ABSTRACT CHANGE IN ATTITUDE TOWARD LIFE INSURANCE SALESMEN BY COLLEGE STUDENTS AFTER A COURSE IN INSURANCE PRINCIPLES By Sanford Beryl Halperin Purpose The purpose of this quasi—experimental study was to measure the change in students' attitudes toward life insur- ance salesmen. Attitudes were measured by responses to 18 belief statements indicative of professional criteria. Belief statements were placed into the following five categories that characterize attributes of a profession: I. Systematic Body of Theory II. Professional Authority III. Community Sanction IV. Regulatory Code of Ethics V. Fundamental Beliefs. During a one—term collegiate course in insurance principles conducted in a school of business within a vocationally- oriented state college, the following null hypotheses were tested at the 0.05.1eve1 of significance by analysis of co- variance (ANCOVA): 1. Change in students' attitudes reflected by the Sanford Beryl Halperin belief statements would be no different from that of students who had not taken the course. 2. Change in students' attitude would not differ whether students were classified as rigid or flexible in personality. Procedure and Methodology The instruments used in the study were: 1. An original questionnaire that elicited responses to 18 belief statements in five broad categories generally accepted as measuring professional criteria. 2. A flexibility-rigidity scale that measured resis— tance to change. 3. An open-end essay question (used only with the experimental group) to supplement the basic questionnaire. The questionnaire, which included a five-point Likert scale, was tested with four occupations that represented a wide range on a socio—economic spectrum. Questionnaire valid- ity was .995; reliability was .827, determined by Hoyt's analysis of variance (ANOVA). A pretest-posttest design used both an experimental group and two control groups. The experimental group con— sisted of a class in insurance principles taught by the researcher. Control groupl consisted of students in a casualty class taught by the researcher; and control group2 consisted of students in an elementary business law course taught by another teacher. Only students who had not o’.<‘ ~.. I rW-Y'- b. vI"‘~ -. O A 9- "fir .. :7" -r‘v ‘ 3T? _.o~ '. y. p d + 7‘ .l v” . ' u... '1’ an 4L5: H A ~"'IE:V"' VIII» .‘ V ‘AL a "utv Sanford Beryl Halperin previously taken an insurance course were included in the experiment. In all, there were 9“ subjects: the experimen- tal group, control groupl, and control group2, numbering 36, 1A, and AA respectively. Major Findings Findings of the study follow: 1. The data failed to reject the two null hypotheses. 2. Specifically, Likert-scale responses indicated that students' attitudes toward life insurance sales personnel were highest on "Systematic Body of Theory" and lowest on lack of a "Regulatory Code of Ethics." 3. When the 18 belief statements were ranked, based upon the magnitude of the students' attitudes toward each statement "before" and "after," the most notable changes were for "Special education and training result in a superior ser- vice," which advanced from 12th to Ath, and for "Required theoretical knowledge can best be obtained in an academic atmosphere," which declined from seventh to fourteenth. A. Only one major category of professional criteria, "Regulatory Code of Ethics," was scored lower on posttest than on pretest. 5. While students who were classified as rigid differed from those classified as flexible in their beliefs, the measured change in attitude was not a function of this classification. 6. On the open—end essay question (administered to the experimental group only), students who indicated a o —- ~-v-c " .Al’d --. C‘ ' _ o F. -rfl.‘7‘4' A‘ '- ‘~ '.,-‘o - ‘ ,., 0-— : .r .I ‘-§‘v-40 favorable change in attitude toward life insurance salesmen gave primarily "professionalism" and "service to clientele" as their reasons. It was suggested that attitude change may be effected by alternate means, such as role—playing; cooperative educa— tion, including the project method; and exploratory work experience. CHANGE IN ATTITUDE TOWARD LIFE INSURANCE SALESMEN BY COLLEGE STUDENTS AFTER A COURSE IN INSURANCE PRINCIPLES By Sanford Beryl Halperin A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY College of Education 1972 r: .fid O< A ~ “n" ...v w . L; «t t. ‘JAV‘ ‘ ”fluo— \. M... h v-Ah“ .- .. o add “d Ewgrfi- ..A\...b ‘L. 2‘ ACKNOWLEDGMENTS The researcher acknowledges with appreciation the help of all who aided in initiation, development, and completion of this research project. Gratitude is expressed to the Doc- toral Guidance Committee: Dr. 0. Donald Meaders, Director of the Dissertation, for his patience in the pursuit of excellence; Dr. Peter G. Haines, Chairman of the Committee, for his support throughout the doctoral program; Dr. J. Geoffrey Moore, for hav- ing initiated the interview leading to the program and for his continued interest; and Dr. Mary Virginia Moore, for her encour- agement and concern with the dissertation. ‘ Recognition goes to James Maas, doctoral candidate, Office of Research Consultation, for his assistance, particu- larly with formation of the design of the study and the initial analysis of results; and to Dr. Andrew C. Porter and his other research associates for guidance in deriving and refining sta- tistical techniques for the proposal and for assistance in clarifying the overall research design. Thanks are expressed to Dr. Allan Goodwin, former senior editor for Prentice—Hall, Inc., and associate professor of marketing at Ferris State College, for his editorial reviews of Chapters I and II, advice, and interest. Appreciation goes to Mrs. Eloise Wright for her conscientiousness in typing drafts and final copy and for her ability in handling ii n . 0 ~16“ ,qu-r“: ,- 1'..--.AUV--‘ ,... ,. -.. 'I . ‘-, hr‘w c l" .4 1".. ‘l. n‘pnwmvv ,. (D :v!.;-vrl — u vnAtnzw I; b.-u\-....-- g..." .. ' v I O h n 0‘ c . ‘.~‘- , r \‘ 7" w ' 7-, '~‘- MAL-I ..- I. “‘1v¢ :p‘ 4- dub ‘ '— . v -y 4‘ administrative details as only an accomplished secretary can. The active understanding of the researcher's wife, Joan (and passive acceptance by children, Jill and Jack) must be acknowledged—-without it, the herculean task of a doctoral program at the researcher's age (after too many years in the insurance business world away from full-time teaching) would possibly have been abandoned before becoming viable. This study is dedicated to Joan; she deserves much more. iii --~ ‘ -vq‘ --& Q .. rfi" - v....& o D 41" "n“- - .!‘.. > ... ‘— (~1<)() () (I) ( J {a J I LIST OF LIST OF Chapter I. II. III. TABLE OF CONTENTS TABLES O O O O O I O O O O I O O C O O O 0 FIGURES . . . . . . . . . . . . . . . . NATURE OF THE PROBLEM . . . . . . . . . Introduction . . . . . . . . . . . . Statement of the Problem . . . . . . Purpose of the Study . . . . . Anticipated Outcomes of the Study . Background and Need for the Study . . Insurance Business Need for Personnel. Collegiate Insurance Instruction Need Collegiate Vocational Education . . . Assumptions . . . . . . . . . . . . . . Definitions . . . . . . . . . . . . . . Delimitations O O O O O O O 0 O O O O O 0 Limitations . . . . . . . . . . . Overview of the Study . . . . . . . . . REVIEW OF RELATED LITERATURE . . . . . . . . Professionalization of Life Insurance selling I O 0 O O C O Attitude Toward the Life Insurance Sales Occupation . . . . . . Attitude Change Among College Students Concerning Other Occupations . Nature of Attitude and Change . . summary 0 O O O O O I O O O O O 0 DESIGN OF THE STUDY . . . . . . . . Overview . . . . . . . . . . . . . Population . . . . . . . . . . . Experimental (Treatment) Group Control Groups . . . . . . . . The Research Instruments . . Selection . . . . . . . . . . Belief Instrument . . . . . . Rigidity-Flexibility Scale . . Course Information . . . . . . . . Collection of Data . . . . . . . . Design for Analysis of Data iv Page vi ix l—’ \OCIDONWtJrJrL/OTUH B E X p; "H Y... a. r“ .... ad », .3 ». rd...» :. .. . f 1 It. .3 E S ..: .t d u... .4 w. E .f . .1. Y Q» Q» .2 p o «J —__:. m. TL u... Q» »‘—~. ..~.. ‘I‘ 3‘ .nn :‘~ ‘O.:‘ .. .. T. n _ C. a QC .3 a .3 no .. . .3. .5 r .o «C .r. .. “C r. L r. QC .:-~ I. 2.. 9» «IV co .3 A. NJ .. ~ ‘ hh‘ C. r? o 0 er a 2,. a g n U. n u. h u. . - nu- . I «J p u .r. 3.. .5. T~ 5.~ guy ‘p. . ‘ my. ‘\. n -.. Page Statement of Hypotheses . . . . . . . . . . A8 Summary . . . . . . . . . . . . . . . . . . “9 IV. ANALYSIS OF RESULTS AND PRESENTATION OF FINDINGS . . . . . . . . . . . . . . . . . 53 Overview . . . . . . . . . . . . 53 General Nature of the Attitude . . . . . . . 5A Population Analysis . . . . . . . . . . 55 Essay Questionnaire (Posttest only) . . . 56 Belief Statements (Pretest and Posttest) . . 57 Rank Order . . . . . . . . . . . . . . . 58 Scattergram . . . . . . . . . . . . . 6A Directional Movement Analysis . . . . . 66 Testing the Hypotheses . . . . . . . . . . . 72 Restatement of Hypotheses . . . . . . . 73 Mean Scores and Least Squares Estimates of Effects . . . . . . . . 7A Structural Model . . . . . . 76 Test of Regression Portion of Model . . 76 Analysis of Covariance (ANCOVA) . . . . 76 Summary . . . . . . . . . . . . . . . . . . 78 V. SUMMARY, IMPLICATIONS, AND RECOMMENDATIONS . . 82 Summary . . . . . . . . . . . . . . . . . . 82 Problem . . . . . . . . . . . . . . . . 82 Purpose . . . . . . . . . . . . . . . . 82 Design . . . . . . . . . . . . . . . . . 83 Procedure . . . . . . . . . . . . . . 85 Major Findings . . . . . . . . . . 85 Discussion . . . . . . . . . 88 Implications . . . . . . . . . 90 Recommendations . . . . . . . . . 90 BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . 93 General References . . . . . . . . . . . . . . . . lOl APPENDICES . . . . . . . . . . . . . . . . . . . . . . Appendix A, Legislative History of Public Law 90- 576 . . . . . . . . . . . . . . 112 Appendix B, Annotated Bibliography of Selected Consumer Surveys Relating to Life Insurance Agents . . . . . . . . . . . . 113 Appendix C, Instruments and Related Information . . . . . . . . . . . . . . . . 1A6 Appendix D, Analysis of Survey Instruments . . . . 157 Appendix E, Life Insurance Organizations . . . . . 226 .r» h. a. . . . i .. A . 3. h. a; v . y a I... 1-?“ A. ~ ~ 5 v r“ an; :. S. .1 E a a n-.. :.. a... . g . u A!“ u o o .1 . w ‘ ~§" LIST OF TABLES Amounts of Federal Authorizations by Fiscal Years, Vocational Education Amendments Of 1968 C O O O O I O O O O O O O O O 0 0 2-1 Relationship between Education and Opinion of Life Insurance, Ages lA-2A inclusive, 1970 3-1. Distribution of Subjects into Cells of Design A—l. Rank Order of Respondents' Reactions by the Five Categories Representing Criteria of a Profession A—2. Rank Order, Pretest and Posttest, of Respondents' Reactions to Each of the Eighteen Belief State- ments Concerning Life Insurance Salesmen, Experi- mental Group (Based Upon Pretest Order) . . . . A-3. Rank Order, Pretest and Posttest, of Respondents' Reactions to Each of the Eighteen Belief State- ments Concerning Life Insurance Salesmen, Experi- mental Group (Based Upon Posttest Order) . . . . A—A. Mean Scores, Pretest and Posttest, by Rigid- Flexible Factors and by Treatment Groups . A—5. Least Squares Estimate of Effects (Pretest) . . “-6. Least Squares Estimate of Effects (Posttest) . . “—7. Analysis of Covariance by Source of Variation. Appendix D: Item 1a. Respondents' Reactions to Each of the Eighteen Belief Statements Concerning Life Insurance Salesmen by Rigid or Flexible Classification of Respondents (Pretest) Item lb. Respondents' Reactions to Each of the Eighteen Belief Statements Concerning Life Insurance Salesmen by Rigid or Flexible Classification of Respondents (Posttest) . . . . . . . . . . . . . . vi Page 20 A6 59 6O 62 7A 75 75 77 158 176 5 H -g'.‘ T; - V»;“ V... LA) (3 LA.) L24 \_ ,71 m \77 (7' Item Item Item Item Item Item Item Item Item Item 1c. 1d. 2a. 2b. 3a. 3b. 3c. 3d. 5a. 5b. Respondents' Reactions to Each of the Eighteen Belief Statements Concerning Life Insurance Salesmen, in Percents, Pretest and Posttest, Experimental Group . . . . . . . . . . . . . . . . Respondents' Reactions to Each of the Eighteen Belief Statements Concerning Life Insurance Salesmen, Showing Per— cent Change from Pretest to Posttest, Experimental Group . . . . . . . . . Sum of Values and Mean Values for Res- pondents' Pretest-Posttest Reactions to Each of the Eighteen Belief Statements Concerning Life Insurance Salesmen by Rigid-Flexible Classification of Respondents . . . . . . . . . . . . . . Sum of Values and Change, Pretest and Posttest, for Each of the Eighteen Belief Statements by Professional Cri- teria Categories, Experimental Group Rank, Pretest and Posttest, for Each of the Eighteen Belief Statements, by Pro— fessional Criteria Categories, Experi— mental Group . . . . . . . . . . Rank, Pretest and Posttest, to Respon- dents' Reactions to Each of the Eighteen Belief Statements Concerning Life Insur— ance Salesmen, Experimental Group . . . Rank, Pretest, for Each of the Eighteen Belief Statements, Experimental Group . Rank, Posttest, for Each of the Eighteen Belief Statements, Experimental Group . Directional Movement Analysis for Sum of Values and Change, Pretest and Posttest, by Professional Criteria Categories, Experimental Group . . . . . . . Directional Movements and Total Number of Belief Statements Within Each Profes— sional Criteria Category, Experimental Group . . . . . . . . . . . . . . . . vii Page 19“ 195 196 198 199 200 201 202 20“ 206 , A" Item 6. Page Directional Change and Percent Change from Pretest and Posttest, for Each Belief Statement Individually and by Category of Professional Criteria, by Rigid and Flexible Components . . . . . . 207 viii g u v... .- s-_ é. / t V. “A ::~~ ,3 v.4 LIST OF FIGURES Figure Page 3—1. Pretest—Posttest Nonequivalent Control- Group Design . . . . . . . . . . . . . . . . . 31 Appendix C: Item 1a. Questionnaire Information Sheet . . . 1A7 Item 1b. Questionnaire . . . . . . . . . . . . 1A8 Item 2. Flexibility Scale . . . . . . . . . . 150 Item 3. Essay Questionnaire . . . . . . . . . 151 Item A. Original Thirty-six Statements by Professional Category Criteria . . . . 152 Item 5. Background Information on Experi- mental Group . . . . . . . . . . . . . 156 Appendix D: Item A. Scattergram: Directional Movement Analysis Showing Relationship Between Ranks (Pretest and Posttest) . . . . . 203 Item 6. Directional Change for Each of the Eighteen Belief Statements by Category of Professional Criteria, Rigid and Flexible Components, Pretest and Post— test (Experimental Group and Control Groups) . . . . . Item 7a. Change in Response to Each of the Eighteen Belief Statements, by Category of Professional Criteria, Pretest and Posttest, by Rigid and Flexible Compo- nents (Experimental Group) . . . . . . 208 Item 7b. Change in Response to Each of the Eighteen Belief Statements, by Category of Professional Criteria, Pretest and Posttest, by Rigid and Flexible Compo- nents (Control Group One) . . . . . . 213 ix - VA" .. ‘1...” . '7 ...,. ,.."' -bvat‘ . -‘- H .2 - W ,. --_...1 _ Ite” "’9 v... Item Item Item Item 70. 7d. 7e. 7f. Change in Response to Each of the Eighteen Belief Statements, by Category of Professional Criteria, Pretest and Posttest, by Rigid and Flexible Com- ponents (Control Group Two) . . . . . . Change in Response for Each Category of Professional Criteria, Pretest and Posttest, by Rigid anf Flexible Compo- nents (Experimental Group) . . . . . . Change in Response for Each Category of Professional Criteria, Pretest and Posttest, by Rigid and Flexible Compo- nents (Control Group One) . . . . . . Change in Response for Each Category of Professional Criteria, Pretest and Post- test, by Rigid and Flexible Components (Control Group Two) . . . . . . . . . Page 218 223 22A 225 CHAPTER I NATURE OF THE PROBLEM Introduction Society's needs in today's economy have dictated that skilled employees be available. One of the functions of vocational education is to furnish qualified personnel to employers. A model relating the demand for and the supply of qualified workers can be expressed as "jobs wanting persons" and "persons wanting jobs." The difference between demand and supply gives a quantification to need. On the supply side, wanting jobs is affected by many items, one of which is aspi- ration. In turn, aspiration is affected by what people want to do. Aspiration supported by appropriate education and training enables personnel to become part of the supply side of the equation. This need for preparation is essential. The importance of the individual in vocational education has been expressed by the Essex Committee as follows: " vocational education . . . is the bridge between man and his work. Vocational education looks at a man as a part of society and as an individual, and never before has attention "1 to the individual as a person been so imperative. The 1"Vocational Education: The Bridge Between Man and His Work," Summary and Recommendations, Adapted from the Gen- eral Report of the Advisory Council on Vocational Education 1 :» T: pie pv .14 ,--...n‘ pr.- 4 ,._,‘I..AJA‘./. pen“ ._P v.. t hvuca --0 F“: "D a..v DA ’vv‘ 7'. u 7‘ C t ‘0 w v If: Committee concluded that "we are concerned with the great— est resource of America--its people."2 Recognizing education's part in this vitally important need of society, Congress has given further impetus to voca- tional education in the Vocational Education Amendments of 1968.3 This Act is a challenge to distributive education to prepare informed and employable persons for the marketing occupations, one of which is insurance sales. Part of occupa- tional preparation is the development by the educator of a favorable attitude on the part of the student toward the given occupation. The college student who is attracted to a "management" recruiting program is soon advised that he must first serve his apprenticeship as a salesman. The attitude of the college student toward insurance salesmen may thus have a direct bear— ing upon whether or not the student enters the life insurance business. Statement of the Problem The problem underlying this study was that there existed an imbalance between supply and demand. There were insuffi- cient qualified sales personnel in the life insurance busi- ness to satisfy the jobs available. (Washington, D.C.: Office of Education, Department of Health, Education, and Welfare), OE-80053, 1968, cover. 2Ibid., inside back cover. 3Public Law 90-576, 90th Congress, H.R. 18366, approved October 16, 1968. The legislative history of the Act is presented in this study as Appendix A. r3 A Aguvz. Edy-A- ‘ 2"? gun!" (A :3 . . w . ”u .... o “A r” 3. T” w“ p . .L z. 2.. . . . . ”A r;¢ v . -~ «.-V)" ya- ¢ .a_.-‘ 05-4- v 6 ae .. . -..-'¥ ' _‘ .-~£;-&- a ‘44 2.. u. A 0 . 2» 3.» .1 fl . O U. 'V q \ ~ A~. . A ~.--CI‘. :- o A.» Purpose of the Study The purpose of the study was to determine if an insur- ance course in an occupational program at a collegiate insti— tution would change students' attitudes toward life insurance salesmen. It was originally thought that students who were exposed to such a course would have a more favorable atti— tude toward life insurance salesmen than students who had not had the course, and that students classified in personality as flexible would have a greater favorable change than students classified as rigid. When stated in the null, the hypotheses tested were as follows: Hypothesis 1: Students who have taken the insurance principles course in the career specialist program at a col— legiate institution will have a change in attitude toward life insurance salesmen no different from that of students who have not taken the course. Hypothesis 2: Students who have high rigidity scores will have a change in attitude toward life insurance salesmen no different from that of students who have low rigidity scores. Specifically, answers were sought to the following questions: 1. What are the stated beliefs of the students con- cerning criteria of a profession being met by life insurance salesmen? 2. What effect does rigidity or flexibility in person— ality of the student have upon beliefs toward life insurance r0 ‘- v- H 1. _._r,. . on a t 5 ....U‘- I! Y. r». F” A». an» - u: TL. 0.. ~ * x- «a A. .r.. V. a. v.“ E .g 3 w. r. a. .21 .:: a. ‘1 n. a. "m C a. n. C m. .2 e .1 w... .. 3 CV «.9 F“ .\A "in PD. s ‘ “a 0» yr“ firm HVU Ll. .\* h. a: 3n. 3. A o .3 a. 0-. (I. :1 «o .1 h: n. . . S .C u a S a . S l .n.. «b a. . . 2. .. . a1 . . a . r. \-/ c a r». F. «C ..,J ”A 2» 2» 2. “a afi no . a: Uh u... C» a. :3 44 A v f . «my 3: Q. ‘1‘ p... 1» u-» .ru n. r“ Cu ..v v... 3» Q. .. ~ .. 4 fl . . . q~. I. . a. g 3» ~14 \ :- \\» h. s . ~\V A a . . I . .r“ h. ru r.. A». ru 3. .r.. i. .. a: a 3 a . . ”I. e . .r 5 ~ . ~ . u . pa. 4 .. v s r .. 1. . 5.. . x u .. salesmen? 3. What effect does rigidity or flexibility in per- sonality of the student have upon the change in beliefs toward life insurance salesmen after the student is exposed to the course in insurance principles? Anticipated Outcomes of the Study Several means such as cooperative education, explora- tory work experience, on-the-job training, taped interviews with salesmen, and formalized classroom instruction in which there is no exposure directly to the agent, may be used to bring about change in attitude toward life insurance salesmen. This study used one means: a course in insurance principles. The data provided by this study should (1) provide insights to counselors who advise students on occupational choices, and (2) furnish teachers with background information on the use of the classroom experiences to bring about attitudinal change. Background and Need for the Study Insurance Business Need for Personnel The need for additional personnel in the insurance busi- ness was highlighted by the steadily expanding opportunities for employment therein. The Institute of Life Insurance esti— mated that 1,A60,000 persons were employed in the insurance business in the year 1970--about 50,000 more than in the pre— A vious year, an increase of 3.5 percent on the former base. u"50,000 Additional Insurance Jobs in Nation in 1970," National Underwriter, September 18, 1971, p. 29. S t :1 .7. n” r.” n. 5 a u .. .1 to .c w” t. a. :. a t .. . .4 a. .4 r; .3 a H E v . L. A . a .C a. a c a . e h. a... 3: 3 . , ,1 3r. 3!. 3 o mn E r r a. I“ .R Z .1 e a. 5 an e . v. .r.. a ,. L. .. A r. r: a a. r .. .C .1 ._. «I. 9 a. .r“ 3 a r“ .r.. 1;: s a .4 :i a. T1 a H .1 .l v i H-.. a. Y ‘ 3; A: r“ av ”o .- . e . w . VJ Cu a: m 1 ad #1 e-» a: L9 rb E a c C Kb» “1 «b : . ....n «v r3 3 4 : . F. . r: .r» Q. Hi «\U ad w ‘ 3 . . . o.,‘ ”M. l 9: I r“ C. 5.. I. C, :. r” V. l 01 h... A111 . . 2‘ \. bu nu. a T,“ r u ..1 7 T. .a u a . h . .. J 1» A o : ‘ .. a ll ‘ 7.-. .1 w. ;v C: rh. - S. L. t . G» .C o. i «Nu m. fie «4v LL ‘0 ”A .4 . . . . . . W. .2 r“ h; 5.. Y. . v a» L c . s .2 w-.. 2.. a. ,r. . . .3 a: r” n. r.. A . »... T? v .. < 5 r" . . p: .,~ . 4, . v . . p” .v L. i. L. . v ;. ..¢ . v ‘.. . .J . . .'~ ”A .. . . a. . I. ”91, . . .v. a.. ~_. \ . w... rt. » u a . ‘ Insurance was one of the few major businesses that apprecia— bly expanded its personnel in 1970.5 As an example of what was anticipated, the projected growth in Michigan for the occupation "insurance agents, brokers, and underwriters," 1960-1980, showed a change of 115 percent.6 Collegiate Insurance Instruction Need The need for collegiate insurance instruction was stated by Herbert S. Denenberg, Professor of Insurance at the Wharton School, University of Pennsylvania, who is on leave to serve as Commissioner of Insurance for the Commonwealth of Pennsylvania: The insurance industry is facing a critical short- age of skilled manpower that will curtail or cripple its operations in the 1970's unless steps are now taken to attract more tOp quality college graduates. But this task will be difficult due to the nega— tive image of business in general and particularly of the insurance industry. 5Interview with Robert Large, Placement Director, Ferris State College, October 5, 1971. 6"Brief of Michigan Manpower Study," Michigan Depart- ment of Education, Division of Vocational Education, Research Coordinating Unit, Lansing, Michigan; conducted by Battelle Memorial Institute, Columbus, Ohio, November 1966, Figure 3, page 11. 7A. R. Roalman, "Insurance in Critical Need of PR Men if Image is to Change," National Underwriter (Fire and Cas- ualty Edition), 7Ath Year, No. 1A, April 3, 1970, p. 16. Dr. Denenberg made these remarks as President of the American Risk and Insurance Association, before he became Insurance Commissioner. For articles concerning him as Commissioner, see William J. Killen, "Herbert S. Denenberg--A New Kind of Impact on Insurance," Best's Review (Property/Liability Insur- ance Edition), Vol. 72, No. 3, July 1971, pp. 1A, 16, 57-59; Morton C. Paulson, "Dr. Denenberg: How a Brash, Breezy State Official Makes Waves and Enemies," National Observer, Vol. 10, No. 37, Week Ending September 18, 1971, pp. 1 and 1A; and "Putting Insurers' Feet to the Fire," Business Week, March 27, 1971, p. 32. .Lw My «.Iw .r“ r1 A. h . a: “v :. .n 4 y. L. r: .fiJ VJ. rflfi ~ v .FH H 1 fi . «.6 c o. . Q.» hxp p» r_‘ Y. Y». .. A “H r: f a . ... 3. o E t w” n. 2. ”a .3 e; r“ “n K ... o. r“ .: a :. .1 3 C. 3 L. .1 7-. r“ \ / a» r” .. . . . S no a u o r: ...v e 3 H a u C l. 3 a. a n1. “4 S r... n. C 1 v .. . / . a. 9:. w m .. . n o .3 r” a. . J r... 2» pa a . . . . A v 3. TC : . 2,. :. a... o.. nu : ¢ Ca 5. r... ~.C :1 e . Lu .. . s 1 .VJ Q. \l . . 44 w“ .1" 2. . . n . 2. v. . . . a: . . «C r . C. ”a .A p: flu r“ a. r. .u 2. m. fl. . ... v. x .fla . . T.“ .4. 2. .. . .4. I. . r . 2‘ p y 6.: . a . i. .p. 5. L. . . — .1 u . ... . . . .au :~ '4 .r . .. . in . v . u v . - s . iv Inadequacies and shortcomings of collegiate insurance education from the viewpoint of the insurance companies in— clude (1) lack of widespread dissemination (as compared, for example, with the teaching of marketing in general), and (2) lack of emphasis on the importance of sales vis-a-vis management. Collegiate Vocational Education Instruction in insurance, involving the risk-taking function,8 falls within distributive education.9 Distribu— tive education in turn relates to marketing and distribution, wherein time and place utilities are satisfied by goods and services. Since 1936, distributive education has been part of vocational education.10 Vocational education is "any education which specifi- cally prepares an individual to perform successfully in his chosen occupation."ll More specifically, vocational educa— tion is "education for occupational competence" wherein knowl- edge, attitudes, skills, and habits are taught for success 8Risk in this context means uncertainty concerning loss. See James L. Athearn, "What is Risk?" Journal 9: Risk and Insurance, Vol. 38, No. A (December 1971), pp. 639-635. 9Vocational Service Chart, Distributive Education Methods Conference, Michigan State University, June 21—25, 1971 (mimeographed). lOThe George-Deen Act, June 8, 1936, included dis- tributive occupations within vocational education for the first time. 11"Report on Task One: A Definition of Excellence in Vocational Education," Vocational Advisory Committee, Okemos Public Schools, Okemos, Michigan U886“, December 8, 1967, p. u; 0. Donald Meaders, Chairman. ; . 5. fly W . :3 VI“ r“ 2v by Vi q v a. . ~b~v 5‘ r...“ I. a F, vy" ’1’ ’ u v u - v . cr' 4““ J “Mar“ ~~ .v-VV" A v- R \ U 2"" . IO‘V‘T‘.’ .. '_..-t.-‘A-" “ 3‘ “L. Pv . ~53 W. H 0“ C h. C. . .v .r“ ¢ no . bly A. n n.6, my . p .5 .r» 2‘ quAg. ~¢|‘ a...y h . "1' V.” A: L.» 4 u a,» .p. .-o——' :.,,rs ~15] f... a; . EJ thy fr» P» a AK.» p...» v. A; g .3: : ‘ n. so .»c cc amA ‘ 7‘ N..V AI/K 3d he 1* l C» an «R.» :‘ Lu ¥.« "in a given occupation or family of occupations."12 Congress had recognized the importance of post- secondary vocational education in the Vocational Education Amendments of 1968. Part of the purpose of this Act is: to maintain, extend, and improve existing programs of vocational education, to develop new programs . . . so that persons of all ages in all communities . . . [including] those in post-secondary schools--will have ready access to vocational training or retraining which is of high quality, which is realistic in the light of actual or anticipated opportunities for gainful employment, and which is suited to their needs, interests, and ability to benefit from such training. Table 1-1 shows the sums authorized for the fiscal years beginning 1969. TABLE l-l AMOUNTS OF FEDERAL AUTHORIZATIONS BY FISCAL YEARS, VOCATIONAL EDUCATION AMENDMENTS OF 1968 Fiscal Year Federal Authorization Ending June 30 $355,000,000 1969 565,000,000 1970 675,000,000 1971 675,000,000 1972 565,000,000 1973 and after Source: Section 102(e), Public Law 90-576. Vocational education excludes "any program to prepare individuals for employment in occupations . . . to be gener- ally considered professional or which require a baccalaureate or higher degree."lu However, the law distinguishes between l2Ibid. 13Section 101, Public Law 90-576. luSection 108(1), Public Law 90—576. U ... - n», r; ,..-e..‘-v - - ‘7‘ 3.... rs. ' ‘ ”- "'-\v 4... n.- collegiate vocational education, and baccalaureate or pro- fessional training. The law refers to "vocational education for persons who have completed or left high school and who are available for study in preparation for entering the labor market."15 The United States Department of Labor states one rationale for collegiate vocational education and training in the 1970's. The Department indicated that the number of workers in the prime 25-3U year old group will . . . be better educated than workers of the same ages in the 1960's and will be the fastest growing group in the labor force—-they can begin . . . productive careers if given opportunities and chaléenges in line with their talents and energy.1 Furthermore, "young people will control a larger share of consumer spending power."17 Experts recognize that voca— tional education enrollments in 1970 were inadequate to meet anticipated demands for 1975.18 Assumptions This study was conducted under the following assumptions: 15Section 122(a)(2), Public Law 90-576. Moreover, at least one-fourth of each state's allotment in excess of its base shall be set aside for vocational education after the high school level. Sections 122(c)(2), l22(a)(2), and 103, Public Law 90-576. 16U.S. Manpower in the 1970's, United States Depart- ment of Labor (Washington, D.C.: Government Printing Office), 1970, unnumbered pages 2 and 3, and 26 and 27. l7Finance-Related Attitudes 93 Youth, 1970 (N.Y.: Institute of Life Insurance), no publication date: p. 6. 18Helen Green (ed.), "New Horizons in Education for Business," Department of Business and Distributive Teacher Education, Michigan State University, Vol. IX, No. A, 1971, p. 3. AA ~-~‘ Pr wry” l-OV‘AN- 6A IJ .n..An-‘ ”5:. a “.— mc a . . m ., L .. 3. .5 .. E E .. .1 E 7 a: t v c. _ . .. . .. i i v .y... w . a] T». «C ) .1 o a... 0. r .. .. s. .4 a. :s r: a» h. L; .. Q. :J o a. r” c 3. AC a. n1; to L. C. L. .r.. 4w 9. I r.. f»../.. “ 3.. C 23 r“ w . a: .1 .r. .C C. .1 0.. v. t o h. a. C ii 3 : i C .3. a .4 3 r. a: 4. Tu ~ .. .1 2.. ~ . . s a L . a... s v 44 a. T: ....n h. .3 a. «4.... r“ n; a. : . .. .. to a. h. . . 2.4 “h u-.. h. N 1 « S. P». .9. h. §v $L 1v ha. 1‘ v s. \ .r . ”a .1 ”a a» .2 2‘ .r.. r... L. r .. V4 . .. a . 3. . . .1 ... . . . . 7: i. 4‘ .. .. ‘4. s u .~ 1. n. .1 n. .... L. .. ‘ v.. L. v.. H. 2. r... n. v . a r b. - H a v. u . v. . .f: I § p y n. . u - y i» . r .c. l. The instrument designed by the researcher was able to measure change in attitude among college students toward life insurance salesmen. 2. Students who have a favorable attitude toward in- cumbents of a given occupation are more likely to enter that occupation as a means of earning a livelihood. 3. The collegiate educational level is an appro- priate one to offer occupational instruction. The age and maturity of the students at this level are sufficient to meet 19 practical requirements. Definitions Below are specific definitions of terms applicable to this study: Attitude: "A relative enduring organization of inter— related beliefs that describe, evaluate, and advocate action with respect to an object or situation, with each belief hav— ing cognitive, affective, and behavioral components."2O Chartered Life Underwriter (C.L.U.): A person who has been awarded the professional designation Chartered Life Underwriter by the American College of Life Underwriters, Bryn Mawr, Pennsylvania, based upon satisfaction of specified requirements including successful completion of twenty hours 19Legal requirements respecting age may preclude ex- tensive insurance recruiting on the high school campuses. Moreover, life insurance companies prefer their new agents to have had experience elsewhere. 2OMilton Rokeach, Beliefs, Attitudes, and Values: A Theor of Organization and Change_(San Francisco: Jossey-Bass, Inc.), 1968, p. 132. The present study was structured to follow Rokeach's inclusion of beliefs within attitudes. Ibid., pp. 113-115. I‘ C. -m;¥‘.fio -.... 4‘- w‘" ’ - r“ u ’ fans «L. "‘V. a. v I . § 1‘. 4 ‘4 - urn, 10 of written examinations on insurance and related subjects.21 Control Groupl: Students in Insurance 271, Casualty Insurance, a course taught by the researcher. Control Group2: Students who neither had taken nor were currently enrolled in an insurance course at Ferris State College but to whom the questionnaire was administered. Image: "The aggregate stimulus value that the subject n22 has for a particular individual or group. Life Insurance Agent: A salesman of life insurance, 23 who is a legal representative of the insurance company. Profession: An occupation recognized to have met the following criteria: (1) Systematic theory; (2) Professional authority; (3) Community sanction; (A) Regulatory code of ethics; and (5) Fundamental beliefs concerning career and 2A service. Professionalization: A dynamic process in which mem- bers of an occupation acquire attributes and status of a profession.25 21Catalogue, American College of Life Underwriters, Bryn Mawr, Pennsylvania, 1970-1971. 22William J. E. Crissy, "Image--What Is It?" MSU Business Topics, Winter 1971 (Vol. 19, No. l), p. 77. 23Janice E. Greider and William T. Beadles, Law and the Life Insurance Contract (Homewood, Illinois: Richard D. Irwin, Inc.): Revised Edition, 1968, p. 66. 2”Ernest Greenwood (reprinted from "Attributes of a Profession," Social Work, Vol. 2, No. 3 (July 1957), pp. AA—A5), in Howard M. Vollmer and Donald L. Mills (eds.), Profession- alization (Englewood Cliffs, N.J.: Prentice-Hall), 1966, p. 10. 25Harold S. Stamm, The Nature and Process of Profes- sionalization Among Engineers in an Applied Industrial Setting, Ph.D. dissertation, New York University, 1968. . .L AC n; C .3 a. 1. nxh II «N. av 3v .2 t. .. n. n; r.. “a 2 . . .a. ._ L cf“ 1“";"h‘ iv.“AUi\J .rr .P..:,‘ .... -J HAD 0 p 1 a... 11 Treatment Group: The experimental group: students in Insurance 131, Risk and Insurance, a course taught by the researcher. Delimitations The sample was restricted to three undergraduate courses in the School of Business, Ferris State College, in the Spring Quarter, 1971. Limitations Limitations (not restrictive upon the researcher in the conduct of this study) follow: 1. The data violate the assumption of independence, since the members of the treatment group are not independent of each other. Technically, the class is the correct unit of analysis. 2. The non—random assignment of an intact group is compensated for in part by the use of control groups and by analysis of covariance (ANCOVA). 3. The use of only one teacher (the researcher) in the course under study was a limitation necessitated by the fact that there was no other insurance teacher with whom to com- pare results in the school. This situation was partially offset by the use of a control group with a different course, taught by another teacher, as well as a control group taught by the researcher. A. ANCOVA is a parametric technique with parametric assumptions. However, the possibility of non-equal intervals, true of any Likert—type scale in which quantitative data are assigned to qualitative responses, is not disqualifying. “,~‘-'l .. ...|... Co .. c C. r” . . . n. C 9. 3 a. .r. r. .V «o . J . h. u Ada Aw I ’ «\b C x n. r“ .3 a“ 9i A: Go by LL A» yr“ H!- :1. L e h. .C s ; D7. nu c. r“ a: .ru 3: a: o . a: .C s a 2 . r“ rL. . r" C» o. . a: r* C. . a i. a; L... r4 r v. s c .N a b . n a 12 ANCOVA is sufficiently robust to allow this deviation from underlying assumptions. 5. Stereotyping through the technique of selecting an answer from a Likert scale may be a limitation when com- pared with open—end, in—depth responses. As a partial com— pensation, an open-end questionnaire was used as a supplement to the basic instrument after the regular posttest. Overview of the Study A review of the literature appears in Chapter II. The design of the study is shown in Chapter III. Chapter IV con- tains the analysis of results and presentation of findings. Chapter V consists of a summary, implications, and recommenda- tions. i. . .t . . . v . . i. f . . . . .. « .i . ry. r3 . . .. . L. n. . a: . O . n. . A 44 A.» . . r. AC. .4. .. no u.“ .. ... m. a. .s 3 a C r.. .1 m... nu A. a a. s... a a x ”A S h. ._ r. n. .C a s . p o a «C F . n. a. .. 3 C I. at S r. .1 .3 2. .. . a. . a. 01. r“ p». r. as a. . v a. a . H4 . a. . a. n. «L ... :. ... "J ~.. .3 h. rv . y .- . 3 . 3: 3: . . s . .1 r». ii 1. 3. q. 5. 2. r“ 2. Ru 2. .s. .1‘ ..A .4 a» n. n. .3 .2 n. . . ... . .. a. . .. r.. r.. n. as. T: .4. u. . r s. . v ”a u. . n. . ~ .. v. . l. w u .. A a. . i. . u- 4.. I. p». . . s . . . C. .1 s . .u 5 . . . H. CHAPTER II REVIEW OF RELATED LITERATURE A number of studies have been made in connection with various aspects of attitude formation and change. Their direct relationship, however, to attitudinal change after a specific classroom exposure is limited. Therefore, the pur— pose of this chapter is to present an overview of the litera- ture related to the general problems of (l) professionaliza- tion of life insurance selling; (2) attitudes toward the life insurance sales occupation; and (3) attitude change among post-secondary students concerning other occupations. Professionalization of Life Insurance Selling According to authorities, the following attributes are generally held to be criteria of a profession: (l) sys— tematic body of theory; (2) professional authority; (3) com- munity sanction; (A) regulatory code of ethics; and (5) fundamental beliefs.l As early as 1893, the insurance sales occupation was likened to that of a profession because of the required knowledge, mutual trust, and confidence.2 Some lErnest Greenwood (reprinted from "Attributes of a Profession," Social Work, Vol. 2, No. 3 (July 1957), pp. AA- AS), in Howard M. Vollmer and Donald L. Mills (eds.), Pro- fessionalization, Englewood Cliffs, N. J.: Prentice-HEII, 1966, p. 10. 2National Association of Life Underwriters, Proceed- ings of Fourth Annual Convention, 1893. l3 v '71"- brhv-A-urb V-ovlg...’ . .— A. u yo no- .- an» . d 3 . . . .1 . .7. ¢ . . \ . . c. w.” . Y. C. E r? r C. E r; .3 a . ... E . h. T. r. .. I . . v... . .3 a. a C a. n -.. C C n c .- .i 5 no T. Z .r.. t a; e 33 Oi :. ho C a» I. . nfi4 0. . 5.9 H.» .fi v xx» u. a. . I a» w-.. mu AG 5 to a. to h; h; »d .Hu 5. a Z .. . .n .. . 5. Ag r“ :c .v ... L. ... h. h. 0. r. 2. .4 . . 9. .«u h. n... 3: av «9 .5 q . .. . n-.. L. .4 r». t» 7. «C h. rd 2. .. . n . a1 r u. . . r .. v. . ‘C A . L. r n . . ..'. u . ~.§ ~. - pn‘ 0. s ‘ - ~ . r. «V c 5 N lA writers have singled out certain factors to be more important than others. Snider felt that the essence of a profession is the "specialized training and education required."3 James also thought that the most frequently used criterion in determining professional status for an occupation was the amount of training required.“ The present study sought be- liefs from students regarding criteria of a profession appli— cable to the life insurance sales occupation. Concerning life insurance selling, education and training of the agent has developed from a minimal amount necessary to pass the license examination to the professional Chartered Life Under- writer (C.L.U.) program and its related institutes. However, Taylor and Pellegrin, alluding to the need for increasing specialized knowledge and service for professionals, con- cluded that the professional designation C.L.U. was too great a price to pay for prestige alone.5 Several of the causes that diminish the view of life insurance selling as a profession appear to be the relatively 3H. Wayne Snider, "Reaching Professional Status: A Program for Insurance Management," in American Management Association, The Growing_Job of Risk Management: Readings for the Corporate Insurance Manager (N.Y.: American Manage- ment AssociationT, 1962, pp. 302-303. “Warren Edward James, Differential Acceptance of Occupations a§_a Profession, unpublished Ph.D. dissertation, Ohio State University, 1957. 5M. Lee Taylor and Roland J. Pellegrin, "Profession- alization: Its Functions and Dysfunctions for the Life Insurance Occupation," Social Forces, Vol. 58 (December 1959), p. 11“. Read before the twenty—second annual meeting of the Southern Sociological Society in Gatlinburg, Tennessee, April 18, 1959. . . v \ 1. . n . . . 1 1 5 - I .1 y 1 . n n.-. .C J .r” t C C C .. .. L E ... .. .... E h. r. a. "J ... r“ ”a 9 C. r“ n. a. I : ... E C .3 3 3 ... a v e a. ) ... .3 0 . ... C .14 ...u c. AG 3 no a. r. f: "A .. . v. 3 5 A 1. n o a + o S . o . . .n .. r. .n a r“ .-. e n“ r“ E n. n. a. n .C a 3: n. C n. C n. .. . . i .5 . . .. . , o n.-. rL. r». .Wu C t . z; E .. A c.. n14 01. kt. .14 r“ a: r” 3... o. . p. . C» fl. ’ by 3: Q.» «C a: w. r“ A . o. .5 . . Tn ...u m. .C a. at 1. . rt. .ru h. h. v... p: r” .2 TC .3 o .3 .3 .. .. :2 O i r o. a v u 2.. a A... . .. . a: . v r... S» o a. .2 ., . In G. .3 e: .. . a: .1 i. av Z G. L. . . a. . a. . .a : . r“ 2. .. . n. "v.- r.. a . n: v. . .. 1. . . .. . . .«4 2. _. .. . 2. vi. . . :. T: c. .. . 1.. ... pm .. S. m. z. r” .3: ... r.. 5.. .. :. .« n. p.. .3 . . r b. u. a .. . n\~ v 5. ~.—» 94— 24‘ v u. .0. C r A, w .1 u .. “-v I. Q. t, .. .Ii. .. Q 15 low earnings for beginning agents, high turnover of sales personnel with its concomitant lack of career concept, the impersonality of the agent, lack of vocational courses at the college level, and a possible negative image by the agent him- self. Since high earnings tend to be associated with the professions, the director of marketing for one of the presti- gious life insurance companies felt that low average earnings and low production for new agents were conditions that work 6 against professional status. Interestingly, his company pioneered a plan some years ago to compensate new agents on a basis of interviews. These interviews were held to permit the agent to obtain information from which a planned program of life insurance and other assets could be derived. The concept, however, is not widespread: agents are paid prima- rily on sales, not on service (professional or otherwise), even though the programming technique is desirable for effect— ing larger average sales. Concerning turnover of personnel and its effect on the career concept, in two separate studies, Youngberg7 and Weitz8 showed that turnover was reduced 30% among newly-hired life insurance agents when occupational information was 6Michael P. Walsh, "The Challenge of Today in the Markets of Tomorrow," Best's Review, Life and Health Edition, Vol. 72, No. 3 (July 1971), p. 261 7C. F. Youngberg, An Experimental Study of "Job Satis- factions" and Self Expectations, doctoral dissertation, New York University, 1963. Summarized in "Realistic" Job Expecta- tions and Survival (Hartford: LIAMAL 196A. 8J. Weitz, "Job Expectancy and Survival," Journal of Applied Psychology, Vol. XL, No. A (Aug. 1956), pp. 235-2A7. . nW"“r‘ e- ”t” by," _.d- fibcwcr‘ r -14; VII“ L . I . .¢ 511' i q a .w. it , . .. .b A '_; f...” "- v¢.v& 6 find) I ‘v‘. Atyc“ w y. . .«L .. '4 . A- “An ‘v‘ l6 furnished, including the disadvantages of the job. The con— trol group received the usual recruiting material emphasizing the positive aspects. Hoppock, in referring to these studies, said, "We do not yet know whether the better job description led different persons to accept or reject employment, or whether it simply led to more realistic expectations and hence fewer disappointments and frustrations. But either way, the better job description did produce better job satisfactions for the worker and impressively lower turnover costs for the H9 employer. In areas other than insurance, researchers also reported less unemployment or longer employment following presentation of better occupational information to prospective 10 employees. Douglas stated that the educational curriculum in in— surance is broader than that of "other professional fields."ll She alluded to the lack of "vocational or operation" courses 9Robert Hoppock, Occupational Information: Where to Get I£_and How £2_Use It in Counseling and in Teachi g (N.Y.: McGraw-Hu—ill—BI-‘ook 00' '.'7, 1967, p. 390. "”" 10E. R. Cuony, An Evaluation of Teaching_Job Finding and Job Orientation, doctoral dissertation, New York Univer- sity, 1953. Summarized in E. R. Cuony and R. Hoppock, "Job Course Pays Off," PerSonnel and Guidance Journal, March 1954, p. 389. C. C. Long, SchoOl-leaving Youth and Employment (N.Y.: Columbia University, Teachers College Press), 1941. T. T. Toporowski, A Critical Evaluation of an Experimental Occupational Information Unit Taught to High School Seniors by Social Studies Teachers, doctoral dissertation, Boston Uni- versity, 1961. 11Patricia P. Douglas, "Professionalism: Its Pres- ence and Absence in the Insurance Industry," Journal of Risk and Insurance, Vol. 38, No. 2 (June 1971), pp. 215-22HT Paper presented at 1970 Annual Meeting of the American Risk and Insurance Association. 17 at the post—secondary level, usually an important part of "other professions." She also indicated that the insurance business is prevented from obtaining professionalism because of too many separate internal organizations. Douglas concluded that "without having fulfilled the requirements pertaining to education and a member association, it is difficult for the insurance industry to achieve the other requisites of professionalism."12 The attempt of yesteryear was to liken life insurance selling to a religious calling, with the salesman an exemplar of Christian virtue who possessed evangelical fervor. Bain, however, felt that the concept of aid and assistance, so necessary to the calling, was being replaced by impersonal contact.l3 Sustained interest in professionalization is indicated by the fact that recently the American Risk and Insurance Association (ARIA) announced a grant of $915 to Leonard L. Berekson, assistant professor of insurance, California State College, to conduct a research study entitled "The Attitude of Life Insurance Agents Toward Their Product and Industry."lLl Attitude Toward Life Insurance Sales Occupation The attitude of college students toward entering the life insurance business has been studied. In 1952, Fortune 12 13Robert Ketcham Bain, The Process of Professionaliza- tion: Life Insurance Selling, Ph.D. dissertation, University of Chicago, 1959, pp. 32-33- in Ibid. Weekly Underwriter, Vol. 205, No. 2 (1971), p. 3“. . I' ,,,.~-' A 1 1‘n, -. ‘ 2"~n.sc -“‘A‘."' .. .- v ' V‘- pv~;w-r: " a i :.....-..c v-- v -r':"Y|:Y'|fip paro1 ...~.L..au UV Avkvn ~ ' ' '9.— ".1“; ’2‘". .Q P“ A..» .puhu-..‘v 4v. 1 3,. :;1-ng hr. ~‘vv-A‘u V‘V-Afiu.vnc‘ " ‘ o “, .21”: ;::»_,-.~: ~avvv.“ vhgy‘. u "‘T"',' 0A“ “,5“. idoAAdJ .V- L:. . . 0 1 ‘V' ‘rg ..,...n‘1,. I -., u..\v flv.!_, \ -\ v ‘ ’1 Y‘fignCVQF .— II -‘A‘va~a\lv.. I ',r‘ 2 v?” V‘ '3“ F F: H. .a—....‘: t-d C V I 27" I" a ' m.‘ ‘4 \z"'(\‘ r a ‘1 UVV‘S‘ ‘ u _,n... .4”, ~il-~u fl; en h‘: Bx... " ‘ ’ ‘ U :H :“0- ‘ ‘ "‘“‘"‘u‘e L1 f‘ v v- r‘ f - 1,. a “' I“ '.' A ' “Vef‘flzc ‘~ ‘1 \ : 17 r ..,:‘ '5 us: ¥-.4~. .r‘ Y .He ‘.‘ J 7:“a in « Qv 1 YV 1V H‘JA.V’C"J \. \v .' . o ~..~“'.:~ . V¢ C ‘N "Lvl‘lb pr”. &'. V . \‘A 4Cy~s " n 7'1 ~ 1C ; -‘ 'r! ' J k 7 A) Q Li (D r J L. U N o \ ' ’5‘ ‘. ‘Vg'ls. ’ \J‘o_L .‘ 0 "\ L‘WQ ‘1, ‘~. L Y; . " . Q‘- V; \' A A “Uk‘hw ‘..I Q Vs, y- A I- .._~ p. ~ack --: l8 magazine indicated that college students "detest the idea" of entering that business.15 In 1967, the Institute of Life Insurance reported results of a study in which questionnaires were administered to 700 students in twelve colleges to secure opinions about the relative importance of nine general factors associated with Jobs. The factors were: (1) Oppor- tunity for personal development and advancement; (2) Interest in the work; (3) Good income; (A) Stable and secure future; (5) Independence; (6) Good working conditions; (7) Quality of training and supervision; (8) Prestige and social standing; and (9) Social value and service.16 The agent's job rated lowest when compared with other jobs in the insurance business. Relative to other occupations, insurance rated average or above average on only two factors: independence and good income.17 The Institute of Life Insurance reported findings of a 1970 survey conducted by Gilbert Young Research, Inc., with interviews from a national sample of 2,809 people in the United States in 72 locations in the age bracket 18-2A inclusive, 15"Help Wanted: Sales," Fortune, XLV (May 1952), l6LIAMA, College_Student Attitudes Toward a Life Insurance Career, Research Report 1967-2, 1967, File H15 (out of print). 17That report, however, had the disadvantage of tech- nical incompleteness. For example, mean ratings representing differences between life insurance and other occupations were determined by "statistical tests," without reference to the level of significance. A footnote attempted to clarify as follows: "For the technically—minded reader, critical ratios were determined between means on each factor for insurance and for each other occupation." Ibid., Figure 1 and page 9. ‘ra “4.... , s t.-‘-‘ 11%“ on t V‘. '.b‘ ‘4'- . .. : . C. ~. If up. . . F L E ,o. .J .r. C. C. a: a. . . ‘ L a a ‘ NV n1 2 A Go .C a. 11. E. .. i C U. .- i S “I. . o r.” 3 .r .. E .3 .. i P; a: ”a CV A C fiv Tn v... 24 .n u ~\u fin. PU .. x t .n .. hi Q» P». r h; a: AU ,. o. « .1 t u i . . i +v n-.. EC a l e 4... a» A 4 Q» rd r.” yen ’ . v .r1. .3 01 a. c. -o +4 J. L. r” “U .H u \a 3: ~.: L a A: L9 hL. \. v . a. 2. ad a» .f... u. . PM. A: A: :. »... . a C. a. . L ,. 9.5. 5.. a: . . W . 3. c» . . . . a; n; r. A... a. r: 2. r” .. 1... h. v.. r... 3. _ 1. r. . a: C. s . 1 . 1‘ p y . . .. . 19 represented by high school students, college students, and young adults out of school.18 Part of that survey dealt with attitude toward the life insurance agent.19 Opinions were sought on the following statement, "If a person can avoid dealing with a life insurance agent in the purchase of insur- ance, he is better off." The replies were as follows: Agree strongly 6 percent Agree somewhat 18 percent Disagree somewhat Al percent Disagree strongly 32 percent The Institute stated that "young people clearly accept the role of the life insurance agent" and that "only 6 percent agreed strongly with the idea of bypassing the agent."20 It seems, also, that approximately one out of four would bypass the agent while the remaining three out of four would not. Moreover, concerning the life insurance product, young college graduates (under age 25) were decidedly more unfavor- able toward life insurance than were others in the age 1u_2u bracket, as seen in Table 2—l. 18Finance-Related Attitudes 9: Youth, 1970 (N.Y.: Institute of Life Insurance), no publication date. Summary in Appendix B, below. 19 Ibid., pp. 55-56. 2OIbid., p. 55. “ y . \b‘ 741 1:. AC 1 ~nv" O r- ’NV‘ \J.‘ .P'," uhgin‘ .hi‘v""’“- . .~~ ‘-' ,— - c p. . NW“ ‘ ‘1Vy swan! I; r \1- " flux." 5; . \ ~ ...-‘3 ; k‘v LIN. v .. 3.9 ‘ KL, - ‘ l E. 20 TABLE 2-1 RELATIONSHIP BETWEEN EDUCATION AND OPINION OF LIFE INSURANCE, AGES lH—ZU, INCLUSIVE, 1970 Percent Responding in Agreement with Statement Out of School High In Some School College Opinion High High Gradu- Some In Gradu— School School ate College Co%lege ate ir""‘7f Life in- surance is a great thing; every- body should' have it 69 63 62 53 AH 27 Life in- surance is a necessary evil 19 1A 29 33 MO 50 Life in- surance isn't really neces- sary; can do without it 12 20 9 l3 16 23 Source: Finance-Related Attitudes of Youth, 1970 (N.Y.: Institute of Life InsurancET, no publication date, p. “9. at I .J. - '1 "rpov- 7" ,- ..‘\&.-r~ f». u»; t . A x 1 q . . 1 . , i 1 v A: o‘ . L» a. .r . _, C .4 E A. . v .v. T. . i . n‘. «L Y“ .r; r“ Wu LL %. h. ,r. .1; ‘r. n »|\ 4.4 s a E .t E 3.. e m l t O . g n. . i A» .YJ 44 hi .»u 3: $2 3 .. i .7» n: {4 1-‘ “a m -c .1 .. .. . a. r i a S "L, C w: a v 1 I 3.. .p: a... +. .3 .r.. "NJ 5 . .. «C at nQ xi Q. l PU Y” . .4 .1. DC “V n; my 2 ‘n.. :g L o S. s. C x: n. : I a. A, o . {Q o In. nu at :u h . 3» :1; r!” t h u h . s H . fl..v v“ a. a: L. "m to r: a: PC 3 . cc ,1 Lb r. . .a a A v F U. r U. < . A v «x; V: q u . 90% .N M .3.” .x,v u ‘ .. 7L. "J r L. 2. n . s V ”a a. .5. .f.» VA , a 2‘ . u :4 a. ... !.u I. 5. FL. :» h. .9 L» ‘g «u .u . 5?. m... ‘u. 21 A 1970 study on college recruiting for the life insur- ance business was reported by the Life Insurance Agency Management Association.21 The study involved 160 companies having 101 planned contacts with students. A major recom— mendation of that study was that the companies send to the campuses only professional recruiters, prepared to discuss all types of career opportunities in the life insurance business. Apparently the manager or general agent, oriented toward sales, did not compete well against the professional recruiter from other businesses. The student's perceptions of insurance salesmen are possibly generated by his own limited observations of in- surance agents, by opinions expressed by parents and other relatives, by peers, and perhaps by classroom teachers. The teacher might be among the "significant others" referred to by Brookover as having an important influence in shaping atti- tudes.22 The importance of creating a favorable attitude toward the life insurance business is demonstrated by the fact that the Institute of Life Insurance budgets more than four million dollars annually for public relations. To 21LIAMA, College Activity; Company Efforts to Com- municate and Recruit in the College Community, Research Report 1971—l, File 415. 22Wilbur R. Brookover, "Student Aspirations and Self— Concept in Vocational Education," address before the Distribu- tive Education Methods Conference, Michigan State University, June 21, 1971. See also Allen Wheelis, The Quest for Iden- tity (N.Y.: w. W. Norton & Co., Inc.), 1958, for a psychia- trist's View on the decline of the superego; and Robert F. Mager, Develgping Attitude Toward Learning (Palo Alto: Fearon Publishers), 1968, on a student attitude in pedagogy. p ,4 us 5 .535...- " "u .n.~-l" "' r<"“V‘."' .,,,ca. ak 5 v a: Av--I-;vv s. .441 v a Cu ‘m.u 'h'v h . v. "‘3‘ J W“ A» . ~ v... a ‘1'" A‘ was}; 4 «JJ WC :1.‘ 22 present the insurance business in a desirable light, the Institute attempts to create and develop in the public a favorable attitude toward the concept of insurance, the com- panies, and the salesmen.23 2A 25 While Stern and Epley suggested that the classroom was a suitable place in which to effect changes in attitudes, a study at Wesleyan University was conducted that led to the conclusion that the beliefs of college students did not change to coincide with those of the teachers.26 Jacob, in his studies of college students' attitudes, similarly concluded that "the impetus to change does not come primarily from the formal educational process."27 The present study used class- room exposure as an attempt to cause attitudinal change. 23In terms of Bloom's taxonomy of educational objec— tives, the advertisements are directed toward the affective domain as well as toward the cognitive. Benjamin S. Bloom et. al., (eds. ), Taxonomy_of Educational Objectives.In Hand- book I: Cognitive Domain I“. Y. David McKay Co.,I M5 1956. 2“George C. Stern, "Measuring Noncognitive Variables in Research on Teaching," Chapter 9 in N. L. Gage (ed.), Handbook of Research 9Q Teaching (Chicago. Rand McNally & Co. 5, 1963, p. H28. 25D. G. Epley, Adolescent Role Relationships in the Dynamics of Prejudice, doctoral dissertation, Michigan State University, 1953. 26David C. Beardslee and Donald D. O'Dowd, "Students and the Occupation World, " in Nevitt Sanford (ed. ), The Ameri- can Collegg: A Psychological and Social Interpretation of the Higher Learni_gITN. Y. John Wiley & Sons, Inc. ), 1967, pp. 597- 626. ~27Philip E. Jacob, Changi_gfiValues in College (N. Y. Harper and Brothers), 1957. q ."‘:"I ‘V‘V‘J lr" -.aV q o J‘. 1- fr '4‘-..‘- o a. t. «e V. c I .u-\ 14 i. 1.\ c. ‘ . q . . . o n. L. a: a: .. . a o .v a. r». Q. L . .. ‘ v. ... “a .. “a w.” e. a. w. n. a v. at 3 as a: h. . . . E 1,. C .. . a o A. c h. .. . .. a .1 3 L. c h. n1. 1» .u : . u . . h». a e D; i. r. .r.. G» Q. ~.. mi 0 Q. .. . a. r.“ n o r. . re .. . to re. 0 . a» .. . e u t... h; h .4 a: «C n . ”a re a: .1. .re .7 .1; O . .r: 1 a at r,“ ..!. .. ‘ "J ~ g. .. . r.” 9.1 t . .. . a. «2 n: no a v n. .5 .m« .»u h. 3: .aa r1“ 2. a: a; W. Z. W. L» r.. »... ~ ‘ 2. .1. a: ”a r” -.. n- 3.. L. .2 3. 4‘ n. 2. re. .«4 . . .v .74. .. n4 ~... «C .. .. r... l. r” .a .e i. r” r.. r.. rs. r.. 3‘ h. s.» .1 .L L. 2‘ Io .. . . . I. u. . s a. w u. .a e 2. o . . . 2. .. ‘ s . J . ml s .,. E. non 23 Attitude Change Among College Students Concerning Other Occupations The pretest—posttest technique for measuring atti- tudinal change has been used for many years. In 1929 Murphy and Likert used the pretest-posttest device to report a study in which college students, who were asked public opin- ion questions, were re-questioned five years later.28 The opinion survey forms used in that study, administered at seven colleges and universities, contained questions requir- ing various answer forms: a three-choice response (yes, question mark, no); multiple choice (one of five expressed possibilities); underlining words or phrases to indicate degrees of acceptance (one for inclination toward allegiance and support, two for definite allegiance and support, and three for very energetic allegiance and support); choice of one of five words for each statement concerned (strongly approve, approve, undecided, disapprove, strongly disapprove); underlining once or twice respectively to indicate organiza- tions that would be recipients of charitable contributions from the student (if money were available) and those that would receive the greatest amounts; indication of the approxi— mate number of people known well in respective categories (such as religious and ethnic groups); and a place for remarks. For purpose of retest reliability, a second test was given thirty days later. This retest contained one—third 28Gardner Murphy and Rensis Likert, Public Opinion and the Individual: A Psychological Study of Student Atti- tudes on Public Questions, with a Retest Five Years Later, N.Y.: Russell & Russell, 1955. .2 n . S. .L :. n. r: “a r.. ,o w. a . no r . r. L. :i h. .t 3 a. n. : L. as E n. A to m. a o ,3 E p o E v. C Y. LC ».. «C to p: 7%.: .u . . av a: L. a... T: at r . «3 . . O s n3 a» r f A v ”1 WV «C C. A u WC C. V 4 A I ~ 3. a a .2 r 3: . o a. o L. a. . v V f 3 w o. w... A: e c. .3 ‘1 h». n e Z. ... e. a: .. e . .2 . u a. ‘9 At a. V... ~ .. O . 44 a o .1 .r.. e .u “a .3 .4 2. r” r“ .3 A: n. .2 e... n. a» ..u r. .1 a . h. r... n. .e H .r.. 2. . . 2. n . r” e e : . a. . . WA ..1 A: c.. Aw at .44 ~v... «C C. 3 . a. n o 3 . . n . r; .3 I» I. .ru R4 . . .wu « v 3. A: . J a . T: ..f. r.. p: 14‘ 3. Tu "I u. . n: 1. o e .1 .«u a; . A ~ . h. .34 .1: a: n». r... u. s a: .flo . a .1. o :- r . n” . v .«4 vi. .r” We ._y n. rm 1. a . W. .p» L. r... r.. I‘ s i. vi; l. .r.. l \ na* u . .. ~ »—a . .v u . V». w” ‘.A~ r-g ax» :~ . v ..- ....u 9.: -_n ox» . f. b a. . s N! o.‘ . . 2A of the questions from the original survey. The posttest five years later was given to all 170 Columbia University students and to a sample of 92 students at the University of Michigan. The authors found a considerable shift from conservatism toward radicalism. They concluded that one of the chief advantages of studies such as theirs was to enable psychol- ogists to "formulate problems in such a way as to permit the integration of qualitative and quantitative methods." The present study likewise effected a combination of these two methods. Tannenbaum administered a pretest to 405 college under- graduates on which they rated legalized gambling, abstract art, and accelerated college programs on seven-point evaluation scales of the semantic differential.29 The strength of each student's evaluation was determined by his closeness to seven or to one (strongest favorable response and strongest unfavor- able response respectively). Five weeks later the students were exposed to the newspaper stories that they were to read and summarize in twenty—five words or less. Both favorable and unfavorable versions were given to the students and analy— sis made relative to their original attitudinal strength. A posttest, identical to the pretest, was given. The experi- menter demonstrated that those with the highest and lowest original scores changed the least, while those who indicated weaker positions (toward the center of the scale) on the 29P. H. Tannenbaum, "Initial Attitude Toward Source and Concept as Factors in Attitude Change Through Communica— tion," Public Opinion Quarterly, 20, 1956, pp. Al3-415. Ao- Cr ya“- t «\v nvb n9 — u‘r v-v. Ha r‘CA" W 65 '“2'2 H” 4*.v. y no no ,- t... p I var-"f V‘ 4‘... ....‘.ov q nuns y-l... ~‘ "L’ ‘ u n "S s“; w h A r.‘ P‘ L ‘ .N N» L... Q. u up p ».~« . .‘ ed \a .n» 7!» h. .54 .~. sea I . « 25 pretest showed a considerably greater change in attitude. He therefore concluded that susceptibility to attitude change is greater when the attitude is initially weak. In a study made by Scott, all students in twenty-nine general psychology classes were administered questions to determine attitudes toward three widely—discussed controver- sial topics: universal military training, night hours for female students, and de—emphasis of collegiate football.3O Two weeks later, fifty-eight students who had expressed strong opinions were asked to engage in classroom debates, taking the side opposite to the one that reflected his expressed attitude. Half of the group was informed that by class vote they had "lost." When retested, the "winners" indicated a significant attitude change toward the View they had supported while debating. "Losers" underwent an opposite change; that is, their original views were stronger than before, although the change was not significant when compared with a control group. Results support the dissonance theory; to avoid say- ing or doing something in which a person does not really believe, he changes his attitudes in consonance with what he actually did.31 In the collegiate vocational area, Bolton32 and 30w. A. Scott, "Attitude Change Through Reward of Verbal Behavior," Journal 23 Abnormal Social Psychology, 55, 1957, pp. 72-75. 31Theodore M. Newcomb and others, Social Psychology: The Study of Human Interaction, N.Y.: Holt, Rinehart, and Winston, Inc., 1965, p. 236: 32Dale L. Bolton, Changes in Concepts During an Introductory Course in Education, Beattle: washington Univer- sity, 1956. " n .— L‘A ma... ,_1.. ‘IAV'. ivo-u--4~ v .- 9}» ...v ‘rL c .‘ ,r. A. é» «v v. 4.. .C v. vi v.. v. a e A o a . ”A .I i a. .t r . E a. g o e by «C . a. . a w». .34 «C a . as .r .. . L by w». v . an We .1 ‘ A: o. k a v .du 2» . .C r” «C n: no .1‘ 3» C. Q. r... x. a 4.4 L L s. . . a .. .3 A o .. .. A: 1-. e .W ~ .. a d .. a .44 .2 r u. 2.. “4 w.” r“ 2. Co «C no :9 s e .- . a. v... :. .vu a: a. a . a. f. h; a . 2. 2» «5 Cu C. .m« as o... p. u c u A. ,. «NJ 2 . .. A Q. a: o. ‘ h; .1 7 x .2 r” 2.. w” . a to j a a. .14 r .. «C h. g . a. o n. . A . W n A .— P v ra‘ I~ ‘ re. .. i '4‘ s- . u no \ .l .2 . rs. fie . ,. .2. C» ..: s... o . ax K. t. s . 2. 26 Jerkedal33 reported studies of the changes in attitudes at the conclusion of specific courses. Bolton researched the attitudes of beginning students in education and their identification with the teaching pro— fession. At Washington University, Bolton experimented with a group of 2H5 education majors and a control group that con- sisted of 68 non—education majors. The semantic differential was used to measure bi-polar adjectives for twenty distinct concepts. Comparisons were made from results obtained on a pretest-posttest basis during the academic quarter. Bolton concluded that the semantic differential was a useful tool to demonstrate the close identification of the beginning edu- cation student with the education profession. Factor analy— sis revealed the significant relationship of the terms myself and teacher. Jerkedal's experiment, involving 1H0 employees, used a questionnaire and a semantic differential scale to measure, with respect to training, initial attitude and change. Atti— tudes were recorded before and after the completion of five management courses. A flexibility-rigidity scale measured resistance to change. Jerkedal concluded that a negative correlation existed between initial scores and change in at— titude despite flexibility. The present study similarly used a flexibility scale in conjunction with a belief questionnaire. E 33Ake Jerkedal, Top Management Education, An_§valua— tion Study, Stockholm: Swedish Council for Personnel Administration, 1967. 27 Nature of Attitude and Change Sheriff and others stated that attitude change re— flects the discrepancy between (1) one's position and that communicated in the message that attempts to bring about the change, and (2) the need for coping with that discrepancy.3u Wilbur Schramm, Director of the Institute for Communication Research, Stanford University, concluded with respect to attitude changes that acceptance of the incoming message is more likely when the suggestion meets existing personality 35 needs and conforms to group norms and loyalties. Krech and others related that a congruent change--one in the same direc- tion as the original sign—~is easier to bring about than is 36 Halloran recognized that attitude an incongruent change. change depends also upon certain personality characteristics, including "general susceptibility to persuasion, intelligence, the cognitive needs and styles of the person, general readi- 37 ness to accept change," as well as group affiliations. 3uM. Sheriff and others, Attitude and Attitude Change, Saunders, 1965, p. 225. 35Wilbur Schramm, "The Nature and Behavior of Atti- tudes," in W. Schramm (ed.), The Process and Effects of Mass Communication, University of Illinois'Press, 1965, pp. 209-21“. 36D. Krech and others, The Individual in Society, N.Y.: McGraw-Hill, 1962, pp. 215-269. 37J. D. Halloran, Attitude Formation and Change, Leicester University Press, 1967, p. 60. In a doctoral study, Belasco indicated that individuals most likely to change as a result of training had the following characteristics (in de- scending order): high tolerance to ambiguity, high self-esteem, high authoritarianism, high intelligence, female sex, younger age, and less experience; Belasco concluded that role expecta- tions were the single best predictor of change. James A. Belasco, Training as a Change Agent: A Constructive Evalua- tion, Ph.D. dissertation, Cornell University, 1967. 28 Thus the effectiveness of new knowledge, a popular approach in bringing about change, is dependent upon many factors, including the person presenting the information and how he is perceived by the recipient; the form, the manner, and delivery circumstances of the information; and the function of the knowledge in satisfying needs of the recipients.38 The effect of a group was explained by Krech and others: group listening reinforces the message when the group is in favor of the communicator's position and a public declaration of acceptance tends to decrease advocacy toward change.39 Motivation formed the base of the approach by Daniel Katz on change in attitude.”0 His four functions underlying attitudes and their changes were: (1) adjustment (for exam- ple, need satisfaction); (2) ego defense (for example, removal of threats); (3) value expression (for example, dissatisfac- tion with self); and (A) knowledge (for example, ambiguity from new knowledge or environmental change).l‘ll The advisability of change to reduce an inconsistency was exemplified by Festiger.“2 Just as hunger leads to acti- vity to reduce hunger, cognitive dissonance leads to action to 38J. D. Halloran, QB. cit. 39Krech and others, op, cit., p. 246. uoDaniel Katz, "The Functional Approach to the Study of Attitudes," Public Qpinion Quarterly, No. 2“, 1960, pp. 163-204. ulFor an analogy between environmental change and time change, see Alvin Toffler, Future Shock, N. Y.: Random House, 1970. u2Leon Festiger, A Theory of Cognitive Dissonance, Stanford, California: Stanford UniversityPress, 1969. A 29 reduce itself. Halloran pointed out that "if dissonance can be reduced by a change in attitude, then communications which suggest appropriate changes are likely to be received and accepted.“43 Summary Review of related literature by the researcher un— covered limited research pertaining directly to attitudinal change related to classroom exposure. Therefore, an overview was presented covering (1) professionalization of life insur- ance selling; (2) attitude toward the life insurance sales occupation; and (3) attitude change among post—secondary students concerning other occupations. Professionalization of life insurance selling was pre- sented by Bain as a sociological process, while Snider and James stated that the most frequently used criterion for pro- fessional determination was the amount of training required. Taylor and Pellegrin, alluding to the conflict between reach- ing a large market and at the same time selling in an affluent market, recognized the self-image of the agent as dysfunction- al, and concluded that the professional designation Chartered Life Underwriter (C.L.U.) was too high a price to pay for prestige alone. Douglas referred to the lack of vocational simple example of cognitive dissonance is that of addressing a child as "Bill," immediately after he learned that his name is "John." The child will have to make an adjustment: either recognize that his original belief was incorrect (perhaps his name is not John) or learn that the person addressing him is in error. “3J. D. Halloran, 93. cit., p. 102. 3O insurance courses in post—secondary education. Youngberg and Weitz in separate studies demonstrated reduction in agent turnover when job information to applicants includes dis— tasteful features of the job. The study by Gilbert Young Research, Inc., indicated that three out of four persons would not bypass the agent if they had the opportunity to do so, but that young college graduates were decidedly more unfavorable toward life insur- ance than were others in the lA—2A age bracket. The Fortune study indicated "detest" by college students toward entering the life insurance business. The Institute of Life Insur- ance showed that insurance, when rated by factors associated with jobs, scored average or above average on only two of the nine factors: independence and good income. Studies by Stern and Epley suggested that the classroom might be suit- able for effecting attitudinal change, while the Wesleyan University research implied otherwise, as did Jacob. Attitudinal change after completing specific courses was demonstrated in separate studies by Bolton and Jerkedal. Bolton showed the close identification of neophyte education students with the education profession, and Jerkedal in his management courses uncovered a negative correlation between initial scores and attitude change respecting training. CHAPTER III DESIGN OF THE STUDY Overview The purpose of the study was used to determine the design for the research. The major purpose of this study was to measure and describe the change in attitude held toward life insurance salesmen by college students in a career- specialist program after exposure to the insurance principles course. In order to accomplish this purpose, it was necessary to identify and analyze the beliefs that comprised the attitude. A pretest-posttest design was used with an original Likert—scale questionnaire that was developed to measure opinions of students in the basic insurance course with re- spect to their attitude toward life insurance salesmen. The instrument was designed to serve as a tool for collecting data about each of the several criteria used to describe a profession. The pretest included the questionnaire and a flexibility scale. Two control groups were used: (I) an in— surance class on a different subject taught by the researcher and (2) a course in elementary business law taught by another teacher. Figure 3—1 sets forth diagrammatically the design of 31 32 the study.1 1 represents the dependent variable (beliefs) and X represents exposure to the insurance principles course. (Experimental) Ybefore X Yafter N (Control) Ybefore after Figure 3-l.--Pretest-Posttest Nonequivalent Control— Group Design Except for lacking randomization or matching, and independence between subjects, this design is a classical one for studies of change.2 Population The population in this study consisted of students in undergraduate courses in the School of Business, Ferris State College, in the Spring Quarter, 1971. The three components of the population were the experimental (treatment) group and 1The diagram is an amalgam based upon ideas from (1) Campbell and Stanley and (2) Kerlinger. Donald T. Campbell and Julian C. Stanley, Chapter 5, "Experimental and Quasi- Experimental Designs for Research on Teaching," in N. L. Gage (ed.), Handbook of Research 9n_Teaching, Chicago: Rand McNally & Co., 1963, pp. 171-256. Design Number 10, "The Nonequivalent Control-Group Design," is explained therein on pp. 217-220. Also Fred N. Kerlinger, Foundations of Behavioral Research: Educational and Psychological Inguiry, N.Y.: Holt, Rinehart, and Winston, Inc., 1964, p. 30 . The Kerlinger nomenclature system has been retained in the diagram as more self-explanatory, together with the broken line from Campbell and Stanley to indicate non- randomization or non-matching. 2These limitations are usual when an intact group, such as an existing class, is used. While random assign— ment is preferable, compensation exists in the form of control groups and the use of the pretest as covariate. 33 two control groups. Experimental (Treatment) Group The experimental (treatment) group consisted of the basic insurance class in risk and insurance taught by the researcher. Of Al students in that class, the 36 who had not had a previous insurance course constituted the effective treatment group. The chief criterion used in selecting this class as the experimental group was that therein were the stu- dents who, having had no previous insurance course, would be free from possible interference in attitude formation from prior insurance class influence. A second criterion was the convenience and high likelihood of cooperation from students: this course was immediately available, taught by the researcher. Control Groups Control groups consisted of classes other than those with the subject matter of this research: controll, taught by the researcher, was the casualty insurance class, the sub- ject matter of which had the liability concept as its focal point; control2 consisted of students in the elementary busi- ness law course (two classes), taught by another teacher in the School of Business. As was done in the treatment group, students who had had a previous insurance course at Ferris State College were excluded. The number of students in con- troll was fourteen; and control2, forty-four. Criteria for selection of controll were (a) it was another insurance course with the same number of credits and meetings per week as applicable to the experimental group, (b) it had the next Can ‘V‘ I’A ‘ n h.” 9 v..,,'.-u Q r 'r: v..m.. o. A ‘ ‘ r_fl .v..-o W..: I‘ ‘v‘ - a u ., : u‘r‘ :5 . -4..-..-~ u. s H‘\ I, c ' FD . n... u k.‘ T. E a. .rd Lu N A ?‘ , flu :... .s.‘ 34 largest number of students who had not had a previous insur- ance course, and (c) it was also taught by the researcher. Criteria for selection of control2 were (a) it was a subject other than insurance, (b) it was also sponsored by the School of Business, and (c) it was taught by a teacher with whom the researcher had established excellent rapport and from whom the promise of cooperation had been obtained with respect to administration of the research instruments. The Research Instruments Selection The research instruments (see Appendix C) for this quasi—experiment were (1) an original questionnaire to measure beliefs of college students respecting life insurance sales— men as meeting criteria of a profession (Appendix C, Items la and lb), (2) a rigidity-flexibility scale, the Fx portion of the California Psychological Inventory (CPI) (Appendix C, Item 2), and (3) a single-subject essay questionnaire (Appen- dix C, Item 3). The basic criteria used in formulating the belief questionnaire were (1) selection of items representing cri- teria of a profession and (2) ability to obtain results by Likert scale values on a linear scale containing equal inter- vals, thus satisfying this parametric assumption. The basic criteria for selecting the rigidity—flexibility instrument were (1) general acceptability by psychologists, (2) ability to be scored by a Likert scale system identical to that of the belief instrument, and (3) approximately the same number fl “QC” . ‘vwm- v.1 p ',..m.. wflfir' -/- .v... .g..—ur- . *. 1. . i "“1" ...- nC a 5v *1 l “ Arr r -‘-‘Iu&..:- 'Y} \x‘ 8. 1311 t ... .- ‘Ua. I. C.".W.>y-. ‘- I ‘ l. a n y a: 35 of questions as used in the basic belief questionnaire (22 and 18 respectively). The use of an in-depth essay questionnaire had been considered originally as the primary instrument, but the idea was abandoned because of the common difficulty of obtaining meaningful results through codification; and for similar rea; sons, the idea of a personal interview in depth, conducted by a person other than the researcher, was not accepted. The decision was made to use a brief single—subject essay ques- tionnaire as a supplementary device for gathering opinions. Belief Instrument In determining criteria for a profession, it was found that authorities seemed to agree that the following attributes characterize a profession (even though wording varies from author to author):3 I. Systematic Body of Theory II. Professional Authority III. Community Sanction IV. Regulatory Code of Ethics V. Fundamental Beliefs (professional culture, for- mal and informal groups interacting to generate a social configuration). Originally the thirty-six statements (Appendix C, Item A) were formulated as being representative of their respective 3Ernest Greenwood (reprinted from "Attributes of a Pro- fession," Social Work, Vol. 2, No. 3 (July 1957), pp. AA-AS), in Howard M. Vollmer and Donald L. Mills (eds.), Professionali- zation, Englewood Cliffs, N.J.: Prentice-Hall, 1966, p. 10. 5 .. 71:,1‘. we." ~.¢»J tyne... 36 categories of professional attributes, commonly ascribed by authors as such. These thirty-six items were reviewed by a teacher in other than the insurance discipline and by a research consultant at Michigan State University to derive a reasonable number of simplified statements, still representa- tive of the five major categories of a profession, usable as the basis of a questionnaire. The eighteen simplified state- ments that emerged were randomly distributed throughout the instrument (Appendix C, Item lb). Each of the eighteen belief statements related to at least one of the five major categories exemplifying criteria of a profession. While it still was possible for a statement to overlap more than one category, for the purpose of this research the statements were assigned as follows: Category I. Basis of Systematic Theory Statement A. Preparation for this occupation in- volves considerable time in studying required knowledge. Statement 1A. Required theoretical knowledge can best be achieved through formal education in an academic atmosphere. Statement 18. Preparation must be intellectual as well as practical. Category II. Professional Authority Statement 3. Extensive education and training in this field makes a member an expert as viewed by the layman. Statement ll. The member is granted a superior position 37 in the eyes of the layman because in the field concerned the member is better qualified to recommend a solution to the problems of the layman than is the lay- man himself. Category III. Sanction of the Community Statement 1. Statement 9. Statement 16. The occupation seeks to demonstrate that those who possess special education and training deliver a superior service in contrast to those who lack such education and training. There is a confidential relationship between the member and the layman. The occupation itself controls its edu- cation and training centers (such as through accreditation) and controls admission to its ranks. Category IV. Regulatory Code of Ethics Statement 2. Statement 6. Statement 10. Members of this occupation openly share technical knowledge and discoveries. As a matter of record there is a built- in code of ethics that compels ethical behavior by members and that has over- tones of altruism and a public—service orientation. The code of ethics precludes aggressive competition and advertising by individual members. 38 Statement 13. Members must refrain from acts that jeopardize the authority of fellow mem— bers and must sustain those members whose authority is threatened. Statement 15. The member must provide service to any- one requesting it (regardless of the requestor's age, income, kinship, poli— tics, race, religion, sex, or social status) and must be prepared to render service even at the sacrifice of personal convenience. Statement 17. There is an internal regulatory body of members themselves with power to censure the wrong—doing member. Category V. Fundamental Beliefs Statement 5. The working hours and the non-working hours tend to blend. Statement 7. The career concept is an important part of this occupation. Statement 8. Service is performed primarily for the psychic satisfactions and only second- arily for money. Statement 12. The member is motivated to perform at his best regardless of the money involved. A pilot study was conducted with sixty-two persons (stu— dents and others) to ascertain overall validity and reliability of the statements for the life insurance sales occupation. It was recognized that a positive relationship exists between u A , .aqfif‘-c'\ V. S'V‘y‘ ‘vyvgc a . .» rwfi‘fll‘: ,9. I'LV- vV‘" . o" .,,.. ya“ p. qu v'- --.v ‘ 4'" u~‘v-"¢ tot'u u on,- 1 r~~~o- A" p\\ . ,4 v.‘~~---V,g . I r'~ n n.‘ \ ”A p. "c-5- V‘suy’ \.—‘ b . ‘ :D'Y‘qn 'vn...‘.,(_:- 6.. in ’ . (D r‘ a n... 'z’ll‘rn o v... Lit‘fir ‘9‘ ‘ I\ y. E‘zt. dfi'l‘s 'A‘hn V» v E 39 socio-economic status and "professions." Duncan, with respect to professional workers, spoke of "their presumed location at A Students of the top of the occupational status structure." social mobility and socio-economic stratification differenti- ate within the "professional" category: "In most conventional classifications, specifically those based on census codes, this category includes not only the classic professions, but also a variety of semi— and quasi-professional occupations, technical specialties, and the like."5 With specific refer- ence to the medical and legal professions, Duncan stated that ”these occupations are clearly selective of the higher socio- economic level within the professional bracket."6 He con- cluded that justification exists for subdividing the pro- fessional category "in analysis of the correlates of socio- "7 Sewell and Orenstein also recognized the economic status. relationship between socio-economic status and status of occupations, for they said that "boys . . . from high socio- economic status backgrounds are more likely to choose high status occupations than are . . . those of lower socio- uOtis Dudley Duncan, "Social Origins of Salaried and Self-Employed Professional Workers," Social Forces, Vol. AA, 1965, pp. 186—189. Reprinted in Donald G. Zytowski, Voca- tional Behavior: Readings in Theory and Research (N.Y.: Holt, Rinehart, and Winstonj—Inc.), 1968, pp. 377—380. Quotation from p. 377 of the reprint. SIbid. 6Ibid. 71bid., p. 378. A0 economic status." According to Biesanz and Biesanz, criteria of social class are: source of income, occupation, wealth, kind of house, and kind of neighborhood.9 Status criteria are deter- mined by values of the culture, and any criterion rather than being important in itself is made important by the attitudes of the people.10 As an index of social status, the source of f.ll income is more important than wealth itsel "Closely related to source of income is occupation."12 The seven occupations which were considered for use in the development of the survey instrument for this study are listed below with the corresponding scores on a socio-economic index detailed by the Bureau of the Census: 8William H. Sewell and A. M. Orenstein, "Community of Residence and Occupational Choice," American Journal of Soci- ology, Vol. 70, 1965, pp. 551-563. Reprinted in Donald G. Zytowski, 22, gi£., pp. 380—393. Quotation from p. 382 of the reprint. 9John Biesanz and Mavis Biesanz, Modern Society (Englewood Cliffs, N.J.: Prentice-Hall, Inc.), 3d ed., 196A, lOIbid., p. 1A0. llIbid., pp. inc-1A1. 12Ibid., p. iui. See Statistical Abstract 9; the United States for shifts in distribution of unskilled workers. For a scholarly treatment of the class system in the United States, see Max Lerner, America as a Civilization (N.Y.: Simon and Schuster ), 1957, Ch. 7,—"Class and Status in America." See also the classical studies on American communities by W. Lloyd Warner, gg.‘§l. (Newburyport as Yankee City); Robert and Helen Lynd (Muncie as Middletown); W. Lloyd Warner (Morris of Democraquin Jonesville); and John Dollard (Natchez of Caste and Class in a Southern Town). The subject towns excepting Muncie were less than 25,000 in population; Muncie had 38,000 at the time of the first study and A8,000 at the second. Al (1) Lawyer, 93 (2) Teacher (secondary and elementary), 72 (3) Insurance agents and brokers, 66 (A) Dental technician, A8 (5) Sheriff, 3A (6) Automobile mechanic, 19 (7) Porter, A. The four occupations finally selected (lawyer, insurance agents and brokers, sheriff, and porter) were chosen because they represented a gamut on the socio-economic scale from high, through middle and lower middle, to low; and correspond- ingly from professional, through semi-professional, technical, and skilled, to unskilled. A Likert scale was used with the following values: 5 = strongly agree; A = agree; 3 = undecided; 2 = disagree; and 1 = strongly disagree. Thus avoided were negative values with the accompanying possibility of a student's entering a 1 when he meant —1. The student wrote in the values for each belief statement rather than check a point on a scale, so that the disadvantages of a positional halo effect were avoided. When analyzed for results, the scale was converted to respec- tive values of +2, +1, 0, -1, and -2, to effect positive values for agreement and negative values for disagreement. Each occupation was rated for each of the 18 belief statements by each person in the pilot study. The item analysis pre- pared through use of punch cards and the 3600 computer at the Computer Center, Michigan State University, revealed high validity and reliability, determined by Hoyt's analysis of A2 variance (ANOVA): reliability = .827; validity = .995. RigidityeFlexibility,Scale When the existing rigidity-flexibility instrument was administered, the title was abbreviated to fly to avoid possible bias through the use of the words flexibility or rigidity. To coincide with the scoring system of the basic belief insurance questionnaire, the same Likert scale values, rather than a dichotomous yes—no, were used with the flexibility instrument.l3 Course Information The course used in the treatment group was Insurance 131, entitled Risk and Insurance. A four quarter-hour credit course, it is the recommended prerequisite for other insurance classes. During the initial stage of the new insurance pro- gram, the requirement of this course as a prerequisite to others was waived. The course is required for insurance majors in both the associate degree (two-year) curriculum and the baccalaureate degree (four—year) curriculum, and is an elective subject for other students, including matriculants from other departments of the School of Business and from other schools of the College. The explicit objectives of the course were disseminated to students at the initial class meeting as follows: 13The linear scale continuum may be viewed as a dichotomy consisting of yes for positive values and no for negative values. The scale is a refinement of the yes-no dichotomy. Milton Rokeach has used a scale with three degrees of agreement and three degrees of disagreement, a further extension of the pure dichotomy. Milton Rokeach, The Open and Closed Mind (N.Y.: Basic Books, Inc.), 1960, p. 185. A3 (1) To introduce us to the subject of risk and insurance. (2) To present basic insurance principles and prac— tices to us as beginning insurance students. (3) To provide a broad general knowledge of in— surance as an economic and business institution. (A) To provide our basis for intermediate and advanced study in risk and insurance, should we desire to pursue the subject. An implied objective of creating or developing a favorable attitude toward an occupation holds, whether or not the students plan to enter that occupation. While only a few students at Ferris State College are majoring in the relatively new insurance curriculum in preparation for careers therein, all benefit from the program as present or potential consumers (buyers) of the product.lu Students should thus be exposed to classroom and related experiences that improve their attitude toward the product's purveyors. Hence, even though not in- cluded as one of the explicit objectives listed in writing, attitude develOpment was implied. Thus the course served a dual role in the college level: (1) a basic course as a founda- tion for additional insurance study for insurance majors and luThe researcher had in 1970-71 two classes in which one of the students was a graduate of the College, a secondary school teacher who had returned (to this completely under- graduate institution) for the one academic quarter concerned in order to earn 15 credits in support of his teaching certi- ficate. Obviously this teacher-student did not plan to enter the insurance business, but his comments at the conclusion of the term included the statement that he learned some technical information that will help him as a consumer (and thus sup- posedly influence his attitude toward the salesman). AA others who desire more than one exposure, and (2) a general survey for students who wanted a single-course overview of risk and insurance. The major topics covered in the course were: nature of risk and insurance, the insurance contract and its analy— sis, the fields of insurance, buying insurance, company operations, and the history and regulation of the business. Life insurance and health insurance were emphasized in this course, while property and casualty principles were the subject of a former second-quarter course, subsequently merged into one overall survey course. The researcher did not consciously cover each of the eighteen items of the questionnaire. The basic course was used as the subject of the experi- mental group in order to obtain in one class the maximum number of students who had not had a previous insurance course and to maximize the number of students who were studying their first course with the researcher. Collection of Data As a pretest, two instruments were administered to all personnel: (1) the covering sheet and life insurance ques- tionnaire (Appendix C, Items la and lb) and (2) the flexibil- ity instrument (Appendix C, Item 2). The pretest instruments were administered to the treatment group and to the control groups by the researcher in the respective classrooms at the beginning of the academic quarter, after the passage of the program change period (during which students are permitted freely to drop a course or pick it up if it is open) so that the class had been stabilized with respect to personnel, but A5 before the topic of life insurance had begun. An alterna- tive, namely the pretest at the initial class meeting, was not employed, because of the possibility of class fluidity, which would have necessitated (1) repeating the posttest for newcomers after the rest of the class had had the instrument and (2) abandoning the pretest (because of no posttest) for any who dropped the course during the program change period. The forms were handed in by the students on their way out of the classroom, thus affording a 100 percent return for those in the experimental group and controll, both conducted by the researcher, and 100 percent return in control2 for those pre- sent for both pretest and posttest. For instruments inadver- tently incomplete, the researcher was able to find the respondent through his student number, and to request comple- tion. For the posttest, conducted during the last week of classes to get the maximum practical time available for the experiment, only a repeat of the life insurance questionnaire itself was needed, as the student number thereon enabled matching posttest with pretest. (Repeat of the cover sheet or of the flexibility scale was unnecessary.) With the treat- ment group, moreover, a single-subject essay form (Appendix C, Item 3), was administered as a supplement to the life insurance questionnaire. Administration of the posttest was conducted by the researcher in his classes (treatment and controll) and by the teacher of control2 in his two classes. Design for Analysis of Data Table 3—1 presents the distribution of subjects into the design cells for the two factors: flexibility and treatment. A6 Factor 1, flexibility, contains two levels: rigid and flexi- ble. Factor 2, treatment, contains three levels: treatment proper, controll, and control The six cells (reading 2. across from left to right in each of the two lines) are indi— cated with the respective number of subjects in each cell. TABLE 3—1 DISTRIBUTION OF SUBJECTS INTO CELLS OF DESIGN Factors Treatment Controll Control2 Rigid 18 7 22 Flexible 18 7 22 The grand median of the flexibility scale was 70. Those subjects with scores of 70 and above were classified as rigid; those with scores of 69 and below, flexible.15 To 15The dividing score was based upon the linear scale values used in this study rather than upon the dichotomy of the Fx scale of the California Psychological Inventory (CPI). In the CPI, the Fx scale questions are scored in a reverse direction so that a high score denotes a non—rigid or flexible individual. It seemed, since most of the items on this scale are worded in a negative direction, that agreement (a high score) should logically indicate a rigid or non-flexible indi- vidual, and vice versa. Milton Rokeach, The 0 en and Closed Mind (N.Y.: Basic Books, Inc.), 1960, ppT’IB —1 5, nos, A18- Al9. Rokeach, in another study, recognized the significance of the median as the dividing line in a modified dogmatism scale constructed by Trohlman and Powell. V. C. Trohlman and F. A. Powell, "A Short-Form Dogmatism Scale for Use in Field Studies," Social Forces, Vol. AA, 1965, pp. 211-21A; Milton Rokeach, Beliefs, Attitudes, and Values (San Francisco: Jossey- Bass, Inc.), 1968, p. 1A6. The 22 questions of the Fx scale are part of a set of 18 scores consisting of A80 statements (including 12 dupli- cates) answerable as yes or no. The 18 scores of the CPI are: dominance (Do), capacity for status (Ca), sociability (Sy), o ' 5.. A .:p‘ r" I’- ‘u .-.«-¢.-‘V v .1...“ 9,60" VJ. .0 “‘” "VI ”1‘. . A flangr‘. 2,, "V... _. ..\... -4»..- .. ncr‘lcw ;:\ .- .L.A.Jv... ‘u‘ . , - ' H "I " £\C>- On:- Vfifi~~v n.» q , ' ‘l‘“'vp\“- ' r‘ ~-J-'a-1_.. - u . :- .,\ n r -W ”F .g ,. "o-.. ‘Vv a F .~ - ' ’1... 3”.- f.‘ 5‘ 'v‘ry ' o F n- .A . ““-‘3 FYI" 5.» "v-.,,- . ‘V a o , '6- h‘ 2 , A ...~ -—~:‘. V r. "x... fi‘r‘HA f" .u..,.» C -- ~ “'7: , , U‘H“J'A \ n n.“ : ‘ ' ‘- “War; sit ‘-“:L: I I ;- u N. ‘ fi" , ":“ f‘ ‘W‘ v ‘ V “ IIK‘ A “t)~hhhh¢.f "'~~.c A x ,, v‘ .V‘V‘n-fi / ‘ " A “"5 \w" ‘5‘. \‘ T .l L O m, . .0 ‘7‘; ._. ., ‘— .'.“‘ ..:“ 7 'f‘r . ‘L’, v: ““h,‘ ( ‘ ‘4“ 0 QA‘ \ qu. :2». ‘_ n.!~ T .. ’ “'L . i \. w w- ., A . “‘“...Crc‘ n 1' .L,‘ .“'.I\ ‘ . H“ I“ no .4. . 4 .'- _ V‘ I" “P 'I'v '.,’ IQ. A3 g. “\..: .‘ bra 01“ x.» I n! , ‘v‘. ‘ '“24 ‘\_ . “'< 5:- \\ ."‘4g; 5 f ,. s ‘v ~A‘ ~‘r.~l" . "a n9"- ..-~ v‘ J H: \o. A7 obtain equal numbers in each half of the respective groups (for ease in later calculation and interpretation), random elimination (none from treatment, three from control and 1’ four from controlZ) was used. Examination of the data centered around analysis of covariance (ANCOVA), chosen to minimize the effect of non- random assignment of subjects, a concomitant of using exist— ing classes intact. The program was that of Jeremy D. Finn, "Multivariance--Univariate and Multi-variate Analysis of Variance and Covariance: A FORTRAN IV Program."16 The pretest was the covariate and the level of significance was predetermined at 0.05, as the researcher was willing to accept the risk of an incorrect conclusion five percent of the time (one in twenty). social presence (Sp), self—acceptance (Sa), sense of well- being (Wb), responsibility (Re), socialization (So), self— control (Sc), tolerance (To), good impression (Gi), com- munality (Cm), achievement via conformance (Ac), achievement via independence (Ai), intellectual efficiency (Ie), psycho- logical-mindedness (Py), flexibility (Fx), and femininity (Fe). Interpretation should rest upon configurations. Oscar Krisen Buros (ed.), Personality Tests and Reviews (Highland Park, N.J.: The Gryphon Press), 1970, entry number 27. E. Lowell Kelly, "California Psychological Inventory," in Oscar Krisen Buros (ed.), The Sixth Mental Measurements Yearbook (Highland Park, N.J.: The Gryphon Press), 1959, entry number 37. The 18 dimensions are not independent, but Harrison G. Gough, author of the CPI, groups them into four categories, one of which, "Measures of Intellectual and Interest Modes," consists of the following three scales: flexibility, psychological— mindedness, and femininity. Kelly, op, git. l6Copy on file in Office of Research Consultation, SChool of Advanced Studies, College of Education, 202 Erickson Hall, Michigan State University, East Lansing, Michigan A8823. A8 Analysis was also conducted by directional movement with the following subdivisions of the 18 belief statements: (1) positive score changed positively (2) positive score changed negatively (3) negative score changed positively (A) negative score changed negatively Analysis was also made of those belief statements in which the rigid and flexible components moved in opposite directions. Statement of Hypotheses The null hypotheses tested were as follows: Hypothesis 1: Students who have taken the insurance principles course in the career specialist program at a post— secondary institution will have a change in attitude toward life insurance salesmen no different from that of students who have not taken the course. Hypothesis 2: Students who have high rigidity scores will have a change in attitude toward life insurance salesmen no different from that of students who have low rigidity scores. Represented in symbolic form, the hypotheses are: Hypothe31s lzvfl‘treatment = ’vtontrol where,}4= mean adjusted for pretest as covariate. HypotheSis 2:/”\rigid =«64f1exib1e where,/4= mean adjusted for pretest as covariate. The hypotheses were tested on the 3600 computer system at Michigan State University through analysis of covariance by comparing responses of the treatment and control groups, Tn ... c. .u . l C. .. a. .1 . i i . c i JWJ v c r v ”. ram n» ”A .1 ‘ C. y ‘ Q. 2. :C m. r .. a; my C; p . . a . xv... . . r.. A; I. n . as r c. a. u L e n. . n . .flu ea 9. A: s a .r u 2. e . :. C. "v rt. .3 c .. 3.. i s 2. n . .1 .1 r.. r: .C C. r.. a. . .».. a. . 1. . . . . C. a; 9,; u .1 p: Z. . . . . .1 3» A9 using the predetermined 0.05 level of significance to ascer- tain whether or not the null could be rejected. The computer enabled the calculations to be run in a minimum of time, thus saving what otherwise would have negated the experiment from a practical viewpoint, while the pretest as covariate was used to adjust initial differences. The findings from these data are reported in the next chapter. Summary The design resulted from the purpose of the study, which was to measure the change in attitude held toward life insur- ance salesmen by college students in a career-specialist program after completing the insurance principles course. To accomplish that purpose, it was necessary to report what the attitude was. An original questionnaire was developed consisting of 18 belief statements, randomized, representing generally— accepted criteria for a profession: I. Systematic Body of Theory 11. Professional Authority III. Community Sanction IV. Regulatory Code of Ethics V. Fundamental Beliefs In a pilot study With 62 persons, each of the 18 statements was rated on a Likert scale with the following all— positive values: 5= strongly agree; A = agree, 3 = undecided; 2 = disagree; and 1 = strongly disagree. When analyzed and the results presented, the scale was converted to correspond- ing values of +2, +1, 0, -1, and —2. To determine reliability 50 and validity of the instrument, seven occupations emphasiz- ing the relationship between socio-economic status and profes- sional position were originally considered, running a gamut from high to low; from these seven, four representative occupa- tions were included in the instrument and evaluated: lawyer, insurance agent and broker, sheriff, and porter. The instru— ment with the four occupations revealed reliability = .827; and validity = .995. The experimental group consisted of students in the basic risk and insurance class of the researcher, with control groups being respectively (1) a casualty insurance class taught by the researcher and (2) the elementary business law course taught by a different teacher. Only those who had not had a previous insurance course were counted, yielding N=36 for the experimental group, 1A for controll, and AA for control2. Of the 36 in the experimental group, 31 were matriculated in the School of Business, 32 were seniors, and 23 had been solicited by a life insurance agent within the past year. The mean of their cumulative grade point averages was 2.57, with a high of 3.69 and a low of 1.91. Of the (then) 16 insurance majors in the School of Business, none was in that basic class. A classical pretest—posttest design (Campbell and Stan- ley) was used except for lacking randomization and independence between subjects. Accompanying the pretest use of the basic questionnaire was a rigidity-flexibility scale, rated by the same values as was the basic instrument. With the treatment group on the posttest, a single subject essay form was 51 administered as a supplement to the basic instrument. Since the instruments were administered by the respective teachers in the classrooms, 100 percent return was effected. The design for analysis of data concerned the rela- tionship between two factors: flexibility and treatment. The flexibility factor contained two levels, rigid and flexi— ble; while the treatment factor consisted of three levels: 2 was dichotomized at the grand median of 70. The respective treatment proper, controll, and control . Rigidity—flexibility cells were equalized in number by random elimination for ease in later calculation and interpretation. The computer analy- sis was accomplished by the program of Jeremy D. Finn on analysis of covariance. Analysis was made of change by directional movements of the 18 belief statements, using the following subdivisions: (1) positive score changed positively; (2) positive score changed negatively; (3) negative score changed positively, and (A) negative score changed negatively. Consideration was also given to movements in opposite directions for the rigid and flexible components of the belief statements concerned. The risk and insurance course studied by the experi- mental group was a basic course in principles having a dual purpose: a basis for additional insurance study and a general survey of the entire field. An implied objective was the enhancement of the attitude toward the salesmen. Hypotheses tested, stated symbolically, were: Hypothesis lg/H treatment =‘JM whereJM=mean control 52 adjusted for pretest as covariate. Hypothesis 23fl1rigid =/“f1exible wherefl1= mean adjusted for pretest as covariate. CHAPTER IV ANALYSIS OF RESULTS AND PRESENTATION OF FINDINGS The purpose of this chapter was to report the find- ings that resulted from analysis of responses to the survey instruments (Appendix C) according to the design of the study described in Chapter III. The data reported in this chapter were collected as an attempt to fulfill the following pur- poses: (1) to determine the stated beliefs of the students concerning their attitude toward life insurance salesmen as meeting criteria of a profession, (2) to determine what effect rigidity or flexibility in personality of the student has upon his attitude toward life insurance salesmen, and (3) to deter— mine what effect rigidity or flexibility in personality of the student has upon the change in attitude toward life insur- ance salesmen after the course in insurance principles. Overview The interest of the students in this project was evi- denced by their cooperation in filling out the survey instru- ments (Appendix C). While the class was a "captive audience" for the purpose of matters pertaining to the course directly, the filling out of these survey instruments was in no way directly associated with a class requirement. The students were specifically advised that their reactions to the 53 5A questionnaire had no effect upon grades and that the use of the student number was for the purpose of matching posttest with pretest rather than for individual identification. Of the forty-one students in the treatment class, five students had had a prior insurance course; their replies were therefore not counted, yielding N=36. While it was true that the placing of their names on these forms was optional (in order to maximize honest reactions) and that student numbers were used to match pretest with posttest (rather than to iden- tify individuals), nevertheless 17 percent of the students in the treatment group placed their names on the basic question— naire, and 31 percent did so on the essay form. The fact that almost twice as many students identified themselves by name on the essay form than on the questionnaire was interesting in that it perhaps indicated that students were more willing to asso- ciate themselves with their written opinions than with a less personal series of numerical ratings. On the essay question- naire, moreover, 81 percent answered that their attitude toward life insurance salesmen had changed during the course and that the course had been instrumental in effecting this change; the rest, 19 percent, indicated that no change had occurred in their attitude. General Nature of the Attitude The overall attitude toward the life insurance sales- man, determined by criteria representing whether or not an Occupation was viewed as a profession, was that the salesman is characterized by having systematic theory as a basis for 55 his knowledge, evidenced by the need for intellectual prepara- tion and the time required for obtaining required knowledge; but that the salesman still suffers heavily in the fundamental beliefs criteria, evidenced by the opinion that service is performed primarily for money, and in the regulatory ethics category, exemplified by lack of adherence to a code that would preclude aggressive competition and advertising by the indi- vidual salesman. Population Analysis . The background of the students in the treatment group was analyzed from answers to their cover sheets (Appendix C, Item la) of the basic questionnaire. The summary is presented in Appendix C, Item 5. Of the thirty-six students who had not had a prior insurance class, thirty—one were matriculated in the School of Business, three were matriculated in the School of Education, and two were in the School of General Education. Within the School of Business, twenty—three were in the Manage- ment Department, six were in the Accountancy Department, and two were in the Marketing Department. Other departments (Data Processing and Office Administration) were not repre- sented. Seniors numbered thirty-two; juniors, three; sopho- mores, one; freshmen, zero. Four-year program students numbered thirty-five, while one student was in a two-year program. Figures for cumulative grade point average (GPA) were: mean = 2.57; range = 1.78, representing a high of 3.69 and a low of 1.91. There were six students having 3.0 or higher and one student below 2.0. The remainder (twenty- 56 nine) ranged between 2.10 and 2.97. One student stated that he had been licensed to sell life insurance within the past five years but was not active in selling; he planned to enter another business after being graduated that quarter. There were no insurance majors in the class, but one student indi- cated his intention to concentrate in insurance in the future. (This student was in the School of General Education and was the one with the GPA below 2.0; he was precluded from trans- ferring to another School of the College until his average was at least 2.0.) Those students who were solicited by life insurance agents within the year numbered twenty-three. This figure is not unusually large for a total of thirty—six for the following reasons: (1) thirty-two of the thirty-six were seniors; and (2) in the city in which the College is located there exists a life insurance agency specializing in solicita- tion of college students, and the agency manager is a young man who is an alumnus of the Marketing Department, School of Business. Essay Questionnaire (Posttest Only) The data from the essay questionnaire (Appendix C, Item 3), administered to the treatment group the day after the statistical questionnaire posttest (Appendix C, Item 1b), contained two common themes, each of which was indicated by thirty-one percent of the students who stated that after the course their attitude toward the life insurance salesman had improved. The two themes were (1) professionalism or pro- 57 fessionalization (the latter being a process), including knowledge and training; and (2) the service aspect (over- lapping in part the knowledge ingredient of the preceding category). Representative of the first category were the following quotations: . . salesmen are trying to improve their pro- fessionalism by taking such courses as C.L.U. My image of the life insurance salesman is more favorable for I now know more about . . . the educational skills required to be a competent and successful salesman. Life insurance salesman needs a vast store of knowledge to effectively serve the client . . . . . . . trying to professionalize their services. . . . must strive to keep up with the changing conditions of the insurance business. . . . amount of training that is available to a salesman in order that he might fit the policies to the needs of the customer. Typical of the service category remarks were the com- ments that follow: . . . I look more favorably at life insurance salesmen because the course . . . convinced me that there is a service aspect to the business. . . trying to help individuals, not just themselves. . . . also interested in the individual. Likes to serve his clients and is concerned about them. . . The guest speaker seems to offer more service to his customers than I thought was usually given. Belief Statements (Pretest and Posttest) The information for this section was gathered from 58 the insurance survey instrument which contained the 18 belief statements (Appendix C, Item 1b). This form was used to measure the attitude held by the student toward the life insurance salesman, based on the 18 belief statements repre— senting professional criteria. On the instrument, Likert scale values corresponding to the respective choices (strongly agree, agree, undecided, disagree, and strongly disagree) were listed as positive values (5, A, 3, 2, and 1 respec- tively). Thus, negative values were avoided in an attempt to reduce the possibility of a student's inserting the figure 1 when he meant minus 1. In presenting the findings for this study, these scale values were converted to those of respec- tively +2, +1, 0, -1, and -2, thus obtaining positive values for agreement and negative values for disagreement. l and mean values were determined The sum of values for each of the belief statements. Detailed figures for each of the statements are presented in Appendix D for pretest and posttest respectively in Items la and 1b. Composite values are offered in Appendix D, Item 2. Rankings are presented in Appendix D, Items 3 and A. Directional movement analysis is presented in Appendix D, Item 5. Rank Order The eighteen belief statements represented five 1 x 2) + (N X 1) Sum of values = (Nstrongly agree agree (Ndisagree x —l) + (NStrongly disagree X -2)° The value representing the "undecided" group is disregarded in this calculation as its product (regardless of the value of N) is always zero, since N x zero = zero. Here is an advantage of using a Likert scale with a midpoint of zero. 59 categories used as criteria of a profession. The rank order of the five categories are presented in Table A-1, in which it was demonstrated that each of the categories maintained on the posttest the same rank that it held on the pretest. TABLE A-l RANK ORDER OF RESPONDENTS' REACTIONS BY THE FIVE CATEGORIES REPRESENTING CRITERIA OF A PROFESSION Rank Order Pretest Posttest Category 1 1 Systematic Body of Theory (3 items) 2 2 Professional Authority (2 items) 3 3 Community Sanction (3 items) A A Fundamental Beliefs (A items) 5 5 Regulatory Code of Ethics (6 items) Rank order for the eighteen belief statements was calculated and presented for pretest ranks and posttest ranks respectively in Tables A-2 and A-3. The top rank is numbered 1; the lowest rank, 18. Ties in ranks were indicated by the arithmetic mean of the tied ranks. 60 TABLE A-2 RANK ORDER, PRETEST AND POSTTEST, OF RESPONDENTS' REACTIONS TO EACH OF THE EIGHTEEN BELIEF STATEMENTS CONCERNING LIFE INSURANCE SALESMEN, EXPERIMENTAL GROUP (BASED UPON PRETEST ORDER) Rank Order Pretest X Posttest Y Belief Statement l 10 l 2.5 2.5 1A 11.5 Preparation must be intellectual as well as practical. Preparation for this occupation involves considerable time in studying required knowledge. The working hours and the non-working hours tend to blend. The career concept is an important part of this occupation. There is a confidential relationship between the member and layman. Members must refrain from acts that jeopardize the authority of fellow members and must sustain those members whose authority is threatened. Required theoretical knowledge can best be achieved through formal educa- tion in an academic atmosphere. Extensive education and training in this field makes a member an expert as viewed by the layman. As a matter of record there is a built-in code of ethics that compels ethical behavior by members and that has overtones of altruism and a pub— lic—service orientation. The member is granted a superior po- sition in the eyes of the layman because in the field concerned the member is better qualified to recom- mend a solution to the problem of the layman than is the layman himself. 61 TABLE A-2 (continued) Rank Order Pretest Po X sttest Y Belief Statement 12 10 12 1A 15 16 17 l8 A lO 15 11.5 13 l6 17 18 The occupation seeks to demonstrate that those who possess special education and training deliver a superior service in contrast to those who lack such educa- tion and training. The occupation itself controls its education and training centers (such as through accreditation) and controls admission to its ranks. There is an internal regulatory body of members themselves with power to censure the wrong-doing member. Members of this occupation openly share technical knowledge and discoveries. The member must provide service to any- one requesting it (regardless of the requestor's age,income, kinship, poli- tics, race, religion, sex or social status) and must be prepared to render service even at the sacrifice of personal convenience. The member is motivated to perform at his best regardless of the money involved. The code of ethics precludes aggressive competition and advertising by indi— vidual members. Service is performed primarily for the psychic satisfactions and only second— arily for money. 62 TABLE A—3 RANK ORDER, PRETEST AND POSTTEST, OF RESPONDENTS' REACTIONS TO EACH OF THE EIGHTEEN BELIEF STATEMENTS CONCERNING LIFE INSURANCE SALESMEN, EXPERIMENTAL GROUP (BASED UPON POSTTEST ORDER) Rank Order Pretest X Posttest Y Belief Statement 1 12 10 l 2.5 205 Preparation must be intellectual as well as practical. Preparation for this occupation involves considerable time in studying required knowledge. The career concept is an important part of this occupation. The occupation seeks to demonstrate that those who possess special education and training deliver a superior service in contrast to those who lack such edu- cation and training. There is a confidential relationship between the member and the layman. The working hours and the non—working hours tend to blend. The member is granted a superior position in the eyes of the layman because in the field concerned the member is better qualified to recommend a solution to the problems of the layman than is the lay- man himself. Members must refrain from acts that jeopardize the authority of fellow mem— bers and must sustain those members whose authority is threatened. Extensive education and training in this field makes a member an expert as viewed by the layman. 63 TABLE A-3 (continued) p—=I=L Rank Order Pretest X Pos ttest Y m Belief Statement 12 1A 15 I2 16 17 l8 10 11. ll. 13 1A 15 l6 l7 l8 The occupation itself controls its edu- cation and training centers (such as through accreditation) and controls admission to its ranks. As a matter of record there is a built— in code of ethics that compels ethical behavior by members and that has over— tones of altruism and a public-service orientation. ~ Members of this occupation openly share technical knowledge and discover— ies. The member must provide service to any- one requesting it (regardless of the requestor's age, income, kinship, politics, race, religion, sex or social status) and must be prepared to render service even at the sacrifice of per— sonal convenience. Required theoretical knowledge can best be achieved through formal education in an academic atmosphere. There is an internal regulatory body of members themselves with power to censure the wrongedoing member. The member is motivated to perform at his best regardless of the money involved. The code of ethics precludes aggressive competition and advertising by indi— vidual members. Service is performed primarily for the psychic satisfaction and only second- arily for money. 6A Scattergram To observe the data graphically and to corroborate the findings, a scattergram (Appendix D, Item A) was plotted with pretest ranks on the X-axis (abscissa) and posttest ranks on the Y-axis (ordinate). Values were calculated for the regression line, the coefficient of correlation, and the standard error of estimate as follows: Y = 1.552 + .8366X c rXy = .831 se = 2.967 Formulae for these measures were: Y0 = a + bX rxy = ny JZX2 Z :72 Se = / (Y-Yc)2 N In the regression equation, the components repre- sented the following measures: b is the regression coefficient, the slope of the line, the change in Y per unit change in X, the tangent of the angle formed by the regression line and the X—axis, "the rise over the run." b= ixy ix? a is the Y intercept, the value of Y when X is zero. a = IFY - b ::X or Y - bX. n n It is also possible to obtain the regression equation by 65 solving two equations simultaneously.2 Since Y0 = a + bX, Yc thus is the computed value of Y paired with a given value of X. In calculating the regression coefficient, ZWIZXY’ Ifii‘f a degix‘, M 2. z PI The components of the formula for the standard error of estimate were: Y = the dependent variable value Y0 = a + bX N = the number of paired observations. From observation of the scattergram, it became apparent that two sets of coordinates (12, A) and (7, 1A) were far outside the band of : Se’ within which it could be expected that ap- proximately 68 percent of the values would fall in a normal curve situation, since the standard error of estimate is the "standard deviation" of the Y—values around the regression line. Coordinates at (l2,A) represent the belief that "The occupation seeks to demonstrate that those who possess spe- cial education and training deliver a superior service in contrast to those who lack such education and training." Coordinates at (7, 1A) represent the belief that "Required 2The equations are: I. ZY=na+b2X2 1]572)0r aIEX +1HEX An example of the simultaneous solving of these equations is given in Robert D. Mason, Statistical Techniques in Business and Economics (Homewood, Illinois: Richard D. IrWin, Inc.), 1967, pp. 18A—185, note 3. 66 theoretical knowledge can best be achieved through formal education in an academic atmosphere." These two belief statements, moving in opposite directions, were the ones apparently most affected by the insurance course taken by the experimental group. The first of these belief state— ments represented the largest movement in rank in either direction, an increase in eight steps from twelfth place to fourth place. The other belief statement represented the second largest movement in rank and largest drop in rank, seven steps, from seventh place to fourteenth place. (It is conceivable that students interpreted the words "in an aca- demic atmosphere" in more than one way.) Directional Movement Analysis Another system used for comparing pretest and post- test changes was that of directional movement analysis. The eighteen belief statements were grouped so that each one fell into one (and only one) of the following movement subdivisions: (1) Statement with positive score changed positively; (2) Statement with positive score changed negatively; (3) Statement with negative score changed positively; (A) Statement with negative score changed negatively. The breakdown into these movement subdivisions by category of professional criteria is shown in Appendix D, Item 5a. There were statements with positive scores in all five major categories, and statements with negative scores in all except category III, "Community Sanction." When scored on a scale with a zero midpoint (for "undecided"), the net 67 increase for the eighteen belief statements was forty—three points, with a mean increase of 2.A, consisting of the fol- lowing subdivisions: (1) Positive score changed positively (9 items); total: 79 points; mean: +8.8. These nine items were: Statement 1. The occupation seeks to demon- strate that those who possess special education and training deliver a superior service in contrast to those who lack such education and training. Statement 2. Members of this occupation openly share technical knowledge and discoveries. Statement A. Preparation for this occupation involves considerable time in studying required knowledge. Statement 7. The career concept is an important part of this occupation. Statement 9. There is a confidential relation- ship between the member and the layman. Statement 11. The member is granted a superior position in the eyes of the layman because in the field con- cerned the member is better qualified to recommend a solution to the problems of the layman than is the layman himself. Statement 15. The member must provide service to anyone requesting it . . . and must be prepared to render service even at the sacrifice of personal convenience. Statement 16. The occupation itself controls 68 its education and training centers . . . and controls admis- sion to its ranks. Statement 18. Preparation must be intellectual as well as practical. (2) Positive score changed negatively (6 items); total: —32 points; mean: —5.3. These six items were: Statement 3. Extensive education and training in this field makes a member an expert as viewed by the layman. Statement 5. The working hours and the non— working hours tend to blend. Statement 6. As a matter of record there is a built-in code of ethics . . . that has overtones of altruism and a public-service orientation. Statement 13. Members must refrain from acts that jeopardize the authority of fellow members and must sus- tain those members whose authority is threatened. Statement 1A. Required theoretical knowledge can best be achieved through formal education in an academic atmosphere. Statement 17. There is an internal regulatory body of members themselves with power to censure the wrong- doing member. (3) Negative score changed positively (1 item); total: +10 points; mean: +10. The single item in this category was: Service is performed primarily for the psychic satisfactions and only secondarily for money. 69 (A) Negative score changed negatively (2 items); total: -1A; mean: —7. These two items were: Statement 10. The code of ethics precludes aggressive competition and advertising by individual members. Statement 12. The member is motivated to perform at his best regardless of the money involved. In Appendix D, Item 5b, the results of relating these four movement subdivisions to the five professional criteria categories are shown. Movement subdivision 1 (positive score changed positively) contained belief statements repre- senting all five professional criteria categories; subdivision 2 (positive score changed negatively) was represented by all but category III, Sanction of the Community; subdivision 3 (negative score changed positively) contained only one state- ment, and that was from the category entitled Regulatory Code of Ethics; and subdivision A (negative score changed nega- tively) was represented by one statement each from categories IV and V, respectively Regulatory Code of Ethics and Funda- mental Beliefs. In order to demonstrate internal changes that might have been masked or hidden by overall scores, directional movement analysis was presented by categories of belief statements also in Appendix D, Item 6. Comparing pretest and posttest, it was shown that: l. The experimental group and (as a unit) the con- trol groups had increased scores in four of the five major 70 categories. The single decline was experienced by the exper- mental group in the category entitled Regulatory Code of Ethics. Within that category, for the experimental group, scores for two of the belief statements increased while four decreased: Increases: Statement 2. Members of this occupation openly share technical knowledge and discoveries. Statement 15. The member must provide service to anyone requesting it . . . Decreases: Statement 6. As a matter of record, there is a built-in code of ethics that compels ethical behavior by members and that has overtones of altruism and a public- service orientation. Statement 10. The code of ethics pre— cludes aggressive competition and advertising by individual members. Statement 13. Members must refrain from acts that jeopardize the authority of fellow members and must sustain those members whose authority is threatened. Statement 17. There is an internal regu- latory body of members themselves with power to censure the wrong-doing member. 2. In the experimental group, in each category except one, the posttest score for the rigid component was higher than the pretest score. The exception was the category entitled Regulatory Code of Ethics. Within that category, the rigid component increased in two belief statements, decreased in three, and remained constant in one statement: 71 Increases: Statement 13. Members must refrain from acts that jeopardize the authority of fellow members and must sustain those members whose authority is threatened. Statement 15. The member must provide service to anyone requesting it . . . . Decreases: Statement 2. Members of this occupation openly share technical knowledge and discoveries. Statement 10. The code of ethics pre- cludes aggressive competition and advertising by individual members. Statement 17. There is an internal regu- latory body of members themselves with power to censure the wrong-doing member. Constant: Statement 6. As a matter of record there is a built-in code of ethics that compels ethical behavior . . 3. In the experimental group, posttest scores for the flexible component were higher in three of the five categor- ies, constant in one category, and lower in another. The decline appeared in the category entitled Regulatory Code of Ethics; the constant category was entitled Basis of Systematic Theory. Within the Regulatory Code of Ethics category, two of the six belief statements increased; four decreased. Increases: Statement 2. Members of this occupation openly share technical knowledge and discoveries. Statement 15. The members must provide service to anyone requesting it . . . 72 Decreases: Statement 6. As a matter of record there is a built—in code of ethics Statement 10. The code of ethics pre- cludes aggressive competition and advertising by individual members. Statement 13. Members must refrain from acts that jeopardize the authority of fellow members . . . Statement 17. There is an internal body of members themselves with power to censure the wrong—doing member. The category that remained constant for the experi- mental group was that entitled Basis of Systematic Theory. Therein, scores for two of the belief statements increased, but were counterbalanced by the decrease in the third belief statement: Increases: Statement A. Preparation for this occupa— tion involves considerable time in studying required knowledge. Statement 18. Preparation must be intel- lectual as well as practical. Decrease: Statement 1A. Required theoretical knowl— edge can best be achieved through formal education in an academic atmosphere. Testing the Hypotheses (Pretest and Posttest) The two hypotheses were examined against the responses of the treatment group and control groups.3 Based upon a 3 Results were obtained through the Control Data a" W V ' 73 predetermined 0.05 level of significance, each hypothesis was tested to determine whether or not at that level the null could be rejected. There was no attempt to test for a state- ment "approaching significance"; either there was significance or dichotomously there was not. Restatement of Hypotheses Each of the null hypotheses is restated here: Hypothesis 1: Students who have taken the insurance principles course in the career-specialist program at a post- secondary institution will have a change in attitude toward life insurance salesmen no different from that of students who have not taken the course. (That is, treatment = control where = mean adjusted for pretest as covariate.) Hypothesis 2: Students who have high rigidity scores will have a change in attitude toward life insurance salesmen no different from that of students who have low rigidity scores. (That ist/“rigid =/~\flexible where/M.= mean adjusted for pretest as covariate.) The results of testing the hypotheses by analysis of covariance (ANCOVA) are seen in Tables A-A through A—7 supple- mented by the statistical model and the test of regression. The original scale values (5, A, 3, 2, 1) as used on the Corporation 3600 computing system at the Computer Laboratory, Michigan State University. The program was a modification of that by Jeremy D. Finn, op. 33:. “Should significance have been demonstrated, the null hypothesis would have been rejected; conversely, non- significant results would indicate insufficient evidence to reject the null. 7A instrument administered to students have been converted to values respectively of +2, +1, 0, —l, and -2. The purpose of the shift was to obtain positive scores for agreement and negative scores for disagreement. The shift did not change the arithmetic relationship between corresponding items, as the internal differences, namely one, are the same mathemat- ically for both scales. Mean Scores and Least Squares Estimates 23 Effect Table A-A presents the mean scores, pretest and post- test, for the insurance questionnaire. TABLE A-A MEAN SCORES, PRETEST AND POSTTEST, BY GROUPS Pretest Factor Posttest Treatment Controll Controlz Rigid Pretest 8.A 10.6 12.2 Posttest 10.7 12.6 12.0 Flexible Pretest 6.3 8.A A.8 Posttest 7.6 10.1 6.0 Correlation (Within cells) showed rpre-post = 0.563. Tables A-5 and A-6 show the least squares estimates of effects for pretest and posttest respectively. 75 TABLE A—5 LEAST SQUARES ESTIMATE OF EFFECTS (PRETEST) Standard Error Factor Effect of Effect Rigid-Flexible A.617 1.2M Controll—Treatment 2.167 1.89 ControlZ-Treatment 2.167 1.35 Observation of the standard error or rigid—flexible effect indicates that these two groups differ on their pretest scores: the effect is more than three times the standard error. The three treatment groups, however, apparently do not differ: effect is less than 1.2 times standard error for the larger discrepancy. TABLE A—6 LEAST SQUARES ESTIMATE OF EFFECTS (POSTTEST) Standard Error Factor Effect of Effect Rigid-Flexible A.362 1.A2 Controll-Treatment 2.218 2.17 Control2-Treatment -0.162 1.56 For the posttest, analogous results were obtained: the rigid- flexible effect indicates a difference in those groups, but the three treatment groups do not differ. 76 Structural Model The analysis of variance structural model is: my. =/“- - - "' “A. + Y-J- +fi (Kip. - X.,-.) + e,“ wherein fl . .. grand mean .8 - effect of flexibility effect of treatment - .°< H - effect of covariate E 3 ) E< v error a at: p- H Test of Regression Portion of Model The posttest variance originally = A7.6ll. The post- test variance adjusted for the covariate pretest = 32.875. Thus R2 = (Unadjusted minus Adjusted) divided by Unadjusted = (A7.6ll minus 32.875) divided by A7.6ll = 0.317A. The within- cell variance was therefore reduced 31.7 percent through the use of the covariate. HO: (£3: 0. F = A0.AA. p = 0.0001. Analysis 9£_Covariance (ANCOVA) Analysis of covariance (ANCOVA) statistically tests the significance of difference between means by adjusting initial differences. Table A-7 contains data of significance tests for analy- sis of covariance. 77 TABLE A-7 ANALYSIS OF COVARIANCE BY SOURCE OF VARIATION Degrees Source of Sum of of Mean Variation Squares Freedom Square F p Grand Mean A36.36A7 1 A36.367A Flexibility standing 38.3670 1 38.3670 1.1671 0.28 Treatment 37.A028 2 18.701A 0.5689 0.57 Interaction 1.5100 2 0.7550 0.0230 0.98 Between 513.6AA5 6 85.607A Within 2860.038 87 32.87A Total 3373.683 93 Comparison of essay results with those of the life in- surance questionnaire indicates that while thirty—two (89 per- cent) of the thirty—six in the treatment group indicated a favorable change in attitude, only nineteen students (53 pre— cent) scored higher on posttest than on pretest. In the control groups, thirty-four (59 percent) of the fifty-eight. students scored higher on posttest. The testing in relation to hypothesis one generated F values (Table A—7) which, with their respective degrees of freedom, were non-significant. Thus hypothesis one as stated in the null was unable to be rejected. The hypothesis there- fore remained to indicate a change in attitude toward life insurance salesmen by students after the course no different than by students who had not had the course. Similarly, findings in relation to hypothesis two 78 revealed F values (Table A-7) which, with their respective degrees of freedom, were non—significant. Hypothesis two, therefore, as stated in the null was unable to be rejected. The hypothesis therefore remained to indicate a change by students classified as rigid in personality no different from the change by those deemed flexible in personality. Summary FF Among college students in the insurance principles * course, the life insurance sales occupation was scored high- est on the basis of theoretical knowledge and lowest in lack of service and lack of a regulatory code of ethics. On the essay questionnaire, eighty—one percent of the treatment group answered that their attitude toward life insur— ance salesmen had changed during the insurance principles course and that the course had been instrumental in effecting that change. In the essay questionnaire, two common reasons were derived by the researcher for those who stated that the attitude had improved: (1) professionalism and (2) service. When viewed with respect to the eighteen belief statements listed in the survey instrument (Appendix 0, Item 1b), professionalism and service are most closely related to the following belief statements, representative of cri- teria of a profession: (I) the member must provide service to anyone requesting it; (2) service is performed primarily for psychic satisfactions; (3) the code of ethics demands behavior having a public-service orientation; and (A) special education yields superior service. Of these four belief 79 statements, the first and fourth ones listed above increased appreciably in value, the second one increased slightly, and the third decreased slightly. The belief that special educa— tion yielded superior service gained from 12th rank to Ath rank; that of providing service to anyone was elevated from 15th to 13th; the public-service orientation belief fell from 9th to 11.5; and the psychic satisfaction belief retained its re last (18th) place. The eighteen belief statements were grouped into five major categories representing criteria of a profession. These criteria retained their respective ranks on the posttest when . compared with the pretest. The categories and their ranks were: 1. Systematic body of theory (3 items) 2. Professional authority (2 items) 3. Community sanction (3 items) A. Fundamental beliefs (A items) 5. Regulatory code of ethics (6 items). A scattergram was presented depicting graphically the relationship between the pretest and posttest ranks of the eighteen belief statements. The regression equation was cal- culated as Y0 = 1.552 + .8366X, with r = .831, and KY S6 = 2.967. The scattergram disclosed readily that the belief statements apparently most affected by the course administered to the experimental group were (1) special education and train- ing yield delivery of a superior service, and (2) required theoretical knowledge is best obtained through formal education 80 in an academic atmosphere. These beliefs moved in opposite directions: the former made the greatest change of all 18 statements, gaining in rank from 12th place to Ath place; the latter exhibited the second largest movement in rank and the greatest decrease, from 7th place to lAth place. The belief statements were also analyzed with respect to directional movements in A subdivisions, with a mean increase of 2.A points. The respective subdivisions, number of items therein, and mean values were: (1) positive score changed positively (9 items); mean: +8.8 (2) positive score changed negatively (6 items); mean: -5.3 (3) negative score changed positively (1 item); mean: +10.0 (A) negative score changed negatively (2 items); mean: -lA.0. Overall in directional movements, only one category of professional criteria, Regulatory Code of Ethics, was scored lower on posttest than on pretest. In the experimental group, the rigid component scored higher on posttest than on pretest in all categories except one, Regulatory Code of Ethics. Similarly, the flexible component of the experimental group scored higher on three categories (Professional Authority, Sanction of the Community, and Fundamental Beliefs), constant on one category (Basis of Systematic Theory), and declined in 81 one category (Regulatory Code of Ethics). Analysis of covariance (ANCOVA) was used to test the two hypotheses: (1) utreatment = ucontrol where u = mean adjusted for pretest as covariate, and (2) urigid - uflexible where u = mean adjusted for pretest as covariate. Scores on the belief statements were presented as (1) mean scores and least squares estimates of effects, (2) structural model and test of regression, and (3) ANCOVA by source of variation. The data revealed that each hypothesis was unable to be rejected. CHAPTER V SUMMARY, IMPLICATIONS, AND RECOMMENDATIONS The research was conducted to study the change in ,. students' attitude toward life insurance salesmen in an insurance principles course at a collegiate vocationally- oriented state educational institution. 5 Summary L Problem The problem underlying the study was that of imbalance between demand for and supply of college—educated personnel in the insurance business. An unfavorable attitude was thought to be a deterrent toward college students' entering the sales area of the insurance business. Purpose The purpose of the study was to determine if a col- legiate course in insurance principles would change students' attitudes in relation to life insurance salesmen. The null hypotheses tested were: Hypothesis 1: Students who have taken the insurance principles course in the career specialist program at a collegiate institution will have a change in attitude toward life insurance salesmen no different from that of students who have not taken the course. 82 83 Hypothesis 2: Students who have high rigidity scores will have a change in attitude toward life insurance salesmen no different from that of students who have low rigidity scores. These hypotheses, tested at a .05 level of signifi— cance, appear in symbolic form as follows: = u where u = mean HypOtheSlS 1: utreatment control adjusted for pretest as covariate. HypotheSls 2: urigid = where u = mean uflexible adjusted for pretest as covariate. To accomplish the purpose, specific answers were sought to the following questions: 1. What are the stated beliefs of the students con- cerning criteria of a profession being met by life insurance salesmen? 2. What effect does rigidity or flexibility in stu— dents' personality have upon beliefs toward life insurance salesmen? 3. What effect does rigidity or flexibility in per- sonality of the student have upon the change in beliefs toward life insurance salesmen after the student is exposed to the course in insurance principles? Design The design of this study was that of the classical pretest-posttest except for lacking randomization of assign- ment and independence between subjects. In diagrammatic form, the design is: (Experimental) Y X Y (Control) Ybefore (/\/ X) Y An original questionnaire was developed consisting of eighteen belief statements, presented in a random sequence, that represented generally-accepted criteria for a profession. They were: 1. Systematic Body of Theory 11. Professional Authority 111. Community Sanction IV. Regulatory Code of Ethics V. Fundamental Beliefs Likert scale values used on the instrument were: 5 = strongly agree; A = agree; 3 = undecided; 2 = disagree; and 1 = strongly disagree. These all-positive values were transformed into a combination of positive (for agreement) and negative (for dis— agreement) scores as follows: +2 = strongly agree; +1 = agree; 0 = undecided; —1 = disagree; and -2 = strongly disagree. In a pilot test, reliability and validity were determined by using four occupations that ranged from high to low on a socio- economic scale and on a professional occupation scale. The occupations used were lawyer, insurance agent and broker, sheriff, and porter. The instrument revealed a reliability score of .827 and a validity score of .995, determined by Hoyt's analysis of variance (ANOVA). The experimental (treatment) group consisted of a class of students in principles of insurance taught by the 85 researcher. The control groups were (1) a different insurance course taught by the researcher and (2) a business law course taught by another faculty member. Only those students who had not had a prior insurance class were subjects in the experiment. The experimental group and the two control groups numbered 36, 1A, and AA respectively. Procedure In both pretest and posttest, the Likert—scale ques— tionnaire was administered to the treatment group and to the two control groups. The pretest included a rigidity- flexibility scale, the Fx portion of the California Psycholo- gical Inventory (CPI), rated by the same Likert values as was the basic questionnaire. The posttest included a single-subject essay questionnaire, administered to the treatment group. Since the instruments were administered by the respective teachers in their classrooms, one hundred percent return was effected. Analysis of data concerned the relationship between (1) flexibility (subdivided into three factors: experimental, controll, and control2), and (2) change in attitude. Computer analysis was accomplished by analysis of covariance (ANCOVA). Evaluation was also made by directional movements of the opinions to the belief statements: (1) positive score changed positively (2) positive score changed negatively (3) negative score changed positively (A) negative score changed negatively. Majg§_Findings The findings of the study were: 86 1. When tested by analysis of covariance with pre- test as covariate and a 0.05 level of significance, the data revealed that each null hypothesis was unable to be rejected. As a group, students who were classified as rigid in person- ality compared with the group classified as flexible differed in their respective attitudes on pretest and posttest. Never- theless, the data failed to support a change in attitude by the respective groups. It was therefore held that: a. Despite the fact that 81 percent of the experi- mental group had indicated in answer to the essay question that their attitude had changed favorably, the change in atti— tude toward life insurance salesmen by students who had taken the insurance course was not significantly different from that of students who had not had the course. b. The change in attitude by students classified as rigid in personality was not significantly different from that of students classified as flexible. 2. With respect to the five categories representing criteria of a profession, student responses to the l8-item research questionnaire, when classified by the researcher by ranks, revealed that life insurance salesmen were ranked high- est on "Systematic Body of Theory" and lowest on lack of a "Regulatory Code of Ethics." This result applied to both pre- test and posttest. 3. The open—end essay question revealed that stu— dents who stated that they had had positive changes gave as their reasons a greater appreciation of agents' 87 professionalism and service to the client. A. Scores on the 18 belief statements showed a mean increase of 2.A points. A summary of the breakdown within direction movements subdivisions (Appendix D, Item 5a) follows: (a) Positive score changed positively (9 items), mean: +8.8 (b) Positive score changed negatively (6 items), mean: —5.3 (0) Negative score changed positively (1 item), mean: +10.0 (d) Negative score changed negatively (2 items), mean: -7.0. The major shifts (beyond : Se) in ranks among the 18 belief statements were: (1) an upward movement from 12th to Ath in the belief that special education and training enable the practitioner to render a service superior to that of the layman; and (2) a downward movement from 7th to lAth in the belief that the required theoretical knowledge could best be obtained through formal education in an academic atmosphere. 5. In the directional movement analysis by categor- ies of belief statements, the experimental group and (as a unit) the control groups had higher posttest scores than pre- test scores in four of the five major categories. The single decline in category was that of "Regulatory Code of Ethics." 6. In the experimental group, in each category except one, the posttest score for the rigid component was higher 88 than the pretest score. The exception was the "Regulatory Code of Ethics" category. 7. In the experimental group, posttest scores for the flexible component were higher in three of the five categories, constant in one category, and lower in another. The decline appeared in "Regulatory Code of Ethics," while "Basis of Systematic Theory" remained constant. In summary, the insurance principles course in a collegiate career—specialist program did not significantly change the students' attitude toward life insurance salesmen more than the change which occurred in the control groups. While the posttest did reveal a positive change, the increase was not significant when measured at a .05 level. Discussion The researcher has identified three possible explana- tions for the results presented in the findings. Plausible reasons for lack of statistically significant changes include the possibilities that: 1. The experimental group may have felt that life insurance companies are primarily in business to make a profit for stockholders or policyholders and that agents are paid on sales, not on service. The agent receives a relatively high percent of the initial year's premium, with a lower percent applicable to renewals. Therefore the financial incentive for the agent is to sell, not to render professional advice, since he is not compensated for the latter. 2. College students may be particularly susceptible 89 to life insurance solicitation on a financing plan wherein the insured signs a promissory note for the first premium. Should a student later feel that he had been sold something that he did not understand, he is surprised to learn that the insurance company (legally and correctly) informs him that what he owes on the promissory note is his obligation to the 922E: not to the insurance company. The insurance company has withdrawn as far as financing is concerned, for it has dis- counted the note and thus transferred to the bank the ownership of the insured student's note. The student may then feel that he has been duped, in that the agent never explained the true situation. Or, the student didn't understand.1 3. College students prior to their initial insurance course may have a misconception concerning coverage afforded by different policy types. One very common misunderstanding is the difference between a twenty—payment life policy and a twenty—year endowment insurance policy. A student who learns the difference after buying a policy becomes disenchanted with agents who fail at the time of sale to clarify the distinc- tion. In effect, the course may have demonstrated the ease with which the buyer could be misled. Therefore the students' attitudes may have become less favorable toward life insurance salesmen. 1For an article that refers to an agent's "blarney," see "Caveat Emptor on Campus," Consumer Reports, January 1972, pp. 50—51. 90 Implications Implications of the study were: 1. Since the data did not demonstrate a significant change in students' attitudes, educators should recognize the shortcomings of the traditional lecture-discussion method of teaching as a means of effecting changes in attitudes. 2. The American College of Life Underwriters, spon- sors of the professional designation Chartered Life Under- writer (C.L.U.), in their attempts to gain professional acceptance for the C.L.U. designation comparable to that of the M.D. degree or the C.P.A. certificate, might consider inviting college students to spend time in the field and in the offices of established agents, observing how they attempt to meet criteria of a profession. 3. Positive changes in attitude about some beliefs did not occur. The beliefs that changed the most were (a) acceptance of the opinion that a body of systematic knowledge underlies the life insurance sales business and (b) abandon- ment of the belief that a formal academic atmosphere is the best place to obtain the necessary knowledge. Persons con- cerned about changing attitudes of individuals toward life insurance agents may want to consider these findings, both the positive and the negative, in planning pre-service and in-service programs for insurance agents. Recommendations Based upon the findings of the research study, the 91 following recommendations are offered: 1. A method of teaching other than lecture-discussion be considered if the desire is to effect a significant change in students' attitudes toward life insurance salesmen. Methods that could be considered are (a) taped interviews, (b) accompaniment of an agent in the field, (c) psychodrama (role—playing), (d) cooperative education, including the project method, and (e) exploratory work experience. Before other methods are employed, however, the following factors should be considered: (a) cost, (b) number of teachers available now and in the future, (c) class size, and (d) space availability. 2. A course or workshop be designed as part of the pre-service program conducted by life insurance companies for prospective employees, with a purpose of developing positive attitude toward the job and themselves. 3. Further research is suggested in the following areas: a. Testing the same hypotheses as in this study under different conditions: (1) with non-business majors as the experi- mental group, (2) with a freshman class rather than one predominantly seniors. b. Studying the effect of work experience on agents by noting changes in attitude at the time of licensing and one year later. 1 _. 92 c. Studying the change in attitude among agents whose college major field had been liberal arts or other non— business fields contrasted with the change in attitude by agents who had majored in business. A. It is believed that attitudinal change toward salesmen must start with actions of the companies and the agents. It is unlikely that college students will view life insurance agents as being in a profession as long as the major sales emphasis within the business is reflected by the present commission system. To effect a favorable change in attitude, therefore, each individual should elevate the standards of the business by conducting his activities in a professional manner. This concept is what the late Professor S. S. Huebner had in mind when he spoke of criteria for insurance as a profession back in 1915. 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September, 196A. Williams, C. Arthur, Jr., and Heins, Richard M. Risk Manage— ment and Insurance. New York: McGraw-Hill Book Company, 2d ed., 1971. Wood, Edward A. The Sociology pg Life Insurance. New York: D. Appleton & Company, 1928. Zuwaylif, Fadil H. General Applied Statistics. Reading, Mass.: Addison-Wesley Publishing Company, 1970. Zytowski, Donald G. "An Exploration of the Prestige Values of College Majors," Vocational Guidance Quarterly. Vol. 15, 1966, pp. u6—u9. APPENDICES 112 APPENDIX A LEGISLATIVE HISTORY OF VOCATIONAL EDUCATION AMENDMENTS OF 1968 (PUBLIC LAW 90-576, 90th CONGRESS), APPROVED OCTOBER 16, 1968 House Reports: No. 16A7 (Comm. on Education & Labor) and No. 1938 (Comm. on Conference). Senate Report: No. 1386 accompanying S. 3770 (Comm. on Labor & Public Welfare). Congressional Record, Vol. 114 (1968): July 15: Considered and passed House. July 15 and 17: Considered and passed Senate, amended, in lieu of S. 3770. Oct. 1 and 2: Senate considered and agreed to conference report. Oct. 3: House agreed to conference report. Source: Public Law 90-576, 90th Congress, H.R. 18366, October 16, 1968, p. 35. 113 APPENDIX B AN ANNOTATED BIBLIOGRAPHY OF CONSUMER SURVEYS RELATING TO LIFE INSURANCE AGENTS This Appendix, with modifications by the researcher, is from the Institute of Life Insurance: AA Annotated Bibliography pg Consumer Surveys Relating pp Life Insurance, 1968. Appreciation is extended to the Institute for its cooperation. SURVEY DATE: REPORT DATE: SPONSOR: TITLE: PUBLICATION INFORMATION: SAMPLE: METHODOLOGY: PURPOSE pg STUDY: 11“ Winter, 1927-1928 1928 Life Insurance Agency Management Associa- tion (name changed from Life Insurance Sales Research Bureau in 1946) Cooperative Advertising and the Distri- bution p: Life Insurance - Report 9: Advertising Committee pp the Life Insur— ance Sales ResearcHIBureau Report Number 3“, October, 1928. Text, tables, charts and description of ques- tionnaire, 39 pages. (1) 2,1A8 men and 966 women, "typical of the buying public," chosen to repre- sent the following occupational groups: businessmen, professional men, clerical workers and teachers, housewives and miscellaneous; (2) 8,000 recent purchasers of life insurance; (3) 1,851 male students enrolled in courses in marketing or advertising in universities throughout the country. (1) Personal interviews conducted by col- lege students in cooperation with the National Association of Teachers of Marketing and Advertising; (2) Records on recent purchasers ob- tained from 1,600 agents of A0 life insurance companies; (3) Questionnaires completed by the col- lege student group. In addition, a study was made of men— tions of life insurance in newspapers throughout the country for a period of eight weeks. A clipping bureau was em- ployed to obtain the necessary clippings. To gather information about the public's attitude toward life insurance to help in evaluating the need for and feasibility 115 APPENDIX B (continued) SUBJECT MATTER RELATED 39 LIFE 93 HEALTH INSURANCE: AVAILABILITY: of a cooperative national advertising campaign. Life insurance ownership by sex and oc- cupation; frequency of contact by agents and frequency of sales interviews; per— cent where prospect initiated contact; opinions of lapsers on insurance; opin- ions about whether companies profit from lapsed policies; opinions of insurance as an expense and as savings, and favor- ite types of savings and investments; discussion of life insurance within the family; readership of articles and dis- sertations dealing with life insurance. Copy on file at the Institute of Life Insurance, or write to the Life Insurance Agency Management Association. SURVEY DATE: REPORT DATE: SPONSOR: TITLE: PUBLICATION INFORMATION: SAMPLE: METHODOLogy: PURPOSE OE STUDY: SUBJECT MATTER RELATED TQ_LIFE 95 HEALTH INSURANCE: AVAILABILITY: 116 APPENDIX B (continued) October, 19A6 January, 19A7 Minnesota Poll Some Facts on the Ownership of Life In- surance and—Che Public AttitUaes Tongd Life Insurance 12 Minnesota Report printed by Institute of Life Insur- ance with permission of sponsor. Text and tables, 10 pages, plus copy of questionnaire. Representative cross-section sample of 596 persons in the state of Minnesota, age 21 and over, apportioned according to city, town, and farm residence. Personal interviews. To find out the extent of ownership of life insurance in Minnesota and the atti- tudes of the Minnesota public toward the business. Percent of families owning life insurance, by age, economic status, education, type of community and type of family; type of policy owned, by economic status, age and type of community; how thoroughly policy was read; amount owned by largest policy- holder in family, by economic status and type of community; attitudes toward the business and toward the agent. Copy on file at the Institute of Life Insurance. SURVEY DATE: REPORT DATE: SPONSOR: TITLE: PUBLICATION INFORMATION: SAMPLE: METHODOLOGY: PURPOSE QF_STUDY: SUBJECT MATTER RELATED Tp LIFE 93 HEALTH INSURANCE: AVAILABILITY: 117 APPENDIX B (continued) Summer, 19U8 1949 Life Insurance Agency Management Association Life Insurance Information, Attitudes and Experience Research Report 19A9-16. Text, tables, chart and questionnaire, 83 pages. Sample of 524 households chosen, by a pre—listing of addresses, to be repre- sentative of the households making up the city of Seattle. A small proportion of addresses in the higher economic areas had a Slightly greater chance of being chosen. Personal interviews with household heads. To get a picture of public information and attitudes about life insurance, and to relate these to the degree of contact people have had with life insurance. Knowledge of insurance terminology, prac— tices, costs and companies, by income, premiums paid, education and agent con— tact; attitudes toward agent's motives and knowledge, by income, dependents, pre- miums, education and agent contact; pree miums paid, by income, family structure, education, agent contact, existence of policy loan, and history of lapsation; policies purchased and intentions to buy, by agent contact, income, number of depend— ents and education. Copy on file at the Institute of Life In— surance or write to the Life Insurance Agency Management Association. SURVEY DATE: REPORT DATE: SPONSOR: TITLE: PUBLICATION INFORMATION: SAMPLE: METHODOLOGY: PURPOSE pg STUDY: SUBJECT MATTER RELATED TO LIFE OR HEAL_T"H—"IN—S'UR——_ANCET_ 118 APPENDIX B (continued) 1950 September, 1951 Northwestern Mutual Life Insurance Company Public Evaluation of Life Insurance Report from the Survey Research Center, University of Michigan, text, tables, appendices and questionnaire, 124 pages. Two samples of approximately 500 cases each, one representative of people living in private households in Northeast and North Central United States and the other representative of Northwestern Mutual Life Insurance Company policyholders in the same region. Personal interviews. The survey was con- ducted by the Survey Research Center of the University of Michigan. To investigate (1) the attitudes people have toward life insurance and the func- tions they regard it as performing; (2) the process whereby people come to deci- sions regarding the purchase of life insur- ance, (3) people's attitudes toward col- lective old-age security provisions, and (A) the attitudes people have toward life insurance companies and agents. Reasons for carrying life insurance, opin- ions on adequacy of coverage, factors that determine amount owned, asset preferences; analyzed by such factors as income, edu- cation, family structure and insurance ownership. Coverage under Social Security and other retirement plans, attitudes toward old age security, relation of these attitudes to life insurance ownership, sources of old age support; analyzed by such factors as age, income, occupation, amount of total and of group life insurance owned. Recent and planned purchases of life AVAILABILITY: 119 APPENDIX B (continued) insurance, by age, family structure, income, occupation, amount of life in- surance owned, and contacts with agents. Number of policies owned, number of com- panies insured with, preferences about being insured with one or more than one company, factors influencing choice of company, attitudes toward own insurance company, awareness of own company's annual report, awareness of differences among life insurance companies; analyzed by income and by amount of insurance owned. Most recent contact and frequency of contact with agents, by age, family structure, income, occupation, and amount owned; helpfulness of agent; opinion of agent's ability. Attitudes toward and knowledge of company investments; awareness of government regulations, by income and education; attitudes toward desirability of govern- ment regulation. Copy on file at the Institute of Life Insurance. SURVEY DATE: REPORT DATE: SPONSOR: TITLE: PUBLICATION INFORMATION: SAMPLE: METHODOLOGY: PURPOSE pg STUDY: SUBJECT MATTER RELATED TO LIFE OR HEALTH INSURANCE?’ 120 APPENDIX B (continued) 1952 June, 1953 Life Insurance Agency Management Asso— ciation Covering the Market - A Survey pg Life Insurance Ownership, Buying and Contact with Agents Among A Representative Sample 23 U.S. Families (1) Research Report 1953-5. Text and tables, 9 pages. (2) Manuscript of text and tables in two sections, "Recent Insurance Buying and Attitudes of Non-Buyers," 25 pages and "Recent Contact with Life Insurance Agents," 13 pages. 929 family units, U.S. family units. representative of all Personal interviews. The study was part of a consumer spending survey carried out by the Survey Research Center of the Uni— versity of Michigan. To examine life insurance buying behavior. (1) Research Report: Ownership of life insurance and contact with agent in past 18 months, by family structure, age and occupation of household head and type of community; reasons for not buying; attitudes toward insur— ance ownership in an inflationary period. (2) Manuscript: Percent of families buy- ing insurance, by age and occupation of family head, family structure, family income and size of community; reasons for buying or not buying,by family structure. Attitudes of non— buyers; comparison of buyers and non— buyers; reasons for not buying. Recent contact with life insurance agents, by age and occupation of family head, number of adults in 121 APPENDIX B (continued) family, family structure, family income, current insurance status and size of community. AVAILABILITY: Copy on file at the Institute of Life In- surance or write to the Life Insurance Agency Management Association. SURVEY DATE: REPORT DATE: SPONSOR: TITLE: PUBLICATION INFORMATION: SAMPLE: METHODOLOGY: PURPOSE pg STUDY: SUBJECT MATTER RELATED TO LIFE OR HEALTH INSURANCE?— AVAILABILITY: 122 APPENDIX B (continued) 1955 June, 1955 Edward H. Weiss and Company Hidden Attitudes Towards Life Insurance Text and interview guide, 83 pages. Not described. Personal and depth interviews, conducted by Edward H. Weiss and Company, with assistance from Social Research, Inc. To illustrate how techniques of motiva— tion research might lead to the creation of more effective approaches in selling life insurance. Attitudes of the buyer toward life insur- ance for men, women and children; atti- tudes toward the agent and the company; attitudes of the agent toward the job, the company, the future and the prospective buyer. Available on request from Edward H. Weiss, Chairman of the Board of Edward H. Weiss and Company. SURVEY DATE: REPORT DATE: SPONSOR: TITLE: PUBLICATION INFORMATION: SAMPLE: METHODOLOGY: PURPOSE pg STUDY: PURPOSE QF_STUDY: SUBJECT MATTER RELATED 29 LIFE pg HEALTH INSURANCE: AVAILABILITY: 123 APPENDIX B (continued) March 23-31, 1956 April, 1956 Minnesota Poll Life Insurance Ownership in Minnesota and Some Public Opinions abouF—Life Insurance Companies and Salesmen Text and tables, 18 pages. Representative cross-section sample of 595 persons in the state of Minnesota, age 21 and over, apportioned according to city, town and farm residence. Personal interviews. To find out about family and individual life insurance ownership in Minnesota, and about attitudes toward the industry and the agent. To find out about family and individual life insurance ownership in Minnesota, and about attitudes toward the industry and the agent. How recently respondent talked with agent; percent of respondents and families own— ing life insurance, by type of community, age, education and economic level; number of companies insured with; total amount of insurance owned by respondent, by sex, type of community, economic level, age and education; number of family members in- sured and amounts owned; number of children insured; amount owned by most heavily in- sured child in family; attitudes toward life insurance companies and samples of verbatim criticisms; percent having fault to find with insurance salesmen and samples of verbatim criticisms. Most questions tabulated by various demographic characteristics. Copy on file at the Institute of Life Insurance. SURVEY DATE: REPORT DATE: SPONSOR: TITLE: PUBLICATION INFORMATION: SAMPLE: METHODOLOGY: PURPOSE pg STUDY: SUBJECT MATTER RELATED Tg LIFE 93 HEALTH INSURANCE: AVAILABILITY: 12“ APPENDIX B (continued) August, 1956 March, 1957 Mutual Life Insurance Company of New York The Public Talks about Life Insurance Text and tables, 25 pages. Representative national sample of 1,079 persons 18 years of age or over. Personal interviews, conducted by Opinion Research Corporation, Princeton, New Jersey. To study the public's knowledge of, and attitudes about, life insurance and life insurance companies in general and Mutual of New York in particular. Reasons for buying life insurance, experi- ence with insurance companies, amount of life insurance owned; appraisal of life insurance company managements and agents; opinions about variable annuities, life insurance company taxes and the disability provisions of the Social Security Act. Copy on file at the Institute of Life Insurance. SURVEY DATE: REPORT DATE: SPONSOR: TITLE: PUBLICATION INFORMATION: SAMPLE: METHODOLOGY: PURPOSE pg STUDY: SUBJECT MATTER RELATED TO LIFE OR HEALTH INSURANCE?" 125 APPENDIX B (continued) October, 1957 1958 Life Insurance Agency Management Association The Public Looks E2 Life Insurance - Report pp A Pilot Survey Research Report 1958-10. Text, charts and question by question tables, 68 pages. This is the first of two reports based on the survey described below. The second is Research Report l959-A, Life Insurance Goals. 507 male white household heads between 25 and 50 years old in Cleveland, Pittsburgh, and Philadelphia urbanized areas; inter- viewers were assigned quotas based on age and income to be obtained within specified sections of each area. Personal interviews conducted by Crossley, S—D Surveys, New York, N.Y. To examine the public's attitudes toward life insurance and their experiences with agents. The survey was one of a number of pilot studies designed to test the rela- tive importance of various factors that presumably influence the purchase of life insurance, and to explore the kinds of information that can be obtained by sur- vey methods. Opinions of life insurance agents, by per- sonality traits perceived, by performance in Job of selling, by services performed and by perception of what agent should do; opinions of life insurance companies, their importance as compared with importance of agent and relation between the two. Atti- tudes toward life insurance, need for, reasons for buying; knowledge of insurance; agent contact and experience with agent, by services performed; amounts owned and premiums paid for both total and individu- ally purchased life insurance, by income, 126 APPENDIX B (continued) education and age; reasons for not buy— ing; opinions on adequacy of own coverage. AVAILABILITY: Copy on file at the Institute of Life Insurance or write to the Life Insurance Agency Management Association. SURVEY DATE: REPORT DATE: SPONSOR: TITLE: PUBLICATION INFORMATION: SAMPLE: IMETHODOLOGY: PURPOSE 9.13. STUDY: SUBJECT MATTER RELATED 1119. LIFE 93 EEALTH INSURANCE: 127 APPENDIX B (continued) October, 1957 1959 Life Insurance Agency Management Association Life Insurance Goals - A Psychological Model Research Report l959-A. Text and charts, 13 pages. This is the second of two reports based on the survey described below. The first was Research Report 1958-10, The Public Looks 32 Life Insurance. 507 male white household heads between 25 and 50 years old in Cleveland, Pitts- burgh, and Philadelphia urbanized areas. Interviewers were assigned quotas based on age and income to be obtained within specified sections of each area. Because the large majority of respondents A5 years of age or older felt they had all the life insurance they were ever likely to own, these respondents were eliminated from the analyses made for this report. Personal interviews conducted by Crossley, S—D Surveys, New York, N.Y. To examine more closely and in more de- tail the results of the survey reported in 1958 as The Public Looks 22 Life Insur- ance. To understand more fully the think- Ing and feeling that go into the life insurance,buying pattern and to find out more about the factors that determine where and how a person sets his life insurance ownership goal. Opinions about how much life insurance a family man should own, how adequate the respondent's own coverage is, whether he has all he's likely ever to own, and the interrelationship of these three factors; goal levels, attainment levels and amount owned; goal and attainment levels by income. 128 APPENDIX B (continued) AVAILABILITY: Copy on file at the Institute of Life Insurance or write to the Life Insur- ance Agency Management Association. SURVEY DATE: REPORT DATE: SPONSOR: TITLE: PUBLICATION INFORMATION: SAMPLE: METHODOLOGY: PURPOSE Q_F_‘ STUDY: SUBJECT MATTER RELATED TO LIFE OR H'EA' 'LTH" ""I'N'S’U R' A'N' ‘C'E‘?’ MAILABILITY: 129 APPENDIX B (continued) 1958 September, 1958 and January, 1959 University of Arizona, Division of Eco- nomic and Business Research Survey p£_Life Insurance Buyers 12 Metro- politan Tucson, and Characteristics, Attitudes and Motivations 9: Life Insur— ance Buyers Articles in the September, 1958 and January, 1959 issues of the Arizona Busi- ness and Economic Review. Text and tables, 1H pages. Random sample of A87 male household heads in Tucson. Personal interviews, conducted by the College of Business and Public Administra- tion of the University of Arizona. To determine the characteristics of indi- vidual buyers of insurance in the Tucson market, their attitudes toward life in- surance and life insurance agents, and their insurance histories and experience. Percent owning life insurance, by type of insurance and by amount owned; percent owning and median amount of ordinary life insurance owned by age, number of depend- ents, education, income and occupation. Insurance knowledge; opinions on effect of inflation and of group insurance and retirement plans on life insurance owner- ship; reasons for owning life insurance by amount owned. Attitudes toward and experiences with agents; record of poli- cies lapsed; history of first 3 policies owned. Copy on file at the Institute of Life Insurance. SURVEY DATE: REPORT DATE: SPONSOR: TITLE: PUBLICATION INFORMATION: SAMPLE: METHODOLOGY: PURPOSE pg STUDY: SUBJECT MATTER RELATED :9 LIFE g3 IEEALTH'INSURANCE: 130 APPENDIX B (continued) June-July, 1959 1960 Life Insurance Agency Management Association Consumer Attitudes - Report AA A Survey Ay Ligg Magazine Research Report 1960-2. Text and tables, 12 pages. (See also A Preliminary Explora— tion 93 Consumer Attitudes Toward Life InsuranpA, Life Magazine.) 225 men and 178 women from the six geo- graphic areas of Atlanta, Chicago, Hart- ford, Los Angeles, and Westchester and Queens, N.Y. All respondents owned indi- vidually purchased life insurance or were the wives of such policyowners. Personal interviews conducted by Market- ing, Merchandising and Research, Flushing, N.Y. Interviews were obtained in front of supermarkets and gasoline stations. To obtain an indication of the motives underlying the purchase of life insur— ance; to measure the relative importance of the agent and the company in the sale of life insurance; to examine consumer images of life insurance companies and the influence of these images on the pur— chase of life insurance; to study how attitudes toward inflation and toward mutual funds and stocks relate to the sale of life insurance. Respondents' awareness of amount of life insurance owned by others; plans to pur- chase additional insurance; reasons for buying life insurance and influence of inflation; awareness of mutual funds and stocks and their advantages and disadvan- tages in comparison with life insurance; relative importance of the agent and the company. 131 APPENDIX B (continued) AVAILABILITY: Copy on file at the Institute of Life Insurance or write to the Life Insur- ance Agency Management Association. 132 APPENDIX B (continued) SURVEY DATE: REPORT DATE: SPONSOR: TITLE: PUBLICATION INFORMATION: SAMPLE: IWETHODOLOGY: PURPOSE 9;: STUDY: SUBJECT MATTER RELATED" [1p LIFE QB. HEALTH INSURANCE: .AVAILABILITY: June-July, 1959 September 16, 1959 Life Magazine A Preliminary Exploration A: Consumer Ap- titudes Toward Life Insurance Life Marketing Laboratory study, text and tables, 102 pages. 225 men and 178 women from the six geographic areas of Atlanta, Chicago, Hartford, Los Angeles, and Westchester and Queens, N.Y. All respondents owned individually purchased life insurance or were the wives of such policyowners. Personal interviews conducted by Marketing, Merchandising and Research, Flushing, N.Y. All respondents were obtained in front of supermarkets and gasoline stations. To obtain an indication of the motives underlying the purchase of life insurance; to measure the relative importance of the agent and the company in the sale of life insurance; to examine consumer images of life insurance companies and the influence of these images on the purchase of life in- surance; to study how attitudes toward inflation and toward mutual funds and stocks relate to the sale of life insurance. Amounts of life insurance owned, by income and education; number and types of poli- cies owned, reasons for buying life insur- ance, age and number of children, by high, medium and low life insurance ownership; expectations for purchase of additional life insurance, by age, income, and atti- tudes toward inflation. Reasons for choosing an agent or a company; awareness and images of selected companies; aware- ness of and attitudes toward mutual funds. Differences between husbands and wives in knowledge of own insurance. Copy on file at the Institute of Life Insurance. 133 APPENDIX B (continued) SURVEY DATE: Winter, 1959-1960 REPORT DATE: 1960 SPONSOR: Life Insurance Agency Management Associa- tion and Life Underwriter Training Council TITLE: Life Insurance AA Focus, Volume A - Atti— tudes Toward Compapy, Agency and Product PUBLICATION Research Report 1960-5. Text and tables, INFORMATION: 90 pages. One of a series of five reports on this survey. SAMPLE: A,l65 household heads across the country, selected by area probability sample methods. METHODOLOGY: Personal interviews conducted by Cross- ley, S-D Surveys, New York, N.Y. PURPOSE OE STUDY: To answer a number of questions about the life insurance consumer and the factors that influence him, to examine the public's overall attitudes toward life insurance and the agents who sell it, and to study the reasons people have for buying life insurance. Volume 1 deals with the kinds of attitudes and experiences household heads would bring with them if they were to enter into a life insurance sales situation. ESUBJECT MATTER Ownership of and reasons for owning or PKELATED :9 LIFE 93 not owning life insurance; how much life PHEALTH INSURANCE: insurance is enough; frequency of contact by agent; attitudes toward agents; what agent should emphasize; should financial affairs be revealed to the agent; has the agent gone over a program to fill respond- ent's financial needs; was agent given names of friends who might be interested in life insurance; has respondent ever borrowed money from a life insurance com- pany or used the cash surrender value of the policy as collateral for a loan. These subjects are analyzed by various characteristics including income, educa- tion, need cycle, residence and race. 13A APPENDIX B (continued) AVAILABILITY: Copy on file at the Institute of Life Insurance or write to the Life Insurance Agency Management Association. 135 APPENDIX B (continued) SURVEY DATE: REPORT DATE: SPONSOR: TITLE: PUBLICATION INFORMATION: SAMPLE: IMETHODOLOGY: PURPOSE 9;; STUDY: SUBJECT MATTER RELATED TO LIFE OR HEALTH INSURANCE: HAILABILITY: Winter, 1959-1960 1962 Life Insurance Agency Management Associa- tion and Life Underwriter Training Council Life Insurance Ln Focus, Volume 3 - Fac- tors Related to Success Ln the Last Sales Interview Research Report 1962-2. Text and tables, 78 pages. One of a series of five reports on this survey. A,165 household heads across the country, selected by area probability sampling methods. Personal interviews conducted by Crossley, S-D Surveys, New York, N.Y. To answer a number of questions about the life insurance consumer and the factors that influence him, to examine the pub- lic's overall attitudes toward life insur- ance and the agents who sell it, and to study the reasons people have for buying life insurance. Volume 3 investigates the exposure of house- hold heads to a recent sales interview, and the details of the transaction. Percent of household heads owning life insurance by age, type of household, in- come, education, occupation and size of community; how most recent contact for sales of life insurance was initiated; age of agent; reasons for buying life in- surance; evaluation of sales procedures of agents; other members of family present at interview; how many interviews were conducted before decision to buy; would respondent buy from that agent again. Copy on file at the Institute of Life In- surance or write to the Life Insurance Agency Management Association. 136 APPENDIX B (continued) SURVEY DATE: REPORT DATE: SPONSOR: TITLE: PUBLICATION INFORMATION: SAMPLE: IMETHODOLOGY: PURPOSE _o_P_ STUDY: SUBJECT MATTER RELATED To LIFE QR HEALTH INSURANCE: Spring, 1960 1966 Life Insurance Agency Management Associa- tion and Institute of Life Insurance Life Insurance Attitudes and Expectations of American Youth Research Report 1966-3. Text and tables, 29 pages. Total sample: AA0,000 high school students in 1,250 public, parochial and private schools throughout the United States. This study reports on the 88,160 seniors in the project. Special tabulations of selected questions, primarily economic, obtained from ProJect Talent, a study supported by the Coopera— tive Research Program of the U.S. Office of Education assisted by other Federal government agencies. The project involved two days of comprehensive testing and examination of academic aptitude, economic knowledge, and family background, conducted jointly by the University of Pittsburgh and the American Institute for Research, Pitts- burgh, Pennsylvania. To investigate how life insurance fits into the economic knowledge, attitudes and expectations of high school seniors, and to examine their interest in Jobs related to life insurance. Academic aptitude and economic knowledge by school program and sex; opinion of im- portance of life insurance, by school program; expectations of amount of life insurance breadwinner will need and rela- tionship to expected salary, by sex, family income and father's education; expecta- tions for amounts of savings accounts, securities, and real estate ownership, by various characteristics; present and pre- dicted savings patterns; savings goals and relationship between savings and college, 137 APPENDIX B (continued) car and marriage; interest in occupa- tions in life insurance and finance; opinions on important aspects of job or career. AVALEIIABILITY: Copy on file at the Institute of Life Insurance or write to the Life Insurance Agency Management Association. 138 APPENDIX B (continued) SURVEl DATE: REPCDEgg DATE: SPONSOR: TITIDEZ: PUBLICATION INFORMATION: SAMIDIJE: METHODOLOGY: PURPOSE 9;: STUDY: SUBJECT MATTER RELATED T9. LIFE QR EALTE INSURANCE: W= March-April, 1961 1961 Insurance Information Institute The Public Appraises the Property_and Casualty Insurance Industry Text and tables, 72 pages. National probability sample of 1,500 adults representing the total population of United States, aged 21 and over, living in private households. Personal interviews, conducted by Opinion Research Corporation, Princeton, New Jersey. To ascertain the public's knowledge of and attitudes toward the property and casualty insurance industry. Percent of people familiar with life insur- ance as compared with automobile, health and fire insurance; comparison of life insurance companies with automobile and fire insurance companies with respect to service and management; image comparison between life insurance companies, airlines, telephone companies, gas companies, elec- tric light and power industry, railroads, trucks, and automobile and fire insurance companies. Copy on file at the Institute of Life Insurance. 139 APPENDIX B (continued) SURVE}; DATE: BEFORE DATE: SPONSOR: TITIJEZ: PUBLICATION INFORMATION: SANH?ILE: NETHODOLOGY: PURPOS E OE STUDY: W MATTER W T2 L. WIFE 9.3 & INSURANCE: 1961 1963 Institute of Life Insurance An Intensive Study of Behavior and Atti- Efides Related to "LIght" and "Heavy" Insurance Coverage Text, tables, questionnaire, 185 pages. Probability sample of 396 male household heads under age 55 in Baltimore, Chicago, New York, Pittsburgh, and San Francisco, with randomly selected clusters from each metropolitan area. The final survey fol- lowed (1) a series of group interview sessions with a group of insurance agents and with small samples of well—to-do and lower-income men and (2) intensive indi- vidual interviews with approximately 100 men. Personal interviews, conducted by ARB Sur- veys, Inc., New York, N.Y. To explore the factors bearing on the pur— chase of life insurance, to formulate hypotheses regarding life insurance pur— chase behavior, to develop an instrument which could test these hypotheses, and to point out areas in which further tests would be of value. Demographic and personality characteristics of sample; economic behavior——habits and purposes of saving and budgeting and feel- ings about financial progress and inflation, by income class and high or low life insur- ance ownership; experience with life insurance--ownership, exposure and atti- tudes toward agents, exposure to program- ming, insurance knowledge and discussions of life insurance with wife, by income class and high or low life insurance owner- ship; attitude toward life insurance as a method of saving, reasons for owning or not owning life insurance and life insurance goals, by income class and high or low life insurance ownership. Chapter on the results 140 APPENDIX B (continued) of preliminary group interview sessions, including a discussion of attitudes toward agents and insurance as revealed in panel discussions and interviews with the selected groups. AVALEIIABILITY: Copy on file at the Institute of Life Insurance. lUl APPENDIX B (continued) SURVEY DATE: REPORT DATE: SPONSOR: TITLE: PUBLICATION INFORMATION: SAMPLE: METHODOLOGY: PURPOSE QF_STUDY: SUBJECT MATTER RELATED [IQ LIFE 93 HEALTH—INSURANCE: AVAILABILITY: November, 1963 September, 196“ Nationwide Insurance The Public Looks at Life Insurance Text and tables, 3“ pages. 602 male household heads in Eastern U.S. Combination personal interviews and tele- phone survey, conducted by Crossley, S—D Surveys, New York, N.Y. with question- naire development, tabulation, and analysis carried out by Nationwide Insurance. To explore the public's perception of their life insurance needs and the cost of such protection. How much income family would need in event of breadwinner's death; sources of such income; how much income they would expect from life insurance and amount needed to provide such income; amount of life insur- ance required for last expenses; amount of premium required to purchase needed amount of life insurance; amount family could afford for life insurance premiums. Copy on file at the Institute of Life In— surance, or write to Nationwide Insurance. 1A2 APPENDIX B (continued) SURVEY DATE: REPORT DATE: SPONSOR: TITLE: PUBLICATION INFORMATION: SAMPLE: METHODOLOGY: PURPOSE OF_STUDY: SUBJECT MATTER RELATED To LIFE 93 HEALTR_INSURANCE: June, 1965 1967 Life Insurance Agency Management Associa- tion, Life Underwriter Training Council and McCall's Magazine Prospects and Agents - A Study of the Sales Process Research Report 1967-A. Text and tables, 51 pages. (See also Research Report 1966-5, The Family Financial Officer.) 1,A05 husband-wife families in which the husbands were under A5 years Old. Mail questionnaires sent to 2,000 husband- wife families, selected from panels main- tained by Consumer Mail Panels, a subsi- diary of Market Facts, New York, N.Y. The panels consist of families, solicited by mail, who have agreed to participate periodically in various consumer surveys and product tests. While the panels are not true cross-sections Of the population of United States families, they are balanced to match the population in terms of geo- graphic region, city size, age of homemaker and total family income. Each family received two questionnaires identical in content, to be filled out independently by the husband and the wife. Paired ques- tionnaires were received from 1,330 couples, and an additional 75 were received from wives only. To examine in detail life insurance sales contacts among buyers and nonbuyers, and to study differences in attitudes of the husbands and wives in the two groups. Husband's views on his need for life insur- ance and discussion of subject with wife; acquaintance with agent; initiation of last sales interview; knowledge of company prior to contact. Meeting place of last sales interview; size and appropriateness of policy suggested; agent's analysis of AVAILABILITY: 1U3 APPENDIX B (continued) needs of prospect and discussion with wife; willingness to recommend agent, by buyers and nonbuyers; prediction of pur- chase. Wife's attitudes on adequacy of husband's coverage; reasons for and against carrying life insurance on wives and children. Copy on file at the Institute of Life In- surance or write to the Life Insurance Agency Management Association. 1AA APPENDIX B (continued) SURVEY DATE: REPORT DATE: SPONSOR: TITLE: PUBLICATION INFORMATION: SAMPLE: METHODOLOGY: PURPOSE OF STUDY: SUBJEQT_MATTER RELATED TO_LIFE OR HEALTH INSURANCE: AVAILABILITY: (1) August lu-September 10, 1967; (2) November 22—December 9, 1967, September 1968. Life Insurance Agency Management Associa- tion. The Opportunity to Buy: A Market Survey I of United States Householders. Research Report 1968-3. Text and tables, a 27 pages. (See also Research Report 1953-5, Covering the Market; Research Report 1962—2, Life Insurance in Focus, Vol. 3; and Research Report 196743, Pros- pects and Agents (all File 9A0). (l) 2,03A men and women age 18+ in private households in Continental U.S. (2) 2,063 men and women. Results combined. Personal interviews conducted by ORC Cara— van Surveys, an affiliate of the Opinion Research Corporation of Princeton, N.J. Used were advanced probability sampling techniques in the design and execution of the sample plan. (For a detailed descrip- tion of the sampling methods and other procedures, see the Technical Appendix of the Report concerned.) To investigate the opportunity to buy-—to see whether, when approached by agents, the respondents differed in their willing- ness to grant interviews and in their willingness to buy; to examine the degree of agent contact. Pattern Of market penetration reasonably uniform from one segment of the market to the next, excepting for family status and age. Marked relationship between income and both policy size and persistency. Write to the Life Insurance Agency Manage— ment Association. SURVEY DATE: REPORT DATE: SPONSOR: TITLE: PUBLICATION INFORMATION: SAMPLE: METHODOLOGY: PURPOSE OF STUDY: SUBJECT MATTER RELATED TO LIFE QR HEALTH— INSURANCE: AVAILABILITY: 1A5 APPENDIX B (continued) Fall 1970 NO publication date given. 1971 or late 1970. Institute of Life Insurance Finance-Related Attitudes of Youth, 1970 Text and tables, 69 pages 2,809 people in 1A-2A inclusive age group. Nationally in 72 locations. Equally divided by sex. Equal representation of high school students, college students, and young adults out of school. Weighted, resulting in card count of 4,79“. Interviews conducted by Gilbert Young Research, Inc. To help life insurance companies gain valuable insights into the attitudes of young people; attitudes that can play an important role in determining the future course of the business and provide data for the basis of subsequent surveys to determine trends and changes in these attitudes. Attitudes toward life insurance, percent ownership, relationship between attitude toward life insurance and desired life style, life insurance in concern over future financial security, investment preferences, life insurance as a respon- sibility, attitudes toward agent, life insurance companies and their concern for the public. Write to Institute of Life Insurance, Division of Statistics and Research. 1A6 APPENDIX C INSTRUMENTS AND RELATED INFORMATION 1A7 APPENDIX C, ITEM la INFORMATION SHEET WHICH ACCOMPANIED QUESTIONNAIRE Purpose and Procedure. The purpose of this question- naire is to Obtain your opinion of the degree to which life insurance salesmen meet each of the specified criteria of a profession. Please fill in the background information. On the next page, please insert a number (5, A, 3, 2, 1) from the key (on the next page) in the occupational column for each of the criteria. Thank you. A. Name (optional) Student No. Date B. Number and/or name of this course C. If this course is one in insurance, is this course your first in insurance? Yes No D. Are you enrolled in the School of Business? Yes NO If "yes", are you in the Department of Managgfient (FOFmerly known as the "Department of Business Administration")? Yes NO If in the School of Business but not within the Department of Management, with what department are you? (e.g., Accountancy, Marketing) E. Student Classification: 1. By year: Senior Junior Sophomore Fresh- man. 2. Type program by time: A-year or longer 2-year but less than A-year less than 2-year F. Cumulative grade point average (numerical): example, 2.75 G. Do you hold any insurance license? Yes NO If "yes," which one(s)? H. Are you concentrating (majoring or minoring) in insurance in school? ___Yes ___No If "no", do you plan to do so? ___Yes ___NO I. Have you been solicited by a life insurance representative within the past year? ___Yes ___No If "yes," please make any comments that you wish concerning your image of or attitude toward that representative. 1A8 APPENDIX C, ITEM lb COPY OF QUESTIONNAIRE Name (Optional: Student number Date Key: 5=strongly agree; A=agree, 3=undecided; 2=disagree; l=strongly disagree. Life Insurance Salesman l. The occupation seeks to demonstrate that those who possess special education and training deliver a superior service in contrast to those who lack such education and training . . . . . . . . . . . 2. Members of this occupation openly share techni- cal knowledge and discoveries . . . . . . . 3. Extensive education and training in this field makes a member an expert as viewed by the layman . A. Preparation for this occupation involves consid- erable time in studying required knowledge . . . . 5. The working hours and the non-working hours tend to blend . . . . . . . . . . . . . . . . . . 6. As a matter of record there is a built-in code of ethics that compels ethical behavior by members and that has overtones of altruism and a public- service orientation . . . . . . . . . . . . . . 7. The career concept is an important part of this occupation . . . . . . . . . . . . . . . . . . . . 8. Service is performed primarily for the psychic satisfactions and only secondarily for money . . 9. There is a confidential relationship between the member and the layman . . . . . . . . . . . . 10. The code of ethics precludes aggressive competi- tion and advertising by individual members . . . . 11. The member is granted a superior position in the eyes of the layman because in the field concerned the member is better qualified to recommend a solution to the problems of the layman than is the layman himself . . . . . . . . . . . . . . . . l2. 13. 14. 150 165. 17'. 1E3. 1A9 APPENDIX C, ITEM lb (continued) Life Insurance Salesman The member is motivated to perform at his best regardless of the money involved Members must refrain from acts that jeopardize the authority of fellow members and must sustain those members whose authority is threatened . . . Required theoretical knowledge can best be achieved through formal education in an academic atmosphere . . . . . . . . . . . . . . . . . . . The member must provide service to anyone requesting it (regardless of the requestor's age, income, kinship, politics, race, religion, sex, or social status) and must be prepared to render service even at the sacrifice of personal convenience . . . . . . . . . . . . . . . . . . The occupation itself controls its education and training centers (such as through accredita- tion) and controls admission to its ranks . . . . There is an internal regulatory body of members themselves with power to censure the wrong- doing member . . . . . . . . . . . Preparation must be intellectual as well as practical O O O O O O O O O O O O O O O O O O O O J‘: WWI-J CDNChU'I ll. l2. 13. 1A. 15. 16. l7. 18. 190 20. 21. 22. 150 APPENDIX 0, ITEM 2 FLEXIBILITY SCALE I am often the last one to give up trying to do a thing. There is usually only one best way to solve most problems. I prefer work that requires a great deal of attention to detail. I often become so wrapped up in something I am doing that I find it difficult to turn my attention to other matters. I dislike to change my plans in the midst of an undertaking. I never miss going to church. I usually maintain my own opinions even though many other people may have a different point of View. I find it easy to stick to a certain schedule, once I have started it. I do not enjoy having to adapt myself to new and unusual situations. I prefer to stop and think before I act even on trifling matters. I try to follow a program of life based on duty. I usually find that my own way Of attacking a problem is best, even though it doesn't always seem to work in the beginning. I am a methodical person in whatever I do. I think it is usually wise to do things in a conventional way. I always finish tasks I start, even if they are not very important. I often find myself thinking of the same tunes or phrases for days at a time. I have a work and study schedule which I follow carefully. I usually check more than once to be sure that I have locked a door, put out a light, or something of the sort. I have never done anything dangerous for the thrill of it. I believe that promptness is a very important personality characteristic. I am always careful about my manner of dress. I always put on and take off my clothes in the same order. The above 22 items were reproduced by special permission from The California Psychological Inventory by Harrison Gough, Ph.D. Copyright date 1956. Published by Consult- ing Psychologists Press, Inc. 151 APPENDIX C, ITEM 3 ESSAY QUESTIONNAIRE Name (optional) Student No. Date Do you think that your image of the life insurance salesman has changed during this course? Yes NO If "yes," do you think that the course was instrumental in bring— ing about this change? Yes No If your image of the life insurance salesman has changed this term, would you please explain how--that is, more favorable or less favorable, and why? II. IIII. 152 APPENDIX C, ITEM 4 ORIGINAL THIRTY-SIX STATEMENTS BY CATEGORY OF CRITERIA FOR A PROFESSION Basis of systematic theory a. The skills that characterize the occupation flow from and are supported by a fund of knowledge that has been organized into an internally con— sistent system, called a body of theory. Preparation for becoming a practitioner involves considerable preoccupation with systematic theory. Preparation must be intellectual as well as a practical experience. The necessary theoretical orientation can be achieved best through formal education in an academic setting. Professional authority a. f. The authority in his field is recognized by the client/customer. Extensive education and training in his field makes the practitioner an expert as viewed by the layman. The client/customer is in a subordinate position in that the authority dictates what is good or evil for the client/customer, as compared with the latter's diagnosing his own needs or dis- criminating among the range of possibilities for meeting them. The occupation frowns upon advertising the services of the individual practitioner by himself. The client/customer derives a sense of security from the authority. The client/customer has faith in the authority. Sanction Of the community a. Community approval eXists for the powers and privileges conferred upon the practitioner. IV. 153 APPENDIX C, ITEM A (continued) The occupation controls its education and training centers, such as through accredita- tion. The occupation controls admissions to its ranks. There is a confidential relationship between practitioner and client/customer. Standards for performance are reached by con— sensus within the occupation and are based on the existing body of theory, rather than being decided by laymen who are presumably incapable of comprehending these standards; i.e., it is generally conceded that the quality of perform- ance of the practitioner can be evaluated only by his peers. The powers and privileges of the occupation constitute a monopoly by (or at least sanction by) the community. The occupation seeks to demonstrate that the performance of the occupational skill requires specialized education, that those who possess the requisite education and training, in con- trast to those who do not, deliver a superior service, and that the human need being served is of sufficient social importance to justify the superior performance. Regulative code of ethics a. There is as a matter of record a built-in regulative code of ethics which compels ethical behavior by members. Through its ethical code, the occupation's commitment to the social welfare becomes a matter of public record, thereby insuring for itself the continued confidence of the community. The code for this occupation is relatively more explicit, systematic, and binding; it certainly possesses more altruistic overtones and is more public-service oriented. The practitioner must assume an emotional neutrality toward the client/customer. The practitioner must provide service to anyone 15A APPENDIX C, ITEM A (continued) requesting it, regardless of the requester's age, income, kinship, politics, race, religion, sex- and social status. (This element of conduct is known as universalism.) The practitioner is motivated less by self— interest and more by the impulse to perform maximally. He must be prepared to render his services upon request, even at the sacrifice of personal convenience. The ethics governing member relationships demand behavior that is cooperative and supportive. Members openly share technical knowledge with each other. Any advance in theory and practice made by one is quickly disseminated to fellow members through associations. Intraoccupational competition is highly regulated, diluted with cooperative ingredients which impart to it its characteristically restrained quality. Recogni- tion Should ideally be based solely upon performance in practice and/or contribution to theory. Mem- bers must refrain from acts which jeopardize the authority of fellow members and must sustain those whose authority is threatened. Occupational self—discipline is a vital considera- tion. Ethics precludes aggressive competition and adver- tising; hence consultation and referral are important. There is internal regulation and control by mem- bers themselves with power in the regulatory body to censure the wrongdoer. Since membership in _good standing is a sine qua non of success, the prospect of formal disciplinary action operates as a potent force toward conformity. I?undamental beliefs: professional culture (formal and jJiformal groups interacting to generate a social configuration) a. Foremost among the values is the essential worth of the service which the group extends to the community. Service is a social good and the community welfare would be immeasurably impaired by its absence. The twin concepts of authority and monopoly also 155 APPENDIX C, ITEM A (continued) possess the force of a group value. In all service-related matters the group is infinitely wiser than the laity; this proposi- tion is regarded as beyond argument. Acquisition by the group of a service monopoly would inevitably produce social progress. There is a commitment to rationality; i.e., Objectivity, in the realm of theory and g technique. Nothing of a theoretical or technical nature is regarded as sacred and unchallengeable Simply because it has a history of acceptance and use. The norms of the group are the guides to behavior in social Situations. Symbols are meaning-laden items. These may in— clude such things as its insignia, emblems, and distinctive dress; its history, folklore, and argot; its heroes and its villains; and its stereotypes of the member himself, the client/ customer, and the layman. One of the central concepts is that of career. It is akin to a calling, a life devoted to "good works." The work is never viewed solely as a means to an end; it is the end itself. The services are performed primarily for the psychic satisfactions and secondarily for the monetary compensations. Devotion to the work itself imparts the service orientation and the element of disinterestedness. The absorption in the work is complete, involving a total personal involve— ment. The work life invades the after-work life, and the sharp demarcation between work hours and the leisure hours disappears. The work becomes the practitioner's life. 156 APPENDIX C, ITEM 5 BACKGROUND INFORMATION ON EXPERIMENTAL GROUP (Lettered items correspond to those on the covering sheet, Appendix 0, Item la) C. D. E3. Number in their first insurance class Number in Respective Schools of the College School Of Business . . . . . . . . . . . School of Education . . . . . . . . School of General Educatio . . . . School Of Business Students, Number in Respective Departments Management Department . . . . . . . Accountancy Department . . . . . Marketing Department . . . . . . . Student Classification 1. By Year Senior . . . . . . . . . . . . . . . . . . Junior . . . . . . . . . . . . . . . . . . Sophomore . . . . . . . . . . . . . 2. By Length of Program Four-Year PI’OgI’am o o o o o o o o o o o o Two-Year Program . . . . . . . . . . . . Cumulative Grade Point Average Mean 0 O O O O C O I O C O O O O O O O O 0 Range 0 O O O 0 O O O O O O O O O O O O 0 .Number Licensed to Sell Life Insurance (non-aCtive) o o o o o o o o o o o hhimber of Insurance Majors . . . . . . . . . hhxmber Solicited by Life Insurance Agents MTithin the Year . . . . . . . . . . . . . . 36 NONLA) .57 .78 23 157 APPENDIX D ANALYSIS OF SURVEY INSTRUMENTS 158 Hmpoe memeHm oflwfim II II" (IRE-1 ”COHumOHMHmmmHo on how mH m.m H m.mm w m.MH m 0.0m mH H.HH : B H 0 ml. m.mm ml. m.mm ml_ 0.0m ml m.m HI m m H.HH H m.mm : m.m H 0.0m m F.0H m m a z N z m z a z A z mmsz> AmmhwmmHQ AomhwmeQV ACOUHOOUCDV Ammhw 0E3 omonp awn» mpmgpmcoaop Op mxmom COHOOQSOoo one .wCHchpu pom COHpmospm Eodm zomH 0:3 omocp Op pmmppcoo CH OOH>pom LOHLOQSm m LO>HHOC wcHsHmpp paw COHmedpm HmHooam mmOMMOQ Aemmemmmv Abomo qaezmszmmxm .mezmmzommmm mo one AmmpwmmHQ Aomhwmmfimv AUOOHOOUCDV Amopm HHOHchmp Chasm EHCOQO COHmeSOOO chp mo mhmpEmz .mOHpo>oome cam owCOHzocx Acmssfipcoov OH szH .a xHazmmma H .m Amoezz pcme®pmpm MOHHmm 160 cm 0 o m.mm w H.HH : m.mm om H.HH : 9 ml 0 ml m.mm ml E.©H MI 0.0m m: H.HH MI E HH 0 o m.mm : m.m H m.mm HH H.HH m m m z a 2 .H Lz a z a z mOSHm> AmwgwmmHQ AmmhwmmHQV ApmpHomUGDv , Ammnw .cmEmmH on» an pmzmH> mm phmdxm cm LOQEmE m mmxme UHOHH mHEp CH wchHmpp cum COHpmozpm o>Hmcmpxm .m ponezz meEOpmpm HOHHOm Aemzcflpcoov mH zmeH .o mezmmma 161 9m m OHnmpopHmcoo mm>Ho>cH COHmesOoo man LOO COHpmmwdopm .mwpmHzocx pmdevop mchUzpm 2H oEHp AUOSCHQCOOV mH EmBH .o xHozmmm< wm o m.mH m m.mm om o.mm m 9 mm. o m1 H.HH MI 0 an S.@@ mm m.mm mu m mH o o o o m.>m m :.:: m w.>m m m R 2 R z m :2 H 2 R z mosHm> nomhwmeQ AccumMmHQV ACOUHOOUQDV Amomw¢v Amommg mo meQOSpmV meQOLva COprO 85m ml HI 0 H+ m+ IHMHmmmHo msz> .2 popesz pamEOpmpm mmHHom 162 mm o o m.m H o.mm m 3.3: 0H m.>m 0H B mm. 0 Id o.m HI H.mH HI. m.mm HI m.mm HI m mH o o o o m.mm m 0.0m m n.mH m m H 2 H 2 H. 2 H 2 H z mosHm> AomhwmmHQ AmmhwmmHQV ACOUHOOUQDV Ammhw .UCOHQ Op UGO» mason wCprozlcoc CEO paw mason wcHxhoz one Avwzcfipcoov mH EMBH «Q xHszmmd .m Amoezz pcmempwpm mmHHmm 163 mH o o H.HH 3 m.mm NH m.H: NH m.m m e H: o .0... 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H.HH MI 0 ml m :HI H.HH m 0.0m o w.HN m m.m H o o m H 2 H 2 H 2 H 2 H z mmsz> HompwmmHQ HoopwmmHQv AUOUHOOUQDV AmmpwHV AOOHNH QOHHHB mo szcopumv szcoppmv IHmHmmme 85m NI HI 0 H+ N+ msz> .mmzoe mom HHHLMUcooom zHco paw COHpowH Anmscflpcoov mH zmeH .o HHQZHHEH .m Amoesz pcmEoumpm HOHHmm 166 :N o o m.MH m N.NN w N.H: HH H.HH m 9 HH‘ 0 NI H.HH HI, N.NN HI 0.0m NI H.HH HI E HH 0 o H.HH m N.NN H H.HH H H.HH m m H 2 H 2 H 2 H 2 H z mOsHm> HompwmmHQ nowhNMmHQV AUOUHOOUCDV AmthHV AOOLNH EOHp mo meQonpmV : mecomumv ImOHm 83m NI HI 0 H+ N+ IHmmmHo msHm> mnp Cmozpon QHEmQOHpmHom HmecovHNcoo m mH whose .cmEzmH onp cum ponEoE AUOSQHpCoov NH EMBH no xHQZMmm< .m Amnesz pcmsmpmpm HmHHmm 167 QHI m.N H N.H: HH H.HN OH :.NH H w.N H 9 NH. O NI 0.0m NI H.Hm NI N.NN NI 0 NI. m mI m.m H 3.3: w w.HN m H.HH m m.m H m H 2 H 2 H 2 H 2 H z wmsHm> AOOLNMmHQ AmmpwmmHQV ACOUHOOUCDV Ammhw 'II 1} COHpHmeEoo O>Hmmmmwmm mopsHome mOHEpO mo mUoo mEB .mponEmE HHSUH>HUCH HO wchHpmo>Um Ucm AUmSCHonoV NH ZMBH .m xHoszEH .OH Ampszz pcmempmpm HmHHmm 168 NH 0 o H.HH m o.mN N 0.0m wH m.w m B NI 0 .NI H.HH NI H.HH NI H.HH NH o NI m m o o H.HH m m.mm m m.mm m H.HH m m H 2 H 2 H 2 H 2 H z wOSHm> AmmpwmmHQ AmmawmmHov HoocHomUQDv Hommw .mHomEHE cmezmH on» mH sag» cmEmmH map No mEmHnopQ map on COHHSHOm m UQOEEoomp Op COHNHHHSU poupmp mH mmpEmE on» pm:pmocoo UHOHN OEp CH mmsmomn :mEzmH on» No mmmm on» :H COHpHmOQ QOHmeSm m consanw mH pmpEmE mne Homscfipcoov «H zmeH .o HHQZHNNH .HH Amnesz pcmsmpmpm HmHHmm 169 H: .m.m H H.HH HH H.HH OH H.HH H m.m m 9 NH- H.m HI H.HH NH N.NN HI. H.m HI 0 NI m m+ o o m.NN : m.mm m m.mm m H.HH N m H 2 H 2 H 2 H 2 H z mOde> AmohwmeQ HommwmmHmv ApocHomeDv AOOANHV AmmHNH QOHmeHm mo Hszoppmv mecoppmv IHmmmHo 83m NI HI 0 H+ N+ msHm> pmon mHE pm Shommwa on Umpw>HuoE mH pmnEoE mne .Uo>Ho>cH mmcoe on» No mmmHUHmmmh Homschcoov mH zmeH .a HHQZHNHH .NH HmQEsz meEmpmpm hmHHmm 170 mN O O m.w m 0.0m HH 0.0m wH H.HH 3 B .mIH. o NI Him HI H.HH NI H.HH NI H.HH HI H OH O O H.HH N w.HN m O.mm OH O.m H m H . z. ..... H ...z ....... H» ..... 2.1 ..... H ..... 2.. I. H z mosHm> AmonwdeQ.. .vanwdeQO..HOOOHOOOCDV,_.HOOHNHO H. ..... Hompw<_.: COHHHOHH No szsompmV mecompmv IHmmmHO 83m NI HI O H+ N+ ..................... 05Hm> ... ., ... .. .................................... .Oocmpmmpnp mH mpHmospzm omen: mhmnEmE mmonp :HmpmSm pmse Ozm mponEmE onHmN Ho mpHHonpsm on» ONHOHHQOOH was» mpom thm :Hmhmmg pmsa mpmnfimz .mH HOOESZ pamEmpmpm HOHHmm amschcooO mH zmeH .O HHOZHNHH 171 Hm o o H.OH O :.mH H O.mm mH H.HH : 9 NH 0 ml m.mm MI O.m HI. O.mm mH H.OH _MI m O O O H.HH m m.mm O 0.0m m O.m H m H 2 H 2 H 2 H 2 H z mmSHm> AmmhwmmHQ AmmpmMmHQv AomUHomUCDV Ammmw .mhmnamoEpm oHEmumom cm CH COHpmosvm HmEpom swsopzp Um>mH£om mp pmmn cwo memHzocx HQOHpmaomnp ompHdvmm Acmscfipcoov mH zmeH .Q XHszmm< .zH LmQESZ pCmEmpmum MmHHmm 172 N+ m.mH m m.mm NH O.m N O.HN OH :.mH H 9 mm H.Hm WI H.Hm NI H.HH MI H.HH MI H.HH .mI m m+ o o m.wm H o o m.mm H N.NN : m H 2 H 2 H 2 H 2 H z mmSHm> AmmpwmmHo AmmHNMmHQV AOmUHomUCDV Ammpm .mocchm>:oo chowpma mo monHpomm mnp pm sm>m m0H>hwm pmncmh 0p Umpwamha mp pde cam AmSpmpm HMHoom ho .xmm .COHwHHmh .modp .mOHpfiHoq .QHnm IcHx .mEoocH .mmm m.90pmm3dmp map Ho mmmHUmmwmpv pH wQHpmmsvmp mcomcm on m0H>pmm m©H>opQ umsa pmnEmE mse .mH pmpasz pcmEmpMpm mmHHmm AcmschcooV «H zmeH .O HHOzmmm¢ 173 OH O O m.mH m m.wm :H H.Om mH H.HH : 9 MI 0 .mI N.NN HI 0.0m mIfl N.NN mIJ m.m HI m :H O O m.m H O.HN m 0.0m m H.OH m m H 2 H 2 H 2 H 2 H z mmsz> AmmmmeHQ AmmhwmmHmv AcmcHomUCDv Ammhw 62w GOHpmoscm muH mHoppcoo HHmmpH COHmeSOOO mne .m&:dp mpH on COHmmHEUm mHOchoo 6cm AQOHpmpHumpoom nwzopnp mm nosmv mumpcmo wchHmnp Aumscfipcoov mH zmeH .O xHazmHHH .HH popesz pcmEmpmpm HmHHmm 1714 0H 0 o m.m. m N.Hz HH J.:: HH m.m H H _HI 0 NI H.HH MI H.HH NH m.mm NI, 0 NI m NH O O O O m.mm H m.mm OH m.m H m H z I.IH.I. z . . HI . z I H 2 H z mmsz> AmmpwmmHm AmmLNMmHQV AUmUHomuchI Ammnm E .pmnEmE mcHonlwsomz map mpzmcmo on hmzoa anz mm>HmmEm£p mpmnEmE Ho muon mLOpmstmm Hmzpmch cm mH mpmse .HH pmpssz pcmEmpMpm HmHHmm Hoosszcoov mH zmeH .O HHoszm< 175 m: O O O O m.m m m.mm MN O.HN OH 9 MM 0 NI 0 NI. 0 NI H.HH NH N.NN NI. m HN O O O O H.mH m 0.0m m m.mm O m HI 2 H .2 HI, 2 H, 2 H z mmsHm> AmmhwmeQ AmmhwmmHmv AUmUHomUQDV Ammmw .H@0Hp0MhQ mm HHmz mm szpomHHmch mo pmse :oHpmthmpm .mH ampezz quEmudpm mmHHmm Acmchpcoov mH zmHH .O xHOzmmm< 176 Hmpoe mHonmHm cHme II II II DSCIIB ”COHHOOHmHmmmHO 0p me on: mmozp pmzp mummumcoEmU 0p mxmmm COHmeSOOO mnB .mchngp cam COHpmoswm £05m xomH on: mmonp on pmmpucoo :H m0H>pmm LQHmeSm m nm>HHmU mchHmpp Ucm COHpmosvm HmHoQO mmmmmoa Om O O m.m m H.HH : N.Nm OH O.HN OH H NH. o NI H.HH MI O.m HIM N.NO HH. N.NN NI, H OH O O O.m H H.OH m J.:: O m.mm O m H 2 H 2 H 2 H 2 H z mmsHm> AmmfiwmmHQ AmmmwmmHQV AUmOHomUQDV Ammpw Fun “I. I! H“ .H ampesz pcmampmpm HmHHmm Hemmeemomv Naomo HHEZHEHHHNHN amezmazommmm mo onHHOHmHmmNHo HHHHHmHHmHHIHHHOHOHm Hm szmmHHO moz HOOHcsomp mpmgm NHcmqo COHpmazooo man Ho mpmnEmz .mmHhm>oomHU cam memHzocx AUmSCHpCooV DH EMBH «Q XHDzmmm¢ .m amnesz pcmEOHMOm HmHHmm 178 OH o o N.NN O H.HH H N.NO mm O.O m H NH o NI H.OH N... H.HH Ml N.NH NH O NI H O O O O.HN m H.HH N 0.0m N H.HH N m H z I H 2 H 2 H 2 H z mmsHm> AmmhwmmHQ AmmgwmeoV AOmOHomUQDV ... OmmANNV Ammmm< COHpmon Ho szconpmv szconpmv ImemHo 63m NI HI O H+ N+ msHm> .COENOH mcp mo UmzmH> mm ppmgxm cm LmnEmE m mmxme OHmHH chp CH wchHmpp UGO 20Hpmozvm m>Hmcmpxm .m amnesz pcmEmpwpm HmHHmm Avoscfipnoov DH ZMBH .Q XHszmm< 179 N: O O O.N H O.m N O.MO mN O.HN OH 9 NH. o NIH O.O HI 0 NI. O.HH NH. H.OH NI m MN O O O O H.HH N 0.0m N N.Om H m H 2 H 2 H 2 H 2 H z mmSHm> AmmuwmmHm AmmhwmmHQv AUmOHomUCDV Ammpw mHanmOHmcoo mm>Ho>cH QOHHOQSOOO man pom COHHOHOQOHN .memHzocx OmpHsva wchvzpm CH mEHp HomschcooO OH zmHH .O HHoszNN .2 amnesz unmEoumpm mmHHmm 180 Hm O O m.m m N.NN O 3.:: OH O.mN O 9 .HH 0 .NI H.HH MI. H.OH NI. H.Om HI m.mm NI m :H O O 0.0 H O.HN O 0.0m m H.OH m m H 2 H 2 H 2 H 2 H z mmsHm> AmmpwmmHD AmmpwmmHDv AOmUHomUCDV AmmeNV Ammpm< COHHOOHH mo Hchoppmv mecoapmV IHmmeO Sam NI HI O H+ N+ msHm> .UcmHD 0p Ocmp OHSOD wcHxhozlcoc mDp Una OHSOD NDHNHOS mDB AUQZCHDCOOV DH SmBH .O HHOZONNN .O pmpEsz pcmEmpmpm HmHHmm i..- nlb Hull-r K 181 OH O O H.HH : :.H: OH 0.0m :H m.O m 9 .ml 0 NI H.OH .ml :3 NI H.HH .OI OH .HI H HH O O O.m H 0.0m H 3.2: O H.HH N m H 2 H 2 H 2 H 2 H z mdem> AmmpwmeD AmwpwmmHDv AchHomchV AmmHNNV Awmpw< COHHOOHH Ho mecogpmv Hchoppmv IHmmmHO 85m NI HI O H+ N+ dew> .COHpmpcmHHo m0H>HmmI0HHD3Q m cam EmHsmuHm Ho mmC0me>o mMD DQHDS Ucm mHmDEmE HD H0H>mDmD HOOHDDm mHmQEoo wap OOHme H0 @600 CHIuHHSD O OH mHmDu choomm Ho Hmppme m m< Avmschcoov OH zmHH .O HHOZONNN .O HmDESZ pcmEmpmpm mmHHmm 182 m: o o O.m H . H.HH. H O,mm mH , m.mm NH H NM. 0 NI 0.0 HI. 0.0 HI H.HO HH O.Hm NI m NN O O O O H.OH m N.NN O 0.0m H m .H... 2 .H. . z ,.... H _..z . ._H ...z , . H z mmsz> HommwmmHD HmmpwmmHDv AvmcHomUCDV Ammmw .COHme5000 mHDp mo Hymn HQOHHOQEH Cm OH pamocOO Hmmpmo mDB .H HmDEsz pcmEmpmpm mmHHmm AOOOOHOOOOV OH zmeH .O HHOZONNN 183 mNI m.mH m 0.0m OH N.NN O O.mH O O O 9 HI N.NN HI O.HO qH H.OH .ml 0.0 IHI o NI m OI O.m H 2.22 O O.HN m N.NN 2 O O m H 2 H 2 H 2 H 2 H z mmsHm> AmmpmmmHD AmmpwmeDV AUmUHomOQDV AmmHNNV Ammpm< coHHOOHH mo Hchoppmv Hchopumv IHmmmHO Ezm NI HI O H+ N+ msHm> .choe pom HHHHNOQOOOO HHco UGO mcoHpommmemm QHDOHOQ mDp DOM HHHDOEHHQ Omegompma mH m0H>hmm .O meESZ pcmEmpmpm HmHHmm AUOSCHDCOOV DH SMBH no xHszmm< 18M mm O O O.N H N.NN O O.mm ON 2.0H H 9 MH. 0 NI O.O HI m.mm NI o.om NI H.HH MI. m HN O O O O H.HH N N.NO HH O.HN m m H 2 H 2 H 2 H 2 H z mmsHm> AmmpwmeD AmmpwmmHQV AOwOHomOCDV AmmeNv Ammpw< COHpOOHm Ho HHMQOHDOV Hchompmv IHmmmHO 53m NI HI O H+ N+ msHm> mDp cmmzme QHDOCOHpmHmH HprchHmcoo O OH mHmDB .cmEmmH mDp Ocm DmDEmE AOOOOHOOOOV OH zmeH .O HHOszNN .N OmOesz OOOEOOOOO HOHHOO 185 2.NH H . H.Om 2H .N.mH O O.HN N O.N H a NHI O.HN NI m.mm NI H.HH MI N.NN NI, O.m HI O HI H.HH m 2.22 O H.OH m O.HN m o o m H .2 H 2 H 2 H 2 H z wwSHm> AmmmwmmHQ AwmhwmmHQv AOmUHomUQDV Ammmw .mHmDEmE HOSUH>HUCH HD wchHpmm>©m Ocm AOOOOHOOOOV OH zmHH COHpHmeEoo m>Hmmmewm mmcsHomHQ mOHme Ho mvoo mDB .O HHoszNH .OH OmOesz OOOEOOOOO HOHHOO 186 mN O O H.HH 2 2.0H H m.Om HN H.HH 2 9 NH o NI O.O HI. O.HN NI O.HO NH H.HH MI O NH O O H.OH m H.HH N N.NO HH H.HH N m H I z .w H w 2 H ‘z _ H . 2, H z mmsHm> AmmnwmmHm AmmhwmmHDv AOmUHomOCDV AmmCNNV AmmHNN COHOOOHH Ho HHwCOprV HHwCoppmV IHmmmHO ECO NI HI O H+ N+ OCHO> II H .HHmmEHD COEHOH mDp OH COCO COEHOH me Ho mEmHDOCQ me on COHp ICHOO m OCmEEoomC on UmHHHHmdv Cmppmn mH CmDEmE me OmCCmoCoo UHmHH me CH mmsmomD COEHOH me mo mmzm me CH COHOHOOQ COHCOQSO m OmpCme mH panama mCB HOOOOHOOOOO OH zmeH .O HHOZONNN .HH OmOesz OOOEOOOOO HOHHOO 1|- .h'l 187 2HI H.HH 2 H.Om mH H.Om OH O.MH m O.N H B NHr H.OH NI o.om NI N.NO NI. H.HH MI. 0 NI m HI O.m H N.NN 2 0.0m m H.OH m O.m H m H 2 H 2 H 2 H 2 H z OmCHm> AmmgmeHQ HompmeHDV AUOUHOOUCDV Ammhw .Om>Ho>CH HmCoE me Ho OOmHUmemC OOOD OHC pm ECOHCOQ Op Ompm>HOoe OH CODEOE OCH .NH Cmnesz pCmEmOmOm mmHHmm HOOOOHOOOOV OH zOHH .O HHOZONNN 188 OCH ONHUCOQOOO HODO Opom Song CHOCHOH OOCE OCODEOZ NN O O O.N H 0.0m 2H O.Nm OH O.m N 9 HI 0 NI 0.0 HI o.om NI. 2.22 NI 0 NI O OH O O O O O.HN m N.NO HH H.HH N m H 2 H 2 H 2 H 2 H z OmsHm> AmmhmeHD AmmmmmOHQV AUOUHOOUCDV AmmeNv AmmCNN COHOOOHM mo HHwCOHpmV HHmCoppmV IHOOmHO Esw NI HI O H+ N+ dem> . It [lull .cmCmpmmHCp OH HHHCODOCO mOOCB OCmDEmE OOOCO CHOOOCO HOSE UCO OCODEOE SOHHOH Ho HOHCOCOCO HOOOOHOOOOV OH zOeH .O HHOszNO .OH OmOesz OOOEOOOOO HOHHOO 189 mH m.w Hm O.mN m O.N H 0.0m OH m.MH m 9 mm H.HH MI. H.HH MI . O.m HI O.mm mm H.OH MI m m m.m H m.mm H O O 2.22 O H.HH N m H 2 H 2 H 2 H 2 H z mmSHm> AmmmmeHQ AmmhwmmHQV AUmUHomUCDV Ammhw .mmmzamoEpm oHEmwmom cm :H COHHmosnm Haemom smacks» Um>mH£ow mp pmmn :mo mwOmHzocx Honpmhomcp OmmHsvmm Anmscfipcoov 92 szH .O mezmmm< .zH LQQESZ pCmeQMpm mmHHmm 190 OCHpmmsvmp mcomcm 0p moH>pmm mUH>opQ pmse pmnEmE OLE .mocmHsm>coo Hmcompma mo mOHmeomm mg» pm cm>m m0H>pmm pmvcmn 0p Umpwampa mp pmze 6cm AmSpmpm HmHoom ho .xwm .QOHOHHmL .momp .mOHpHHoa «QHcm IQHx .mEoocH .mwm m.L0pmmsvma mcp mo mmchgmwwpv pH Anmzcfipcoov 9H zmeH .OH .O xHozmmm2 hmnesz pcmepMpm HmHHmm OH O O O.HN OH 2.0H w H.Om mH H.OH O B .m: o NI m.mm NI. N.NN NI O.HN _mI H.OH _MI m OH O O N.NN 2 H.OH m 2.22 O H.OH m m H 2 H 2 H 2 H 2 H z mmsHm> AmmpmmmHQ AmmpwmmHmv AUmUHomOCDV Awmhw [I'll-"IL 191 HH O.m N m.mH m H.OH O O.mm ON m.O m a .NI H.HH MI. H.HH MI N.NN NI O.mm NH o NI O OH O O H.OH m H.HH N O.mm OH H.OH m m H 2 H 2 H 2 H 2 H z mmsHm> AmmpwmmHQ AmmpwmmHQV AUmUHomUQDV Ammhw Ocm COHpmoznm mpH mHoppcoo HHmmpH COHmeSQOO age .mxsmp mpH on COHmmHEOO mHOApcoo cam AQOHpmpHOmmoom nwsopcp mm noSmV mpmpcmo wchmep Hamscfipcoov 9H zmaH .O mezmmm2 .OH pmossz pamEmpmpm HmHHmm 192 N+ m.O m O.HN OH N.NN O m.mm NH m.O m 9 NH H.OH NI O.HN NI N.NN NI m.mm .NI 0 NI m 5+ O O O.HN m N.NN 2 m.mm O H.OH m m H 2 H 2 H 2 H 2 H z mmSHm> AmmmwmeQ AmmhmmmHQv AOmUHomUcDV AmwQOHV Ammhw< COHpOOHm mo mecoppmv mecohpmv IHmmeo 83m NI HI O H+ N+ mus> .LmnEmE OcHoclwcopz map madmcmo 0p hmzoa Lsz mm>HmmEmLp mpmnEmE No anon NQOpdemmh HOGpwch cw mH mhmne Homscfipcoov 9H zmeH .O xHozmmm2 .HH ampezz pamEmpmpm HmfiHmm 193 O2 O O O.m N O.N H 0.0m OH 2.H2 OH 9 mm o NI 9m HI 9m 2|. 2.22 ml 2.22 NI m ON O O O.m H O O O.mm OH 0.0m H m H 2 H 2 H 2 H 2 H z mmsHm> AmmpwmmHm AmmLOMmHQV AOmOHomOQDV Ammmw L1 H d1 I .HOOHpome mm HHmz mm HOSpomHprcH mp pmse COprhmampm .OH gmnesz pcmEmpmpm mmHHmm Acmzcflpcoov pH zmeH .O xHazmmm< 19M mmpwmmHU mesopum H mm mmpwmmHQ n O OmUHomUcD u D mmgm< n < mmpwm Nchoppm u +-+I + U'I IV 2 6 10 13 l5 l7 Sub-total % Change + + m-+I +-+I 01+ I-++-+I + l++lOl + + I J: I .\] I N \1 5 7 8 12 Sub-total % Change PJ+ I-++-+ .1: U'l IU+I++| O\. 7.: LL) Total % Change .6 I_I 0+ H '_J «3+ H l'-" 00+ w+o++l Key: C R F Combined Rigid Flexible ITEM 6 (continued) APPENDIX D, Control Two Control One Control Overall 7:_ 5 0 7 0 6 ++_+5_ +3 +++0 .+ +2 _+0++0 +A l. 2 5. 2 5 3 _ . l A. 3.w A 5 3 O. o. o o o +_O+1" +6 +_00 .+ +1 _++++R +3 2“ 2 9. A. 1 1 o. I o O o o ++.+7, +21 +.+3. _+ +6..++++l +2 _ l. 2 2 1 2.. O 3 __ _6.+_.++0 +0 U. 0 2 _ 3 0H 0 9 0+ +O_+++_+0 +8, 3_ O l 9 7O 01 5 o. 0_ o .0 +Am+++0+0 +9 1. 0. 1 I 6 _ 9_ O A 0.. o o __ +2 OO_++0 +9 5 2. _n m 2 I I W _. l 61 8. 9 7 +_+00 +3. +__OW _+ +Om+++_+5 +6 . l l. l. 3 _ _ M __ _ 2__ A 2 6 6 O ++++5_ +6 +.+21 _+ +8 +++++5 +A 2 .1: 5 .1. 208 mHQmeHm I.I I. EOE ITTT AmHonmHm 6:6 nfimfimv 66626560 IIIII "H62 02. ON- IT.1.l O IN... II. a .1T:+l .L\\1 \ OO OO OH acme 2H puma 2 acme m; OOH Impmpm Impmpm Impmpm Iommpmo mmHHmm mmHHom mmHHmm mpHpcm mhomse oHmempmzm mo memm .H Nhommpmo Amsomc 22Bzmszmmxmv mezmzomzoo mquxmqm oz< OHon HO .Bmmeemom 222 emmemmm .2HmmeHmo HHZOHmmmmomm mo Hmoome2o Hm .mezmzme2em mqumm zmmemuHm HOB mo mo2m oe mmzommmm 2H mazH zhommpmo Hemzcflpcoov 2H zmeH .O xHoszN2 O2I ONI ON O2 OO OO OOH 212 O2I \\\V K‘ I‘ll. ON' IJIIL O .41. .III \ 1.0.! u r .I: ON \\ \1L \\ \\\\. .1111; O2 .3 OO OO OOH NH pcmE O puma H pcoe m puma Np Impmpm Impwpm Iopmpm Iopmpm Iowmpmo moHHom moHHmm mmHHmm NmHHom mmecm mHmHHmm HmpcmEmocsm .> Naomopmo AwmscfipgoOO 2H smeH .o xHoszN2 213 hi mHonmHm III 2:».me ITTT 22222222 222 22222V 22222262 .IIII "222 ”w” I. . IIN.n . \‘I‘ I] IT _- I... OH 2:28 2H name 2 2:28 22 -22222 Impmpm 222222 222222 220222 OHpOEmpmmm mo mHmmm Impwpm Iommpmo mmHme 22222m 2222 22222 22222222 2222222222 22222222 222 22222 22 .22222222 222 2222222 .22222222 222222222222 22 22222222 22 .2222222222 222222 22222222 222 22 2222 22 22222222 22 222222 an EMBH .2 22222222 .H Npowmumo O2I ONI ON O2 OO OO OOH 21M - «\ul .111WJWW \flhm \\ ‘\2\\ HH 2228 m 2225 22 -22222 -22222 1022220 mmHHmm 222Hmm 222psm mpHpogpz< HmQOHmmmmomm .HH 220mmpmo 22222222000 22 2222 .2 22222222 ozl ONI ON on om OO OOH 215 Ozl ONI ON O2 02 OO OOH OH acme m paws H acme 22 -22222 -22222 -22222 -022220 mmHHmm mmHHmm mmHHmm mpHpcm 222:38800 2:2 mo COHpocwm .HHH 220mmpmo 22222222000 22 2222 .2 22222222 216 on: em: 1 ill] u..l 2 0 11' u 1 u u .# ON 11 I\{\\T\3 02 02 02 OOH NH pCmE mH pcmE MH 2228 OH acme m pCmE N 2:28 22 Impmpm ImpMpm Impdpm Impmpm Impwpm Impwpm Iommpmo mmHHmm mmHHmm mmHHmm mmHHmm mmHHmm mmHHmm wthcm mOHQQm 20 @600 mpopmstmm .>H 22owmpmo AUmSCHonov QB szH .Q NHszmm¢ 217 02: ON: \I‘ul‘lll .\ ‘1 u . . \ lo \ ON on 02 02 OOH NH 2:28 O name 2 puma m name 22 Impmpm Impmpm Impmpm Impwpm Iommpmo mm2Hmm mmHHmm mmHHmm mmHHmm 2222sm 2222Hmm H22C2522csm .> 22022220 2222222202V 22 2222 .2 22222222 218 22222222 ull 22222 .11. 222222222 222 222222 22222200 "222 22. \‘\ '11 [I I] q a JHL‘ITIIIq \\ L ‘r\: 1\. 2H 2:28 2H paws 2 pcme 22 ImQMQm Impmpm mmHme hmHHmm 220238 022282222m Impmpm Iowmpmo 222H2m 222222 20 mHmmm .H 22om2220 2022 22022 20222002 mezmzomzoo mH mHNmHm 02¢ QHOHm wm ON O: 02 02 OOH ONH 02H .BmmBBmom Qz¢ EmmBmmm aH apowmpmo Anmscfipcoov on zmeH .a mezmmm< 222 O2I hull} ONI l-il II; ||1 » u q ‘41 ‘I O “¢J\xmw 1.. . . 2 om . 1T] . 1‘1\fi\ 2 L‘ O: om OO OOH mH acme O paws N acme m pCmE hm umpmpm -mpmpm umpmpm umpmpm -owmpmo mmfiamm Mmfiamm Omfifimm mmfifimm mpfipcm mmmHHmm HmpCmEmwcsm .> mpowmpmo Aumscflpcoov on zmeH aO xHOzmmm< 223 APPENDIX D, ITEM 7d CHANGE IN RESPONSE FOR EACH CATEGORY OF PROFESSIONAL CRITERIA, PRETEST AND POSTTEST, BY RIGID AND FLEXIBLE COMPONENTS (EXPERIMENTAL GROUP) Catego- Catego- Catego- Catego- Catego- ry I 1" II I” II 180 160 lUO 120 100 80 60 A0 20 -20 -AO Combined (Rigid and Flexible —+4—P Rigid —- - - Flexible Key: 22” APPENDIX D, ITEM 7e CHANGE IN RESPONSE FOR EACH CATEGORY OF PROFESSIONAL CRITERIA, PRETEST AND POSTTEST, BY RIGID AND FLEXIBLE COMPONENTS (CONTROL GROUP ONE) Catego- Catego- Catego— Catego- Catego- r I r II r III r IV r V 180 ‘. .' J. 0 Iran, 9 160 1A0 120 100 80 6O 40 20 -20 -NO Combined (Rigid and Flexible) —k—h— Rigid - —- Flexible Key: 225 APPENDIX D, ITEM 7f CHANGE IN RESPONSE FOR EACH CATEGORY OF PROFESSIONAL CRITERIA, PRETEST AND POSTTEST, BY RIGID AND FLEXIBLE COMPONENTS (CONTROL GROUP TWO) Catego- Catego- Catego- Catego— Catego- ry I ry II ry III ry IV ry V 180 160 IUO 120 100 80 60 NO 20 ~20 -HO Key: Combined (Rigid and Flexible) -+—h+- Rigid ---- Flexible 226 APPENDIX E LIFE INSURANCE ORGANIZATIONS l 227 APPENDIX E COMPANY ASSOCIATIONS AMERICAN LIFE CONVENTION; 211 East Chicago Avenue, Chicago, Illinois 60611; Telephone: 312-66A-9770; Chairman, H. Clay Evans Johnson,; President, W. Lee Shield. Washington Office: 1701 K Street, N.W., Washington, D.C. 20006; General Counsel, William B. Harman, Jr. CONSUMER CREDIT INSURANCE ASSOCIATION; 307 North Michigan Avenue, Chicago, Illinois 60601; Telephone: 312-726-9896; _. Chairman of the Board, Maurice G. Olson; President, William M. Busch. INSTITUTE OF LIFE INSURANCE; 277 Park Avenue, New York, New York 10017; Telephone: 212-922-3000; Chairman of the Board, Gilbert W. Fitzhugh; President, Blake T. Newton, Jr. LIFE INSURANCE AGENCY MANAGEMENT ASSOCIATION; 170 Sigourney L" Street, Hartford, Connecticut 06105; Telephone: 203-525—0881; ' Chairman of the Board, Robert A. Beck; President, Burkett W. Huey. LIFE INSURANCE ASSOCIATION OF AMERICA; 277 Park Avenue, New York, New York 10017; Telephone: 212—922—“100; Chairman of the Board, John T. Fey; President, Benjamin F. Small. LIFE INSURERS CONFERENCE; 100“ North Thompson Street, Rich— mond, Virginia 23230; Telephone: 703—359-5006; Chairman, Richard W. Wiltshire; President, G. Mason Connell, Jr. LIFE OFFICE MANAGEMENT ASSOCIATION; 100 Park Avenue, New York, New York 10017; Telephone: 212-725-1300; Chairman of the Board, Wesley S. Bagby; President, Lynn G. Merritt. NATIONAL ASSOCIATION OF LIFE COMPANIES; 1375 Peachtree Street, N.E., Atlanta, Georgia 30309; Telephone: ,AOA-892-377A; Chairman of the Board, Ellis Arnall; Executive Secretary, DeWitt H. Roberts. NATIONAL INSURANCE ASSOCIATION; 3500 South Michigan Avenue, Chicago, Illinois 60616; Telephone: 312-8A2-Sl25; President, L. R. Taylor; Executive Director, Charles A. Davis. PROFESSIONAL ASSOCIATIONS AMERICAN ACADEMY OF ACTUARIES; 208 South LaSalle Street, Chicago, Illinois 6060A; Telephone: 312-236—3833; President, H. Raymond Strong; Secretary, William A. Halvorson. 228 APPENDIX E (continued) AMERICAN RISK AND INSURANCE ASSOCIATION; President—elect, Dr. Bob Hedges; Executive Secretary, Dr. William T. Beadles, 112 East Washington Street, Bloomington, Illinois 61701; Telephone: 309-662-2311, Extension 259. AMERICAN SOCIETY OF CHARTERED LIFE UNDERWRITERS; 270 Bryn Mawr Avenue, Bryn Mawr, Pennsylvania 19010; Telephone: 215-525-9500; President, Miles W. McNally; Vice President and Managing Director, Paul S. Mills. THE ASSOCIATION OF LIFE INSURANCE COUNSEL; President, Allen A. Davis, Jr.; Secretary-Treasurer, Bernard K. Sprung, 1285 Avenue of the Americas, New York, New York 10019; Telephone: 212-2A6-2209. ASSOCIATION OF LIFE INSURANCE MEDICAL DIRECTORS OF AMERICA; President, Dr. Harry A. Cochran, Jr.; Secretary, Dr. Arthur E. Brown, Back Bay P. O. Box 333, Boston, Massachusetts 02117; Telephone: 617—266-3700, Extension 2837. CONFERENCE OF ACTUARIES IN PUBLIC PRACTICE; 10 South LaSalle Street, Chicago, Illinois 60603; Telephone: 312—782-8683; President, G. Frank Waites. HOME OFFICE LIFE UNDERWRITERS ASSOCIATION; President, Charles A. Ormsby; Secretary, Edward H. Sweetser, New York Life In- surance Company, 51 Madison Avenue, New York, New York 10010; Telephone: 212-576-6723. INSTITUTE OF HOME OFFICE UNDERWRITERS; President, Clark H. Hutton, Jr.; Secretary-Treasurer, H. Elroy Harding, North American Life Assurance Company, 105 Adelaide Street West, Toronto, Ontario; Telephone: 416—362—6011. INSURANCE ACCOUNTING AND STATISTICAL ASSOCIATION; 1005 West 39th Street, Kansas City, Missouri 6A111; Telephone: 816-931- 9111; President, William D. Hogue; Secretary-Treasurer, L. J. Hale. INTERNATIONAL CLAIM ASSOCIATION; President, C. Donald Hankin; Secretary, Stanley L. Peterson, Aetna Life Insurance Company, 151 Farmington Avenue, Hartford, Connecticut 06115; Telephone: 203-273H32A7. LIFE INSURANCE ADVERTISERS ASSOCIATION; P. O. Box 19065, Washington, D.C. 20036; Telephone: 202-337-3000; President, Richard A. Chatfield; Secretary, Donald B. Swecker. THE LIFE UNDERWRITER TRAINING COUNCIL; 1922 F Street, N.W., Washington, D.C. 20006; Telephone: 202—393-52A0; Chairman of the Board, Jack Peckinpaugh; President, Loran E. Powell. 229 APPENDIX E (continued) MILLION DOLLAR ROUND TABLE; 36 South Wabash Avenue, Chicago, Illinois 60603; Telephone: 312-332-1662; President, Richard G. Bowers; Executive Director, Quaife M. Ward. NATIONAL ASSOCIATION OF LIFE UNDERWRITERS; 1922 F Street, N.W., Washington, D.C. 20006; Telephone: 202-683-3122; Presi- dent, Herbert F. Mischke; Executive Vice President, C. Carney Smith. SOCIETY OF ACTUARIES; 208 South LaSalle Street, Chicago, Illi- nois 6060“; Telephone: 312—236-3833; President, Edwin B. Lancaster; Executive Director, Charles B. H. Watson. OTHER ORGANIZATIONS AMERICAN COLLEGE OF LIFE UNDERWRITERS; 270 Bryn Mawr Avenue, Bryn Mawr, Pennsylvania 19010; Telephone: 215—525-9500; Chairman of the Board, Roger Hull; President, Dr. Davis W. ' Gregg. S. S. HUEBNER FOUNDATION FOR INSURANCE EDUCATION; Dietrich Hall, 3620 Locust Street, Philadelphia, Pennsylvania 1910A; Telephone: 2l5—59A-7620; Chairman of the Board of Trustees, J. McCall Hughes; Chairman of the Administrative Board and Executive Director, Dr. Dan M. McGill. NATIONAL ASSOCIATION OF INSURANCE COMMISSIONERS; 633 West Wisconsin Avenue, Suite 1815, Milwaukee, Wisconsin 53203; Telephone: AlA-271-AA6A; President, Lorne R. Worthington; Executive Secretary, Jon S. Hanson. NATIONAL FRATERNAL CONGRESS OF AMERICA; 35 East Wacker Drive, Chicago, Illinois 60601; Telephone: 312-782-3AA6; President, Robert R. Bryant; Secretary-Treasurer, Raymond A. Klee. Source: Life Insurance Fact Book, N.Y.: Institute of Life Insurance, 1971, pp. ION-105.