{I
"33%.

AN EXPERIMENTAL STUDY DESIGNED
TO DETERMINE THE ADVANTAGES OF
A MULTI- MEDIA APPROACH TO THE
IN-BASKET TECHNIQUE FOR USE
IN THE LABORATORY APPROACH
TO OFFICE EDUCATION

Thesis for the Degree of Ph. D,
I MICHIGAN STATE UNIVERSITY ’
ROBERT ALLEN MEYER :
1972 A

 

 

LIBRARY

Michigan State
University

 

This is to certify that the

thesis entitled
AN EXPERIMENTAL STUDY DESIGNED TO DETERMINE THE ADVANTAGES
OF A MULTI-MEDIA APPROACH TO THE IN-BASKET TECHNIQUE
FOR USE IN THE LABORATORY APPROACH
TO OFFICE EDUCATION

presented by

ROBERT ALLEN MEYER

has been accepted towards fulfillment
of the requirements for

Doctor of Philosophydegreein Business and
Distributive Education

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Date November 9, 1972

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ABSTRACT

AN EXPERIMENTAL STUDY DESIGNED TO DETERMINE THE
ADVANTAGES OF A MULTI—MEDIA APPROACH TO THE
IN-BASKET TECHNIQUE FOR USE IN THE
LABORATORY APPROACH TO OFFICE EDUCATION

By

Robert Allen Meyer

It was the purpose of this study to make a descriptive analysis
and comparison of twelfth-grade business education students in a model
office who received the in-basket via a multi-media learning carrel
compared to twelfth-grade business education students who received the

same in—basket in the traditional paper and pencil method.

The Procedures

Eighty (80) students were selected and randomly assigned to two
groups: experimental and control. The students were selected from
schools which were part of the Michigan State University Vocational
Office Block Program. The exPerimental group received a series of
three multi-media in—baskets in a learning carrel providing the sights
and sounds of an office; interruptions similar to those found in an
office were presented via 35mm slides and audio tape. The control
group received the same series of three in—baskets in a traditional
classroom without the sights and sounds of an office. The same inter-
ruptions the experimental group received were presented on descriptive

pages included in the in—basket.

Robert Allen Meyer

Summary of Major Findings

1.

The null hypothesis HOl was rejected; this stated that there
is no significant difference in student performance on an
in-basket containing the Specific areas of following direc-
tions, filing, arithmetic and checking between students who
have received the in-basket in a multi-media learning carrel
and students who received the same in-basket via the paper
and pencil method.

(a) The T-tests of correlation coefficients between the
pre-S.R.A. tests and in-basket scores indicated that
scores on the multi-media in-basket were significantly
better than the scores on the paper and pencil in-basket.

(b) There was a significant correlation between the S.R.A.

‘ tests of following directions, checking, filing and
arithmetic and these sections of In—Basket 3, for
students completing In—Basket 3.

(c) A further three-way analysis of co—variance using the
students' scores on the four pre—S.R.A. scores and the
four In-Basket 3 scores indicated that scores were
significantly better for students receiving the multi-
media In—Basket 3, compared to students who received
the non-media In-Basket 3.

The null hypothesis HO that there is no significant differ-

2
ence in student performance on the multi-media in—basket for

different I.Q. levels, with students with higher I.Q. per-

forming no better than students with low I.Q. was rejected.

Conclusions

Robert Allen Meyer

(a) Using the variables of I.Q. and school, a two-way analysis
of co-variance on In-Basket 3 scores was performed.
Results of the analysis indicated that students with high
I.Q. scored significantly better than students with low
I.Q. on the multi~media in—basket.

It was also determined that students performed better on the

S.R.A. criterion tests than did employed office personnel.

It was further determined that only 25 of the 80 students

completed In-Basket 3.

Student performance improved after two trial in-baskets. This

was measured in terms of gain scores and indicated general

improvement for the students using the multi—media in—baskets.

The following conclusions are drawn from the findings of the

study. These conclusions are pertinent to, and limited by, the assump-

tions and design of the study. Any conclusions based upon the results of

the study are tentative and in need of further substantiating research.

1.

The results of this study would indicate the use of educa-
tional media (slide-tape) provides an improved form of
simulation, in this case for the in—basket presented in a
media—equipped learning carrel. Thus it could be assumed
that the successful use of educational media in a learning
carrel contributed substantially to making the in-basket

a better evaluative measure of student performance.

It may also be concluded from this study that specific skill

areas in business education can be accurately measured by

Robert Allen Meyer
the simulations such as the multi-media in-basket. The
multi—media in-basket can be used as a means of measuring
certain types of skills such as filing ability, business
math, following directions and checking.
The results show that there may not have been adequate time
given for the completion of In-Basket 3 to be complete
effective for all students.
The question of the effect of two trial in—baskets was
also of interest to this study. There is evidence based on
pre- and post—S.R.A. criterion tests that students generally
improve in performance on the in-baskets after two practice
in-baskets have been administered. This may indicate that
practice on the in-baskets may be of value in obtaining

more precise results.

AN EXPERIMENTAL STUDY DESIGNED TO DETERMINE THE
ADVANTAGES OF A MULTI4MEDIA APPROACH TO THE
IN—BASKET TECHNIQUE FOR USE IN THE
LABORATORY APPROACH TO OFFICE EDUCATION

By

Robert Allen Meyer

A THESIS
Submit ted to
Michigan State University

in partial fulfillment of the requirements
for the degree of

DOCTOR OF PHILOSOPHY

Department of Secondary Education and Curriculum

1972

,1 0

\ zfi‘
C

Copyright by
ROBERT ALLEN MEYER

1972

ACKNOWLEDGEMENTS

Sincere appreciation is expressed to those persons who have
assisted in the develOpment and completion of the study:

To Dr. James L. Page, who served as a member of the doctoral
committee and director of the Instructional Resource Center, for his
continued kind assistance in my pursuits of instructional development
and technology.

To Drs. James F. Rainey and Peter G. Haines, members of the
doctoral committee, for their sustained interest and helpful suggestions
throughout this study.

To Dr. Mary V. Moore, who provided office space, equipment,
and academic support for this study and my educational pursuits.

Foremost is the debt owed Dr. Robert P. Poland, Chairman of the
doctoral committee whose interest, advice, help and encouragement were
essential to the planning and execution of this study and my doctoral
program.

The writer also wishes to thank certain persons who are members
of the instructional media team at Michigan State University. To
Tom Peterman, Jayne Kostal and formerly Dr. Walter Yoder for the kind
continuous media assistance at the Instructional Resources Center.

To Don Wilkening, Ted Lewis and Dr. Kent Gustafson for continued personal
help and assistance at the Instructional Media Center. To Ron Garlock
of Instructional Television for his outstanding patience, kindness and

continuous help, and to Larry Cox who kept the machinery running.

ii

Finally, to my many friends in the College of Education for

their friendship, good wishes, and moral support, I thank you kindly.

iii

DEDICATION

This work is dedicated to my father and mother, Charles H.
and Viola B. Meyer whose constant financial help, encouragement, and
assistance has contributed immeasurably to the completion of the
doctoral program and my many educational pursuits over the years.
Also to my close personal friend Father William McKeon who has been
a constant source of strength and assistance during my years of study

here at Michigan State University.

iv

TABLE OF CONTENTS

Page
AmoerDGEMENTs...................... 11
DEDICATION. O O O O O O O O O O O O O O O O O O O O O O O 0 1"
LIST OF TABLES. O O O O O O O O O I O O O O O O O O O O O 0 ix
Chapter
1. THE PROBLEM OF THE STUDY . . . . . . . . . . . . . . l
STATEWNT 0F mE PROBLEM O O O O O O O O O O O O O 5
Purpose of the Study . . . . . . . . . . . . . . 7
Background of the Study. . . . . . . . . . . . . 7
Importance of the Study. . . . . . . . . . . . . 8
Basic Assumptions. . . . . . . . . . . . . . . . 8
Limitations of the Study. . . . . . . . . . . . 9
Deliminations of the Study . . . . . . . . . . . 9
Definition of Terms. . . . . . . . . . . . . . . lO
ORGANIZATION OF THE PRESENTATION . . . . . . . . . 12
2 0 REVIEW OF RELATED LITERATIJRE O O O I O O O O O O O O 14
Frederickson, Saunders, and Ward Study . . . . . 14
Frederickson's Bureau of Business Study. . . . . 16
The Organizational Climates and Administrative
Performance Study. . . . . . . . . . . . . . . l7
T118 S Chu1man S tUdy O O O O I O O O O O O O O O O 19
IN—BASKETS UTILIZING EDUCATIONAL MEDIA . . . . . . 22
The University of Michigan In-Baskets. . . . . . 26
The University of Tennessee Problems in
Supervision In-Basket. . . . . . . . . . . . . 27
Problems in Bank Management. . . . . . . . . . . 27
The Plant Manager In-Basket Test . . . . . . . . 28
Related Business and Industry
Inf-BaSRBC Development. 0 o o o o o o o o o o o 29

Chapter 2, con't

IN—BASKET DEVELOPMENT IN SECRETARIAL
AND OFFICE EDUCATION . . . . . . . . . . . . . .
In-Basket Research at Michigan State University.
National Secretaries Association In—Baskets. . .

LEARNING THEORIES RELATING TO THE IN—BASKET

AS A PERFORMANCE TEST. . . . . . . . . . . . . .
The Ugunniyi Study . . . . . . . . . . . . . . .
Transfer in Simulations. . . . . . . . . . . . .
The Simulator as an Evaluator. . . . . . . . . .
The Rational Hypothesis Approach

to Test Design . . . . . . . . . . . . . . . .
The Classical Psychometrical Approach

to Test Design . . . . . . . . . . . . . . . .

SWY O O O I O O O O O O O O O O O O O O O I O O
3 0 DESIGN OF “IE STIJDY O O O O O O O O O O O O O I O O 0

THE DEVELOPMENT OF THE MATERIALS . . . . . . . . .
Preparation of the In—Baskets. . . . . . . . . .
Scripts for Each In-Basket . . . . . . . . . . .
Slide DevelOpment. . . . . . . . . . . . . . . .
Preparation of Tapes . . . . . . . . . . . . . .
Preparation of the Items . . . . . . . . . . . .

mE FIELD TEST 0 O O O O O O O O I O O O O I O O 0
Find ing S O O O C O O O O O O O O O O O O O O O 0

RESEARCH DESIGN AND THE SELECTION OF THE
EXPERIMENTAL AND CONTROL GROUPS. . . . . . . . .
The Design . . . . . . . . . . . . . . . . . . .
Procedures by Day. . . . . . . . . . . . . . . .
Selection of Groups. . . . . . . . .'. . . . . .

ADMINISTERING THE IN-BASKETS . . . . . . . . . . .
The Evaluation Method Used with the
Experimental Groups. . . . . . . . . . . . . .
The Learning Carrel. . . . . . . . . . . . . . .
The Evaluation Method Used
with the Control Groups. . . . . . . . . . . .

THE INSTRUMENTS USED FOR COLLECTING DATA . . . . .
The Otis-Lennon Mental Ability Test. . . . . . .
The Science Research Tests . . . . . . . . . . .
The In—Basket Organizer Sheets . . . . . . . . .
The In-Basket Items for Filing, Checking

and Arithmetic . . . . . . . . . . . . . . . .

vi

Page

31
31
32

33
34
36
38

39
4O
41
42

42
42
43
43
44
44

44
46

47
47
47
52

53

S3
S3

54
54
55
55
57

58

Chapter 3, can't

METHODS OF ANALYZING DATA
Eight by Eight correlation matrix. . . . . . .
T-tests. . . . . . . . . . . . . . . . . . . .
Two-way multi-variate analysis of co-variance.
Three-way analysis of co-variance. . . . . . .

4 0 FINDINGS O O O O O O O O O O O O O I O O O O O O O O

STUDENT ACHIEVEMENT ON STANDARDIZED TESTS
AND COLLATERAL DATA. . . . . . . . . . . . . . .
Student Achievement on Pre-S.R.A. Tests. . . . .
The Science Research Test for
Following Directions . . . . . . . . . . . .
The Science Research Test for Checking . . . .
The Science Research Test for Arithmetic . . .
The Science Research Test for Filing . . . . .
Otis-Lennon Mental Ability Test. . . . . . . . .
Simple Correlations and T-Tests. . . . . . . . .
Student Ability Level. . . . . . . . . . . . . .
Simple Correlations and T-Tests for
Students Completing In-Basket 3. . . . . . . .

THREE-WAY ANALYSIS OF COVARIANCE . . . . . . . . .
Effect of the Treatment on In-Basket 3 Scores. .
Effect of Various Schools on Group Performance .
Effect on I.Q. on In-Basket 3. . . . . . . . . .
Effect of Interaction of Treatment and School. .
Effect of Interaction of Treatment and 1.0.. . .
Effect of Interaction of School and I.Q. . . . .
Effect of Interaction Between Treatment

School and 1.0.. . . . . . . . . . . . . . . .

TWO-WAY MULTIVARIATE ANALYSIS OF COVARIANCE
FOR THE EXPERIMENTAL GROUP . . . . . . . . . . .
Effect of Various Schools on the
Experimental Group Performance . . . . . . . .
Effect of 1.0. on the Experimental
Group Performance. . . . . . . . . . . . . . .

EFFECTS OF TWO PRACTICE IN-BASKETS USING THE
S Q ROA. INDEX OF RESPONSE O O O O O C O 0 O O O O

5. SUMMARY OF MAJOR FINDINGS, CONCLUSIONS
AND RECOMNDATI CNS 0 O O O 0 C C O O O O O O O O 0

THE STUDY AND ITS DESIGN . . . . . . . . . . . . .
The Problem. . . . . . . . . . . . . . . . . . .
The Procedures . . . . . . . . . . . . . . . . .
The Design . . . . . . . . . . . . . . . . . . .
The Instruments. . . . . . . . . . . . . . . . .

Page

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58
59
59
59

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61
64
64
65
65
67

7O

76
76
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79
79
79
83

83

86
86

86

89

94

94
95
95
96
96

Chapter 5, con't

SUMMARY OF MAJOR FINDINGS . . . . . . . . . . . .

CONCIIUS IONS O O O O O O O O O O O O O O O O O O O

IWL I CATIONS O O O O C O O O O O O O O C O O O .

RECOMMENDATIONS . . . . . . . . . . . . . . . . .

BIBLIOGRAPIN O O O O O O O O O O O O O O O O O O O O O O O

APPENDICES
A. The Scripts for the Multi—Media In-Baskets . . . . .
B. The Paper Interruptions for the Non—Media In—Baskets
C. The Correct Answers for Each In-Basket . . . . . . .
D. The In-Baskets Developed for this Study . . . . . .
E. The Answer Sheets for the MultiéMedia and Non-

C) '81
0

Media In—Baskets . . . . . . . . . . . . . . . . .
Norms of S.R.A. Sheet Test of Clerical Ability . . .
Tables: Multivariate Analysis of Index of Response

for Pre-and Post—S.R.A. Criterion Tests . . . . .

viii

Page
97
99

100
101

103

108
118
129
137

188
196

198

Table

10.

11.

12.

LIST OF TABLES

Correlation of Paper and Pencil In-Basket 3
and the Four S.R.A. Criterion Tests of
the Field Test . . . . . . . . . . . . . . .

Correlation of Multi-Media In-Basket 3
and the Four S.R.A. Criterion Tests of
the Field Test 0 O O O O O O O O O O O O O O O 0

Eight by Eight Correlation Matrix Used
as Basic Design for this Study . . . . . . . . .

Grand Means and Standard Deviation for the
Experimental and Control Groups in Each
of the Four Pre-S.R.A. Criterion Tests . . . . . .

Grand Means for Each of the Four Pre—S.R.A. Criterion
Tests for the Experimental and Control Groups and
Norms of S.R.A. Criterion Tests. . . . . . . . . .

Three Mean Levels of I.Q. by School Compared to
Norms of the Otis-Lennon Mental Ability Test . . .

Correlations of In-Basket 3 and the Four S.R.A.
Criterion Tests for the Experimental Group . . .

Correlations of In-Basket 3 and the Four S.R.A.
Criterion Tests for the Control Group. . . . . . .

Correlation Coefficients Difference Converted
to Z scores for the Experimental vs. Control Groups
on In-Basket 3 for Following Directions, Arithmetic,
Filing and Checking. . . . . . . . . . . . . . .

Distribution of Students by I.Q.
of those Completing In-Basket 3. . . . . . . . . .

Correlation on In-Basket 3 and the Four S.R.A.
Criterion Tests for the Students in the
Experimental Group that Completed In—Basket 3. . .

Correlations of In-Basket 3 and the Four S.R.A.
Criterion Tests for the Students in the Control
Group that Completed In—Basket 3 . . . . . . . . .

ix

Page

48

49

50

62

63

66

68

69

71

71

73

74

Table

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

Correlation Coefficients Difference
Converted to Z scores for the Experimental
vs. Control Groups on In-Basket 3 for
Following Directions, Arithmetic,
Filing and Checking. . . . . . . . . . . . . .

Effects of Treatment on Experimental
and Group Performance. . . . . . . . . . . . . . . .

Effects of Various Schools on Experimental
and Group Performance. . . . . . . . . . . . . . . .

Effects of I.Q. on Experimental and
Control Group Performance. . . . . . . . . . . . . .

Effects of Interaction of Treatment and School on
Experimental and Control Group Performance . . . . .

Effects of Interaction of Treatment and I.Q. on
Experimental and Control Group Performance . . .

Effects of Interaction of School and I.Q. on
Experimental and Control Group Performance . . . . .

Effects of Interaction Between Treatment, School and
I.Q. on Experimental and Control Group Performance .

Effect of Various Schools on the Experimental
Group Performance. . . . . . . . . . . . . . . . . .

Effect of I.Q. on the Experimental Group Performance .

Index for Response Between Pre— and Post S.R.A. Tests
for the Experimental Group . . . . . . . . . . . . .

Index of Response Between Pre- and Post S.R.A. Tests
of the Control Group . . . . . . . . . . . . . . . .

Effect of Schools on Index of Response for
Experimental and Control Groups. . . . . . . . . . .

NOrms for Short Tests of Clerical Ability . . . . . .

Effects of Interaction Between Treatment, School and
I.Q. Factors on Index of Responses of Experimental
and Control Groups . . . . . . . . . . . . . .

Page

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77

78

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81

82

84

85

87

88

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91

93

197

199

Table

28.

29.

30.

31.

32.

Effect of Interaction of Treatment and I.Q. on Index of
Response for Experimental and Control Groups . . . . .

Effect of Interaction of Treatment and School Factors on
Index of Response for Experimental and Control Groups

Effect of Interaction Between School and I.Q. Factors
on Index of Response for Experimental and Control
Groups 0 I O O O I O O I O O O O O O O O I O O O O 0

Effect of I.Q. on Index of Response for Experimental
and Control Groups . . . . . . . . . . . . . . . . . .

Effect of Treatment on Index of Response of Experimental
and Control Groups . . . . . . . . . . . . . . . . . .

Page

200

201

202

203

204

Chapter 1
THE PROBLEM OF THE STUDY

For a number of years, leaders in education, particularly in
business and office education, have expressed their confidence in
evaluation as an effective tool of their profession.1 The evaluative
process is considered one of the basic concepts of modern education.2

Evaluation has not only been described as the quality control
of an educational program,3 but as the means by which quality may
constantly be improved.“

In business and office education there has been an increasing
awareness of the need to change and improve methods of student evalua-

tion. Kell and Sawaia illustrated this need in 1968 by stating:5

 

1O. J. Byrnside, Jr., "Principles for Evaluation of Business
and Office Education," Criteria for EvaluatingfiBusiness and Office
Education, Seventh Yearbook of the National Business Education
Association, (washington: National Business Education Association,
a department of the National Education Association, 1969), p. 4.

 

ZIbid .

3William H. Burton and Leo J. Brueckner, Supervision: A
Social Process, (New York: Appleton-Century-Crafts, 1955), p. 206.

 

“American Association of School Administrators, "The Superin-
tendent as Institutional Leader," Thirty-fifth Yearbook, (washington:
The Association, a department of the National Education Association,
1957), p. 199.

5Venetta B. Kell and Josephine Sawaia, "Criteria for Evaluation
of Programs from Federal Legislation," Criteria for Evaluating'Business
and Office Education, Seventh Yearbook of the National Business Educa-
tion Association, (Washington: National Business Education Association,
a department of the National Education Association, 1969), p. 71.
1

 

A cursory glance at the literature in profes-
sional publications in the past few years reveals a
considerable number of articles devoted to evalua-
tion. Specific detailed lists of criteria are avail-
able to those who would evaluate their own programs.
Most of these lists include the areas of organization,
instructional staff, materials, course offerings, and
physical facilities. They serve as excellent guide-
lines for checking each of the segments within the
program but do not adequately evaluate the performance
of the student who is the real product.

Halter Shell of Virginia Polytechnic Institute further stated
in 1968 that a major overhaul of the student evaluation procedures
was long overdue.6 Among several specific needs Shell listed was
"the need to set more meaningful standards and evaluate student
progress more realistically."

One of the vehicles that has been proposed in recent years as
both a teaching device and evaluation device is the office simulation.
In 1965 the Michigan State University Research and Development Program

in vocational-Technical Education began a study in office education.7

The ultimate objectives of the study were ". . . to improve education
for employment in office occupations and to integrate the learning

experience for the students, whenever possible, in an environmental

situation simulating employment conditions."

 

6Walter Shell, "Projections for the Future," An Evaluative
Inventory, Sixth Yearbook of the National Business Education Associa-
tion, (Washington: National Business Education Association, a depart-
ment of the National Education Association, 1968), p. 42.

 

7Robert Poland and Peter Haines, A Study of a Block Time
Schedule for Teaching Vocational Office Practice, (East Lansing:
Michigan State University, July 1969, Final Report, Project No. 201,
Grant No. OEG—3—7-O70211—2679), p. 71.

 

From this study grew the block-time concept of teaching
office education, which relied heavily upon the concept of simula-
tion. Instead of using the traditional single period approach to
teaching typewriting, shorthand, and office practice, a two-or three-
hour period of time was used to teach two or three of these courses
together. In using this capstone approach, instructors based their
instruction on simulations which would, as nearly as possible, ap-
proximate the office in business today.

Through the use of simulations, instructors were able to
transfer much of the learning processes to students. Each student
was able to develop at his own individual pace: develop his decision—
making processes, develop advanced skills and knowledge, develop busi-
ness concepts, and develop many of the qualities needed by people to
work in a business today.

Many of the traditional approaches and materials used in
teaching office education today were found to be not practical nor
pertinent in this laboratory approach to office education. In their
final report Poland and Haines made the following recommendations:

More curriculum development projects in vocational

office education should be carried out by using the

clinical school approach.

Intensive effort should be given to producing an

employability measurement program for use in

office education.

Evaluative instruments must be developed which will

support a research design comparing the program's

effectiveness with the traditional one-hour classes
taught in office education.

Comprehensive research into the theory of simulation

as an instructional vehicle in office education

is needed.

Traditionally methods of evaluation have not utilized simu-
lation or instructional media. In the past, evaluation of student
progress in business education was achieved by some of these special-
ized instruments:

1. Practice sets. Usually a non-pressured test which
presents a series of problems as part of a hypothetical work setting,
the practice sets have become popular in recent years, due largely

to their incorporation into existing textbooks.

2. Situation tests. The situation test is a type of simu—

 

lation that is not yet widely used in office education. As the name
implies, the situation test is a work sample test which evaluates
typical job performance. In literature the in-basket is sometimes
referred to as a situation test.9

3. Skill tests. One of the most common evaluative instru-

 

ments in office education, the skill test measures the student's
ability in a given area. The typical skill or performance test is a
timed writing used to test the student's ability to typewrite, or to
take shorthand and transcribe, using speed and accuracy as the

criterion.

8Poland and Haines, loc. cit., p. 71.

9David W. Zuckerman and Robert Horn, The Guide to Simulation
Iand Games, (Cambridge: Information Resources, 1970), p. 314.

 

5
4. Production tests. A test usually composed of a number of
problems to be completed within a specific time limit, production
tests are often used to determine the amount of usable material (such
as mailable letters) an individual can produce within a given period
of time. Normally a production test does not include problems relating

to work organization.
STATEMENT OF THE PROBLEM

This study was an analysis and comparison of selected areas of
competence by twelfth-grade office education students who received
inebasket evaluations through only paper and pencil method as opposed
to other twelfth-grade office education students who received in-
basket evaluations through a multi—media learning carrel.

The investigation.was intended to test the following null
hypotheses:

H01: That there is no significant difference in student
performance on an in-basket containing the specific
skill area of following directions, filing, arith-
metic, and checking between students who have
received the in-basket in a multidmedia learning
carrel and students who receive the same in—basket
via the paper and pencil method.

H02: That there is no significant difference in student
performance in the multi-media in—basket for different
I.Q. levels. Students with higher I.Q. will not
perform better than students with lower I.Q.

Specifically, the problem which this study investigated was

posed in terms of several questions which considered the relation between

three items:

6

1. Are the overall evaluation results on the multi-media in-
basket significantly different for these twelfth-grade
office education students than for twelfth-grade office
education students who were presented the in-basket by -
the paper and pencil method?

2. Are the evaluation results in the specific areas of
following directions, filing, arithmetic, and checking
on the multi-media in-basket significantly different for
twelfth-grade office education students than for twelfth-
grade office education students who were presented the
in—basket by the paper and pencil method?

3. Of what importance is the student's I.Q. in determining
the significance of student's scores on the multi-media
inébasket and the paper and pencil in-basket?

The areas of filing, arithmetic, following directions and
checking were chosen because they represent tasks that a high per-
centage of office workers perform.10 Specifically 68% of office
workers file materials by name of persons; 61% of office workers com-
pare one copy with another (checking); 95% use addition and 93% use

subtraction; and 82% decide on priority of work for self.11

 

10Edward A. Perkins, Jr., and F. Ross Byrd, ”Identifying
Office Activity by Clusters of Tasks,” The Emerging Content and
Structure of Business Education, Eighth Yearbook of the National
Business Education Association, (washington: National Business
Education Association, a department of the National Education
Association, 1970), p. 107.

 

lllbid.

Purpose of the Study

 

It is believed that the findings of this study may (1) contrib-
ute to the understanding of the merits of a multi-media in-basket
method of evaluation for the office education student; (2) provide
certain kinds of information about the multi—media in-basket in rela-
tion to the pencil and paper in-basket; (3) identify problems in using
the multi~media in-basket in measuring specific competencies in office
education; and (4) determine if the multi-media in-basket can be ef-

fectively used in the model office program.

Background of the Study

 

From 1965 to 1969 Michigan State University engaged in curric-
ulum development through the Research and Development Program in Voca-
tional Technical Education. Since 1969 the office segment of this
program, known as the Vocational Office Block Project, has been con-
tinued by Michigan State University for school districts which volun-
tarily join the project. During the school year of 1971-72, thirty-two
Michigan school districts were associated with this project.

From these thirty-two Michigan School districts four schools
were randomly selected by use of a simple random table for this re-
search study. Two groups in each of the four schools were used in the
study, one the experimental, and one the control. All students were
from twelfth-grade office block classes, and all students selected
were involved in a model office program. A total population of 80

students were administered the in-baskets.

Importance of the Study

The multi-media inrbasket as a method of evaluation has not
been subjected to empirical testing regarding its effectiveness.
Because of the absence of sufficient research and literature on an
in-basket utilizing educational media as an evaluation technique, an
analysis of a multi-media inrbasket should contribute to the existing
knowledge in the field of office education, as well as identify prob-
lems for future research in this area. There is also need to inves-
tigate this method of student evaluation in light of recent Michigan
legislation requiring schools to use a block time approach to office

education which relies heavily upon the concept of simulation.
The Basic Assumptions

The following assumptions underlying this research study were:
1. That the competencies of following directions, filing,
arithmetic, and checking can be measured through student
performance on standardized tests.11
2. That the students' performance on the standardized tests
for following directions, filing, arithmetic, and
checking is an indication of their on-the-job performance.12
3. That a professional expert in business education can deter-

mine the correct list of work priorities for items contained

in the in—basket evaluations.

 

11Robert L. Ebel, Measuring Educational Achievement (Englewood
Cliffs: Prentice Hall, 1965), p. 89.

lzlbid, p. 164.

Limitations

The

9
That the students will make decisions and organize work
priorities based upon written and oral directions received
while taking the in-baskets.
That the use of educational media can provide an office
simulation which will affect the students' results on the

in-baskets.

of the Study

limiting factors established in this study:

In this study there were no measurements of variability
among the subjects with such factors as cultural back-
ground, personality, attitudes, or interests.

This study did not attempt to make judgments or generali-
zations about other forms of instructional simulation or
the potential success of any other group of clerk-typist
students using this particular instructional approach,
although the results may have implications for other

groups and instructional patterns.

Delimitations of the Study,

 

The

1.

delimiting factors established for this study:

The data collected were from only four high schools which
were members of the Michigan State University Vocational
Office Block Project.

The data used for analysis were limited to only the scores
on standardized tests; and the scores on the multi-media
and paper and pencil in-basket gathered as scores on'

standardized answer sheets.

10

3. Measures of student competencies in following directions,
checking, arithmetic, and filing were limited to scores
on standardized tests.

4. Measures of student I.Q. were limited to scores on the
Otis-Lennon Mental Ability Test, advanced level.

5. The in-baskets used for this study were limited in the
specific time allowed for completion, the number of items
included, and the number of interruptions included in each

in-basket.

Definition of Terms

 

In an effort to establish consistent meanings throughout this
study, the terms presented below have been defined:
Competency. Skill, knowledge, or understanding necessary for

the successful performance of those tasks which compose a jdb.

 

Decision Making. Judgments made by the individuals on organ-
izing work priorities based upon written directions and instructions.

Laboratory. An approach providing individualized experiences

 

related to occupational objectives that have been formulated through an
analysis of performance requirements: duties, skills, abilities and
attitudes necessary for employment in the office occupation selected

by the student. By combining related subject matter with realistic

 

experiences reflecting actual office situations, students are able

 

11

to applyjskills needed for these experiences rather than viewing.

each course or skill as a separate ability.13

 

Multi-Media In-basket. A combination of tasks for a student

 

to complete within a given period of time, with specific emphasis

on evaluation of the ability to organize work from written and oral
directions, and in addition, evaluation of abilities in filing, arith-
metic and checking. Presentation of the material is via audio tape
and 35mm slides. The setting is in a learning carrel equipped with

a screen and speaker for sound.

Paper and Pencil In-basket. A combination of tasks for a stu-
dent to complete within a given period of time, with specific emphasis
on evaluation of the ability to organize work from written and oral
directions, and in addition, evaluation of abilities in filing, arith-
metic, and checking. Presentation of the material is via paper and
pencil. The setting is a high school classroom.

Production Test. A test administered to determine the amount

 

of usable material (mailable letters and tabulation problems) an
individual can produce within a given period of time.

Speed Test. A test administered to determine the number of

 

words per minute an individual can type, or take shorthand and trans-
cribe, within a given period of time. These tests are often called

skill or performance tests.

 

13Michigan Department of Education, Guidelines for Office Edu-
cation Program§_in Michigan, (Michigan Department of Education,
Lansing, MI, 1972), p. 2.

 

12

Science Research Tests. Standardized tests distributed by
Science Research Associates, specifically the following tests: Short
Test of Clerical Ability for Filing, Short Test of Clerical Ability
for Following Directions, Short Test of Clerical Ability for Checking,
and Short Test of Clerical Ability for Arithmetic.

These tests are listed as satisfactory tests in The Sixth

14

Mental Measurements Yearbook. Paul W. Thayer, Director of Human

 

Resources Research, Life Insurance Agency Management Association,
Hartford, Connecticut, reviews these tests as follows:

This battery is an attempt to broaden the
sampling of abilities to be tested for clerical
jobs and includes tests of business vocabulary,
arithmetic, name and number checking, filing,
oral and written directions, coding, and lan-
guage usage. Norms are based only on samples
of female employees ranging in number from 133
to 368, and those given for Business Vocabulary
and Language are estimates based on the admin-
istration of experimental forms. Subtest reli-
abilities appear to be adequate with the excep—
tion of Part 2 of Arithmetic. The test-retest
reliability of .68 is much too low for accurate
interpretation of an individual score.-15

(Part 2 of Arithmetic was not used in this study.)
ORGANIZATION OF THE PRESENTATION

Chapter Two reviews the literature pertinent to the study.
Chapter Three outlines procedures involved in conducting the

:stmudy.

14John W. Burrows, The Sixth Mental Measurements Yearbook,
(Highland Park: Gryphon Press, 1965), p. 1047.

lsIbid.

13

Chapter Four presents an analysis and interpretation of the
findings of the study.
Chapter Five presents the major findings, conclusions, and

recommendations of the study.

Chapter 2
REVIEW OF RELATED LITERATURE

This chapter is primarily a review of the historical and

educational bases of the in-basket technique as a form of simulation.
EMPIRICAL STUDIES USING THE IN-BASKET

Frederickson, Saunders, and Ward Study1

One of the earliest studies on in-baskets, dating back to 1957,
was conducted by Educational Testing Service for the Office of Educa-
tion, Research Laboratory of the Air Force Personnel and Training Re-
search Center. The purpose of the study was to prepare test materials
that could aid in the evaluation of instruction in the Command and
Staff School of Air University.

The test was a statistical test which required the examinee to
play four roles: Commanding Officer, Director of Material, Director
of Personnel, and Director of Operations. The examinee was provided
with background information about the division, the Air Force Base and
suitable material from the office records, and contents of an in-

basket, containing letters and memoranda.

 

1Norman Frederickson, D. R. Saunders, and Barbara ward, ”The
In-Basket Test," Volume 71, Number 9, Psychological Monographs General
and Applied, (washington: American Psychological Association, 1957),
p. 1.

 

l4

15
After the tryout, Frederickson2 reported that the results were

disappointing with respect to the method of scoring. The results
indicated the In-basket Test could be scored with a reasonably high
degree of reliability, but in its first form the test was low in
content reliability. The following recommendations were made for the
in-basket technique based upon this study:

1. The in—basket test may justifiably be used in making

comparisons between mean scores of groups of examinees.

2. The in-basket test may be used as instructional material.

3. The frequencies with which the various types of responses

occur in administration of the in-basket test may enable
instructors to gain results of their instructional efforts
as they apply to specific performances of students.

4. The test might be used as a method of assessing students

in order to find out their general level of capability in
the skills measured by the test.

This study was the first of the in—baskets research studies.
Frederickson's suggestions gave some insight into the various applica—
tions of the in-basket technique in instruction. Of particular in-
terest was the recommendation that the in—basket be used as a method
of assessing students in particular skill abilities as measured by the

test. This study was involved in developing an in-basket to test for

 

21bid., p. 22.

16

ability levels in specific skill areas, however, with an integration

of skills as compared to criterion tests.

Frederickson's Bureau of Business Study3

Following the Air Force Study, Frederickson and the Educational
Testing Service conducted an inébasket study for the Office of Naval
Research. The resulting "Bureau of Business In-Basket Test" was an
attempt to simulate some major aspects of an executive's job. The
test consisted of letters, memoranda, and similar documents which have
collected in the in-basket of a newly hired executive officer of the
Northeastern Division of the Bureau of Business.

The purpose of the study was to test performance in the area of
personality. The goal was to study the relationships of in-basket
scores to conventional measures of personality and cognitive abilities
which would occur in a simulated job. This in-basket test was consid-
ered a performance test which would reflect the personality of the
person being examined. The test was administered to 335 persons com—
posed of subgroups of undergraduates, graduate students of business,
government administrators, business executives and Army officers.

The results of the study, as revealed in the analysis of scores,
were that administrative behavior can be described in terms of three
major dimensions: (1) preparing for work, (2) amount of work com-

pleted, and (3) seeking guidance.

 

3Norman Frederickson, "Factors in In-Basket Performance,"
Volume 76, Number 22, Psycholpgical Monographs: General and Applied,
(washington: American Psychological Association, 1962), p. l.

 

17

Acting in compliance with suggestions
Preparing for action by becoming informed
Concern with public relations
Procrastinating

Concern with superiors

Informality

Directing subordinates

Discussing

CDVO‘U'I§UNH
O

Frederickson concluded that the in—basket format could be used
to simulate an executive's complex job and record the behavior which
occurred in a rather unstructured situation.

This study illustrated that the in—basket technique could be
used for a variety of evaluative approaches. The study is unique in
the use of the in—basket format since it focused primarily on develop—
ing a list of executive behavior traits. It did, however, further

indicate the flexibility of this particular simulation technique.

The Organizational Climates and Administrative Performance Study4

Frederickson, Jensen and Beaton also used the in—basket as the
format for a situation test simulation. The simulation required each
subject to perform the paper work of an administrator, responding to
documents in his inébasket as though he were actually on the job.

The purpose of this study was to investigate the effects of
organizational climates on the administrative performance of execu—
tives. The aim was to answer three general questions: (1) What are

the effects of the organizational climates and their interaction on

 

“Norman Frederickson, Ollie Hensen, and Albert E. Beaton,
Organizational Climates and Administrative Performance, (Princeton:
Educational Testing Service, October, 1968), p. 1.

 

18
the means of the dependent variables? (2) What are the effects of
the climates and their interaction on the factor structure in the
domain of the dependent variables? (3) What are the effects of the
organizational climates on the correlations between dependent vari—
ables and measures of personality, ability, and background charac-
teristics of the subjects?5

The study'was conducted at a two-day research institute in
California in 1965. The study included 260 subjects employed by the
State of California in a variety of positions. The simulated job
was that of Chief of the Field Service Division of the Department
of Commerce for the State of California.

The methodological innovation of this study was the simulation
of an organization as the vehicle for a social-psychological experi—
ment. A complex organization was simulated and controlled, while
certain aspects of the organization were systematically varied and
the influences on performance observed. The perceptions of the organ-
izational climates were enhanced by materials included in the
in—basket.

The findings were that ten of the forty factors in this study
accounted for 61 per cent of the total variance in scores. These

ten performance factors are as follows:

 

5Ibid., p. 359.

19
1. Productivity
2. Acts in compliance with suggestions
3. Interacts with superiors
4. Thoughtful analysis of problems
5. Plans and discusses
6. Defers judgment and action
7. Interacts with peers
8. Orderly work
9. Informality
10. Accepts administrative responsibility
The study concluded that variations in settings, experimental
treatments and dependent variables that might be employed in the in-
basket were limited only by the experimenter's imagination.6
This study furthered the deve10pment of the in-basket format
for simulations. Unlike Frederickson's previous studies, treatment
played an important part in this study. The environment was manipu-
lated through various itens in the in-basket. The present study was
also concerned with the environment manipulation, however, treatment
for the experimental group involved the use of educational media.

The important element in the present research was the use of educational

media to enhance this simulation.

The Schulman Study?

Another significant piece of research on the in—basket tech-
nique was conducted by Schulman, et.al. during 1968 at Michigan State
University. The purpose of the research was to study individual

inquiry behavior.

 

6Ibid., p. 360.

7Lee S. Schulman, Michael J. Loupe, Richard M. Piper, Studies

of the Inguirngrocess, (East Lansing: Michigan State University,
1968), p. l.

20

The contents of the in-basket included memoranda and phone
messages, school newsletters, and research information on the students
in a class, including students' scores on a personality test and a
class sociogram. There were two other kinds of materials in the
study for the subjects:

1. Written materials, records, report cards, and the like,
concerning both the school and pupils in the teacher's
class.

2. Human resources that are in the situation (a school secre-
tary, a school principal, and a reference memory, all
accessible by telephone placed on the teacher's desk).

The purpose of Schulman's inébasket was to derive a number of
quantitative measures to characterize the inquiry process. The list
of those derived through the study are as follows:8

1. Problem sensitivity is the number of potentially problem—
atic elements perceived as problems by the subject.

2. Tips is the number of minutes the subject chooses to spend
in the inquiry situation.

3. Materials attended is a measure of input, the number of
pieces of material to which the subject attends in the

inquiry period.

 

81bid., p. 8.

21

4. Information sourcg§_is a count of the number of kinds of

 

categories of information brought to bear by the subject
on ten selected problems in the in-basket situation.

5. Competengg_is a measure of problem resolution. It is an

 

independent judgment of how'well each subject comes to
understand the nature of the problem situation in the same
ten selected problems used to score for information sources.
In his major findings, Schulman indicated that the general ap-
proach using the in-basket held much promise for future studies of
such complex skills as teaching and medical diagnosis.9 Schulman fur-
ther indicated the in-basket technique of simulation and systematic in-
trospection may make it possible to study difficult areas of
introspection.10
The four studies, Frederickson's In-Basket Test, the Bureau of
Business Study by Frederickson, the Organizational Climate and Admin-
istrative Performance Study, and the Schulman Study, were the major
empirical studies using the in-basket technique. These studies indi-
cated that the inebasket technique may be used as a method of assess—
ing students in particular skills as well as a fact-finding research
vehicle.

Much of the remaining literature concerning the in-basket as a

simulation technique carries little evidence of empirical testing.

 

91bid., p. 191.

101bid., p. 191.

22
Although the term "research" is often used in this literature, it is

of a developmental type. This literature, however, is important from
a research point of view since it gives insight into the development

and use of the in-basket in several areas of education and training.

IN—BASKETS UTILIZING EDUCATIONAL MEDIA

The only apparent in-baskets utilizing educational media are
those developed by the University Council for Educational Administra-
tion, Columbus, Ohio. At present the development and production are
complete on several instructional packages.11

Only three in-baskets have been field tested. They are "The
Wilson High School Principalship," "The Jones Junior High School Prin—

cipalship,‘ and "The Abraham Lincoln Elementary School Principalship."
The format of each is similar.

In each inebasket the stage is set via printed and audio—visual
presentations. The purpose is to orient the administrator to the
community, the school district, and the particular school. Once the
orientation has been completed, the examinee is to read the in-basket
items and take action upon them. In these in-baskets the examinee is

instructed to make decisions and act upon those decisions. This in-

cludes such tasks as writing letters and making telephone calls.

 

11Based on personal correspondence from Dr. Jack A.
Culbertsen, Executive Director of the University Council for Education
Administration.

23

During the in-basket, planned interruptions occur by audio or
filmed incidents. These interruptions must be handled by the student
as they occur. At times the student may be required to make deci-
sions lacking information, or may receive conflicting information.

These three indbaskets represent only a few of a large number
of inebasket exercises for educational administrators which are avail—
able from the University Council for Educational Administration.12
One of the difficulties with these in—baskets is obtaining information
for research purposes.13

Zuckerman and Horn list six other in-baskets utilizing instruc-
tional media; all are produced by the University Council for Education-
al Administration. The title and brief description of each follows.

"The Edison Elementary Principalship" is designed to give stu-
dents experience in the activities of an elementary school principal.
The in-basket utilizes magnetic tape and 16m film.”

"The Madison Assistant Superintendent for Business Management"
is designed for the player's role as the assistant superintendent for
business management. The purpose is to apply administrative theories

to the analysis and solution of reality—oriented problems. Instruc-

tional media utilized are magnetic tape and filmstrips.

 

12David W. Zuckerman and Robert E. Horn, The Guide to Simula-
tion Games_for Education and Trainipg, (Cambridge, Information Re-
sources, Inc., 1970), p. 127.

 

131b1d., p. 127.

14Ib1d., p. 127.

24
"The Madison Assistant Superintendent for Business Management"

is designed to give students experience in the proceedings of an
assistant superintendent for business management. The in-basket
uses 16mm film.15

"The Madison Public School Superintendent" portrays the role
of the public school superintendent. The purpose is to give experi-
ence in the proceedings of a public school superintendent, particular—
ly to resolve a conflicting situation within a given environment.
The in—basket utilizes 16mm film.16

"The Madison Assistant Superintendent for Instructional Ser-
vices" portrays the role of assistant superintendent for instruction-
al service. The purpose is to solve in-basket items by applying
administrative theories. The in-basket involves decision making,
strategic thinking, bargaining and coalition formation. Instructional
media utilized are magnetic tape and 16mm film.17

”The Assistant Superintendent for Business Management” is de-
signed to give students experience in the activities of an assistant

superintendent for business management. The in-basket utilizes a

16mm film.18

 

151bid., p. 127.
15Ibid., p. 131.
17Ibid., p. 130.

13Ibid., p. 130.

25
"The Assistant Superintendent for Instructional Service" is

similar to the ”Madison Assistant Superintendent for Instructional
Service." This in-basket also utilizes a 16mm film.19

The in-baskets used by the University Council for Educational
Administration were of particular importance to this study because
of the utilization of educational media. They appear to be the only
in-baskets which have used media to increase the effectiveness of the
in-basket simulation. Audio tape is used in these in-baskets for

interruptions only and not as a control for time limitations.
IN—BASKETS IN BUSINESS AND INDUSTRY

From a training standpoint, the in—basket technique has been
used to evaluate managerial skills and employee performance.20 It
often has determined the effectiveness of a course or program by
providing the means to note any changes that may have taken place in
the behavior of the students.21

It is now relatively commonplace in large industry for some
type of simulation to be used in the evaluation of managerial skills.

In the Bell System there have been some 20,000 management people put

through "assessment centers." Simulation of the management job is a

191bid., p. 131.

20Cabot L. Jaffee, Problem in Supervision, (Reading) Addison-
Wesley, (1968), p. 2.

 

210. S. Odiorne and E. L. Miller, ”Selection by Objectives:
A New Approach to Managerial Selection." Management of Personnel

.Qhflfliggerly 5.

26

major aspect of these centers.22 Campbell and Bray (1967) insist that
simulation is an efficient approach in obtaining a thorough evalua-

tion of a man's skills and potential as they relate to management

variables.23

The University of Michigan In-Baskets

In 1962 Dr. Thomas Roberts, staff member of the University of
Michigan Bureau of Industrial Relations, began developing a series of
twenty in-baskets. These in-baskets became widely used in business
and industry between 1962 and 1970. The in-baskets were designed for
evaluation and training in the following areas:

Automation

Communications

Community and public relations
Cost control, production or quality
Discipline or labor relations
White collar unionization
Manpower planning

Performance appraisal

Safety

Training

Establishing priorities
Line-staff conflict

13. Man-boss relationships

\OQNOUI5le-i

HHH
MFG
0..

These in-baskets contained between 12 and 20 items and were designed
to accomplish the following objectives: (1) Develop the ability to
establish priorities, (2) Develop the ability to set realistic goals,

and (3) Develop a systematic approach to problem solving and decision

22C. L. Jaffee, "Assessment Centers Help Find Management
Potential." Bell Telephone Majpzine 3, Autumn 1965, pp. 18-25.

 

23R. J. Campbell and D. W. Bray, "Assessment Centers: An Aid
1‘1 I“Ianagement Selection," Personnel Administration 2. (1967), pp. 7-13.

 

27
making. The in-baskets were never empirically tested and the Uni-

versity of Michigan Bureau of Industrial Relations is no longer active-

ly promoting the use of the in-baskets.24

The UniversitLof Tennessee Problems in Supervision In-Basket
Produced in 1968 by Cabot L. Jaffee, this in-basket has the
purpose of developing managerial skills.25 The objectives were to
make decisions regarding a number of problems presented in the in-
basket items. The criterion was not necessarily how many decisions
are made, but how effective the student was in solving the problems.
The decisions deal with organizing and planning, perception, leader-

ship and sensitivity. The time allotted was from one to two hours.

Problems in Bank Managgment

Another in-basket developed by Jaffee 25:21326 for business
and industry was the Problems in Bank Management In—Basket. The in—
basket items dealt primarily with organizing and planning, perception,
leadership, and sensitivity. David W. Zuckerman evaluated this in-

basket as follows:27

 

2“Based on correspondence with Mr. Tom Conelan, Director of the
University of Michigan Bureau of Industrial Relations, and the writer.

25Cabot L. Jaffee, Problems in Supervision, (Reading) Addison-
Wesley, (1968), p. 1.

 

26Cabot L. Jaffee, Richard Reilly, and Wayne Burroughs, Prob-
lems in Bank Management: An In-Basket Trainipg Exercise (Reading)
Addison—Wesley, (1969), p. 2.

27David W. Zuckerman and Robert E. Horn, The Guide to Simulatipp
Games for Education and Trainipg, (Cambridge, Information Resources,
Inc., 1969), p. 88.

 

28

Non-interactive

Deterministic

Limited role play
Qualitative outcomes
Individual play

Play involves decision making
Lower management

Single product

Personnel emphasized

\DmNO‘U‘J-‘UNH

The Plant Mangggp In-Basket Test
Developed by General Electric as an evaluation tool, the Plant
Manager In-Basket Test28 was designed for the student to play the role
of Lamp Plant Manager. The General Electric in-basket design was
based on the following criteria:
1. The job should have the qualities of a general manager
position.
2. The job should be familiar to General Electric personnel.
3. The job should not be similar to positions that students
may have held previously.
4. The job should not be too complex.
The purpose of the test was mainly evaluative. The findings indicated
that the in—basket could effectively select managers. The test scores
were compared to the ratings of 81 managers who were rated on job
performance and effectiveness as managers. Based on these comparisons
and a cross~validation of the results with an independent group of

managers, General Electric concluded the in~basket was successful.

 

ZSBehavioral Research Service, The In-Basket Test As A Measure

of Managerial Aptitude, (New York: Relations Services, General Elec-
tric, 1961), p. 4.

29
The General Electric Plant Manager In-Basket Test was further

tested at the Ordance Department at Pittsfield.29 For this study
managers rated 57 foremen in their overall job performance. These
ratings were compared to results on the in-basket. The study indi-
cated that foreman who ranked high in on-the-job performance ratings
also scored high on the in-basket categories, which were:

1. Problem solving

2. Analyzing problems

3. Involving subordinates in their problems

4. Talking with others regarding the handling of in-basket

items30

Related Business and Industry_In-Basket Development

Various other in-baskets have been developed and used by busi-
ness and industry and are included here as reference sources. The
American Management Association (A.M.A.) has been utilizing the in-
basket technique since 1962 in their management training seminars.31
The A.M.A. in-baskets were designed to simulate various management

jobs and as a means of evaluating management potential.32

 

29Behavioral Research Service, The In-Basket Test As A Measure
of Foreman Performance (Crotonville, New York: Management Develop-
ment and Employee Relations Services, General Electric, 1963), p. 2.

 

301bid., p. 6.

31F. M. Lopez, Jr., Evaluatipg Executive Decision Making,(New
York: American Management Association, 1966), p. 10.

 

32D. W. Bray, "The Assessment Center Method of Appraising Man-
agement Potential," In J. W. Blood (Ed.) The Personnel Job In a
Changing World, (New York: American Management Association, l964),p. 4.

 

30

The Bell Telephone Company since 1956 has utilized the in-
basket technique in their Personnel Assessment Program.33 The purpose
of the inrbasket in the Bell System was mainly to provide experience
to managers for the volume of paperwork involved in their jobs.34

Allen A. 2011, currently president of Management Education
Associates, was responsible for several in-baskets developed for the
Boeing Company, five of which have recently been released for publica-
tion.35 I.B.M. Corporation has utilized the in-basket technique
since 1957. The inebaskets were basically training tools and have
been developed for use in management training in their branch sales

offices.36

The Port of New York Authority has used the in—basket techni-

que in training programs for both management and nonemanagement jobs.37

Another inrbasket developed by Montgomery-Ward was used in the training

of store managers.38

 

33Personal Assessment Pro ram, (Detroit: Michigan Bell
Telephone Company, 1968), p. 4.

3('William C. Byham, "Assessment Centers for Spotting Future
Managers," Harvard Business Review (July-August, 1970), p. 155.

35Allen A. 2011, 111., The In-Basket Kit (Reading: Addison-
Wesley, 1971).

36Felix M. Lopex, Jr., Evaluating Executive Decision.Makgggi
The In-Basket Technigue, A.M.A. Research Study 75, (New York:
American Management Association, 1966), p. 49.

37Ibid., p. 51.

381bid., p. 50.

31

IN-BASKET DEVELOPMENT IN SECRETARIAL
AND OFFICE EDUCATION
In-Basket Research at Michigan State Uniyersity
A study conducted by Delores Siefert in 1967 at Michigan State
University was among the first to focus upon the in-basket for use in
office education.39 The purposes of the study were: (1) to examine
the origin and uses of the in—basket and the Opinions of previous users
regarding its effectiveness; (2) to determine if the in-basket could
be helpful in teaching concepts and procedures which are difficult to
teach by the traditional textbook and lecture methods; and (3) to
provide an outline for the construction of office education in-baskets.
Siefert found that the in-basket technique was a unique tool
for use in measuring student performance in the following areas:
(1) realistic practice in making decisions regarding the relative
importance of tasks to be done; (2) planning and organizing work
efficiently; (3) detecting and correcting errors independently; and
(4) working efficiently under pressure.
40

Following Siefert, Beaufore conducted a study in 1968. The

Beaufore study, although highly localized, was among the first to

 

39Delores Siefert, "The In-Basket and Its Application to
Office Education," Unpublished paper, Michigan State University, East
Lansing, 1967.

40Jerry Ann Beaufore, "Four In-Basket Projects For the
Secretarial Practice Class Based on Follow-Up Study and Job Analysis
of the 1965-67 St. Johns High School Business Graduates," Unpublished
paper, Michigan State University, East Lansing, 1968.

32

design in-baskets for office education use. Beaufore constructed
four in-baskets -- one each for a bookkeeper, general office clerk,
typist, and secretary. Although the author achieved limited success
with the in-baskets, her conclusions indicated the potential of
properly designed and constructed in-baskets. In the conclusions,
Beaufore felt that the in-baskets could be a very useful tool for

pre-employment training.

National Secretaries Association In-Baskets

The National Secretaries Association developed in—baskets as a
part of the Certified Professional Secretaries Examination.41 These
in-baskets were a part of the "Communications and Decision Making”
section of the 1970 and 1971 Certified Professional Secretary Exam-
ination. The in-baskets involved the following topics:

1. editing

2. abstracting verbal and quantitative data

3. composing

4. transcribing verbatim dictation

5. judging the acceptability of the work of subordinates
The purpose of the in-baskets was to evaluate the decision-making
capability of the examinees. Specifically the following response
patterns were required: (1) What action should be taken, (2) How

should concerned persons be informed of the action taken, and

 

41Leonard Robertson, "Everything You Always Wanted to Know
About Preparing for Part V," The Secretar2,(March, 1971), p. 13.

 

33
(3) What should be the followeup procedure. Two in-baskets based

on the CPS In-Baskets have been published: "All in a Day's Work,"
and "The Secretary's In--Basket."l'2

The historical development of the in-basket method as it re-
lates to business and industry, and in more recent years to office
education and the secretarial area, has had its foundation on a
practical philosophical base. No matter what its emphasis at any
one point, or within any one firm, one primary tenet has been evident--
the in-basket technique has been utilized for its uniqueness in eval-
uating and training persons in specific skill areas.

LEARNING THEORIES RELATING TO THE
IN-BASKET AS A PERFORMANCE TEST

Simulation has been defined in the most general terms as the
obtaining of the essence of something, but without all the aspects of
reality."3 Simulator trainers illustrate this definition. A pilot
trainee may learn to fly an airplane by the use of a simulator that
even provides the appropriate visual stimulus of a runway that informs
him whether he is too low, too high, or off center. These computer-

controlled simulators provide the essence of flying without the hazard.

 

42“A11 in a Day's Work," The Secretary, (October, 1970),
pp. 26-29. ”The Secretary's In-Basket,'r The Secretapy, (June-July,
1971), pp. 28-31.

 

 

43Clayton J. Thomas and W. L. Deemer, Jr., 'The Role of
Operations Games in Operations Research," Operations Research 5,
(1), 1957, pp. 1-2.

 

34

The assessment of performance may be carried out with simula-
tions in all sorts of activities, and offers a unique Opportunit to
assess performance in a life-like setting that often cannot be tested
by other means.44 It is held by many that the more closely the test
situation approximates the real-life situation, the more powerful the
prediction.45 Zuckerman et.ial. lists the in-basket among four situa-
tional response tests:46

1. Patient Management Simulation

(American Board of Orthopedic Surgery)
2. In—basket tests

3. Russell Sage Social Relations Test

4. Motion Picture Tests

The Ogunniyi Study

The Ogunniyi study suggested that the stimulus-response learn-
ing theory is basic to all simulation designs, classified by five
criteria:47

1. A stimulus situation

2; A response situation

 

44o . Cit., p. 314

45Ibid., p. 315.

461bid., p. 315.

47Omotosho Ogunniyi, "The Methodology of Educational Simulation
Design of a Simulated Instructional Model for Occupational Education,"
(Unpublished Doctor's Dissertation, Michigan State University, 1969),
p. 66.

3.

4.

S.

35

A consequence situation representing the interaction of

the stimulus and response

A feedback sequence

A control and evaluation sequence

Based on the stimulus response and cognitive learning theories,

Ogunniyi suggested six basic principles in design of simulations:

1.

2.

Simulation is a model of reality.

Physical or psychological fidelity may exist in the
simulation. Physical fidelity is the representation
of the important elements of the real situation being
simulated.

In simulation only the participants need to be present.
A game, however, requires a clinical experience requir—
ing the interaction between people and the environment.

An important stage in the design of simulations is the
specification of learning objectives the simulation will
provide.

The objectives of the simulation will dictate the choice
of the symbolic representation of the model and the media
to be used.

There is no evidence in the literature to reflect the
existence of any guidelines for designing and validating
educational simulations.

Ogunniyi in reference to the last point listed in the preceding list

suggested six design questions as evaluative criteria for educational

simulations:l'8
1. Does the design represent a real-life model? What kind—-
general or specific?
2. Does the design serve specific functions? Which?
3. Does the design employ suitable synthetic or animated

media for representation and integration of selected
operational situations that characterize the model? Which?

 

481b1d., pp. 90-98.

36

4. Does the design provide the sequential context of real-

life active or interactive processes within the system
model? In what ways?

5. Does the design provide appropriate feedback to the

learner in terms of stated learning experiences simulated?
How?

6. Does the design provide for evaluation control of learning
that it offers in terms of the real-life model?

Egansfer in Simulations
Transfer of learning is one of the important elements of simula-
tion. Schulman (1970) agreed with Gagne (1969) who suggested that
transfer in simulation involves the second of two basic questions:49’50
l. The degree to which instruction in one task will
facilitate learning of another.

2. The degree to which the learning of a given task will
generalize to the performance of the same general class
of tasks in different contexts.

Because of its importance in simulation and instructional de-
sign, then, it is appropriate that the subject of transfer be consid—
ered here.

Gagne's view on transfer was similar to that of learning theo-

rist Jerome S. Bruner in that they both believed what is transferred

are the processes or intellectual skills which the student has learned

 

49Lee J. Schulman, Ppychology and Mathematics, (Chicago, The
Sixty-ninth Yearbook of the National Society for Study of Education,
1970), pp. 23-71.

50Robert M. Gagne and William D. Rohwer, "Review of Literature
in Instructional Psychology.” Annual Review of Psychology, Vol. 20,
(1969). pp. 381-418.

37

in a variety of contexts. Ausubel, on the other hand, assumed that
it is the actual subject matter knowledge that is transferred and that
the processes used in a given subject matter cannot be separated from
the concepts and principles which make up that subject matter know-
ledge. He did suggest that such transfer is possible, however, if a
deliberate effort is made to appreciate the relevance of the principles
in other contexts.51
Although there are findings on what is transferred and how,
most learning theorists will agree that transfer is a factor in learn-
ing and evaluation. Roughead et. al. supported this suggestion, when
they noted that failure to understand original learning by learning
theorists has often made it difficult to interpret transfer results
in an unambiguous manner.52
Poland and Haines suggested that positive transfer in simulation
is enhanced when two factors are present:53
1. Relevance of task to real office task demands.
2. Situational equivalence, i.e., the extent to which the

simulation equivalence in the learning situation is or
appears real to the learner.

51David P. Ausubel, The Psychology of Meaningful Verbal Learn-
ipg, (New York: Grune and Stratten, 1963), p. 88.

 

52William G. Roughead and J. M. Scandura, "What is Learned in

Mathematical Discovery," Journal of Educational Psycholpgy, Vol. 59.
No. 4, (1968), pp. 283-289.

 

53Robert Poland and Peter Haines, A Studyyof A Block Tips
Schedule For Teaching Vocational Office Practice, (East Lansing:
Michigan State University, 1969), p. 12.

 

38

The identical-elements theory of Thorndike also supports the
transfer theory in simulations.54 This is in agreement with B. F.
Skinner who used the term "induction" for what is commonly called
generalization. Such induction, according to Skinner, is the basis
of transfer. The reinforcement of a response increases the probability
of response in a simulation containing similar elements.

For us to understand Skinner's Induction Theory, we must

remember that reinforcement does not strengthen the

response which preceded it; it increases the probability

of a class of responses...A response element is a sort
of behavioral atom.

The Simulation as an Evaluator

 

In relation to learning theory it is generally agreed that

simulation as an evaluator gives way to task or skill analysis:56
It appears that when the student is up against the actual
requirements then the nature of the tasks set, the abilities
that are required, become of primary importance, and "prin-
ciples of learning," however valid, fade into the background.
From an educational measurement viewpoint, simulation as an

evaluator may be considered one of two theoretical approaches: the

rational hypothesis and the classical psychometrical.

 

54E. R. Hilgard and G. H. Bower, Theories of Learnipg,(New
York: Appleton~Century~Crofts, 1966), pp. 24~25.

 

55Morris L. Bigge, LearningTTheories for Teacherg, (New York:
Harper Row, 1964), p. 270.

56Hilgard, 9p. cit., p. 549.

39
The Rational Hyppthesis Approach to Test Design

Flanagan states that the rational hypothesis approach to test
design is based upon identifying specific behavior relevant to the
elements being measured before the problem situations are developed.57
Many games would fall under the rational hypothesis approach since it
seeks to evaluate the total performance of the examinee.58

Kaufman suggests that this necessitates using an instructional
system model to design the "best" situational test.59

A situational test is derived from performance standards which
would be part of the instructional objectives.60 Use of instructional
systems in designing evaluative instruments has been extensively used

by the military since the late 1950's. This trend began in efforts to

satisfy training requirements in weapon systems development.61

 

57J. C. Flanagan, ”Some Considerations on the Development of
Secretarial Tests,” Personnel Psychology, (1954), p. 463.

 

58Donald W. Feshe, ”Why Do we Use Situational Performance
Tests?” Personnel Psychology, (1954), p. 466.

 

59Roger A. Kaufman, ”A Systems Approach to Education," De-
rivation and Definition, A. V. Communication Review (Winter, 1968),
p. 418.

 

60Robert F. Mager, Preparing Instructional Objectives, (Palo
Alto: Fearan Publishers, 1962), p. 25.

 

61Roger A. Kaufman, Robert E. Carrigan and Charles L. Nunnelly,
”The Instructional Systems Approach to Training," Hyman Factors,
(April, 1966), p. 46.

 

40
Business and industry also are relying heavily on the systems
approach to design evaluative instruments such as the situational test

simulation which often measures complex human behavior.62

The Classical Psychometrical Approach to Test Design
Flanagan states that the classical psychometrical approach in
test development measures specific skills or abilities as Opposed to

total student performance.63

Typically a criterion measure is used in
evaluating the students' performance. The test items are usually de—
rived by test constructors from such sources as textbooks, books of
knowledge, or based upon authorative judgment.

In a discussion of test construction Eble stated that instruc-
tors must prepare most classroom tests since there are usually few

standardized tests appropriate to most specific content areas.64

Many
situational tests, such as the one developed in this study, are used
to evaluate specific abilities and skills and are usually developed

using the classical psychometrical approach.

 

62”New Training for the Jumbo Jets," Sound Education Reports,
Audio-Visual Report #2, Los Altos, (1970).

 

63Flanagan, op.cit., p. 461.

6['Robert L. Eble, Measuring Educational Achievement, (Englewood
Cliffs: Prentice Hall, 1965), pp. 7~lO.

 

41

SUMMARY

This survey of the in—basket technique as a form of simulation
reveals that it has been used as: (1) an evaluation tool; (2) a format
for behavioral research; and (3) a training tool.

Early empirical research used the in-basket format as a method
of assessing students' particular skill abilities and as a fact-
finding research tool. Educational media have not been extensively
used in in—basket deve10pment. Apparently the only deve10pment has
been conducted by the University Council for Educational Administra-
tion, which has designed and built ten in-baskets utilizing various
forms of educational media. Business and industry have also utilized
the in-basket technique as both a means of training and of evaluating
managerial skills. The in-basket is now being used in secretarial
and office education for evaluation and training.

The in-basket as a simulation technique is defined as a
situational re3ponse test. This form of simulation relies heavily
upon the transfer of learning. As an evaluator, the in-basket may
be considered from one of two theoretical approaches--the rational

hypothesis or the classical psychometrical theories of test design.

Chapter 3
DESIGN OF THE STUDY

This chapter described the design, procedure and instruments
used in this study. The chapter is divided into six parts: (1) develop-
ment of the materials; (2) field test; (3) research design and the
selection of the experimental and control groups; (4) administration
of the in-baskets; (5) instruments used for collecting data; and

(6) a summary of the design of the study.
THE DEVELOPMENT OF THE MATERIALS

The materials used for the in-baskets were developed by the

l
researcher.
Preparation of the In-Baskets

Three in-baskets for a clerk typist position were required for
this study, each representing a different company. Three companies
were created: In-Basket 1, Clark Company, a furniture manufacturer;
In-Basket 2, Quality Tire Company, a tire manufacturer; and In-Basket
3, the Grand Rapids Bakery, a baked goods supplier. Simulated company

forms were constructed for each company.

 

1As the materials were developed, they were critiqued by
Dr. Elaine Uthe, assistant professor of business education, Michigan
State University.

42

43
Each in-basket was designed to require clerical work while the
students were under certain pressures. These were:
1. Thegpressure of office interruptions: These were various
planned interruptions of the type normally found in offices.
It was believed these would further the simulation for the
multi-media learning carrel.

2. The pressure of a time limit: The total time allowed to

 

complete each in—basket was thirty minutes excluding time

allowed to read directions.
Scripts for Each In-Basket

A complete script was written for each in-basket. The goal of
the multi-media scripts was to simulate the office environment through
slides and an audio tape planned for use in a learning carrel. Slides
were prepared to present the visual environment and an audio tape was
planned for the background office sound and voices for the interruptions.
Ten interruptions were planned for each in-basket. The purpose of the
interruptions was to distract the trainee while she was attempting to
organize her in-basket. The interruptions were placed at random in
the multi—media in-baskets. The scripts for each multi-media in-basket
are presented in Appendix A.

The non-media in—baskets contained the same interruptions as
the multi-media; however, the interruptions were presented on sheets
of paper in the in-baskets rather than through the tape-slide media.

The interruptions for the non—media are presented in Appendix B.

44

Slide Development

The original slides for the multi-media in-baskets were taken
in the International Business Machines Corporation office, Lansing,
Michigan, by the Michigan State University Instructional Media Center.
All slides were shot from the vantage point of a secretary looking out

from her desk at the surrounding office.
Preparation of Tapes

From the scripts, the master tape was recorded for each multi-
media in-basket. Office sounds were recorded on the entire tape. The
narration for the interruptions was dubbed in at the appropriate spots
according to the scripts. An inaudible "beep" was placed on the tape
to automatically advance the recorder when a change of slides was

required. One cassette tape was made for each multi-media in—basket.
Preparation of the Items

The items represented material that would normally be found
in a secretary's in—basket. Each item was given an "item letter" as
an identifier. These "item letters" were used for the answer sheets
for the in-baskets.

The correct priority and answers for the items were determined
by an expert in business education.2 The correct answers for each

in-basket are presented in Appendix C.

 

2Dr. Elaine Uthe, assistant professor of business education,

Michigan State University.

45

THE FIELD TEST

The purpose of the field test was to test In-Basket 3 to
determine if this in-basket did in fact accurately measure the students'
abilities in following directions, arithmetic, checking and filing.
In-Basket l and In—Basket 2 were not field tested, as they served
merely as practice in-baskets and the data from these were not used
in testing any of the stated hypothesis in this study.

Fourteen students were randomly selected from.Michigan State
University's, BOA 309, Secretarial Administration 11, as test subjects;
seven for the experimental group and seven for the control group.

These students were selected since they were not too far removed from
their high school experiences and were involved in individualized
instruction at the University.

The Science Research Short Test of Clerical Ability for
:following directions (D), arithmetic (A), filing (F), and checking (CH)
svere admdnistered to all students. The scores from these tests were
tased as criterion tests, to measure the ability level of the students
in the field test.

The students in the experimental group received the multi-media
iam‘baskets individually in a learning carrel. Manila envelopes cone
taining the In-Basket 3 were distributed to each student, and instruc-
tions and answer sheets were paper-clipped to the outside of the
el'nrelope.

The students were allowed five minutes to read the directions

and thirty minutes to complete the in-basket. The experimental group

I‘eceived the in-basket in a multi-media learning carrel. The learning

46
carrel was used to provide the simulation of an office and to present
the interruptions.

The students in the control group all received the in-baskets
via the printed medium. Manila envelopes containing the in-basket items
were distributed to each student, with instructions and answer sheets
clipped to the outside of the envelope. The printed interruption
sheets were randomly distributed throughout the in-basket items inside
the envelope. The students were allowed five minutes to read the

directions and thirty minutes to complete the in-basket.

Findings

Data were collected to establish the relationship between the
inrbaskets and the corresponding criterion measures for In-Basket 3.

.An eight by eight correlation matrix was used for this purpose.

Simple correlations were computed to determine the relation-
ships between the Science Research Short Tests of Clerical Ability and
Performance on In-Basket 3. Analysis and interruptions of these
statistical tests were in terms of prior ability level on the S.R.A.
tzests for following directions, arithmetic, filing and checking, and
the scores on In-Basket 3.

A perusal of the correlation coefficients on the multi-media
and non-media in-baskets showed that there was a high correlation with
the S.R.A. criterion tests. This indicated that the in-baskets were
an: adequate testing instrument. All scores on the multi-media in-basket
Correlated significantly at the .05 level. (Following directions 1.000,

checking .758, arithmetic .865, filing .846) All scores on the paper

47
and pencil in-baskets correlated significantly at the .05 level.
(Following directions .973, checking .824, arithmetic .793, filing
.822). Tables 1 and 2 present the correlation for In-Basket 3 with
the S.R.A. criterion tests for the field test.

RESEARCH DESIGN AND THE SELECTION OF THE
EXPERIMENTAL AND CONTROL GROUPS

The Desigp

The design of this study may be described as a pre-test/post-
test control group design with randomization.3

The design is a two by four by three correlation matrix. It
is represented graphically as shown in Table 3. The design is symbol-
ically represented where:

8 stands for the schools

I - stands for the I.Q. levels

X - stands for individual's scores on the S.R.A. tests

Y - stands for individual's scores on the in-baskets

T - stands for the treatment

The design incorporated a five-day schedule for utilizing the
ciata at each school. The data collected at each school began on

Monday and concluded on Friday. Four consecutive weeks were used.
medures by Day
The following is a day-by-day description of the procedures

uBed at each school:

3
'Donald T. Campbell and others, Experimental and Quasi-Experi-
EEEgtal‘Desigpfor Research, (Chicago: Rand McNally, 1966), p. 13.

48

 

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49

 

 

 

 

 

 

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51

1. Day one. Twenty students were randomly selected from the

model office and were administered an intelligence test

and the four S.R.A. criterion tests. The researcher
randomly assigned the selected students to the experimental
and control groups by use of a simple random table.

2. Day two. Students in both groups were administered In-

Basket 1. Students in the experimental group received
the multi-media in-basket; students in the control group
received the paper and pencil in-basket.

3. Day three. Students in both groups were administered In-

Basket 2. Students in the experimental group received
the multi-media in-basket; students in the control group
received the paper and pencil in-basket.

4. Day four. All students were administered the four S.R.A.

criterion tests.

5. Day five. Students in both groups were administered In-

Basket 3. Students in the experimental group received
the multi-media in-basket; students in the control group
received the paper and pencil in-basket.

The I.Q. test was administered in an effort to obtain a more
<:onstant measure of I.Q. than it was felt would be reflected in the I.Q.
scores from the various school records. In-Baskets 1 and 2 were
administered for the purpose of familiarizing students with the in-basket
technique. The S.R.A. tests were readministered on the fourth day to
See if any learning had taken place from the students haveing taken

7Ianaskets 1 and 2.

52

Selection of Groups

The population consisted of the students enrolled in senior
office practice courses at four Michigan high schools. The schools were
randomly selected from the thirty-two Michigan school districts which
are members of the Michigan State University Model Office Program. The
four schools selected as sites for the study were: Alpena High School,
Alpena, Michigan; Grosse Pointe South High School, Grosse Pointe,
Michigan; Avondale High School, Auburn Heights, Michigan; and Ottawa
Hills High School, Grand Rapids, Michigan.

The random selection procedure. A sample size of eighty,4
comprised of twenty subjects from each school, was chosen for this study.
The sample size of eighty was chosen because it was sufficient size for
the statistical analysis conducted in this study. This number of eighty
was also chosen based upon the time and money factors available for this
study. Since one school had only twenty students in the senior office
block course, it was decided to randomly assign students to the experi-
mental and control groups at each school. The researcher randomly
assigned the students to the two groups--experimental and control--by the
use of a simple random table the night before the first in-basket was
administered.

At the second class meeting, the instructor named the students
t0 group one, the experimental group and to group two, the control group.
The school instructor administered the standardized tests as part of

"normal" school testing. The students were told that the in-baskets

4The sample size was determined by the Office of Educational
Research, Michigan State University.

53
were part of regular assignments in an effort to reduce the possibilities

of Hawthorne effects on the study.

ADMINISTERING THE IN-BASKETS

The Evaluation Method Used with the Expgrimental Groups

The students in the experimental grapu received the multi-media
in-baskets individually in learning carrels. Manila envelopes containing
the inrbasket items were distributed to each student, with instructions
and answer sheets paper-clipped to the outside of the envelope.

The students were allowed five minutes to read the directions.
The instructions for each of the in-baskets are included in Appendix D.
The standardized in-basket answer sheets are reproduced in Appendix E.

The students were allowed thirty minutes to complete each in-basket.

The Learninngarrel

The experimental groups received all inrbaskets in the multi—
media learning carrel. The media system was completely portable so
that it could be moved from school to school.

The media system was equipped with four individual carrel
screens, four Kodak Carousel Ektagraphic projectors and one WOllensak
2550 cassette tape recorder. The Wollensak 2550 tape recorder was
connected to the four projectors by special cables made by the Instruc-
tional Media Center. The researcher was available during the multi-
media carrel operation to correct any equipment malfunctions, though
none occurred during the study.

The learning carrel screens were designed and built for the

Instructional Resources Center; they had an inside measurement of 26

54
inches long by 18 inches high, with side panels. The learning carrel
screens were designed to sit on the front of a desk or table; for
this study they were placed on tables. The projectors were placed behind
the students to the right side, which allowed for the projection of
the picture over the shoulder of the student onto the screen in front
of him. No student reported any problem in seeing the picture.

Sound for the carrel was achieved by placing a small speaker
behind the learning carrel screen. This procedure allowed for sound

to encompass the multi-media learning carrel.

The Evaluation Method Used with the Control Groups

The students in the control groups all received the in-baskets
via the printed medium. Manila envelopes containing the in-basket
items were distributed to each student, and instruction and answer
sheets were paper-clipped to the outside of the envelopes. The printed
interruption sheets were randomly distributed throughout the in-basket
items inside the envelope. These interruptions are presented in
Appendix B. The students were allowed five minutes to read the direc-
tions. The same answer sheets were used as in the multi-media in-basket.
The standardized in-basket answer sheets are reproduced in Appendix E.
The students were allowed thirty minutes to complete the inrbasket.
The in-basket was administered to these students in a separate classroom

where no other students or distractions were present.
THE INSTRUMENTS USED FOR COLLECTING DATA

The data used in this study were collected in four sets of

instruments: (1) the Otis-Lennon Mental Ability Test FormJ; (2) three

55
Science Research Tests; (2) the In-basket Organizer Sheets; and (4) the

In-Basket items for filing, checking and arithmetic.

The Otis-Lennon Mental Ability Test

The Otis-Lennon Mental Ability Test Form J is a revision of
the Otis Quidk Scoring Mental Ability Test.5

This intelligence test is an objective test designed to give
a nmmerical score for I.Q. The test is designed for high school students
in grades eleven or twelve to measure "g" or general intelligence.6 The
value of this intelligence test is its ability to give an index of I.Q.
in a relatively short period of time.7

The test is composed of eighty items to be completed in forty

minutes. It was found the complete test, from handout to collection,

can be administered in fifty minutes.

The Science Research Tests

The Science Research Short Tests of Clerical Ability were
administered for the following ability areas: (1) following directions,
(2) checking, (3) filing and (4) arithmetic. The tests are short,
varying in time from three to nine minutes each. These tests were
administered by the high school teachers and scored by the researcher
in accordance with the procedures described in the test manual.

The first test administered was the Science Research Short Test

of Clerical Ability Form.D, Directions Oral and Written. The items in

 

5Otis-Lennon Mental Ability Test, Manual for Administration, p. 4.

6Ibid., p. 4..

7John W. Burrows, The Sixth Mental Measurements Yearbook (Highland
Park: Gryphon Press, 1965), p. 1487.

56
this five minute test are based on information read previously to the
examinee by the test administrator. These oral directions contain
information of a type a new employee might receive in an orientation
meeting. The examinees are permitted to take whatever notes they desire
while the oral instructions are being read, and to use these notes when
answering the test items. The test is designed to measure the ability
to follow written directions, as well as memory for oral instructions.8

The second test administered was the Science Research Short
Test of Clerical Ability, Form F, Filing. The items in this test require
the examinees to indicate the proper placement of new material in an
"existing file." The test measures the ability to alphabetize rapidly,
as well as knowledge of standard filing practices.9 Five minutes were
allowed for completion of this test.

The third test administered in the S.R.A. series was the Science
Research Short Test of Clerical Ability Checking, Form CH. In this test,
the examinee must check the accuracy of a list of names and numbers
against a correct list. An item is "wrong" because of an error either
in the name or number. Simulating the checking task as typically
found in an office, this is also a five minute test.10

The final test administered in this series was the Science
Research Short Test of Clerical Ability for Arithmetic, Form A. Part
One of this test measures the examinee's ability to solve simple addition,

subtraction, multiplication and division problems rapidly and accurately.

 

8Science Research Associates, Manual for S.R.A. Short Test of
Clerical Ability, p. 3.

91bid.’ p. 3.

10Ibid. , p. 3.

 

57
The testing time is three minutes. Part Two of this test requires the
solution of problems containing percentages and fractions. Because
these types of problems were not included in the in-baskets, data from

Part Two were not used in this study.

The In-Basket Orgpnizer Sheets

The In-Basket Organizer Sheets were constructed and tested by
the researcher. The purpose of the sheets was to test the ability of
the students to organize the in-basket items based on written instruc—
tions contained in the in-basket items.' The In-Basket Organizer Sheets
had four pages, one page for each priority or classification of the
in-basket items. They were as follows:

1. for listing items requiring immediate action

2. for listing items requiring action before noon

3. for listing items requiring action by 5:00 P.M.

4. for listing items that can be done after today
These answer sheets are reproduced in Appendix E.

For purposes of this study the "decisions" as to an appropriate
category for each item were made basically from instructions written
on each item. As the student "worked on" each in-basket item, she made
a "decision" on the item's priority, and placed the item on the
appropriate page of the In-Basket Organizer Sheet. The following infor—
mation was placed on one of the four answer sheets for each in-basket
item: (1) the item letter which identified the in—basket items and
(2) what action if any the student would take.

Scoring on the in-basket items was on a right or wrong basis.

One point was given for each in-basket item placed in the correct

58
category. Points were not deducted for placing an item in a "wrong"
category. For each in-basket a total of eleven points was possible.
The data collected on the "Action You would Take" section of the In-
Basket Organizer Sheets were not used in this study. It is the opinion
of the researcher that an adequate criterion was not available for

this section, for the type of evaluating being conducted in this study.

In-Basket Items for Filing, Checking and Arithmetic

To evaluate the students' abilities in the areas of filing,
checking and arithmetic, selected in-basket items contained problems
in each of these areas. The directions sheet informed the students
that they were to organize the in-basket first, then to return to
specific items and complete the task required. Data were gathered on
the amount of this work completed and the degree of accuracy attained.
A total number of points was obtainable for each of these skill areas

on each in-basket.

METHODS OF ANALYZING DATA

Data were collected to determine whether: (1) differences
existed between the two groups--control and experimental-—due to the
treatment, (2) differences in performance existed between the different
levels of I.Q. groups, and, (3) differences in schools had any effect.

The following statistical techniques were employed in the
analysis of the data:

ETght by Eight correlation matrix. This technique was used to
establish the relationships between the in-baskets and corresponding

criterion measures.

59

T-tests. These were used between the respective correlation
coefficients of the two treatment groups to establish differences in
correlation.

Two-way multi-variate analysis of co-variance. For the experi-
mental group, using pre—S.R.A. scores and post in—basket scores, S.R.A.
being the co—variate, this was used to establish differences due to
I.Q. and/or school on the experimental measure.

Three-way analysis of co-variance. This used pre-S.R.A. scores
as co-variate and post inrbasket scores as dependent variable to deter-
mine any significant differences in performance between tratement

groups.

Chapter 4

FINDINGS

This chapter presents an analysis and interpretation of the
findings of the study. The first section of the chapter reports test
results and information which is concerned with the ability level and
I.Q. level of the students in the S.R.A. criterion tests and the tests
of intelligence. The second section of this chapter includes the
interpretation of the findings from the statistical tests: (1) simple
correlations and T-tests between the S.R.A. tests and In-Basket 3;

(2) the three-way analysis of co-variance between the S.R.A. scores
and In-Basket 3; (3) the two-way multi-variate analysis of co-variance
for the experimental group; and (4) the effects of the two practice
inebaskets using the S.R.A. index of responses.

STUDENT ACHIEVEMENT 0N STANDARDIZED
TESTS AND COLLATERAL DATA

Student Achievement on Pre-S.R.A. Tests

The scores for the pre-Science Research Short Tests of Clerical
Ability, forms D, A, CH and F were used both to measure abilities of the
two groups in the study, experimental and control and as an indication
of the populations performance as compated with employed office personnel.
Since the S.R.A. tests of Clerical Abilitywere validated with employed
office personnel, scores from these tests could be used to compare popula-
tions abilities in this study with ability levels of employed office

personnel.

60

61

When the grand mean scores for each of the groups--experimental
and control-dwere observed, the grand means and standard deviation of
the pre-S.R.A. test scores for the experimental and control groups were
almost equal. On the pre-S.R.A. test for following directions, form D,
the means differed by 0.72, with the means ranging from 27.40 to 28.12.
On the pre-S.R.A. test for checking, form CH, the means differed by 2.54,
with means ranging from 41.03 to 43.57. On the pre-S.R.A. test for
arithmetic, form A, the means differed by 0.15 with the means ranging
from 17.82 to 17.97. On the pre-S.R.A. tests for filing, the means
differed by 0.19 with means ranging from 21.53 to 21.72. The overall
variation of the means was 0.90 (see Table 4).

The data indicated that the ability levels of the two groups
were equal in the areas of following directions, filing, checking, and
arithmetic as measured by the Science Research Short Tests of Clerical
Ability, forms F, CH, A, and D.

The Science Tesearch Test for FollowingyDirections. The pre-
S.R.A. test for following directions indicated that the students' per-
formance was higher than employed office personnel. For the twelfth
grade students in the experimental group the grand mean was 27.4, for
the control group students, 28.1; whereas, the S.R.A. mean score for
employed office personnel was 15.0. This indicated that the students in
this study performed between 12.4 and 13.1 points higher than did the
employed office personnel. Both the experimental and the control groups
placed in the 85th percentile when compared to employed office personnel.
(Table 5)

The Science Research Test for Checkiug. The pre-S.R.A. test

for checking indicated that students' performance was higher than that

62

 

 

 

 

 

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s oHpms

63

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1
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n «Hams

 

64

for employed office personnel. For the twelfth-grade students in

the experimental group the grand mean was 43.5, for the control group,
41.0; whereas the S.RJA. mean score for employed office personnel
was 39.5. This indicated that on the whole, the students in the
study performed between 1.5 and 4.0 points better than did the em—
ployed office personnel. This placed the experimental group in the
70th percentile and the control group in the 60th percentile when
compared to employed office personnel (see Table 5).

The Science Research Test for Arithmetic. The pre-S.R.A. test

 

for arithmetic indicated that student performance was higher than that
of employed office personnel. For the twelfth-grade students in the
experimental group the grand mean was 17.8, for the control group,
17.9; whereas the S.R.A. mean score was 13.8. This indicated the
students in this study performed between 4.0 and 4.1 points better
than did office personnel. Both the experimental and the control
groups placed in the 80th percentile when compared to employed office
personnel (see Table 5).

The Science Research Test for Filipg. The pre—S.R.A. test for
filing indicated that the students'performance was higher than that
of employed office personnel. For the twelfth-grade students in the
experimental group, the grand mean was 21.7, and for the control
group, 21.5; whereas the S.R.A. mean score for employed office per-
sonnel was 15.2. This indicated that the students in this study per-
formed between 6.3 and 6.5 points better than did employed office per-
sonnel. Both the experimental and the control groups placed in the

80th percentile when compared to employed office personnel (see Table 5).

65

The norms for the S.R.A. Short Tests of Clerical Ability based on

employed office personnel are presented in Appendix F.

Otis-Lennon Mental Ability Test

The Otis-Lennon Mental Ability Test Advanced Level, Form J,
was administered to establish levels of I.Q. based upon test scores.
The results of the tests were used to establish the three I.Q. levels
needed for this study. The range of test scores was found to be be—
tween a low of 74 and a high of 129. The mean scores for I.Q. re-
vealed that above average, average, and below average students were
included in this study (see Table 6). Although the mean indices var-
ied between schools, the variation was within the levels of average,
above average and below average. The corresponding Otis-Lennon
stanines also indicate that the levels of I.Q. were generally equal.
The only exception occurred at school three where the mean I.Q. score
falls in the lower portion of the average span revealing a stanine of
4 (see Table 6). Considering, then the total population, the stu-
dents were homogeneous in terms of I.Q. as measured by the Otis-Lennon

Mental Ability Test, Form J.

Simple Correlations and T-Tests

Simple correlations and T-tests were computed to determine
the relationships between the Science Research Short Tests of Clerical
Ability and performance on In-Basket 3. Analysis and interpretation

of these statistical tests* are presented in terms of students: prior

 

*The .05 level of confidence was used in all analyses.

66

 

 

 

 

 

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w magma

67

ability level on the S.R.A. tests for following directions, arith-

metic, filing and checking, and the scores of In-Basket 3.

Student Ability Level

 

A review of the correlation coefficients computed on the
experimental and control groups revealed that the scores received on
In-Basket 3 correlated significantly with only two of the four S.R.A.
criterion tests for the experimental group. The two scores were fol-
lowing directions and filing for the experimental group (following
directions .554, filing .441). The correlations for arithmetic and
checking were not significant at the .05 level (arithmetic .011,
checking .277). Table 7 presents the correlations for In-Basket 3
with the S.R.A. criterion tests for the experimental group.

For the control group only one score received on In-Basket 3
correlated significantly with the S.R.A. criterion tests. The score
correlating significantly was following directions (following direc-
tions .331). The scores for filing, arithmetic and checking did not
correlate significantly at the .05 level (filing .258, arithmetic
.164, checking .310). Table 8 presents the correlations for In—Bas-
ket 3 with the S.R.A. criterion tests for the control group.

As a test of significance of difference between group perform—
ance-~experimental and control-—T-tests were computed on the In—Bas-

ket 3 scores for the experimental and control groups.1 Correlation

 

1Allen Y. Edwards, Statistical Methods for the Behavioral
Sciences, (New York, Holt, Rinehart and Winston, 1962), p. 305.

 

68

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”Meow 3mzv moomoaom Hmuow>mnom on» uom mpOSuoz Hmowumwumum .mpumsom .A ooHH4

 

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me uoxmmmnmn mo maoqumaouuoo

69

 

 

 

 

 

 

 

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m mana

esouu amusoaauoexm was
me uoxmmmanH mo msoaumaouuoo

70
coefficients were used, requiring the conversion of the correlation
coefficients to 2 scores. The results of the T-tests showed that
the only significant difference between the correlation coefficients
(at the .05 level of confidencez) when comparing each of four areas
on In-Basket 3 was following directions, with the experimental group
performing better than the control group. Tables 9 and 10 present
the T—test results and indicate the statistical significance.

Further analysis was conducted because there was not a sig-
nificant relationship in all four areas (filing, arithmetic, and
checking) between the In-Basket 3 scores and scores obtained in the
S.R.A. tests; and because there was lack of significance in perform-

ance between groups in three areas (filing, arithmetic, and checking).

Simple Correlations and T-Tests for Students Completing In~Basket 3

 

A review of In-Basket 3 revealed that only 25 students com—
pleted In-Basket 3, 13 in the experimental group, and 12 in the con-
trol group. Because scores of 0 could affect the correlations and
T-test results for the entire group, correlations and T-tests were
conducted for those students that completed In—Basket 3. The I.Q.
of these 25 students was, on the whole, evenly distributed over the
three I.Q. levels (see Table 10). One student was randomly removed
by use of a simple random table from the experimental high group,
so that both the experimental and control groups contained 12 stu-

dents for further statistical analysis.

 

21bid., p. 501.

71
Table 9

Correlation Coefficients Difference Converted to
2 Scores for the Experimental vs. Control Groups
on In-Basket #3 for Following Directions, Arith-
metic, Filing, and Checking

 

 

In—Basket #3 The Observed Difference
Between 2 Values

 

Following Directions 1.98*
Arithmetic 0.97
Filing 1.31
Checking 0.59

 

* Significant at the .05 level of confidence, tabled
value of 1.96.

Table 10

Distribution of Students by I. Q. of
Those Completing In-Basket #3

 

 

 

1. Q. Number of Number of
Levels Students in Students in
Experimental Control
Group Group
Above Average 5 3
Average 4 5

Below Average 4 4
13 12

72

When correlation coefficients were computed for students who
had completed In-Basket 3, it revealed that all scores were correlated
significantly with the scores on the four S.RJA. criterion tests both
for the experimental (following directions .857, checking .936,
arithmetic .887, filing .828) and the control (following directions .580,
checking .641, arithmetic .593, filing .608). These data are presented
in Tables 11 and 12.

The test of significance of differences between correlation
coefficients also revealed that for students completing In-Basket 3,
the experimental groups performed significantly better than the control
group in all four areas (following directions 2.04, arithmetic 2.23,
filing 2.34, checking 1.97, see Table 13).

At this point, it was indicated, for students completing In-
Basket 3, that there existed a significant relationship in all four
areas (following directions, filing, arithmetic, and checking) between
In-Basket 3 scores and scores obtained in the S.R.A. tests, plus a
significance in performance between groups in all four areas with the
experimental group performing significantly better than the control
group. This indicated that completion of the in-basket was a factor
in the analysis.

As indicated in Table 9, for all students in the study, there
was a significant difference only in the correlation coefficient for
following directions, with the experimental group scoring higher.
However, Table 13 indicates significant differences between the
experimental group and control group in performance in all areas

when completion was considered as a variable.

73

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one now umoa sowuouauo .4 .m .m upon new one ma uoxmmmlsH no sowuoaouuoo

Ha manna

74

.mom .m ..erH

 

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NH «Hams

75

In order to derive a clearer picture of the relationship between
the student performance on the In-Basket 3 between the experimental
and control groups, the variable of S.R.A. scores was used as a co-
variate in the analysis of covariance. This analysis was completed
before arriving at a decision to accept or reject the hypothesis H01,
which states that there is a significant difference in student per-
formance on In-Basket 3 in the areas of following directions, checking,

arithmetic and filing with students in the experimental group performing

significantly better than the control group.

Table 13

Correlation Coefficients Difference Converted
to Z Scores for the Experimental vs. Control
Group on In-Basket #3 for Following Directions,
Arithmetic, Filing, and Checking

 

 

 

In-Basket #3 The Observed Difference
Between Z
Value
Following Directions 2.04
Arithmetic 2.23
Filing 2.34

Checking 1.97

 

76

THREE-WAY ANALYSIS OF COVARIANCE

A multi-variate analysis using a cross factorial design was
used to test the treatment's main effects and interaction. The test
was run using the subjects' scores on both the four pre-S.R.A. scores

and the four In-Basket 3 scores.

Effects of the Treatment on In-Basket 3 Scores

The results of the multi-variate analysis of treatment effects
are presented in Table 14. This multi-variate hypothesis asked wheth—
er or not there was a significant difference in In-Basket 3 scores
between the experimental and control groups. The question under test
here was: Is the mean of the experimental group significantly higher
than the mean of the control group?

The differences sought in this question were indexed by meas-
ure of In—Basket 3 scores and subsequently further tested by the
S.R.A. test scores. The overall multi-variate test of equality of
mean vectors was rejected (F-8.5440, D.F.=4l,000. p less than .001).
Thus, it can be concluded that in total the experimental group per—
formed significantly better than the control group. There is further
evidence for the general positive effect of the multi-media learning

carrel on student performance.

Effect of Various Schools on Group Performance

 

The multi-variate analysis for hypothesis number two is re—
ported in Table 15. This multi-variate hypothesis tested whether

there was a significant difference in performance between the experi-

mental and control group based on the various schools in this study.

77

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4H edema

78

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m I mfimonuoemm Mom aopooum mo mmmuwmn

 

 

«OHm.o Homm.o NoHe.o mmsm.o HOHo.OH waonpeu
wosH.o sHNm.H msao.o smes.~ seem.H oHuuasqu<
HHom.o memo.H NHA~.o omsm.H amHo.a weHHHm
mmeo.o Hams.~ mmao.o Hams.~ smes.e «HOHuupra
waHsoHHom

none mood m m G309 moum coca mood m m oumfium>aca om emu: moosuom oHnmfium>

 

 

nouH.o coca mmoq m mno~.moa pom NH I .m .n
sooq.a I muouoo> new: mo muHHmsvm no name oumfium>wuasz you owummlm

oosmauOHHom macho pom Housoawuoexm so Hoosom msoaum> mo muoomwm

ma wanna

79

The overall multi-variate test of equality was not rejected (Fal.4004,
D.F.-12 and 108,7673. p less than 0.1767). Thus there was no evi-
dence of a significant difference in performance between the experi-

mental and control groups due to the various schools.

Effect of 1.9: on In-Basket 3

The multi-variate analysis for hypothesis number three is
presented in Table 16. This multi-variate hypothesis tested wheth-
er there was a significant difference in performance on In-Basket 3
and the S.R.A. tests because of I.Q. The overall multi—variate test
of equality of mean vectors was rejected (F-2.3737, D.F.-8 and 82.000,
p less than 0.0237). Thus, there was a significant difference in
performance by both groups on both the S.R.A. and In-Basket 3 due

to I.Q.

Effect of Interaction of Treatment and School

 

The multi-variate analysis for hypothesis number four is
reported in Table 17. This multi—variate hypothesis tested whether
there was significant difference in performance between experimental
and control groups due to interaction between treatment and school.
The overall multi-variate test of equality of mean vectors was not
rejected (F=1.5171, D.F.-12 and 108.7673, p less than 0.1288). Thus,
there was no evidence of a significant difference between group per-

formance caused by interaction of treatment and school factors.

Effect of Interaction of Treatment and I.Q.
The multi-variate analysis for hypothesis number five is re-

ported in Table 18. This multidvariate hypothesis tested whether

80

sq I uouum you aooooum mo mmouwma
H I mHmonuoehm pom someone we moonmoa

 

wwn~.o mem.H mmom.o qmwo.o Hemo.m UIH on 4
5H4¢.o Nmmm.o mmmn.o wmm~.o mmNN.o 41H om m
NNNH.o omo~.~ «HHH.o owom.~ mucq.oH mIH om N
«moo.o mnem.m smoo.o mnqm.m nono.oH olH om H
mesa mmoH m m saon seem easy mmoH m m oumHum>Ho= om coo: noosuom mHanum>

 

 

nmuo.o some mmoH m oooo.~w pom m I .m .a
nmnm.~ I muouoo> one: no huHHmsvm mo umoa oumHum>HuH=z HOM oHumMIm

mommauomuom esouu Houuaou mam HmuaoaHuomxm so .0 .H mo muuowmm

9H OHANH

81

so I nonnm now noooonm mo moonwoa
m n mHmonuonhm now nooooum mo moonwon

 

 

womH.o comm.H momm.o mmmN.o NNoo.N wonuonu
ommH.o mNmm.H owoo.o omNN.N NmoN.H oHuoanuHu4
Nst.o mmma.o Hsmm.o mama.o seam.n maHHHa
mqu.o econ.H moON.o comm.H mNmm.q mnOHuooan
wanOHHom

none mmoH m m nzoa noum nmnh mmmH m m oumHnm>Hna Om new: noosuom oHannm>

 

 

mwNH.o nmna mmoH m mncn.w0H onm NH 0 .m .n
HNHm.H I mnouoo> now: no muHHmnvm wo umoe oumHnm>Hanz now OHumMIm

mononuomnom anonu Honunou one Hmunoanonxm no Hoonom one unmaumona mo nOHuomuounH mo muoommm

nH oHan

82

so I nonnm now nooeenm mo moonwen
N I mHmenuonhm now nooeonm mo moonwen

 

 

momm.o wnoo.o qmwm.o onm.o Homm.m wonoeno
quo.o muse.o ommN.o HNHm.o quN.o oHueanuHu4
Hon.o «mmw.H oNoH.o Noom.H mmmN.MH wnHHHm
Nwmo.o mNNq.o Nmmo.o mNNo.o mmHm.H enOHuoean
wnHonHom

nose mmeH m m nson noum ness meeH m m eueHue>Hna om new: neeauem moHneHne>

ma upmxmm-pn

 

 

cmmm.o nenh meoH m ooooo.Nm one w I .m .a
NOHw.o I euouoe> new: mo huHHenum mo ueea oueHne>Hanz now OHuemIm

eoneauomnom moons Honunoo one HeuneaHnonxm no .0 .H one unoaueena mo nOHuueneunH mo euoomwm

mH eHneH

83

there was a significant difference in performance between experi-
mental and control groups caused by interaction of treatment and I.Q.
The overall multi-variate test of equality of mean vectors was not
rejected (F-0.8102, D.F.-8 and 82,000, p less than 0.5956). Thus
there was no evidence of a significant difference between the con«
trol and experimental groups when considering the interaction of

I.Q. and treatment.

Effect of Interaction of School and I.Q.

 

The multi-variate analysis for hypothesis number six is re—
ported in Table 19. This multi-variate hypothesis tested whether
there was a significant difference in performance between groups
caused by any interaction between school and I.Q. The overall test
of equality of mean vectors was not rejected (F=0.6498, D.F.=24 and
144,2420, p less than 0.8912). Thus there was no evidence of a sig-
nificant difference between group performance caused by the inter—

action of school and I.Q. factors.

Effects of Interaction Between Treatment, School and 1.9.

 

The multi-variate analysis of hypothesis number seven is re—
ported in Table 20. This multi-variate hypothesis tested whether
there was a significant difference in group performance caused by
the interaction of treatment, I.Q. and school factors. The over—
all multi-variate test of equality of mean vectors was not rejected
(F-1.1290, D.F.-24 and 144,2420, p less than .3201). Thus, there

was no evidence of a significant difference in the experimental and

84

<4 I wanna now sooeenm mo mmenmen
m I mHmosuonmm now aooeenm mo moonwea

 

 

mswa.o osmn.o Hmam.o ooo~.o meoo.~ wconmeo
amnm.o omsm.H mos~.o mmmM.H NHOH.H oHumaeque
mesa.o nea~.o stm.o mmw~.o seHo.~ maHHHm
Haas.o nsmm.o Haas.o msmm.o HoNo.H meoHuuupHn
manoHHom

nena mmeH m m neon neum none mmeH m m eueHne>HnD 0m new: neesuom meHneHne>

me uexmemlnH

 

 

NHmw.o nenH moon m ONoN.¢¢H one «N I .m .n
mmqo.o I enouoe> nee: mo huHHenum mo umoa eueHne>Hanz now OHuemIm

eonesuomnem sono Honunoo one HeuneaHnenxm no .0 .H one Hoonom mo nOHuoenounH mo euoewmm

0H eHnea

85

44 I nounm now soooenm mo monumen
o I mHeonuonam you aooeenm mo moonwen

 

 

~0H0.0 wHem.0 MN00.0 NomN.0 NH¢¢.N wonoeno
MHH0.0 NmmH.N 0400.0 0NON.m qoqm.N oHueESuHu4
0400.0 400m.0 000N.0 Nmmm.0 0mmm.m wnHHHm
Hnsm.0 mwmm.0 Hqu.0 mwmw.0 HON0.N enoHuoenHa
mnHSOHHom

nena mmeH m m nsoo deem mesa mmoH m m eueHne>HnD 0m new: noozuem eoHneHne>

me uoxmamnaH

 

 

HONM.0 name emeH m 0N4N.44H one «N I .m .0
H0Nm.0 I mnouoe> nee: mo %uHHen0m mo umeh eueHne>Hanz new OHueMIm

eonenuowuem
noose Houunoo one HeuneEHuenxm no .0 .H one .Hoonom .unonueeuH neesuem noHuoeneunH mo euoewmu

0N oHneH

86

control groups' performance caused by the interaction of treatment,
school, and I.Q. factors.
TWO-WAY MULTIVARIATE ANALYSIS OF COVARIANCE
FOR THE EXPERIMENTAL GROUP
A multi-variate analysis of covariance using a cross facto-
rial design was used to test the effects of school and I.Q. on the
experimental group. The test was run using the subjects' scores on

the four parts of In-Basket 3, and using the four S.R.A. criterion

tests for covariates.

Effect of Various Schools on the Experimental Group Performance

 

The results of the multi-variate analysis for hypothesis one
are reported in Table 21. This multi—variate hypothesis asked wheth-
er or not there was a significant difference in student performance
in the experimental group caused by schools. The overall multi—
variate test of equality of mean vectors was not rejected (F=l.8176,
D.F.-12 and 45.2693, p less than 0.07390). Thus there was no evi-
dence of a significant difference in student performance for the

experimental group on In-Basket 3 caused by different schools.

Effect of 1.9, on the Experimental Group Performance

The results of the multi-variate analysis for hypothesis two
are presented in Table 22. This multi-variate hypothesis tested
whether or not there was a significant difference in scores on In-
Basket 3 caused by I.Q. levels. Of interest in this hypothesis was

the question: Is there a significant difference in performance on

87

cm I Houum How aoooeum mo eeeuwen
m u efieenuonhm now Booeeum mo eeeuwen

 

 

wmm~.0 mmmn.a meno.0 owam.0 mqam.n wnaxomno
0n00.0 mmwm.m mmm0.0 omam.m Hm¢0.m owueanufiu<
Hmsa.o cone.o Hmna.o macs.o oweo.s manage
~050.0 0m~n.0 ~0m0.0 0m~m.0 ¢¢HH.H enofiuoeufin
wnwaoaaom

nena eeeg m m neon neum nena eeea m m euewue>fin= 0m nee: neeauem emanewue>
no uexeemlnn

 

 

0050.0 ness one; 0 mmcm.m¢ one NH a .m .n
05H0.H n ououoe> nee: mo huwaenvm mo ones eueaue>wuanx you oauemum

eoneauomuem anouo Heuneaauenxm enu no eHoonom enoaue> mo uuemwm

Hm wanes

88

«N I uouum How Booeeum mo meeuwen
N I efieenuonhm you Booeeum mo eeeuwen

 

 

0N-.0 ~0H0.H 0000.0 0Nm0.0 mmmm.~a wnwxoeno
0000.0 «000.0 nmmq.0 0000.0 0000.0 afiueanuwu<
23 .o in: 28 .0 39” .n 23 .2 mafia
H000.0 0000.0H H000.0 0000.0H 0000.00 enoauoeuaa
wnwaoflaom

nena new; 0 m n3on neum nena need 0 m euewue>HnD Om nee: nemauom emanefiue>
0* uexmenlnH

 

 

0000.0 nese new; 0 0000.~0 one 0 I .m .0
0mm~.e I euouoo> new: no muHHenvm 00 away eueaue>wuanx pom ofiueMIm

eoneauomuem enouo Heunaawumnxm may no .0 .H mo uoewwm

NN wanes

89

In-Basket 3 caused by the three I.Q. levels, with the higher I.Q.
levels performing better than lower I.Q. levels?

The overall multi-variate test of equality of mean vectors
was rejected (Ft4.2539, D.F.-8 and 42.000, p less than 0.009). Thus,
there was evidence for a general effect of I.Q. in performance in
the experimental group, with performance improving significantly
from low to high I.Q.

On the basis of these results it can be concluded that there
was a lack of significant difference on student performance, for the
experimental group, caused by the various schools in this study.

The significant difference between I.Q. levels in the experi-
mental group on In-Basket 3 warranted rejection of the null hypothesis
(H02) that there is no significant difference in student performance
for the experimental groups between I.Q. levels.

EFFECTS OF TWO PRACTICE IN-EASKETS USING THE
S.R.A. INDEX OF RESPONSE

In an effort to determine the significance of administering
two practice in-baskets, the four S.R.A. criterion tests were ad-
ministered before the two practice in-baskets and again after the
two practice in-baskets. The difference between the two in-baskets
were converted to gain scores or indices of response means.

Overall there was a positive gain in performance by all stu-
dents after completing the two practice in-baskets. The mean gain
scores for the experimental and control groups are presented in Ta-

bles 23 and 24. Although the mean indices varied widely'within each

90

 

 

 

 

 

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91

 

 

 

 

 

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00 m0neH

92

group, it is indicated that practice in-baskets improve student
performance.

In effect, an effort to further explain and clarify the
difference in the gain scores, a multi-variate analysis of variance
using a cross factorial design was used to test for effects and
interactions of the variables of school, I.Q. and treatment. The
multi-variate analysis indicated that the difference in gain scores
were mainly due to school effect. Hypothesis three in the multi-
variate analysis is presented in Table 25. This hypothesis tested
whether or not there was a significant difference in the indices of
response caused by the various schools. The question of interest
here was: Are the means of the experimental and control groups sig~
nificantly different by school?

The overall multi-variate test of equality of mean vector
was rejected (F-3.4439, D.F.-12 and 119.3503, p less than .0003).
Thus, there was evidence for an effect of the various schools on the
index of response.

From this analysis it was indicated that there was evidence
for improved performance by both groups as measured by the indices
of response between pre- and post S.R.A. tests after taking two prac-
tice in4baskets. The multi-variate analysis of variance indicated
that the difference in the index of response were caused mainly by
school effect. The other hypothesis tested by this multi-variate
analysis showed no significant evidence of effects or interaction.
The interested read is referred to Appendix G for tables reporting

these hypothesis tests.

93

00 I uouum now Booeeum mo moe00e0
0 u m0eenuonmm now Booeeum mo mee00e0

 

 

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.0 .0 .0

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0n03000om

.¢ .m cm

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.0 .0 .0

 

 

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0000.0 u enouoe> neez 00 0000500 mo ueeH eue0ue>0u0nz Mom 00ue010

ennouo 0ouunou one 0eunoa0uenxm pom menonee0 mo xeon0 no e0oonum mo uoemmm

00 m0nes

Chapter 5

SUMMARY OF MAJOR FINDINGS,
CONCLUSIONS AND RECOMMENDATIONS
The purpose of this chapter is to review the nature and conduct
of the study, to present a recapitulation of the significant findings,
to reach certain conclusions, and to make recommendations on the basis

of these findings.

THE STUDY AND ITS DESIGN

Recent legislation in the State of Michigan has focused atten-
tion upon simulation as one means of business education instruction to
be used as a vehicle for providing the skills students will need upon
entering the world of work. Michigan State University's Research and
Development Program in Vocational-Technical Education endorses simula-
tion through the model office as a teaching device which sought to
integrate skills in an environment approaching that of the real office
world.

The in-basket technique is a form of simulation gaining atten-
tion in business education because of its ability to integrate specific
skills in an evaluative framework. The present study was conducted
to compare and describe an in-basket evaluation administered in a
multidmedia learning carrel with an in—basket evaluation administered
in the traditional paper and pencil method. With the present demands

to better prepare high school business education youth for the complex

94

95

office in today's society, there is a need to research different forms
of simulation such as the in-basket, which can be efficiently used in

the high school business education program.

The Problem

It was the purpose of this study to make a descriptive analysis
and comparison of twelfth-grade business education students in a model
office who received the in—basket via a multi-media learning carrel
compared to twelfth-grade business education students who received the
same in-basket in the traditional paper and pencil method.

More specifically, the study was concerned with: l —- (H01)
the significance of the difference in student performance on an ins
basket containing the specific skill areas of following directions,
filing, checking, and arithmetic between students who received the
in-basket in a multi-media learning carrel and students who received
the in-basket in the traditional paper and pencil method; 2 -- (H02)
the significance of the difference in student performance on the multi-
media in-basket between students of above average as measured by a

test of general intelligence.
The Procedures

Eighty (80) students were selected and randomly assigned to two
groups: experimental and control. The students were selected from
schools which were part of the Michigan State University Vocational
Office Block Program. The experimental group received a series of

three multidmedia in-baskets in a learning carrel providing the sights

96
and sounds of an office; interruptions similar to those found in an
office were presented via 35mm slides and audio tape. The control
group received the same series of three in—baskets in a traditional
classroom without the sights and sounds of an office. The same inter-
ruptions the experimental group received were presented on descriptive

pages included in the inrbasket.

The Design

A pre-test/post-test control group design with randomization
was used. This design is a two by four by three corrlation matrix.
The design may be symbolically presented where:

S - stands for schools

I

stands for the I.Q. levels

><
l

stands for individuals scores on the S.R.A. tests

0'4
I

stands for individuals scores on the in-baskets

H
I

stands for treatment

The Instruments

The data used in this study were collected using four sets of
instruments: (1) The Otis-Lennon Mental Ability Test, form J;
(2) three Science Research Tests; (3) The In-Basket Organizer Sheets;
and (4) the in—basket items for filing, checking and arithmetic.
Prior to this experiment each student was administered the
Otis-Lennon Mental Ability Test and the results were used to estab-
lish three I.Q. levels for the experimental and control gropus. The

scores obtained on the three Science Research Tests, the inrbasket

97

organizer sheets, and the in-basket items for filing, checking and
arithmetic were used for statistical analysis.

An eight by eight correlation matrix was used to establish
the relationship between the in-basket and the corresponding S.R.A.
criterion measure. T-tests were used to compare the correlation
coefficients on the experimental and the control group to establish
any significant difference between groups.

A tdeway multi-variate analysis of co-variance, using S.R.A.
scores and in-basket scores, S.R.A. being the co-variate, was used to
establish differences due to I.Q. and/or school on the experimental
group. A three-way analysis of eo-variance using S.R.A. scores as a
co-variate and in-basket scores as dependent variables was used to
determine any significant difference in performance between treat-

ment groups.
SUMMARY OF MAJOR FINDINGS

l. The null hypothesis HO was rejected; this stated that

1
there is no significant difference in student performance
on an in-basket containing the specific areas of following
directions, filing, arithmetic, and checking between
students who have received the in—basket in a multi-media
learning carrel and students who received the same in-
basket via the paper and pencil method.
(a) The T-tests of correlation coefficients between the
pre—S.R.A. tests and in-basket scores indicated that

scores on the multi-media in-basket were significantly

better than the scores on the paper and pencil in—basket.

2.

98
(b) There was a significant correlation between the S.R.A.
tests of following directions, checking, filing and
arithmetic and these sections of In-Basket 3, for
students completing In-Basket 3.
(c) A further three-way analysis of co-variance using
the students' scores on the four pre-S.R.A. scores
and the four In—Basket 3 scores indicated that
scores were significantly better for students receiving
the multi-media In-Basket 3, compared to students who

received the nondmedia In—Basket 3.

The null hypothesis H02 that there is no significant differ—
ence in student performance on the multi-media in—basket for
different I.Q. levels, with students with higher I.Q.
performing no better than students with low I.Q. was rejected.
(a) Using the variables of I.Q. and school, a two-way
analysis of co-variance on In-Basket 3 scores was
performed. Results of the analysis indicated that
students with high I.Q. scored significantly better
than students with low I.Q. on the multidmedia
in-basket.
It was also determined that students performed better on the
S.R.A. criterion tests than did employed office personnel.
It was further determined that only 25 of the 80 students
completed Ianasket 3.
Student performance improved after two trial inrbaskets.

This was measured in terms of gain scores and indicated

99
general improvement for these students using the multi-

media in-baskets.

CONCLUSIONS

The following conclusions are drawn from the findings of this

study. These conclusions are pertinent to, and limited by, the assump-

tions and design of the study. Any conclusions based upon the results

of the study are tentative and in need of further substantiating

research.

1.

The results of this study would indicate the use of educa-
tional media (slide-tape) provides an.improved form of
simulation, in this case for the in-basket presented in

a media-equipped learning carrel. Thus it could be

assumed that the successful use of educational media in

a learning carrel contributed substantially to making the
in—basket a better evaluative measure of student performance.
It may also be concluded from this study that specific

skill areas in business education can be accurately measured
by the simulations such as the multi-media inrbasket. The
multi-media in—basket can be used as a means of measuring
certain types of skills such as filing ability, business
math, following directions and checking.

The results show that there may have not been adequate time
given for the completion of In-Basket 3 to be completely
effective for all students.

The question of the effect of two trial inrbaskets was also

of interest to this study. There is evidence based on pre-

100

and post-S.R.A. criterion tests that students generally
improve in performance on the in-baskets after two practice
in-baskets have been administered. This may indicate

that practice on the in-baskets may be of value in obtaining

more precise results.

IMPLICATIONS

Implications for classroom teachers:

1.

The multi-media in-basket approach can be used in the block
program utilizing a model office. It might be used to
determine why a student was not performing well in a model
office. For example, if a student was having difficulty

in a model office he could be administered an in-basket
testing the skills needed in the model office. If perfor-
mance was high on the in-basket, this would indicate that

the student may be having difficulty with such factors as
personality or self discipline.

The multidmedia in-basket could be used by teachers to
determine a student's proficiency level in specific skills.
This could be done prior to the model office experience.

The multi-media in-basket technique could be used in remedial
programs for the students who need additional skill eXperience
before entering the model office.

The multidmedia in-basket could be adapted to test proficiency
levels in skills other than following directions, arithmetic,
checking and filing. Skills such as shorthand, proofreading,

and the like could be incorporated into the in-basket format.

101

In—basket test results could be made available to the
student; advice could then be given in the selection of
optional learning experiences that would improve noted

skill deficiencies.

RECOMMENDATIONS

The following recommendations are based upon the findings of

and conclusions of the research and from the thoughts of the researcher

as a result of conducting this study.

I.

Research should be conducted with the multi-media
approach to the in-basket technique to determine the
most efficient and effective method of utilizing the
approach in the instructional program.

Research should be conducted with the multi-media in-
basket to determine what levels of instruction other
than the senior high school level might benefit from
this simulation.

Research should be conducted to determine whether or

not an increased time limit for the multi-media in—basket
would result in higher correlations between criterion
tests and multidmedia in-baskets for all subjects.
Research should be conducted with the items in the
multidmedia in-basket to determine what other skills
area could be evaluated with the simulation.

Research should be conducted with the multi-media in-
basket to determine the effect of the visual and audio
presentation on the hearing and visual senses of various

learners.

102
Research should be conducted with the multi~media
inrbasket to determine if this approach could be used
in a remedial program to develop skills needed in
specific areas.
Research should be conducted to determine the multi—
media in—basket's effect on the motivation of students
to learn skills in specific areas included in the
in-basket.
Research should be conducted with the multi-media
in-baskets evaluating office workers with this simula-
tion and comparing the results with students taking
the same simulation who are in a high school model
office program.
Research should be conducted to determine the effect
a school itself may have on student performance on

a mnlti~media inebasket.

BIBLIOGRAPHY

1. Articles

 

”All in a Day's Work." The Secretary. October, 1970.

Bray, D.w. ”The Assessment Center Method of Appraising Management
Potential.” In J.W. Blood (Ed.) The Personnel Job in a
Changing World. New York: American Management Association. 1964.

 

 

Byham, William C. "Assessment Centers for Spotting Future Managers."
Harvard Business Review. July-August, 1970.

 

Campbell, R.J. and Bray, D.w. "Assessment Centers: An Aid in
Management Selection." Personnel Administration 2. 1967.

 

Feshe, Donald W. "Why Do we Use Situational Performance Tests?"
Personnel Psychology. 1954.

 

Flanagan, J.C. "Some Considerations on the Development of Secretarial
Tests." Personnel Psychology. 1954.

Gagne, Robert H. and Rohwer, William D. "Review of Literature in
Instructional Psychology.” Annual Review of Psychology,
Vol. 20. 1969.

Kaufman, Roger A. "A Systems Approach to Education." Derivation
and Definition. A.V. Communication Review. Winter, 1968.

. Carrigan, Robert E., and Nunnelly, Charles L. "The
Instructional Systems Approach to Training." Human Factors.
April, 1966.

Lopez, Felix M. Jr. "Evaluating Executive Decision Making: The In-
Basket Technique." A.M.A. Research Study 75. New York:
American Management Association. 1966.

”New Training for the Jumbo Jets." Sound Education Reports. Audio-
Visual Report #2. 1970.

 

Odiorne, 0.5. and Miller, E.L. "Selection by Objectives: A New
Approach to Managerial Selection." Management of Personnel
Quarterly 5.

 

Robertsen, Leonard. "Everything You Always wanted to Know About
Preparing for Part V." The Secretary. March. 1971.

 

103

104

Roughead, William G. and Scandura, J.M. "What is Learned in
Mathematical Discovery." Journal of Educational Psychology.
v01. 59. No. 4 O 1968.

 

”The Secretary's In-Basket." The Secretary. June-July, 1971.

 

Thomas, Clayton J. and Deemer, W.L. Jr. "The Role of Operations
Games in Operations Research." Operations Research 5. 1957.

 

2. Books

Ausubel, David P. The Psychology of Meaningful Verbal Meaning.
New York: Grune and Stratten. 1963.

Bigge, Morris L. Learning Theories for Teachers. New York:
Harper Row. 1964.

 

Burton, William H. and Brueckner, Leo J. Supervision: A Social
Process. New Ybrk: Appleton—Century-Crafts. 1955.

 

Campbell, Donald T. and others. Experimental and Quasi—Experimenqgl
Designs for Research. Chicago: Rand McNally. 1966.

 

 

Ebel, Robert L. Measuring Educational Achievement. Englewood
Cliffs: Prentice Hall. 1965.

 

Edwards, Allen Y. Statistical Methods for the Behavioral Sciences.
New York: Holt, Rinehart and Winston. 1962.

 

flilgard, E.R. and Bower G.H. Theories of Learning, New York:
Appleton~Century~Crafts. 1966

 

Jaffee, Cabot L. Problems in Supervision. (Reading) Addison~
Wesley. 1968.

 

. Reilly, Richard, and Burroughs, Wayne. Problems in Bank
Management: An In—Basket Training Exercise. (Readingji
Addison-Wesley . 1969 .

 

Mager, Robert F. Preparing Instructional Objgctives. Palo Alto:
Fearan Publishers. 1962

 

2011, Allen A. III. The Ianasket Kit. (Reading) Addison-Wesley.
1971.

 

105

3. Company-Oriented Literature

Behavioral Research Service. The In—Basket Test as a Measure of
Foreman Performance. Crotonville, New York: Management Develop-
ment and Employee Relations Services, General Electric. 1963.

 

 

Behavioral Research Service. The In-Basket Test as a Measure of
Managerial Aptitude. New York: Management Development and
Employee Relations Services, General Electric. 1961.

 

Jaffee, C.L. "Assessment Centers Help Find Management Potential."
Bell Telephone Magazine 3. Autumn, 1965.

 

Personal Assessment Program. Detroit: Michigan Bell Telephone
Company. 1968.

 

3. Manuals

 

Otis-Lennon Mental Ability Test. Manual for Administration. New York:
Harcourt, Brace & World, Inc.

 

Otis-Lennon Mental Ability Test. Norms Conversion Booklet. New York:
Harcourt, Brace & world, Inc.

 

Science Research Associates. Manual for S.R.A. Short Test of
Clerical Ability.

 

4. Personal Correspondences

Personal Correspondence with Mr. Tom Conelan, Director of the
University of Michigan Bureau of Industrial Relations.

Personal Correspondence with Dr. Jack A. Culbertsen, Executive Director
of the University Council for Educational Administration.

5. University-Oriented Literature

 

Frederickson, Norman. "Factors in "In-Basket Performance." Volume 76.
Number 22. Psychological Monographs: General and Applied.
washington: American Psychological Association. 1962.

. Hensen, Ollie and Beaton, Albert E. Organizational Climates
and Administrative Performance. Princeton: Educational Testing
Service. October, 1968.

 

. Saunders, D.R. and ward, Barbara. "The In-Basket Test."
Volume 71. Number 9. Psychological Mongggaphs General and

Applied. washington: American Psychological Association. 1957.

106

Michigan Department of Education. Guidelines for Office Education;_
Programs in Michigan. Michigan Department of Education. Lansing.
1972.

 

 

Poland, Robert and Haines, Peter. A Study of a Block Time Schedule
for Teaching_Vocational Practice. Final Report, Project No. 201.
Grant No. BOG—3-7-070211-2679. Michigan State University.

July, 1969.

 

Schulman, Lee S., Loupe, Michael J. and Piper, Richard M. Studies of
the Inquiry Process. Michigan State University. 1968.

 

Zuckerman, David W. and Horn, Robert E. The Guide to Simulation
Games for Education and Traini g. Cambridge. Information
Resources, Inc. 1969.

 

, . The Guide to Simulation Games for Education and
Training. Cambridge. Information Resources, Inc. 1970.

 

6. Unpublished Works

Beaufore, Jerry Ann. "Four In-Basket Projects for the Secretarial
Practice Class Based on Follow-Up Study and Job Analysis of the
1965-67 St. Johns High School Business Graduates." Unpublished
Master's Study, Michigan State University. 1968.

Ogunniyi, Omotosho. "The Methodology of Educational Simulation
Design of a Simulated Instructional Model for Occupational
Education." Unpublished Doctor's Dissertation, Michigan State
University. 1969.

Siefert, Delores. ”The In-Basket and Its Application to Office

Education.” Unpublished Master's Study, Michigan State
University, 1967.

7. Yearbooks

 

American Association of School Administrators. ”The Superintendent
as Institutional Leader.” Thirty—fifth Yearbook. Washington,
D.C.: The Association, a department of the National Education
Association. 1957.

Burnside, O.J.Jr. "Principles for Evaluation of Business and Office
Education.” Seventh Yearbook of the National Business Education

Association, a department of the National Education Association.
1969.

107

Kell, Vinitta B. and Sawaia, Josephine. "Criteria for Evaluation of
Programs from Federal Legislation." Seventh Yearbook of the
National Business Education Association. washington: National
Business Education Association. 1969.

Perkins, Edward A. and Byrd, F. Ross. "Identifying Office Activity
by Clusters of Tasks." The Emerging Content and Structure of
Business Education. Eighth Yearbook of the National Business
Education Association. Washington: National Business Education
Association, a department of the National Education Association.
1970.

Schulman, Lee J. Psychology and Mathmetics. Chicago: The Sixty-
ninth Yearbook of the National Society for Study of Education.
1970.

Shell, walter. "Projections for the Future." Sixth Yearbook of the
National Business Education Association. washington: National
Business Education Association. 1968.

APPENDIX A

The Scripts for the

MultieMedia In-Baskets

108

Time:

109

Script for In-Basket No. l

30 minutes

Place: I.B.M. Building, Lansing, Michigan

07

08

09

 

 

Minutes

01 Read directions

02 Read directions

03 Read directions

04 Read directions

05 Read directions

01 Began the office background slide and sound

02 Office background slide and sound

03 Interruption #1 - slide of Mr. Brandon
“I'm.Mr. Brandon, the president of the Clark Company. I'm
going to my office. Please have Mr. Ranger call me as soon
as he comes in."

04 Office background slide and sound

05 Interruption #2 - slide of Mr. Hilgard
"I'm Mr. Hilgard, a salesman for Modern Lamps. I would like
an appointment to see Mr. Ranger today if possible."

06

Office background slide and sound

Ipterruption #3 - slide of a salesman

"I'm a new salesman for the Clark Company. I have two pages
of sales figures that I would like you to verify for me right
now and type me four copies. I need this done for a sales
meeting I have to attend within the hour."

Office background slide and sound

Interruption #4 - slide of company messenger

"Hi, I'm the company messenger. I have a message from one of
our buyers, Quality Furniture. The message is in regard to
purchase order #6175, dated 6-17-71. The message is to change
the order from two to four #31362 side chairs.

110

Minutes

10
11
12
13

14

15
16

17

18
19

20

21
22

23

24

25

26
27

28

Office background slide and sound
Office background slide and sound
Office background slide and sound
Office background slide and sound

Interruption #5 - slide of Mr. Ranger
"Hi, I'm Mr. Ranger. I notice my appointment Mr. Hill is
waiting . . . Please send him in, thank you."

Office background slide and sound
Office background slide and sound

Interruption #6 - slide of Mr. Hill

“My appointment is finished with Mr. Ranger. He would like
to have me schedule an appointment for this Friday, if
possible."

Office background slide and sound
Office background slide and sound

Ipterruption #7 - slide of Mr. Ranger
"Ann, I need two copies of the claim for loss and damage filed
against Yellow Freight. I must have those by noon today."

Office background slide and sound
Office background slide and sound

Interruption #8 - slide of another secretary
"Hi, Ann, listen I'm going up on coffee break now. Do you
want to come with me?"

Office background slide and sound

Interruption #9 - slide of another secretary

"Oops . . . I spilled my coffee here in front of your desk . .
sorry . . .(laughing). . oh well, looks like you have your own
lake now . . a coffee lake . . well, see you later . ."

Office background slide and sound

Office background slide and sound

Interruption #10 - slide of Mr. Ranger

T'Listen, Ann . . . I"m going upstairs for a femeinutes. I'll be

right back. . . Oh, by the way, better call my wife and have her
take the Continental in for service today."

111

Minutes
29 - Office background slide and sound

30 - Office background slide and sound

112

Script for In-Basket No. 2

Time: 30 minutes

Place: I.B.M. Building, Lansing, Michigan

Minutes

01 - Read directions
02 - Read directions
03 - Read directions
04 - Read directions

05 - Read directions

01 - Began office background slide and sound
02 - Office background slide and sound

03 - Interruption #1 - slide of Mr. Byran
"Excuse me I'm.Mr. Byran of the telephone company. I'm sorry
to bother you, but I have a work order to make some phone changes
in Mr. Jackson's office. I tried the door but it's locked and
I need to get in there for a couple minutes."

04 - Office background slide and sound

05 - Interruption #2 - slide of Mr. Raods
"Good morning. I'm.Mr. Roads from Stimpson Die Company. I just
happened to be in Jackson today and tomorrow and I would like
to see the manager of Quality Tire Company. I have a new type
of tire die and would like to show it to Mr. Jackson. If
possible, I would like an appointment for tomorrow at 11:15."

06 - Office background slide and sound
07 - Office background slide and sound

08 - Interruption #3 - slide of Mr. Jackson
"Good morning . . . your great boss is here . . . Hey, you are
looking sharp today. Really, must have got a good night's sleep.
Listen, I'm in earlier than I thought, but I am still not going
to be in my office until 11:00. I really have a ton of things
to do and many of them are people I must see around the plant. . .
I think I will do that now . . I'll be back in a little while."

113

Minutes

09 - Office background slide and sound

10 - Interruption #4 - slide of Mr. Jackson

11

12

13

14

15

16

17

18

19

"Listen, Mary, I should really have Dr. Johnston come to that
board meeting on the 13th. I have been meaning to give him a
call and invite him but I keep forgetting. WOuld you please
call him for me and invite him? Tell him this is the meeting
that I hope will give the green light to start building that
new plant. I am sure that he will want to be there in view of
the fact that he wants to sell us the piece of property that
we would put the new plant on."

Office background slide and sound
Office background slide and sound

Interruption #5 - slide of visitor

"Excuse me, but I was just driving by your office and my car
broke down. I'm not sure what is wrong with it but it stopped
and there is lots of smoke coming out from under the hood . . .
I think you better call the fire department and give them your
address . . .The car is right out in front of your main office
door . . ."

Office background slide and sound
Office background slide and sound

Interruption #6 - slide of Joe Freewell

"Hi, I'm Joe Freewell, you must be Mary . . . I talked to you
yesterday. I just happened to be in the building and thought
I would say Hi to Mr. Jackson, but it looks like he is not
around. Listen, tell the old boy I will be about 15 minutes
late today, that he shouldn't panic . . . I will be there!"

Office background slide and sound
Office background slide and sound

Ipterruption #7 - slide of Mr. Shick

"Hi, I'm Mr. Shick, at least things are quiet up here. . . you
have your own bonfire going our front. I suppose someone is
protesting against tire companies. . . that's what you get for
contributing to pollution making machines . . just kidding . . .
I'm really collecting for the United Fund, I would like to make
an appointment to see Mr. Jackson. I would like to discuss the
contribution that Quality Tire Company can make to us again this
year. Last year your firm was among the largest contributors.
We really appreciate Quality Tire's support.

114

Minutes

20
21

22

23

24

25

26

27
28
29

30

Office background slide and sound
Office background slide and sound

Interruption #8 - slide of newsman

"Excuse me, I'm from the Jackson News. I really got some great
pictures of that fire out front. . .wa, what a blaze! Can I
use your phone to call our office? I'd like to get this one in
today's issue."

Office background slide and sound

Interruption #9 - slide of secretary

"Hi, I'm Jayne from downstairs. Is Mr. Jackson in? If not, can
you page him in the plant? . . . I think he should take a look at
the mess in front of our office building. People are tracking
mud and grease in all over our new carpet!"

Office background slide and sound

Interruption #10 - slide of Mr. Jackson's wife

"Hi, Mary. I'm Mr. Jackson's wife. My husband left in such a
hurry this morning that he forgot his briefcase. WOuld you please
put it on his desk. Tell him to have a good day and I will see
him at home tonight. Oh, by the way, better tell him.the carpet
downstairs is getting pretty dirty . . . he should put paper down
or something. well, good—by, you have a good day, too."

Office background slide and sound
Office background slide and sound
Office background slide and sound

Office background slide and sound

Time:

115

Script for In-Basket No. 3

30 minutes

Place: I.B.M. Building, Lansing, Michigan

05

06

 

Minutes

01 Read directions

02 Read directions

03 Read directions

04 Read directions

05 Read directions

01 Began office background slide and sound

02 Office background slide and sound

03 Interruption #l-slide of office girl
A girl approaches your desk. "Hi Sue, Happy Birthday. . . today is
your day . . . if you're over 18 your're getting old . . listen,
how about sneaking away early and coming over to the coffee room.
Jayne brought in a cake for you today . . . if you wait until
10:30 half of it will be gone . . ."

04 Office background slide and sound

Office background slide and sound

Interruption #2 - slide of janitor Dan

"Hi . . . you must be the boss's secretary. well, I'm.Dan the
new janitor that the company hired last week. I really like
working here but I've got a problem that you had better bring

to the attention of the boss. You see the workers down in the
pie department are awfully careless when they clean up conveyer
#3. By the time they get done hosing it down after each changeover
they have a lake around the machine. The result is that the floor
really gets slippery and we have had some workers slip and fall.

I can't be there every time they hose down the machine and their
boss will not listen to me. Can you tell Mr. Hansen about the
problem?"

07 - Office background slide and sound

116

Minutes

08

09
10
11

12

13
14

15
16
17

18

19

20

Interruption #3 - slide of Mr. Hansen

Mr. Hansen - your boss comes to your desk. "Hi Sue. Hope you
haven't forgotten your boss over the weekend. . . hope you

had a good one . . . I sure didn't . . . would you believe my
son drove our powermower into the swimming pool? What a

mess! At this point I'm not sure what I should trade in . . .
my son or the powermower. Oh, well . . . I see Mr. Klaus is
out in the lobby. WOuld you send him in . . ."

Office background slide and sound
Office background slide and sound
Office background slide and sound

Ingerruption #4 - slide of Mr. Nettle

"Excuse me, I'm.Mr. Nettle, from the Trago Flour Company. I
just happened to be in Grand Rapids this morning and I wonder if
it would be possible to see the manager? My plane leaves at
11:00 this morning so I would have to see him now, if possible."

Office background slide and sound

Interruption #5 - slide of Mr. Hansen

Mr. Hansen - your boss comes to your desk. "Sue, I finished

with my Klaus appointment early . . . and I notice that I have
nothing on the calendar until 10:30 . . . so. . . I think I

will take a quick walk over to the plant. I understand that

they were having problems with the new mixer they put in operation
last week and I think I shall take a walk over to see how it is
working. If you should need me, I think you should be able to
reach me at Driffles extension. I think the number over there

is local 85 . . . I should be back in a few minutes . . ."

Office background slide and sound

Office background slide and sound

Office background slide and sound

Interruption #6 - slide of secretary

"Hi, I'm Carol . . . another new girl here at Grand Rapids
Bakery. I just heard it is your birthday . . . Happy Birthday,
Sue . . . If you can, why don't you join a few of us girls for
lunch? In view of the fact it's your birthday, we can all go
over to Schuler's . . . I think it would be fun . . ."

Office background slide and sound

Office background slide and sound

117

Minutes

21 - Interruption #7 - slide of Western Union man
"Good morning, I'm from Western Union and I have a telegram for
the manager of Grand Rapids Bakery. The message is as follows . .
'The Miami meeting has been changed. The meeting has been moved
to the waterfront Inn, just across the street from the Hilton.
The time for the first meeting remains the same. Any further
information can be obtained from the waterfront Inn, Miami,
Florida . . or contact the main office of United Bakers
Association in Miami, Florida . ' . . "

22 - Office background slide and sound
23 - Office background slide and sound

24 - Interruption # 8 - slide of Mr. Hansen
Mr. Hansen approaches your desk. "Hi, Sue, I'm back . . . all is
fine with the new mixer. If you can, will you try to call
General Photography this morning and see if they can come over
and take some polaroid shots of that new machine. I think that
the people at the Miami meeting would be interested in seeing
some pictures of that mixer. You know that mixer is one of the
largest mixers in the U.S. It really is quite a machine . . .
Are there any messages for me?"

25 - Office background slide and sound

26 - Interruption #9 - slide of salesman
"Hi, I'm Mr. Mills. I think I have an appointment to see Mr.
Hansen. I just noticed as I was walking up the stairs that
my appointment is for 10:30. I thought it was for 10:00. Would
you prefer that I come back at 10:30 or should I try to see
Mr. Hansen now?"

27 - Office background slide and sound

28 - Interruption #10 - slide of Mr. Garret

"Hello . . .I'm.Mr. Garret, I'm with General Metals. I am one
of the people from Grand Rapids going with Mr. Hansen on that
trip to Green Bay this month. I don't need to see Mr. Hansen,
but I would appreciate it if you could take this message for

me. . 'On the Green Bay trip there will be three representatives
of the National Bakers Union. I know that you've been having
some labor problems over the past year.‘ I think Mr. Hansen
may like to bring some notes and discuss some of his problems
with them. well, thank you . . hope you have a fine day . ."

29 - Office background slide and sound

30 - Office background slide and sound

APPENDIX B

The Paper Interruptions for the

Non-Media In-Baskets

118

119
In-Basket One*

INTERRUPTION #1

Mr. Brandon appears at your desk (the president of Clark Company). Mr.
Brandon explains he is headed to his office. He wants Mr. Ranger to

call him at once.

INTERRUPTION {a

Mr. Hilgard, a salesman for Modern Lamps appears at your desk. He

would like an appointment to see Mr. Ranger today.

INTERRUPTION #3

A new salesman for the Clark Company appears at your desk. He has
only been with the Clark Company for a few weeks. He has two pages of
sales figures that he would like you to verify for him now, and asks
if you will type four copies for him. He need it done for a sales

meeting he has to attend within the hour.

INIERRUPTION #4

A company messenger appears at your desk. He has a message from one
of our buyers, Quality Furniture. The message is in regard to purchase
order #6175, dates 6-17-71. The message is to change the order from

two to four #21362 side chairs.

*For the study each interruption was on a separate sheet of paper

120

INTERRUPTION #5

Your boss, Mr. Ranger arrives for work. He asks that the appointment
waiting for him (Mr. Hill) be sent into his office. Your boss requests

that they are not disturbed.

INTERRUPTION #6

Mr. Hill appears at your desk. He requests an appointment with Mr.

Ranger for this Friday.

INTERRUPTION #7

Your boss, Mr. Ranger appears at your desk, and requests two copies of
the claim for loss and damage filed against Yellow Freight. He needs

the copies by noon today.

INTERRUPTION #8

Another clerk typist stops by your desk. She eXplains that she is
going up on coffee break and wants to know if you would like to go

with her.

INTERRUPTION #9

Another secretary passes by your desk. As she passes, she spills a
cup of coffee . . . laughs . . . says she is sorry . . . and continues
on without bothering to clean up the mess . . which is in front of

your desk.

121

INTERRUPTION #10

Mr. Ranger, your boss, comes to your desk and says . . . "I'm going
upstairs for a few minutes . . . oh, by the way, better call my wife

and have her take the Continental in for service today."

122

In-Basket Two*

INTERRUPTION #1

A gentlemen appears from the telephone company; he has a work order to
make some telephone changes in Mr. Jackson's office, He tried Mr.

Jackson's door, but it is locked.

INTERRUPTION #2

A Mr. Roads appears from Stimpson Die Company. He explains that he is
selling a new type of tire dies and would like an appointment to talk
with Mr. Jackson. Mr. Roads would like an appointment to see Mr.

Jackson at 11:15 tomorrow.

INTERRUPTION #3

Your boss, Mr. Jackson appears . . . He says good morning and then says
. . ."You are looking fine today . . listen, I am in earlier than I
thought, but I still am not going to be in my office until 11:00. I
really have a ton of things to do and many of them are people I must

see around the plant . . . I think I will do that now."

INTERRUPTION #4

jqu Jackson returns . . ."Listen, Mary, I should really have Dr. Johnston
come to that board meeting on the 13th. I have been meaning to give

him a call and invite him but I keep forgetting. Would you please call

*For the study each interruption was on a separate sheet of paper

123
#4 continued
him for me and invite him. Tell him this is the meeting that I hope
will give us the green light to start building that new plant. I am
sure that he will want to be there in view of the fact that he wants

to sell us the piece of property that we would put the new plant on."

Immuarmn #5

A man approaches your desk . . . and says, "Excuse me, but I was just
driving by your office and my car broke down. I'm not sure what is
wrong with it but it stOpped and there is lots of smoke coming out
from under the hood . . . I think you better call the fire department
and give them your address . . . the car is right out in front of

your main office door . . ."

INTERRUPTION #6

Another man approaches your desk. "Hi, I'm Joe Freewell, you must be
Mary . . . I talked to you yesterday. I just happened to be in the

building and thought I would say Hi to Mr. Jackson, but it looks like
he is not around. Listen, tell the old boy I will be about 15 minutes

late toady, that he shouldn't panic . . . I will be there!"

INTERRUPTION #7

"Hi, I'm Mr. Shick, at least things are quiet up here . . . you have
your own bonfire going out front, I suppose someones protesting against

tire companies . . that's what you get for contributing to pollution

124
#7 continued
making machines. . . just kidding . . . I'm collecting for the United
Fund. I would like to make an appointment to see Mr. Jackson. I
would like to discuss the contribution that Quality Tire Company can
make to us this year. Last year your firm was among the largest

contributors . . .We really appreciate Quality Tire's support."

INTERRUPTION #8

"Excuse me, I'm from the Jackson News, I really got some great pictures
of that fire out front . . . Wow, what a blaze! Can I use your phone

to call our office? I'd like to get this one in today's issue."

INTERRUPTION #9

"Hi, I'm Jayne from downstairs . . . is Mr. Jackson in? If not, can
you page him in the plant? I think he should take a look at the mess
in front of our office building. People are tracking mud and grease

in all over our new carpet!"

INTERRUPTION #10

"Hi Mary, I'm Mr. Jackson's wife. My husband left in such a hurry this
morning that he forgot his briefcase. Would you please put it on his
«iesk. Tell him to have a good day and I will see him at home tonight.
Oh, by the way, better tell him the carpet downstairs is getting pretty
dirty. He should put paper down or something. Well, good-by, you have

a good day, too."

125
In-Basket Three*

INTERRUPTION #1

A girl approached your desk. "Hi Sue, Happy Birthday. Today is your

 

day . . . if you're over 18, you're getting old. Listen, how about
sneaking away early and coming over to the coffee room, Jayne brought
in a cake for you today . . . if you wait until 10:30 half of it will

be gone."

 

INTERRUPTION #2

"Hi . . . you must be the boss's secretary. Well, I'm Dan the new
janitor that the company hired last week. I really like working here
but I've got a problem that you had better bring to the attention of
the boss. You see the workers down in the pie department are awfully
careless when they clean up conveyor #4 . . . by the time they get
done hosing it down after each changeover they have a lake around the
machine. The result is that the floor gets really slippery and we
have had some workers slip and fall . . . I can't be there every time
they hose down the machine and their boss will not listen to me. Can

you tell Mr. Hansen about the problem?"

INTERRUPTION #3

"Hi Sue . . . hope you haven't forgotten your boss over the weekend . .

hape you had a good one . I sure didn't. Would you believe my son

‘*For the study each interruption was on a separate sheet of paper

126
#3 continued
drove our powermower into the swimming pool . . what a mess! At this
point I'm not sure what I should trade in . . my son or the powermower.

Oh well. I see Mr. Klaus if out in the lobby. Would you send him in."

INTERRUPTION #4

"Excuse me, I'm Mr. Nettle, from the Trago Flour Company, I just
happened to be in Grand Rapids this morning and I wonder if it would
be possible to see the manager? My plane leaves at 11:00 this

morning so I would have to see him now if possible."

INTERRUPTION #5

Your boss, Mr. Hansen comes to your desk. "Sue, I finished with Mr.
Klaus's appointment early . . and I notice that I have nothing on the
calendar until 10:30 . . so . . I think I will take a quick walk

over to the plant. I understand that they were having problems with
that new mixer they put in Operation last week and I think I shall
take a walk over to see how it is working. If you should need me I
think you should be able to reach me at Driffles extension. I

think the number over there is local 85. I should be back in a few

minutes."-

INTERRUPTION #6

"Hi, I'm Carol . . another girl here at Grand Rapids Bakery. I just

heard it is your birthday . . . Happy Birthday, Sue. If you can, why

127
#6 continued
don't you join a few of us girls for lunch. In view of the fact it's
your birthday, we can all go over to Schuler's . . I think it would

be fun . ."

INTERRUPTION #7

"Good morning, I'm from Western Union and I have a telegram for the
manager of Grand Rapids Bakery. The message is as follows . . 'The
Miami meeting scheduled for March 3, 1971 at the Miami Hilton has
been changed. The meeting has been moved to the Waterfront Inn, just
across the street from the Hilton. The time for the first meeting
remains the same. Any further information can be obtained from the
Waterfront Inn, Miami, Florida, or contact the main office of United

Bakers Association in.Miami, Flordia.'"

INTERRUPTION #8

Mr. Hansen approaches your desk. "Hi, Sue . . I'm back. All is fine
with the new mixer. If you can, will you try to call General Photo-
graphy this morning and see if they will come over and take some
polaroid photos of that new machine. I think that the peOple at the
Miami meeting would be interested in seeing some pictures of that mixer.
You know that mixer is one of the largest mixers in the U.S. It

really is quite a mixer. Are there any messages for me?"

128

INTERRUPTION #9

"Hi, I'm Mr. Mills. I think I have an appointment with Mr. Hansen.
1 just noticed as I was walking up the stairs that my appointment is
for 10:30 . . I thought it was for 10:00. Would you prefer that I

come back at 10:30 or could I try to see Mr. Hansen now?"

INTERRUPTION #10

"Hello . . . I'm Mr. Garret. I'm with General Metals. I am one of
the people from Grand Rapids going with Mr. Hansen on that trip to
Green Bay this month. I don't need to see Mr. Hansen, but I would
appreciate it if you would take this message for me . . .'On the
Green Bay trip there will be three representatives from the National
Bakers Union. I know that you have been having some labor problems
over the past year' . . . I think.Mr. Hansen may like to bring some

notes and discuss some of his problems with them. Well, thank you.

‘Hope you have a fine day . .

APPENDIX C

The Correct Answers For

Each In-Basket

129

130
IN-BASKET 1

The Clark Company

ITEMS REQUIRING IMMEDIATE ACTION

ITEM LETTER: RATIONALE

J.................................Memo, instructions not
to schedule any further
appointments for the day.

POOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOMem’ to break 10:00 80m.
and 3:00 p.m. appointments

and to re-schedule plane
reservations.

ITEMS REQUIRING ACTION BEFORE NOON
ITEM LETTER: RATIONALE
F0000...OOOOOOOOOOOOOOOOOOOOOOOOOONotationon item, .'Need
for Dr. Swift's appointment
at 11:30 a.m."
COCO...0......OOOOOOCOOCO ...... OCONOtation on item, "Need

for appointment with Dr.
Swift at 11:30 a.m."

ITEMS REQUIRING ACTION BEFORE 5:00 P.M.

ITEM LETTER: RATIONALE

L.................................Notation on item, need today

I.................................Notation on item to get this
out Monday

K.................................Notation on item, "need for
trip on Monday."

v.00...OOOOOOOOOOOOOOOOOOOOOOOOOOONOtation on item to Cheek
this today

Q.................................Notation on item due in pay-
roll office by July 11, which
is the next day.

131

ITEMS THAT CAN BE COMPLETED AFTER TODAY

ITEM LETTER: RATIONALE

ZOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOLetter requesting an app01nt-
ment two months from today

BOOOOOOOOO00......OOOOOOOOOOOOOOOINOtation indicating no
priority

MATHEMATICAL VERIFICATION

CORRECT

1m LETTm B O O O O O O O O O O O O O O O O O O O O O correc t
1m LETTER F C O O O O O O O O O O O O O O O O O C C C correc t
ITm LETTER Q C I O O O O C O O O O O O ..... O I O corr ec t

ITEM LETTER COOOOOOOOOOOOOOOOOOOOOIncorrect’ the correct
total is 1970

FILING ORDER FOR ITEM LETTER K
A & J Company
Brown, J.

Brown, Jay
Chutney, Ralph C.
Handy & Little
Hardy, Thomas G.
Hudson, J. L.
Judsons Interiors
Little, Larry
Peace Products
Toger Smith Hotel

Wixom, A. J.

132

IN-BASKET 2

Quality Tire Company

ITEMS REQUIRING IMMEDIATE ACTION
ITEM LETTER RATIONALE

DO..00...0.0.0....OOOOOOOOOOOOOOOIMem to cancel all aPPOint-
ments for tomorrow

Z.................................Memo written the prior day

to have a file on the boss's
desk this morning

ITEMS REQUIRING ACTION BEFORE NOON
ITEM LETTER RATIONALE
A00...0.0.000...0.0000000000000000Notation on item, need for
a certain appointment which
is scheduled before noon
W.................................Notation on item, need for

a certain appointment which
is scheduled before noon

ITEMS REQUIRING ACTION BEFORE 5:00 P.M.

 

ITEM LETTER RATIONALE

N.................................Notation on item, need first
thing Friday, the next day

BOOOOOOOOOOOOOOOOOOOOIOOOOOOOOOOOONotationon item, need by
budget meeting, the next day

0....OOOOOOOOOOOOOOOOOOOOOOOOOOOOONOtation to turn item into
payroll office by the next day

COO...OOOOOOOOOOOOOOOOOOOOOO0.0000Notation on item to type
three copies today

X.................................Notation on item, complete
by July 8th

 

ITEMS THAT CAN BE COMPLETED AFTER TODAY

ITEM LETTER

133

RATIONALE

JOOIOOOOOOOOOOOOOOOOOOOOOOOOOOOOOINotation to typealetter’

no deadline indicated

P0000oooooooooooooooooooooooooooooNOtation. itemdue next week

MATHEMATICAL VERIFICATION

ITEM LETTER P.....................Incorrect, correct total is 39

ITEM LETTER.A.....................Incorrect, $730.00 should be

$720.00, correct total is
$2,080.00

ITEM LETTER 0.....................Incorrect, correct total $25.45

ITEM LETTER W.....................First total is incorrect,

CHECKING CORRECTIONS 0N IN-BASKET ITEM N
INCORRECT
William F. Strauss
745.03
Ply-Rite Tire
Iverson Tire Co
Brock & Kellog
379.45
Ken Rall Stouffer

w; M. Sollenberg

should be 4,350

Second total is correct

CORRECT

William F. Straus
754.03

Rly-Rite Tire
Iverson Tire Co.
Brock & Kellogg
319.45

Ken Rall Stoufer

M. W. Sollenberg

134
IN-BASKET 3

Grand Rapids Bakery

ITEMS REQUIRING IMMEDIATE ACTION
ITEM LETTER RATIONALE

R.................................Employer requesting air
reservation information

Employer requesting notifi-
cation of all staff members
for lunch within one and
one-half hours

Employer requesting contact
with Mr. Briggs at once

K0000000000.0.00.0...OOOOOOOOOOOOONeed item for Mills app01nt-
ment at once, one hour

notification, item needs
verification

ITEMS REQUIRING ACTION BEFORE NOON
ITEM LETTER RATIONALE

GOOOOOOOOOOOOOOOOOOOOO00.000000000Notificati-on on itemdue in
payroll office by noon

E.................................Notification on item to
check this before noon

ITEMS REQUIRING ACTION BEFORE 5:00 P.M.
ITEM LETTER RATIONALE

AOOOOOOOOOOOOOOO...OOOOOOOOOOOOOOONote on item to get this
out later today

NOOOOOOOOOOOOOOOOOOOOOOOOOOOOOIOOONote on item, need fora
meeting at 8:00 p.m. today

Z.................................Note on item, need material
for plane flight the next day

135

x.O...O...0..OOOOOOOOOOOOOOOOOOOOONote on itm000"to call by
four this afternoon

B.................................Note on item, need material
for flight the next day

ITEMS THAT CAN BE COMPLETED AFTER TODAY
ITEM LETTER RATIONALE

TOOOOOOOOOOOOOOOOOOOOOOOOIOOOOOOOOLetter innil’ Of low
priority

HOOOOOOOOOOOO0.0...OOOOOOOOOOOOOOONotation’ "Need for my

Green Bay Trip", which is
three weeks away

CORRECT FILING ORDER FOR ITEM LETTER H
44th Street Store
Green, R. C.
Green, Rex
James, Anthony Lee
Lake Huron Acres
Lee Jones Inc.
Michigan, Department of Commerce

Sister Ann Louise

MATHEMATICAL VERIFICATION
ITm LEm N. O O O O O O O O O O O O O O O O O O O Ocorrect
1m LETTER G C O O O O O O O O O O O O O O O O O I O O corr ec t

ITEM LETTER K...-.................Incorrect, correct total
is $2,269.05

CHECKING CORRECTIONS ON IN-BASKET ITEM Z
INCORRECT
Peter N. Peterson
356.30
Louis J. Handy
A. C. Home Shops
523.98
219.73
371.48

Stoeckman Brothers

136

CORRECT

Peter N. Petersen
346.30

Louis J. Handey
A. G. Home Shop
523.58

217.93

371.45

Stoeckmann Brothers

APPENDIX D

The In-Baskets Developed

For This Study

137

138

IN-BASKET #lA
NOn-media use

DIRECTIONS:

Your name is Ann. You have been hired as a temporary replacement for
Mr. Ranger's secretary. When you arrive at the office at 8:00 a.m.,
Monday, July 10, 1971, you find the items enclosed in the envelope

on your desk and in the "In-Basket".

You are to DO the following;
Decide in what order you would take care of these items. Each
item has a letter. List these items by their letter on the
provided "In-Basket Organizer Sheets". Do this first, then

proceed.

One item, (item K) asks you to organize several names in correct
filing order. There is an answer sheet stapled to item K for

you to list the names in correct filing order.

Three items require mathematical verification. You are to check
to see if the math is correct. If it is correct, write "correct"
on these sheets and sign "Ann". If the math is incorrect, write

"incorrect", and put in the correct figures.

In order to make this simulation more real, you will find interruptions
in your in-basket material. These will be labeled "Interruption #1..2,
etc. These are interruptions such as you would find in a busy office.

When you find these interruptions, you are to note these on the provided

139
"Interruption Sheet". It is important that you note on this sheet
how you would handle these interruptions at your desk. Space is

provided for your answers.

You have 30 minutes to complete this In-Basket from the time you begin.

140

IN-BASKET #1

Media

DIRECTIONS:

Your name is Ann. You have been hired as a temporary replacement for
Mr. Ranger's secretary. When you arrive at the office at 8:00 a.m.,
Monday, July 10, 1971, you find the items enclosed in the envelope on

your desk and in the "In-Basket".

You are to DO the following;
Decide in what order you would take care of these items. Each

item has a letter. List these items by their letter on the

 

provided "In-Basket Organizer Sheets."

One item, (item K) asks you to organize several names in correct
filing order. There is an answer sheet stapled to item K for

you to list the names in correct filing order.

Three items require mathematical verification. You are to
check to see if the math is correct. If it is correct, write
"correct" on these sheets and sign "Ann". If the math is

incorrect, write "incorrect" and put in the correct figures.

In order to make this simulation more real, there will be the sounds
and sights of an office as you would see it from your office desk.
Occasionally an interruption will occur on the screen. At the time

of such an interruption you are to note this on the provided "interrup-

tion sheet". It is important that you note on this sheet how you

141

would handle these interruptions at your desk. Space is provided

for your answers.

You have 30 minutes to complete this In—Basket from the time you

begin.

142

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

   
 
 

 

 

 

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APPENDIX 3 . 3

 

144

CLARK COMPANY
lnterofflce Memorandum

IN‘BASKET ITEM J

I“ ,3 W

 

145

CLARK COMPANY
Interofflce Memorandum

IN - BASKET ITEM L

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452.3%.

 

 

146

Eubson lint triers

105 - 15th Street, Ms, Nebraska woo
IN-BASKET ITEM V

July 2. 197]

Mr. Bob Ranger

Clark Industries -

45 Fifth Street

East Lansing. MI

Dear Mr. Ranger: 6‘

The last shipment of chairs on our purchase order nunber 4567 arrived
here in the wrong finish. In re-checking our purchase order .we find
you are in error. having send maple instead of the ordered fruitwood.
Will you please rush us the needed" twenty-five chairs in the correct
finish. We need than by the end of July.

Since I 1’.
/ J.

. '

     
      
   

/ rold Plant
Purchasing Agent

HLP/ew

sine immune

147

C L A R K C 0 M P A N Y
WAREHOUSE INVENTORY

WAREHOUSE INVENTORY DEPARTMENT L
IN - BASKET ITEM C

DESCRIPTION

QUANTITY

 

H)

DII‘I

HOOK (IR
flRANf'H

SI Hm LI

148

CLARK COMPANY
Interoffice Memorandum

IN - BASKET ITEM K

1.... .0. £4

DlPT.

HOOK ‘ [X1

. , M-
“'21:: 4.1. W F

,jz... “If/{"6"} ejfad

{a a; ”v.4? 5....
I. V75; c/SOA/ /.v7‘£moiu

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Y 740509: /6’- ”AR/

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//. J 540 «MI

/2. J47 knew

 

 

149

FILING

In-basket item K contains a list of names to be filed. On this
form, list the names in the correct filing order, and according
to correct filing rules.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

150

C L A R K C 0 H P A N Y
WAREHOUSE INVENTORY

WAREHOUSE INVENTORY DEPARTMENT L
IN - BASKET ITEM F

DESCRIPTION QUANTITY

 

151

cum FOR LOSS/DAMAGE OR OVERCHARGE 'N ’“SKET ”EM 8

:1. 2:. or caenlae/ ll ' f- :Ltgéj]
WMJLIL;_Q/- M

FREWW M
5441:3414

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LAM... IILL MVOICI VALU. AW.- PIUCHY COLL.

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“DIOR ONCODNAL PIIIINT I'LL. MANGO! A. I? I. MIL. e e

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‘1552

THE MID MICHIGAN TOASTHASTERS ASSOCIATION

612 SOUTH STATE STREET. MIDLAND. MI

lN-BASKET ITEM 2

July 3, 1971

Mr. Bob Ranger V.P.

Clark Co-pany

65 Fifth Street

East Lansing, Piehisan e8823

Dear Bob:

The Mid Michigan Toaetnaetera Aeaociation invites you to be our
zueet speaker at our monthly meeting, tueaday September

15, 1971 at the Midland Hotel. The topic well be our new

trenda in home furniahinga, and we think you are the expert.

As is our policy we vill pay you for your expenses and provide
lodging if you ehould decide to apend the entire day with on.
Will you pleaae let ua know an noon at poaeible if you would
honor ua with your preeence and fine vorda of viadom.

incerely yours.

ckaon

mu ck m7”

 

CLIRK COMPANY
Interofflce Memorandum

IN - BASKET ITEM I

”1.1”73V'g3vf 1°: M
:2: “.3: 07‘66, (17/
adult...“

 

".00! OR

 

154

CLgax COHPANY
Interofflce Memorandum

IN-IASKET ITEM P

’ ”on. no» ‘K.

0‘"

”'73 M; M7

a! “a I“? «.4 267‘ /d‘amgfi.

 

155

IN-BASKET #2A
For Non-Media

DIRECTIONS:

Your name is Mary. You have been hired as a temporary replacement

for Mr. Jackson's receptionist. Mr. Jackson is the manager of Quality
Tire Company located in Jackson, Michigan. Quality Tire Company
manufactures small tires for boat and camping trailers. When you
arrive at the office at 9:30 a.m., Thursday, September 7, 1971,

you find the items enclosed in the envelope on your desk and in your

”In-Basket".

You are to D0 the following;

1. Organize the items according to their priority, items you
would do at once, those before noon, etc. There are a set
of "in-basket organizer sheets" provided for you to organize
these items. Each item has a letter A - B - C etc., list
the items by their letter and_indicate what action you would
take on each item in the space provided in the in-basket
organizer sheets.

2. One item, item N, requires you to check one list of names
against another. You are to check the list and note any
needed corrections on item N.

3. Certain items require you to verify, or check arithmetic.

If the arithmetic is correct write "correct" and sign "Mary".
If the arithmetic is incorrect, correct the totals and

sign "Mary".

156

In order to make this simulation more real, you will find interruptions
in your in-basket material. These will be labeled "Interruption #1..2,
etc. These are interruptions such as you would find in a busy office.
When you find these interruptions, you are to note these on the
provided "Interruption Sheet". It is important that you note on this
sheet how you would handle these interruptions at your desk. Space

is provided for your answers.

You have 30 minutes to complete this In-Basket from the time you begin.

157

IN-BASKET #2
For Media

DIRECTIONS:

Your name is Mary. You have been hired as a temporary replacement
for Mr. Jackson's receptionist. Mr. Jackson is the manager of
Quality Tire Company located in Jackson, Michigan. Quality Tire
Company manufactures small tires for boat and camping trailers.
When you arrive at the office at 9:30 a.m., Thursday, September 7,
1971, you find the items enclosed in the envelope on your desk and

in your in-basket.

You are to DO the following;

1. Organize the items according to their priority, items you
would do at once, those before noon, etc. There are a set
of "in-basket organizer sheets" provided for you to organize
these items. Each item has a letter A-B-C-etc., list the
items by their letter agg_indicate what action you would
take on each item in the space provided on the in-basket
organizer sheets.

2. One item, item N, requires you to check one list of names
against another. You are to check the list and note any
needed corrections on item N.

3. Certain items require you to verify, or check arithmetic.
If the arithmetic is correct write "correct" and sign
"Mary". If the arithmetic is incorrect, correct the totals

and sign "Mary".

158

In order to make this simulation more real, there will be the sounds
and sights of an office as you would see it from your office desk.
Occasionally an interruption will occur on the screen. At the time
of such an interruption, you are to note this on the provided
"Interruption Sheet". It is important that you note on this sheet
how you would handle these interruptions at your desk. Space is

provided for your answers.

You have 30 minutes to complete this In-Basket from the time you begin.

159

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160

APPENDIX 3 . 6

BEST DEAL

the company fourth and thinol streets, linden, ohio

IN BASKET ITEM X

September 1, 1971

Quality Tire Inc.
P.O. Box 7600
Jackson, Michigan, 69201

Gentlemen:

We are having problems with several tires ordered August 2, 1971 on our
purchase order number 6123. The tires we are having problems with are

the number 90 tires for boat trailer use. We have sold three sets of these
tires to customers over the recent weeks and all of the tires have
separated at the inner seam. None of the tires have resulted in a flat
tire condition, but we have been forced to replace these tires with

a higher grade tire at our loss.

It has been our practice in the past to request a replacement shipment
to be sent to us from our suppliers. The supplier nor-ally ships us the
tires with no freight charge and we return the tires freight C.0.D.
Because you are a new supplier to us we would like to continue our
policy with you. At any rate we feel that all the number 90 tires you
shipped to us can not be sold through Best Deal tire.

If your manager will agree to the above procedure, we would like a new
shipment of number 90 tires out of your plant by Sept. 8th, 1971. This
would give us the ahipaent in time for our annual fall sale which
begins the 26th of September.

Sincerely yo
\
m
m Campbe

ales Manager

161

In tar-office Memorandum

Incorporated - - - -

- - Quality Tire.

IN BASKET ITEM B

162

Interoffice Memorandum
- - - - Quality Tire, Incorporated — - -

#NMBASKET ITEM Z

m. 7'1”?

163

Interoffice Memorandum

M

Daniel W. Pierson
Jackson Tire Inc.
William P. Straus
Jacobsens Inc.
Rly-rite Tire

Holmes Tire Co.
Peele Motors
Iverson Tire Co.
Packard 6 Bunker
Brock 6 Kellogg

Ripley T. Stacey
Parks Service Station
Ken Rsll Stoufer
Eagle Chain 8 Rack
M.W. Sollenberg

145.76
754.03
45.06
849.45
62.58

.319.45

918.53
821.72
38.47
64.83

28.96

Mfg/Lia

\

WW’

I

- - - - Quality Tire, Incorporated - - - -

IN BASKET ITEM N

m... ,4 .3,

L_{"-/ 7‘0 60 clam

William F. Strauss
Jacobsens Inc.
Jackson Tire Inc.
Ply-rite Tire
Daniel W. Peirson

Iverson Tire Co
Packard S Bunker
Brock 6 Kellog
Holmes Tire Co.
Peele Motors

Ken Rall Stouffer
W.M. Sollenberg

Parks Service Station
Ripley T. Stacey
Eagle Chain 6 Rack

45.06
849.45
745.03

62.58
145.76

821.72
38.47
64.83

379.45

918.53

268.39
789.45
145.80
28.96
49.84

16:1

______~‘

164

 

 

VERIF t tol number of hours correct?
what Is the correct total
IN BASKET ITEM P
TIRE
no

95$? 3:5 IME SHEET
- ’7

2.". 421:1? M»);
was HOUR ({‘afi nocxug. [f

 

'INIMD HOURS

 

signature of employee 2’“ 222 %&

verified by

 

IN BASKET ITEM W

165

u. :1 DEPARTMENT or COMMERCE ’m M ,.
IUDIAU 0' rm; CENIIIII IHIRKAII 0' FOREIGN L‘OIMKICI . + t‘ O

SHIPPER’S EXPORT DECLARATION

0' mm to human cunnrmrn on Nunromrmuous rmumromna or m mm ”at.
tleonr sew-tars ant susucr vs u. a. curious strrcnow I

new canarutu rm: Insnu:u1Iuns on turn to AVOID nrur n- smrrmo Porn 0' V-

“ Itll not be grant-d unIIl suppers dwlararlun bar

sub-steed b assert regulations

Ilene filed with the Collertor of Custom M m

_alleauemiummsupersonwoamumuurruuaudmormuon-Nmum-uasm o

 

hummer.

 

l

DICLAMTIONI snouu) at firmnms on mourn III III S A
' ' (For cello-s
District Port Country ‘- fl m 6

 

ruliErnesn-a-u-so-u-u

 

 

 

 

 

3. Exporter (Principal or seller—licenses)

Address (Number, street, place, Stats)

I. Exporting Carrier (il weasel. give nuns. flag and pier number) 1. Front (U. 5. Port o] Esp") 4 A
055 POTSDAM CHICAGO f A '
IGAN

QUALITY TIRE,_INCORPORATED

4. Agent of Eaporter (Forwarding agent)
MIDLAND EXPORT OF CHICAGO

5. Ultimate Consignee

HOLLAND TIRE AND RUBBER LIMITED

P.0. BOX 7600, JACKSON, “I
Address (Number. west, piers. Stets)

1600 VEST DIVISION STREET CHICEGQ
Address (Place. Country)

AMSTERDAM , NETHERLANDS

 

6. Intermediate Consignes

Address (Place. Country)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

NW ---------
7. Foreign Port ol Unloading (For vessel and air shipments only) 8. Place and Country of Ultirnate Destination (Net plots 0’ W
“TERDAH, NETHERLANDS AMSTERDAM NETHERLANDS
m um Im m» It» Im an
unseen AND KIND or I'M more Duran-non or n tattle A? u s POI!
mfli’lllifi'lllii 1331123.}: Ll; 175$: 11:2. non rum-mo «a...» z, m: in"... .
than ”he Nurnrnadln- In )u'llrlent detail In. rmIt WEIGHT IN POUR“ : .- m QUANTITY . . or; .
”- III I. was at tmtzzt:ult'lzz-szilsalg.eunbersp tzubrr‘tr reed . E? m‘gh . thedwle I! Ilene 3.“:2stzthhar:
_ Insert mum-I nuns. Int-memos as h at” 3 ts u a pen a as”)
below dsnnpuoa of each lists) a I“ M w
sen seen Ilsa-I
as BOAT mus quanity 175 1750 §1925.00
license I 745 ___
65 BOAT TIRES quanity 160 1840 $2000.00
license I 687
78 CAMPER TIRES quanity 200 760 $1465.00
license I 495
’
TOTAL. Lil‘a rarAL.l’{370-
I6. Waybill or Menilsst No. (of Exporting Carrier) I7. Date of Exported“ (Net mired Isr m by
1609543 W
It. The “and”... WM” AWN,“ IDLAND EXPORT OF CHICAGO 1600 West Division Street , Chi cago
to Act as Forwarding Agent for Export Control and Customs Purposes. (lens as setup-lute. use. stare Islet
8D“, Authorised
Export lay Ilicsr or Employee)

 

’ I9. I Declare That All Statements Made and All Informs

the Penalties Provided lor False Representation. (

2°. Subscribed and sworn to belors me on

tion Contained in This Export Declaration Are Tues and Correct. I A- Asrars d

s Paragraphs 1 (c). (s). on reverse
I9__ Si r

 

IMMMumdm-HMWI

has
Inuimuflnflmdw.aum.mw.nl

Addr --

 

m OI nmqum Notary Public, etc. or these authorlsd ts “talus! oaths ad. In as. new All. st I.”

166

V5 E re total number of hours correct?
f not, what is the correct total

7”” CU ITY «T'RE IN BASKET ITEM 0
gen—alanine ..0.
RATE rER noun I Z/ . ZS,

JO.
NO.

 

 

 

 

 

 

 

 

KIND 0' WORK

.-"

signature of gmp|oyee

 

verified by

 

167

Intemffice Memorandum
- - - - Quality Tire. Incorporated - - - -

To . FROM: A. J. lN BASKET ITEM C
Wflsmk
am“
‘7" fiffi'ém
24.05 2%....
0.. Ad; "7‘ [2.1 ”7““? W
,2... My...” 0? - z...-
4 . / flan-«Z (3647’: 0.7%
$40.04 “Ls/.4. 04.7. .4“
[5‘ ZZZ. ~ @004) Z7 M
6% AM
_ H

1(563

NON-RISK nag IN BASKET ITEM J No. 536:7
305west nuchsgon street '9 2 :

ORDER OF

s m ; A A Av
W #7 'v v v DOLLARS
SAN rsmcisco 5m: M
TRE SUR R,

SAN FRANCISCO, CALIFORNIA
|30ii3~0037¢ SIEMORSBI'

 

 

son fronciseo, oolifornio
PAY TO THE . '
WSW

 

NON-RISK TIRE wrummcummcm

 

 

 

 

 

305 west michigon street ‘ T
son froncisco, colitornia ’ ° QUALITY rm: INCORPORATED

° 9.0. BOX 7600

° JACKSON, HI 49201

0
Your Invoice No. Date Memo Amount Discount ‘_ _l Net Due
5043 Aug 5, 1971 60.00 -- 60.00

r

 

 

 

 

HEN

169

RYS tire sales &service

45l 2 cross avenue

F0190

, north daltota service since I934

IN BASKET ITEM A

Dd- Aug. M, 1971

‘NP “9 Lockert Truck

 

 

Tenn 22 lO--net 3O
Owl-'04 Dr J. Muller 9;“ ° no.0.
Quantity U Description Cat. No. Price W
16 sets little daffy trailer tires 423 $10.00 per $ 160.00
set

20 Camper tires 823 $15.00 each 300.00
80 boat tires 945 $ 9.00 each 730.00
105 boat tires- white sidewall 578 $20.00 each 900.00

$2090.00

 

 

 

__—-—-—----..—-—---_a-__-

 

Interoffice Memorandum

W7“ Misfi- f”

EMD

171
IN-BASKET #3A

For Non-Media

DIRECTIONS:

Your name is Sue. You have been hired as a temporary replacement for
Mr. Hansen's secretary. Mr. Hansen is manager of the Grand Rapids
Bakery located in Grand Rapids, Michigan. The bakery supplies baked
goods mainly to chain grocery stores. When you arrive at the office
at 9:30 a.m., Monday, March 6, 1971, you find the items enclosed in

the envelope on your desk and in the "In-Basket".

You are to DO the following;
Decide in what order you would take care of these items.
Each item has a letter. List these items by their letter

on the provided "In-Basket Organizer Sheets".

One item, (item H) asks you to organize several names in
correct filing order. There is an answer sheet stapled to

item B for you to list the names in correct filing order.

One item, (item 2) requires you to check one list of names
against another. You are to check the list and note any

needed changes or corrections on item Z.

Certain items require mathematical verification. You are
to check to see if the math is correct. If it is correct,
write "correct" on these sheets and sign "Sue". If the
math is incorrect, write "incorrect" and put in the correct

figures.

172

In order to make this simulation more real, you will find interruptions
in your in-basket material. These will be labeled "Interruption Il..2,
etc. These are interruptions such as you would find in a busy office.
When you find these interruptions, you are to note these on the
provided "Interruption Sheet". It is important that you note on this
sheet how you would handle these interruptions at your desk. Space

is provided for your answers.

You have 30 minutes to complete this In-Basket from the time you begin.

173

IN-BASKET #3

For Media

DIRECTIONS:

Your name is Sue. You have been hired as a temporary replacement

for Mr. Hansen's secretary. Mr. Hansen is manager of the Grand
Rapids Bakery located in Grand Rapids, Michigan. The bakery supplies
baked goods mainly to chain grocery stores. When you arrive at the
office at 9:30 a.m., Monday, March 6, 1971, you find the items

enclosed in the envelope on your desk and in the "In-Basket".

You are to DO the following;

 

Decide in what order you would take care of these items. Each

item has a letter. List these items by their letter on the

 

provided "In—Basket Organizer Sheets".

One item, (item H) asks you to organize several names in correct
filing order. There is an answer sheet stapled to item H for

you to list the names in correct filing order.

One item, (item Z) requires you to check one list of names
against another. You are to check the list and note any needed

corrections in item Z.

Certain items require mathematical verification. You are to
check to see if the math is correct. If it is correct, write
"correct" on these sheets and sign "Sue". If the math is

incorrect, write "incorrect" and put in the correct figures.

174

In order to make this simulation more real, there will be the sounds
and sights of an office as you would see it from your office desk.
Occasionally an interruption will occur on the screen. At the time
of such an interruption, you are to note this on the provided
"Interruption Sheet". It is important you note on this sheet how
you would handle these interruptions at your desk. Space if

provided for your answers.

You have 30 minutes to complete this In-Basket from the time you begin.

175

>(O-Q‘ 008 .§(;

 

 

 

 

 

  
 

 

 

 

>40 _ a u.
E .3—

 

 

 

><nmmak

 

  
 

flu ha 9“
TPII_muV\m _ fine a: w u
a.“ a a“ "a n“ a G-
ait... g3
\utvn.gs:
>(O n.lU—-h<t .hn
In h— 6— a— fin a-.. N-
Nscusiv 3.x
“{V! .S‘t gm
Wit-c. . sou? twistt . 093
t 32 \ \.\ & >626 .28
at». . .. \\¢\ \ a. sutu$».:..2
\‘Q‘n‘ O «13' .Qh...‘
“:3; .36. .31 i:
n— 9a a _w h 0 a
V

176

APPENDIX 3 . 9

lN-BASKET ITEM Z

GRAND RAPIDS BAKERY
Interoflice Memorandum

no». ”W PM.

317/ 63/4? 3,

”COM

Louis J. Harding

Lithograph Co., Inc.

Louis J. Handey
A.J. Detrick
Peter N. Peterson

0. John Krear
Betty B. Bloop

Bake Rite Stores
A.G. Home ShOp
Stoeckmann Brothers

915.48
346.30
523.58

84.56
247.53

371.45
49.81
217.93
38.56
230.27

Jffifl

A.J. Detrick

Peter N. Petersen
Lithograph Co., Inc.
Louis J. Harding
Louis J. Handy

Bake Rite Stores
A.C. Home Shops

0. John Krear
Stoeckman Brothers
Betty B. Bloop

84.56
247.53
356.30
915.48
523.98

21973
38.56

371.48

230.27
49.81

177

GRAflD BABIES BA(K§R¥
H ECORD ENTRY SHEET

record all checks received via mail

IN- BASKET ITEM K

DATE CHECK NO. SENDER IN PAYMENT OF

 

178

MMMMMMMMMMMMM

GRAND RAPIDS BAKERY
lnteroflice Memorandum

 

179

lN-BASKE'I' ITEM E
THE ROUNDTABLE

165] WILLOW STREET GRAND RAPIDS, MICH.

March 3, 1971

Harry Hansen, Manager

Grand Rapids, Bakery

711 High Street

Grand Rapids, Michigan 49500

Dear Mr. Hnasen:

There is a possibility that we will be increasing our orders of

bread and rolls over the next few weeks. We have signed a contract

to supply these products to certain schools in the rural areas and

we would like to continue to use the Grand Rapids Bakery as our source.
The contract we signed would triple our usual needs of your products.
In view of this I an exploring the possibility of obtaining a better
price on these products from you or a siniliar supplier.

One of the items of interest I have discovered, is that the Main

Street Bakery will offer us a price which is l per cent below

your current prices. I an under some pressure to lake the arrangements
for our supplier and hence I an eager to discuss this with you.

If your secretary could call me before noon on sunday and make an
appointment, I would be most appreciative.

(47° ""1.

Gil K angdon

180

GRAND RAPIDS BAKERY
IN-BASKET ITEM G
TIME RECORD

wonxsaflfiki’flmu, 3’3- 7/ .

rate per hour ’4.

total hours worked /7
pr»: A" farm“; JFK/(a Alarm 1-6-7/
finished

date kind of work began

 

VERIFIER:

 

are total number of hours shown correct?
if not what is the correct total

 

signature of VERIFIER

GRAND RAPIDS BAKERY
7]] high street

181

grand rapids, michigan

nifi- [—
10 General Bakery Supply Gummy
851 Highland Street
I_ Detroit, Michigan 48200

M A s
9" 70‘ lust man on an slam-us mass. 5

Grand Rapids Bakery
711 High Street
Grand Rapids, MI 49500

om trounce Al DESIMM
March 17 , 19 71

_

”VIA

Yellow Freight

lN-BASKET ITEM N

can I
wmwmsrmmaw
sumo-cast utenc.
mmtonasonae
_] munch 3, 1971

 

 
  

Grand Rapids Bakery
711 High Street

 

m
‘ Detroit

 

Grand Rapids, MI 49500

  

 

 

 

 

 

,g aumtm mucosa m Instr-a wt murmur
’
200 6942 100: bags of flour $15.00 3000'
776 "'
25 387 Baker frosting. . .50! tins 35.00
10 487 Baker frosting. . .50! tins 35.50
’ ‘—
15 420 Yeast............. 5' packages 30.00 7(0
’
75 320 Bun boxes ..... . . . .100 per crate 12.00 700'
’
2 8 Clear plastic. . . . .IJOOfoot rools 55.00 / ’0'
{$76. ’
é ’1 / \fl‘

(5

i"

is:
,.

 

 

 

/ ms ”KIM“ ”I IS ma '0 m CM!

 

 

 

m means

 

 

 

 

182

lN—BASKET ITEM A

GRAND RAPIDS BAKERY
Interoflice Memorandum

10.65”; ' norm. ’2‘ 91
uuuuu one. Z— 5‘?”
‘7; m 84......

MM ”a; 23W
fax?“ 4 «fluff/1;, A"?!

 

 

 

1.}! [I.‘Y‘II'YY'DR‘III

I

I

184

lN-BASKET ITEM T
THE GREATER JACKSON AREA CHAMBER OF COMMERCE

150 Feet Xalloway Avenue
Jackson, Michigan

March 2, 1971

The Grand Rapids Bakery
711 High Street
Grand Rapids, Michigan 49500

Gentlemen:

The Greater Jackson Area Chamber of Commerce is conducting a survey to
determine the background experience of secretaries in the state of Michigan.
The survey we are conducting does not include all business establishments
in Michigan rather this survey is of the sample type. Your firm has been
among those selected for the survey. The actual survey will not began until
June of this year and the survey will be conducted by people from our
staff.

In these early month of March and April we are attempting to line up
various firms who will agree to being in this survey. Our staff would
be at your firm no longer than one day and would take no longer than
twenty minutes from each secretary that we interviewed. In most firms
we would have enough staff to complete the interviews within one-half
day. Our people will attempt not to disturb your daily operation in

any way.

He would like to here from you in the near future if you will agree
to becomming a part of our survey. Please reply to us by the middle of
April and we will supply further information on our study.

mama '

7m
3’ 6m

II N :1! {

 

185

lN-BASKET ITEM X PURCHASE ogosg

 

 

 

 

“Ordaflmemdl
“in ad We
are BURGER “a: 15.9
p.o. box 7767, grand rapids, MI
ears
3-3-71
turns
10. Grand Rapids Bakery
711 High Street marina
Grand Rapids, Michigan 49500 - your truck
QUANTITY CAT. NO. m NC! TOTAL
20 dozen as hot dog bun s .20”: di 9 "
14.5 dozen 46 Hamburger bus 3 .24 per 3"”
23 loaves 10 bread 3 .30 per 6 in
V0
45 loaves 15 bread 5 .32 per [Y //
35 loaves 16 bread 3 .29 per 9 z
a 60 5”

 

 

 

 

 

 

 

 

I.IYII1II‘ I'll! ll! IIII ..

186

IN-BASKET ITEM H

GRAND RAPIDS BAKERY
Interoffice Memorandum

rajw— ' no». {é fl'

, Pf“
one 3’(

I. is: Jews: ’0‘-

2- 1A kc Hana” late:-

3. IN“ Sims/5+ s-rons

’7’. Induces, 4“: Jaye:

r“ DR. REX 6. Gamay

6 flsftg Ag” .40er

7 plranrnsyfy,‘ (UNM‘(¢‘ 37‘.st 0f Aloe/74.9
3 ”R R 6. 54:54!

187
F IL ING
In-basket item H contains a list of names to be filed. On this

form, list the names in the correct filing order, and according
to correct filing rules.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

APPENDIX E

The Answer Sheets

For The Multi-Media

And Non-Media In-Baskets

188

189

IN-BASKET ORGANIZER SHEETS

There are four in-basket organizer sheets. The different sheets
indicate the PRIORITY with which you would handle the various items.
The fours sheets are as follows:

#1 —- for listing items requiring immediate action

#2 -- for listing items requiring action before noon, July 10

#3 —- for listing items requiring action before 5:00 p.m.,
July 10

#4 -

for listing items that can be done after July 10.

IMPORTANT -- You are organizing these items for completing during
the normal busy work day. In any normal office there will be many
other things to do during the day, such as taking telephone calls
and handling orders from your boss.

Organizer Sheet #1 . . .

ITEM...Letter #

Action you would

take

if

ITEMS REQUIRING IMMEDIATE ACTION

any

190

 

ITEM...Letter #

Action you would

take

if

any

 

 

ITEM...Letter #

Action you would

take

if

any

 

ITEM...Letter #

Action you would

take

if

any

 

ITEM...Letter #

Action you would

take

if

any

 

ITEM...Letter #
Action you would

take

if

any

 

ITEM...Letter #
Action you would

take

if

any

 

ITEM...Letter #
Action you would

take

if

any

 

ITEM...Letter #

Action you would

take

is

any

 

ITEM...Letter #
Action you would

take

if

any

 

Organizer Sheet #2 . . .

ITEM...Letter #
Action you would

take

if

ITEMS REQUIRING ACTION BEFORE NOON

any

191

 

ITEM...Letter #

Action you would

take

if

any

 

ITEM...Letter #

Action you would

take

if

any

 

ITEM...Letter #

Action you would

take

if

any

 

ITEM...Letter #

Action you would

take

if

any

 

ITEM...Letter #

Action you would

take

if

any

 

ITEM...Letter #
Action you would

take

if

any

 

ITEM...Letter #
Action you would

take

if

any

 

ITEM...Letter #
Action you would

take

if

any

 

ITEM...Letter #
Action you would

take

if

any

 

Organizer Sheet #3 . . .

ITEM...Letter #

Action you would

take

if

ITEMS REQUIRING ACTION BEFORE 5:00 P.M.

any

192

 

ITEM...Letter #

Action you would

take

if

any

 

ITEM...Letter #

Action you would

take

if

any

 

ITEM...Letter #

Action you would

take

if

any

 

ITEM...Letter #

Action you would

take

if

any

 

ITEM...Letter #

Action you would

take

if

any

 

ITEM...Letter #

Action you would

take

if

any

 

ITEM...Letter #

Action you would

take

if

any

 

ITEM...Letter #
Action you would

take

if

any

 

ITEM...Letter #
Action you would

take

if

any

 

Organizer Sheet #4 . . .

ITEM...Letter #

Action you would

take

if

ITEMS THAT CAN BE COMPLETED AFTER TODAY

any

193

 

 

ITEM...Letter #

Action you would

take

if

any

 

 

ITEM...Letter #

Action you would

take

if

any

 

ITm. 0 .Letter #

Action you would

take

if

any

 

ITEM...Letter #
Action you would

take

if

any

 

ITEM...Letter #

Action you would

take

if

any

 

ITEM...Letter #

Action you would

take

if

any

 

ITEM...Letter #
Action you would

take

if

any

 

ITEM...Letter #

Action you would

take

if

any

 

ITEM...Letter #
Action you would

take

if

any

 

INTERRUPTION
Action you

#1

would

take

INTERRUPTION SHEET

194

 

 

INTERRUPTION
Action you

#2

would

take

 

 

INTERRUPTION
Action you

#3

would

take

 

 

INTERRUPTION
Action you

#4

would

take

 

 

INTERRUPTION
Action you

#5

would

take

 

 

INTERRUPTION
Action you

#6

would

take

 

 

INTERRUPTION
Action you

#7

would

take

 

 

INTERRUPTION
Action you

#8

would

take

 

 

INTERRUPTION
Action you

#9

would

take

195

 

 

INTERRUPTION
Action you

#10

would

take

 

 

INTERRUPTION
Action you

#11

would

take

 

 

INTERRUPTION
Action you

#12

would

take

 

 

INTERRUPTION
Action you

#13

would

take

 

 

INTERRUPTION
Action you

#14

would

take

 

 

INTERRUPTION
Action you

#15

would

take

 

 

Appendix F
Norms of S.R.A. Sheet

Test of Clerical Ability

196

197

Table 26
Norms for Short Tests of Clerical Ability

Based on Employed Office Personnel

 

 

Test scores

 

 

 

Arith.
Percentile Pt. 1 Checking Directions Filing
N=326 N=325 N=368 N-330
99 26 65 36 41
95 23 57 3O 33
90 21 53 27 28
85 19 50 24 24
80 18 48 21 22
75 17 46 19 20
70 16 44 17 18
60 14 42 15 16
50 13 39 13 14
4O 12 37 12 12
30 11 34 10 9
25 10 32 9 8
20 9 30 8 7
15 8 28 7 6
10 6 24 6 5
5 5 19 4 2
1 1 10 2 1
Mean 13.8 39.5 15.0 15.2

 

SD 5.5 11.3 7.9 8.9

 

Ilrl‘ I ll . DI III III I IN II I... It In I III

Appendix G
Tables: Multivariate Analysis of Index of Response

for Pre and Post S. R. A. Criterion Tests

198

I‘ll. III! I.

.Ilrll I l... .. Ill. (lull III]

II II III-ll ll- . I
I K 'J I. II.

199

we a uouum wow .Eovmmum mo mmmuwma
o u mwmocuoohm How .aoommum mo newsman

 

 

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0000.0 0500.0 0000.0 0000.0 0000.00 00000000

000A.0 0500.0 5000.0 0000.0 0000.0 0000000000

wowsoaaom

amps mama m m c309 ovum once mama m m museum>fico cm and: ouoauum moapawum>
.0 .0 .0

 

 

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mmoa.a n muouoa> amaz mo huwamovm mo umme museum>fiuaoz new owumMIm

maoouu Houuaoo one HauamEfiumoxm you mmoommum mo xmncH :o
muOuuam .0 .H was .Hoonom .uomaummue cousuum coauomnauoH mo uoomwm

5N manna

 

 

 

 

«III ill'l
Ill-Ill!!!

200

me n uouum How .aooomum mo mmouwmn
N u mwmocuoaxm pom .Sooumum mo mmuumon

 

 

0000.0 0000.0 0000.0 0000.0 0000.00 000000

000m.o 0000.9 mqoo.o mwom.o «mam.0 000685000¢

00mH.o m0~0.0 0m00.o mmmo.~ 0n~m.mm0 wawxuuco

Hmmm.o 00mm.o Hmm0.o 00m~.o mmnm.m macauounwn
wafisoaaom

cane mmuq m m c309 amum coca when m m oua00m>0aa Om coax cumauum manaHum>
.d .m .m

 

 

Hmnm.o coca mama m oooo.oa mam w u .m .n

mamo.H u muouom> and: mo huaamovm mo umae mum00m>wuaoz How causalm

mmoouo Houucoo can Hauouawuuaxm How uncommum mo xuooH do .0 .H one uauaumuua mo nowuomumunH mo uomwmm

00 00000

201

me u uouum now Boommum mo mmmuwmo
m u mammcuonkm you aonmmum mo momuwmo

 

 

0000.0 NNNH.N 00mH.o wwqm.0 mmmo.mo wo000m

mmoo.o Hamm.c mwmm.o m0mH.H mmmo.oa owuaanuwn<

momH.o Hm00.0 ommo.o mmHN.N mmmm.ama mofixumco

omma.o moqm.a ommH.o woqm.0 mmoo.~m macauooufia

wcfisoaaom

ance mama m m c309 doom cane mama m m mum00m>0ca Om one: consumm mmaca00m>
.< .m .m

 

 

0mHH.o case mmmg m momm.mHH one NH n .m .o
momm.0 u mHOuum> and: mo muwamovm 00 away ouafium>00032 pom owumMIm

waoouu Houuaoo can Housmafinmaxm now
mmaommwm mo xmoaH no mucuomm Hoonom can usuauamue mo :OHuumumuaH mo uoowmm

0N manna

202

we a uouum pom Eowmmum mo mmmummo
c n mammnuoazm now aowwmum mo mmmuwmn

 

 

woqm.o ommm.o mmmm.o maow.o nwmm.m~ wcHHHm

Nmmm.o qnnm.o numq.o wmoo.H wqoo.w oHumanufiu¢

mmqm.o quq.o ann.o mcmm.o omnm.mm wcfixumnu

mwmm.o qaco.a swam.o «Hoo.a meow.na macauomufin

mafiBOHHom

away mama m m asap amum away mama m h mumwum>wcb Om cum: cmmBumm moanmfium>
.< .M .m

 

 

ommm.o cmne mama m momH.me cam «N u .m .o

Hews.o u mucuom> cmmz mo xuwamsam mo umms mumwum>fiuasz you owumMIm

mmsouw Hepucoo cam Hmuamafiummxm you mmcommwa we xmvaH no muouomm .o .H vam Hoonum cmmsumm coauomumucH mo uommwm

on manna

203

me n uouum you aovmwum mo mmmuwmn
N n mammsuonhm now aovmmum mo mmmuwmn

 

 

qowq.o mmm~.o Nqom.o manm.o mmm~.o~ mafiafim

mmm~.o HHmN.H quH.o meH.N mmoq.wa afiumanuwu<

qum.o Homq.H oon.o cwqm.a omom.oma mafixumno

ome.o qo-.a mmma.o comm.H nomm.mm mcoauumufio

mawaoaaom

cmne mmmq m m G309 mmum cmny mama m m mumfium>fiaa om cum: cmm3umm mmanmwpm>
< .m .m

 

 

qo-.o cane mama m ooco.om van w n .m .n
nncm.a u mucuum> smmz mo muaflwavm mo ummH wumfium>auasz you caumMIm

maaouu Houucoo vam Hmucwawummxm How mmaoammm mo xmvaH so .0 .H mo uomwmm

Hm magma

204

q u uoupm now aovmwum mo mmmumma
H u mammnuoazm you Eovmmum mo mmmuwma

 

 

mmmm.o ooom.H wnmm.o Nwmn.o mmqq.m~ mafiafim

ommn.o wmwo.o qw~q.o wqmm.o oomq.q ofiumanuflu<

qua.o qamq.~ ammo.o moam.m wNHm.©NN wcfixomno

mmmo.o mmmn.m mmmo.o mumm.m mwMN.No muowuumuwn
waw3oaaom

cage wmmq m m CBOQ mmum case mmmq m mumfium>fica om :mmz cmmaumm mwanmwum>
< .m .m

 

 

mmma.o away mmmq m oooo.mq cam q u .m .Q
oomw.a u mucuow> cmmz mo muHHmsvm mo umme muwfium>fiuasz pow owumMIm

masouu Houucoo vcm Hmucmaflummxm pom mmcoammm mo xmvcH so unmaummuH mo uommwm

mm magma

   

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