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I”: l-‘lr‘ .IIYIII‘ IAICF|.II IrUI'K‘ wtllfilp. i‘PJ 1' i.\ . IMI‘Jéwllv 1. ”xi. pl. IN.» . I gt‘l‘llu“. til tilt]! THESIS mean-m ' Michigan State University , k’ ' J *— This is to certify that the dissertation entitled AN ANALYSIS OF THE FACTORS WHICH MOTIVATE THE INDEPENDENT INSURANCE AGENT TO ATTEND A SELECTED PROGRAM OF PROFESSIONAL CONTINUING EDUCATION presented by RICHARD HENSLEY PHILLIPS has been accepted towards fulfillment of the requirements for Ph.D. degreein Administration and Curriculum (Higher Education) azt/w WW Major professor Date May 27, 1982 MS U is an Affirmative Action/Equal Opportunity Institution 0-12771 IVIESI.} RETURNING MATERIALS: Place in book drop to LIBRARIES remove this checkout from —;—.. your record. FINES will be charged if book is returned after the date stamped below. AN ANALYSIS OF THE FACTORS WHICH MOTIVATE THE INDEPENDENT INSURANCE AGENT TO ATTEND A SELECTED PROGRAM OF PROFESSIONAL CONTINUING EDUCATION BY Richard Hensley Phillips A DISSERTATION Submitted to . Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Administration and Curriculum 1982 ABSTRACT AN ANALYSIS OF THE FACTORS WHICH MOTIVATE THE INDEPENDENT INSURANCE AGENT TO ATTEND A SELECTED PROGRAM OF PROFESSIONAL CONTINUING EDUCATION BY Richard Hensley Phillips This study was an investigation of the motivational factors involved in the decision to participate in profes- sional continuing education programs in insurance. The survey instrument utilized was referred to as the Reasons for Educational Participation-Insurance or REP—I, deve10ped from the Reasons for Educational Participation formulated by Dr. Paul Burgess in 1971. Insurance-specific items were developed and replaced some of the original REP items. The survey was administered to 1,177 insurance industry personnel attending continuing education programs in 16 states. Data was collected on age, sex, formal education, income, experience, and ownership status. The initial factor analysis of the 985 usable cases resulted in 10 factors, accounting for 56.8% of the variance. The eigen values for the 10 factors were subjected to Cattell's "Scree" test and a 4-factor solution was indicated. Richard Hensley Phillips The data then was reanalyzed with Kaiser Varimax rotation specified. The four factors which resulted were labeled: (1) Practical Applications; (2) Escape/Social Needs; (3) Pro- fessionally Oriented Advancement; and (4) Other-Directed Advancement. The major findings of this study were as follows: (1) Motivations for participation in insurance education can be classified into a limited number of reasons or factors which can be labeled; (2) Practical Applications appeared to have the most influence on participation; (3) Groups can be shown to have statistically different reasons for participa- tion; (4) Younger subjects participate more for Other-Directed Advancement and Escape/Social Needs than older subjects; (5) Older subjects participate more for Professionally Oriented Advancement; (6) Higher income subjects participate more for Professionally Oriented Advancement; (7) Owners participate more for Practical Applications; and (8) Subjects with more experience participate more for Professionally Oriented Advancement. Copyright by RICHARD HENSLEY PHILLIPS 1982 ACKNOWLEDGMENTS In preparing a study of this type only one name appears as author. Many people are involved in its completion, how- ever, and deserve to be recognized. It is proper, therefore, to thank Dr. Louis Hekhuis, who agreed to serve as the chairman of the Dissertation Committee and who made himself available for consultation on a regular basis. Dr. T. Harry McKinney deserves to be thanked for his assistance during the formative stages of this project and for his guidance and advice as an instructor and mentor. Encouragement and support were also provided by Dr. Richard Featherstone, both in the classroom setting and as a member of the Dissertation Committee. His assistance and concern are gratefully acknowledged. Special thanks are due Dr. Gary K. Stone who took time from his duties in the School of Business to share an interest in this study and in the process which led to its completion. Dr. Stone's participation was extremely valuable since he was able to make comments and suggestions which could come only from someone with his expertise in the field of insurance. Several individuals outside the Michigan State Univer- sity community deserve to be acknowledged. Mr. Daniel D. iii Riley, Assistant Vice President of the Professional Insurance Agents of Michigan, and Mr. Robert Pierce, Education Director for the Independent Insurance Agents of Michigan, served as consultants in developing survey items and provided comments and suggestions regarding the direction this study should take. Dr. William T. Hold, President of the Society of Certified Insurance Counselors, offered his organization's support in conducting the survey. Ms. Polly Stevens deserves special thanks for her cooperation in coordinating the dis- tribution of the surveys at the Society's Austin, Texas, headquarters. In addition, personnel from the organizations who allowed the survey to be administered at the seminars they sponsored deserve to be mentioned and thanked for their interest and for any inconvenience or expense they may have incurred in handling the surveys. Several individuals at Central Michigan University also deserve to be recognized for their part in this dissertation. Dr. Shu-Ping Hodgson provided invaluable assistance in setting up the computer programs necessary to complete the analysis, while members of the Department of Finance, Insurance and Real Estate took on additional responsibilities in order to free up the time necessary to complete this study. Their contributions to this study have not gone unnoticed and are greatly appreciated. iv Finally, it is only right to thank Suzanne, Joseph, and Patrick for their love, patience, and endurance. They are the ones who gave up the most in the process of com- pleting this study. TABLE OF CONTENTS Page LIST OF TABLES O O O O O O O O O O O O 0 ix LIST OF FIGURES. . . . . . . . . . . . . Xi Chapter I. INTRODUCTION TO THE STUDY . . . . . . . 1 Nature of the Problem. . . . . . . . 1 General Background. . . . . . . . . 2 Industry Organization. . . . . . . . 3 Pros and Cons of Continuing Education . . 5 Statement of Objectives . . . . . . . 7 Hypotheses . . . . . . . . . . . 8 Limitations of the Study. . . . . . . 9 Definition of Terms . . . . . . . . 11 Overview of the Study. . . . . . . . 14 II. REVIEW OF LITERATURE. . . . . . . . . 16 Introduction. . . . . . . . . . . 16 Professional Education . . . . . . . 17 Obsolescence . . . . . . . . . . l7 Mandatory Versus Optional Education . . 21 Characteristics of Participants . . . . 25 Occupation and Income . . . . . . . 26 Previous Education . . . . . . . . 27 Age and Sex . . . . . . . . . . 28 Family Status. . . . . . . . . . 29 Miscellaneous Factors . . . . . . . 31 Characteristics of Nonparticipants. . . 33 The National Opinion Research Center's Report on Adult Education . . . . . 34 Characteristics of Participants. . . . 34 Factors Related to Participation . . . 36 Principal Findings of the Study. . . . 39 vi Chapter Page Motivational Factors in the Adult Education Process . . . . . . . . . . . . 4O smarYo I O O O O O O O O O O O 5 1 I I I O METHODOLOGY 0 O O O O O O O O O O O 5 4 Introduction . . . . . . . . . 54 Description of the Subjects Under Study . . 55 Program Selection. . . . . . . . . 55 Selection of the Survey Instrument . . . 57 Modification of the Instrument . . . . 58 Statement of Hypotheses . . . . . . . 61 Hypothesis One. . . . . . . . . . 61 Hypothesis Two. . . . . . . . . . 62 Testing the Hypotheses. . . . . . . . 63 Hypothesis One. . . . . . . . . . 63 Hypothesis Two. . . . . . . . . . 66 Research Procedure . . . . . . . . . 67 Development of the Instrument. . . . . 67 Pilot Administration. . . . . . . . 67 Determination of Validity and Reliability 0 O O I O O O O O O 68 Survey Administration . . . . . . . 69 Analysis of Results . . . . . . . . 69 Summary. . . . . . . . . . . . . 69 IV. ANALYSIS OF THE DATA . . . . . . . . . 71 Introduction . . . . . . . . . . . 71 Response to the Survey. . . . . . . . 71 Treatment of the Data . . . . . . . . 72 Discussion of the Factors . . . . . . 78 Extent to Which the Findings Supported Hypothesis One . . . . . . . . . 84 Discriminant Analysis Procedure . . . 87‘ Extent to Which the Findings Supported Hypothesis Two . . . . . . . . . 99 Summary. . . . . . . . . . . . . 105 vii Chapter Page V. SUMMARY, CONCLUSIONS, AND IMPLICATIONS FOR FURTHER RESEARCH . . . . . . . . . . 109 smary O O O O O O O O O O O O O 109 Conclusions. . . . . . . . . . . . ll3 Implications for Further Research . . . . 115 APPENDICES Appendix A. Reasons for Educational Participation Survey . 118 B. Reasons for Educational Participation- Insurance Survey Form . . . . . . . . 125 C. Expressed Reasons for Participation . . . . 138 D. Instructions to Judges, Judges' Classifications, and Suggestions for Improvement . . . . . 148 E. Factor Matrices . . . . . . . . . . . 164 F. Human Subjects Committee Approval Form . . . 167 BIBLIOGRAPHY O O O O O O O O O O O O O O 16 8 viii LIST OF TABLES Table Page 2.1. Obstacles to Continuing Education for PhYSiCi ans 0 O O O O O O O O O O 20 2.2. States Requiring Continuing Education for Professionals . . . . . . . . . . 22 2.3. Four Phases of the NORC Study . . . . . 35 2.4. Reasons for Taking Adult Education Courses . 38 2.5. Hypothesized Relationships Between Some Social Variables and Motive(s) for Parti- cipation in Adult Education . . . . . 48 3.1. Factors and Items in the Burgess Study . . 59 3.2. Factor Analysis Specifications . . . . . 65 4.l. Institute Attendance and Response Rates by State and Topic . . . . . . . . . 73 4.2. Demographic Characteristics of Those Who Completed the REP-I . . . . . . . . 74 4.3. REP-I Reliability Levels With Specified Items Deleted . . . . . . . . . . 76 4.4. Factors, Eigen Values, and Percentage of Variance Explained in the Initial Ten- Factor Solution . . . . . . . . . 77 4.5. Factor Loadings and Judges' Classifications for Items Comprising Factor 1. . . . . 80 4.6. Factor Loadings and Judges' Classification for Items Comprising Factor 2. . . . . 82 ix Table 4.7. 4.12. 4.13. 4.15. 4.16. Factor Loadings and Judges' Classifications for Items Comprising Factor 3 . . . . Factor Loadings and Judges' Classifications for Items Comprising Factor 4 . . . . REP-I Scale Score Means and Standard Devia- tions for Selected Groups . . . . . Means, Standard Deviations, Univariate and Step-Down F Ratios of REP-I Dependent Variables by Sex . . . . . . . . Means, Standard Deviations, Univariate and Step-Down F Ratios of REP-I Dependent Variables by Ownership Status . . . . Means, Standard Deviations, Univariate and Step-Down F Ratios of REP-I Dependent Variables by Prior Education . . . . Means, Standard Deviations, Univariate and Step-Down F Ratios of REP-I Dependent Variables by Income . . . . . . . Means, Standard Deviations, Univariate and Step-Down F Ratios of REP-I Dependent Variables by Age . . . . . . . . Means, Standard Deviations, Univariate and Step-Down F Ratios of REP-I Dependent Variables by Experience . . . . . . Hypotheses' Modifications and Acceptance or Rejection Decisions . . . . . . Page 83 85 89 92 93 95 96 98 100 108 Figure 1. LIST OF FIGURES Eigen Values Greater Than One Versus Number of Factors . . . . . . . . . . Page 79 CHAPTER I INTRODUCTION TO THE STUDY Nature of the Problem In recent years, a large number of competing programs for continuing professional education have been developed for the independent insurance agent. Due to inflationary pressures on agents and the organizations which provide the educational opportunities, it has become necessary to gather information on the agents' expectations and requirements for these educational activities. This information will enable sponsoring agencies to be more responsive to the needs of the independent insurance agent. Until it is understood more clearly why an agent chooses to attend continuing education programs, sponsoring agencies will be unable to attract agents with optimal efficiency. The basic problem to be addressed in this study is to determine if the motivational factors affecting the indepen- dent insurance agent's decision to participate in continuing educational activity can be ascertained. Furthermore, the Izroblem of how various demographic characteristics affect fixativation must be addressed in order to provide information which will be applicable to a cross section of the indepen- dent insurance agent population. General Background The public perception of the professional person has changed from one of awe in past years to one of skepticism in recent times. Legal action against professionals has increased at a tremendous rate as more and more individuals place the ultimate responsibility for inadequate services squarely on the professional. This is occurring not only in the much publicized field of medical malpractice, but to pro- fessionals in law, real estate, accounting, and engineering (Beamer, 1972; Connors, 1981; DeMuth et a1., 1976; Ferdinand, 1966; Lindsay, 1974; Schwartz & Komesar, 1978; Sneed, 1972). The insurance professional has not escaped the public's attention. Agents have been found liable for not purchasing the correct insurance, for not advising clients to purchase more insurance, and for selling clients too much insurance (Connors, 1981). Insurance experts agree that one important way to avoid errors-and-omissions claims and to upgrade the agent's public image is for the agent to continue his or her professional education (Connors, 1981; Divoky, 1977; Pearce, 1979; Riley, 1979). Educational activities beyond the K-12 system have been referred to as post-secondary education. This includes com- munity colleges, vocational and adult education programs. We can extend this concept to include employment-related training, but then the distinction of formal versus informal educational activities must be considered. For our purposes, formal educational activities will involve a classroom or laboratory approach to education, while informal will refer to on-the-job training or self-study types of educational experiences. The insurance industry utilizes both formal and informal educational processes in order to train its employees and agents. We shall be concerned in this study only with the formal educational experiences utilized by associations and industry groups in the United States. It is interesting to note that although the insurance industry utilizes a great deal of resources in training, many of the individuals trained are not, strictly speaking, employees. This is explained by the fact that many companies operate through independent agents, as discussed in the following section. Industry70rganization There are two basic philosophies concerning the organi- zation of insurance companies (Green, 1977; Lusk & Hibbard, 1981). In the exclusive agency system, the company, often referred to as a direct writer, markets its products through company "employees." These exclusive agents, as they are known, represent only the parent company. In exchange for this loyalty, the company provides benefits similar to those provided by any major employer (i.e., life and health insur- ance, pensions, etc.). The company also may provide allowances for office expenses and may provide computer equipment, etc., in order to help the agent start his or her operation with a minimum amount of capital. In exchange for help in getting started and for other employer-provided benefits, the agent gives up the rights or "ownership" to his or her customer list or renewals as they are called. When the agent quits or retires, the company gains control of the agent's clients without further compen- sation. When a new agent is hired to replace the retiring one, he or she is not paid a commission on the "old" busi— ness. In this manner, the company finances the benefits that it has supplied the retiring agent over the years. In contrast to the above, the independent agency system places a great deal of emphasis on the ownership of renewals by the agent. In fact, the agent is an independent business- person who represents anywhere from 2 to 10 or more insurance companies. The independent agent is compensated on a com- mission basis and must pay the full cost for office space, secretarial help, pension plans, and other benefits not only for the agent, but for his or her employees as well. When it comes time for the independent agent to retire, he or she either may pass control of the agency to family members, sell out to a partner, sell out to an employee, or sell to an outsider. Agencies are sized according to the volume of premium income they produce each year. According to the December 1978 issue of the industry publication, Rough Notes, the median agency produced $550,000 in premium volume in 1977. If we apply a typical commission rate to this volume, we show the median agency's gross income to be $104,500. From this amount, the agent must pay the expenses of operation, with the remainder shown as profit. In 1977, the agency described above would have $45,564 of office expenses and $13,688 of sales expenses, while showing a profit of $45,248, according to the Rough Notes survey (McCoy, 1978). When it comes time to sell the agency, the annual com- mission earned is often the basis of the purchase price. A "multiple of earnings" is a common guide to the proper amount to pay for an agency's renewals. Multiples of 1 to 2% times yearly commission earned are common (Connors, 1979). Agents often finance their retirement out of the cash received from the sale of the agency's renewals to a younger agent. Using the above figures, the median agency would sell for somewhere between $209,000 and $313,500. Pros and Cons of Continuing Education Due to the nature of the independent agency system, the agent has several positive and negative factors to consider in choosing whether or not to continue his professional edu- cation. On the positive side, the agent who is well informed may have a competitive edge in writing accounts for sophis- ticated insurance buyers, such as large commercial accounts. The well-informed agent also has less chance of being involved in an error-and—omissions suit brought by an unhappy client who is not given the proper coverage (Connors, 1981). Many times, the value of an agency is enhanced by the agent's utilization of educational resources. This may occur when the agent and staff are perceived as professionals in the community by customers and by the competition. A poten- tial purchaser may be willing to pay more for the goodwill created by the agency's stature in the community. This would be reflected by a higher multiple of earnings for the pur- chase price. On the negative side, the agent must pay for the cost of the education received by himself and by the staff. There are direct costs and indirect costs associated with continuing education. The direct costs include the cost of tuition or fees for both the agent and the staff members. In many cases, the educational program is located in a cen- tral location statewide. In this case, the direct costs will also include travel, meals, and hotel expenses (McCoy, 1978; Wise, 1980). Another type of direct cost is the salary paid to the employee while attending class. If the employee is a sales- person, this loss will be split so that lost business will create a loss for the owner and for the salesperson as well, since a commission agreement is generally utilized. Most of the office staff will be on salary, however, which must be continued while the employee is attending educational programs. Indirect costs incurred by the agent would include the loss of income generated by his sales activities while attending an educational program. In addition, the agent is risking future costs by providing education for his staff. This could result in demands from the employee for increased wages due to increased efficiency or knowledge, as well as the cost of replacing an employee who is hired away by a competitor who is willing to pay more for the employee's expertise gained at the original employer's expense. Statement of Objectives This study is an investigation of the motivational fac- tors involved in the decision to participate in professional continuing education programs. The study builds on the typology suggested by Houle and extended by Burgess and others. There are two major sections of this study-—a review of literature and a survey and analysis of the responses obtained from those attending a selected professional con- tinuing education program in insurance. The objective of the first part of the study is to determine the state of the art in participation and motiva- tional research in continuing education activities. This information will be useful to those contemplating further studies in the area and will be utilized in the development of the second part of the study. A further objective of the first part of the study is to demonstrate the relationship between the areas of participation research and professional continuing education. The objective of the second part of the determine the motivational factors affecting insurance agent's decision to participate in cation activity. This will be done in order information on motivations to participate to study is to the independent continuing edu- to provide individuals and organizations involved in planning and conducting programs of professional continuing education. This will be accom- plished through the use of the survey and factor analysis technique. Hypotheses After a careful review of the literature dealing with characteristics of participants, motivation for participa- tion, and previous studies of general adult education, the following hypotheses were proposed: 1. Responses given on the Reasons for Educational Participation-Insurance survey will. factor into at least six groups.' These groups can be labeled as follows: a. Practical Applications--The desire to partici- pate in order to make work easier or more efficient or to keep current with changes in the industry so as to be able to better serve clients. b. Self-Directed Advancement-—The desire to parti- cipate in order to increase one's income, or to obtain a better or more secure position, or to increase one's self-confidence or credibility. c. Other-Directed Advancement--The desire to parti- cipate in order to satisfy the wishes of a boss or supervisor, or to meet requirements imposed by licensing boards or professional associations. d. Professional Image--The desire to participate in order to be perceived by peers and the public as a competent professional. e. Escape/Social Needs--The desire to participate in order to break the routine of daily life, to meet new people and exchange ideas, or to relax in an isolated environment. f. Learning Activity--The desire to participate for the purpose of self-fulfillment or personal satisfaction from the acquisition of knowledge. 2. Groups of subjects will exhibit significantly dif- ferent reasons for participation. Limitations of the Study The insurance industry is divided fairly well into two areas of expertise. These two areas can be classified as life insurance, and property and liability insurance. .Although this distinction originally came about due to state ilaws, there currently are no legal barriers to the 10 combination of products. The distinction remains, however, although blurred in recent years by the entry of several large life insurance companies into the property and liabil- ity field. For the purpose of this study, the property and liabil- ity area will be singled out for examination. This is pri- marily due to the fact that most property and liability agents are independent agents. In fact, in 1977, the median- sized independent agency only earned 3.5% of its income from life insurance sales, according to the Rough Notes survey (McCoy, 1978). Given the nature of the study, geographical considera- tions become an important limitation. As explained in Chapter III, the research technique utilized requires that groups meet physically to complete the survey as opposed to receiving it in the mail. In order to control how the survey is administered, it was decided to have an individual visit the educational seminar under study, administer the survey, and collect the completed questionnaires. For this reason, the study was limited to states hosting Certified Insurance Counselor seminars during the months of January, February, and March, 1982. The generalizability of this study is limited to those states included in the survey unless it can be shown that agents in other states exhibit similar traits and characteristics as those in the original groups. A further limitation results from the program selected :for study. The program utilized in this study is a 11 medium-term program leading to a professional designation. There are other programs leading to professional designations which require a greater initial commitment of time and resources. Comparison of the results of this study to these long-term programs cannot be made due to basic differences in their structures. Furthermore, there are short-term pro- grams to which the results should not be applied, such as one-day or half-day seminars, conventions, and "travel- induced" seminars. Travel-induced seminars are educational meetings held in exotic places where the agent, in effect, receives a tax deduction for a vacation. This happens when the program meets the IRS requirements for minimum time allo- cated to educational activities. A final limitation on the study deals with the group to which the survey was administered. Occasionally, a company or large agency offers a program for its staff on a "captive" basis. In order to avoid any situations where the agent or staff person is taking the course primarily because it is being offered "in house," the survey was administered only to groups who were meeting under the sponsorship of an out- side organization such as an agents' association. Definition of Terms 1. Agent--An individual licensed under applicable state law to sell insurance, whose primary activity is the production of sales revenue for the agency. 12 Certified Insurance Counselor's Program--An edu- cational program designed by the Society of Certi- fied Insurance Counselors primarily for the inde- pendent insurance agent. The designation, Certi- fied Insurance Counselor (CIC), is awarded upon the successful completion of five examinations. Examinations are prepared on the state level by an educational consultant and are offered following an intensive 28-day institute. Institutes are taught by national and local faculty based upon outlines provided by the national society. Formal Educational Activity--Educational activity which takes place in a classroom or laboratory facility under the supervision of an instructor. Independent Agency System—-A marketing system in property and liability insurance utilizing an agent who is an independent businessperson and represents several insurance companies. Also referred to as the American Agency system. Independent Insurance Agent--An agent who operates through the Independent Agency system. Informal Educational Activity--Educationa1 activity characterized by self-study, self-directed learning, or on-the-job training. Mandatory Professional Continuing Education--Con- tinuing education which must be obtained in order to maintain a license or certificate required for 10. ll. 12. 13. 13 performing a professional act, such as certifying accounting statements or selling insurance. Motivational Factors--A group or cluster of survey items which meet the pre-specified requirements for inclusion in a factor analysis of items determined to represent reasons why an individual participates in some type of educational activity. Participant--An individual who attends a class, seminar, or institute examined in this study. Professional Continuing Education--Continuing edu- cation designed to aid a person in performing his or her job in a more efficient or competent manner by maintaining or improving his or her knowledge of techniques or products or other such areas. Professional Designation--A certificate or diploma awarded to an individual by a trade or industry organization of peers upon completion of an examina- tion or series of examinations or other stipulated requirements. This also allows the recipient to use a trademark or copyrighted title or abbrevia- tion similar in nature to an academic degree follow- ing the individual's name on letterhead, business cards, advertisements, and so forth. Renewals--A customer list of clients serviced by an independent insurance agent. Sponsoring Organization--A trade association, institute, or society which markets, promotes, 14 develops, or operates programs of professional con- tinuing education. 14. Staff--Personnel employed by an agency, whether licensed to sell insurance or not, whose primary purpose is clerical or administrative in nature. Overview of the Study Chapter II will consist of a detailed examination of current literature dealing with the problems of professional education and the current research into motivational factors in adult education. Recent research in the area of adult education and professional education will be surveyed in order to demonstrate the need for this study and to illustrate the state of the art in the field of insurance. The research methodology employed to study the problem of identifying motivational factors in professional adult education will be set forth in Chapter III. This will include a discussion of the survey instrument utilized, the characteristics examined, and a description of the principal analytical tools employed--factor analysis and step-wise discriminant analysis. Chapter IV of this study will concentrate on a detailed analysis of the results of the survey. This will include a separate analysis of the results of the factor analysis and a detailed study of the specific characteris- tics examined. In this manner, the motivational factors which affect different groups (owners, younger participants, more experienced participants, etc.) can be ascertained. 15 Chapter V will consist of a summary of the study and will relate the findings to practical applications for those who require information regarding the planning of programs in professional continuing education for insurance agents. CHAPTER II REVIEW OF LITERATURE Introduction Professional continuing education is only one component of the adult education process. Adult education partici- pants have been examined in terms of characteristics and motivation, while professional education programs have been examined primarily in terms of need and content. Little has been said, however, about the characteristics and motivation of those who attend professional education programs of adult education. Apparently, most observers of the professional education scene feel that the primary motivation for attend- ing professional education programs is professional advance- ment. This may be a very high priority with attendees, but other factors may be at work in determining attendance. This chapter is a review of the literature dealing with professional education, the characteristics of adult atten— dees, and the factors which motivate adult students to con— tinue their education. Special attention will be given to studies which deal with factor analysis of instruments designed to measure motivation to participate in adult edu- cation programs. These studies form the foundation for the 16 17 research procedure described in Chapter III and the analysis reported in Chapter IV. The studies described in this chapter have been selected based upon their relevancy to the adult education/professional education questions to be examined in subsequent chapters. For purposes of the study, the literature will be categorized into three subgroups: 1. Professional Education 2. Characteristics of Participants 3. Motivational Factors in the Adult Education Process Professional Education Two major areas of concern in the field of professional continuing education deal with lack of knowledge, or pro- fessional obsolescence, and how to cope with the problem of obsolescence. Some states have turned to the concept of mandatory continuing education for the professional while others have left the decision of whether or not to particir pate up to the individual. Each area has been developed to some extent in current professional literature. Obsolescence Professional obsolescence has been defined in several ways. One concept of obsolescence is said to exist ". . . when an individual uses viewpoints, theories, con- cepts, or techniques that are less effective in solving prob- lems than others currently available in his field of special- ization" (Ferdinand, 1966). Other authors have described obsolescence in comparative terms, such as the level of 18 knowledge a new graduate possesses versus the practicing professional's level of knowledge (Siefert, 1963). Ferdinand has suggested that there are actually three types of obso- lescence: professional, areal, and ex officio obsolescence. Professional obsolescence exists when an individual is lacking in the technical competence necessary for his normal activities. Areal obsolescence refers to the specialist; a professional may exhibit overall competency but not be up- to-date in a subspecialty within the profession. This person is obsolete in particular, not in general. The con- verse may also be true. A specialist may keep up only in the specific area he or she deals with on a day-to-day basis while losing touch with general knowledge in the field. Ferdinand argues that this individual is not obsolete in fact but rather exhibits ex officio obsolescence (Ferdinand, 1966). Once the type of obsolescence is identified, a pro- gram of remedial action can be developed to deal with the particular deficiency rather than attempting to utilize a "shotgun" approach to professional education. It is the professional's duty to avoid obsolescence (Charters, 1970; Houle, 1980). This concept is inherent in the definition of a professional and what constitutes a pro- fession (Charters, 1970; Hiltner, 1954; Houle, 1980). Charters refers to the period after the completion of formal studies as the continuing education stage when he states: "At this stage--the continuing education stage--he is given the authority and assumes the responsibilities designated 19 by the profession and by various agencies of society" (1970, p. 489). Houle also describes the classic learning process of professionals in terms of stages consisting of general education, specialized education, certification of compe- tency, and a continued period of maintenance and acquisition of new responsibilities (Houle, 1980, pp. 3-4). Given that the duty to remain current exists, why do some professionals fail to engage in educational activities? Several researchers have attempted to answer this question. In studying the habits and activities of physicians in Utah, it was found that the average work week consisted of 53 hours per week, and an additional 32 hours per month, on the aver— age, were devoted to continuing medical education (Castle & Storey, 1968). The responses cited for not participating are of interest, in that the primary problem appears to be lack of time--not lack of interest. Other reasons cited are shown in Table 2.1. It must be remembered that the Castle and Storey study reported averages for physician groups. Other researchers have reported that a wide range of participatory behavior occurs depending upon the specialty and setting of the practice (Brody & Stokes, 1970). In studying the continuing education activity of nurses, it was found that significant differences could be detected in patterns of activities for participants and nonparticipants (Sovie, 1973). In a sepa- rate study of business people, it was found that nine 20 Table 2.1.--Obstac1es to Continuing Education for Physicians. Obstacles ::::::§ig: Hard to learn after a certain age 4 Postgraduate courses are a waste of time 13 Nothing available 14 Expense 18 Can't leave patients 21 Too many meetings 23 Can't fit it into my schedule 27 Not what's needed 27 Too many participants 37 Away from family too much 38 (Does not total 100% since more than one response was possible.) SOURCE: Castle, C. H., & Storey, P. B. "Physician's Needs and Interests in Continuing Medical Education." Journal of the American Medical Association, 206 (1968), 613. 21 clusters of reasons emerged for failure to participate in continuing educational activities, labeled as follows: Not enough time Too difficult to participate Too difficult to succeed Against social norms Negative feelings toward institution Negative prior experiences Results not valued Indifference Unawareness (Dao, 1976) koooqoxunwaH The results reported by Dao appear to be consistent with the reasons for nonparticipation reported by Castle and Storey, as provided in Table 2.1. Mandatory Versus Optional Education It has been stated that one aspect of a profession is that its members engage in continued educational activities with no legal or professional requirements to meet after certification or licensing (Charters, 1970). This generali- zation has been challenged in many states by the existence and continued call for mandatory continuing education requirements for certain areas of professional activity. The scope of mandatory education is increasing each year. Many states have set standards for professional continuing education, as indicated by Phillips (1980) in Table 2.2. The insurance profession was not included at the time Phillips compiled his list, although Oregon has since passed a law requiring from 12 to 36 hours of continuing education annually, depending upon how long the agent has been licensed to sell insurance (Kocolowski, 1979). The Michigan 22 Table 2.2.--States Requiring Continuing Education for Professionals. Type of Profession Number of States Optometrists 45 Nursing Home Administrators 40 Certified Public Accountants 26 Veterinarians 22 Osteopaths 21 Physicians 20 Pharmacists 19 Dentists 11 Real Estate Salesmen/Brokers 10 Nurses 9 Dental Hygienists 7 Social Workers 6 Lawyers 6 Physical Therapists 4 Engineers 1 SOURCE: Phillips, L. E. "The Status of Mandatory Continu- ing Education." Yearbook of Adult and Continuing Education: 1979-1980. 5th ed. Chicago: Marquis Academic Media, 1980, pp. 233-239. 23 legislature passed a bill in 1980 that would have required Michigan insurance agents to attend continuing education courses or face loss of their licenses. The bill was vetoed by Lt. Governor James Brickley, who cited the cost of enforce- ment as the primary reason for the veto and stated that "such requirements would provide no assurance that the consumer would be better protected against unethical practices of insurance salespersons by improving that salesperson's knowledge of the insurance field" (Ammons, 1980). The bill had the backing of agent groups, and the veto was referred to as "a slap in the face from state government" (Ammons, 1980). This reflects the fact that much of the demand for educational requirements has been generated by those in the industry rather than by government or consumer groups. The call for mandatory continuing education appears to begin in the leadership ranks of an industry, such as the call issued by Marvin L. Stone in 1967 for mandatory continu- ing education for CPA's (Stone, 1967). Mr. Stone was Presi— dent of the American Institute of Certified Public Account- ants at the time his article appeared. In his appeal for mandatory education, he states: I am convinced that most substandard work is the result of ignorance rather than willfulness. Therefore I sug- gest that we attack the problem by attempting to dispel ignorance through a program of compulsory continuing education. (1967, p. 2) As may be anticipated, reaction to required continuing education is not universally favorable. Kalman has argued that required continuing education is "counterproductive" 24 and "unfortunate" in that it restricts the properly moti- vated professional in his or her choice of studies (1980, p. 241). A study of pharmacists' attitudes towards manda- tory continuing education in 1975 revealed that over 52% showed negative attitudes (Riley, 1976). A recent study of nurses showed that only 21% favored mandatory requirements (Saunders, 1977). Among less established professions, such as dental hygienists, nursing home administrators, and radiologic technologists, however, 80% agreed that continu- ing education was in the public interest (Westby, 1981). Another factor to be considered is the cost of formal continuing education. Much of the continuing education needs of physicians has been shown to be satisfied by read- ing and self-study (Castle & Storey, 1968; Stross & Harlan, 1978). Required continuing education generally takes place in a short course or seminar setting at a central location, since a body count must be taken in order to verify the pro- fessional's participation. This type of educational activity is more expensive than self-study due to additional costs of tuition, travel, room, meals, and lost time. Kalman has reported that these costs might easily have surpassed $1,600 for a 2-day meeting in 1977 (1980). The cost of attending a 28-day insurance seminar has been estimated to be only $750, however, according to the January 4, 1980, industry publication, The National Underwriter. This cost must be passed on to the consumer, and there is no guarantee that the benefits to society exceed the costs 25 (Ammons, 1980; Brown & Uhl, 1970; Kalman, 1980; Pennington, 1970; Storey, 1978; Stross & Harlan, 1978). Although some have called for mandatory continuing edu- cation to solve problems of professional concern and public interest, others have voiced strong objections based, not on cost or professional stature, but rather on the concept that the only successful education program for professionals is one which develops self-directed learners. In this manner, the period of professional maintenance can be continued without the need for required courses in areas of no concern to the individual (Kalman, 1980; Overman, 1979; Saunders, 1977). Characteristics of Participants The nature of adult participation has been well docu- mented in recent literature. When Verner and Newberry reviewed the then-current status of participation research in 1958, however, they concluded that "the nature of partici- pation in organized adult education has been studied less thoroughly than nearly any other aspect" (p. 213). Although the Verner and Newberry study found little in the way of literature on adult educational participation, it did reveal findings as to the characteristics of participants in volun- tary associations—-an area found to be closely related to educational participation (Kobberdahl, 1971; London & Wenkert, 1969). Characteristics typically studied include occupation, income, previous level of education, age, sex, 26 family status, and other miscellaneous factors. In addition, several studies stand out as especially noteworthy and war- rant detailed examination. Occupation and Income Occupation was found to have a significant effect on participation in formal associations in urban areas and to a lesser extent in rural areas (Axelrod, 1954; Bell, Wendell, & Force, 1956; Goldhamer, 1945; Komarovsky, 1946). Income was also found to be an important status variable related to participation in that along with a higher income comes a stronger sense of community responsibility and more time away from work to actively participate (Foskett, 1955; Mather, 1941). More recent studies specifically related to partici- pation in adult education have confirmed the relationship between occupation, income, and social class found in earlier studies and have demonstrated that individuals in higher social classes as determined by occupation and income tend to participate more often in adult education programs (Cother- man, 1977; Douglah & Moss, 1968; Gyamfi, 1974; London, 1970; Mansfield, 1976; Nunn, 1976; Poulton, 1975; Rahmlow, 1980; Schrader, 1973). London studied the influence of social class on parti- cipation and found that knowledge about places offering adult education is highly correlated with social class. Apparently, several factors are working against the lower class individ- ual in that not only is he more likely to have less education, 27 he is also unlikely to find out about the opportunities which are available to him (London, 1970). Given that nonparticipants tend to come from lower income groups, it may be reasonable to assume that not only are lower class individuals less likely to know about pro- grams, but they also may be less able to pay for them. In order to test this theory, Boshier and Baker (1979) studied a group of students who were allowed to select from courses, some of which required a fee, while others did not. The courses were advertised by mail in every household in the community. The study showed that there was no difference in the social, demographic, and motivational characteristics of fee and nonfee payers, although more people were attracted to the free courses offered (Boshier & Baker, 1979). It is possible, however, that this limited attempt to study fees was not of sufficient duration to motivate lower social class members to participate, given their historical tendency to avoid participation in adult education activities. Previous Education Individuals who participate in formal associations tend to come from the better educated portion of society (Axelrod, 1954; Kaufman, 1949). Verner and Newberry state that "Effect- ive participation in any organized activity requires the kinds of knowledge and skill that results from formal school- ing" (1958, p. 210). 28 With respect to participation in adult education, study after study has noted similar results, and it has become generally accepted that the individual's participation in adult education activities is positively associated with his or her previous level of education (Bennett, 1979; Berg, 1973; Botsman, 1975; Brunner et a1., 1959; Clonts, 1972; Cotherman, 1977; Dickinson, 1971; Douglah & Moss, 1968; Gyamfi, 1974; London, 1969; London, 1970; Mansfield, 1976; Poulton, 1975; Seaman, 1968; Teichert, 1970). One study of working class adults came to the following conclusions regarding the relationships between participation and prior educational experience: We found that having liked school during one's student days and having wanted to continue schooling are posi- tively associated with participation. Scholastic per- formance, however, is not associated with participation, though better students are more apt to like school. Finally, being "bothered" by a lack of education is strongly related to wishing to participate in adult edu- cation, but only slightly related to actual partici- pation. (London, 1970, pp. 147-148) Age and Sex The early studies reviewed by Verner and Newberry indi- cate that age has a significant effect on rates of partici- pation. Participation in formal associations appears to increase from the late 205 to early 30$, reach a plateau, and begin to decline around 50 years of age (Verner & Newberry, 1958). More recent studies have not always indicated this pattern, although it can be stated that in general younger individuals tend to participate more than 29 older individuals (Botsman, 1975; Douglah & Moss, 1968; Lewis, 1970; Mansfield, 1976; Nunn, 1976; Seaman, 1968; Teichert, 1970). Sex has been shown to be a significant factor when studying characteristics of participants in formal associa- tions (Axelrod, 1954; Goldhamer, 1945). Verner and Newberry report that sex is closely associated with age and social status: Women in rural areas and from lower socio—economic levels are least active, however, as social status and the degree of urbanization increases the participation of women increases even in non-church-related associa- tions. Urban, middle class women attend more meetings more regularly, but men in similar situations belong to more organizations. (1958, p. 211) The above statement on formal associations parallels the findings on participation in adult education. Studies indicate that females cite cost and lack of time as major barriers to participation--barriers which are considerably lessened as social class and income increase (Bottsman, 1975; Mansfield, 1976). Not all studies have reported sex as a significant vari- able, however. Sex has been found to have no effect in some studies (Clonts, 1972; Douglah & Moss, 1968; Kobberdahl, 1971) while emerging as a significant factor in others (Bottsman, 1975; Mansfield, 1976; Nunn, 1976). Family Status Family status, or one's position in the life-cycle, also emerged from the early literature as an important factor 30 in participation. Marital status alone was found to be an important factor in participation in formal associations (Axelrod, 1954; Goldhamer, 1945; Komarovsky, 1946). Family factors were found to affect males less than females, pre- sumably due to the traditional role where mothers stay with the children while fathers are allowed more time outside the home (Rohrer, 1954). Douglah and Moss report that increased numbers of children result in increased participation for people with less than a twelth-grade education (Douglah & Moss, 1968). No differentiation by sex is provided so the reader is left to guess whether or not the male participates while the female stays home. Knox and Videbeck tested the theory that participation is related to changes in life circumstances--the so-called life-cycle approach. According to the authors, By using status configurations as a basis for analyzing adult education participation, we would expect to increase the precision with which variations in adult education participation can be identified and to be able to suggest relationships between adult education experience and differing patterns of life experiences. (1963, p. 107) An examination of the data indicates that for the general adult population, age and socio—economic status were associ- ated with participation, but that participants could not be differentiated by community size or sex. In addition, the concept of status configurations eliminated the differences in participation rates by age in 19 of the 21 status config- urations developed (Knox & Videbeck, 1963). 31 Miscellaneous Factors Numerous other factors have been examined in order to determine their effects on participation. Place of residence emerged as a factor when participants were examined to deter- mine if they came from rural or urban areas (Bell, Wendell, & Boat, 1957; Bell, Wendell, & Force, 1956). These differ- ences may be disappearing, however, as indicated by Verner and Newberry: "The increasing influence of urban culture upon rural areas is showing a marked influence upon the reduction of rural-urban differences in patterns of partici- pation" (1958, p. 211). The importance of religious affiliation was pointed out by Verner and Newberry, when they state: Religious preference and active church membership exer- cise a strong influence on participation. Catholics are significantly less active in non—church-related organizations than Protestants and are more active in church-related associations. Membership in organiza- tions, both church and non-church, is generally greater among Protestants. (1958, p. 212) Goldhamer (1945) and Komarovsky (1946) report that Jews are actively involved to a greater extent than either Catholics or Protestants in formal associations. Dynamic factors are defined by Verner and Newberry as ". . . those which describe the relationship of the individ- ual to the group" (1958, p. 212). Examples of dynamic fac- tors have been identified in various studies. Beal (1956) and Rohrer and Schmidt (1954) identified "perception of the organization's purpose" as a dynamic factor. Additional factors would include sense of responsibility to the 32 association and sense of identification with a group, as explained by Verner and Newberry: It is evident that the key to the problem of participa- tion lies in the relationship of the individual to the group. Both the personal motives of members and the purposes of the association determine this relationship. Participation may be altered by changing the nature, purpose, function, or structure of the group, or by changing the motivation of the individual. While changes in both aspects are indicated, it is more nearly within the province of administrative control to alter the nature of the group than to change individual moti- vation. (1958, p. 213) Verner has conducted additional research on character- istics of participants in adult education programs. In a 1965 article, Buttedahl and Verner reported their findings on research designed to study what they refer to as the insti- tutional variable. Participants in this study were grouped as to lecture classes, discussion groups, and control. The socio-economic variables under study this time were age, sex, educational level, marital status, occupation, social status, social participation, membership in community organi- zations, length of residence in the community, and prior participation. Classes were offered simultaneously, with only the method of instruction differing. Students were allowed to register for the instructional method they pre- ferred. The results of the study indicated that the groups differed significantly on 6 of the 10 items. No differences were reported in sex, social status, social participation, and membership in community organization, while significant differences were found in age, education, marital status, rIi: Ci; harp ,. 510 188: hasi 33 occupation, length of residence, and previous participation (Buttedahl & Verner, 1965). Characteristics of Nonparticipants Rather than emphasize the participant, Booth (1961) studied the characteristics of the nonparticipant utilizing data obtained by the Bureau of the Census. A ratio of parti- cipants to nonparticipants was computed for each demographic characteristic covered in the survey. According to Booth, the nonparticipant is most likely to appear in that portion of the population which is 45 years of age or older, has less than a high school education, and is either unemployed or in the lower echelons of the labor force. These find- ings are consistent with the conclusions revealed by Brunner, who concluded after an overview of the literature on adult participation that "Those who have less than an eighth grade education, over 55 years of age, laborers and service work- ers, and those with low economic status and subsistence level of living are likely to participate less in adult edu- cation" (1959, p. 98). Other studies of nonparticipants have demonstrated sig- nificant differences. Teichert (1970) showed that nonparti- cipants were older, spent more of their leisure time at home, and appeared to be more content with present condi- tions. Kobberdahl (1971) found that nonparticipants were less likely to belong to formal associations, less likely 'to be active church members, less inclined to vote, and Imasically unaware of community educational programs. 34 The National Opinion Research Center's Report on Adult Education The most ambitious attempt to study the adult education process was undertaken by Johnstone and Rivera (1965) under a grant from the Carnegie Corporation for the National Opin- ion Research Center. The study took a national approach to the problem and represents the most comprehensive attempt to study adult education to date. Data was compiled from a total sample of 37,432 individuals. The study was carried out in four phases, as indicated in Table 2.3. The major findings can be broken down into three areas: (1) charac- teristics of participants; (2) factors related to partici- pants; and (3) principal findings of the study. Each will be discussed below. Characteristics of Participants Personal characteristics. Personal characteristics of the participants include information on sex, age, marital status, race, and religion. It was found that participants tend to be equally divided between male and female, younger than nonparticipants, married with at least one child under 21, and white. Socio-economic factors. The socio-economic factors studied include labor force status, occupation, family income, and education. It was found that participants gener- ally held white-collar jobs or were housewifes, while the Table 35 2.3.--Four Phases of the NORC Study. Phase Phase Phase Phase I: II: III: IV: A national survey of the educational activities of the adult population, based on a survey of the activities of members of some 12,000 Ameri- can households. An intensive study of the reactions of adults to continuing education, based on personal inter- views with national samples of approximately 1,800 randomly selected adults, plus 1,000 recent adult education participants. Case studies of adult education facilities in four middle-sized American cities, and of the impact of these facilities on the residents of two of these cities, based on information col- lected through field inventories of educational resources and personal interviews with roughly 550 adults. An inquiry into the postschool educational experiences of youth, based on personal inter- views with a national sample of approximately 700 young adults. SOURCE: Johnstone, J. W., & Rivera, R. J. Volunteers for Learning. Chicago: Aldine Publishing Company, 1965, p. xxviii. 36 unemployed or retired were generally nonparticipants. Parti- cipants earned higher than average salaries and generally were better educated as a group, with twice the number of college graduates than the nonparticipant group. Ecological factors. Ecological factors include size and type of community and region of the country. The study found that participants tend to come from large metropoli- tan areas rather than small communities and that, while most participants are from the South, those living in the West participate more as a percentage of total population. Factors Related to Participation Johnstone and Rivera also examined the characteristics described above in an attempt to isolate their effect on participation rates. Age and sex together were found to be an important factor. This returns to the life-cycle approach discussed earlier. It appears that family responsibilities have a strong effect on studying vocational subjects, in particular. In other words, the combination of age, sex, and parental factors provides a better explanation of parti- cipation rates than does any of these characteristics taken alone. The socio-economic factors were also examined with regard to participation rates. Again, educational attain- ment was found to be the most important factor, exerting much more influence than income or occupation. In studying the ecological factors, it was shown that the West has higher 37 rates of participation in vocational, academic, and recrea- tional subjects, while Southerners were more likely to be studying religion. Size and type of community were found to persist as a factor, even when education level was controlled, with suburbanites showing the highest rates of participation, and residents of rural areas the lowest. As part of the study, those interviewed were shown a list of reasons for taking adult education courses and were asked ". . . whether any of these considerations had a direct bearing on (their) most recent enrollment" (Johnstone & Rivera, 1965, p. 142). The list had been prepared for the study based upon what the authors refer to as "popular inter— pretations" of why adults participate. Reasons given and response percentages are shown in Table 2.4. The authors point out that although some reasons were picked more than others, none was picked by a majority. Expressed reasons for participation were also classi- fied by age, sex, and social class, and it was found that these factors are significant not only in rates of partici- pation and in reason for study, but in the type of course selected as well. While job-centered reasons lead younger adults to take courses, the enrollment goals of older adults are much less pragmatic and utilitarian. We found that older adults were much less likely to have occupational goals in mind when they enrolled and much more likely to take courses simply for general knowledge. . . . At all ages, more men were concerned with vocational goals while women enrolled relatively more often in response to home and family life and leisure-time interests. In addition, women were also more likely to take courses 38 Table 2.4.--Reasons for Taking Adult Education Courses. a. (Question 17-F[2]) In which of the following ways had you hoped the course would be helpful to you? Become a better informed person Prepare for a new job or occupation On the job I held at that time Spend my spare time more enjoyably Meet new and interesting people In carrying out everyday tasks and duties around home Get away from the daily routine In carrying out everyday tasks and duties away from home None of these, or don't know Total Base No Information Total Participants Weighted 37% 36 32 20 15 13 10 10 7 180%* 4,175 428 4,603 (Question 17-H) Were there any other ways not listed here in which you had hoped the course would be helpful? Yes Other work or job-related reasons Improve skills or increase knowledge (general) Increase income Home or family life role Personality or interpersonal relations Other personal development All other NO Total Base No Information Total Participants Weighted 10% NHHHHw 90 100% 4,419 184 4,603 *Does not total 100% because some persons endorsed more than one reason. SOURCE: Johnstone, J. W., & Rivera, R. J. Volunteers for Learning. Chicago: Aldine Publishing Company, 1965, p. 143. 39 to expand their social horizons or to get away from the daily routine. . . . Men and women from lower socio- economic positions were much more likely to take courses to prepare for jobs than to advance on them, while the opposite was true of participants from higher social positions. (Johnstone & Rivera, 1965, pp. 11-12) Principal Findings of the Study The published results of Johnstone and Rivera's find- ings exceed 600 pages in length, but an effort has been made to summarize the study. According to the author's summary, 61% of those surveyed have been involved in some form of adult learning activity. These activities were generally noncredit and nonacademic in nature. The majority of sub- jects studied were either vocationally or home and family— life oriented, with learning in home and family-life areas often undertaken without formal classes or instruction. It was found that middle-class individuals were classroom oriented in their learning preferences while lower-class individuals tended to avoid classroom settings. Participants were found to exhibit differing patterns of personal, social, and ecological characteristics from those who do not parti- cipate, with the most striking difference in the area of prior education. Parenthood was found to be a significant factor, with fathers of young children more likely to parti- cipate than nonfathers, and mothers less likely to partici- pate than nonmothers. Age influenced adult participation, with younger adults taking more vocational classes and older adults selecting less pragmatic subjects. When querried about the reasons for not attending, financial reasons were 40 given most often followed by busy schedules and lack of physical energy (Johnstone & Rivera, 1965, p. 17). The Johnstone and Rivera study is a milestone in adult education research in that it represents a massive effort to study the adult educational system in this country from the participants' point of view. Its primary weakness is that it is basically descriptive in nature, and very little theoreti- cal formulation is undertaken in order to explain the find- ings. As with most of the literature in adult education, the Johnstone and Rivera study is oriented to adult education programs in general rather than specific groups of partici- pants. In other words, we are still concentrating on what Douglah and Moss (1968) refer to as the between-group dif- ferences rather than the within-group differences. Motivational Factors in the Adult Education Process Modern study of the motivation to participate in adult education began in 1961 with the publication of The Inquiring Migd (Houle, 1961). In this pioneering work, Houle suggested a typology of motivation based on in-depth interviews with 22 participants in adult continuing education programs. Three distinct types of motivational orientations were referred to as goal oriented, activity oriented, and learning oriented. Houle suggests that goal—oriented participants become involved as a means of reaching an end or producing a result. Activity-oriented individuals participate not for the content of the course itself but rather for the process 41 or setting in which the learning occurs. Social activity appears to be the primary motivational factor for participa- tion in continuing education for this group. Finally, Houle refers to the learning oriented, or those who partici- pate because learning is part of their basic nature. The Houle study, a study of only 22 individuals, resulted in a new wave of thinking as to how and why individ- uals become involved in continuing education activities. Adult educators quickly analyzed the findings of the study and have attempted to clarify Houle's ideas and to prove or disprove his concepts. Sheffield (1962) utilized the findings of Houle to for- mulate 58 reasons why individuals participate. A 5-point Likert-type response format with possible responses ranging from "never important to me" to "frequently important to me" was developed and administered to over 450 adults. Fac- tor analysis yielded five groupings of motivational factors which Sheffield referred to as: Learning orientation Desire-activity orientation Personal goal orientation Societal goal orientation Need activity orientation (1962, pp. 68-69) WQNNH o o o 0 Two of these orientations, need activity and desire activity, were motivations unrelated to the educational activity as originally designed and were similar to Houle's activity- oriented participant. The learning orientation appears to coincide with Houle's learning-oriented individual, while the personal goal and goal activity orientations appear similar. 42 The societal goal orientation emerged as an unrelated fac- tor although it could be related to goal activity in some participants' priorities. In order to further study the motivations of those attending adult education classes, Boshier (1971) developed the Educational Participation Scale, or EPS. The develop- ment of this scale was aided by what Boshier refers to as "A close examination of The Inquiring Mind and the highest loading items from Sheffield's study" (1971, p. 7). The original EPS consisted of 48 Likert-type items utilizing a 9-point "very much influence" to "very little influence" format. In addition, an effort was made to avoid bias. through the positioning of questions in that the "very much influence" category appeared on the left for half the items and on the right for the other half. Additional safeguards taken included a pilot study, with the resultant high "loading" factors then randomly scattered throughout the questionnaire to avoid positional bias. The instrument was then subjected to a 6-week test/retest study which indicated acceptable levels of reliability. Boshier's instrument was administered to 233 partici- pants in New Zealand who were enrolled in a variety of adult education courses. The responses were factor analyzed by the method of principal factors and then rotated utilizing an oblique criteria. Oblique rotation was utilized since the factors were to be correlated, and a higher order ana- lysis was to be performed. 43 Fourteen first-order factors, accounting for 69.15% of the total variance before rotation, were identified using 1.40 as the minimum factor loading. Additional analysis resulted in 7 second-order factors, which Boshier labeled as follows: 1. Interpersonal improvement/escape 2. Inner- vs. other-directed advancement 3. Social sharing 4. Artifact 5. Self-centeredness vs. altruism 6. Professional future orientedness 7. Cognitive interest A final factor analysis to ascertain third-order fac— tors resulted in four factors emerging, which Boshier describes as follows: Third-order factor 1 could be labeled "other—directed advancement" and identifies goal-oriented participants responding to some probably vocational, environmental press. Third-order factor 2 is akin to Houle's learn- ing orientation except that learning is undertaken not as an end in itself but to prepare oneself for some future, probably educational, activity. Third-order factor 3 could be described as a bipolar measure of "self versus other-centredness." Third-order factor 4 is almost pure "social contact." The high-scorer on this factor seeks social contact to compensate for what he considers to be excessively narrow and defi- cient educational experiences in the past. . . . The "boiling down" of the 14 first-order to 4 independent and uncorrelated third-order factors has revealed a structure not unlike the three-factor Houle typology. Third-order factors 1 and 2 are both voca- tionally anchored, whilst third-order factors 3 and 4 have socio-psychological origins. 1(1971, p. 19) Following a similar line of inquiry, Burgess (1971) developed the Reasons for Educational Participation Survey, or REP. The REP as originally designed consisted of 70 pos- sible reasons for participation, scored on a 7-point "never influence" to "always influence" scale. Burgess developed 44 the reasons used in the REP after a careful search of the literature and with input from 300 adult educators and 1,000 adult students. The original list of 5,773 reasons was reduced to statements or items through the use of two sets of judges who ". . . considered the meaning of each reason and indicated cases of redundancy, ambiguity, vagueness, over— tones, and technical language" (Burgess, 1971, p. 12). The instrument was subjected to test/retest and split-half relia- bility studies with resulting scores ranging from .512 to .840 on the test/retest, and a coefficient of equivalence of .885 (Burgess, 1971, p. 12). The completed questionnaire was administered to 54 classes with 1,046 usable responses collected. The responses were subjected to a factor analysis procedure, and 55 items were retained for analysis. Seven factors emerged from the analysis and were labeled as follows: The desire to know The desire to reach a personal goal The desire to reach a social goal The desire to reach a religious goal The desire to take part in social activity The desire to escape The desire to comply with formal requirements \IO‘U'InwaI-J O I 0 These seven factors accounted for 63% of the total variance. (Dr. Burgess' original 70-item questionnaire appears in Appendix A.) In order to determine whether Boshier's Educational Participation Scale (1971) was valid in a cross-cultural set- ting, Morstain and Smart utilized the EPS as the basis for their 1974 study of motivations as differentiated by age and sex variables. Responses to the EPS were factor analyzed 45 by the principal axis method and orthogonally rotated using the Kaiser Varimax criterion. Three age-sex groupings were established as dependent variables with EPS scores serving as the independent variables. The study produced 11 first- order factors, 6 of which were retained for rotation after applying Cattell's "Scree" test (Harman, 1976, p. 163). These six factors explained a total of 59% of the variance. The authors labeled these factors as follows: Social relationships External expectations Social welfare Professional advancement . Escape/stimulation Cognitive interest UAWQWNH o o o o The initial analysis of the data showed no cluster of factors as assuming primary importance. It is interesting to note that the professional advancement category only exhibited a score of 5.8 out of a possible 9 points, and it was the highest scoring group of all. In order to further analyze the results, a step-wise multiple discriminant analysis process was utilized. The two factors which accounted for the variation by age in the results for women were identified as social relationships and the escape/stimulation factor. No significant differ- ences were observed in the other factors. This indicated that the younger women in the group enrolled more often for social reasons than did older women. Two relationships also emerged for men. Again, younger men enrolled more for social contact than older men; but external expectations emerged as 46 a second significant difference. This time it was found that the older men enrolled more due to external expectations than the younger men. The authors summarize their study by stating that the results of this study indicate that the importance of certain clusters of reasons for participation showed noticeable variation across different age-sex groupings of adult learners. Younger adults scored relatively higher on the Social Relationships scale. Men were somewhat more motivated by External Expectation rea- sons, and women scored relatively higher than did men on the Cognitive Interest scale. With respect to Social Welfare reasons, men had relatively similar scores at each age level while scores for women tended to decline with increasing age. (Morstain & Smart, 1974, pp. 95- 96) Additional studies into factors which affect participa- tion have been conducted utilizing several instruments. Dickinson and Clark (1975) utilized Sheffield's Continuing Learning Orientation Index to determine if continuing edu- cation students in nursing were more active in self-education as well. The results of their study supported the concept but only for those individuals who scored high on the "learn- ing orientation" factor. Sovie (1973) also studied nurses utilizing the Sheffield instrument and found orientations she defined as personal goal, occupational goal, professional goal, societal goal, need fulfillment, personal sociability, professional sociability, and learning. Sovie's study also included nonparticipants which makes it somewhat unique. Another study utilizing nurses as subjects was conducted by Bevis (1975) using the Leisure Activity Scale (LAS) as designed by Litchfield (1965). The LAS is composed of 47 99 items pertaining to leisure time activities. Forty-six of the items in the LAS deal with educational pursuits. Bevis used analysis of variance, multivariate analysis, and an analysis of covariance in an attempt to show that role conception affected participation. Six of Bevis' seven hypotheses were rejected, however, and the seventh dealing with the relationship of leisure time activity and role con- ception was "accepted conditionally." Boshier has authored two additional studies of interest, as well as a critique of past studies performed by himself and other authors dealing with factor analysis and motiva- tional studies. Boshier's 1977 study differentiates students as life-chance (or deficiency-oriented) versus life-space (or growth-oriented). Life-chance oriented individuals participate to satisfy Maslow's lower—order needs, such as physiological needs, safety needs, and social needs. Life- space oriented individuals are enrolled primarily "for expression rather than in an attempt to cope with some aspect of their life" (Boshier, 1977, p. 92). Self- actualization is the dominant need of the life-space oriented individual. Boshier suggested the relationship between social variables and participation in adult education as shown in Table 2.5. The EPS factors were classified as indicative of either life—chance or life-space motivations, as follows: 48 Table 2.5.--Hypothesized Relationships Between Some Social Variables and Motive(s) for Participation in Adult Education. Life-Chance Life-Space Age Young Old Occupational status Low High Income Low High Educational attainment Low High Social participation Low High Previous participation in adult education Low High _ (Spasmodic) (Continuous) SOURCE: Boshier, R. "Motivational Orientations Re-Visited: The Life-Space Motives and the Educational Participation Scale." Adult Education, XXVII (1977), 100. Escape/stimulation Life-chance Professional advancement Life-chance External expectations Life-chance Cognitive interest Life-space Social welfare Life-space results which support the hypotheses are as follows: Younger participants enrolled more due to external expectations and less due to cognitive interests. Higher paid participants enrolled more for social welfare and less for external expectations. Higher occupational status participants were less inclined to enroll for professional advance- ment. 49 4. Participants with the lowest formal education were enrolled more for professional advancement. (Boshier, 1977, pp. 107-111). Several relationships were found to be the reverse of those expected. This occurred with the age, marital status, and previous participation variables as compared to cognitive interest and external expectation factors, and with the social participation factor, which seems to indicate that social participation may be indicative of life-chance rather than life-space motives. This determination would invali- date several of the points discussed above as supportive of Boshier's hypothesis. Boshier's most recent study utilizing the EPS was pub- lished by Boshier and Riddell in 1978 in an attempt to determine if the EPS factor structure was applicable to "older" adults. The professionally oriented items were removed since it was assumed that they would have no rele- vance to retired individuals. The revised form was shown to be valid for use with a sample where there is no attach- ment to the labor force. In addition, it was found that cognitive interest was the primary motivator for older adults enrolled in continuing education programs (Boshier & Riddell, 1978, p. 174). In an attempt to summarize the current literature in the field of motivation to attend adult education programs, Boshier published an analysis and critique of the major 50 research performed in the area (Boshier, 1976). It appears that the main problems faced by those attempting to perform factor analysis fall into five categories. According to Boshier, the main errors would include ". . . insufficient information for replicating, inadequate or omitted reliabil- ity information, failure to understand criteria for rota- tion, failure to recognize that output is a function of input and assignment of almost magical unwarranted qualities to factor analysis" (1976, p. 26). The comments concerning replication and reliability are self-explanatory, but rota- tion and input versus output bear explanation. Rotation is a process which begins with a matrix of item intercorrela- tions and results in clusters of items. According to Kim (1975), oblique rotation is more realistic in that it allows for the factors to be correlated, while orthogonally rotated factors are uncorrelated but easier to use. The choice of factors is based upon the purpose of the study. In examining the studies reviewed in this chapter, it can be seen that both types of rotation criteria have been used. Burgess (1971) used oblique rotation as did Boshier (1971) since both authors needed correlated factors to perform the additional analyses contemplated in their studies. Boshier's (1977) study used orthogonal rotation, as did Dickinson and Clark (1975), Morstain and Smart (1974), Sheffield (1962), and Sovie (1973). Boshier's main concern appears to be not which method is utilized, but rather that 51 the author specify the method used and indicate why it was chosen for the study at hand. In discussing the input-output problem, Boshier dis- putes Burgess's "religious goal" factor. The results occurred, according to Boshier, not because participants stated that religious goals were a factor, but simply because questions were asked about religious goals. The author mis- takenly assumed that since a cluster of items occurred it represented a significant reason for participation (Boshier, 1976, pp. 29-30). Factor scoring, or an examination of the factor means, must be utilized to determine the importance of a cluster after it emerges from the correlation matrix. This is accomplished by a summation process across the scores or responses in a given factor, followed by division by the number of items comprising the factor. Summary The literature relevant to this study has been divided into three parts. Part one concerned the need for, and the current status of, professional education programs. States continue to pass continuing education laws, but in most states the professional's decision to participate is still voluntary. In part two of this chapter the studies which have been conducted on the characteristics of participants in adult education programs were examined. Studies have repeatedly found that certain groups of individuals participate more 52 frequently than others. In general, the better educated tend to participate as do those who earn higher salaries and live in nonrural areas. Participants tend to be younger than average, white, and married with at least one child. It still must be remembered, however, that there are within- group differences and that some older people do participate as do those who are single, black, and/or unemployed. The third grouping of studies reviewed the current literature on motivational factors. The studies discussed were based primarily on Houle's typology of orientations. Many of the studies were factor analyses designed to clus- ter reasons into more parsimonious groups based on inter- correlation of the items. Some studies were undertaken in order to compare the results to Houle's original study. In utilizing the oblique solutions, the authors attempted to confirm Houle's typology, while those utilizing orthogonal rotation are exploratory in nature. Some authors have attempted to utilize orthogonal (uncorrelated) solutions and then group or correlate them--a direct contradiction in terms. It has been shown that the best factor studies have several points in common: 1. A valid and reliable instrument is used. 2. Sufficient information is given for replication of the study. 3. Rotation criteria is proper and specified. 53 4. The clusters of items are analyzed to determine if a factor really exists, based upon an examination of mean scores. 5. The limitations of the methodology are realized. It was the purpose of this chapter to discover and report on recommendations such as the above. The methodology described in the next chapter will take into account the suggestions for improvements which have been made by previous authors, whose studies have been summarized in this chapter. CHAPTER III METHODOLOGY Introduction This study was undertaken to find out if independent insurance agents' motivations for attending professional continuing education programs could be determined, and, if so, how these motivations differ among groups. Specific characteristics were examined, including: 1. Age 2. Sex 3. Level of prior education 4. Income level 5. Ownership status 6. Experience in the industry Since no survey instrument existed which specifically dealt with the motivations to attend professional education programs, one needed to be developed. This was accomplished by building upon the work of Paul Burgess (1971), who ori- ginally developed the Reasons for Educational Participation survey, or REP for short. (See Appendix A for Dr. Burgess' original 70-item survey.) The REP was modified by the addition of several "industry specific" items. This modified instrument will be referred to as the Reasons for Educational Participation-Insurance, or REP-I. Participant 54 55 characteristics were requested on the last page of the questionnaire. (See Appendix B for the REP-I.) Description of the Subjects Under Study In order to apply the REP-I to a group of insurance professionals enrolled for study, it was necessary to locate a suitable group. Since all previous work involving factor studies indicated the desirability of a group administration of the instrument, it was decided to utilize a classroom approach to survey completion in this study as well. In other words, each of the groups surveyed must physically meet at some appointed time to complete the questionnaire. Since the study would include all individuals who decided to participate in a given activity, those who chose to be nonparticipants would not be studied. Given that the individuals were self-selected, the emphasis shifted to the programs to be selected for study. This, in turn, would determine the individuals who would participate. Program Selection The Certified Insurance Counselor's (CIC) program was selected for this study for the following reasons: 1. Large numbers of insurance personnel meet in a classroom environment. 2. The institutes are held on a regular basis. 56 3. The program is national in sc0pe. 4. Sponsoring organizations in the various states indicated a willingness to participate. 5. The national organization, The Society of Certified Insurance Counselors, Incorporated, indicated its willingness to participate. The Certified Insurance Counselor's program leads to the awarding of the professional designation, Certified Insurance Counselor, or CIC. The student generally attends an intensive 28-day seminar or institute taught by local and national faculty approved by the Society of Certified In- surance Counselors, Incorporated, headquartered in Austin, Texas. On the last day of the institute, a 2-hour essay examination is administered to test the participant's knowl- edge in a particular area of insurance. Five institutes, or subject areas, comprise the CIC curriculum, as follows: 1. Commercial Property Insurance 2. Commercial Casualty Insurance 3. Personal Lines Insurance 4. Life and Health Insurance 5. Agency Management Each of the above topics has a separate Zk-day institute devoted to it. In order to obtain the CIC designation, the student must pass all five parts of the CIC curriculum. Although an examination is offered, participants are not required to sit for it, and it is not uncommon for parti- cipants to attend one or more seminars without taking an 57 examination. For purposes of this study, the examination is irrelevant since the study deals only with the motivations for seminar or class participation. While it is true that some participants may have been influenced by the awarding of a professional designation, the REP-I included questions designed to determine this aspect of motivation. Selection of the Survey Instrument Since instruments utilized in previous studies of adults were not designed to accommodate professional con- tinuing education programs, it was necessary either to develop a new instrument or to modify an existing one. For purposes of this study, the latter course of action was taken. The original survey was developed by Dr. Paul Burgess while studying at the University of Chicago and is known as the Reasons for Educational Participation, or REP. It was selected for several reasons: 1. It had been shown to be a valid and reliable instru- ment in prior studies. 2. The items had been carefully developed from an original list of over 5,000 reasons for participa- tion. 3. The instrument had previously been utilized in a study of over 1,000 participants whereas other instruments were tested on much smaller groups. 58 Modification of the Instrument The REP as originally developed consisted of 70 items. It was found, however, that 15 of the items did not contri- bute to the factor solution and were consequently dropped from consideration in subsequent analysis. The remaining 55 items cluster into 7 groups or factors, as shown in Table 3.1. In order to utilize the REP in the study of insurance personnel, it was decided that specialized items should be included to allow participants to indicate whether or not industry-specific reasons influenced the decision to parti- cipate. In order to secure these reasons, a group of insurance personnel attending a professional education pro- gram were asked to list the reasons why they attended. This procedure resulted in 217 responses. (For a list of respon- ses, see Appendix C). Based upon these responses and the input of two experts in professional insurance education, new items were constructed to replace the items discarded from Burgess' original study. The experts were both familiar with professional continuing education for insurance agents in general and the programs under study in particular. Mr. Robert Pierce, Director of Education for the Independent Insurance Agents of Michigan, and Mr. Daniel Riley, Assistant Vice President of the Association of Professional Insurance Agents of Michigan, agreed to serve as experts for this part of the study. 59 Table 3.1.--Factors and Items in the Burgess Study. Factors Items Comprising the Factor II. III. IV. VI. VII. The Desire to Know The Desire to Reach a Personal Goal The Desire to Reach a Social Goal The Desire to Reach a Religious Goal The Desire to Take Part in Social Activity The Desire to Escape The Desire to Meet Formal Requirements 3, 8, 9, 18, 19, 25, 29, 31, 36, 39, 44, 67 4, 5, 6, 7, 23, 24, 33, 35, 39, 43, 45, 48, 53, 54, 57, 64, 65, 68 12, 14, 52, 58, 60, 61, 66, 70 12, 17, 20 16, 21, 32, 38, 46 2, 16, 28, 32, 38, 46, 47, 50, 51, 55, 69 13, 34, 47, 53, 64, 65 SOURCE: Burgess, P. "Reasons for Adult Participation in Group Educational Activities." Adult Education, XXII (1971), 18. 60 Item Deve10pment. New items were developed, utilizing the following procedure: 1. 3. A list of reasons for participation was secured in free response form from a group attending a pro- fessional insurance education seminar. Items were constructed to reflect the reasons pro- vided by the participants. Experts were asked to evaluate Burgess' items and the new items for relevance, clarity, and redun- dancy. The experts were asked to add reasons not repre- sented by the items. No new items were added as a result of the two additional reasons given by Expert 2. (See Appendix D for experts' instructions and responses.) The original list of 75 items was reduced to 48 items after examining the experts' comments and suggestions. The experts were shown the revised survey and were asked to comment on the appropriateness of the items and to classify each item into one of the six hypothesized factors described in the next section. The experts agreed that the survey was representative of agents' reasons for attendance and contained no ambiguities or inappropriate items. (The classification of items into the categories is shown in Appendix D.) 61 Final Configuration of the Instrument. In its final form, the REP-I consisted of 48 questions or items designed to elicit the motivations of those attending insurance edu- cation programs. The items included in the survey were representative of the reasons for participation in general adult education programs as shown by Burgess (1971) and included new items designed to be representative of industry- specific reasons for participation. Statement of Hypotheses After a careful review of the literature dealing with characteristics of participants, motivation for participa- tion, and previous studies of general adult education, the following hypotheses were proposed. Hypothesis One Responses given on the Reasons for Educational Partici- pation-Insurance survey will factor into at least six groups. These groups can be labeled as follows: 1. Practical Applications--The desire to participate in order to make work easier or more efficient or to keep current with changes in the industry so as to be able to better serve clients. 2. Self-Directed Advancement--The desire to participate in order to increase one's income, or to obtain a better or more secure position, or to increase one's self-confidence or credibility. 62 Other-Directed Advancement--The desire to parti- cipate in order to satisfy the wishes of a boss or supervisor, or to meet requirements imposed by licensing boards or professional associations. Professional Image--The desire to participate in order to be perceived by peers and the public as a competent professional. Escape/Social Needs--The desire to participate in order to break the routine of daily life, to meet new people and exchange ideas, or to relax in an isolated environment. Learning Activity--The desire to participate for the purpose of self-fulfillment or personal satis- faction from the acquisition of knowledge. Hypothesis Two Groups of subjects will exhibit significantly different reasons for participation, as follows: 1. Younger subjects will participate more for Self- Directed Advancement purposes than will older subjects. Older subjects will participate more for Profes- sional Image purposes than will younger subjects. Individuals with higher levels of prior education will participate more for Learning Activity reasons than those of lower educational attainment. 63 4. Younger subjects will tend to participate more for Escape/Social Needs than will older subjects. 5. Higher income subjects will tend to participate more for Professional Image purposes than will lower income subjects. 6. Owners will tend to participate more for Practical Application purposes than will nonowners. 7. Individuals who have been in the insurance business for longer periods of time will participate more for Professional Image purposes than those with less experience. 8. Individuals who have been in the insurance business for shorter periods of time will tend to partici- pate more for Practical Application reasons than those with more experience. Testing the Hypotheses Hypothesis One Hypothesis One was tested by submitting the results of the survey to factor analysis. Responses were analyzed by the SPSS subprogram FACTOR. For purposes of this study, the two major procedural questions to be answered were "What type of rotation should be used?" and "How many factors should be retained for rotation?" Type of Rotation. The literature review in Chapter II indicated that both types of rotation--orthogonal and oblique--had been used in previous studies. According to 64 Kim, "there is no compelling reason to favor one method over another, and the choice should be made on the basis of the particular need of a given research problem" (1975: p. 473). Previous researchers have generally utilized the orthogonal method when no higher order analysis was required (Bennett, 1979; Boshier, 1977; Dickinson & Clark, 1975; Morstain & Smart, 1974; Sheffield, 1962; Sovie, 1973). Boshier utilized the oblique method in his 1971 study since he performed multiple factor analyses, and Burgess used an oblique method in his 1971 study since he intended to relate his findings to another set of variables. Since the current study does not deal with the intercorrelations of the factors, the orthogonal or uncorrelated method was selected. To this end, the Kaiser Varimax criteria for rotation was adopted due to the fact that it is orthogonal, easily handled, and widely used and understood. The specifications for the factor analysis are given in Table 3.2. Number of Factors to Retain for Rotation. Factor analysis is a generic term which refers to a process of data reduction. The process is used to uncover relationships between several variables by reducing the data to a smaller set of factors which account for the interrelationships. When the principal component method is used, these factors are exact mathematical transformations of the original data based upon the best linear combination (Kim, 1975, p. 470). After the first factor is extracted, the second factor is determined based upon the residual variance. This process 65 Table 3.2.--Factor Analysis Specifications. Step in Analysis Option Utilized Preparation of the R Factoring Correlation Matrix (Correlation Between Variables) Extraction of Initial Principal-Component Solution Factors (Defined Factors) Rotation to Terminal Orthogonal-Varimax Factors (Uncorrelated Factors) SOURCE: Nie, N., et a1. Statistical Package for the Social Sciences. 2nd ed. Neerork: McGraw-Hill, 1975, p. 473. continues until all of the variance has been accounted for. Since this process may result in a large number of factors, a cut-off point must be established, and only those factors which meet the predetermined criteria will be utilized in the rotation process. This presents no major problem, how- ever, since the first factors extracted tend to account for most of the variance. Given that only a few factors will be retained for rotation, the problem now becomes how to best determine which to keep and which to discard. The study of the litera- ture in Chapter II indicated that Cattell's "Scree" test was the accepted method for making this determination. (See Harman, 1976, p. 163, for a complete discussion of the "Scree" test.) The "Scree" test is a graphic technique which requires the investigator to plot the data obtained from the initial analysis and to determine where the root values stop their 66 rapid descent and begin to level off. While not an exact method, it must be remembered that there is no "correct" number of factors to retain, and we are in effect trading off a small degree of precision for a large increase in efficiency by utilizing the factor analytic approach. Hypothesis Two Hypothesis Two was tested by first determining the mean scale scores for each factor. This was accomplished by summing the individuals' responses to each of the items in a given factor. Each item could have a possible score ranging from 1 (Very little influence) to 5 (Very much influ- ence). The total of the responses for each factor was then divided by the number of items in the factor to obtain the mean scale score which could also range from 1 to 5. The resulting scores for each of the hypothesized factors could then be compared. Hypotheses 2-1 through 2-8 were then tested in the following manner, as suggested by Morstain and Smart: This procedure considers the specified groups as independent variables and the mean scores on n dimensions as dependent variables. Simply stated, the dependent variable with the largest univariate F is entered first. The variance attributable to this variable or dimension is partialled or removed, and the dependent variable which accounts for the greatest amount of remaining variance is next entered into the discriminant analysis. After the first variable, this stepwise procedure determines whether or not the remaining variables can better elucidate the salient dimensions or "definers" of group differ- ences. At each step, a matrix of F statistics allows for testing the equality of means between each pair of groups. The higher the F value is for a comparison 67 of two given groups, the greater the "difference" is between these groups on the dependent variables under consideration at that point in the stepwise analysis . . . (Morstain & Smart, 1974, p. 97) The analysis will be presented in tabular form with univari- ate and step-down F ratios reported by variable. In this manner, each of the relationships described in Hypothesis Two can be individually tested to see if the hypothesized relationship exists. Research Procedure The procedure utilized in this study consisted of the following five steps. Development of the Instrument As indicated in an earlier section, a valid and reliable instrument was chosen and then modified so as to reflect industry-specific reasons for participation. Pilot Administration The Reasons for Educational Participation-Insurance survey was administered to local insurance agents who would not be participating in the educational seminars at which the final survey would be administered. Subjects were asked to indicate if any of the questions were difficult to inter- pret, inappropriate, or confusing. The results were analyzed to determine if any modification of the survey was necessary. 68 Determination of Validity and Reliabilipy Although the original survey had been shown to be a valid and reliable instrument, it was necessary to establish that the revised form retained acceptable standards. The modification of the original instrument included deleting items which were found to be inappropriate and adding new industry-specific items. To establish the reliability of the revised instrument, the results of the survey administration were subjected to the SPSS subprogram RELIABILITY. This program computes the coefficient alpha, a measure of internal consistency, for the entire instrument. This procedure results in a coeffi- cient alpha for the instrument of .901 based upon the 957 survey responses subjected to this procedure. In order to establish the validity of the new instru- ment, three procedures were employed. First, two experts were used to help determine if the items used on the survey were indicative of the reasons expressed by participants. The experts also offered their suggestions as to why they felt individuals participate. Next, space was provided for the participants to indicate any additional reasons not covered by the items on the survey. These reasons were to be examined by the experts to determine if they were omitted from the original instrument. However, no additional reasons were indicated by participants. Finally, the reasons obtained from the survey administration were compared with 69 the hypothesized results. This is discussed more fully in Chapter IV. Survey Administration In order to maintain consistency in the administration of the REP-I, it was decided that the survey would be administered to groups and one person from the sponsoring organization would be selected to administer the survey, read the instructions, and answer any questions which might be posed by the participants. Although the completion of the form was voluntary, class time was utilized so as to maintain control over handing in the instrument and the approximate amount of time devoted to the instrument by each subject. Analysis of Results The survey was subjected to the procedures specified earlier in this chapter. The results form the basis for Chapter IV. Summary The REP-I was developed using the original REP as a base for further investigation. Industry-specific items were developed using a procedure similar to that used by Burgess (1971) in developing his original items. A pilot administration of the instrument revealed no problems with ambiguity, but items were deleted due to suggestions from those who completed the survey. The new instrument was 70 examined for face validity and subjected to a coefficient alpha reliability study. The instrument was designed to test two hypotheses. Hypothesis One was tested through factor analysis, while the _second set of hypotheses were tested using step-wise dis- crbminant analysis. The survey was administered to insurance personnel attending continuing education programs in 16 states during the months of January, February, and March, 1982. The final form of the survey was administered on 17 separate occasions in 16 states. A total of 1,027 surveys were collected, of which 985 were complete and therefore usable. Age, sex, formal education, income, number of years' experience, and ownership status were utilized as the demographic basis of the study. CHAPTER IV ANALYSIS OF THE DATA Introduction The data collected for this study was examined in several ways. First, the response to the survey was examined in terms of the number, location, and demographic character- istics of the sample. Next, the data was examined in terms of reliability, the development of the final factors to emerge from the study, and the extent to which the data supports the first hypothesis. Finally, the data was sub- jected to a step-wise discriminant analysis to determine if the various subgroups differed as predicted by the second hypothesis. Response to the Survey The final form of the survey was administered on 17 separate occasions in 16 states. A total of 1,027 surveys were collected, of which 985 were complete and therefore usable. A survey was considered complete if all the demo- graphic data requested was provided. Total attendance at the institutes utilized in the study was 1,177. This re- sulted in a total usable response rate of 83%. It was found 71 72 that some attendees who completed the survey attended other institutes where the survey was being administered. These individuals were advised not to complete the questionnaire if they had filled one out already. The most overlap occurred in Michigan and Maryland, although some occurred in Pennsylvania. The result of this overlap was to under- state the reported usable response rate reported above which was already quite high. Table 4-1 shows the states surveyed, the number of completed questionnaires collected, and the number of usable questionnaires. Although no claim is made that this study is generaliz- able to the population of insurance agents, the demographic characteristics of those who completed the survey are reported in Table 4-2 in order to assist those who may wish to compare the group under examination to other agent groups of interest. Data is provided on age, sex, ownership status, education, income, and number of years in the insurance business. Treatment of the Data As reported in Chapter III, the data collected for this study was subjected to a reliability study using the SPSS subprogram RELIABILITY. This subprogram computes the coefficient alpha, a widely used and recognized measure of reliability. The coefficient alpha obtained was equal to .90. In addition, the 48 items were analyzed in a step-wise manner to determine if the deletion of any one item would 73 Table 4.l.--Institute Attendance and Response Rates by State and Topic. Number of Surveys Number State Topica Date Attendance Received Usable MN CP 1/6/82 59 55 53 MI AM 1/14/82 105 102 98 PA CC 1/21/82 89 86 84 CA CC 1/28/82 60 56 49 LA CP 1/28/82 61 60 59 OH CP 2/4/82 72 69 66 WI PL 2/10/82 54 52 50 IL PL 2/11/82 65 48 46 CT PL 2/17/82 43 36 34 KY AM 2/18/82 33 29 27 MD PL 2/25/82 91 72b 71 OR CP 2/25/82 57 55 55 IN AM 3/4/82 78 76 73 TX LH 3/4/82 68 61 60 MT CC 3/10/82 84 82 80 MI PL 3/11/82 107 37C 36 WA AM 3/17/82 51 51 44 TOTALS 1,177 1,027 985 aCP--Commercial Property; AM--Agency Management; CC-- Commercial Casualty; PL—-Personal Lines; LH--Life and Health. bMany subjects registered for the 1/21/82 seminar in PA were also in attendance at this institute. cMany subjects registered for the 3/11/82 seminar in MI were also in attendance at this institute. 74 Table 4.2.--Demographic Characteristics of Those Who Com- pleted the REP-I. Sex Ownership Status Prior Education Income Age Experience (Group Total = 985) Male Female Owners Nonowners Mean Median Standard Deviation Minimum Maximum $15,000 or under $16,000-$24,000 $25,000-$33,000 $34,000-$42,000 $43,000 or over Mean Median Standard Deviation Minimum Maximum Mean Median Standard Deviation Minimum Maximum 721 264 391 594 14.90 15.58 1.738 20 134 297 222 110 222 36.48 34.85 9.47 19 75 11.29 9.54 8.12 45 (73.2%) (26.8%) (39.7%) (60.3%) years years years years years (13.6%) (30.2%) (22.5%) (11.2%) (22.5%) years years years years years years years years year years 75 result in a significant improvement in the coefficient alpha. This information is provided in Table 4-3. No sig- nificant increase in reliability was obtained by deleting any of the 48 items. It was also indicated in Chapter III that the judges would evaluate additional reasons for attendance provided by the subjects surveyed. However, no additional reasons were provided by participants. Next, the data was subjected to the SPSS subprogram FACTOR as described in Chapter III. Of the 48 items sub- jected to analysis, 39 were found to have significant loadings after rotation utilizing 1.40 as the cut-off point. The 1.40 level was selected because the survey of literature showed this to be the commonly accepted level for studies of this kind. Although items which do not load significantly are sometimes discarded in studies of this type, all items were retained since they were included on the survey as administered. Since this is an exploratory study, it is of interest to note how these items fit into the overall analy- sis. This is justified further by the relatively high loadings these items obtained even though the .40 point was not achieved (Factor Matrices are shown in Appendix E). The results of the initial factor analysis indicated that 10 factors, accounting for 56.8% of the variance achieved eigen values greater than one. The percentage of variance explained by these initial factors is shown in Table 4.4. 76 Table 4.3.--REP-I Reliability Levels With Specified Items Deleted. Alpha if Alpha if Item Number Item Deleted Item Number Item Deleted 1 .907 25 .905 2 .906 26 .904 3 .906 27 .906 4 .906 28 .905 5 .907 29 .905 6 .905 30 .905 7 .906 31 .905 8 .906 32 .904 9 .905 33 .906 10 .907 34 .904 11 .905 35 .906 12 .905 36 .905 13 .905 37 .905 14 .906 38 .906 15 .904 39 .906 16 .907 40 .904 17 .905 41 .903 18 .905 42 .906 19 .905 43 .907 20 .906 44 .907 21 .906 45 .904 22 .906 46 .906 23 .904 47 .904 24 .905 48 .907 n = 957 77 Table 4.4.--Factors, Eigen Values, and Percentage of Variance Explained in the Initial Ten-Factor Solution. Percentage of Cumulative Factor Eigen Overall Variance Percentage of Number Value Accounted For Variance Accounted For 1 9.510 19.8 19.8 2 5.322 11.1 30.9 3 2.822 5.9 36.8 4 2.012' 4.2 41.0 5 1.540 3.2 44.2 6 1.474 3.1 47.2 7 1.238 2.6 49.8 8 1.165 2.4 52.3 9 1.110 2.3 54.6 10 1.070 2.2 56.8 78 Graphing of the eigen values and application of Cattell's "Scree" test indicated that a 4-factor solution was optimal (see Figure l). The data was then re-analyzed with Kaiser Varimax rotation specified, and the number of factors was constrained to 4. Although the 4-factor solution was not hypothesized, the analysis of the data supported the basic concept of a limited number of reasons, or factors, influ- encing the decision to participate. Discussion of the Factors Factor 1. The first factor to emerge from the solution had been hypothesized and labeled "Practical Applications" since the items which loaded heavily on this factor were oriented towards utilitarian concepts. Table 4.5 shows the item numbers, item wording, loadings, and indicates that the judges' classifications are in basic agreement with the results of the survey. Items 22 and 31 were pre-judged to belong to the hypothesized factor labeled "Self-Directed Advancement" which emerged in a modified state as factor 3. Both items also loaded on the third factor to some degree and item 39 even achieved a significant loading (.43097). Apparently the respondents viewed these items to have practical applications and to be concerned with career develOpment as well. Factor 2. The second factor to emerge from the analy- sis had been hypothesized and was previously labeled "Escape/ Social Needs." This factor was found to be comprised of the 10" \hflue a: 1 [figen b l 79 Figure 1. Eigen Values Greater Than One Versus Number of Factors. 10 80 .oouflmmnuomhn mm muouowm xflm Hmoflmfluo on» on Hmmmu mcowumoflmammwaom H\m Ho. pauos mmmoamon 0:» cw mumsuo nnfiz on mmmx 09 no H\H mm. smegma Hmcoflmmwwoum duos m on munoflao he o>umm on we magnum 09 «v a) ma. 39E As an mmmfiro fit. as 949. 09 mm H\H up. xuoz mmoloulmmo »E_GH ms damn 09 on «\N mm. mamom we o>oflnom o» oocmuwmsoo as ommonosfl 09 an S S. 3930 m8: 8 3:34 as 9685 8. mm mxm 3. :8qu 665.865 833 m 9868. as am axm mm. hoomummaoo HMGOmHom as monummu OB om H\H hm. maflmao mcowmmAEOIocmumuonum oflosm mam: 09 ma H\H hm. oowmmo as no mocoflowmmo may ommouosfl 09 0H m muons: 862. @583 6530: “"4952 anonymowmammmao EwuH . mwOmvfih. .H Houomm moflmfiag msmuH mom mc0flumowmwmmmao .mmmusb pad mmGHomQH monocultmxv manna 81 items shown in Table 4.6. Once again, the results were similar to what had been decided in advance by the judges. Most of the items comprising this factor are indicative of the desire to interact with people on a social or professional level. Item 25, "To Learn More About My Competition" was pre-judged to be indicative of a practical application, however the respondents indicated that this was a social motive as well. Item 48, "To Obtain An Income Tax Deduction" could be viewed as a social motive if it is analyzed from the following perspective: Since the attendee is away from home overnight on business, any expenditures for food, drinks, etc., are tax deductible business expenses. In other words, the attendee can write off certain social inter- action costs which may not be deductible in the home vicinity. Factor 3. "Professionally Oriented Advancement" is the title given to the third factor to emerge from the analysis. As shown in Table 4-7, the items which comprise this factor deal primarily with personal advancement which is generated by one's own desire to succeed rather than by external expectations. In examining the judge's classifications, it would appear, at first, that substantial disagreement existed. A closer analysis seems to indicate that the results obtained are consistent with the 4-factor model which developed from this study, since the original hypothe- sized factor labeled "Professional Image" did not emerge. It would appear, however, that the factor now labeled "Pro- fessionally Oriented Advancement" is a hybrid of the original 82 .ooNflmmnuommn mm muouomw xwm Hmcflmfluo on» on Momma macau60flmammmaom o\m no. cowuoscoc xmu osoocfl cm :«muao 09 mo m\m mm. wnwfinwmcommon Scum >25 mason 30m 6 96: On. «a m\m mo. mofl>fia SHAMp mo mnfluaou on» sown moan pom 09 mm v\m am. ocwmcoaon mo oncom m away 09 on m\m 2.. mafia Hwaoom ucomoum as Eoum 69830 n Sofia 0n. mm m\m om. mamoom 30: mcwumms mo whammmam on» mocmwnomxm 09 mm H\H mo. cowuwuomsoo as unonm mHoE_:HmoH 08 mm m\m mv. :oflmmomoum as aw mumnuo nuwz vows 09 mm m\m mv. coauflmom Hmaoon >8 msouoaw Ho :flmucfims oa ma ~\m ow. mufla mo monommmum oasocoom scam mmflamu xoom 09 va m\m mm. muomucoo HawOOm mxoa 09 m m\m mm. mswanoum HMGOmHom ummuom 08 m m mucus: woman 9:ch 656.83 .4352 mcowumoflmammmao swuH . 8662. .N Houomm maamfiumspu msmuH How COAMMOAMAmmMHU .momosb can mmcflnmon no»ommnu.m.v MHQMB 83 .omNAmmnuomms mm muonomm Nam Hmcwmwwo may on Hmmmn mGOAUMUHmammmHUm ~\N mm. pcosmodm>om Hudomuom munowm on “mono aw Ghana 09 mv «\N so. onnoom duos mmwa cw coauflmom as oxms on synod 09 av ¢\v mv. mummm as no nommmon may campno 09 ow m\~ mv. ouoomu xuoz as you uaoono HMdOHufloom swam 09 um ~\~ vv. mmflpfiafinm Hmcomnom SE “scam woom Hoom OH on «\m mv. wamom wE.o>mfinom on oozoummsoo he ommouocw 09 am Qmum am. 38336.48 no .9833 £036,533 a gm 8. R ¢IN\¢ No. hufiqossoo mocmubmnfl 63» ca mwnmnoomoa mo ooflufimom m on moqm>om on as manmcm ca ma NR ms. 3883 :30 ms ocwuoaoooo pom mcwoomam mo mmcmaamao on» moon 09 NH NR mo. c354 ”.8 B 83339: 8:8qu 4.. 333m 8.. S ¢\w wv. mqusssoo on» on mcwucmum HMGOHmmomoum he command 09 o N moo5b\H 6065b mcflomon msflonoz Honssz coaumowmammmao EwuH m .3663. .m uouowm mcwmwumfioo mEmuH Mom msowumowmnmmmao .mompsb can nonwomoq HOHUMMIIKé manna 84 "Professional Image" and "Self-Directed Advancement" factors which were hypothesized. Given the professional orientation of the group under study, the combination described above would be consistent with the sales orientation held by many of those who completed the survey. Factor 4. The fourth and final factor to emerge from the analysis had been hypothesized and was labeled "Other- Directed Advancement." Items comprising this group are shown in Table 4-8. All of the items in this group were classified as falling into this factor by at least one of the judges; however, the judges did disagree on several of the items. Items which loaded heavily on this factor make reference to a boss, supervisor, or stated requirement, hence the term "Other-Directed" as opposed to self— or inner- directed activity. Extent to Which the Findings Supported Hypothesis One Hypothesis One stated that the reasons for attendance would factor into at least six groups. While the data did not support the number of groups specified, the concept of a limited number of identifiable factors influencing parti- cipation has once again been demonstrated by this study. The four factors which emerged were consistent with the original hypothesis, and the judges' decisions were shown to be a very good indicator of how the respondents would view the survey items. 85 .omuflmosuomhn mm mHODUMM xflw Hmoflmfluo can on Homo» chMUMUAMAmmmHUm in 3. 5803 mocmumfimmm HMGOflumooom m.Hm>oamew as mo ommucm>tm oxmu OB mv m\m ms. mwowoamsw mo mmSmH3 spas aamsoo 09 mo M\m Hm. unmswuwsoou Husuom meow Home 09 mm M\N mm. phonon xuoz we now paumuo HMCOHuHoum swam 09 mm m\m ms. wuauonusm meow mo mcowpmosmsaoown on» 950 munmo 09 mm Qm E. 203388 fizz 3980 on. Hm Qm S. mud as no mucosamcfl m>mn 0:3 mmonu mo mc0flumoomssoomu sufiz hamsoo 09 b N monsho>n=m Hmuoa nomewosm>o¢ noosmoqm>om mommz moonumowammfi wouoonwolnosno omucmnno HMHoom\mmmomm Hmowuomnm SHHMCONmmomonm .mmflonu omuooaom now maONuMH>oo onmvcmum com mono: onoom mHmom Hummmll.m.¢ manna 90 .xsman puma onus msmnn onoa no one nongz co mommo HN mo :onnmamo on» on «so mommo mwm Hmcnmnno onu can» mmoH ma oomo>nsm muonm Hmuosm com n : mocmnnmmxm HNm. hmm. mum. Nah. om .mnmow Hmm.H mmm.m Nmm.H NNH.v :mmz mnoz no NH vow u : mocmnnomxm 0mm. mvb. 0mm. «No. om .mnmow NVH.N mam.m wwh.a NHN.v cum: HH cosy mama «N6 u a mob. va. mmm. mom. om novao Nom.a on.m owo.a owa.¢ saw: no hm mod com u a mom. th. mom. Nmo. om nomsaow NNN.N mmo.m abh.a mma.v :60: no on moo mHN u c mmb. mom. mmm. owe. om onoz no oNh.H va.m Hmo.H vva.v sum: ooo.Nv mo osoosH mNm n : Hmm. mob. mmm. How. am ooo.Nv on ooo.mN mhm.a mom.m NHS.H th.v saw: no oeoosH nomewosm>n< Homewosm>o¢ moooz mGONUMONngfi wouoonnolnwnno Umucowno Hmnoow\mmmomm Hmonuomnm >HHMC0nmmwmonm .vmscnuc001n.m.v mnnma 91 scale scores are the independent variables. The SPSS sub- program DISCRIMINANT was utilized for this purpose. The results of this analysis are shown in Tables 4.10 through 4.15, and are described below. A total of 964 of the original 985 cases were considered. The computer program used excluded 21 cases from consideration. Cases were ex- cluded if one or more survey items were left blank. Factors are listed in the order they were entered into the analysis based upon the magnitude of the F ratio. Univariate and step-down F ratios are provided. Sex. The first group differences to be examined were based on sex. As indicated in Table 4.10, 710 males and 254 females were in the groups studied. Since the Other-Directed Advancement factor had the largest univariate F ratio, it entered the analysis first, followed by Escape/Social Needs, Practical Applications, and Professionally Oriented Advance- ment. Examination of the results indicated that significant differences did exist between males and females for each scale with the largest difference occurring in the Other— Directed Advancement factor. Females scored significantly higher than males on each factor except for the Escape] Social Needs factor. Males were significantly more motivated to attend for Escape/Social Needs motives although the mean scale score for this factor was relatively low. Status. An examination of the data by ownership status as shown in Table 4.11 also resulted in significant differ- ences between the groups for all four factors. When comparing 92 .xomHn puma mnoz meuH mnoE no moo downs so mommo HN mo COHHmHmo may on out mommo mmm Hmonmwno on» can» mmma ma ommo>nsm moono Hmnoam Ho.vm« «Ho.ON «Hm.oa mmh. mom. om unmewoom>o¢ omm.m mwv.m cum: Umnomnno adamoonmmmmonm «om.m~ «amm.m «mm. moo. om weenumonndoa onN.v mvH.v cum: Hmonuomnm «oa.am HHN.H mom. wvm. om mmm.H ¢m>.H cams mowmz Hmnoom\mmmomm «nm.mv wum.mv mom. Hmm. om nomewoom>o4 mom.N mmm.a com: wmuomnflalnmnuo OHumm m onnmm m va n : Moan u : csoolmmum wumwnm>NCD mHmEmm mam: .xmm an moanmnnm> unmoommmo Hummm mo monumm m ozoolomnm com mnmnnm>noo .mooHumH>oo onmoomum .mommzll.oa.v manna 93 .xcman puma onus mamun mnofi no moo scans so mommo HN mo nonumamo on» on moo mommo mmm Hmnnmnno may :mnu mmoa ma om>m>n5m moonm Hmuoam Ho.vm« so¢.hm mo.H Nvm. mom. om nma.n ooa.n cam: mummz nanoom\mmmomm «oa.¢v «am.mN mmn. ovm. om undemoom>o¢ mam.m omm.m sum: omnconno haamoonmmmmonm «mm.vm 44m.~n mop. mam. om muonumonndmm mHH.¢ oNN.w cum: Hmowuomnm ¥m>.mm «mn.mm mam. NNh. om nooewosm>o¢ th.N Nah.a cum: omuomnwolnmnno Owumm m owumm m mum n c mmm n a osoonmmum mnmnnm>floa nonzoooz noose .msumnm mnnmnoozo ha moanmnnm> unmonmmmo Hummm mo monnmm m osoolmonm pom mumnnm>wob .moownmw>mo onwoomum .mommzll.aa.¢ magma 94 the mean scale scores for owners and nonowners, it was found that owners were less motivated by the Other-Directed Advancement, Escape/Social Needs, and Professionally Oriented Advancement factors than nonowners. Owners were motivated more, however, by the Practical Applications factor than were nonowners. Education. For purposes of this analysis, the indi- viduals under study were divided into two groups based upon prior educational attainment. The groupings were based upon the mean level of prior education with 364 individuals having less than the mean number of years' education (15) and 600 having 15 or more years of education. The analysis indicated that the groups differed significantly on three of the four factors as shown in Table 4.12. Those with less formal edu- cation tended to participate more for Practical Applications and Other-Directed Advancement than those with more educa- tion. Those with more formal education also had signifi- cantly lower scores on the Escape/Social Needs factors indicating that this was less of a motivational force for them than for those with less education. No significant differences could be found between the two groups on the Professionally Oriented Advancement factor. Income. In examining the data on level of income as shown in Table 4.13, it can be seen that three income groups are represented. This was done because of the wide range of incomes reported by the participants. Once again, signifi- cant between-group differences were detected for all four 95 .xnman puma onus mama“ mnos no moo noH£3_co mommo HN mo :oHumHmo may on moo mommo mmm Hmsnmnno on» can» mmma ma Ummm>nsm maonm Hmuoam .conumpsmfioo ouon Umnmuoo on on onumn m ucmnonmmsmoH«« Ho.vm¥ Homemonm>o¢ 4* mam.a mom. Huh. am oonomwno mm¢.m mmm.m com: maawoonmmmmonm 4mm.h HmH.N mmm. mmm. om Homewoam>o¢ Hmo.N mHH.N com: omuownnolnmauo amm.m amp. mam. mom. om wma.n mon.n cum: mummz nanoom\oamomm «oo.va «mo.va mum. Nam. om moonumoflaoom FHH.¢ omN.v com: Hmonuomnm onumm m onumm n saw u : «mm u : c3oolmmum mnmwnm>nco mnoz m mqu no mnmow ma no mnmmw ea .conumooom nonnm an moanmnnm> unmoommwo Hummm mo monumm m czooummum pom unmanm>noo .moowumn>mo onmocmum .momozII.NH.¢ manna 96 so mommo HN wo GONuono can on out .xdman puma wno3 msmun mnoa no moo sons; mommo mmm Hmcnmnno on» can» mmoH ma omzm>nsm ozonm HouOBm oz oz oz «om.ma how.H com. Ham. NNm. om nCONUMUNHmmfl ¢¢H.¢ th.v NNN.v cum: Hmonuomnm oz oz oz aho.mH hMNo. mmm. mmm. omm. am mcowz nae .n m2. .n a: .n .84: 1.483 womomm Homewoom>tm «mm» «mow oz «Hm.NN awh.wH mom. mmh. won. om wousmwno va.m mom.m Hmo.m sum: maamaonmmmmonm «no» «no» «no» «om.mm «om.mm mmh. Hmm. mmm. am Homewoqm>fld oNh.H mum.H ¢HM.N sum: vmuomnflnlnonno m .3 N m .m> n m .m> n 034m m 392 m mnm u a mmm n a no: u c :3ooummum muonnm>noo no>o no ooo.mv m ozono ooo.Nv mmoq no Iooo.mN ooo.vN N ozone H ozono . 9805” an moan—mans; ncoocwmmo Hummm mo monumm m :3oolmmum com wuwnnw>fion .mGOHnmn>mQ unmodmum .mcmmzll.ma.v wands 97 factors. Since there were three groups, however, the analy- sis only indicated that a difference existed with no infor- mation as to which groups differed significantly. In order to determine if significant differences exist between Groups 1 and 2, 2 and 3, or 1 and 3, a Scheffé test was performed on the data using the SPSS subprogram ONEWAY. The results of this procedure indicated that for the Other-Directed Advancement factor, significant differences were found at the .01 level between Group 1, Group 2, and Group 3. For the Professionally Oriented Advancement factor, significant differences were found between Groups 1 and 3, and 2 and 3. No differences were found between Groups 1 and 2. No group differences were found using this procedure for the Escape/ Social Needs or Practical Applications factors. This is due to the insignificant univariate F ratios obtained for these factors. Age. In order to study differences based upon age, two groups were established. The mean age was used as an approxi- mate dividing point between the two groups, with 540 parti- cipants in the "younger" group and 424 in the "older" group. The results of the analysis as shown in Table 4.14 indicated that significant differences did exist, in fact, between groups for all four factors. The younger individuals indicated that they were more motivated to attend due to the Professionally Oriented Advancement and Other-Directed Advancement factors than were the older members of the group. The Practical Applications and Escape/Social Needs factors 98 .xcman puma onus neon“ mnoE no moo non£3_so mommo HN mo sonumaoo on» on mac mommo mmm Hmcnmnno man can» mmmH ma omzo>n5m moonm Hmuoem Ho.vm« 4mm.hn 4asm.a mmm. mam. am ome.n naa.n cam: mcmmz nanoom\mmmumm «am.mm mnnm. mom. «me. am muonumonnmma moa.¢ mmH.¢ com: Hmowuomnm «sm.~m 4mm.~s map. mam. am namemoqm>ca ~om.n NNN.N cams omuomnnaunmsuo «am.m¢ .mm.m¢ «mm. «ma. am unmemocm>n< mmm.m mmo.m cam: umucmnno annmaonmmmnonm onumm m onnmm m «as u a 404m u : o3oolmmum muonnm>ncs nopao no hm nomooow no mm .mm< an moanmnnm> uswoommmo Hummm mo monuwm m c3ooloonm com mumnnm>nco .mconumn>oo Unmosmnm .mcmmzll.¢a.¢ wanna 99 also had significantly more influence on the younger group than on the older participants. Experience. The final group difference to be examined was experience or years in the insurance business. The groups were divided by the mean number of years' experience and, therefore, two groups resulted. As shown in Table 4.15, the "less experienced" group was composed of 604 participants who had 11 or fewer years of experience. The "more experi- enced" group was made up of 360 participants who had 12 or more years of experience. The two groups were found to have significant differences on three of the four factors under study. Those in the "less experienced" group scored signi— ficantly higher on the Professionally Oriented Advancement, Other-Directed Advancement, and Escape/Social Needs factors. No significant differences were found between the groups for the Practical Applications factor. Extent to Which the Findings Supported Hypothesis Two The second hypothesis indicated that various groups of subjects would be more or less motivated to participate by the factors set forth in the first hypothesis. Since the first hypothesis indicated that six factors would emerge and only four resulted, it is difficult to test the second hypothesis based upon its original wording. In order to complete the analysis, it was necessary, therefore, to restate several of the relationships predicted based upon the factors which actually emerged. Each part of the 100 .xcwan puma mnmz mEmuH mnoE no moo songs so mommo HN mo conumamo may on moo mommo mmm Hmcnmnno map swan mmma mn oo>o>nsm moonm Hmuoam .oonumuamEoo ouofl Umnmuom on on onpwn m unmnowmmomoH«4 Ho.vm% «4 nm.¢ was. vmm. om mnonnmonnmma mmn.¢ mn~.¢ cam: Hmonuomnm «mm.nn mm.~ mam. mmm. om ~mm.n ova.n cam: momma nmnoom\mmmomm «~m.on «mm.mn nmm. cam. am unwemocm>oa nmm.n ~¢H.N cams umuomnnounmnno 4mm.m~ 4mw.m~ amm. men. am newsmoam>na mmm.m mam.m cum: cmuamnno annmconmmmmonm onumm m onumm m omm n : Meow u a osoplmmnm oumwnm>noa mnoz mmmq no mnmmw NH no mnmmw HH .moomnnmmxm an moanmwnm> unmocmmmo Hummm mo monumm m ozoonomum new mumnnw>woo .moonumn>oo unmoomnm .mcmmzll.ma.¢ manna 101 hypothesis will be stated in its original form and then restated if any modification is required. Hypothesis 2-1. Although originally stated as "Younger subjects will participate more for Self-Directed Advancement purposes than will older subjects," this hypothesis is now to be stated as "Younger subjects will participate more for Other-Directed Advancement purposes than will older subjects." The substitution of "Other-Directed" for "Self-Directed" does not appear to be the best choice at first glance, but in reading Hypothesis 2-2 it will be found that age and advance- ment are also examined. This substitution therefore was elected. In examining the data set forth in Table 4.14, it can be seen that a significant difference did exist between younger and older participants on the Other-Directed Advance- ment factor. Furthermore, the younger participants in fact did score higher. Based upon this analysis, the modified Hypothesis 2-1 was accepted. Hypothesis 2-2. The second part of Hypothesis Two was stated as "Older subjects will participate more for Pro- fessional Image purposes than will younger subjects." This was modified to "Older subjects will participate more for Professionally Oriented Advancement purposes than will younger subjects." In examining the data in Table 4.14, it can be seen that a significant difference does exist between the two groups' mean scale scores based upon age for the Professionally Oriented Advancement factor. Once again, this 102 difference is in the hypothesized direction, indicating that the modified Hypothesis 2-2 should be accepted. Hypothesis 2-3. This hypothesis was originally stated as "Individuals with higher levels of prior education will participate more for Learning Activity reasons than will those of lower educational attainment." In the final factor solution a learning activity type factor did not emerge. As indicated earlier, this factor did not even merge with another. For this reason, it does not seem desirable to attempt to restate Hypothesis 2-3. Although significant group differences are shown for educational attainment in Table 4—12, no support can be found for Hypothesis 2-3. Hypothesis 2-4. This hypothesis can be tested in its original form. No modification is required since the Escape/Social Needs factors emerged as predicted. The hypo- thesis was stated as "Younger subjects will tend to partici- pate more for Escape/Social Needs than will older subjects." The information provided in Table 4.14 indicates that signi- ficant univariate and step-down F ratios were obtained on the Escape/Social Needs factor, indicating that differences did exist. In examining the mean scale scores for the two age groups it was found that younger subjects, as defined in the study did score higher on this factor. Therefore, Hypothesis 2-4 is accepted. Hypothesis 2-5. As originally stated, this hypothesis indicated that "Higher income subjects will tend to partici- pate more for Professional Image purposes than will lower 103 income subjects." Restating this hypothesis after substi- tuting Professionally Oriented Advancement for Professional Image, the resulting hypothesis now reads "Higher income subjects will tend to participate more for Professionally Oriented Advancement purposes than will lower income sub- jects." Since three groups were formed for purposes of this analysis, the hypothesis can be examined in terms of lower, middle, and higher income groups. An examination of Table 4.13 indicates that significant differences did exist between income groups on the Professionally Oriented Advancement factor. In order to determine which of the three groups differed the SPSS subprogram ONEWAY was utilized. This analysis provided data on between-group differences at the .01 level of significance. The Scheffe’test results indi- cated that significant differences occurred between the lower and upper, and between the middle and upper income groups. No difference was found between the lower and middle income groups. Based upon this analysis and the information in Table 4.13, Hypothesis 2-5 was accepted. Hypothesis 2-6. This hypothesis was testable in its original form since it compared owners and nonowners on the Practical Applications factor. The hypothesis reads as follows, "Owners will tend to participate more for Practical Application purposes than will nonowners." The data sum- marized in Table 4.11 indicates that a significant differ- ence between owners and nonowners exists on the Practical Applications factor. An examination of the mean scale 104 scores indicates that owners did score higher on this factor, indicating that Practical Applications influenced owners to participate more so than nonowners. Given this result, Hypothesis 2-6 was accepted. Hypothesis 2-7. The original form of this hypothesis stated that "Individuals who have been in the insurance business for longer periods of time will participate more for Professional Image purposes than those with less experi- ence." In its final form the hypothesis reads, "Individuals who have been in the insurance business for longer periods of time will participate more for Professionally Oriented Advancement purposes than will those with less experience." An examination of the data in Table 4.15 indicates that those who have been in the business for 11 years or less in fact did score higher on the Professionally Oriented Advance- ment factor than those with 12 or more years' experience. This difference was significant at the .01 level. Based upon this difference Hypothesis 2-7 was accepted. Hypothesis 2-8. The final hypothesis to be tested did not require restatement. Hypothesis 2-8 stated that "Indi- viduals who have been in the insurance business for a shorter period of time will tend to participate more for Practical Application reasons than those with.more experience." An examination of Table 4.15 reveals that although the mean scale scores were higher for those with less experience, the difference was not statistically significant at the .01 level. In other words, no difference can be said to exist 105 between the two groups on the Practical Applications factor. Based upon this information, Hypothesis 2-8 must be rejected. Summary Nine hypotheses were set forth in this study, numbered 1 through 2-8. After modifications to Hypothesis 2-1 through 2-8 necessitated by the findings in the first part of this study, the hypotheses were tested. The hypotheses are stated in their final form, as follows: Hypothesis 1. Responses given on the Reasons for Edu- cational Participation-Insurance survey will factor into at least six groups. These groups can be labeled as follows: 1. Practical Applications--The desire to participate in order to make work easier or more efficient or to keep current with changes in the industry so as to be able to better serve clients. 2. Self-Directed Advancement--The desire to participate in order to increase one's income, or to obtain a better or more secure position, or to increase one's self-confidence or credibility. 3. Other-Directed Advancement--The desire to partici- pate in order to satisfy the wishes of a boss or supervisor, or to meet requirements imposed by licensing boards or professional associations. 4. Professional Image-—The desire to participate in order to be perceived by peers and the public as a competent professional. 106 Hypothesis 2-1. Younger subjects will participate more for Other-Directed Advancement purposes than will older subjects. Hypothesis 2-2. Older subjects will participate more for Professionally Oriented Advancement purposes than will younger subjects. Hypothesis 2-3. Individuals with higher levels of prior education will participate more for Learning Activity pur- poses than will those of lower educational attaimment. Hypothesis 2-4. Younger subjects will tend to parti- cipate more for Escape/Social Needs than will older subjects. Hypothesis 2-5. Higher income subjects will tend to participate more for Professionally Oriented Advancement purposes than will lower income subjects. Hypothesis 2—6. Owners will tend to participate more for Practical Application purposes than will nonowners. Hypothesis 2-7. Individuals who have been in the insurance business for longer periods of time will partici- pate more for Professionally Oriented Advancement purposes than those with less experience. Hypothesis 2-8. Individuals who have been in the insurance business for a shorter period of time will tend to participate more for Practical Applications purposes than those with more experience. The data which was collected from 16 states was analyzed by the SPSS subprograms FACTOR and DISCRIMINANT. Four factors emerged from the factor analysis and significant 107 differences in mean scale scores were found between groups based upon a step-wise discriminant analysis. Groups were formed based on the following characteristics: ONU'lgbbJNl-d Sex Ownership status Prior education Income Age Experience The results of the analysis were then compared to the hypotheses. Hypothesis One was not accepted since only four of the six predicted factors emerged from the analysis. The four factors were labeled and used to complete the analysis. The remaining hypotheses were then restated to conform with the results of the factor analysis. A summary of the changes made and the decision to accept or reject each hypothesis is shown in Table 14.16. 108 omuomnmm mmamoo oz mIN ownmooom =wmmEH Hmconmmmmonmg now =ncmamoam>n< umnamnno annmconmmomonmg cmunpnnmnsm hum topmooom mmomno oz GIN cmumwoofi :mmmsH Hmconmmmmonm= now =ncmsmocm>n< owuomnno waamoonmmmmonmg poununumnsm mIN omummood mmcmno oz ¢IN omuownmm mnmsnmcm scum umpuneo mum topmoood =ommEH Hmoonmmwmonm= now =uoosmonm>om omucmnno maamconmmmmonmg omusunnmnsm NIN omnmooo< =nsmsmosm>od wouomnno Inflow: nom =ucmemosm>om pmuomnnolnmnuo:_omuounnmnom HIN omnoommm mmcmso oz H nomnom\ummoo¢ nonumonmnooz nonsuz mnwmnuomzm .mconwomo connomnmm no mocmumoood com moonumonmnooz .mmmmnuomhzll.ma.v manna CHAPTER V SUMMARY, CONCLUSIONS, AND IMPLICATIONS FOR FURTHER RESEARCH Summary This study was an investigation of the motivational factors involved in the decision to participate in profes- sional continuing education programs in insurance. The two major divisions of this study are the review of literature and a survey and analysis of responses collected from those attending insurance industry continuing education programs. The review of literature was undertaken to assess the state of the art in participation and motivational research. The survey and analysis were undertaken in order to provide information on participation for individuals and organiza- tions involved in planning and coordinating programs of professional continuing education. The survey of literature revealed that continuing edu- cation for the professions is still a voluntary decision in most states. When not coerced by licensing laws, it has been shown that certain groups of individuals participate more frequently than others. Better educated individuals, those from non-rural areas, and higher income people tend to 109 110 be participants. Participants also have been shown to be younger than average, white, and married with at least one child. In examining the literature on motivational studies it was found that the best studies have several points in common: 1. A valid and reliable survey instrument is used. 2. Sufficient information is given for replication of the study. 3. Rotation criteria is proper and specified. 4. The clusters of items are analyzed to determine if a factor really exists, based upon an examination of mean scale scores. 5. The limitations of the methodology are realized. The survey instrument utilized in this study was re- ferred to as the Reasons for Educational Participation- Insurance or REP-I. The REP-I was developed from the ori- ginal Reasons for Educational Participation (REP) developed by Burgess (1971). Insurance industry-specific items were developed and replaced some of the original REP items. The new instrument was examined for face validity. Two judges, .both insurance industry specialists, aided in this procedure. The survey was administered to 1,177 insurance industry personnel attending industry-sponsored continuing education programs in 16 states during the months of January, February, and March, 1982. Data also was collected on age, sex, formal 111 education, income, experience, and ownership status in order to study group differences. Administration of the survey resulted in 985 usable responses for a usable response rate of approximately 83%. The data was subjected to the SPSS subprogram RELIABILITY and a coefficient alpha of .90 was obtained. The 985 cases were subjected to a factor analysis utilizing the SPSS sub- program FACTOR. The initial analysis resulted in ten factors accounting for 56.8% of the variance in the data. The eigen values for the ten factors were subjected to Cattell's "Scree" test and a 4-factor solution was indicated. The data then was reanalyzed with Kaiser Varimax rotation speci- fied and the number of factors was constrained to four. Although the 4-factor solution was not hypothesized, it was consistent with the judges' decisions and could be explained in terms of the subjects under study and the data obtained. Hypothesis One, however, had to be rejected since 4 rather than 6 factors emerged. The 4 factors which re- sulted were examined and labeled as follows: 1. Practical Applications 2. Escape/Social Needs 3. Professionally Oriented Advancement 4. Other-Directed Advancement The discovery of 4 factors rather than 6 required that the remaining hypotheses be modified. Of the 8 hypotheses numbered 2-1 to 2-8, 3 could be tested as originally stated, 1 was omitted, and 4 required substitution of a factor which emerged for one which was hypothesized. Five of these 112 hypotheses were accepted, two rejected after testing, and one omitted (rejected) since the factor did not emerge. The major findings of this study can be stated as follows: 1. The motivations for participation in professional continuing education in insurance can be classified into a limited number of reasons or factors. These factors can be labeled based upon an evalua- tion of the items which make up the factor (e.g., Practical Applications, Escape/Social Needs, Pro- fessionally Oriented Advancement, and Other—Directed Advancement.) The factor which appeared to have the most influ- ence on the decision to participate for the total group (i.e., had the highest mean scale score) was Practical Applications. Groups of individuals can be shown to have statisti- cally different reasons for participation (i.e., mean scale scores). Younger subjects tend to participate more for Other-Directed Advancement purposes than older subjects. Older subjects tend to participate more for Pro- fessionally Oriented Advancement than younger subjects. Younger subjects tend to participate more for Escape/Social Needs purposes than do older subjects. 113 8. Higher income subjects tend to participate more for Professionally Oriented Advancement purposes than do lower income subjects. 9. Owners tend to participate more for Practical Appli- cation purposes than do nonowners. 10. Subjects with more experience tend to participate more for Professionally Oriented Advancement than subjects with less experience. Conclusions This study was prompted by the lack of information on why independent insurance agents participate in professional continuing education activities. The survey and subsequent analysis were performed in order to provide information on motivations to participate to individuals and organizations involved in planning and conducting programs of professional continuing education. Several conclusions, which may be of importance to sponsoring organizations as well as to others who wish to do additional research in this area, are sug- gested by the findings of this study. The review of literature suggests that the areas of mandatory professional continuing education and motivations to participate are closely related topics. Prior to imple- menting laws which require professionals to continue their education, it may be desirable to research the reasons for participation and nonparticipation for the group under con- sideration. This may help to determine if the costs to 114 those being regulated are actually worth the benefits which are derived. It may be that nonparticipants are actually self-directed learners who have no need to attend a formal educational activity to keep up to date. The review of literature also indicated that the studies in the field of motivational research must be care- fully examined to determine the procedures which have been followed. Furthermore, the information needed to evaluate and replicate the study must be provided. This suggests that the procedure for performing the analysis has not been standardized. Given that this procedure is still undergoing development, it is difficult to state that one study is better than another. Instead, it must be stated that studies differ and the reader needs to be aware of the differences in order to build on the work which has been completed. An examination of the survey results indicates that those who have attended the continuing education seminars examined in this study were well educated, and financially well off. This would suggest that the sponsoring organiza- tions should attempt to cater to this group in terms of facilities, prices, and level of presentation. Physical facilities should be conducive to learning, but they should also be places where successful peOple would like to gather even if they cost a few dollars more than other facilities. The level of instruction should be at the college level, preferably in the junior-senior range. 115 Since various factors were shown to affect groups differently, it may be desirable for sponsoring organizations to utilize several approaches to attract students. Brochures could be prepared which emphasize different aspects of par- ticipation in order to provide relevant information to groups with differing motives for attendance. For example, younger agents could be provided with information on how education can help them advance in their careers and the opportunities which exist for professional or social interaction, while older agents could be informed of the prestige which accom- panies completion of the course of study. Finally, it can be concluded that additional research into the reasons for participation in professional education is necessary. Since the factor analysis accounted for approximately 56% of the variance in the data, it would appear that additional reasons for attendance exist which either cannot be expressed or have been overlooked. As indicated in the next section, refinements to the survey could be made based upon the results of this study, and additional studies need to be done in order to better assess the reasons for participation. Implications for Further Research This study has attempted to utilize information obtained from general adult education studies in order to study a specific industry--insurance. In doing so, the resulting information has been made available to other researchers as 116 well as to those responsible for organizing and presenting continuing education activities for the insurance industry. The specific results obtained in testing the hypotheses set forth in this study should be of value, however, this represents only a fraction of the information available from this study and other similar projects. Specifically, the following areas for additional research and investigation are suggested: 1. Additional research could be undertaken to deter- mine the differences which may exist between the various combinations of groups investigated in the present study. Such combinations could include younger owners, male owners, or female participants with higher levels of education. By doing this, additional relationships may be discovered which would serve to define more clearly group differ- ences. Additional groups of insurance personnel could be studied to see if similar patterns of factors and group differences occur. These additional groups could be formed from those attending other competing educational programs for independent agents who meet in a classroom environment. It also may be possible to survey individuals who participate in self-study activities sponsored by insurance industry and trade organizations. 117 Other "Adult Education" surveys could be applied to groups of insurance personnel to see how their scores compare to the adult education samples obtained. Instruments such as the Educational Participation Scale and the Continuing Learning Orientation Index may provide additional insight into how insurance industry personnel are motivated to attend continuing education programs. The procedures and methods utilized in the present study could be applied to groups in industries other than insurance. Research into motivational tendencies for those in the real estate, banking, financial services and legal industries could be undertaken. When this research is compared to the present study, it could be of value in developing better continuing education programs for all of the areas indicated above and in helping researchers to determine areas unique to insurance personnel. It may be possible and desirable to apply the methods and procedures utilized in this study to those who could be labeled as nonparticipants. Valuable data could be obtained on why insurance personnel do not participate, and the resulting information could be used in the marketing of current programs. APPENDICES APPENDIX A REASONS FOR EDUCATIONAL PARTICIPATION SURVEY APPENDIX A REASONS FOR EDUCATIONAL PARTICIPATION SURVEY Thinking back over the different kinds of educational activities listed on the Leisure Activity SLIVCX which you have just completed, please indicate how often each of the 70 reasons listed below influence y0u to participate in educational activities. There are no "right” and ”wrong" answers and you will probably find some reasons which influence you and others which do not. Please read each statement carefully and circle one of the numbers (1 - Never influences me; 2- Very seldOm influences me; 3- Once in a while influences me; 4- Occasionally influences me; 5- Fairly often influences me; 6- Very often influences me; and 7 - Always influences me) opposite each statement. The column of numbers on the extreme left of the following pages is for tabulating purposes. Please disregard it. Example: Never Very Once in Occasi- Fairly Very Always influ- Seldom a while onally often often influ- ences Influ- influ- influ- influ- influ- ences Tab me ences ences me ences ences ences me Col Reason me me me me 81 To meet new friends 1 2 3 Q S 6 7 82 To get an increase in salary (:) 2 3 4 S 6 7 If statement 81 in the example "Occasionally influences me” then circle 4 as indicated. If statement 82 in the example "Never influences me" then circle 1 as indicated. *3%****** Number Type of Activity Institution PLEASE BEGIN AND PLEASE ANSWER EVERY STATEMENT Reproduced by permission of Dr. Paul Burgess. 118 Tab Col Never influ- enCcs me Reason To make valuable contacts that will help me personally To take my mind off other diffi- culties To gain insights into myself as a person To gain additional credits for my record To become eligible for benefits I could not otherwise receive To increase my competence to achieVe my goals To seek relief from economic preSSures of life To satisfy a desire to learn something new To face the challenge of planning and conducting my own learning To respond to the fact that I'm Surrounded by people who continue to learn To associate with distinguished citizens who also partici- pate Very Seldom influ- ences me k.) rd h.) 119 Once in a while influ- ences me (teasi- onally influ- ences me Lx Ls Fairly often influ- ences me ‘J‘ J1 \JI \JI Very often influ- ences me Always influ- chuS MC \1 \l \l \J Tab Col 15 16 17 20 21 22 23 24 25 Never influ- ences me Reason To be better able to serve a church 1 To comply with regulations 1 To prepare for service to the community 1 To prevent people from wondering about me if I didn't I To become acquainted with congenial peOple 1 To improve my spiritual well being 1 To study away by myself at something meaningful to me 1 To study for its own sake I To satisfy my interest in mission work 1 To feel a sense of belonging 1 To respond to the fact that people in my position are expected to do so 1 To keep up with campetition 1 To fulfill a personal motivation to get ahead 1 To satisfy an intellectual curiosity 1 Very Seldom Influ- ences me 120 Once in a while influ- ences me Occasi- Onally influ- ences me ‘\ L\ Fairly often influ- ences me Very often influ- ences me Always influ- ences me Tab Col 26 27 28 29 30 31 32 33 34 35 36 37 38 Never influ- ences me Reason To enrich my life by learning 1 To make myself equal to my position of trust 1 To enjoy a change from my present social life 1 To plan and pursue my individual study 1 To keep up-to-date with new technology in my occupation 1 To become a better informed person 1 To experience the pleasure of meeting new peeple 1 To learn in order to secure personal advancement 1 To comply with orders of someone with authority 1 To maintain or improve my social position 1 To satisfy a desire to know 1 To comply with recom- mendations of those who have influence on my life To enjoy the fellowship 1 Very Seldom Influ- ences me 121 Once in a while influ- ences me Occasi- onally influ- ences me Fairly often influ- ences me Very often influ- ences me Always influ- ences me Tab Col 39 40 £2 43 A4 47 48 A9 50 51 Never influ- ences me Reason To upgrade my personal competency 1 To take advantage of costs being paid by someone else 1 To organize and systematize my reading program 1 To show my loyalty to educational activities 1 To meet the educa- tional requirements of our era 1 To feed my appetite for knowledge 1 To keep up with others 1 To make social contacts 1 To find relief from some unsatisfactory condition of life 1 To learn to make my position in life more secure 1 To associate with others who also enjoy learning 1 To have a few hours away from responsibilities 1 To compensate for lack of association with people 1 Very Seldom Influ- ences me 122 Once in a while influ- ences me Occasi- onally influ- ences me ‘\ Fairly often influ- enCes me Very often influ- ences me Always influ- ences me Tab Col 52 53 SS 58 59 60 61 62 63 Never influ- ences me Reason To improve my ability to help others 1 To meet some formal requirements To cempete with others To forget personal problems To feel victorious by progressing at learning on my own To bec0me eligible for certain privileges such as joining a group or securing a job To understand community problems To have new things to talk about To become a more effective citizen To fulfill a felt obligation to society To take account of everybody's recog- nition that more education is desirable 1 To improve my ability to carry out my personal responsi- bilities To carry out the recommendations of some authority Very Seldom Influ- ences me 123 Once in a while influ- ences me Occasi- onally influ- ences me L\ Fairly often influ- ences me Very often influ- ences me Always influ- ences me 124 NOVer Very Once in (kcasi- Fairly Very Always influ- SeldOm a while onally often often influ- ences Influ- influ- influ- influ- influ- ences Tab me ences ences me ences ences ences me Col Reason me me me me 65 To camply with wishes of employers l 2 3 a S o 7 66 To broaden my Outlook on problems of society 1 2 3 a S 6 7 67 To enjoy the independence of individual study 1 2 3 4 5 e 7 68 To earn a degree, diplowa or certificate 1 2 3 A S b 7 ()9 To get away from the rOutine of daily living 1 2 3 A S b 7 7() To improve my ability to serve society 1 2 3 A 5 6 7 If there are additional reasons why you participate in educational activities. p>1ease list them below. THE END qué‘rlk you. Y0ur contribution to this survey is greatly appreciated. APPENDIX B REASONS FOR EDUCATIONAL PARTICIPATION- INSURANCE SURVEY FORM APPENDIX B REASONS FOR EDUCATIONAL PARTICIPATION-- INSURANCE SURVEY FORM Thank you for agreeing to help us in this brief study of why you decided to attend this program. We are attempting to determine the factors which influence agents and staff members to continue their edur cation so that future programs can better meet your needs. Your voluntary cooperation is requested in this study. If you choose not to participate or not to complete the survey after you begin, just pass your questionnaire in with the completed ones fbr collection. Remember: DO NOT PUT YOUR NAME OR ANY IDENTIFYING MARKS ON THIS SURVEY! Your responses will be treated with strict confidence, and all subjects will remain anonymous. If you have any further questions regarding the nature of this study, please feel free to ask.me. Thank you for your cooperation. Richard H. Phillips, CLU, CIC Assistant Professor of Finance and Insurance Central Michigan University 125 126 REASONS FOR EDUCATIONAL PARTICIPATION IN INSURANCE SURVEY Think back to when you first enrolled for this seminar, and indicate to what extent each of the reasons given on the following pages influe enced your decision to enroll. There are no "correct" answers, so please be frank in your responses. Record your response to each of the statements by circling the number which best corresponds to the degree of influence you feel the statement had on your decision to enroll. For example, if the reason given had no influence on your decision, you would circle 1. If the reason given was the primary factor in your decision to enroll, you would circle the 5. The numbers 2, 3, and 4 may be used to indicate increasing degrees of influence on the continuum from 1 to 5. (See the examples below.) Circle the appropriate number. Treat each item as if it began with the words, "I ENROLLED . . ." Very Little Very Much SAMPLE QUESTION 1 Influence Influence To sit on a chair for eight hours a day (:> 2 3 4 5 SAMPLE QUESTION 2 To win the door prize to be given away 1 2 3 (z) 5 127 Very Little Very Much Influence Influence To help solve a problem I 1 2 4 5 have with my work To become eligible for 1 2 4 5 benefits I could not otherwise receive To show others that I am 1 2 4 5 interested in continuing my education To identify new job 1 2 4 5 opportunities To forget personal 1 2 4 5 problems 128 10. Very Little Very Much Influence Influence To enhance my professional 1 2 4 5 standing in the community To comply with recommenda- l 2 4 5 tions of those who have influence on my life To meet the educational l 2 4 5 requirements of our times To make social contacts 1 2 4 5 To increase the efficiency 1 2 4 5 of my office 129 11. 12. 13. 14. 15. Very Little Very Much Influence Influence To fulfill a personal 1 2 4 5 motivation to get ahead To face the challenge of 1 2 4 5 planning and conducting my own learning To enable me to advance 1 2 4 S to a position of leader- ship in the insurance community To seek relief from 1 2 4 5 economic pressures of life To maintain or improve my 1 2 4 5 social position 130 16. 17. 18. 19. 20. Very Little Very Much Influence Influence To help avoid errors- 1 2 4 5 and-omissions claims To support the professional 1 2 4 5 association which sponsors this program To plan and pursue my own 1 2 4 5 study program To set an example for l 2 4 5 people who work with me To upgrade my personal 1 2 4 5 competency 131 21. 22. 23. 24. 250 Very Little Very Much Influence Influence To comply with regulations 1 2 4 5 To become a better informed l 2 4 5 person To meet with others in my 1 2 4 5 profession To satisfy an intellectual l 2 4 5 curiousity To learn more about 1 2 4 5 my competition 132 26. 27. 28. £29. 330 Very Little Very Much Influence Influence To experience the l 2 4 5 pleasure of meeting new people To earn a designation, 1 2 4 S diploma, or certificate To enjoy a change from my 1 2 4 5 present social life To improve my ability to 1 2 4 5 help others To feel a sense of belonging 1 2 4 5 133 31. 32. 33. £34. 35. Very Little Very Much Influence Influence To increase my competence l 2 4 5 to achieve my goals To understand community 1 2 4 5 problems To get away from the routine 1 2 4 5 of daily living To feel good about my per- 1 2 4 5 sonal abilities To carry out the recommenda- l 2 4 5 tions of some authority 134 Very Little Very Much Influence Influence 36. To help me in my day-to-day l 2 3 4 5 work 37. To gain additional credit 1 2 3 4 5 for my work record 38. To meet some formal 1 2 3 4 5 requirements 39. To keep up with changes 1 2 3 4 5 in my field 40. To obtain the respect of l 2 3 4 5 my peers 135 41. 42. 43. 44. 45. Very Little Very Much Influence Influence To learn to make my position 1 2 4 5 in life more secure To enable me to serve my 1 2 4 5 clients in a more pro- fessional manner To comply with wishes of l 2 4 5 employers To have a few hours away 1 2 4 5 from responsibilities To learn in order to 1 2 4 5 secure personal advancement 136 Very Little Very Much Influence Influence 46. To take advantage of my 1 2 3 4 5 employer's educational assistance program 47. To keep up with others 1 2 3 4 5 in the business world 48. To obtain an income tax 1 2 3 4 5 deduction If there are any additional reasons for participation that have not been discussed in this survey, please indicate them in the space below. 137 PLEASE ANSWER ALL QUESTIONS PLEASE DO NOT PROVIDE YOUR NAME SEX (please circle) MALE FEMALE OWNERSHIP STATUS (Circle one) THE AGENCY IN WHICH I WORK IS OWNED BY: MYSELF SOMEONE ELSE PRIOR EDUCATION (Circle highest year) ELEMENTARY HIGH SCHOOL COLLEGE 5 6 7 8 9 10 11 12 1 2 3 4 5 INCOME FOR 1981 (Circle approximate level) 15,000 or 16,000- 25,000- 34,000- 43,000 under 24,000 33,000 42,000 or over CURRENT AGE YEARS NUMBER OF YEARS IN THE INSURANCE BUSINESS YEARS APPENDIX C EXPRESSED REASONS FOR PARTICIPATION 12. 13. 14. 15. 16. 17. 18. 19. APPENDIX C EXPRESSED REASONS FOR PARTICIPATION Learning experience Expand my scope of insurance Broaden my knowledge Increase my standing as to professionalism in eyes of my peers Increase my technical knowledge Respect received from the obtaining of the CIC designa- tion Agency's continuing education program.philosophy Felt it best met my needs at this time and at the job level I'm currently at I believe in education Enables me to keep my knowledge of the business current The business world is always changing; this helps in keeping up Learn new things Further my knowledge of the insurance business Satisfy myself that I am capable of completing a diffi- cult program Recognition among others in the business as a knowledge- able agent Prestige To further my insurance education To keep current with any industry changes Mr. Waterman said it was a good educational source 138 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 139 Increase my knowledge Increase my professionalism Better serve my clients Overall--better myself Needed broader experience than what I was obtaining in the agency To obtain more credibility Not having to discover things (knowledge) that already exist To give structure and a format to my insurance education As manager of a large independent agency, I felt that in order to do a good job for the agency and properly supervise my service reps., I need a very broad knowledge of insurance policies Learn more about liability field--a benefit both to myself and to any insured I talk to More professional in dealing with prospective insureds Learn about the coverages I use every day Refresher on material I have used before For continued education in the insurance industry Become a better professional agent Sell the correct coverage and do a professional job for client Make sure I will do my best to not have any errors-and- omissions claims As a result of increased knowledge, do a better job and increase earnings The knowledge of products Exchange of ideas with others Professional thing to do Continuing education aspect 42. 43. 44. 45. 46. 47. 48. 49. 50. 51. 52. 53. 54. 55. 56. 57. 58. 59. 60. 61. 62. 140 To have a better understanding of insurance Show how much you really don't know Strong agency push for further education I had heard that CIC was based more on practice and use than theory and have found it to be true To achieve a better understanding in all lines of the insurance industry To better serve the agency staff and clientele Personal growth Professional training Knowledge of current changes Ego Challenge Fear Marketing ideas Because my employer was nice enough to send me without my distinct request To broaden my commercial lines knowledge as it is one of the areas with which I have dealt the least Any learning experience I can have is always helpful and always needed Expand knowledge Obtain knowledge in areas unfamiliar To receive a type of degree (designation) such as those that are available through colleges Major reason was employer desiring that I be more knowl- edgeable in all aspects of insurance Learning experience of having a lot crammed into a short period of time. This "living with" insurance, for me, facilitates learning. 63. 64. 65. 66. 67. 68. 69. 70. 71. 72. 73. 74. 75. 76. 77. 78. 79. 80. 81. 82. 83. 141 The topic outline sent to me had four excellent topics that as an agent I was interested in upgrading and expanding my knowledge of The scheduled time allowed me to leave my agency and attend Location of the course was close enough to home that I could attend Continued education Keep on top of changes Learn areas I do not normally deal with Knowledge Productivity increase Prestige in honor of CIC To have an increased knowledge of commercial insurance Because I heard it was an excellent course To broaden my insurance background and knowledge By passing the CIC, I feel that I gain more confidence in my work and also gives me a more professional status in industry and area I eventually would like to become consultant in in- surance field I needed a goal in my job--a CIC designation seemed like a good pursuit My agency would like someone to have a professional designation and decided I was the best prospect to send I enjoy learning; the pursuit of money and power is not in my makeup--the pursuit of knowledge is I feel it makes me more marketable if I'm ever looking for a job in the future To learn more about casualty To sharpen up skills To become more current (assuming instructors are up with the state of the art) 84. 85. 86. 87. 88. 89. 90. 91. 92. 93. 94. 95. 96. 97. 98. 99. 100. 101. 102. 103. 104. 105. 106. 142 To be enabled to take annual updates to keep continually informed with this rapidly changing technology Agency pressure Personal knowledge Letters after my name Get out of office Professionalism Reinforce the things I already knew about commercial casualty Increase my personal skills so I feel more comfortable in the coverages I provide insureds Increase my practical knowledge--know what coverages are available Professional credibility--as a female agent, I need to at least appear more knowledgeable To gain knowledge to aid me in my career To become a better agent To better understand how to apply concepts and coverages Sign of professional achievement Gain greater knowledge Peer pressure to "get in the act" To talk with other people with similar problems and realm of insurance Professionalism Helps to protect client's exposure by acquiring knowledge Makes me more comfortable and assured when talking to client/more confidence by me exhibits more confidence in client CIC designation Helps make more money To broaden my knowledge of insurance 107. 108. 109. 110. 111. 112. 113. 114. 115. 116. 117. 118. 119. 120. 121. 122. 123. 124. 125. 126. 127. 128. 129. 143 To get involved in any PIA program because I feel they are worthwhile and informative Better educate myself--these types of programs include many people that not only have the knowledge, but the experience Since I am just beginning my insurance career, CIC seemed like an excellent place to get the practical education needed All I've heard is that it is a good program Obtain basic information on commercial casualty Meet agents Increase knowledge of insurance Career advancement Better understand coverages Extend my knowledge of commerical casualty Take the first step to becoming a CIC To feel more confident about my clients' give them the proper coverages coverages- " I have heard it was a terrific experience Knowledge of product Better understanding of product Continuing education Recognized designation Convenient--each section is completed in three days; not necessary to attend classes for six months Education experience Career enhancement Other agent in office is CIC Boss asked me to attend Continued education 130. 131. 132. 133. 134. 135. 136. 137. 138. 139. 140. 141. 142. 143. 144. 145. 146. 147. 148. 149. 150. 151. 152. 153. 144 To help my understanding and increase my knowledge To receive the CIC designation Have heard lots of good things about the program from other participants Personal improvement Achievement in the profession To be recognized and consulted as an authority and expert To rebuild lost knowledge Learn new aspects of insurance Update my knowledge of insurance policies To further my insurance knowledge Status Company goals Continuing education Broadening of knowledge Become a licensed insurance counselor To earn the CIC designation Refresher of insurance applications My employer said it was the practical side of insurance To help compensate for lack of insurance knowledge Nice to associate with other insurance people Gives wider background for growth To gain a better working knowledge of all five areas covered To earn the CIC designation To meet and discuss with other industry persons the problems of the industry 154. 155. 156. 157. 158. 159. 160. 161. 162. 163. 164. 165. 166. 167. 168. 169. 170. 171. 172. 173. 174. 175. 176. 145 To gain the ability to better communicate with and to aid my agents To polish the knowledge I have of the industry I felt it would be as beneficial as CPCU for a person my age A need to know more (update) To better protect my insured To increase my knowledge CIC is a visible sign of a professional Need knowledge of products Monetary benefit Keeping up to date on latest forms of product Business is getting more competitive and I need every bit of knowledge available Explore new avenues I haven't been down To learn more about areas of insurance that I don't deal with on a day-to-day basis I enjoy meeting other people in the business and learning about their operations I like to party To learn the material Further my commitment to the insurance business Achieve status among other agents and clients To gain basic information To gain a better understanding of insurance To obtain a pay raise once the designation is obtained To broaden my insurance knowledge from the specific areas in which I work I want the CIC designation 177. 178. 179. 180. 181. 182. 183. 184. 185. 186. 187. 188. 189. 190. 191. 192. 193. 194. 195. 196. 197. 198. 199. 200. 201. T0 T0 To T0 T0 To To TO To TO To T0 T0 146 help me perform better work obtain the CIC designation continue my education help my obtain the state license as a consultant further my education increase my professionalism gain a working knowledge of commercial insurance continue my education achieve a level of professionalism attend a new and interesting insurance program gain product knowledge obtain the CIC designation have a chance to review some insurance problems with other agents To To TO To To gain a better understanding of casualty insurance improve my knowledge of the business improve my income make me more professional get the CIC designation Updating of skills Curiosity as to the value of institutes for myself and employees Educate myself TO gain the CIC designation Company prompting--they want employees to obtain designations Learn more about commercial casualty insurance Become more of a professional agent 202. 203. 204. 205. 206. 207. 208. 209. 210. 211. 212. 213. 214. 215. 216. 217. 147 Become a CIC Feel responsible as an agent to increase my knowledge Makes me more valuable in the office Personally enjoy becoming more knowledgeable The designation is a proud accomplishment To add to knowledge of the industry and policies Advantageous to company elevation (company very high on CIC program) Impressive to agents whom I call on in the course of business Maintain current with industry developments Interaction with peers To become more professional To get a better prospective of the independent agency system To become a CIC Improve professionalism Increase product knowledge and understanding To make more money APPENDIX D INSTRUCTIONS TO JUDGES, JUDGES' CLASSIFICATIONS, AND SUGGESTIONS FOR IMPROVEMENT APPENDIX D INSTRUCTIONS TO JUDGES, JUDGES' CLASSIFICATIONS, AND SUGGESTIONS FOR IMPROVEMENT INSTRUCTIONS TO JUDGES Part I Thank you for agreeing to participate in this study of motivations for professional education. Your input will help make this study more meaningful and will aid in re- porting an accurate picture of why independent agents parti- cipate in insurance education activities. Since you have considerable experience in agent edu- cation, you are to examine each of the reasons for parti- cipation provided on the next few pages and indicate three ‘things: 1. Is the reason provided in any way indicative of why agents and staff members attend continuing education programs? Is the reason given clear, easily understood by the agent, and free from words which would tend to influence the agent unneces- sarily? Does the item only refer to men or women, young or old participants, or any special group? You may answer yes or no for each question in the space provided. For each "no" answer, please 148 149 indicate how you.would change the item or if you feel the item should be eliminated. Is the item too similar to other items on the survey? A particular motive should be included only one time. Indicate the number of the item which appears to be redundant. Are there any additional reasons for participation you feel are important which are not covered on the survey? 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Moral obligation to our clients. 2. To help your office staff. 160 INSTRUCTIONS TO JUDGES Part II Attached is the revised Reasons for Educational Parti- cipation in Insurance survey. As you can see, the survey is shorter, and the suggestions that you and others made several weeks ago have been incorporated. Please examine the survey carefully and indicate the following four things: 1. Is the reason provided in any way indicative of why agents and staff members attend continuing edu- cation programs? Is the reason given clear, easily understood by the agent, and free from words which would tend to influence the agent unnecessarily? Does the item only refer to men or women, young or old participants, or any special group? On the sheet labeled "Suggestions for Improvements" indi- cate which items need to be modified and how you feel they should be changed. Is the item too similar to other items on the sur- vey? A particular motive should be included only one time. Indicate the number of the item which appears to be redundant on the sheet labeled "Redundant Items." Are there any additional reasons for participation you feel are important which are not covered on the survey? If so, list them on the sheet labeled "Additional Reasons for Participation." 161 Please classify each of the items on the survey as belonging to one of the following groups or cate- gories: Practical Applications--The desire to participate in order to make work easier or more efficient or to keep current with changes in the industry so as to be better able to serve clients. Self-Directed Advancement-~The desire to participate in order to increase one's income, or to obtain a better or more secure position, or to increase one's self-confidence or credibility. Other-Directed Advancement--The desire to partici- pate in order to satisfy the wishes of a boss or supervisor, or to meet requirements imposed by licensing boards or professional associations. Professional Image--The desire to participate in order to be perceived by peers and the public as a competent professional. Escape/Social Needs--The desire to participate in order to break the routine of daily life, to meet new people and exchange ideas, or to relax in an isolated environment. Learning Activity--The desire to participate for the purpose of self-fulfillment or personal satisfaction for the acquisition of knowledge. None of the above. Judge Judge Judge Judge Judge Judge 162 Suggestions for Improvements Part II Change "To meet the educational requirements of our era" to read "To meet the educational requirements of our times." (Item 8) None Redundant Items Part II None None Additional Reasons for Participation Part II Because fee was waived due to service to the sponsoring organization. None 163 Judges' Classifications of Items (Part II) Item Item Number Judge l/Judge 2 Number Judge 1/Judge 2 1 1/1 25 1/1 2 2/2 26 5/5 3 4/3 27 2-3/2 4 2/2 28 5/5 5 5/5 29 1/1 6 4/4 30 5/4 7 2/3 31 2/2 8 3/3 32 7/7 9 5/5 33 5/5 10 1/1 34 2/2 11 2/1 35 3/3 12 2/2 36 1/1 13 4/2-4 37 2/3 14 5/2 38 3/3 15 5/5 39 1/1 16 l/l 40 4/4 17 6/3 41 2/2 18 2/4 42 1/1 19 7/4 43 3/3 20 2/1 44 5/5 21 3/3 45 2/2 22 2/2 46 3/1 23 5/5 47 2/1 24 2/2 48 2/7 APPENDIX E FACTOR MATRICES APPENDIX E FACTOR MATRICES Factor Matrix Using Principal Factor With Iterations V1 V2 V3 V4 V5 V6 V8 V9 V10 V11 V12 V13 V14 V15 V16 V17 V18 V19 V20 V21 V22 V23 V24 V25 V26 V27 V28 V29 V30 V31 V32 V33 V34 V35 Factor 1 .29632 .28649 .34203 .37308 .22061 .41299 .31566 .36401 .47445 .34838 .49909 .49658 .54832 .38595 .51889 .35841 .44126 .43092 .44712 .37844 .29213 .45875 .52986 .50627 .49024 .58938 .36213 .45052 .49608 .47809 .50294 .54247 .35299 .53809 .33304 Factor 2 -.11002 .25194 .17088 .08551 .33979 -.04040 .39261 -.10959 .31687 -.38014 -.27512 -.28512 .00766 .18599 .25320 -.29972 .07702 -.25674 -.03301 -.48993 .33429 -.51208 .07628 -.11151 .07895 .25357 .11770 .42171 -.38590. .28651 -.44935 .10962 .44080 -.18616 .43734 164 Factor 3 .16651 -.13652 -.28549 -.20282 .34579 -.18943 -.27474 -.11570 .14776 .19265 -.35411 -.06347 -.26316 .15355 .10031 .26095 .20410 -.05933 .06173 -.01256 .09690 .02757 .17251 .02544 .24984 .22561 -.29454 .34795 .12479 .18391 -.14205 .13187 .36136 -.09077 -.21757 Factor 4 .17034 .08100 -.03030 -.02980 -.05150 -.17805 .28723 .07515 -.17269 .17092 -.25179 -.14256 -.25432 -.07540 -.16246 .23800 .04825 -.10632 -.00744 .01218 .31431 .13383 -.08333 -.09797 -.03467 -.16285 -.22805 -.16640 .09812 -.02596 -.04970 .07451 -.06908 -.09826 .43576 V36 V37 V38 V39 V40 V41 V42 V43 V44 V45 V46 V47 V48 Factor 1 .47988 .44387 .30892 .47011 .54250 .60315 .40592 .22316 .19749 .50051 .32417 .50791 .14164 165 Factor 2 -.53796 .36953 .38108 -.53633 .12972 .03689 -.54710 .52575 .46158 -.01940 .34534 -.16783 .35720 Factor 3 .07962 -.43648 -.12645 .14473 -.12822 -.09412 .16207 -.27787 .36519 -.29524 -.27053 -.03907 .29929 Factor 4 .28599 .03672 .25186 .21058 -.17915 .03973 .22048 .47140 .01303 -.08210 .09840 .05007 -.04863 166 Varimax Rotated Factor Matrix After Rotation With Kaiser Normalization Factor 1 V1 .35261 V2 -.00788 V3 -.00444 V4 .09127 V5 -.03818 V6 .14135 V7 -.03618 V8 .28163 V9 .02231 V10 .57026 Vll .27672 V12 .39886 V13 .13628 V14 .10118 V15 .08260 V16 .56627 V17 .26868 V18 .35842 V19 .28776 V20 .54524 V21 .09319 V22 .66518 V23 .25786 V24 .32806 V25 .27271 V26 .15331 V27 -.04021 V28 —.00927 V29 .61123 V30 .11356 V31 .53106 V32 .29684 V33 -.03433 V34 .36718 V35 .01839 V36 .76951 V37 -.09042 V38 -.00977 V39 .74835 V40 .11523 V41 .27725 V42 .72758 V43 -.1037l V44 -.10195 V45 .18960 V46 -.07553 V47 .41110 V48 -.10501 Factor 2 .16037 .16354 .07220 .09719 .52690 .09052 .11610 .02577 .53174 .06069 .08534 .07843 .14852 .40316 .48600 .13905 .38001 .05664 .24195 .08560 .31555 .05742 .42941 .22430 .45276 .60382 .08974 .70725 .09940 .51049 .07695 .392607 .65835 .12312 .15466 .05841 .11152 .21294 .00298 .28386 .25752 .03032 .10031 .57909 .05326 .13814 .12114 .46625 Factor 3 -.00826 .19313 .37774 .35240 -.05430 .45681 .16896 .24755 .27989 .02004 .65498 .42592 .62033 .17564 .33105 -.05431 .11593 .36281 .23746 .24948 -.07138 .20780 .26028 .34769 .16490 .30127 .50741 .14198 .18814 .18110 .43097 .20191 .02095 .43723 .06179 .10708 .47905 .09977 .10561 .49172 .43516 .05224 .00688 -.12082 .51573 .27879 .30612 -.07715 Factor 4 .08082 .32656 .28406 .21579 .06567 .05408 .60699 .14930 .12480 -.05420 -.02677 -.07469 .09591 .09587 .13115 .00931 .12080 -.05588 .08449 -.12921 .43809 -.04901 .06816 .01316 .06027 .10113 .12910 .09547 -.03662 .19713 -.06190 .21498 .13863 .03064 .71507 .02813 .52473 .51448 -.05250 .15499 .20746 -.07717 .77768 .15892 .20008 .45244 .11308 .07225 APPENDIX F HUMAN SUBJECTS COMMITTEE APPROVAL FORM APPENDIX F HUMAN SUBJECTS COMMITTEE APPROVAL FORM MICHIGAN STATE UNIVERSITY L'NlVl-RSI I‘Y (§()\l\lll lH- ON [Uhl,-U“ H l\\'()l \ l\(J EAST LANSING ' MICHIGAN ‘ 48824 HL‘lAN SL‘BJH IS (L( RIMS) 2W Al)\ll\l5 I R A l l()\ BL ll l)l\(,; (Sl') 355-2lflh December l8, l98l Dr. Louis F. Hekhuis Administration and Curriculum Dear Dr. Hekhuis: Your request of December l6 for review of the proposed project entitled, “An Analysis of the Factors Which Motivate the Independent Insurance Agent to Attend Selected Continuing Professional Education Programs” by Mr. Richard H. Phillips has been received. I believe that the project is a category 3 exemption and approval is herewith granted for conduct of the project. Thank you for bringing the study to my attention. If I can be of future help, please do not hesitate to let me know. Sincerely, ;7 : . ,’ .' 7w-- .« Henry E. Bredeck Chairman, UCRIHS HEB/jms cc: Mr. Phillips 1€Y7 BIBLIOGRAPHY BIBLIOGRAPHY Works Cited Ammons, D. "Education Bill Veto Gives Industry Undeserved Slap." PIA Promoter, 23, No. 5 (1980), 29-31. Axelrod, M. "A Study of Formal and Informal Group Partici- pation in a Large Urban Community.“ Diss. University of Michigan 1954. Rpt. in Verner, C. & Newberry, J. S. "The Nature of Adult Participation." 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