 1973), p. xi. 17Ibid., p. viii; Maurice Danloux-Dumesnils, The Abdeetric System: A Critical Studyppf Its Principles and 3E>13actibesITNew York: Oxford Ufiiversity Press, 1969), 19.. 29. 18George A. Randall, "How To Say It in SI Metrics," School Shop, 23 (April 1974): 68. 191bid., p. 69. 20John L. Feirer, "Metrics Is Coming--Ready or r901:," Kalamazoo Gazette, June 26, 1974, p. A-7. 21Marvin L. Esch, Congressman, "The Metric Con- “’€trsion.Act of 1973," School Shop, 23 (April 1974): 54. 22Cameron, Going Metric, p. 37. 54 23Willard F. Rockwell, Jr., "The Last Lonely Inch," Automotive Engineeriflfl: 81 (February 1973): 28. 24Frank Donovan, Prepare Now for a Metric Future me York: Weybright and TaIIey,’I970), p. 60. 251bid., p. 133. 26Phillip G. Jones, "Metrics; Your School Will Be Teaching It and You'll Be Living It--Very, Very Soon," Aperican School Board Journal, 160 (July 1973): 22. 27Hunter Ballow, "Overcoming the Resistance to the Metric System," School Science and Mathematics, 73 (March 1973): 178. 28Robert E. Catlett, "Implications for Industry," §fichool Shpp, 23 (April 1974): 92. 29George A. Boehm, "IBM Is Going Metric," IBM TPIiink (July/August 1972): 14. 30Wilma Westbrooke, "The Metric System," Modern Egsgxtiles, 51 (July 1971): 20. 31Blanton C. Wiggin, "The Impossibility of a Com- E>1J;lsory Metric System" (paper presented to the Conference On Implications of a Metric Change, Chicago, 111., March 9, 1972), p. l. 32U.S. Department of Commerce, U.S. Metric Study IIEriterim Report:Education (Washington, D.C.: Government Printing Office, July, I971), p. 7. 33National Bureau of Standards, Metric Information Office, Histopy and Overview of Metrication, by Odom, IP'- 12. 34Albert B. Chalupsky and Jack J. Crawford, "The <31-112ting Edge of Metrication," School Shop, 22 (April 1974) : 50. JE> 35Graphic Arts Technical Foundation, Emerging catterns: Academic and Industrial Approaches to Edu- Efigéiigon, Training, and—Manpower Development in Gra’hic jEfiEIEEEPUDiC3t10nS: Addresses given at the I969 GATF General u(:ationMeeting (Pittsburg: Graphic Arts Technical uhdation, 1969), p. 55. ‘ 0- 0o 1" no. 55 36Richard W. Cortright, "Adult Education and the Metric System," Adult Leadership, 20 (November 1971): 190. 37Carol M. Fineblum, Key Issues Concerning the Adoption of the Metric System and ImpIicaEions for the gppcation ofExceptional ChiIdren, A Position Statement Luepared fdr the U.S. Department of Commerce, 1970. Available from the Council for Exceptional Children, 1411 S. Jefferson Davis Hwy., Jefferson Plaza, Virginia, p. 5. 38Gertrude Cushing Yorke, "Three Studies on the Effect of Compulsory Metric Usage," Journal of Edu- ggational Research, 37 (January 1944): 343-52. 39Evan E. McFee, "The Relative Merits of Two Methodologies of Teaching the Metric System to Seventh Cirade Students" (Ph.D. dissertation, Indiana University, Bloomington, Indiana, 1967). 4oibid., p. 72. 41Mary 0. Murphy and Maxine A. Polzin, "A Review C>i3 Research Studies on the Teaching of the Metric Sys- 1:£enu" The Journal of Educational Research, 62 (February 1 9 69) : 263-70. 42Kenith G. Exum, "Evaluation of a Metric Book- J-eet as a Supplement to Teaching the Metric System to ‘LJridergraduate Non-Science Majors" (Ph.D. dissertation, tJr'iiversity of Southern Mississippi, Hattiesburg, Mississippi, 1972), p. 3. 43Ibid., p. 58. 44Theodore J. Bargmann, "An Investigation of Elementary School Grade Levels Appropriate for Teaching 1:11e Metric System" (Ph.D. dissertation, Northwestern IJl'liversity, Evanston, Illinois, 1973), p. 4. 451bid., p. 89. 46George A. Stevenson, Graphic Arts Encyclopedia (New York: McGraw Hill, 1968), p. I62. 56 47 ington, D.C.: p.14. Victor Strauss, The Printing Industgy (Wash- Printing Industries ofiAmerica, 1967), 481bid., p. 1. Victor Strauss, Graphic Arts Management (Phil- 49 Presentation Press, 1973), p. 138. adelphia: 50U.S. Department of Commerce, Printing and gpblishing--Quarterly Industry Report (Washington, D.C.: Government Printing Office, l97l). 51U.S. Department of Commerce, 1967 Census of Government Printing Manufacturers (Washington, D.C.: (>ffice, 1967), p. 27. 52Kodak Graphic Arts Manpower Study, p. 45. 53U.S. Department of Labor, Dictionary of Occu- éitional Titles (Washington, D.C.: Government Printing fice,*1965),7Volume II, pp. 134-35. 54U.S. Department of Labor, Union Wages and Printing Industry (Washington, D.C.: Bureau of Iic>urs= IQéibor Statistics, 1971), pp. 4, 5, and 9. 55U.S. Department of Commerce, Bureau of the ‘Cleensus, Classified Index of Industries and Occupational Government Printing Office, C) 'ITthles (Washington, D.C.: , pp. vii-xiii. 56Kodak Graphic Arts Manpower Study, p. 42. 57Nevin Richards Frantz, "The Identification of §?<:cupational Competencies for a Cluster Concept Program 3L11 Graphic Arts Through the Application of a System «ZXJIalysis Approach" (Ph.D. dissertation, University of «Ddiiryland, College Park, Maryland, 1967). “A Comparison of Technical 58 John Joseph Deady, Graphic Arts Competencies Needed by High School Journalism Graphic Arts Teachers in Indiana" (Ph.D. dissertation, 5111(1 ‘JrllCiiana University, Bloomington, Indiana, 1970). 57 59William H. Fecik, "The Identification and Classification of Graphic Communication Technology" (Ph.D. dissertation, University of Maryland, College Park, Maryland, 1970). 60Robert A. Banzhog, "The Technology of Graphic Arts: A Curriculum Resource Study for Industrial Arts Education" (Ph.D. dissertation, North Carolina State University, Raleigh, North Carolina, 1972). 61Clive A. Cameron, Attitudes of Graphic Arts Eirms Towards the Metric Standard (Rochester: Graphic .Arts Research Center, Rochester Institute of Technology, 1971). 6ZIbid., p. 9. 63Graphic Arts Technical Foundation, Emerging ffiatterns: Academic and Industrial Approaches to Edu- ‘Efiation, Training, and Manpower Development in Graphic gommunications, Addresses given at the 1969 GATF General IECIGcation Meeting (Pittsburg: Graphic Arts Technical I?c>undation, 1969), p. 56. 64Richard A. Dieffenderfer, "Metric Conversion 6153 a Planning Problem," School Shop, 23 (April 1974): 86. 65Phillip A. Markstrom, "One Company's Approach 1:<: Metrication," IBM Working Paper, 1973. 66Great Britain, Metrication Board, Going Metric-- ‘§§, Simple Training Plan for Industry (London: Metri- czéation Board, 1971), p. 2} 67Jum C. Nunnally, Educational Measurement and §§fiaaluation (New York: McGraw Hill, 19727] p. 131. 681bid., p. 132. 69Ibid., p. 136. 7O"Pitney Bowes Measures the Future with Metric Sales," Engineering Graphics, 14 (May 1974): 14. .. ‘ . I 58 71W. Wong, "IBM Goes Metric With Multimedia," IBM Working Paper, 1973, p. 3. 721bid., p. 4. 73Robert M. Gagne', The Conditions of Learning (New York: Holt, Rinehart and Winston, 1965). 74Chalupsky, Crawford, and Carr, Going Metric: Ag Analysis, p. 89. 75Great Britain, Local Government Training Board, lfletrication at Work--Training Manual (London: Local Government Trfining Board, 1971), p. 3. 761bid., p. 4. 77Verne C. Frykland, Analysis Technique for lrzlstruction (Milwaukee: The Bruce Publishing Co., 1 Po . 78Doyle H. Davis and Arthur W. Smith, "An Occu- EDEitional Analysis Procedure for Developing Curricula in ‘7<>cationa1 Education" (Ph.D. dissertation, University ()1? Southern California, Los Angeles, California, 1973). 79Frank Lynn, An Investigation of the Training ,Szrid Skill Requirements of Industrial Machinery Main- jgsenance workers (Chicago: Midwest Institute for Research Eilld Trainifig,—1967), p. 4. 80Leon Prange Englebart, "Developing a Vocational Iflciucation Curriculum Model" (Ph.D. dissertation, The (university of Nebraska, Lincoln, Nebraska, 1970). 81Clarence E. LeDoux, "A Study of Mathematical £31muo candmumoxmam mmoumumuumq pow bm3 ummwmo pom ummnm ummmmolcmammmnm mmmooum ammuom mus>muu oanmmumoxmam mmmumumuumq ummmmolummemumam noumumdo mumsmo ummmfluum .dwum mmou paw msmpmmm msxooq new coauHmOQEH .QEOO ouonm paw conmxfluum Houwmomfioo Hmumz pom umwunfi cmflmmo paw usommq mEHom mmmcfimdm mcwmmxomm Hmmmmm3mz momma HMfloumEEoo mumnmwandm mucmam mumucwum mcwucflum unmach mauwa HMGOAUMQDUUO mZOHBMMEZH mMABHB AdZOHBdeUUO Ema m0 ”Mdzzbm N mamdfi 72 delineation of the placement of these occupations within the major industry classifications for this research. Table 2 is Matrix I. To facilitate interpretation of the data the nineteen occupations were further combined into seven major groups as listed in Table 3. Data Collection Procedures Instrument Construction In the development of this measurement competen- cies instrument three major concerns were investigated. Specific analyses of graphic arts measurement activities, measurement tools, and measurement terms provided a basis for the instrument construction. Included within each of the above were identifiable measurement headings comprising transferability aspects common to all three. Headings such as linear, weight, pressure, and temper- ature measurement, etc. each involved an activity, tool, and/or special terminology. Of further importance were the specific individual tasks, tools, and terms related to each occupational function which were employed by tradesmen in their on-the-job roles. The instrument was thus designed to identify and accumulate information about the major types of measurement competencies which were utilized in selected printing occupations. A copy of the complete instrument is provided in Appendix D. 73 TABLE 3 IDENTIFICATION OF SPECIFIC OCCUPATIONS WITHIN MAJOR GROUPS 3536:: 3:32p Occupations Within Each Group I Layout and Design Layout and design artist II Composition Hot metal compositor Strike-on and photo compositor III Pre-Plate Prep. Imposition and Lockup Pasteup and copy preparation Stripper IV Photographic Black and white cameraman V Platemaking Offset platemaker Letterpress platemaker Flexographic platemaker Gravure platemaker Screen process platemaker VI Presswork Sheet-fed offset pressman Web-fed offset pressman Letterpress pressman Flexographic pressman Gravure pressman Screen process pressman VII Bindery Bindery and finishing operator 74 Initial instrument content was obtained by reviewing job descriptions, training manuals, technical literature, and other pertinent materials. A diligent effort was made to isolate and compile each measurement- related activity germane to the selected occupations. Corresponding item searches were made relative to measurement tools and terminologies used within the selected occupations. Validation efforts were conducted by distributing initial copies to teams of graphic arts specialists. Two vocational printing instructors, two tradesmen, and two professional graphic consultants were asked to review the proposed instrument for completeness and accuracy (Appendix C). Upon revision, according to the suggested changes, an educational measurement researcher and a metric consultant were asked for review comments and additional suggestions. Since the design of the instrument was an important component of the total model, emphasis was placed on producing an instrument which fostered ease of administration, simplicity, accuracy, and reliability. A check-list format was adopted whereby the interviewer progressed down the various lists and checked each appropriate cell for the occupation in question. A pilot study was conducted using the original instrument design in a midwest university campus 75 production printing facility. Twelve of the total nineteen occupations were represented in this compre- hensive plant. The production operations under one roof, represented segments of four of the major industry classifications: (l) in-plant, (2) general commercial, (3) newspaper publishing, and (4) business forms print- ing. Additional instrument modifications and adjust- ments were made prior to beginning the actual study. Interview Method Twelve plants, including ninety-one separate interviews, were visited by this researcher to accumulate data. A total of at least three trade persons in each occupational grouping was established as the minimum number from which a generalization could be drawn regard- ing occupational information. A personal interview with at least one individual in the available occupational areas within most companies was conducted. During this interview and observation period, the researcher com- pleted the measurement inventory instrument with each individual trades person. An analysis study of this nature necessitates the preparation of a detailed instrument and uniform data collection where possible. For these reasons, the personal interview technique was selected as the prime method of data collection. An additional advantage of this methodology was the immediate first-hand knowledge 76 the researcher derived from conducting the field work. By going directly to the respondents, the researcher came in direct contact with questions that arose con- cerning the instrument and its content. A letter of introduction and a copy of the instrument were sent initially to potential participants asking permission to include their facility in the study. Upon acceptance, a visitation time was arranged which would not interfere with nor disrupt production work schedules. At the outset of an interview session, page one of the instrument was completed from information gen- erally gained from the plant production manager. Spe- cific occupations in each plant and the numbers employed therein were thus determined. Since unrestricted move- ment through a large production facility by a stranger is normally not permitted, the production manager usually arranged for a guide or in some instances made the intro- ductions in person. Each tradesperson was given a free choice in deciding upon his cooperation in the research. No one indicated an unwillingness to participate. Where possible, personal interviews were con- ducted in a separate room or area apart from the busy production activity. After a general introduction and explanation of this researcher's objectives, each interview using the instrument took an average of twenty minutes to complete. 77 When the instrument was completed, an additional thirty to forty minutes were spent observing and con- versing with the participant in his or her actual job setting. Numerous additions were made to the data as a result of this procedure. Being cognizant of the fact that each production facility was physically unique and required certain variances in conducting the data collection procedures, the researcher did attempt to offer a standard intro- duction prior to the interview. There were times, however, when conducting an interview adjacent to a large web press, that conditions left something to be desired and exact duplication was virtually impossible. Data Analysis Process Opganization of the Data The prime function of the measurement inventory instrument was to identify specific measurement activi- ties, tools, and terminologies used in selected graphic arts occupations. This information was then organized to aid in the development of the total metrication planning model under study by this researcher. Each major measurement activity, tool, and terminology was subdivided into major headings. The occupations were surveyed to document the usage fre- quency under each of these headings to locate where the highest percentage areas were concentrated. 78 The frequency was reported according to a per- centage of the total number of cells per individual measurement heading. Any cells which did not exceed a reporting rate of 30 percent were discarded. This significant percentage was arbitrarily chosen by the researcher to reflect a realistic usage factor for any of the separate occupations. Since the number of trades- men interviewed varied across the nineteen occupations, the percentage data were used to demonstrate figuratively and compare specific customary measurement activity, tool usage, or terminology usage for an occupation. The general adaptability of this analysis model structure allows for the discretionary use of any sig- nificant percentage data which may suit the needs of a particular industry. The 30 percent figure was chosen here to reflect the fact that in several of the reported occupations three tradesmen were interviewed. Thus by using a significant percentage of less than 33 percent the researcher can report significance if only one out of three tradesmen indicated the need for a particular competency. A metric training program must be responsive to the occupational needs of a tradesman if in fact the need is representative of his job. A search for commonality across occupational groups utilized a comparison of each group's percentile rating. Thus, any groups showing commonality of 79 measurement competencies could derive metric training from common educational programs as reported in Tables 11, 12, 13, and 15. In summarizing the thrust of this chapter several major features of the model design have been presented. Six major objectives have been set forth, generating a model structure designed to fulfill each major objective in an inter-related fashion. A presen- tation of the model developmental procedures follows by specifying how each component of the model was deter- mined and utilized. The nature of the data sources was then discussed, including a determination of the spe- cific occupations around which the model structure was formulated. Of further import was a discussion relative to the exact data collection procedures used by this researcher in obtaining information from the study respondents through the use of the instrument and interview visitations. The final part of this chapter presented the nature of the data analysis process to be followed throughout the remainder of the study. CHAPTER I II--NOTES 1Arthur L. Berkey, and others, A Model for Task Analysis in Agribusiness (Ithaca, N.Y.: State UniverSity ofiNew York, 1972), p. 46. 2Norman H. Sprankle, "A Task Analysis Study Directed to Identify Electronic Skills and Knowledge Required for Occupation in Industry" (Ph.D. dissertation, University of California, Los Angeles, California, 1971). 3Leon Prange Englebart, "Developing a Vocational Education Curriculum Model" (Ph.D. dissertation, The University of Nebraska, Lincoln, Nebraska, 1970). 4Kodak Graphic Arts Manpower Study, p. 45. 5Wong, "IBM Goes Metric," pp. 3-4. 6Berkey and others, A Model for Task Analysis, p. 28. 80 CHAPTER IV RESULTS OF THE STUDY Included within this chapter, as a matter of pre- liminary discussion, is a general description of certain characteristics of the printing establishments which par- ticipated in this study. Following this, the specific usages of customary measurement activities, tools, and terms are reported and compared between nineteen occu- pations within the graphic arts industry as called for in the second major objective of the study. Another objective, that of determining areas of commonality, is then fulfilled in part by a presentation of data which groups clusters of occupations and shows common measure- ment competencies across these groupings. A discussion of these statistical findings thus leads into the final model development in the following chapter. Tables 4-13 may be found within this chapter fulfilling in part Matrices II, III, IV, and VI. Analysis of Data In assembling an information profile relative to the structure of the businesses involved in this study, 81 82 the following data were obtained from management per- sonnel in each company. Table 4 presents the number of trades people employed by the twelve plants included in the study. The majority of companies or 66.7 percent employed more than twenty-five trades people in the occupations being researched. Predominately large companies were sought out for this analysis model for reasons explained in the previous chapter. Of the com- panies researched, five or 41.7 percent employed fifty- one or more employees. TABLE 4 SIZE DISTRIBUTION OF TRADES PEOPLE EMPLOYED BY STUDY PARTICIPANTS Number of Number of Percentage Tradespeople Plants of Plants 1-9 3 25.0 10-25 1 8.3 29-50 3 25.0 51-100 3 25.0 101- 2 16.7 Labor unions were represented in 41.6 percent of the participating plants. Table 5 provides information relative to labor's representation in the plants under study. Nonunion employees were interviewed in seven plants or 58.3 percent of the total group. 83 The lower peninsula of the state of Michigan was used as a source for data gathering since a variety of contemporary industry representatives was readily available. This researcher attempted to choose diverse geographical areas within the state in an attempt to isolate and negate the effects of potential concentrations or pockets of unreliable data in the form of antiquated processes and operations. The following cities were included: Flint, Grand Rapids, Kalamazoo, Battle Creek, Jackson, and Gaylord. A predominance of metropolitan centers provided a prime source for contemporary occu- \ pations within the industry. TABLE 5 TRADE UNION STATUS AS REPRESENTED IN PARTICIPATING PLANTS Trade Union Number of Percentage Status Plants of Plants Union 4 33.3 Nonunion 7 58.3 Union and Nonunion 1 8.3 The number of years of experience exhibited among the employees of the participating companies indi- cated that 75 percent of the interviewed people were employed in their trade between six and fifteen years. No literal verification of these data was made by the 84 researcher. Instead, management personnel were asked to estimate representative figures for their plants. Table 6 indicates that trades people within the par- ticipating plants remain for rather lengthy time periods with only a minor influx of newcomers into their trade ranks. Over 58 percent of the interviewed tradesmen exhibited between ten and twenty years of experience. TABLE 6 YEARS OF EXPERIENCE REPRESENTED IN SKILLED TRADES OF PARTICIPATING PLANTS Number of Years Number of Percentage of Experience Plants of Plants 1-5 years 1 8.3 6-10 years 4 33.3 11-15 years 5 41.7 16-20 years 2 16.7 In response to the question regarding how the specified skilled trades have received training in the individual plants, all twelve employers cited on-the-job training as the major educational source. Company spon- sored in-house training programs were also utilized by two participants while trade union and private and public school programs served as supplements in several other companies. The overwhelming source for skilled trades education was structured around on-the-job training in the companies surveyed. See Table 7. 85 TABLE 7 SOURCES OF SKILLED TRADES OCCUPATIONAL TRAINING AS REPORTED BY STUDY PARTICIPANTS Education Number of Percentage Source Plants of Plants Trade Union 1 8.3 Trade Association 0 0.0 Company In-House Program 2 16.7 On-Job Training 12 100.0 Public Schools 1 8.3 Private Schools 1 8.3 Equipment School 2 16.7 Measurement Activities Performed py Selected Graphic Arts Occupations Table 8 is a composite analysis of significant customary measurement activities performed by the desig- nated occupations within the printing industry. Sig- nificance has been accorded to any measurement activity reportedly used by 30 percent or more of the persons interviewed within each occupation. Reference to the columns of measurement activities and frequency of per- formance by the various occupations gives basis for comparison of similarity and differences in job-related measurement functions both within and across the occu- pations. 86 GOHDMQsouo comm :HnUHB pmamH>umucH deomd mo umbadz u c pw3wH>uwusH coHumd3000 «no No muobama Nb COHudeoHuuwd unmouwd whoa no on wcHucomwudmu moHuH>Huom mo ammucwopmm I N pm3mH>hmuaH mCOHuwdsouo wnu mo mumbama Nb COHummHoHuumd unwound «was no on wcHucwmmudmu moHuH>Huom mo uwbadz u < ”vamwmd m o N N N w m m m o o N 6H o H e N e H Gum: H N o 0 NH 0 oo o oo o oo coon O... no 0 o o NH owe SN 0 o o o oeN o o o o n pmmmm 9.95 N o o o o o o o o o o o o o 0 SN ooH N om H o o OHN uoHN uoHN o o o o USN o o o o N «GHQ. 3 NH H on m an m NH H mm N mm m No e an N mm N o 0 on m an N NH H o o o o NH H NH H NH H o o o .95 pHSUHH w o c an H o o o o 2.. H on N «N H N H o o o o N H WN H N H o o o o o o o o o o o o e 0559» hue 0H cm n on N ow w ON a 2 N ow o oo e on m 2 N an m 0N N 3 H oN N 3 N o o oH H o o 0N N o O CH musmmmum 3 HH N c.» m NN c NN q HH N mm m o H NN m mm o NN e HH N c H on N o H o o o 0 HH N e H o o mH oudumuonHaoH HH .VH H «H H N N «H H A H mm N N N 3H H .H H 6 o o c U o 3 H o o o o «H H o o o o o o N 33.33 S 2 3 mm 2 on 2: S 3: S :9 ~ch 2 mm 1: 2 mm 4me 2 2 2 mm 8 S 2 S S S 2 mm 2 mm a on .3654 NHUU< I. o wcHusmmwz m. w. S O O S d 8% d N. m Numgumso 3 a O J“ I. I. 0 .d .41; .dwi .d .Lm e I; 1 H1 V+L 88 01 1i I q; .3 3 d1 TI Ia Ia 1L 98 ds m I as e A 3.... d5 da d a da 8 88 Ta 99 9x 83 90 01 S 13 d Ox. OR .A 9V 8 a la 19 dx 13 M3 u.a ea 31 3o 33 31. “4.8 3 as To 03 mo 0 To .d0 19 an 31 lo a:3.34 a3 3u as 33 aa 31. 1 .an 08 m..d3 Vn I3 00 9.... s 88 38 Be a. a 3 mm m1 m1 ms 90 I. 8.0 oIdo o 13 BI. no 31.. 8d 8M 81 81 .4 3d md e 98 8d 88 d d 1 “4.3 on SR 3 QA Pn en mi m 88 md 1.1 1 91 “4.1 “dd 2.1 3.3 %a d an: n.... 8 Ta I.Q. II. ....d 1.... BO 81 md 81 83 1.8 v4.0 38 an. 33 a 1 a 3 do I.Q. 33 8 93 Up. 8 no ua u. as P8 as an. 1 It. 18 1 1.8 1 1.3 u 3 08 3G I. 9.3 u. a UT: 8 S nvs 1_u a 8 3.4 onu O.d 11L 3 a I. I. 8 a s m m 8 .oo uau n. Jun 8 s o u s a s s 1 .A o I. w a u u A m. a [IIILIII "HHHLI rmHmDQZH ozHPszm mg 73 mmHHHH H9H>HHU< oszDmé $50895 HzHHumucH deomd wo uobadz n c memH>umucH mCOHbmaono mbu mo mumbEmE Nb COHudeoHuume ucwoumd whoa NO ON wcHucmmmudmu mH00u mo mmmu560pmm u N pm3oH>umucH COHumddooo mbu mo mumbEmE Nb coHudeoHuumd unmouwd whoa no om mcHucmmmudmp mHoou mo umbadz a H ”pamwwH m w o o m a w o HH 0 N m N m N e w m m 0mm: H m o o o o 8H N on H o 0 an H an H o 0 cm H a H on H o o o o o o o o o o o o om H o o N mudmmmum n o o o o On N mN H o o mN H o o o o mN H o oAu o o Ago 0 o o o o o o mN H o o o o q umBom HH o o o 0 NH H NH H o 0 mm N mm N mm N No Q o o NH H No 8 mm m NH H o o o 0 NH H o o o o o NuHmchuubmHH m o o N H o o o o o o o o o o N m N m o o o o o c on N on N on N N H Om N o o N m .V mmHmSm NH 0 0 mm H No N mm H o 0 mm H mm H mm H No N No N ooH m mm H mm H o o o o o o No N No N o o m .UHEdm w .dBmH. 3 cm H on H on H om H an H on H om H 03 N cm H on H o o ow H o o o o o o On H o 0 cm H o o N uwawz NH mm H No N 03 m 03 H mm H No N No N No N N... N o o 03 H No N Nb N o o o o o o No N o o o o m .93 pHDUHH m o o On H on H o o o o o o o o cm H on H cm H em H on H cm H o o o o o o om H o o o o N 95H. 9H mm m mm M No b No 0 NN N om m mm m HH H NN N NN N No b NN N o o o o o C an m HH H .3 v HH H m mmmchHLH mH mm N mm N am m 0m. m on m on m Mn N mm N No a NH H on N No .H No S No a on N No G en m S a No S o HmmCHH N La N La N La N La N La N LN N La N La N La N La N kw N LN N .H N .H N kw N La N .H N .H N .H % wchmmm ©Hufin O" Qua mug mug mug Qua Nflc mug mug Mung mu OHS mug OHS Rug mus OHS #"C ONE 3 HOOH. 8 3 S w. wcHusmmmz l .k 1 N 3 O 0 S .d 89 .d 3 .HmEOum U m w m. a 3 z. a a a... an H mm a“ m. u. 3 m. m. H 8 a 1 T. N1 1.. 1.. .dl T. .18 T. p. 0 O 1 S l 3 d 3M. 0 H O 0 al 01 A; .a da da 3 39 via 80 ex 93 xé 3 as 1o 08 mo Vn I Mom‘s”...Emmanwnfinmmumsig .32....33. n. m 1 m 1 mus pro I. eAu 31: Ago 0 3 03 1 a. se 83 $3 an a a M . .1 33 on SN 19 V uqu 9.8 s.d s s 1 s 1 Ya 3.u m.d e e e aid p.3 0 .d . A 1 9 1 “4.1 “4.0 udl N...» a d B D: n I S 1.3 S mm mm mm mm m,“ .3 2 .2. .3 3. 3. .2. a m; .... no am u... 2.. .m m. u.u 1.} uHu u.a unq u a 0.8 8.5 ale 1 1 I. was .4 nun nvo o.d 1.l s _l .1. u- s 3 S m m 8 1 (A 0 OD q 0 I. S B 9 S .4 u .I. u u u u o a F s 8 wmhwbozH OZHBszm mmu. zH mMHHHH Ho :HHB mozHQHHuwucH deomd mo umbasz u c pwamH>pmucH mCOHumdsooo obu mo mumbEwB Nb COHuwdHoHuumd ucoouod muoa no om wcHucommudwu msuou mo wwmucouuom I N pmSmH>umucH mcoHumdsooo wbu mo muwbEmB Nb coHudeoHuumd unmoumd whoa NO ON wcHucomwudou mahwu mo umbabz n H om mm>o EH3 moan—fiwm VUOHOZHEQH 82%me NgOHmDU gloHonm .mo mmuffizmommm M>HH c ooHHooiHo oo oooooHHooooooHHoooHVUSHcQHo oo co oo oo oo o H 81.50.; a RHooCSNOSN omHooNomooo ooAHogHowHooooo oooo ooNHo o N 8533.1 NH NN H NN H 00.. N coH N NN H No N Nb N o o NN H NH H NN. H o o NN H o o o o o o NN H No N o o N umsom 2 No.3 $.38 m 8: SH 3.. is $48: 1H Sn 8 n 3 co co om... N 3 so com N o .98 3103 NH oomNHmNHNNHNNHoomNHNNHomNLHNNHNNHNNHo o6 co oNNHNNHo o s 3335sz 3 oommmmmmNHHZHoooommwNHHmLNSHNNNSHNNNQNSNSNQNoam o 3.2 NH ow c o.» N cm H o o 8 N cm 6 oo N 3 N o.» N 0.. N o o 3 N ON H o o o o 8 N 3 H o o 06 N n uwamz Z ENSNSHSNSNSNSMSnowsjucoconoomosmasmoonoomosao o m we: S can Ease own SN 3.. Se :HS.‘ SN NNNRNR N 2:. com mo o2 Now m o $68.35. NH NN .H NH N NN « NH N an N No N NH N NH N NN c NH N NN c m H NN .H on c an 0 Na oHNN a NN a N 1.. NH .HmmcHH N H ”v.9 w WW N LN N LN N LN N .N N LN N LN N LN N LN N LN N “N N LN N .N N LN N LN N LN N “N I OHNG 0'“ 4V": MIC mug mud— quc NI: mug mu: M's MIC Ola mic Oman 5": Mung Qua {up mug w mafivmwz I ma. 3 S w. NonocHEoH m. w .1. .. m m. m. a a... a. a .. .. was...» 29 On 1 I 1 I. 3 d1 I Ian. Mn. N Wm an“ m. u. mun“ m. a Numsogso 31.ch da 1. da da 9 es la 99 ex 93 80 31 S 13 d Ox. mo A m s a 13 19 1x 13 Ma u.a ea 31 3o 33 33. 2.9 3 aa N10 03 d3 0 d0 1». an 31 30 a3 a3 a3 3u as 98 aa a} 1 dn as m. o Vn s 016 8.d s s.« son 81¢ a. a a m.m m.1 m.1 w.u 93w I. sau .61. d_o SAN 1.4 V no 3.... 81. SM s1 81 d 3.4 md a 9 ed a d 1 2.3 on 13 3 A 9.... on m1 ms md 1.1 1 91 2.1 2d xi 23 Ma d an. nI. s 33 I? Id 1I. o 1 ed 81 as 1.3 2.0 33 an. as a 1 a 3 do I.Q. 09 s 9 us a no a nu. ua Ps as an 1 1I. 1s 1 Is 1 I.D u 3 1.... 30 I. 9.3 u. a I. s s nrs .13 a s 3.4 oxu o.d a m. I 4} s «a s m m s .uo "Id 9 1nH S q m u s m u s 1 .A o I. .L s s m. cm a VmHmDQZH OZHHszm may 2H mmHHHH H823 889... :88» 9:580 3.32.93... 82988.. 18:2?élto 2522:.8ex. Iflfiicfié 0:580 02388.8... 8.588... 8.30 . 8.158.... 8.55 d “.35 5322.0 808.0 alga“ cot-.39... >300 a as 95.8.. d .5389... .BTREBOofizmdc06ibm xEREERuitzgs. g 5.30 d «:05 mmflCquzotaflbQflu t n ced i_m.u8 reat .. tr .1 S eusm M.s+. m as...” G bAcceptable non-SI unit 120 TABLE l4--Continued .8880 9.23:: a >328 x b 88¢£=lfi¢ E H/ 9:520 x .l 3.3.88.1“. x U _!E28§H M 8. 8:. .35 x N 2:821.8¢x. ..=EIB¢ x ”m l nakiafilbm l .2580 x U 3 8:69.905". 1 3 82983.. x 1 also .USESSE x m 82: a x85 .Scao .358 x M 353:“ 9 cot-sack. 2.30 a n=8-ax. 4 938.. a 5:83.. 9 5839.500 89... d .56....“ X M... .8358 .522 8: x n g 69.00 i «:03 6 mm .: Nb H120: (Q3000 m N m e r m c e m c e d m. E .1.mnus C e.a c. r e a t M r .1 U t r .1. e .l. e u 8 n T 1.. M M 8 t u C m .m a .1 .W E a T Tincn L 0 S M U S E T Base Unit a 121 metric system, which occupations needed specific SI units to fulfill on-the-job measurement requirements. Each occupation was reviewed to ascertain its use of cus- tomary activities, tools, and terms for which an SI metric unit equivalent was to be identified. Every significant percentage response was reviewed in the aforementioned tables. Wherever a response was recorded for any customary measuring activity, tool, or term an appropriate metric conversion unit was set forth in Table 14. This metric matrix is unprecedented in the sense that only minor validity can be accorded to it since no industrial graphic arts effort has yet begun to initiate a metric conversion. As such, validation was attempted by seeking review and advisory efforts from currently acknowledged SI metric practioners to avoid error and legislate a measure of reliability into this projection. After the initial table was constructed by this researcher, a c0py was distributed to three nationally recognized groups currently engaged in assisting U.S. industrial metric conversion efforts (see Appendix C). Only one copy was distributed among these groups with the intention that collectively each could improve upon the others' alterations. Where appropriate, the adjust- ments were blended into Table 14 as presented in this analysis model. “K a 9'2 [‘5' I K -JQ.‘ _- ~‘ . '. 'a l j. gwa V. ‘ 122 Table 14 proposes only the projected SI units relevant to the printing occupations and is selective in suggesting realistic multiples and sub-multiples for graphic arts occupational use. Appendix A presents a comprehensive display of the interrelationships between all of the SI base units and derivations thereof including prefixes and common conversion factors. Consideration shall now be given to the analysis of Table 14 and its contents. The base unit of linear measurement in the inter- national metric system is the metre. Accompanied by appropriate prefixes, the metre can represent large and small distances. The graphic arts occupations as listed in Table 14 are projected to all require a need for measurement competencies with regard to the measurement of length. The measurement of thickness, using sub- divisions of the metre, is projected to be a requirement necessary for predominately all occupations except the pasteup-copy preparation people. Three occupations did not exhibit a projected need for an occupational use regarding the unit of mass: pasteup-COpy preparation, strippers, and letterpress platemakers. Mass is simply defined as the quantity of matter in an object. Often confused with the customary measurement unit of weight, mass negates the effects of ii .T' ‘ mi- . 123 grasritational pull and thus is measured accurately in grams by using a balance. The measurement of temperature provides another raciical departure from customary measurement practices. Uses of the Celsius scale, formerly called centigrade, Pléaces the freezing point of water at its zero mark and a ‘temperature of 100 degrees is assigned to the boiling V>zint of pure water at one standard atmosphere of prwessure. The intervening scale is divided into 100 equal parts. Three occupations did not utilize tem- Perature in performing their jobs: layout and design ar“tist, imposition-lockup, and pasteup-copy preparation and hence have no need for training in this area. The determination of time is related specifically tC) all graphic arts occupations except the layout and d£esign artist. The measurement of time will remain the Seune in SI metric and hence presents no transition Problems for the trades under study. A majority of the graphic arts occupations indi- cated a projected need for the measurement of area as is shown in Table 14. Both the square metre and square millimetre should find common application among many Of the investigated occupations. Principally founded On the metre, the measurement of area should present no immediate conflicts with current customary procedures. 124 The determination of volume under the new SI metric system is shown to be excluded from only two occupations: pasteup-copy preparation and stripping. Volume is used to measure and designate the amount of space occupied by solids, liquids, and gases. Volume is literally the measurement of enclosed space and is generally denoted through cubic divisions of the metre. By combining dry and liquid volume, the metric system will require a restructuring of many customary terms and practices. An understanding for and a use of the unit of pressure will not be vital to the occupations of layout and design artist, strike-on and photo composition, and pasteup-copy preparation. The word "pressure" is used to indicate a force acting over a specified area. In the SI metric system the basic unit of force is the newton. Coupled with the square metre, these units eXpress pressure in the form of pascals. A related unit, force, is shown by Table 14 to be projected for SI metric use in all of the presswork cxzcupations and bindery operations. The unit of force denotes a push or pull and is called a newton. The measurement of speed or velocity in SI m81lric requires only a change in terminology as related tc)current customary speed measurement. Projected for use» in twelve of the nineteen occupations investigated, 125 velocity measurement is merely the product of combining distance traveled in a specified amount of time: e.g. metre per second. Table 14 reveals that eleven of the total nineteen occupations will need competence in occupational use of the SI metric designation for energy. Energy can be defined as the capacity for performing work or the energy expended when a force acts through a distance. Since force is expressed in newtons and distance in metres, work and energy have units of newton-metres, properly called joules. The concept of power is identified for use in thirteen graphic arts occupations. Closely allied to work and energy, power is defined as work done in a given time. Hence, in metric units, power is computed in units of joules per second and is defined as watts of power. The power output of all mechanical and elec- trical devices will now be expressed in watts thus elimi- nating terms such as "horsepower," "calories," etc. Highly specialized SI metric units dealing with torque, viscosity, density, and flow are likely to be required only in isolated occupations. Table 14 pin- points projected occupational usage under each appro- priate SI metric heading. Of the occupations proposed to need training under the above headings, most occur under either the platemaking or presswork grouping. 126 The remaining metric units in Table 14 pertain to angular and electrical measurement. No major changes are currently proposed to alter the present customary measurement practices involving industrial applications of these metric units. A review of the row summarizing the total number of SI units projected for use by the various occupations reveals a need for metric training in seventeen of nine- teen units for three presswork occupations and gravure platemaking. The pasteup-copy preparation group is shown to have a small projected need of four units and thus should require a minimal amount of occupational education regarding industrial SI metric use. Thus, in partially completing Matrix V, Table 14 has presented projected metric applications that are likely to occur within the selected graphic arts occupations. In completing the second portion of Matrix V, Table 15 presents a condensed inventory of SI metric measurement units as proposed by this researcher for use in seven graphic arts occupational groups. Each compre- hensive occupational group, as previously defined in Table 3, is identified along with a corresponding pro— jection with regard to SI metric measurement unit requirements. An examination of Table 15 will be included under the Matrix VI heading immediately following. 127 Matrix VI--A Determination of the Areas of Commonality for Customary and SI Measure- ment-Related?Competencies of*Selected Graphic Arts Occupational Titles Maintaining a unique dual identity, Table 15 addresses the SI metric needs of Matrix V and the com- monality needs of Matrix VI. As such, a review of the "total used" row reveals that as a group, press occu- pations (Group VI) will require competence in more SI metric units than any other group. The platemaking (Group V), composition (Group II), camera (Group IV), and bindery (Group VII) occupational groups follow in decreasing rank order by exhibiting needs ranging from sixteen to thirteen SI units. Each of the aforementioned occupational groups, however, has a need for a slightly different SI metric emphasis in its occupational appli- cation of the new measurement system as indicated by the SI metric unit column in Table 15. Two remaining groups, layout and design (Group I) and the pre-camera, lockup, and stripping occupations (Group III) will need only minimal readjustment efforts. Showing measurement competency needs in six and four units, respectively, each occupational group should find learning and using the metric system to be only a minor inconvenience for future on-the-job performance due to the low number of occupational measurement applications. The SI metric measurement units which were reported for use in five or more of the occupational 128 TABLE 15 AN INVENTORY OF SI METRIC MEASUREMENT UNITS AS PROPOSED FOR USE IN SEVEN GRAPHIC ARTS OCCUPATIONAL GROUPS SI Metric Measure- Group Group Group Group Group Group Group ment I II III IV V VI VII Units Length x x x Thickness X Mass X X Temper— ature x X Time Area Volume Pressure ><><><><><>< XXXXXX ><><><><><>< Velocity ><><><><><><>< XXXX Force Energy- Work Power >< Torque Viscosity ><><><>< Density Flow Angles x x x x ><><><><><>< Illumi- nation x x x Electric Current x x x x TOTAL USED 6 15 4 14 16 17 13 Legend: Group I = Layout and Design; Group II = Compo- sition; Group III = Pasteup, Lockup, and Stripping; Group IV = Camerawork; Group V = Platemaking; Group VI = Presswork; Group VII = Bindery and Finishing. 129 groups in Table 15 are: length, thickness, mass, tem- perature, time, area, volume, pressure, velocity, power, and angles. The metric units pertaining to force, energy-work, torque, viscosity, density, flow, illumi- nation, and electric current were indicated as necessary measures for less than five occupational groups. In completing Matrix V, Table 15 has presented asnnmnarized listing of pertinent SI metric measurement units, thereby completing the third major objective of the analysis model. The fourth major objective of this study has likewise been fulfilled in that a determination of the areas of commonality for customary and SI metric measurement related competencies have now been identified across seven occupational groups. A fifth objective, which relates to SI attainment levels for the occupations in question, is focused upon through the use of Matrix VII. Matrix VII—-A Determination of Appropriate SI Levels of Attainment Needed by Selected Graphic Arts Occupational Titles The culminating matrix of this measurement analysis model is provided as an example to enable vir- tually any industry to isolate specific knowledge levels considered important in a metrication effort. Upon establishment of the precise nature of measurement com- petence and usage within an industry, the potential metrication effects must be considered. The Change to 31 metric measurement will affect virtually all 130 occupations in some manner. The probable impact on each employee is likely to vary from minor to significant. Coupled with the inherent natural resistance to change and the uniqueness of the knowledge involved, the importance of proper communication and appropriate education loom large. Not only will people need metric training prior to occupational usage but they will need training at a level commensurate with their identified occupational measurement competencies. Matrix VII presents the projected SI metric knowledge levels of attainment for the selected graphic arts occupations as studied within this dissertation. Being principally derived from definitions as proposed by Wong in an IBM working paper on metrication, these levels ascertain a point of departure for metric program planning, analysis, and development.1 The four levels, ranging from low to high, were identified as: (l) awareness, (2) conceptual, (3) work- ing, and (4) developmental.2 Each knowledge level serves a prerequisite function for its predecessor, thus creating a learning sequence designed to progress from simple memorization of facts to conceptual development at the highest level. The awareness level was designed primarily to accommodate the unskilled occupations within an industry. These occupations perform little if any measurement on 131 the job. A training program which emphasizes the fre- quently used base units and rudimentary SI metric termi- nology for use in a conversion application should serve the needs of this group adequately. This level embodies strictly an awareness of the SI metric changeover and aids in a literal conversion of units by emphasizing the use of reference charts, conversion calculators, and similar devices. The conceptual knowledge level was concerned with internalization of simple base unit concepts. Occupations which require measurement usage on a nominal basis will find placement at this level. The ability to readily convert from customary to metric measures, usage of communicating measurement information in an occupational role, and a need for marginal measurement competencies identify occupations requiring placement at this knowledge level. Minimal dependence upon conversion techniques and gadgets should be stressed at this level. The working knowledge level identifies occupations readily utilizing measurement competencies in their daily job role. This attainment level presupposes the importance of the individual and his ability to internalize the specifics of SI metrication. Performance of metric communication practices, understanding the entire system pertinent to his or her occupational role, and 132 utilization of measurement manipulation with specific tools, all determine occupational placement at this level. The final level, developmental, dominates all others by accentuating a composite need for cognitive, affective, and psycho-motor aspects of learning and using the impending metric system. Placement at this level isolates occupations which initiate research oriented measurement-related concepts. In a definitive sense, measurement is the major component of the occu- pation. Hence, the need for problem-solving abilities via measurement applications of the SI system specify placement of an occupation at this particular level. The placement at a specific level for each of the nineteen occupations included within this study is presented in Table 16. Procedures which were used to determine such placement by this researcher include the following: 1. A determination of the quantity or frequency of customary measurement competencies as reported in Matrices II, III, and IV; 2. An analysis of the job requirements as related to the attainment level definitions; 3. The researcher's perception of the nature of the job activities as gathered in conducting the job interviews. 133 TABLE 16 PROJECTED LEVELS OF ATTAINMENT NEEDED BY SELECTED GRAPHIC ARTS OCCUPATIONAL TITLES Occupational Title Aware- ness Level Concep- tual Level Working Level Develop- mental Level Layout and Design Artist Hot Metal Comp. Strike-on and Photo Compositor Imposition and Lockup Pasteup and Copy Preparation Stripper Camera Operator Offset Platemaker Letterpress Plate. Flexographic Platemaker Gravure Platemaker Screen Process Platemaker Sheet-fed Offset Pressman Web Offset Press. Letterpress Press. Flexographic Press. Gravure Pressman Screen Process Press. Bindery and Finishing Operator X >< X >6 X X X 134 Table 16 indicates evidence that all of the skilled trades included in this study should be placed under either the conceptual or working attainment levels. Each selected job exhibits measurement competencies which exceeded the bounds of the lowest or awareness level. Designed to acquaint primarily unskilled per- sonnel with metrication, the awareness level was not appropriate as a terminal point for metric education activities within the investigated occupations of the graphic arts. Seven occupations were judged to require SI metric competencies unique to the conceptual level of attainment. Included here were the occupations of: (1) layout and design artist, (2) hot metal compositor, (3) imposition and lockup, (4) pasteup-copy preparation, (5) stripper, (6) offset platemaker, and (7) screen process platemaker. A majority of the occupations studied were clustered under the working level of attainment. Exhibiting a need for metric communication, manipulation, and conceptualization of major segments of the SI scheme were the following occupations: (l) strike-on and photo compositor, (2) camera operator, (3) letterpress plate- maker, (4) gravure platemaker, (5) flexographic plate- maker, (6-11) all presswork occupations, and (12) bindery and finishing operators. 135 The lack of response at the developmental level can be attributed to the fact that none of the listed occupations performed occupational duties related to the defined limits of this attainment level. The results of this segment of the measurement analysis model (Matrix VII) have indicated some job-level differences in competency achievement necessary to gain a working grip on the metric system. Based upon the guidelines as presented earlier, it was possible to identify occupational attainment levels which seemed appropriate for teaching various phases of the SI metric system to industrial workers in the printing industry. Though all four levels were not specifically germane to the printing industry, they were presented here as neces- sary segments of the full model which may be applied elsewhere. Suggested General Performance Objectives The concluding objective of this analysis model called for the construction of sample performance objec- tives suitable for implementation activities at the predetermined levels of attainment used within this study. In an effort to present workable model objec- tives for the different industrial metrication knowledge levels, recognition of several factors became important. A vast array of intellectual differences and requirements (I) ch 9 both ‘A; -'~. ‘I. ‘t: I ' V; y . I (l‘ I.A ‘~ ‘u ‘H ’K j I I 1 136 is likely to be encountered. By patterning performance objectives to mesh with the appropriate knowledge levels as previously defined, a utilitarian metric program is likely to result. Conducive metric learning environ- ments must be cognizant of performance objectives which endeavor to: (l) relate a metric changeover to one's occupation, (2) accommodate factual memorization, (3) encourage measurement manipulation and understand- ing, (4) promote conceptual changes, and (5) encourage problem solving through the use of a new measuring con- cept. A significant effort must be maintained to blend reasonable amounts of cognitive, affective, and psycho- motor concerns into a metric education program for working adults. The suggested general performance objectives are mated to each level of knowledge, with the cumulative result being that each level is super- imposed upon its predecessor in building block fashion. Not intended to be all inclusive, these objectives are provided as representative examples suitable for SI implementation activities. The suggested general performance objectives for the awareness, conceptual, working, and developmental levels are as follows: A. AWARENESS LEVEL Upon completing one in-service session the employee will be able to: “Hi“ ' r . v .,| C. 137 1. state three reasons for changing from customary to SI measurement 2. identify three personal occupational bene- fits resulting from changing to SI 3. define the term "metrication" 4. identify five base units of SI 5. identify and define three common base unit prefixes 6. operate and read SI conversion aids and reference charts. CONCEPTUAL LEVEL Upon completing two in-service sessions the employee will be able to: l. fulfill all objectives of the awareness level 2. define and recognize the SI base units 3. define and recognize commonly used SI metric derived units 4. define and recognize acceptable alternative non-SI units 5. spell and properly punctuate SI metric units 6. define and recognize common SI metric symbols 7. define and use common prefix notation scheme 8. demonstrate arithmetic skills utilizing decimals 9. apply calculations in determining length, mass, and area 10. read SI metric literature with comprehension ll. perform common metric writing practices WORKING LEVEL Upon completing three in-service sessions the employee will be able to: ‘I'all- \ 138 l. fulfill all objectives of the awareness and conceptual level 2. state a rationale regarding how SI metric .measurement implements the concept of standardization 3. perform SI metric computational techniques regarding rounding of numbers etc. 4. define the characteristics of specialized SI units needed in his or her particular occupational setting 5. manipulate specialized SI units common to a particular occupation 6. demonstrate an ability to think metric versus maintaining a reliance upon conversion techniques 7. use metric tools and equipment 8. interpret metric drawings and instructions. D. DEVELOPMENTAL LEVEL Upon completing three in-service sessions the employee will be able to: l. fulfill all the objectives of the awareness, conceptual, and working levels 2. apply principles of customary measurement toward invention within SI metric units 3. problem solve using metrication as a measurement source 4. communicate in speciality areas of measure- ment research and design Applicability of these and numerous other general objectives pertinent to learning the metric system can be utilized for any pre-service or in-service industrial education program. The specificity of each can be con- densed or broadened to enable realistic fulfillment by 139 employees or students of the occupations in question. A discussion involving a series of specific objectives follows. Examples of Specific Performance Objectives The Michigan Department of Education through the Vocational Education and Career Development Service recxerltly established a performance objective model for maintaining a high level of specificity with regard to Writing vocational performance objectives.3 Three criteria were cited as necessary components for inclusion within an acceptable vocational performance objective tc’ Gillable it to communicate the following: 1“ what the learner will do (performance) 2. under what circumstances will the learner perform (conditions) . . 4 3. how well must the learner perform (criteria). The objective model was constructed to sub- Ciisxerde itself into two segments: an introductory state- ment and the listing of specific performance objectives. Th3 following performance objective examples were pro- vided as a guide for structuring a total learning package lnvclving specific occupations at predetermined metric in:‘t:«‘=3.inment levels and were derived by utilizing the abQVe model. At the "conceptual" attainment level: 1. Introductory statement 140 By the end of the second conceptual level SI metric instructional session, the tradesman employed as a hot metal compositor will have the following skills, understandings, and attitudes as measured by a teacher-made test: 2. Specific performance objectives a. With the aid of any available metric con- version calculator or chart this employee will be able to define and identify in writing all eleven SI metric units and symbols common to his/her occupation b. With the aid of any metric conversion device this employee will be able to correctly complete three arithmetic cal- culations in determining length, mass, area using SI metric units within a ten- minute period. At the "working" attainment level: 1.. Introductory statement By the end of the third working attainment level SI metric instructional session, the tradesman employed as a sheet-fed offset pressman will have the following skills, understandings, and attitudes as measured by a teacher-made test: 2. Specific performance objectives a. Given three sheets of paper of varying thickness, this employee will be able to determine the thickness of each sheet in millimetres using a metric micrometer with accuracy to the nearest tenth of a milli- metre. b. Given a customer order for 5,000 sheets of A4 size paper, this employee will be able to calculate exactly how many A0 size sheets are needed to fill the order requirements excluding waste. The above objectives provide a workable approach t; <3 <:areful planning for a metric instructional program and were developed to emphasize the importance of ‘IJ 141 forethought in connection with metric conversion efforts. Haphazard, untimely, and ill-prepared instructional sessions involving the metric system will more than ever create undue hardships for industrial employees. Well-written specific performance objective statements, as included within this analysis model structure, could adroitly serve to foster meaningful learning outcomes. The entire framework and components of this measurement analysis model are now complete. The aPPrOpriate matrices have been constructed to enable a SYstematic review of an industry's measurement needs to go forward. Simple, yet functional, elements of the model have allowed the researcher to ascertain specifics regarding measurement applications in a typical indus- trial setting. Transitional SI metric measurement units were suggested as a means toward fulfillment of a success- f . . . . . . ul metric instructional program involVing a potential I: . . . e:Lllctant adult population. General and speCific per- f on:‘Itiance objectives suitable for future program guide- posts were presented as examples of the formal educational plalining which must precede a sound metric education a‘i'hack. Matrices V, VI, and VII were formalized according t. 0 the appropriate major objectives of the study. Addi- t’ . . . lohally, a sixth objective focuSing on performance bJectives was completed outSide the formal confines Of the model but yet within its realm. CHAPTER V--NOTES 1Wong, "IBM Goes Metric," p. 3. 21bid., p. 4. Michigan Department of Education, Vocational Education and Career Development Service, "Guidelines for the Performance Objectives DeveIOpment Project," by Philip T. Bailey, David H. Bland, and Dan Brown, Sep- tember, 1972, p. 30. 41bid., p. 31. 142 CHAPTER VI SUMMARY, CONCLUSIONS, IMPLICATIONS, AND RECOMMENDATIONS In this chapter, the dissertation study is sum- marized and pertinent conclusions derived from the model application are stated. Selected implications of the study for implementation of pre-service and in-service education programs are then considered. The final section of this chapter presents recommendations for further study regarding the implementation of additional con- siderations for teaching the SI metric system to adult industrial workers. Summary The general purpose of this study was to develop a model which could be used to determine metric measure- ment competencies for selected industrial occupations. More specifically, the study applied a measurement analysis model aimed at identifying customary measurement competencies used within a specific industry in an effort 143 Cl. .1 '1 ‘1 . .5. 6| .- .1 '(LI 144 to isolate and project necessary SI metric content suitable for use in pre-service and in-service indus- trial education programs. The study was carried out within the state of Michigan during the summer of 1974 and involved nineteen occupations selected from within the graphic arts industry. Twelve participating firms provided a source for ninety-one personal interviews by the researcher. An instrument was constructed which assessed the needs and uses of customary measurement activities, tools, and terminologies of the trades people interviewed. Factors which were applied in identifying par- ticipating firms for inclusion within the study were: (1) number of skilled personnel employed in specific occupations, (2) diversity and complexity of plant operations, (3) predominant method of production, (4) production volume, (5) geographical location, and (6) the major industry classification. In determining and assessing future SI metri- cation needs, this analysis model identified six major objectives: 1. Conduct an occupational analysis of an industry and subdivide its work force into appropriate occupational titles; 2. Identify present customary measurement competen- cies used within each occupation; 145 3. Identify corresponding SI metric measurement competencies needed for each occupation; 4. Establish the extent of commonality of customary and SI metric measures among occupational groups; 5. Identify necessary levels of attainment for SI metric competency in each occupation; and 6. Recommend appropriate examples of performance objectives suitable for implementation of instructional activities at predetermined levels of attainment. The following measurement analysis model matrices were constructed to fulfill the major objectives of the study: Matrix I. Matrix II. Matrix III. Who is involved? "An inventory of occupational titles occurring in selected major industry classifications" What is measured? “An inventory of customary measurement activities occurring in selected occu- pational titles" How is customary measurement accomplished? "An inventory of the predominant customary measurement tools used by selected occu- pational titles" 146 Matrix IV. How is customary measurement communicated on the job? "An inventory of customary measurement terminologies occurring in selected occu~ pational titles" Matrix V. How does measurement take place in the SI metric system? "An inventory of the projected SI metric measurement units needed in selected occupational titles" Matrix VI. What commonality exists? "A determination of the areas of common- ality for customary and SI metric measurement-related competencies of selected occupational titles" Matrix VII. What are the projected training needs? "A determination of appropriate levels of attainment needed for selected occu- pational titles" Figure 2 is a duplicate graphic representation as shown in Chapter I relating the above six major objectives of the study to the seven analysis model matrices. Development of the above matrices was accom- plished by designing the study to proceed in a OBJECTIVE I Occupational Analysis 147 MATRIX I OBJECTIVE II Identify Customary Measurement Competencies Occupational Titles Tafilevz MATRIX II Measurement Activities Table 8 MATRIX III OBJECTIVE III Identify Metric Measurement Competencies Measurement Tools Table—9 MATRIX IV Measurement Terminologies Table 10 I—__- MATRIX V OBJECTIVE IV Establish Occupational Commonality Metric Measurement Units 1 Table 14 MATRIX VI OBJECTIVE V Identify Levels of Attainment Cust. & Metric Commonality Tables 11, 12, 13, & 15 MATRIX VII Four Attainment Levels OBJECTIVE VI Present Performance Objectives Fig. 2. Table 16 A graphic presentation relating the six major objectives of the study to the seven analysis model matrices 148 predetermined sequence, thus creating a systematic flow of information. These model development procedures were: 1. A general review of literature and related research;' A review and identification of selected occu- pational titles providing data to fulfill objec- tive one and complete Matrix I; Construction of an analysis instrument containing appropriate customary measurement activities, tools, and terminologies utilized within an industry to provide data for Matrices II, III, and IV; Validation of the instrument; Identification of companies participating in the generation of data; Collection of data through interviews and observation visitations; Processing and tabulating data to complete objective two which included Matrices II, III, IV; Utilization of the remaining model components to complete the accompanying metric-related Matrices V, VI, and VII through data analysis procedures thereby completing objectives three, four, and five; 10. 149 Validation of the SI metric matrix by appro- priate metric organizations; An analysis of the complete model and its impli- cations for future use including representative performance objectives as called for in the sixth and final major objective of the study. Conclusions Based upon the results obtained from applying this measurement analysis model to a specific industry, con- clusions are drawn in two general areas. Those conclusions which address the nature of the model structure itself and conclusions which may be garnered through having the model applied to a specific group of occupations within the graphic arts industry. Conclusions relating to the model structure and its general applicability are as follows: 1. The work force of an industry can be subdivided into apprOpriate occupational titles. Measurement competencies can be analyzed and identified by isolating activities, tools, and terminologies in actual occupational settings. An occupation may exhibit different responses across identical measurement competency headings: i.e. an occupation may use measurement terminology involving power but use no power-related measuring 150 tools or activities. The occurrence of such differences may prove valuable for directing the focus of future SI metric measurement training. Differences and commonalities in the measurement needs of each occupation are readily identified by this analysis model. Such an analysis sub- stantiates specific competencies and establishes the precise application of measurement under each job title. Occupations can be Clustered according to measurement needs and find common placement in coherent groups to receive SI metric training. Time and finances virtually mandate such action and a model structure such as this coordinates common occupational objectives for learning the metric system. Upon establishment of the customary measurement competencies for an occupation, comparable SI metric equivalents can be determined. Generally assumed to be cumbersome and voluminous in nature, this model has shown the SI equivalents to be concise and relatively uncomplicated for many of the occupations involved within this‘ study. (L) A‘ b..‘d .. HA cation, source. of this 151 Differentiated metric competency levels are identifiable, thus allowing specific occu- pational placement and accommodation of needs for each selected occupation or occupational grouping. The inherent simplicity of the model structure as a means of fulfilling the six major analysis objectives has proven quite adequate in addressing a complicated problem: identification of indus- trial metrication education needs for adults. As a vehicle for this initial metric model appli- the graphic arts industry was used as a data The following conclusions are drawn as a product specific graphic arts industrial research and are assumed to pertain to the nineteen occupations as researched in this study: 1. Pressmen, as a group, should receive an in-depth exposure to SI metrics as they exhibit the greatest need for occupational measurement. Pasteup-COpy preparation, imposition and lock-up, and stripping occupations should require the least amount of SI metric training when compared to the other occupations researched in this study. 152 3. SI metric measures involving length and thick- ness, mass, temperature, area, volume, and pressure should receive strong emphasis in graphic arts metrication instructional programs for the occupations researched in this study. 4. SI metric measures including force, viscosity, density, and flow should receive isolated recog- nition and emphasis only where pertinent for a particular occupation. 5. For the graphic arts occupations studied, three levels of knowledge competency, as previously defined, are necessary to insure success in the transition between customary and SI metric measurement. These levels are the awareness level, the conceptual level, and the working level. 6. To fulfill the objectives of this analysis model, the factors which were used to identify the study participants in the printing industry proved quite satisfactory and provided a rational and operational data source. Implications of the Model Application The development of metric skills and conceptual understandings in occupational settings can be accom- plished when adults participate in related instructional a. i. . .py- at. 7. 'V" OI u- .- ll’ -.. AA "th I‘ll ( ) T- H "A _" “a ..A ‘l I" 153 activities which are founded upon a discernible needs structure. This measurement analysis model lends sta- bility to such a structure. The model provides a measure of precision to a training program ultimately concerned with the precise measurement of physical quantities. If forced or cajoled into compliance, the trades- men are likely to resist. To be sure, the metric system has evoked a voluminous measure of debate. Much of this debate has so far been restricted to nontechnical situ- ations and as yet has caused only minor speculation and conjecture at the tradesman level of industry. Resistance to the metric change could quickly become an emotional issue with tradesmen because for most, it will require a change regarding knowledge accumulated over a long period of time. Occupational groups with vested interests in long-standing knowledge and trade skills will now be required to venture into educational areas of uncertainty, which at best is considered to be a risky endeavor. An analysis model such as this, which differen- tiates between occupational titles and measurement tasks, recognized that many trades are likely to have metric needs which differ in scope and depth. A unique tailor- ing of metric education to nurture the individual trades- man can greatly enhance motivation and interest toward learning this new measurement concept. (I: (I) 'm. w. _Ié Mn 5“ v." l‘. he I (I) 154 An important implication of this model structure relates to the data collection process. The interview method employed for the data collection in this study served the needs of this researcher well. Completion of the model matrices necessitated an instrument design which evolved into a lengthy device. By personally carrying such a device into the various plant situations, the researcher was readily available to respond to all questions posed by the participants. Further, the researcher was able to gain insights and understandings relative to the study participants and their work environ- ments through this personal contact. Such insights con- tributed toward the formulation of Matrices V, VI, and VII. I Implications of further import regarding this analysis model stem from a concern for program flexi- bility. After the implementation of a measurement analysis within an industry, possible direction may be obtained relative to the timing of specific training programs. It is imperative that learning be timed to coincide with on-the-job reinforcement.1 This may in turn legislate a need for flexibility regarding product conversion and more importantly, worker adjustment via metric education programs. Model-directed content, as has been illustrated within this study, may well determine a sequence for the presentation of metric information 155 and thus help coordinate needs assessment and implemen- tation activities. Only the minimum metric training for an occupation should be considered.2 Over training will only cause confusion and needless hardship for many employees. One further general implication of this study must be recognized. Pre-service education must grapple with this issue immediately. The circumstance of non- recognition of metric education by public school vocational and industrial educators would be inexcusable, particularly in light of rapidly increasing industrial metric in-service activity. By acting as a hands-on device, this model as applied here and potentially to similar industries could serve to initiate a curriculum pattern for metrication competencies. Implications of this research which bear directly on the printing industry and its metrication needs would seem to indicate a call for action. As determined within this study, metric education for many of the investigated occupations within the graphic arts should be comprehensive and further involve each skilled trade within the industry to at least a minor degree. Without question, this particular industry will be a necessary tool in a U.S. metric conversion effort. Untold amounts of printed communication, both new and old, will be generated to replace written customary 156 measures with metric counterparts. Circumstances would be most unfortunate if the tradesmen involved in gener- ating this new printed material did not understand and use SI metrics as a measurement language. Recommendations for Implementation and Further Study The results of this measurement analysis model point to a need for implementation and further research regarding the following: 1. Replication of this model using a different industry as an information source; The inclusion of skilled maintenance and repair occupations within a metrication instructional program; The usage of groups or clusters of related occu- pations as a replacement for studying numerous individual occupations when measurement analysis needs and competencies are being ascertained for an industrial metrication program; A determination of motivational factors involved in adult conversion attitudes regarding occu- pational metrication; A determination of teaching methods and materials which are appropriate for teaching the metric system to diverse occupational groups; 157 6. A determination of where prospective in-service metric trainers will receive metric training, materials, and facilities to conduct occupational metrication programs; 7. Replication of this basic model structure as a means of ascertaining the metric needs of super- visory and management-level people for the graphic arts industry; 8. A complete listing and delineation of appropriate specific performance objectives for potential metric instructional activities. 86. 2 CHAPTER VI --NOTES lChalupsky, Crawford, and Carr, Going Metric, Ibid., p. 86. 158 APPENDICES APPENDIX A SI METRIC UNITS, PREFIXES OF SI UNITS, AND COMMON METRIC CONVERSION FACTORS APPENDIX A SI Units Base 8] Units Derived St Unit: wan: Special Names. I length Area ",2 m2 -~~~ ~~~~~~ (N/mz ) a p... 0 ' Nan Volume Preamre 300k ( ) metre m J m m newton ”1087““ 1‘8 * o (mks-s") Tune Velocity Force ® ‘® I -u—I"-.. go‘", AOCC‘CI’IfiOII W3“ second 5 _. v i r W -~-~--~--- M112 (3") Electric Current “‘-—- NW (1/ 3) henry weber Frequency (Wb/m’) ----- 2 0 .m a (Vs) "G," "‘ ,’ Inductance Magnetic Flux ”9w Flux ’ me (A 3) ~.___ volt (W/A) 'lhennodynarnie Temperature ~~::~~—:-_ olun Bectric Potential degree ‘~~ @ ' Celsius (VIA) kelvm K 0 (K 473.15) mn'nm nee Amount of Substance Temperature ' siemen: (A/V) mole mol Electric Conductance luminous Intensity candela cd , Note: Solid lines show multiplication. Dashed lines show division. Supplementary Units Plane Ande _ (cd-sr) lux (rm/m3) “dun fad lumen II“ V %—-—--oflfI Solid Ande Luminous Flux Illusnlnation steradian sr Frdm “The Metric System” a 3.part article published I972 in Engineering Digest. Toronto. Canada. This page reproduced with permission of the above source . 159 160 mo oucooaflouu moo manoa u Hoo ooo ooo ooo.o m our.”o mo bucooaaab oso mica u Hoe ooo ooo.o s osmc mo cocooaafls ooo mica u Hoo oco.o n OHOHE mo buocmmsosu ooo mica u Hoo.o E HHHHE mo nuoouocsn oso mica n Ho.o O fiasco so ounce moo duos u H.o o Homo mosHu cos OH H OH on mxop mmEou Compass oso moa u ooa n ouoon moses ocmmsocu oco moa u ooo H x Oawx mesa» COHHHHE oso Goa u ooo ooo H 2 some moan» ooHHHHo moo mod n ooo ooo ooo H o mono moss» cowaawuu oso maoa u ooo ooo ooo ooo a a mums cowuflcommo uouomm cowuoooamouasz Honshm xamoum wBHZD Hm ho mMXHhmmm 161 .Eou oo_.o u 23 A 23 cad u .23. _ 2.: £53.83 CEO: 8.0.2:: 3 Orzo: 8 EoESoso .2: mNNd u 7: 2 mod n .3— _ AZV .825: Cs: 8.5.658 mow—Om _«w oNN u mE _ 25 me u E: AmEv ohoE 033 .5 A: ob: A33 :2?» E o: u 2:: _E wow u E A A: oh: so _EV obi—ME :3 EE No c Nmmod u _E_ _E v.wN u no G A AAEV BEBE A80 S 355 23.. A335 mZDAO> 95 CNN u E _ E vomd u 25 A A EV 050E 033 A38 .2745 m m N no» :3 u mE_ mE mood u mg _ AmEv 83E 63.6 A PS Eu» 633 mt m.mm u mEo _ mE 38.0 n ma _ AmEv 83E 033 mo: 88 03:0 m5 060d u mEo. mEo v.2 n ma: AmEoV 050E550 033 Anne :2: 053 HEDAO> .E .9. ode u NEo: NEVA mmN u o=E 233 A ANEo: oboEozoA 233 o=E 2.33 on bvN u a: A a: mood u on A AS: 283: A08 0.8a PA ON._ u E _ E omwd u PA _ A EV 83E 0:39. A .83 EPA 0338 N . N N N N N Nu m o. u NE _ ANEV 23E 98:9. NEO mNa u N: _ so ANEOV 030E556 98:3 ANCV ooo.“ 8.39. NS 23 u ~82 ~50 So n ma: $513550 Boss is 55 tons <52 :2 owed u I a No._ u :8 _ A: 2E9 :8 n= oNN u 3: w v? u 2 _ Awe: EEwozx to A3 E2» Ab: peace No mmmd u w A m m.mN n No _ A3 Efiw Auov 855 wm<2 AozE 5 E SE n 2E EA omE .823: 3:032:85 Anon—«3.6: 8.: 2E _Nod n ES: Ex 8.. u o=E_ AEo: oboEozx 2E 3 oo._ u e. 5 :oo u ox _ :5 2:5 :5 E: a de u E _ Eu mdm u a: AEV 050E .8 030E350 A5 ooo.“ E send u Eu _ AEOV 950E550 .E 38.0 n EE _ EE v.mN u E _ co AEEV chug—E Ac: :2: EUZB 8E: SEoomsu 8E3 0302 “ED 0502 «ED SESEU 535:0 AoooEAondfi EEO—E :ommcoEoU mm08ZOU 202200 .o. NH szmmd 162 o coon n a . A5 .52.. o co u EE. AEEV 32...: A3 2.8% m2... 9. 42 u 3.: 3.. 2.8 u e. _ 9c: :32: 35 33888.. 530.. A: co...” n 5%.. £35 .32. 39.6.! A335 2838.0 no... Eco... NO. x me... u 9.. 9. co. u E85. A26 0:5?on E35 3m mg... n .a. . .8. co. u 3m . A3. o30.8.3 A85 «E: 3:55 5:5. >Omm2m mugs. thd u mED. mED mm. u @133. AmEB oboE 033 .2. 2E8 BSA 228 con. :9 ins: oboE 033 .2. 058. u €55 A 53: mEB. 68.0 n mE... NE} ANN u mEB: oboEzcoo £93 .2. Efiw nos. 638 to peace @5sz Nm +den “.0 AN.” - l...» Qm u 0.. ADC oEoEooEo. Ame. oEoEodEo. mmaémmzmfi. EEO. 3.. u 5. . A5: «05. Accumeo: to... :mE .Nod u £5. £Eo. 6.. u :qE. AEExv E9. .2. oboEo.s. CBS. .39. Be 2E >....UO..m> «A. co. u BEE . was. 38... u ESE . BEE m.mm u NEE _ GEE. BEBE 82:: EBBE .0 no... ARBBOEoE .8... Es: NEES $00.0 u 82 . £2 v.2 u NEEB . Ana—2. Eons...»oE 5:. 93:3 3.. :8 E3 23 n 82 . A32. .oomoemmuE «me. .o. u E3. to Ammo: .§aeo.§ AEEV econdmoEoo Ase .3 33 u at: 8.. So u .2: st: .8883 55 233 to 2:8 $285: AHEOOV 3.084.... ZO.m~.N>ZOO 202200 APPENDIX B STANDARD INDUSTRIAL CLASSIFICATION OF THE PRINTING AND PUBLISHING INDUSTRY BY THE U.S. DEPARTMENT OF COMMERCE APPENDIX B STANDARD INDUSTRIAL CLASSIFICATION OF THE PRINTING AND PUBLISHING INDUSTRY BY THE U.S. DEPARTMENT OF COMMERCE No. of SIC No. Industry Estggiizh- Efigiogges 2711 Newspaper Pub. 8,094 354,000 2721 Periodical 2,510 84,000 2731 Book Publishing 1,022 54,000 2732 Book Printing 744 45,200 2741 Misc. Printing 1,493 34,400 2751 Comm. Printing 12,098 173,500 2752 Comm. Lith. Printers 6,822 159,800 2753 Engraving & Plate 577 10,100 2761 Manifold Bus. Forms 542 38,000 2771 Greetings Cards 222 28,200 2782 Blank Books & Binders 444 24,200 2789 Book Binding 1,018 31,200 2791 Typesetting 1,535 27,100 2793 Photoengraving 735 13,800 2794 Electrotype & Stereo. 133 3,300 163 APPENDIX C PANEL OF INSTRUMENT REVIEWERS AND METRIC REVIEWING AGENCIES FOR TABLE 14 Mr. Mr. Mr. Dr. Dr. Dr. Dr. APPENDIX C PANEL OF INSTRUMENT REVIEWERS Russell Hover Trade and Technical Teacher in vocational printing at the Michigan Rehabilitation Institute, Pine Lake, Michigan Carl Gower Trade and Technical Teacher in vocational printing at the Michigan Rehabilitation Institute, Pine Lake, Michigan. John Visser Printing Tradesman for 25 years at the Kalamazoo Gazette, Kalamazoo, Michigan. Jack Richerts Printing Tradesman and foreman for 20 years in numerous commercial printing establishments. Jack Simich , Educational Director of the Graphic Arts Technical Foundation, Pittsburg, Pennsylvania. William Schaeffer . Director of Research for the Graphic Arts Technical Foundation, Pittsburg, Pennsylvania. Jack Asher . . Director of Institutional Research, Western Michigan University, Kalamazoo, Michigan. John Lindbeck Director, Center for Metric Education and Studies, Western Michigan University, Kalamazoo, Michigan. 164 165 METRIC REVIEWING AGENCIES FOR TABLE 14 1. National Bureau of Standards, Metric Information Office, Washington D.C. 2. American National Metric Council, Metric Practices Committee Member, Washington D.C. 3. Center for Metric Education and Studies, Western Michigan University, Kalamazoo, Michigan. APPENDIX D MEASUREMENT COMPETENCIES SURVEY FORM FOR THE GRAPHIC ARTS INDUSTRY APPENDIX D MEASUREMENT COMPETENCIES SURVEY FORM FOR THE GRAPHIC ARTS INDUSTRY Time taken in interview -.-__ Code No. Number of peeple interviewed Date I. GENERAL INFORMATION (from management personnel ) 1. Business Name 2. Number of Employees 1- 9 10 ~ 25......” 26 - 50— , 51- 100____, 101- _._ . Union ______, non-union _._..._____..___. both . What is the average number of years experience represented in your plant? 3 4. Geographical location 5 6 . How do the skilled trades in your plant receive training? Trade union On-iob-training other Trade association _._.Public schools Private schools __ Company in-house program II. MAJOR INDUSTRY CLASSIFICATION and OCCUPATIONAL TITLES Directions: Record the number of skilled employees currently employed in each occupational title below. I 11 III IV V VI VII .3. In 5 .c 3 E :1 g c E 2 .9 z .- E ‘t e . e 5 °; 3 i i E o #39553 “Pi 5% t .§ E 2 393‘ 553 5%: = I: Q .g E 2 .1 a a _l u. 0 R O k “I? O E st 3 3 '2 5 a o ‘ é '1’ Q o I a. o J §§§gégézi f f; O 5 I: 5 .E e. 8 c3 5 n 0- - OQO-NMQDONOO MAJOR INDUSTRY CLASSIFICATION N I '0 w h - - - — - - - — — - lmllmPrintIng Mean-Imelall'riming 7M- Pbm (Np-amino. platemaking, m. l WPuhliehing Mm 301mm Forms Printing 166 I'M“ \\\\\\\\\\ Ill. MEASUREMENT ACTIVITIES 167 Directions: Identify the measurement activities performed in on-the-iob settings for each appropriate occupational title group that has been observed. MEASUREMENT ACTIVITIES use layout dimendons uses basic paper sizes ulculflae page sizes mantras line lengths uses different film sizes uses type sizes alculates magnifications determines 1 stops uses screen rulings measures type height calculates vertical leading performs capyfltting determines page proportions ulculates margins & trims alcu latas lorm impositions measures linear distances uses focal lengths ulculatas 3. uses calcu latae escapament values uses tape calculations establishes register malts uses different plate sizes uses iurnitura uses different mesh sizes ueae various press dzas meaemes roller diameters maauuas roll diameters masemes etch measures phta coating thicitnao one various fabric opening rnaasmu screen dimensions use paper drill sizes aicu lam “Md! locates folds & scoring rule positions alibrates Instruments assassins paper caliper 168 II I. MEASUREMENT ACTIVITIES Icont.) Offset-sheetfed Offset-wdfed Letterprau Flexowaphie Gravure Screen Prose. Bindery l: Finlming Operator TOTAL Lvtm Suite-On 8: Photo Compositor Imposition & Lockup Pasteup 8: Copy Preparation Stripper Camera Operator Black 8: White Gravure OCCUPA TIONA L TITLES Layout 8: Design Nth Hot Metal Compositor“ Pro-nan - ACTIVITIES mixes ink components calculates paper weights alculatae freight costs ulculates viscosity weighs type metal & forms weighs chemicab weighs mail cmperature uses vvatar temperature determines chemical temperatures monitors room temperatures monitors relative humidity the temp. in platemaking uaae uses tsrnp. sensitive emulsions one tharmowaghic powders ulcuhtes film achIIatae uses hot stamping dies applies heat sensitive adhesives uses temperature in drying ink uses color temperature of lights hot metal vulcanizae rubber ups chilling rolls remlatas oven a: drying temperatures Pressure flusts for plate thicknes ulculatas packing thicltneu pugas & squeeze uses film be. thiclsnauas lawlates air pramme & volume regulate oil prawns regulatu vacuum Morminee roller regulates hydraulic prawns uses scoring In perforating pramuras 169 III. MEASUREMENT ACTIVITIES loom.) Gravure Screen Process Offset - sheet fad Offset - vvd: fed Flaxowaphlc Gravure L ScreanProcam Bindery 8| Finldiing TOTAL Camera Operator Black & White Strike-On & Phom ACTIVITIES E. Volume Measurement mixes photo chemiuls measures cubic capacity calculates air volume mantras spray powders Measurement mixes plate chemicals mixes photo chemicals mixes press chemicals use lubricants uses solvents ph Time calculates expoema times calculates development times uses filter factors 8| ratios interprets ASA film ratings uses light-sandtive emulsions uses halftone screens monitors film I. V calculates shutter speeds calculates press speeds alculates calculates RPM calculates impresions hour calculates auto pester speeds measures calculates voltages calculates amperagas alculatas wetness measmas resistance uaasanoecilloscopa 17 0 IV. MEASUREMENT TOOLS and DEVICES Directions: Identify the measurement tools and devices being used in on-the-iob settings for each appropriate occupational title group that has been observed. l [I II] V VI Operator Black & White & Finid‘ling Operator OCCUPA T/ONAL TITLES Strike-On GI Photo Compositor Imposition BI Lockup Pasteup a. Copy Preparation Hot Metal Compositor TOTAL MEASUREMENT TOOLS 171 IV. MEASUREMENT TOOLS and DEVICES .(hOh .8280 223:... a S28 8.8.... :83 22.20 £8522... Edit... _a. is . 5:0 3 82. . Etc 882.. canon 9:530 eases... 82:83... ‘30 . 8.188s... 8...; d sue-m .9280 22:5 :3...» 5.532.. Eco a 388.. 95.8.. a 52.39:. 3:33:30 89... a .5838 59.3950 .822 no... 35 38o a :55 mm .C R #20: 3.580 tractor Triangles Drafting machine or lineup table Screen angle indicator Expoaire ulculator Light meter Potentiometer Data chart ph ureter Ohm meter Volt meter Oscilloscope Density guide Densitomater Pro MEASUREMENT TOOLS 1. Power 172 V. MEASUREMENT TERMINOLOGY Directions: Identify the measurement terminology being used in on-the-iob settings for each appropriate occupational title group that has been observed. V VI ~vveb fad Artist l-lot Metal Compodtor Offset - sheattsd Offset L Harmonic Gravure SaeanProcau Flsxosraphic L Strike-On & Photo Compositor Imposition 8: Lockup Pasteup&CopyPreparetion Stripper OCCUPA TIONA L TI TL ES Layout 8: Camera Operator Black & White Platamdter - Offut Bindery 8: Finishing Operator TOTAL Pres-nan - MEASUREMEN T TERMS A. Linear Measure Pleas Points Inches Characters par pica Escapemant units Typo hlsh Basic size of papers Column inch x-height Lines per inch Thoumndthe .000 Mile Plies Caliper Microne . Time Micro-cord Milllucond Second Minute 173 V. MEASUREMENT TERMINOLOGY Ioont.) .32 3580 uses: a E23 .80.; g 2E0 .2925 «'30 . 8...: a «ca .2380 .898 first... .58 a use... a c3385. 82... a 5.3.26 .822 8: ea! c 8.2: $20: «cameo MEASUREMEN T TERMS 174 V. MEWREMENT TERMINOLOGY (cont) .2»?— EO saint a lusts-29w Ion—I8... 3.13.350 3.86.856 . Innate-ohm 9.25.0 8.30 . Egidgn 82:6 cot-Egan; 5.84.. 82.8.... 8950.56.38 .923: g 2.65 mm .C E q 823 882.. :83 2.520 2.3.9:: 85.88.. .8. is . 5:0 3 8.6 . .58 got :83 2 400000 225.5 c.3285“. 8298:... «3:0 . 83255.. 8.55 a x35 .2230 96:80 .2326 cottage... >80 a .588; 3.33 a 5.58.... b3.25....00 89:. a c9835 .8358 .832 8: g .5300 a 26>... mm: R 2‘20: «$3990 2003 3 CELLS USED CELLS USED CELLS USED CELLS USED CELLS USED Expo-ire calculator Light meter 3. Drafting machine or lineup table MEASUREMENT TOOLS 4. Screenangla indicator 3. 4. 180 TABLE 19 A COMPOSITE SUMMARY OF CUSTOMARY MEASUREMENT TERMINOLOGIES AS USED BY 19 SELECTED OCCUPATIONAL TITLES IN THE PRINTING INDUSTRY hf. Offnt «uh ltd Letterpres Flexographic Gravure Screen Process Bindery & Finiming 0m Comm Om Black 8: White Pasteup 8: Copy Preparation Stripper OCCUPA TIONA L TITLES Strike-On & Photo Imposition 8: MEASUREMENT TERMS A. Linear Measure . Plces . Points . Nonperells . Inches . cum on pic- Escopement units TYPO ”I" Basic size of papers Column lnclt . x-hsight Lines per Inch CELLS USED . Thounndths .000 , Mlls , Plies Colin-t Point .001 . Mlcrons CELLS USED . Time . Micron-cont! . Millisecond . Second . Minute l-lour 181 TABLE 19--Continued .8225 9.2.2.“. .u >838 882.. .883 226.5 8.380983 889.88... to. .13 . «onto .8. 8!... . «8:0 882.. .888 8.520 sane—8.8.“. 829-8... 8:5 . 32.8.... 823 a «is .2280 .858 .835 Eicasazaoaaafia a c3382. 89K a .5658 .822 3: g 6 mm .E R .szofi 33000 D m w m m S S S S U U U U S m mu m. m m E 3. f T n C m 0 .mm M w . m mm,» .. u E mow m m m W smwmm. .W W W m memMW a m m M . J. l 2 3. 4 5. l. 6. 2 182 TABLE 19--Continued .82809515u5r856 303......6 382.458 . «.30 . 823 6 in .350 lfiim sallrcztoaaifia 9384a.aiaae. escacozmam galaERZangi g 626:; mm «k E 4 (>5: {£3000 MEASUREMENT TERMS minute minute uromotor 12120213 APPENDIX F LETTER APPENDIX F Heed Oll-ss: 46 St. Clsu Ave. Esst. Toronto. Ont. m1 m2 Branch Olloce 0020 de Sslsberry. Montresl 30. Quebec ENGINEERING DIGEST . Phone (us) sea-4m . Phone (5“) sot-0502 November 8, 1974. Mr. Arvon D. Byle, Associate Professor, Dept. of Industrial Education, WesternJMichigan University, Kalamazoo, Mich. 49001 Dear Mr. Byle: Regarding your letter of November 5, I have enclosed a reprint from the three-part article “The Metric System“ published in 1972 in Engineering Digest. Please feel free to use the material, but a credit line, as shown in the IBM Reference Manual, should be given. Good luck to you in completing your doctoral dissertation. Best regards, ENG INEER ING Werner H. M Editor. WHM:ib Encl. CEFJ canadian engineering publications limited publishers ol 0 New Equipment News 0 Engineering Digest 0 Mccretsslt Cetflooue Files - Environmental Commenting Newsletter 0 Hotltns Indus"... "0‘0" C‘M‘ 183 SELECTED BIBLIOGRAPHY SELECTED BIBLIOGRAPHY Books American National Metric Council. Metric Editorial Guide. Washington, D.C.: American Nationai Metric Council, 1974. American National Standards Institute. International Standard 1000. New York: American National Standards Institute, 1973. ASME Orientation and Guide for Use of Metric Units. New York: The AmeriEan Society of Mechanical Engi- neers, 1973. British Standards Institution. The Use of SI Units. London: British Standards InSEitution, January 1969. Cameron, Clive A. Going Metric With the U.§; Printing Industry. Rochester: Graphic Arts Research Center, Rochester Institute of Technology, 1972. Danloux-Dumesnils, Maurice. The Metric System: A Critical Study of Its Principles and Practices. London: The Athlone Press, UEIVersity 6? London, 1969. Dennis, Erwin A., and Jenkins, John D. Comprehensive Graphic Arts. Indianapolis: Howard W. Sams Co., 1974} Donovan, Frank.’ Prepare Now for a Metric Future. New York: WeYbrigHt andiTaily,’I970. Fryklund, Verne C. Analysis Techniques for Instruction. Milwaukee: The Bruce Puinshing Co., 1965. Gagné, Robert M. The Conditions of Learning. New York: Holt, Rinehart, and Winston, 1965. 184 {mammal-m 1mr .r'rfi’ 185 Graphic Arts Technical Foundation. Emerging Patterns: Academic and Industrial ApproaChes to Education, TrainingandManpower DeveIopment inGEaphic Communibations. Addresses gIVen at the 1969 GATF General Education Meeting. Pittsburg: Graphic Arts Technical Foundation, 1969. Great Britain. Local Government Training Board. Metri- cation at Work-~Training Manual. London: Local Government Training Board, 1971. IBM Corporation. SI Metric Reference Manual. White Plains, N.Y.: InternatiOnal Business Machines Corporation, 1973. Nunnally, Jum C. Educational Measurement and Evaluation. New York: McGraw-Hill, 1972. Printing Industry Research Association. Metrication for the Printing and Paper Industries. Leatherhead, Surrey, England: Printing Industry Research Association, 1970. Seybold, John W. The Philadelphia Printing Industry. Philadelphia: University of PennsyIvania Press, 1949. Stevenson, George A. Graphic Arts Encyclopedia. New York: McGraw-Hill, 1968. Strauss, Victor. Graphic Arts Management. Philadelphia: Presentation Press, 1973. . The Printing Industry, Washington, D.C.: Printing Industfies cf'America, 1967. U.S. Department of Commerce, National Bureau of Standards. The International System of Units (SI). Washing- ton, D.C.: ’Government Printing Office, 1972. Articles "Analysis of House Bill HR 11035, Metric Conversion Act of 1973." Metric Reporter, 1 (December 1973): 3-4 0 Ballow, Hunter. "Overcoming the Resistance to the Metric System.” School Science and Mathematics, 73 (March 1973): 177-80?, 186 Barbrow, Louis E. "The Federal Government's Role in Metric Education.” School Shpp, 23 (April 1974): 64-65. Boehm, George A. "IBM Is Going Metric." IBM Think, July-August 1973, pp. 12-15. Bureau, William. ”A Look at Metrication." Graphic Arts Monthly, April 1974, pp. 89-91. Catlett, Robert E. "Implications for Industry." School Shop, 23 (April 1974): 92. Chalupsky, Albert B., and Crawford, Jack J. "The Cutting Edge of Metrication." School Shop, 23 (April 1974): 50-53. Cortright, Richard W. "Adult Education and the Metric System." Adult Leadership, 20 (November 1971): 190. Dieffenderfer, Richard A. "Metric Conversion as a Plan- ning Problem." School Shpp, 23 (April 1974): 84-88. Esch, Marvin L., Congressman. "The Metric Conversion Act of 1973." School Shop, 23 (April 1974): 54-55. Feirer, John L. "Metrics Is Coming-~Ready or Not.” Kalamazoo Gazette, June 26, 1974, p. A-7. Hallerberg, Arthur. "The Metric System; Past, Present, and Future." Arithmetic Teacher, 20 (April 1973): 247-55. Jones, Phillip G. "Metrics: Your School Will Be Teaching It and You'll be Living It--Very, Very, Very Soon." American School Board Journal, 160 (July 1973): 21-25. Kendig, Frank. "Coming of the Metric America." Saturday Review, November 25, 1972, pp. 40-44. "Metric Action Stalled." Kalamazoo Gazette, March 11, 1974, p. 12. "Metric System Bill Dies in House Vote." Kalamazoo Gazette, May 8, 1974, p. 18. Mettler, Albert J. ”The Metric System." Engineeripg Digest, September 1972, pp. 1-15. (Reprint.) TF 187 Murphy, Mary 0., and Polzin, Maxine A. "A Review of Research Studies on the Teaching of the Metric System." Journal of Educational Research, 62 (February 1969): 267-70. O'Brien, Richard. "Metric Paper Sizes for North America." Metric News, May/June 1974, pp. 32-34. O'Hagan, Malcolm E. ”The American National Metric Council--A Catalyst for Orderly Change." School Shop, 23 (April 1974): 56-60. ‘“‘7 Peterson, Peter G. ”Metric America Bill Sent to Congress." United States Department of Commerce News, February 29, 1972. Y ”Pitney Bowes Measures Future with Metric Sales.” Engi- neeringiGraphics, 14 (May 1974): 14-16. Randall, George. "Coming: A Metric System for Printing Papers and Type." Industrial Arts and Vocational Education, February 1974, pp. 24-25. . "How To Say It in SI Metrics.“ School Shop, 23 (April 1974): 66-71. Rockwell, Willard F., Jr. "The Last Lonely Inch." Automotive Engineering, February 1973, pp. 27-29. Sokol, Louis F. ”Education and Training in SI Units." The American Metric Journal, January/February 1974' pp. 1I-14o Spangler, Kathleen. "Metric Standards for the Graphic Arts.” Graphic Arts Progress, 19 (January 1972): 4-8. "U.S. Paper Proposals: Committee at Work." Metric Reporter, 2 (May 3, 1974): 1-8. Viets, Lottie. "Experiences for Metric Missionaries." Arithmetic Teacher, 20 (April 1973): 269-73. "Washington Report." Metric News, l (September/October 1973): 16. Westbrooke, Wilmer. "The Metric System.” Modern Tex- tiles, 51 (April 1971): 18-20. "Whatever Happened to . . . Drive to Put U.S. on Metric System." U.S. News and World Report, January 1, 1973, p. 53. 188 Yorke, Gertrude. ”Three Studies on the Effect of Com- pulsory Metric Usage." Journal of Educational Research, 38 (January 1944): 343-52} Documents and Reports Berkey, Arthur L., and others. A Model for Task Analysis in Agribusiness. Ithaca, N.Y.: State University of New York, 1972. Cameron, Clive A. Attitudes of Graphic Arts Firms Towards the Metric Standard. Rochester: Graphic Arts Research Center, Rochester Institute of Tech- nology, 1971. Chalupsky, Albert B., Crawford, Jack L., and Carr, Edwin M. Going Metric: An Analysis of Experiences in Five Nations andiTheir’Implications for U.S. Educational Planning. Paio Aito: American Institutes for Research, 1974. Cunningham, J. W., et al. The Development of the Occu- pational Analys1s Inventory: An Ergometric Approach to an Educational Problem. Raleigh, N. C.: North Carolina State University, Center for Occupational Education, 1971. Great Britain. Metrication Board. Going Metric-~A Simple Training Plan for Industry, London: Metrication Board, 1971’. Kodak Graphic Arts Industry Manpower Study, Complete Re ort. Rochester: Eastman Ko a Co. Department 355 1973 Lynn, Frank. An Investigation of the Training and Skill Requirements of Industrial Machinery Maintenance Workers. Chicago: Midwest’Inst1tute for Research and Training, 1967. National Bureau of Standards, Metric Information Office. A History and Overview of Metrication and Its Impact on Education By Jeffery Odom. Washington, D.C.: Government Printing Office, 1972. Robertson, Von H. Graphic Communications Industry Survey. Final Report. Salt Lake City: Utah Coordinating Unit for Research in Vocational and Technical Education, 1969. if H‘ r 1.. L.- 189 U.S. Department of Commerce, Bureau of the Census. Classified Index of Industries and Occupational Titles. Washington, D.C.: Government Printing Office, 1971. . 1967 Census of Manufactures. Washington, D.C.: Government Printing Office, 1967. . Printing and Publishing--Quarterly Industry Report. Washington, D.C.: Government Printing Office, 1971. . Report to Congress: A Metric America-~A Decision Whose Time Has Come. WaShington, D.C.: Government Printing Office, July, 1971. . U.S. Metric Study Interim Report: A History of the Metric System Controversy in the U.S. "Wash- ington, D.C.: Government Printing Office, 1971. . U.S. MetricJStudy Interim Report: Education. Washington, D.C.: Government Pfinting Office, July, 1971. U.S. Congress, House. A Bill to Declare a National Poligy of Converting to the Metric Systemiifi the Unitedi States, and to Establish a National Metric Con- version Board to Coordihate the Voluntarpron- version to fheiMetric System Over a Period’of TeniYears. H.R. 11035, 93rd Congress, ISt SEssion, 1973. U.S. Congress, Senate. A Bill Authorizing a Stud of the Metric System, Wifh‘fhe Intent of Making It the Official Standard of’Measurement ih the United States Within Tdn Years. 8.2483, 92nd Congress, 2nd Session, August 18, 1972. U.S. Department of Health, Education and Welfare. Identif- igation of Major Tasks Performed by Merchand1sing Classifications of Retail Establishments,’by Kenneth Ertel. Washington, D.C.: Government Printing Office, 1966. U.S. Department of Labor. Dictionary of Occupational Titles. Washington, D.C.: ’Government Printing Office, 1965. . Employment Outlook, Occupational Outlook Hand- book. Washington, D.C.: Government Printing .m-r H7; 1 190 U.S. Department of Labor. Union Wages and Hours: Printing Industr . Washington, D.C.: Government Printing Off1ce, 1971. Unpublished Material Banghof, Robert A. "The Technology of Graphic Arts: A Curriculum Resource Study for Industrial Arts Education." Ph.D. dissertation, North Carolina State University, Raleigh, North Carolina, 1972. Bargmann, Theodore J. "An Investigation of Elementary School Grade Levels Appropriate for Teaching the Metric System." Ph.D. dissertation, Northwestern University, Evanston, Illinois, 1973. Davis, Doyle G., and Smith, Arthur W. "An Occupational Analysis Procedure for Developing Curricula in Vocational Education." Ph.D. dissertation, University of Southern California, Los Angeles, California, 1973. Deady, John J. "A Comparison of Technical Graphic Arts Competencies Needed by High School Journalism and Graphic Arts Teachers in Indiana." Ph.D. dissertation, Indiana University, Bloomington, Indiana, 1970. Englebart, Leon P. "Developing a Vocational Education Curriculum Model." Ph.D. dissertation, The University of Nebraska, Lincoln, Nebraska, 1970. Exum, Kenith G. ”Evaluation of a Metric Booklet as a Supplement to Teaching the Metric System to Undergraduate Non-Science Majors." Ph.D. dissertation, University of Southern Mississippi, Hattiesburg, Mississippi, 1972. Fecik, John T. "The Identification and Classification of Graphic Communication Technology." Ph.D. disser- tation, University of Maryland, College Park, Maryland, 1970. Fineblum, Carol M. "Key Issues Concerning Adoption of the Metric System and Implications for the Edu- cation of Exceptional Children." A Position Statement prepared at the request of the U.S. Department of Commerce, 1970. Available from Council for Exceptional Children, 1411 S. Jefferson Davis Hwy., Jefferson Plaza, Virginia. 191 Frantz, Nevin R. "The Identification of Occupational Competencies for a Cluster Concept Program in Graphic Arts Through the Application of a System Analysis Approach." Ph.D. dissertation, Uni- versity of Maryland, College Park, Maryland, 1967. Johnson, Emma C. ”An Analysis of Mathematical Competen- cies Necessary for Certain Health Occupations." Ph.D. dissertation, Washington State University, Pullman, Washington, 1972. Kemp, William H. "An Analysis of Basic Concepts of Graphic Arts." Ph.D. dissertation, Colorado State College, Greeley, Colorado, 1966. Le Doux, Clarence E. "A Study of Math Skills Needed for Entry-Level Employment in a Cluster of Elec- tricity-Electronics Occupations." Ph.D. disser- tation, Oregon State University, Corvallis, Oregon, 1974. Markstrom, Phillip A. "One Company's Approach to Metri- cation." IBM Corporate Working Paper, 1973. (Mimeographed.) McFee, Evan E. "The Relative Merits of Two Methodologies of Teaching the Metric System to Seventh Grade Students." Ph.D. dissertation, Indiana Uni- versity, Bloomington, Indiana, 1967. Michigan Department of Education. Vocational Education and Career Development Service. "Guidelines for the Performance Objectives Development Project," by Philip T. Bailey, David H. Bland, and Dan Brown, September, 1972. Phillips, Ernst R. "Validating Learning Hierarchies for Sequencing Mathematical Tasks." Ph.D. disser- tation, Purdue University, Lafayette, Indiana, 1971. Sprankle, Norman H. ”A Task Analysis Study Directed to Identify Electronic Skills Required for Occu- pations in Industry." Ph.D. dissertation, University of California, Los Angeles, 1971. State of Michigan Board of Education Resolution. "Adoption of Metric Textbooks." Lansing, Michigan, September 12, 1973. (Mimeographed.) 192 Wiggin, Blanton C. "The Impossibility of a Compulsory Metric System." Paper presented to Conference on Implications of Metric Change, Chicago, March 9, 1972. (Mimeographed.) Wong, W. "IBM Goes Metric with Multimedia." IBM Corporate Working Paper, 1973. (Mimeographed.) EELTIE final .21.! I‘m-hi .