ROLE EXPECTATIONS 0E COMMUNITY JUNIOR COLLEGE . \ :
DEPARTMENT CHAIRPERSONS

Dissertation fora thé Degree ,prh- DC -
MICHIGAN STATE'UNIVERSIIY '
I CLYDE D. CARNEGIE
1976

 

IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII I I. A R I

Michigan State
University

 

 

This is to certify that the

thesis entitled

ROLE EXPECTATIONS OF COMMUNITY JUNIOR
COLLEGE DEPARTMENT CHAIRPERSONS

presented by

Clyde D. Carnegie

has been accepted towards fulfillment
of the requirements for

Ph.D. Administration and

degree in _. __ _
igher Education

W749i): ’4.

Major professor

Date July, 1976

 

0-7639

 

 

   

 

 

 

ABSTRACT
ROLE EXPECTATIONS OF COMMUNITY JUNIOR
COLLEGE DEPARTMENT CHAIRPERSONS
BY
Clyde D. Carnegie

The administrative roles of community junior
college Chairpersons have been studied by researchers
(Smith, 1970; Anthony, 1972; Ravetch, 1972; Freligh,
1973; and Lombardi, 1974) but little information exists
as to the administrative activities the chairperson
should perform as perceived by upper echelon adminis-
trators, department Chairpersons, and faculty in the
community junior college. Part of the problem in des-
cribing the chairperson's role has occurred as a result
of community junior colleges accepting collective bar-
gaining and at the same time attempting to re-define
the chairperson's role in either the faculty or admin-
istrative bargaining unit. Another problem in describ-
ing the chairperson's role has been that upper echelon
administrators, department Chairpersons, and faculty
have different levels of administrative expectations
for the chairperson. This difference in perceived

administrative tasks has developed to be a hindrance

 

 

Clyde D. Carnegie

to Chairpersons in managing their departments to attain
idepartmental and institutional goals. Therefore, this
study was undertaken as a means to clarify the adminis-
trative functions for community junior college chair-
persons as perceived by upper echelon administrators, \
department Chairpersons, and faculty. The specific pur-
poses of this study are as follows:
A. To generate a set of administrative functions

from duty statements and role expectations found in the

 

research literature that describe what administrative
activities the department chairperson should perform in
the community junior college.

B. To examine the perceived validity of the gen—
erated administrative functions, using a survey question-
naire, by sampling department faculty, department
Chairpersons and upper echelon administrators in selected
Michigan community junior colleges.

C. To express the generated administrative func—
tions as performance objects that describe what the
department chairperson should be able to do, the condi-
tions under which performance is to be done, and the
level of performance to be attained in completing the
activity.

A survey questionnaire was developed to ask upper

echelon administrators, department Chairpersons, and

 

I Clyde D. Carnegie

department faculty to respond to the 35 administrative
activities (grouped under six administrative functions)
and indicate the extent to which they perceived depart-
ment chairpersons were or were not doing these tasks;

i.e., the actual administrative behavior. They were

asked to indicate the extent to which they felt depart—
ment chairpersons should or should not be doing these
tasks; i.e., the desired administrative behavior.

The six categories of administrative functions

 

were listed in three separate questionnaires and sub-
mitted to department faculty, department chairpersons,
and upper echelon administrators to determine their
importance relative to the department chairperson's
administrative role expectations.
The population for this study consisted of ten
community junior colleges in Michigan having department
chairpersons in their Liberal Arts College/Division.
The following statistically significant findings
were gained from the results.
1. There was no significant interaction between
Tests (Tlp and T2)6 and Positions (UEA, DC,
and DF), .80

2. There was no significant difference among
UEA' s, DC' 3 and DF across Tests (T1 and
T2), p < .0987

Although the subjects were grouped into three

distinct positions (UEA, DC, and DF) there was no

 

Clyde D. Carnegie

interaction between groups in the tests for actual and
desired behavior for department chairpersons.

3. There was a significant difference between
Tests (T1 and T2) with p < .0001.

It was concluded there was a significant differ—
ence in T1 and T2 at the .05 level across the three
positions (UEA, DC, and DF).

4. On the Test for Actual Behavior (T1), UEA' 5

DC' s and DF tended to agree that department
chairpersons generally perform the six
administrative functions; ungrouped data 95%
confidence interval = 2.0830 to 2.2148.

5. On the Test for Desired Behavior (T2) UEA' 8,
DC' s and DF tended to agree that the six
administrative functions were highly desired
activities for department chairpersons; 95%
confidence interval = 1.6215 to 1.7163.

It was concluded from the findings of Test (T2)
that UEA's, DC's and DF tended to agree that the 35 items
that made up the six administrative functions were impor-
tant tasks for the department chairperson.

6. Upper echelon administrators, department

chairpersons, and department faculty tended
to agree that the six administrative func-
tions are significant tasks for the depart-
ment chairperson (UEA, p < .019; DC, p <
.011; DF, p < . 01).
Recommendations
1. That each community junior college continue to

carry out periodic institutional studies with upper eche‘

lon administrators, department chairpersons, and

 

Clyde D. Carnegie

department faculty to determine the department chair-
person's administrative role.

2. That the department chairperson's administra-
tive role be expressed in terms of performance objectives
to serve as guidelines for the evaluation of department
chairpersons.

3. That community junior colleges develop admin-
istrative functions and performance objectives to serve
as criteria in aiding the recruitment of prospective
department chairpersons.

4. That community junior colleges develop admin-
istrative functions and performance objectives to serve
as criteria in evaluating department chairpersons for

promotion and salary determination.

 

ROLE EXPECTATIONS OF COMMUNITY JUNIOR
COLLEGE DEPARTMENT CHAIRPERSONS

By

@435
Clyde D. Carnegie

A DISSERTATION

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

DOCTOR OF PHILOSOPHY

Department of Administration and
Higher EduCation

1976

 

 

Copyright By
CLYDE D. CARNEGIE
1976

 
 

This study is dedicated to Dr. William Sweetland,
Professor, Department of Administration and Higher
Education, for his sincere efforts of encouragement.

and guidance throughout my graduate years at
Michigan State University.

ii

 

 

 

ACKNOWLEDGMENTS

I would like to express my gratitude to the many
persons who contributed encouragement and guidance toward
my completion of this dissertation:

To my wife, Cynthia, and my two daughters, Alexis
and Sheridan, for their constant encouragement and patience
with me during the writing of the dissertation.

To my parents, Mr. and Mrs. Clyde B. Carnegie for
their support and guidance throughout my years of educa-
tion.

To my father—in—law, Mr. John 1. Williams, for
his encouragement in my completion of this degree.

To Dr. James Nelson, chairman of my doctoral com-
mittee, for his support and guidance throughout the plan-
ning and completion of my doctoral program.

To my committee members, Dr. Wilbur Brookover,
Dr. Vandell Johnson, and Dr. Max Raines, for their advice
and support throughout my graduate years at Michigan
State University.

To Dr. Phillip Marcus, Sociology Department of
Michigan State University, for his guidance in the writ-

ing of Chapter II of my dissertation.

 

 

To Dr. John Schweitzer, Director of the Office of
Research Consultation, and Mrs. Suwatana Sookpokakit,
graduate consultant, for their assistance in developing

the statistical analysis for this study.

iv

 

 

 

 

TABLE OF CONTENTS

Page
LIST OF TABLES . . . . . . . . . . . . vii
LIST OF FIGURES . . . . . . . . . . . . ix
LIST OF APPENDICES . . . . . . . . . . . x
Chapter
L I. THE PROBLEM 1
L - Need for the Study 1
‘ Statement of the Problem 2
. Purpose of the Study . 3
Limitations of the Study 4
Definition of Terms . 4
Focus of the Study . 6
Assumptions for the Study 7
Organization of the Study 7
II. LITERATURE REVIEW AND CONCEPTUAL SCHEME “
FOR THE STUDY . 9
Literature Review . . . . . . . 9
Introduction . . . . . 9
The Department Chairperson . . 10
The Community Junior College Depart-
ment: Its Characteristics and
Analysis . . . 25
Conceptual Scheme for the Study . . . 40
Administrative Theory . . . . 40
Scientific Method . . . . . . . 41
Systems Theory . . . . . . . . 45
Macro—Theory . . . . . . . . . 46
I Micro-Theory . . . . . . . . . 52
‘ Role Theory . . . . . . . . . 52
I Summary . . . . . . . . . . . 57
l _,
III. DESIGN OF THE STUDY . . . . . . . . 58
Introduction . 58
Methodology. Generating the Adminis-
trative Functions . . . 58
v

 

Chapter

Generated Administrative Role

Functions . . . .
Procedure

Determination of the Population
Sampled . . .

Design of the Questionnaire

Collection of Data . .

Experimental Design

Statistical Procedures

IV. ANALYSIS OF DATA .
Hypothesis Testing

V. GENERATING BEHAVIORAL STATEMENTS FROM
ADMINISTRATIVE FUNCTIONS .

Introduction

Methodology .

Definition of Terms for Describing
Behavioral Competencies .

Description of the Performance .Objec—
tives Generated from the
Administrative Functions

VI. SUMMARY, SIGNIFICANT FINDINGS, CONCLUSIONS
AND RECOMMENDATIONS . . . . . .

Summary .
Generated Administrative Role
Functions . . . . .
Significant Findings .
Statistically Significant Findings 1
and 2 and Discussion
Statistically Significant Finding 3
and Discussion .
Statistically Significant Findings 4
and 5 and Discussion
Statistically Significant Finding 6
and Discussion .
Some Personal Observations
Recommendations . .

BIBLIOGRAPHY .
APPENDICES

9O

90
93

95

96

105
105

106
110

110
111
111
112
121
123
131

I Table

LIST OF TABLES

Experimental Design Matrix Presenting
Levels of Variables, Cells, and
Total N's . . . . .

Summary Table of Multivariate Analysis of
Variance of Repeated Measures (3 x 2)

UEA, DC, and DF Total Mean Actual Behavior
Scores for Department Chairperson' 5
Administrative Functions

UEA, DC, and DF Total Mean Desired Behavior
Scores for Department Chairperson's
Administrative Functions .

Pearson Correlation Coefficients Between
Actual and Desired Behavior Scores of
the Department Chairperson' s Administra—
tive Functions as Perceived by Upper
Echelon Administrators

Pearson Correlation Coefficients Between
Actual and Desired Behavior Scores of
the Department Chairperson' s Administra-
tive Functions as Perceived by the
Department Chairpersons .

Pearson Correlation Coefficients Between
Actual and Desired Behavior Scores of
the Department Chairperson' s Administra—
tive Functions as Perceived by the
Department Faculty .

Percent Responses from Upper Echelon Admin-
istrators, Department Chairpersons, and
Faculty Considering the 35 Administrative
Tasks as Being Always Performed or Gen-
erally Performed by Department
Chairpersons

Page

71

75

76

77

78

79

80

82

 

Table Page
9. Percent Responses from Upper Echelon Admin-
istrators, Department Chairpersons, and
Faculty Considering the 35 Administrative
Tasks to Be Highly Desired to Generally
Desired for Department Chairpersons . . 85

10. Percent of Total Responses from Upper Eche-
lon Administrators, Department Chair-
persons, and Faculty Showing Their
Perceptions of Chairpersons' Actual and
Desired Behavior for 14 Identified

Administrative Tasks 89

viii

 

 

CZI:—________________________________T____________T::::—1$Tfl

LIST OF FIGURES

Figure

1.

10.

An Example of Hierarchy for the Academic
Division of a Community Junior
College . . . . . . .

An Example of Hierarchy for the Business

Division of a Community Junior
College . .

Community Junior College Department Span
of Control . .

Kahn's Model for Organizational Behavior

Talcott Parsons' Hierarchy of Organiza-
tional Control and Responsibility
Model . . . . . .

Talcott Parson's Imperative Functions of
Social Systems Model . . .

Malinowski' 5 Model for Organizational
Structure . .

Getzels—Guba Model for Organizational
Behavior in a Social System .

Getzels-Guba Model for Organizational
Behavior in a Social System with
Transactional Dimension .

Design Matrix

Page

27

28

32

35

47

49

50

53

55
74

 

 

 

LIST OF APPENDICES

Appendix Page
A. Questionnaire . . . . . . . . . . 132
B. Examples of Correspondence . . . . . . 141
C. Data . . . . . . . . . . . . . 147

 

 

CHAPTER I

THE PROBLEM

Need for the Study

 

In the development of community junior college
organizational structures, departments were formed to
accommodate a diversified curriculum in the following
areas: two-year transfer programs, occupational-
vocational programs, adult continuing education and com-
munity development programs. Departments such as natural
science, applied technology, performing arts, and com-
munity resource centers are examples of departments found
in community junior colleges.

Central to this departmentalization pattern is
the need to attain institutional and departmental goals
through the administrative functions and performance
objectives of department chairpersons. Although the
administrative functions and performance objectives of
community junior college presidents, vice-presidents,
deans, other upper echelon administrators and faculty
have been researched (Lynam, 1970; Davies, 1970; Pierce,
1973), little information exists about the administrative

functions of the department chairperson.

 

 

   

Studies have been conducted that have identified
specific administrative role expectations for department
chairpersons. However, these studies have also indi-
cated that disagreement in perceptions exists among

department faculty, department chairpersons, and upper

 

echelon administrators about the chairperson's role
(Smith, 1970; Anthony, 1972; Ravetch, 1972; Freligh,
1973; Lombardi, 1974).

Recently, community junior colleges have become

 

involved in collective bargaining as a result of faculty
membership in labor unions. As a result, many community
junior colleges are faced with the question of whether
or not the department chairperson should be a part of
the faculty or of the administrative bargaining unit.
Such institutions are seeking information through insti-
tutional self-studies and other research on the admin-
istrative role expectations of department chairpersons.
It is the intention of the investigator that
this study be received as a practical approach to devel—
oping better organizational management, and that the
findings described herein will lend themselves to clari-
fying the administrative functions of community junior

college department chairpersons.

Statement of the Problem

 

In order for the community junior college to

function as a total system, the subsystems or departments

 

 

 

that comprise each institution must be defined in terms
of their objectives as departments as well as in terms

of the role expectations of department faculty, depart-
ment chairpersons, and upper echelon administrators.

The administrative head of each department (i.e., the
department chairperson) must perform job activities

that allow for open communication in coordinating
departmental and institutional activities. However, in
many cases role expectations are not clearly defined, and
chairpersons are hindered in their efforts to manage a

department successfully.

Purpose of the Study

 

The purpose of this study is:

A. To generate a set of administrative functions
from duty statements and role expectations found in the
research literature that describe what administrative
activities the department chairperson should perform in
the community junior college.

B. To examine the perceived validity of the
generated administrative functions, using a survey ques-
tionnaire, by sampling department faculty, department
chairpersons and upper echelon administrators in
selected Michigan community junior colleges.

C. To express the generated administrative

functions as performance objectives that describe what

 

 

 

the department chairperson should be able to do, the
conditions under which performance is to be done, and the
level of performance to be attained in completing the

activity.

Limitations of the Study
The scope of this study will be limited to
selected public, community junior colleges in Michigan.
Department chairpersons, faculty members, and upper
echelon administrations who participated in this study
were from academic departments within liberal arts

colleges and divisions.

Definition of Terms

The following terms are defined according to
their usage throughout this study:

Actual administrative behavior: The extent to
which department faculty, department chairpersons, and
upper echelon administrators perceive the department
chairperson as doing or not doing the administrative
tasks developed in this study.

Administrative function: An administrative
activity performed in carrying out the department chair-
person's role within the department; e.g., working
cooperatively with faculty and deans in developing long-

and short-range plans for curriculum.

 

 

 

 

 

 

Community junior collggg: A public, two-year

 

institution of higher education granting the associate
degree, providing certification in vocational-occupational
fields, and programs for adult continuing education, and
cooperating with other agencies in providing community
development programs.

Department: A unit concerned with instruction
and community service in specific academic disciplines.

Department chairperson: An administrator respon-

 

sible for the functions of a department within the
structure of the institution's higher administration.

Desired administrative behavior: The extent to

 

which department faculty, department chairpersons and
upper echelon administrators feel department chair-
persons should or should not be doing the administra—
tive tasks developed in this study.

Division: An academic unit concerned with
instruction and community service in a cluster of subject-
matter disciplines or an academic unit into which are
combined the subject-matter of two or more related
departments.

Expectation: An evaluative standard applied to
an individual holding a position.

Performance objective: A description of the

 

administrative tasks the department chairperson should

 

 

 

be able to do, the conditions under which tasks are to
be carried out, and the level of performance to be
attained in completing the tasks.

Position: The location of an individual in a
system of social relationships.

391g: A set of expectations applied to an indi-
vidual in a particular position.

Upper echelon administrator: An administrative

 

officer above department chairperson with the title of
assistant dean, associate dean, dean, provost, vice-

president, and/or president.

Focus of the Study

 

In this study, the primary focus will be to test
theoretically derived hypotheses involving the expecta-
tions of the department chairperson in community junior
colleges. The following hypotheses will be tested to
determine the role expectations of the department chair-
person:

Hypothesis 1: There is no interaction in per-

ceptions among department faculty, department

chairpersons, and upper echelon administrators

toward definition of the department chair-
person's administrative functions.

H othesis II: There are no differences among
department faculty, department chairpersons, and
upper echelon administrator perceptions of the

department chairperson's administrative func-
tions.

 

 

 

 

Hypothesis III: There are no differences among
department faculty, department chairpersons, and
upper echelon administrators between perceptions
of the department chairperson's actual and
desired administrative functions.

 

Assumptions for the Study

Assumptions for the study include the following:

A. A set of administrative functions can be
generated for the position of department chairperson
from the research literature.

B. Administrative functions can be expressed
as performance objectives relative to the job activities
of Michigan community junior college department chair-
persons in liberal arts colleges and/or divisions.

C. Administrative functions and performance
objectives related to the job activities of department
chairpersons will further clarify the chairperson's role
in the community junior college.

D. Administrative functions and performance
objectives concerning job activities of department
chairpersons can facilitate the processes of evaluation,

promotion, recruitment, and salary determination.

Organization of the Study

 

This study is structured according to the follow-

ing plan:

 

 

 

.o.
—
.l
.u
.
.l.
.I
I

 

 

 

 

 

 

 

 

Chapter I presents the purpose of the study and

a statement of the problem to be studied. The research
hypotheses and assumptions for the study are also pre-
sented.

Chapter II describes the literature review and
conceptual scheme for the study, and analyzes depart—
mental characteristics.

Chapter III describes the design and methodology
of the study. A description of the sample, question—
naires, development of a list of administrative
functions, and data collection constitute the major
sections of this chapter.

Chapter IV presents an analysis of data and
statistical results in tabular and narrative form.

Chapter V contains the performance objectives
generated from the set of administrative functions.

Chapter VI contains the summary, discussion, con-
clusions, and recommendations derived from the study.

Appendix A contains the questionnaires used in the
study. Appendix B contains samples of letters used in the
study. Appendix C contains the data generated in the

study.

 

 

 

 

 

 

 

 

CHAPTER II

LITERATURE REVIEW AND CONCEPTUAL
SCHEME FOR THE STUDY

Literature Review
Introduction
Lombardi (1972:32a-32d) described the evolution
of community junior college departments and department
chairpersons in his discussion of middle management
patterns as follows:

Middle management patterns may be broadly
classified as departmental, dimensional, and a
variously—named pattern whose most common fea-
ture is a negation of the department or division
based on subjects or disciplines. The oldest of
these organizational patterns is the department,
in which faculty and learning units are grouped
by subject or discipline. At first the depart—
ment was merely a convenient method of creating
order out of the multitude of learning packages,
and the department head was a caretaker selected
by the president or his deputy to carry out rou-
tine duties and to act as an intermediary between
the administration and the faculty. All of the
real authority--eva1uation, hiring, firing, pro-
motion—-remained with the administrators. For
performing his routine function, the chairman was
usually relieved of one class-—but received no
extra compensation. In many community junior
colleges, this situation persists despite pro-
nouncements by administrators that the chairman
is a key administrator, and despite the promi-
nence of the department chairman on the organi-
zational charts.

A major cause of this uneven development of
the chairman‘s position is attributable to a

 

 

 

 

 

10

close association with the high schools during
the formative years of the junior colleges.

Since the majority of administrators come from
secondary schools, they brought many of the prac-
tices from those schools with them, one of which
was the subordinate position of the department
chairman. Just as the principal of a high school
made most of the important decisions relating to
the faculty and the departments, so did the
president or dean of instruction of a junior col—
lege.

As a community college separated from the
secondary schools, the faculty and administrators
turned for models to higher education institu-
tions, where the department and the chairman have
higher status and more autonomy. Thus, in those
institutions which developed independently, the
status of the department and its chairman was
gradually raised. But since this organizational
transition (and status evolution) has not been
completed--some colleges are still associated
with high school districts—-in many community
junior colleges the high school practices per-
sist, especially as they relate to their chair—
man's role.

Nevertheless, whether the institution is high
school or university-oriented, community junior
college duty statements give a chairman responsi-
bility over such primary activities as the budget,
curriculum, instructions, personnel, facilities,
equipment, community relations and long-range
planning.

Junior college middle management is clearly
in a paradoxical position. Viewed objectively,
a department is a miniature college, a unit in a
cluster college. To carry out his duties, a
department head acts as a surrogate not only for
the deanIof instruction to whom he is directly
responsible, but also for the deans of student
personnel, business, community services and eve-
ning division.

The Department Chairperson

The position of department chairperson in the

community junior college has not received the extensive

 

 

 

 

 

ll

consideration in the areas of role definition, expecta—
tions, and development of administrative performance
objectives as have presidents, vice—presidents and deans
(Smith 1970:40). Although duty statements have been
compiled, the results are so lengthy the reality of
performing all listed functions becomes virtually
impossible. Moreover, the department chairperson has
come to act in an advisory capacity in recruitment, hir-
ing, orientation, firing, salary determination, promo—
tion, and curriculum development to academic deans,
vice-presidents, and presidents.

Department chairpersons are generally selected
by department faculty in periodic elections and in many
institutions they serve on a rotational basis. This
selection process tends to place the chairperson in a
subservient position, particularly in view of the growing
concept of faculty selfsgovernance. Additionally, col-
lective bargaining agreements have eroded the authority
of department chairpersons, delineating, in master
agreements, instructional and administrative activities.

The review of the literature will focus on those
studies related to role expectations and behaviors of the
community junior college department chairperson.

Nearly all studies of the duties performed by
department chairmen include general detailed
lists derived from questionnaires, collective

bargaining agreements, faculty handbooks, self-
studies for accreditation purposes, and other

 

 

 

 

 

 

 

documents. Along with the lists some investiga—
tors attempt to place the duties in random order
determined by ‘their perceptions or by analyzing
those of chairmen, administrators, and experts
(Lombardi, 1974).

An example of such a list of duties of the department

chairperson was prepared by Anthony (1972):

A. General Administration

1.

10.

11.
12.

13.

\OOO\I O\U‘l hWN

 

12

 

Coordinating departmental programs with objec-
tives of the college

Preparing teaching schedules

Conducting departmental functions

Acting as liaison between the faculty and the
administration

Allocating faculty office space

Selecting and evaluating instructional equipment
and supplies

Coordinating departmental functions

Supervising the care and storage of equipment
Preparing the departmental budget

Developing college publications relating to
departmental programs

Developing examination schedules

Selecting and supervising secretarial, clerical
staff

Planning for improved facilities

 

B. Curriculum and Instruction

H
O

\0 00\l ON U'l-l—‘UJNH

Developing appropriate curricula

Developing program objectives

Developing course outlines

Conducting programs of educational research
Selecting and evaluating texts and teaching
materials

Evaluating the effectiveness of the educational
program

Evaluating instructional aids and resources
Encouraging curricula and instructional experi—

mentation

Developing articulation guidelines with other
institutions

Developing a process for articulation with high
schools

 

13

C. Teacher Improvement

Identifying prospective faculty needs
Recruiting and interviewing prospective faculty
members

Recommending faculty for appointment
Orienting new faculty to the college program
Supervising and guiding faculty

Evaluating faculty members

Recommending faculty for promotion and tenure
Promoting faculty relations and morale
Assisting faculty with teaching problems
Encouraging professional growth of staff
Visiting classes and observing teaching prac-
tices

I—‘OKDmNONU'IJ-‘UO NH

FJH

D. Student Relations

1. Establishing criteria and policies for student
standards

Evaluating previous training of students
Selecting and classifying students according to
ability

Enforcing student regulations

Placing students in employment

Counseling and advising students on programs
Conducting follow—up studies on students
Orienting new students to the program
Promoting student morale

Organizing and directing co-curricular
activities

O\OCX>\IO‘U‘I-L\ WN

H

E. Community Relations

Developing program advisory committees
Organizing cooperative work experience programs
Making public appearances before service clubs,
etc.

Providing advisory services to the community
Working with community groups to develop spe—
cific programs

Arranging for student and faculty visits to
community institutions

Serving on community improvement committees

\l 0" U1-L\ LONH

Albert Smith (1972:40-43) conducted an investiga-
tion to determine what faculty members, department chair-

persons, and upper echelon administrators expected of

 

 

 

 

 

14

their chairpersons in 12 two-year Michigan community
junior colleges. The major findings were presented under
six functional categories:

1. Production Activities

2 Maintenance Activities

3. Boundary: Production Supportive Activities

4

Boundary: Institutional Supportive
Activities

5. Adaptive Activities

6. Managerial Activities
For items presented in the questionnaire, significance
was given to responses as follows: 90 percent response
= highly essential job activity; 75-89 percent = essen-
tial job activity.

The significant outcomes of the investigation
indicated that both faculty members, department chair-
persons, and upper echelon administrators agreed that
department chairpersons should not conduct research
projects. There was high consensus that chairpersons
should provide orientation for new faculty members in
the department, involve faculty members in department
decision-making and faculty evaluation. However, none
of the three groups indicated any great need for student
involvement in department decision-making. In terms of
institutional supportive activities, there was high

agreement that the department chairperson should

 

 

 

    

' '-.:_'.
II

 

 

 

 

15

encourage faculty to participate in conventions, con-
ferences, etc., and report department accomplishments to
his superiors. In terms of managerial activities, the
preparation of the department budget was identified as

a highly essential activity by all three groups (depart-
ment faculty, department chairperson and upper echelon
administrators) and that the chairperson should deter-
mine the allocation of budget funds, resolve conflicts
among faculty members, and review statistical data
related to departmental performance.

The most significant findings were in the area
of adaptive activities (those relating to long- and
short-range curriculum and departmental planning and
evaluation) where all three groups (department faculty,
department chairperson and upper echelon administrators)
perceived the department chairperson's obligations to
develop long- and short-range department goals and
objectives and to plan for long—range departmental
equipment needs as highly essential.

Job activities listed as "highly essential" were:

1. Provides orientation for new faculty mem-
bers

2. Involves faculty members in the decision—
making process of the department

3. Encourages faculty to participate in con-
ventions, conferences, professional asso-
ciations, etc.

 

 

 

Job

follows:

10.

 

16

Reports departmental accomplishments to
his dean or immediate supervisor

Develops and reviews long-range depart—
mental goals and objectives

Plans for long-range departmental equip—
ment neeeds

Prepares the department‘s budget for sub-
mission to the central administration

Participates in the recruitment of all
full-time department faculty members

activities listed as ”essential” were as

Provides orientation for new faculty
members

Involves faculty members in the decision-
making process of the department

Encourages faculty to participate in
conventions, professional associations,
etc.

Reports departmental accomplishments to
his dean or immediate supervisor

Develops and reviews long—range depart-
mental goals and objectives

Plans for long—range departmental equip—
ment needs

Prepares the department's budget for
submission to the central administration

Participates in the recruitment of all
full-time department faculty members

Approves all departmental purchasing
requests

Plans curriculum changes with the faculty
for two or more years in advance

 

 

 

17

11. Reviews trends of departmental character-
istics and identifies implications for
departmental programs

12. Reviews new developments in departmental
subject matter in other community col-
leges and identifies implications for
department programs.

13. Oversees internal allocation of budget
funds. ‘

James O'Grady's (1971:34—36) study described and
compared the role exercised by departmental chairpersons
in selected small and large two-year colleges. A check—
list of probable aspects of the role was field tested

and served as a guide to determine questions for open—

 

ended personal interviews. The sample consisted of: 41
chairmen from large two—year colleges (1,200 or more
students) and 39 chairmen from small two-year colleges
(less than.l,200 students).

The major findings were categorized as: status
of the department chairperson's role, chairperson's
qualifications, budget administration, personnel admin—
istration, academic administration, and general functions.
The significant findings were as follows:

1. An area of difference concerned the per-
ceived significance of administrative ability relative
to size of college. More of the large college chair-
persons believed their administrative ability was very

important to their positions. Nearly half of the small

 

 

 

18

college chairmen responded it was of little or no
importance.

2. Nearly all the large college chairpersons
were nominated by the dean, approved by the college
head, and appointed by the governing board. Less than
half of the small college chairpersons were appointed by
this method. One—third of the small college chair-
persons were selected by the president and appointed by
the governing board.

3. All large college chairpersons and approxi-
mately three-fourths of the small college chairpersons
were responsible for budget administration and control.
Nearly all large college chairpersons informed their
faculty of the approved budget; less than half of the
small college chairpersons so informed their faculty.

4. Nearly all the large college chairpersons
indicated that they had responsibility for recruitment
of faculty, screening of applicants, interviewing appli-
cants, evaluation of teaching, and recommendations for
dismissals. More than half responded they had responSi—
bility for selection of applicants, initial salary
placement, salary increase recommendations, advancement
in academic rank, leaves of absence, and sabbatical
leaves. Slightly more than one-fourth recommended grants
for tenure. Less than one-half of the small college

chairpersons had responsibility for recruitment of

 

 

 

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19

faculty, screening, and interviewing applicants and
recommending leaves of absence or sabbaticals. More
than half were responsible for evaluating faculty and
recommending dismissals. Less than one-fifth selected
applicants, made initial salary placement, and recom-
mended salary increases, advancement in rank, and grants
of tenure.

5. Nearly all the large and small college
chairpersons were required to teach at least one class
and to determine courses, sections, and time schedules.

6. There were few differences between the two
groups in the following areas: responsibility for main-
taining personnel records on faculty and clerical staff
and rosters for classes, sponsoring departmental student
groups, reporting student grades, and maintaining grade
books.

Clyde Blocker and William Koehline (197029-12)
did a study to set forth a working definition of admin—
istration, describe the organization of operating
divisions, and describe the role of the division chair-
person within the framework of the community junior
college.

They indicated that the diversified curriculum
of the community junior college does not lend itself to
the type of department found traditionally in four-year

institutions. The authors suggested clustering courses

 

 

 

 

 

 

20

such as mathematics, physical science, biological science,
pre—engineering and technical programs under a division
of science and engineering, and organizing programs into
operational divisions. Secondly, the clustering of
transfer and career—oriented courses could be considered
an effective way to manage polarization among faculty

and administration and avoid destructive competition
between the two groups.

The authors identified the division chairperson's
role as managing the practical details of operating the
division. The division chairperson represents the divi—
sion to the community and to other divisions and colleges.
He or she is responsible for preparing, reviewing, and
revising materials for the division. More specifically,
Blocker and Koehline see the division chairperson func-
tioning in curriculum and instruction to the extent of:

1. Teaching

2. Evaluating faculty

3. Recommending tenure, promotion, merit
pay, and dismissal

Supervising new courses
Evaluating new courses

Preparing schedules for courses and sections

\onu-Ib

Developing and maintaining standards for
teaching

 

 

 

 

21

In the area of student—oriented activities, the

division chairperson works cooperatively with the dean

of students:
8.
9.
10.
And,

Recruiting students
Counseling assignments
Assisting with student placement

in the area of business and financial

affairs, the chairperson functions in the capacity of a

manager working cooperatively with a business manager:

11.
12.
13.
14.

Initiating divisional budget requests
Preparing requisitions
Maintaining divisional inventory

Securing funds forspecialprojects

Harmon Pierce (1971 28-31) presented a study of

the role of the science division chairperson in the

community junior college in which some six hundred

respondents from regionally accredited community junior

colleges identified fourteen areas of high task involve—

ment. The areas were as follows:

1.

\IONU'IDWN

Preparing annual division reports
Developing and revising courses
Scheduling courses

Interviewing prospective faculty
Evaluating instruction

Hiring part-time faculty

Preparing the divisional budget

 

 

22

8. Helping select texts and library materials

9. Maintaining supply and equipment inven-
tories

10. Assigning faculty teaching loads

11. Responding to and initiating divisional
correspondence

12. Articulating courses with four-year
institutions

13. Setting policies and objectives for the
division

14. Conducting divisional meetings

Conclusions from the Pierce study indicate that
chairpersons need more authority in key areas such as
faculty hiring and retention, promotion, budget, admin-
istrative planning and policy making in their curricular
areas.

In his study of 173 community colleges, Anthony
(1972) reported the rankings of chairpersons, immediate
supervisors and experts on 51 functions. He found a high
positive correlation between the experts' responses and
those of the chairpersons and their supervisors. No
correlation fell below .62 and the majority were in the
.80 to .90 range. Since the correlations were high, the
descriptions of findings will be confined to the chair-
persons' responses. Department chairpersons ranked
general administration, curriculum and instruction and
teacher improvement as the most frequently performed

and most important areas of responsibility. Student

 

 

 

 

relations and community relations ranked low in frequency
of performance and in degree of importance. The five
most frequently performed duties were all in the area of
general administration: conducting departmental func-
tions, preparing teaching schedules, preparing depart-
mental budget, coordinating departmental functions and
coordinating departmental programs within the objectives
of the community college (Lombardi, 1974).

Of the next five rankings, number 6, developing

 

appropriate curriculum, and 10, developing program
objectives, were in the area of curriculum and instruc-
tion; number 7, identifying prospective faculty needs,
8, recruiting and interviewing prospective faculty mem—
bers, and 9, recommending faculty for appointment, were
in the teacher improvement area (Lombardi, 1974).

The highest ranking in the student relations area
was 26, enforcing student regulations, and in the commu-
nity relations area it was 25, developing program advisory
committees. Among the low rankings were: 51, developing
examination schedules, 50, placing students in employment,
46, organizing and directing co-curricular activities,

32, selecting and supervising clerical staff, and 31,

developing college publications relating to departmental
programs. Supervising the care and storage of equipment
ranked 27 just below the median. Only two items in the

curriculum and instruction category ranked below 30,

 

 

24

1.e., 48, conducting programs of educational research,
and 35, developing articulation guidelines with high
schools. Yet, developing guidelines with senior insti—
tutions ranked 23, an indication of the relative impor-
tance of these activities (Lombardi, 1974).

Visiting classes and observing teaching practice
ranked 30, the lowest in the teacher improvement category;
but evaluating faculty members ranked 12. When evalu—
ating the importance of visiting classes, the chairman
ranked it 32, indicating that not only did they not
visit classes, but that they did not consider doing so
important. Moreover,ij:may reflect the taboocvaisiting
classes (except those of substitute and probationary
teachers), the unsatisfactory and/or different nature of
the practice, orthe chairperson's reluctance to rate his
colleagues on classroom performance with the consequent
job threat an unfavorable rating may create. Worth
noting are the findings of most investigators that
faculty evaluation is the most difficult duty chair—
persons are expected to perform (Lombardi, 1974).

The low ratings relative to student and commu-
nity relations in the Anthony study coincided with those
obtained by most of the research studies reviewed.
Ravetch (1972) found that only 5 percent of the chair—

persons he studied counseled students and less than

 

 

 

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15 percent conducted follow-up studies, provided career
information or recruited subject area majors. Surpris-'
ingly, he found that 40 percent coordinated extra-
curricular activities. Freligh (1973) observed that
chairpersons are least likely to have sole responsibility
for student advisement. Of Pierce's (1971) fourteen areas
of high task involvement involving science division chair-
men, only one, articulating courses with four-year insti-

tutions, in any way related to student or community

 

relations.

The Community Junior College
Department: Its Character—
istics and Analysis

 

In order to properly describe the department
chairperson, it is also important to present a descrip—
tion and analysis of the environment in which the chair-
person functions, and to identify variables that affect
the role of department chairperson.

The community junior college can be studied
from a macro level in which the total organizational
processes are examined, or from a micro level in which
inter—intragroup departmental processes are examined.
However, in either context the institution must be
viewed as an organization functioning to accomplish
goals and objectives. In other words, the process of
goal attainment occurs at both the institutional and

departmental level.

 

 

26

There are many definitions which attempt to
describe the term organization. Chester Barnard (1973:
73) defines organization as ”a System of consciously
coordinated activities or forces of two or more persons,"
which implies that goal attainment is achieved through
purposeful coordination of all persons involved. An
example of the organizational structure of a compre-
hensive community junior college is illustrated in
Figures 1 and 2. Scott's (1964:488) definition of
organization states that:

. organizations are defined as collectives

that have been established for the pursuit of

relatively specific objectives on a more or

less continuous basis. It should be clear,

. . . however, that organizations have distinc-

tive features other than goal specificity and

continuity. These include relatively fixed

boundaries, a normative order, authority ranks,

a communication system, and an incentive system

which enables various types of participants to

work together in the pursuit of common goals.
This definition suggests that although organizations may
function in the pursuit of goals, there are activities
that occur which may not be goal-related, and which often
operate in informal associations. Since this study is
concerned with the organizational setting in which the
department chairperson functions, Hall's (1972 9) defi-
nition of organizations will be used:

An organization is a collectivity with rela-

tively identifiable boundary, a normative order,

authority ranks, communications systems, and
membership coordinating systems; the collectivity

 

 

 

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29

exists on a relatively continuous basis in an

environment and engages in activities that are"

usually related to a goal or a set of goals.
Important to the purposes of this study is the recognition
that environmental factors affect organizations; i.e.,
inputs from the environment to the organization which
are processed and released back into the environment as
outputs all must reflect organizational goal attainment.

Therefore, in defining the community junior col-
lege departments, it should be recognized as a subunit
of an organization and seen as functioning toward attain-
ment of departmental as well as institutional goals. One
might consider the department an organization within
itself.
Relative to the process of goal attainment, Etzi-

oni (1964 6) states that ”an organizational goal is a
desired state of affairs which the organization attempts
to realize." It should be mentioned that consensus on
goals and objectives for organizational functions is not
always one hundred percent, and, from a decision-making
standpoint, can present a dichotomy in organizational
activity. Simon (l964:2) points out that:

When we are interested in the internal structure

of an organization, however, the problem cannot

be avoided . . . Either we must explain orga-

nizational behavior in terms of the goals of the

individual members of the organization, or we

must postulate the existence of one or more

organizational goals, over and above the goals
of the individuals.

 

 

 

 

 

30

Simon's position further enhances the focus of this
study in emphasizing the need to describe and validate
administrative functions and performance objectives
needed by department chairpersons to attain institu-

tional and department goals.

 

Charles Perrow (1961:855) takes the position that
goals can be viewed from several perspectives; i.e.,
official and operative goals. The official goals of the

department reflect departmental aims for achieving accom—

 

plishments, and operative goals are those which are
translated into the policies that guide day-to—day
activities. In recognizing the importance of operative
goals and the subsequent translation of goal statements
into administrative functions and performance objectives,
Hall (1972 85) states:

. for the members of the organization at any

level, goal determination is similarly vital.

If he misses what the goals really are, his own

actions may 'not only contribute to the organi—

zation, they may contribute to his own organiza-

tional demise.

Size is another factor that affects community
junior college departments. Size, as a variable, centers
on problems of control, coordination and communication.
Not only are community junior college departments smaller

than those in universities, but there are also diversi-

ties in activities and characteristics.

 

 

 

31

Universities provide for four—plus years of
undergraduate and graduate instruction with programs in
general and specialized areas; community junior colleges
provide a two-year undergraduate instructional program.

University departments carry on basic and applied

 

research, provide consultation services, and produce
publications; community junior college departments
develop programs primarily in the interest of community
development and service. These differences in organiza-
tional activities further suggest the need for coordina-
tion and communication within both types of departments
in order to assure-goal attainment. Moreover, control
becomes difficult as departments or subunits of large
organizations begin to engage in activities that are not
consistent with the upper echelons of organizational con-
trol. This problem, in particular, is significant to
community junior college departments since their primary
function is instructional. This becomes more apparent
considering the differences in student academic back-
grounds and socioeconomic profiles and how these charac-
teristics are dealt with in the development of instruc-
tional priorities. That is, in the community junior
college department, instructional priorities should be
developed to accommodate a diversified student popula—
tion (socially and academically). The department chair-

person should serve as the instructional catalyst in

 

 

 

32

initiating and sustaining this priority. And in order
to maintain or coordinate these priorities, administra-
tive functions (specific duties) should be developed
that are consistent with institutional and departmental
goals that lend themselves to empirical validation.

The division of labor within community junior
college departments is most likely characterized by a
flat hierarchy compared to university departments. That
is, the instructional and support staff is rather loosely

supervised with a wide span of control (see Figure 3).

 

Department of Social Science ____

 

 

 

 

Department Chairperson

 

 

 

099066069

 

 

 

(1) History (4) Humanities (7) Education
(2) Political Science (5) Anthropology (8) Geography
(3) Social Science (6) Sociology (9) Psychology

Figure 3.——Community Junior College Department
Span of Control.

 

 

 

 

 

 

 

 

33

This structural arrangement suggests that each department
contains many subunits requiring communication, coordina-.
tion and control in order to effectively work_toward
attainment of department and institutional goals.

Organizational complexity is an important issue in terms

 

of management.
Jerald Hage (1965: 294) defines complexity as:

. specialization in an organization . . . mea—
sured by the number of occupational specialties
and the length of training required by each. The
greater the number of occupations and the longer
the period of training required, the more complex
the organization.

 

The implication is that the more training that is needed
for each position, the more differentiation results among
personnel. James Price (1968 26) explains:

Complexity may be defined as the degree of knowl-

edge required to produce the output of a system.

The degree of complexity of an organization can

be measured by the degree of education of its

members. The higher the education, the higher

the complexity.

In community junior college departments where

many subjects are grouped under a general area (e.g.,
social science), the training needed to instruct the
many subjects within this department must be characterized
by a great deal of diversity. And as complexity increases
the need for control and coordination becomes more impor-
tant. The department chairperson becomes an important

force in accomplishing the task of coordinating depart-

ment activities. The task becomes more relevant when

 

 

 

34

the activities are developed along the lines of depart—
ment goals and objectives and are explained in terms of
administrative functions and performance objectives.

Formalization isanother variable that affects the
functioning of the department chairperson and the depart-
ment members. Hall (1972:196) defines formalization as
"the organizational technique of prescribing how, when,
and by whom tasks are to be performed." The degree of
formalization of expectations, therefore, affects how the
members carry out the expected role and how the members
condition their behavior in reacting to the organization.
Hall (1972:194) further states:

From the standpoint of improving performance of
individuals within the organization, increasing
their morale, and improving the overall per-
formance of the organization, the proper mix
between role formalization and the personal and
inter-personal characteristics has to be
achieved.

What is generally expected in organizations com—
prised of professionals is that the professional will
bring to the organization a behavior or role set which
would contribute to the attainment of organizational goals.
Formalization, on the other hand, is the process in which
the organization describes the behavioral guidelines for
the individual to ensure goal attainment.

Probably the most significant aspect of this
organizational dilemma is the concept of compatibility

between organizational goals and individual behavior.

 

 

 

35

In order to minimize conflict among all levels within the
organization, the existence of behavioral guidelines com-
patible with the organization can be a stabilizing force
in maintaining the factors of organization, personality,
and interpersonal relations. As this is accomplished,
the individual members of the organization will begin to
develop perceptions of roles at all occupational levels
that will reduce stress and ambiguity. Robert Kahn

(1964 31-34) presented a model that demonstrates this

viewpoint (Figure 4):

Personality
factors

 

 

 

  

Role Senders

I

I

I

' Focal Person

_. Role Role V ‘
4

I

I

I

I

 

 
 

 

 

 
   
 

Organiza—
tional
factors Expecta— Pres—

 

 

 

 

 

 

Experience Response —l

 

tions sures
D»

 

  

Interpersonal
Relations
C

 
   
   
 

Figure 4.——Kahn's Model for Organizational Behavior.

 

 

 

 

 

 

36

To a considerable extent, the role expecta-
tions held by the members of a role set--the
prescriptions and proscriptions associated with
a particular position——are determined by the
broader organizational context. The organiza—
tional structure, the functional specialization
and division of labor, and the formal reward
system dictate the major content of a given
office. What the occupant of that office is
supposed to do, with and for whom, is given by
these and other properties of the organization
itself. Although other human beings are doing
the "supposing" and the "rewarding," the struc-
tural properties of organizations are suffi-
ciently stable so that they can be treated as
independent of the particular persons in the role
set. For such properties as size, number of
echelons, and rate of growth, the justifiable
abstraction of organizational properties from
individual behavior is even more obvious.

The organizational circle (A) in the illus-
tration, then represents a set of variables.

Some of them characterize the organization as a
whole; for example, its size, number of ranks or
status levels, the products it produces, or its
financial base. Other variables in this set are
ecological, in that they represent the relation
of a certain position or person to the organiza—
tion; for example, his rank, his responsibilities
for certain services in division of labor, or the
number and positions of others who are directly
concerned with his performance.

Arrow 3 asserts a causal relationship between
various organizational variables and the role
expectations and pressures which are held about
and exerted toward a particular position. For
example, a person in a liaison position linking
two departments is likely to be subjected to many
conflicting role pressures because his role set
includes persons in two separate units, each hav-
ing its own goals, objectives, and norms. In
general, the organizational conditions surround—
ing and defining the positions of one's role
senders will determine in part their organiza-
tional experience, their expectations, and the
pressures they impose.

The personality circle (B) is used broadly
to refer to all those factors that describe a per-
son's propensities to behave in certain ways, his
motives and values, his sensitivities and fears,
his habits, and the like . . . . [The interpersonal

 

 

 

 

_~_‘ .v

37

relations circle (C) refers to] the more or less
stable patterns of interaction between a person
and his role senders and to their orientations
toward each other. These patterns of relation-
ships may be characterized along several dimene
sions, some of them stemming from the formal
structure of the organization, others from
informal interaction and the sharing of common
experiences. The following dimensions are seen
as particularly important in the present context:
(1) power or ability to influence; (2) affective
bonds, such as respect, trust in the cooperative-
ness and benevolence of the other, attraction or
liking; (3) dependence of one on the other; and
(4) the style of communication between the focal
person and his associates.

This model suggests that, for department chair-
persons, organizational factors can be stabilizing forces
in regard to formalization and roles if administrative
functions and performance objectives are established.
Moreover, as performance objectives are developed, the
department chairperson (the focal person) will experience
less conflict with department faculty as well as with
upper echelon administrators concerning his or her own
role expectations.

Leadership is another element that affects the
functioning of an organization; i.e., the relationship
between the department chairperson and the department
faculty. Alvin Gouldner (1950 17) defines leadership
as "any individual whose behavior stimulates patterning

of the behavior in the same group." Etzioni (1965:690—

691) expresses leadership as:

 

 

 

 

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:..'.::"-!‘-.n'J In 3:a,:'*='-'.'.: :"'5-" {"1" “‘“LIEIQ'W'JH'I

  

-A-

 

r-- -.- 't- -- u --

r _-_-_:I 'E'IL- ‘3 Hf-e' -"='h- ' 'I ”"H' . ‘ - ' ’

I.- -_.—.-.— .2'; _._' ' _- -' "F: '-_I -'.:.'J£J“.5q ii

.' . ‘.;. .. -,.- _-, ' ' . 'I- . --'--":" u': i-"‘)" '1'“:
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38

. . . the ability, based on the personal qualities
of the leader, to elicit the followers'voluntary
compliance in a broad range of matters. Leader—
ship is distinguished from the concept of power in
that it entails influence; i.e., change of prefer-
ences, while power implies only that subject's
preferences are held in abeyance.

In understanding the concept of leadership, the above
definitions suggest that before any individual can be
recognized as a leader, the members of the organization
must first be cognizant of the leader's role or duties;

specifically, what the individual is to do, to what level

 

of performance, and the relevance of these functions to
the success of the organization. Therefore, in order for
the department chairperson to serve as an effective
leader, it would be to the organization's advantage to
develop administrative functions and performance objec—
tives. Phillip Selznick (1957 29) further points out the
importance of established roles and behaviors when he
discusses the critical tasks of leadership. The fippp
task involves the definition of the institutional
(organizational) mission and role; second is the task of
institutional embodiment of purposes which involves
building the policy into the structure or deciding upon
the means to achieve desired ends; Epipd is to defend the
organization's integrity internally and externally; and
fourth is the ordering of internal conflict. Selznick

points out that leadership can occur in any group or

 

 

39

organizational situation and that the above four tasks
or functions can operate at all organizational levels.

Edwin Hollander and James Julian (1969:387-397)
explain leadership from a perspective of interaction
between leader and followers; i.e., the leader influences
his followers in the interaction process and their reac-
tions, in turn, have an impact on his own behavior. What
is expected, then, is that the position of leader demands
that the leader's behavior fulfill the expectations of
the followers. Therefore, the leadership (chairperson)
role can be enhanced and legitimized when an expressed
set of administrative functions and performance objec-
tives exist that delineate the administrative and
behavioral expectations.

The purpose of this discussion has been to
(l) examine the characteristics of community junior
college departments within the context of systems theory;
(2) point out the importance of understanding the envi-
ronmental setting in which administrative and instruc—
tional activity occurs; (3) identify variables from the
environment that affect departmental activity; and
(4) substantiate the viewpoint that in order to under-
stand the role of the community junior college department
chairperson, this person must be studied within the con—

text of the departmental setting.

 

 

 

40

Conceptual Scheme for the Study

Administrative Theopy

 

The community junior college administrator, con-
~fronted with problems and issues ranging from faculty
evaluation to collective bargaining, has come to rely
upon past experience in developing and understanding
administrative decision—making and managerial practice.
In doing so, the community junior college administrator
places primary emphasis on a practical approach to admin-
istration resulting, in many cases, in a bias against
administrative theory. This has evolved for many admin-
istrators because of their:

1. Lack of understanding of administrative
theory.

2. Inadequate professional language in
terms of taxonomic consistency.

3. Interest in the factualism of research
rather than practical utilization of
data.

4. Suspicion of the "Authority” vested in
professional researchers presenting
information.

The purpose of theory is to accurately describe
what is while philosophy is concerned with describing
what ought to be in explaining human associations or the
existence of things. However, theory is a part of phi—

losophy since it formulates generalizations about rela-

tionships and reality. In this respect, the administrator

 

 

 

41

either consciously or unconsciously begins to perceive
each situation, conflict or crisis as:

1. What ought to be

2. What really exists

3. What conclusions can be drawn from avail-
able data or facts

In order to understand the reality of a situation, the
administrator invariably finds himself utilizing some
aspect of administrative theory.

Administrative theory is concerned with deter-
mining the bases upon which we make decisions, particu-
larly in the area of management. Using theory or models
derived from theory, the administrator is in a position
to better perceive the problem. The use of models as
tools to facilitate conceptualization of situations can
be discussed from a deductive approach. The individual
starts with a model, derives assumptions, collects data,
tests to see if his deductions are valid and then pro-

ceeds to make further deductions.

Scientific Method

Theuseof scientific method is a process in which
problems of a purely scientific as well as social nature
can be solved through man's intelligence. The process
of scientific method requires the following: recognition
of a problem, formulation of an hypothesis or probable

explanation, determination of implications, and

 

 

 

observation of the experimental consequences. Through
the use of this method, department chairpersons and

other administrators can resolve conflicting situations
of various kinds. However, chairpersons would probably

need to develop programs for their staffs that present

 

learning situations and help individuals think critically.
A situation in which individuals must first recognize a
problem in a given situation and then collectively

define an applicable solution is a positive step towards
critical thinking. This is an important tool, not only
as a learning experience for a staff, but as assistance
to a department chairperson in determining changes in
curriculum, management techniques, etc.

A major problem, from which has stemmed the decay
of organizations and even cultures, has been the failure
to recognize internal and external crises that undermine
a system's existence. Department chairpersons must be
able to see such forces affecting their departments in
order to effectively define problems regarding education
and management. The recognition of all facts and data
related to the problem of formulating an hypothesis is
important in problem solving because it incorporates the
organization of all existing factors before formulation
of an explanation. The interaction of individuals on
the position for and against possible solutions allows

for a high degree of objectivity. Views can be exchanged

 

 

 

43

concerning the possible implications an hypothesis may
have on other data or social values, resulting in a more
concrete method of choosing alternatives relative to a
particular conflict or problem. Consequences following
the experimental act are then viewed as desirable or
undesirable in relation to the original problem. Even
though application of this method may fail to resolve
the conflict, it can lead to another hypothesis, and the
search for desirable ends begins anew.

In the case for and against scientific method,
the experimentalists contend that the use of scientific
method is the best process man can use in solving prob-
lems of a natural or social nature; that this process
lends itself to public verification and that it is
capable of resolving conflicting situations. It, there—
fore, transcends those intuitive approaches in which man
arrives at various answers to problems but disagrees on
the ultimate ends, and has no grounds for empirical
demonstration. The intuitive method inevitably results
in ideological deadlock. As an experimentalist, a
department chairperson would advocate that values be seen
in relation to other values, that no value is absolute,
and that a value may be questioned as to its desirability
to any time or place.

The "open—door" policy of admissions has created

an issue of selective or nonselective curriculum

 

 

44

placement, particularly in view of the attrition rates

in transfer programs. One contention is that students

be placed into various programs of the community junior
college as determined by the individual's entrance scores,
previous high school record and interest inventory data
in order to maximize educational experience (selective
placement). On the other hand, many contend that not
only should the community junior college practice "open-

door" admissions, but also "open-door" curricula in

 

allowing the individual the freedom to select his own
educational program (nonselective placement). The
department chairperson, as an experimentalist, would
choose either selective or nonselective placement depend—
ing upon how the consequences of each approach furthered
other desirable values. For example, in creating a more
success-oriented instructional program and developing
instructional objectives consistent with student academic
abilities, the department chairperson could bring the
concept of "Open-door" admissions into a more meaningful
perspective.

As in the disciplines of natural science (and
recently in the social sciences), the department chair—
person can work towards attaining solutions to orgniza-
tional problems within the department if a common method
is followed that lends itself to public verification in

problem solving situations.

 

45

Systems Theory

Basically, systems theory evolves around macro-
micro-theory models. Macro-theory concerns itself with
the conceptual process of understanding the interrelated-
ness and implications of relationships in organizations
as social systems. Micro—theory is more empirical and
is concerned with organizational climate and leadership
in the organizational process. In a more general sense,

macro-micro-theory models evolved from concepts of social

 

systems theory in which this body of knowledge was
applied to organizations to better understanding organi-
zational patterns and behaviors.

Briefly, the theory of social systems maintains

that society is a large social system which is

composed of many subsystems. Some of these sub—

systems are called organizations. Organizations

are also composed of many social subsystems

called departments, divisions, or branches,

which are themselves composed of social subsys—

tems. The ultimate social subsystem is the

individual (Havelock, 1971:2).
Havelock (1971) defined a social system as a system of
actions of individuals, the principal units of which are
roles and constellations of roles. It is a system of
differentiated action organized into a system of differ-
entiated roles. In the case of the department chair-
person, the administrative functions and related
performance objectives serve to maintain a degree of

organizational equilibrium within the department as well

as in the community junior college. The consistency to

 

46

which this occurs could predict the degree of goal
attainment of the department and institution.

Generally, a system may be thought of merely as \
a set of components which act with and upon one I
another to bring about a state of balance or I ‘
interdependence. Therefore, any change in the , o E:
position or behavior of a particular component

induces change in varying degrees in all other

elements of the system (Havelock, 1971 2). /

An operational assumption paramount to systems
theory would be that of managing organizational conflict,

recognizing that organizations must manage conflict in

 

order to attain goals and objectives. System theory
postulates that, if conflicts are managed, the system is
said to be in balance or in a state of equilbrium; if
conflicts are not managed, the system is said to be
unbalanced or in a state of disequilibrium. How, then,
can a department chairperson function in order to maintain
organizational equilibria in areas such as long— and
short-range curriculum planning, faculty evaluation,
budget allocation and other related activities to attain

goals and objectives of the department and institution?

Macro-Theory

The early macro«theorists such as Tdnnies were
concerned with understanding the transition of human
associations as social systems changed from Gemeinschaft
to Gesellschaft societies. Talcott Parsons extended

this school of thought to describing Gemeinschaft social

 

 

 

47

relationships in organizations. Parson's Hierarchy of
Organizational Control and Responsibility Model is as

follows:

 

Figure 5 --Talcott Parsons' Hierarchy of Orga-
nizational Control and Responsibility Model.

Parsons identifiedthenwnagerial level as a subsystem
having three basic responsibilities indigenous to all
organizations: (1) control over the technical sub—
system (e.g., faculty); (2) procurement of personnel and
materials for utilities and resources; and (3) disposi—
tion dftheproduct. Using this schema, department
chairpersons must specify administrative functions and
performance objectives incumbent to their roles. More-

over, since we are concerned here with a social system

 

 

 

48

and an explanation of social relationships within that
system, it becomes imperative to translate these respon-
sibilities into behavioral terminology.

Parsons further points out that in any organiza-
tion four problems are always apparent. He refers to
these as Functional Imperatives: goal attainment, adap-
tation, pattern maintenance-tension management and inte-
gration. He further categorizes goal attainment and
adaptation as external to an organization and integration
and pattern maintenance—tension management as internal
to an organization. The variables are defined as fol—
lows (see Figure 6).

Goal attainment: The coordination of activities
so that the system moves toward whatever goals it has
set for itself.

Adaptation: The manipulation of the environment
to the end of acquiring facilities needed in reaching
the system's goals.

Pattern maintenance—tension management: The

 

problem of maintaining the systems' norms and expecta-
tions consistent with the individual's social behavior
or lifestyle as well as a motivational commitment to
the role processes of the system.

Integration: Focuses upon the interdependence
and interaction of units in the system to one another and
establishing a level of solidarity to permit the system to

function.

 

 

 

 

 

External
Relation to
Environment

Internal
Co—Existing
of Units

 

Continuity and Stability
Over Time

INSTRUMENTAL

Immediate Gratification

CONSUMMATORY

 

Adaptation

Continuity and stability
over time in relation to
environment

Goal Attainment

Gratification in rela—
tion to environment

 

 

Pattern—Maintenance

Continuity and stability
over time in relations
among units

 

Integration

Gratification in rela-
tions among units

 

Figure 6.—-Talcott Parson's Imperative Functions
of Social Systems Model (Hills, 1969 21).

Parsons' model suggests that the department

chairperson‘s position in the organizational structure

of the community junior college becomes dysfunctional

unless there are administrative functions and performance

objectives that delineate job activities.

Bronislaw Malinowski,

Scientific Theory of Culture (1960), proposed that in any

in his essays on the

organization all behavior is motivated and purposeful.

And, in order to carry out functions consistent with the

goals of the organization, specific behaviors must be

identified and tested in order to verify the worth Of

the function (i.e.,

the functions as well as activities

 

 

 

 

50

must be explained in behavioral terms in order to be
tested). The application of this model to the position
of department chairperson attests to the fact that in
order to evaluate the outputs of this individual in
relation to departmental and institutional goals, it is
necessary to first develop some prescribed expectations

in behavioral terms. Malinowski's model is as follows:

:{Charter

./ \

 

 

 

 

Personnel + 9 Rules and Norms 4—-1

\ /

Material Apparatus

 

 

 

 

 

 

 

 

 

 

 

Activities}

 

 

 

Functions

 

 

 

 

Figure 7 --Malinowski's Model for Organizational
Structure.

 

 

 

 

’7 _:.._,—A ‘

51

Each institution has a definite structure in
which organized activity occurs. Figure 7 indicates that
each institution has a charter or a system of values or
goals for the pursuit of which individuals organize. The

norms of the institution represent the behavioral expec-

 

tations for individuals, while the personnel of an insti-
tution represent the division of labor among individuals.
The material apparatus represents those objects from the

environment that individuals in the organization utilize

 

to carry out activities important to the institution.
Functions become the end result or product of organized
activity.

Malinowski's model points out that activities
should be carried out according to the expected mode of
behavior and that the functions of group activity should
be consistent with the goals and objectives of the insti—
tution.

Once again, this model shows that in considering
the functions of the department chairperson, activities
should be carried out in a manner consistent with the
expectations of department faculty and upper echelon
administrators as well as with the goals of the depart-

ment and institution.

 

 

52

Micro—Theory

The research of micro—theorists has made tre-
mendous changes in management patterns and perceptions
of leadership. For example, Douglas McGregor (1969)
postulated Theory X and Y orientations to understanding
human motivations in organizations. Frederick Herzberg
(1968) developed a comparison model of Satisfier and
Dissatisfier Factors in organizational motivation.
Abraham Maslow's (1965) Theory of Hierarchy of Needs

identifies five basic needs in a hierarchical system

 

that are basic sources of motivation. And Rensis
Likert's (1961) lists of common goals between supervisors
and subordinates in understanding group processes are but
a few of many contributions researchers have made in
understanding organizations and social relationships

within these systems.

Role Theory
J. W. Getzels and Egan C. Guba explained behavior

in a social system in terms of two interdependent dimen-
sions: nomothetic and idiographic (see Figure 8).

The implications of the Getzels-Cuba model for
this study suggest that the administrative process of
department management depends not only on clear state—
ments of expectations and functions but also on the

degree of overlap in perceptions of these expectations

 

 

53

(Nomothetic Dimension)

Insitution -> Role -> Expectations
Social Observed
System Behavior

Individual -> Personality + Needs Disposition
(Idiographic Dimension)

Figure 8.--Getzels-Guba Model for Organizational
Behavior in a Social System. The nomothetic axis, shown
at the tOp of the diagram, consists of institution, role,
and expectation, each term being the analytic unit for
the term preceding. Thus, the social system is defined
by its institutions, each institution by its constituent
roles, each role by the expectations attaching to it.
Similarly, the idiographic axis, shown at the lower por-
tion of the diagram, consists of individual, personality,
and need-disposition, each term again serving as the

analytic unit for the term preceding it (Getzels, 1966:
156-157).

and functions held by department faculty, department
chairpersons, and upper echelon administrators. In
other words, one way of predicting behavior (favorable
or unfavorable) of department chairpersons would be to
measure the degree of overlap among department faculty
members, the department chairperson and upper echelon
administrators relative to the expectations and func-
tions of the position of department chairperson.
Further consideration of the Getzels—Guba model
points to the nature of institutional and individual

conflict:

 

 

 

54

1. Role-personality conflicts occur as a func-
tion of discrepancies between the pattern of expectations
attaching a given role and the pattern of need character—
istic of the role incumbent (department chairperson).

The department chairpersons, in this case of
role—personality conflict, select either nomothetic
expectations or fulfill their own perceptions of the
role resulting in a state of mutual interference in which
the nature of their behavior is incompatible with the
system.

2. Role conflicts occur whenever a role incumbent
is required to conform simultaneously to a number of
expectations which are mutually exclusive, contradictory,
or inconsistent, so that adjustment to one set of
requirements makes adjustment to the other impossible or
at least difficult.

In this case, the department chairperson may be
expected by the department faculty to emphasize instruc-
tion but by the academic dean to work toward improving
student-faculty relationships. Disorganization in the
nomothetic dimensimnmayarise when the department chair—
person is expected by some faculty members to make
classroom visitations yet others reject this expectation.

3. Personality conflicts occur as a function of
opposing needs and dispositions within the personality

of the role incumbent.

 

 

 

 

 

 

55

In this case, the department chairperson is at
odds with the institution as a result of his/her misper-
ception of expectations which may have resulted from theI
fact that these responsibilities were implied rather than

presented in administrative and behavioral forms.

 

However, in terms of this model:

. these three types of conflict represent
incongruence in the nomothetic dimension, in the
idiographic dimension, or in the interaction
between the two dimensions. Such incongruence
is symptomatic of administrative failure and
leads to loss in institutional and individual
productivity (Getzels, 1966 162).

 

(Nomothetic Dimension)

Institution + Role r Expectations
t i +
Social + . + . Observed or
I t
System Group Cl1mate n ent1ons Goal Behavior
1 i I

Individual + Personality + Need Dispositions

(Idiographic Dimension)

Figure 9.--Getzels-Guba Model for Organizational
Behavior in a Social System with Transactional Dimension.
Since both the institutional (nomothetic) and the indi-
vidual (idiographic) dimensions inter- -penetrate one
another, an intermediate is included in the theory. This
transactional dimension is a "blend” of the other two
dimensions and is composed of the elements of group, cli—
mate, and intentions. The term was used to communicate
the assumption that the processes within a social system
may be seen as a dynamic transaction between roles and
personality, and that the phenomenon of behavior includes
both the socialization of personality and the personaliza—
tion of roles. Thus, nomothetic and idiographic are
relative rather than absolute dimensions (Sweitzer, 1969:
168).

 

56

The conceptual scheme for this study will utilize
the model developed by Getzels and Cuba (Getzels, 1966:
‘156-157) for describing organizational behavior. In view-
ing the community junior college as a social system having

both nomothetic and idiographic dimensions, the department

 

chairperson serves as an important component of this sys-
tem. The Getzels-Cuba model points out that in order for
the chairperson to successfully manage the department,
there must be agreement on the chairperson's departmental
and institutional role expectations by department faculty,
department chairpersons, and upper echelon administrators.
The nomothetic and idiographic dimensions do not exist as
absolute dimensions but rather exist as a system of inter-
related components working together. Unless agreement
exists on role expectations among department faculty,
department chairpersons, and upper echelon administrators,
there will be no interaction among the elements of the
system which ultimately leads to conflict, loss of pro—
ductity and dysfunction. Another implication of this
model for this study points out that the department chair-
persons's responsibility for managing the department
depends upon the chairperson's administrative behavior as
perceived by the individuals of the institution and the
manner in which the roles are to be carried out in attain-

ing the goals of the department and the institution.

 

57

A.final consideration of this model indicates that
as the department chairperson's administrative activity
is described in terms of accomplishing departmental and
institutional goals, involving faculty, there is a ten-
dency toward agreement among department faculty, depart-

ment chairpersons, and upper echelon administrators.

Summary

The purpose of this review of literature was to

identify findings describing duty statements and role

 

expectations of community junior college department
chairpersons made by department faculty, department chair-
persons, and upper echelon administrators. This informa-
tion will provide the basis from.which a set of
administrative functions will be generated and expressed
in performance objectives.

The literature indicates that specific adminis-
trative role expectations do exist for community junior
college department chairpersons. Although there is not
complete agreement among department faculty, department
chairpersons, and upper echelon administrators on all
role expectations investigated, each study did report
(as significant findings) agreement on some specific
role expectations. When these are viewed collectively
and grouped into specific categories according to admin-
istrative activity, the administrative nature of the

department chairpersons becomes apparent.

 

 

 

CHAPTER III

 

DESIGN OF THE STUDY

Introduction
This study has two main purposes. The first is
to generate a set of administrative functions for the

community junior college chairperson. The second is to

 

translate these functions into performance objectives.
In this section, the methods and techniques utilized to
generate and field-test the administrative functions
will be explained.

Methodology: Generating the
Administrative Functions

 

 

In reviewing the literature concerning the
duties of community junior college department chair-
persons, a list comparison procedure was used to identify
the major areas of task involvement. The basic method
of generating the administrative functions was through
analysis of existing duty statements for community junior
college department/division chairpersons. Through a pro—
cedure of cross-checking duty statements, a list was
compiled that generalized the findings from the relevant
literature. The second step was to group these job

activities around specific areas or categories of

58

 

 

 

department chairperson.

responsibility necessary to the functioning of the
I
I
I

Albert Smith's (1970) study identified thirteen

significant job activities as follows:

1.

10.

ll.
12.
13.

Provide orientation for new faculty
members

Involve faculty members in decision—
making

Approve all purchase requests

Participate in the recruitment of full-
time faculty

Encourage faculty to attend conventions,
professional associations, etc.

Report departmental accomplishments

Develop long- and short-range goals and
objectives

Plan curriculum two years in advance

Review trends in student character—
istics

Review new developments in subject
matter

Plan for long—range equipment needs
Prepare department budget

Oversee allocation of the department
budget

Smith then classified these activities according

to the organizational subsystems described by Katz and

Kahn (1966 39—44). These subsystems are explained as:

Production subsystem-—Those activities that result

in product outcomes; 1 e., student learning, etc.

 

60

Supportive subsystems-—Those activities that
carry on the environmental transaction in procuring the
input or disposing of the output or aiding in these
processes. The relating of the system to its larger
social environment in establishing its legitimation and

support would be an institutional function.

 

Maintenance subsystem-—Concerned with inputs for
maintaining or preserving the system and attaining goals
and objectives.

Adaptive subsystem--Concerned with long- and
short-range planning for organizational change.

Managerial subsystem--comprises the organized
activities for controlling and directing the many sub-
systems of the structure.

Smith (1970:108-109) utilized the above organiza—
tional subsystems to categorize the areas ofjob activity:

Criteria 1. Productive Function—-These processes
and activities are concerned with accomplishing the pri—
mary tasks of the department. Input is transformed into
output by the chairperson's activities. In a community
college department, faculty assignments would be assigned
to this function.

Criteria 11. Maintenance Function--These
processes and activities are concerned with preserving

the equilibrium of the department and college. Mediation

 

 

 

 

 

 

61

between task demands and human needs are accomplished
by the chairperson as a maintenance function.

Criteria III. Boundary: Production Supportive
Function—-These activities are concerned with procuring
new faculty members, and materials for the department
from either the college environment or the environment
external to the college. Disposing of the product
(e.g., student placement) in the external environment
is another aspect of the chairperson's role in this
segment.

Criteria IV. Boundary: Institutional Supportive
Function—-Here the chairperson's activities are concerned
with obtaining external social support and legitimation
for his department and/or college.

Criteria V. Adaptive Function—-The extent to
which the department chairperson identifies and makes
recommendations to his administrative superiors or to
his department faculty for needed changes will determine
his proficiency in this category.

Criteria VI. Managerial Function-—These activi—
ties are concerned with resolving conflicts between the
faculty and administration, between departments, between
chairperson and faculty, and with the coordination of
external requirements of the community college with

departmental needs.

 

 

 

62

Smith grouped his thirteen job activities into
the above functional categories: items 1 and 2 were
categorized Maintenance Activities; items 3 and 4 as
Boundary: Production Supportive Activities; items 5 and
6 as Boundary: Institutional Supportive Activities;
items 7, 8, 9, 10 and 11 as Adaptive Activities; and
items 12 and 13 as Managerial Activities.

From 51 possible functions Anthony (1972) iden-
tified eleven areas of high responsibility most frequently
performed by community college department chairpersons.
He ranked them in the following order:

1. Conducting department functions
Preparing teaching schedules
Preparing department budget

Coordinating department functions

£11wa

Coordinating department programs with
objectives of the college

Developing appropriate curriculum
Identifying prospective faculty needs

Recruiting new faculty

OGDNO‘I

Recommending faculty for appointments

10. Developing program objectives in cur—
riculum and instruction

11. Evaluating faculty
Using Smith's "six categories" the item ranked No. 2
would correspond to a Production Activity; items Nos.

7, 9, and 11 correspond to Smith's 1 and 2 as Maintenance

63

Activities; items ranked Nos. 4 and 8 correspond to
Smith's items 3 and 4, Boundary: Production Supportive
Activities; items ranked Nos. 5, 6, and 10 correspond to
Smith's items 7, 8, 9, 10 and 11 as Adaptive Activities;
and items ranked Nos. 1 and 3 correspond to Smith's
items 12 and 13 as Managerial Activities.

The following findings as reported by Pierce
(1971) and the study by Blocker and Koehline (1970) will
be presented as they relate to Smith's ”six categories"
of department chairperson's activities.

Harmon Pierce (1971 28-31) identified fourteen
areas of "high task involvement" as to the role expecta-
tions of community junior college division chairperson
as follows:

1. Preparing division reports
Developing and revising courses
Scheduling courses
Interviewing prospective faculty
Evaluating instruction
Hiring part-time faculty

Preparing divisional report

OOVCNLfl-DUJN

Helping select textbooks and library
materials

9. Maintaining supply and equipment inven—
tories

10. Assigning faculty to teaching loads

11. Preparing divisional correspondence

 

 

64
12. Articulating courses with four-year
institutions

13. Setting policies and objectives for the
division

14. Conducting divisional meetings
Item 10 corresponds to Production Activity; item 5, to
Maintenance Activity; items 4, 6, 8 and 9, to Boundary:
Production Supportive Activities; items 1, 11, as
Boundary: Institutional Supportive Activities; items 2,
12, 13, as Adaptive Activities; and items 3, 7, and 14,
as Managerial Activities.
Blocker and Koehline (1970:9-12) identified the
role of the division chairperson as follows:
1. Teaching
2. Evaluating faculty

3. Making recommendations for tenure, pro-
motion, merit pay, and dismissal

4. Supervising new courses
5. Evaluating new courses

6. Preparing schedules for courses and
sections

7. Developing and maintaining standards
for teaching

8. Recruiting students

9. Counseling assignments

10. Assisting with student placement

ll. Initiating divisional budget requests

12. Preparing requisitions

 

 

 

 

65

13. Maintaining divisional inventory

l4. Securing funds for special projects
Using the same procedure for categorizing activities of
the chairman, items 1 and59correspond to Production
Activities; items 2, 3, 5, 7 and 8, as Maintenance
Activities; items 10, 12 and 13, as Boundary: Production
Supportive Activities; item 14, as Boundary: Institutional
Supportive Activity; item 4, as an Adaptive Activity; and

items 6 and 11, as Managerial Activities.

 

In summary, the findings of the related research and
literature suggest:acommonalityilirole expectations for
community junior college department chairpersons. Further-
more, these similaritiesirtrole expectations all.lend them-
selves tobeing grouped into categories asfunctional activi-
ties within the departmental organizational structure.

The next procedure in generating a set of admin-
istrative functions was to analyze the significant admin-
istrative tasks for the chairperson, and then categorize
them into appropriate subsystems as described by Katz and
Kahn (1966:39—44).

Generated Administrative
Role Functions

 

The following administrative activities represent
the Department Chairperson's Administrative Functions that
were generated fronlthereview<xfliterature for this study.

Administrative Function for Production Actvitities

--Prepares and makes faculty assignments, complies

 

 

66

with guidelines for class size in making class assign-
ments, consults with faculty in determining class
assignments.

Administrative Function for Maintenance Activi-
ties—-Works cooperatively with faculty in evaluating
instructors for tenure. Facilitates the orientation of
new faculty members; conducts department self-studies to
determine faculty and departmental needs; recommends the
appointment, promotion, or dismissal of faculty based
on merit and performance alone; provides means for open
communication between faculty and department decision-
making concerning instructional planning.

Administrative Function for Boundary: Production
Supportive Activities--Recruits, interviews, and hires
full— and part-time faculty; maintains department inven-
tories of supplies and equipment; manages the preparation
and approval of all department purchase requisitions;
involves faculty in the hiring of new faculty members;
and cooperates with researchers who are attempting to
advance knowledge in the field.

Administrative Function for Boundary: Institu—
tional Supportive Activities--Communicates to faculty
changes in administrative policy; encourages faculty to
attend professional meetings, seminars and workshops to
facilitate professional growth; prepares and interprets

reports to faculty and administration of departmental

 

 

 

 

67'

accomplishments; and participates effectively as a mem-
ber of the divisional academic councils and college
committees.

Administrative Function for Adaptive Activities--
Initiates and reviews new developments in curriculum for
the department, reviews trends on student characteris-
tics within the department and college, develops long-
and short—range instructional goals and objectives for

the department consistent with the philosophy of the col—

 

lege, works cooperatively with faculty in developing
departmental goals and objectives, provides for student
input in developing department goals and objectives,
articulates departmental courses and programs with four—
year institutions to facilitate transfer and curriculum
development, and works cooperatively with faculty and
deans in developing long— and short-range plans for
curriculum.

Administrative Function for Managerial Activities
--Works cooperatively with faculty in determining sched—
uling of courses; gives more consideration to cost fac—
tors than educational needs in preparing the department
budget; involves department faculty in determining allo-
cation of the department budget; prepares the department
budget and oversees its allocation; consults with faculty
about filling vacancies in the department; complies with

guidelines for reviewing initial grievance requests by

 

 

68

faculty; works effectively to resolve student-instructor
conflicts within the department; manages the resolution
of student problems arising out of scheduling conflicts,
late registration, drop-and-add card requests, etc.; fos—
ters coordination and mutual understanding between
departments of the college; and prepares and oversees

the preparation of grant proposals to federal, state

and local agencies from the department.

The above six categories of administrative func-

 

tions were listed in three separate questionnaires and
submitted to department faculty, department chairpersons,
and upper echelon administrators to determine their
importance relative to the department chairperson's

administrative role expectations.

Procedure
The purpose of this section will be to describe
how the population was sampled, the procedure for col-
lecting data, and the design of the questionnaire.

Determination of the
ngulation Sampled

 

The population for this study consisted of ten
community junior colleges in Michigan having department
chairpersons in their Liberal Arts College/Division.
The population was determined by contacting the dean of

instruction, vice—president for academic affairs or the

 

 

 

69

president of all 29 community junior colleges in Michigan
to ask if their institution's organizational structure
contained department chairpersons as defined in this

study.

Design of the Questionnaire

Using a survey questionnaire approach, it was
assumed that a structured questionnaire approach would
assure uniformity from one individual or department to
another for comparative purposes. The purpose of the
questionnaire was to ask department faculty, department
chairpersons, and upper echelon administrators to
respond to the 35 administrative activities (grouped under
the six administrative role functions) to indicate the
extent to which they felt department chairpersons were
or were not doing these tasks, i.e., actual administra—
tive behavior. They also were asked to indicate the
extent to which they felt department chairpersons should
or should not be doing these tasks, 1 e., desired
administrative behavior. Department chairpersons were
asked to respond to the same set of 35 administrative
activities indicating their actual and desired perceptions
of their administrative behavior. Respondents were asked
to circle the number indicating their response to each
of the 35 administrative activities under the two cate-
gories of actual administrative behavior and desired

administrative behavior of the department chairperson.

 

 

 

 

 

70

As a pilot study, the questionnaire was dis-
tributed to community junior college instructors and
administrators after which adjustments were made prior to
the mailing of the instrument to the participating commu-

nity junior colleges.

Collection of Data

 

A letter of inquiry was sent to the president of
each of the ten community junior colleges having depart-
ment chairpersons as indicated by the administrator of
each institution. The letter described the purpose of
the study and asked their support in allowing their
institution to participate. A follow—up phone call was
made to each president to solicit his institution's
response (approximately two weeks after the letter of
inquiry), and to request the names of those departments
that would be participating in the study. Seven of the
ten community junior colleges agreed to participate.

The survey questionnaires for department faculty, depart-
ment chairpersons, and upper echelon administrators were
sent to each president's office to be distributed to the
participants. Each participant returned the questionnaire
by mail using a post-paid envelope. A follow—up phone
call was made to each president whose faculty had less
than a 50 percent return approximately three weeks after

the questionnaires had been sent to the participating

 

 

 

71

colleges. After an additional three weeks, presidents
were again contacted to inquire if more questionnaires
were needed for nonresponding participants. The sample
consisted of all usable questionnaires from upper echelon
administrators, department faculty, and department chair—
persons from the seven participating community junior
colleges in Michigan. Those departments with less than

a 50 percent response were not included in the study.

Experimental Desigp

 

A 3 x 2 design matrix was constructed for the
tests of the three hypotheses. A total of 232 subjects
participated in the experiment. The subjects were dis-

tributed unequally within the six cell matrix.

TABLE l.—-Experimental Design Matrix Presenting Levels
of Variables, Cells, and Total N's.

 

 

 

Test Tl Test T2
Position Actual Administrative Desired Administrative
Behavior Behavior
UEA N = 8 N = 8
DC N = 27 N = 27
DF N = 197 N = 197
UEA = Upper echelon administrator
DC = Department chairperson
DF = Department faculty

 

 

 

Statistical Procedures

 

The data were keypunched and verified at the
Michigan State University Computer Center. The statis-
tical analyses were calculated on the Michigan State
University CDC 6500 Computer.

The FINN Program (Finn, 1967) was used for the
testing of hypotheses. This program was selected
because it allowed the investigator to analyze the multi-
variate data in this study.

The SPSS Program, Statistical Package for Social
Science (Nie, 1975), was used to transform the data from
raw scores to group scores for hypothesis testing, and
to generate mean scores, standard deviation scores, and
to estimate the confidence interval of mean scores for
the department chairperson's administrative functions.
The SPSS Program was also used to generate Pearson

correlation coefficients and frequency tables.

 

 

 

 

CHAPTER IV

ANALYSIS OF DATA

The results of the analysis of data for the three
hypotheses are presented in this chapter. The hypotheses
are as follows:

H

 

There is no significant interaction between
department chairpersons, department faculty
and upper echelon administrators concerning
perceptions of the department chairperson's
administrative functions.

I:

HII' There is no significant difference among the
groups of respondents of department chair-
persons, department faculty, and upper
echelon administrators' perceptions for the
department chairperson's actual (T1) and
desired (T2) administrative functions.

There is no significant difference between
tests for the department chairperson's
actual (T ) and desired (T2) administrative
functions.

III'

The hypotheses were stated in the null form and were
tested by a multivariate analysis of variance of repeated
measurements.

A 3 x 2 design matrix, constructed for the tests

of the three hypotheses, is presented in Figure 10.

Hypothesis Testing

 

The testing of the three hypotheses was done on

the Michigan State University CDC 6500 computer using the

73

 

 

 

 

 

 

 

 

 

 

74
Test
T1 T2
Position UEA
DC
DF
UEA Upper echelon administrator

 

DC = Department chairperson

DF = Department faculty

T1 = Actual behavior scores for DC admin-
istrative activities

T2 = Desired behavior scores for DC

administrative activities

Figure lO.—-Design Matrix.

FINN program. The mean scores, range, variance, standard
deviation scores, and confidence intervals scores were
determined using the SPSS program. An alpha level of

.05 was selected to determine the level of statistical
significance for data analysis in this study.

In summary, after testing the three hypotheses,
the Test Effect (HIII) was the only hypothesis that was
statistically significant at the .05 level. Therefore,
the null Hypothesis III was rejected and it is concluded
there is a significant difference between T1 and T2

across the three Positions.

 

 

fit ' --,,__ _ ___ g, . (-1

75

TABLE 2.—-Summary Table of Multivariate Analysis of
Variance of Repeated Measures (3 x 2).

 

 

Source of Variation df F—Test p <

I
Test effect (HIII) 1 253.8786 .0001* ‘
Position effect (H11) 2 2.4300 .0987
Test x position (HI) 2 .1979 .8206

 

*The test is statistically significant atcx=.05.

The results of the hypothesis testing indicated

 

I no significant interaction between Positions and Tests

(H1), and no significant difference among the Positions

(H11) across T1 and T2. Since the Test Effect (HIII)
was significant it was meaningful to look at the estima-
tion interval of a particular position on T1 and T2 to
determine the inclination of each particular position
about T1 and T2.

Using the questionnaire, upper echelon adminis-

trators, department chairpersons, and department faculty
based their selection of the department chairperson's

actual and desired behavior from the following two cate-

 

 

gories:

Actual Behavior (T1) Desired Behavior (T2)

1. Always performs 1. Highly desired

2. Generally performs 2 Generally desired

3. May or may not perform 3. May or may not be desired
4. Usually doesnotperform 4. Usually not desired

5. Never performs 5. Not desired

 

76

The mean scores from the questionnaire responses were
applied to the following scale to determine the upper
echelon administrators', department Chairpersons', and
department faculty's range of responses for the depart-

ment chairperson's administrative activities:

 

A. Those mean scores within the range of
l—2.5 were considered as being within
the range of acceptance.

B. Those mean scores within the range of
2.6-3.4 were considered as being within
the range of uncertainty.

 

C. Those mean scores within the range of
3.5—5.0 were considered as being within
the range of rejection.

TABLE 3.--UEA, DC, and DF Total Mean Actual Behavior
Scores for Department Chairperson's Adminis-
trative Functions.

 

 

Standard 95% Conf. Int.
Mean Deviation for Mean
UEA (n = 8) 2.3075 .5848 1.8186 to 2.7964
DC (n = 27) 2.0419 .3581 1.9002 to 2.1835
DF (n = 197) 2.1572 .5233 2.0836 to 2.2307
Total (n = 232) 2.1489 .5094 2.0830 to 2.2148

Ungrouped data

 

The range of response of the total mean actual
behavior scores demonstrated that the upper echelon admin-
istrator, department chairperson, and department faculty

perceptions were in the "Generally Performs" category

  

 

F___________T777TTTTTT"""""“““““““——t==T*——' . ,.- - . ,- w2-i..-r"

77

which indicates that the six administrative functions
described in the questionnaire are generally performed
by department chairpersons; ungrouped data 95 percent

confidence interval = 2.0830 to 2.2148.

TABLE 4.—-UEA, DC, and DF Total Mean Desired Behavior
Scores for Department Chairperson's Adminis—
trative Functions.

 

 

 

Standard 95% Conf. Int.
Mean Deviation for Mean
UEA (n = 8) 1.5788 .3460 1.2895 to 1.8680
, DC (n = 27) 1.6948 .3593 1.5527 to 1.8369
' DF (n = 197) 1.6690 .3693 1.6171 to 1.7209
Total (n = 232) 1.6689 .3664 1.6215 to 1.7163

Ungrouped data

 

The range of response of the total mean desired
behavior scores demonstrated that upper echelon adminis—
trators, department chairpersons, and department faculty
considered the six administrative functions to be Highly
Desired activities and acceptable tasks for department
chairpersons; ungrouped data 95 percent confidence inter-
val = 1.6215 to 1.7163. Tables 5 and 6 show the confi-
dence interval for actual and desired mean scores by
position (UEA, DC, and DF) and administrative function

(Al-A and Dl-D6).

6,

78

TABLE 5.—-Pearson Correlation Coefficients Between Actual
and Desired Behavior Scores of the Department
Chairperson's Administrative Functions as Per-
ceived by Upper Echelon Administrators.

 

 

Pearson
Subscale Correlation p <
Coefficient
1. Administrative function for *
production activities '7310 '020
2. Administrative function for 8739 002*

maintenance activities

3. Administrative function for
boundary: production .7546 .015*
supportive activities

4. Administrative function for
boundary: institutional .6741 .033*
supportive activities

5. Administrative function for
adaptive activities -5400 ~084*

6. Administrative function for *
managerial activities ~7198 -022

Total .7348 .019*

 

*The test is statistically significant at .05
level.

 

 

 

79

TABLE 6.--Pearson Correlation Coefficients Between Actual
and Desired Behavior Scores of the Department
Chairperson's Administrative Functions as Per-

ceived by Department Chairpersons.

 

 

Pearson
Subscale Correlation p <
Coefficient
1. Administrative function for *
production activities '3405 ’041
2. Administrative function for *
maintenance activities '3755 ’027
3. Administrative function for
boundary: production .7195 .001*
supportive activities
4. Administrative function for
boundary: institutional .5549 .001*
supportive activities
5. Administrative function for
adaptive activities '5910 “001*
6. Administrative function for
managerial activities ’5517 ‘001*
Total .4387 .011*

 

*The test is statistically significant at the
.05 level.

 

 

80

TABLE 7.4-Pearson Correlation Coefficients Between Actual
and Desired Behavior Scores of the Department
Chairperson's Administrative Functions As Pere.

ceived by Department Faculty.

 

 

Pearson
Subscale Correlation p <
Coefficient
1. Administrative function for *
production activities '7067 '001
2. Administrative function for *
maintenance activities '4991 '001
3. Administrative function for
boundary: production .4536 .001*
supportive activities
4. Administrative function for
boundary: institutional .4334 .001*
supportive activities
5. Administrative function for *
adaptive activities '3560 ‘001
6. Administrative function for *
managerial activities “4904 '001
Total .4896 .001*

 

*The test is statistically significant at the
.05 level.

 

It i A ‘.“.,.u‘ ;
.‘. . '
‘St’-~

 

81

The preceding correlation coefficients between
actual and desired behavior scores on six subscales of
the department chairperson's administrative functions

were calculated for upper echelon administrators, depart-

 

ment chairpersons, and department faculty. All the cor-

relation coefficients were significant at the .05 level.
The purpose for calculating the correlation

coefficients was to determine the level of agreement on

the department chairperson's six administrative functions

 

of T1 and T2 for a particular position.

An item analysis was conducted to determine how
department faculty, department chairpersons, and upper
echelon administrators perceived the 35 administrative
tasks as being important activities for the department
chairperson. Tables 8 and 9 which follow will show the
perceptional responses of faculty, department chair-
persons, and upper echelon administrators for the depart-
ment chairperson's actual and desired administrative
behavior.

From Table 9, where the total average response
from department faculty, department chairpersons, and
upper echelon administrators was 90% or more in the
Highly Desired—Generally Desired categories for a task,
the administrative task was then identified as being an

important activity for the department chairperson to

 

r___.

 

82

TABLE 8.-Percent Responses from Upper Echelon Administrators,
Department Chairpersons, and Faculty Considering the 35
Administrative Tasks as Being Always Performed or Generally
Performed by Department Chairpersons.

 

Item DF DC UEA

 

Administrative Function for
Production Activities

 

’1. Prepares and makes faculty assignments. 71.6 81.9 75.0

2. Complies with guidelines for class size 85.3 82.6 100.0
in making class assignments.

3. Consults with faculty in determining 73.7 100.0 62.5
class ass1gnments.

Administrative Function for
Maintenance Activities

4. Works cooperatively w1th faculty in 68.0 59.0 50.0
evaluating instructors for tenure.

5. Facilltates the orientation of new 74.1 81.4 62.5
faculty members.

6. Conducts department self-studies to
determine faculty and departmental needs. 52'3 62°9 50'0

7. Recommends the appointment, promotion or
dismissal of faculty based on merit and 57.9 55.5 62.5
performance alone.

8. Provides a means for open communication“
between faculty and department chairman. 82'3 92'6 62‘5

9. Allows for faculty input in department
decision-making concerning instruc- 84.2 92.6 75.0
tional planning.

Administrative Function for Boundary:
Production Supportive Activities

10. Recruits, interviews and hires full and 68.0 70.3 50.0
part time faculty.

11. Maintains department inventories of 56.8 77.7 50.0
supplies and equipment.

12. Manages the preparation and approval of
all department purchase requisitions. 80‘2 88’9 87'5

l3. Involves faculty in the hiring of new

faculty members. 78-5 66-7 62.5

14. Cooperates with researchers who are
attempting to advance knowledge in . 58.4 44.4 25.0
the field.

 

 

 

83

Table 8.--Continued.

 

Item DE DC UEA

 

Administrative Function for Boundary:

Institutional Supportive Activities

15. Communlcates to faculty changes in 78.1 88.8 62.5
adm1n1strat1ve policy.

 

16. Encourages faculty to attend profes-
sional meetings, seminars and workshops 70.6 85.2 62.5
to facilitate professional growth.

17. Prepares and interprets reports to
faculty and administration of depart— 69.0 74.0 37.5
mental accomplishments.

18. Participates effectively as a member
of the divisional academic councils 83.2 85.1 87.5
and college committees.

 

Administrative Function for
Adaptive Activities

19. In1t1ates and rev1ews new developments 52.7 66.7 25.0
1n curr1culum for the departments.

20. Reviews trends on student character—
istics within the department and 37.1 62.9 12.5
college.

21. Develops long and short range instruc—
tional goals and objectives for the
department consistent with the philoso—
phy of the college.

55.3 59.2 62.5

22. Works cooperatively with faculty in
developing departmental goals and 67.0 77.7 75.0
objectives.

23. Provides for student input in devel-
oping departmental goals and 35.5 33.3 00.0
objectives.

24. Articulates departmental courses and
programs with four—year institutions
. . . 58.4
to fac111tate transfer and curr1culum
development.

51.8 25.0

25. Works cooperatively with faculty and
deans in developing long and short 73.1 74.0 75.0
range plans for curriculum.

 

 

84

Table 8.--Continued.

 

 

 

 

Item DF DC UEA
Administrative Function for
Managgrial Activities
26. Works cooperatively with faculty in 85 96 3 75 0
determining scheduling of courses. ' ' '
27. Gives more consideration to cost fac-
tors than educational needs in 16. 7.4 25.0
peparing the department budget.
28. Involves department faculty in deter-
mining allocating of the department 50. 51.8 37.5
budget.
29. Works effectively to resolve student-
instructor conflicts within the 70. 81.5 87.5
department.
30. Consults with faculty about filling
vacancies in the department. 66' 81.5 62.5
31. Complies with guidelines for reviewing 73 70 4 75 0
initial grievance requests by faculty. ° ° °
32. Prepares the department budget and
oversees its allocation. 81' 85'2 75'0
33. Manages the resolution of student
problems arising out of scheduling
conflicts, late registration, drop and 59°9 77°7 50'0
add card requests, etc.
34. Fosters coordination and mutual under-
standing between departments of the 67.0 74.0 75.0
college.
35. Prepares and oversees the preparation
of grant proposals to Federal, state, 21. 18.5 12.5

and local agencies from the depart-
ment.

 

 

 

 

wavi'

85

TABLE 9.--Percent Responses from Upper Echelon Administrators,
Department Chairpersons, and Faculty Considering the 35
Administrative Tasks to Be Highly Desired to Generally
Desired for Department Chairpersons.

 

Item DF DC UEA

 

Administrative Function for
Production Activities

 

l. Prepares and makes faculty assignments. 70.5 81.5 87.5

2. Complies w1th guideIines for class Size 89.3 96.3 100.0
in making class a951gnments.

3. Consults with faculty in determining
class assignments. 91.8 88.9 100.0

Administrative Function for
Maintenance Activities

 

 

4. Works cooperat1vely w1th faculty 1n 85.8 62.9 75.0
evaluating instructors for tenure.

5. Fac111tates the or1entat1on of new 91.4 96.3 100.0
faculty members.

6. Conducts department self—studies to de—

termine faculty and departmental needs. 88°8 96'8 100°C

7. Recommends the appointment, promotion or
dismissal of faculty based on merit and 78.1 77.7 75.0
performance alone.

8. Provides a means for open communication
between faculty and department chairman. 98.5 96'3 100'°

9. Allows for faculty input in department
decision-making concerning instruc- 99.0 96.3 100.0
tional planning.

Administrative Function for Boundary:
Production Supportive Activities

10. Recruits, interviews and hires full and

part time faculty. 78:2 77~7 87.5

ll. Maintains department inventories of

. . 72.1 62.9 62.5
suppl1es and equipment.

12. Manages the preparation and approval of

all department purchase requisitions. 81'8 88°9 100°C

13. Involves faculty in the hiring of new
faculty members. 89.3 74.1 62.5

14. Cooperates with researchers who are attempt-

ingtx>advance knowledge in the field. 74" 55°5 62.5

 

 

 

 

Table 9.--Continued.

 

 

 

Item DE DC UEA

Administrative Function for Boundary:

Institutional Supportive Activities

15. Commun1cates to faculty changes in 96.5 96.3 100 0
adminlstrative policy.

16. Encourages faculty to attend profes-
sional meetings, seminars and workshops 90.9 88.9 100.0
to facilitate professional growth.

17. Prepares and interprets reports to
faculty and administration of depart- 91.3 81.5 100.0
mental accomplishments.

18. Participates effectively as a member
of the divisional academic councils 97.4 88.9 100.0
and college committees.

Administrative Function for

Adaptive Activities

19. In1t1ates and rev1ews new developments 85.3 77.8 87.5
1n curriculum for the departments.

20. Reviews trends on student character—
istics within the department and 82.7 85.1 87.5
college.

21. Develops long and short range instruc—
tional goals and objectives for the
department consistent with the philoso- 81'7 74'1 100'0
phy of the college.

22. Works cooperatively with faculty in
developing departmental goals and 92.9 88.9 100.0
objectives.

23. Provides for student input in devel-
oping departmental goals and 69.5 62.9 62.5
objectives.

24. Articulates departmental courses and
programs with four—year institutions
to facilitate transfer and curriculum 87°8 66'6 62.5
development.

25. Works cooperatively with faculty and
deans in developing long and short 94.4 81.5 100.0

range plans for curriculum.

 

 

 

 

 

Table 9.-—Continued.

 

 

Item

DE

DC

 

Administrative Function for
Managerial Activities

26. Works cooperatively with faculty
in determining scheduling of
courses.

27. Gives more consideration to cost
factors than educational needs in
preparing the department budget.

28. Involves department faculty in
determining allocating of the
department budget.

29. Works effectively to resolve student-
instructor conflicts within the
department. '

30. Consults with faculty about filling
vacancies in the department.

31 Complies with guidelines for review-

ing initial grievance requests by

faculty.

32. Prepares the department budget and
oversees its allocation.

33. Manages the resolution of student
problems arising out of scheduling
conflicts, late registration, drop
and add card requests, etc.

34. Fosters coordination and mutual under-
standing between departments of the
college.

35 Prepares and oversees the preparation

of grant proposals to Federal, state,

and local agencies from the depart-
ment.

98.5

83.2

87.3

89.3

84.7

88.0

70.0

91.4

48.2

92.6

18.5

70.3

88.9

81.5

89.2

92.6

62.9

85.2

44.4

87.5

37.5

62.5

100.0

62.5

87.5

100.0

87.5

100.0

37.5

 

 

 

 

 

 

:—

88

TABLE lO.--Percent of Total Responses from Upper Echelon Administra-
tors, Department Chairpersons, and Faculty Showing Their
Perceptions of Chairpersons' Actual and Desired Behavior
for 14 Identified Administrative Tasks.

 

 

Actual Desired
Admin. . Admin.
Behavior Questlonnaire Item Behavior
(AP-GP)* (HD—GD)I
#2 Complies with guidelines for class size in
89.6 . . 90.6

maklng class ass1gnments.

84 9 #3 Consults with faculty in determining class 91 9
' assignments. '
74.6 #5 Fac1l1tates the or1entat1on of new faculty 92.2

members.

53 5 #6 Conducts department self—studies to deter— 90 1
' mine faculty and departmental needs. '
82 7 #8 Provides a means for open Communication be— 98 3
' tween faculty and department chairperson. '
84 9 #9 Allows for faculty input in department decision— 98 7
' making concerning instructional planning. '

#15 Communicates to faculty changes in adminis-
78.9 . . 96.5
trat1ve pol1cy.
#16 Encourages faculty to attend professional
72.0 meetings, seminars, and workshops to facili- 91.0
tate professional growth.
68 5 #17 Prepares and interprets reports tofaculty and 90 5
' administrationIofdepartmental accomplishments. '
#18 Participates effectively as a member of the
83.6 divisional academic councils and college 96.5
committees.
#22 Works cooperatively with faculty in develop-
68.5 . . . 92.6
1ng departmental goals and object1ves.
#25 Works cooperatively with faculty and deans
73.3 in developing long and short range plans for 93.1
curriculum.
86 2 #26 Works cooperatively with faculty in deter— 97 4
' mining the scheduling of courses. '
80.9 #32 Prepares the department budget and oversees 93.5

its allocation

 

*(AP-GP) = Always Performs—Generally Performs.

I(HD-GD) = Highly Desired—Generally Desired.

  

 

89

perform. Table 10 will show the 14 identified adminis-
trative tasks and how department faculty, department
chairpersons, and upper echelon administrators perceived
the Chairpersons' actual and desired behavior for each
activity.

The purpose of this chapter was to present the
analysis of data relative to this study. The following
Chapters V and VI will present the performance objectives
written from the 35 administrative tasks and the conclu-

sions and recommendations from the study.

 

 

CHAPTER V

GENERATING BEHAVIORAL STATEMENTS FROM
ADMINISTRATIVE FUNCTIONS

Introduction

The purpose of this chapter is to translate the
administrative functions generated in Chapter III into
performance objectives. By definition, a performance
objective will be considered a communications device
used to provide a precise description of a criterion
situation derived from general, nonbehavioral statements
(i.e., administrative functions) of desired outcomes in
occupational performance. It is reasonable to expect
that the quality of the communications about the objec-
tives of the department will be improved when the ele—
ments of precision and observable behavior are made
parts of the communication. It can also be expected that
the quality of communication between and within the
following groups will be improved: department faculty,
department chairpersons, upper echelon administrators,
advisory committees, and trustee members. Mager (1962:3)
writes that "when clearly defined goals are lacking, it
is impossible to evaluate a program efficiently and

there is no sound basis for selecting appropriate

90

 

  

 

91

materials, content, or instructional methods." The

same assumption can be held for rationale delineating the
performance objectives for the department chairperson.
Among the practical advantages to having administrative
functions stated in performance terms for department
chairmen are:

l. A higher quality of communications within
and outside the department regarding objectives and levels
of activity.

2. A better understanding between department
faculty, department chairpersons and upper echelon admin-
istrators concerning the administrative capacity of the
department chairperson.

3. Department faculty, department chairpersons,
upper echelon administrators and others who might be
engaged in organizational planning will have a better
tool for identifying overlapping areas and gaps within
the college's continuum of administrative job responsi-
bilities.

4. Department chairpersons should be able to
more efficiently utilize their time in carrying out job
responsibilities rather than devoting time and energy to
figuring out their functional responsibilities.

5. Precise performance objectives will present
a more accurate picture of the department chairperson-

ship by acknowledging that the evaluation of

 

  

 

92

administrative performance will be assessed by precise
rather than general procedures.

6. Performance objectives presented in precise
terms provides department faculty, department chairperson,
and upper echelon administrators with an improved tool
with which to develop a more understandable description
of what the department chairperson will do.

7. Clear statements of performance objectives
will serve to dampen sometimes justifiable criticisms
that administrators (e.g., department chairpersons) do
not specify their goals in clear, precise terms because
such goals have not been established.

8. Department chairpersons will feel more
accountable to carefully stated performance objectives
than to the often nebulous responsibilities given this
position.

9. It will be possible to ensure that certain
minimum levels of administrative competency will be
achieved throughout the college.

10. It will facilitate the leadership training
program of the college in developing criteria for selec-
tion of prospective department chairpersons.

In this study the generating and development of
a set of administrative functions (i.e., general goal

statements) was the first step toward the development of

 

 

93

performance objectives. That is, these were developed
to define the scope or limitations of the position as
well as serve as generalized goal statements given the
expectations to the department chairperson's role. The
administrative functions, therefore, could be more easily
written since they lacked theprecise terminology of per-
formance objectives and did not specify either the con-
ditions under which performance is to occur or the
criteria by which it is to be measured.

It is important to note that the mere writing of
administrative functions will not cause a change, for
the better or worse, in the quality of administrative
functioning on the part of the department chairperson.
However, once these administrative functions have been
expressed in more precise and understandable terminology,
i.e., performance objectives, we have established a basic
tool with which to examine many of the existing incon-

sistencies of the position of department chairperson.

Methodology

EEEEE» in the writing of administrative functions
and the subsequent translation to performance objectives,
it does not suggest that all other attempts to under-
stand the chairmanship have been wrong. The duty state-
ments compiled regarding department chairpersons are
worthwhile and should be continued. Second, it should

also be mentioned that there is no set formula for

 

 

 

94

developing administrative functions;theprocedure in this
study was that of cross-checking duty lists and identify-
ing a general goal statement(s). The adequacy was assessed
by determining: Does this administrative function ade-
quately identify the broad areas of skills, understandings,
and attitudes that the department chairperson must have in
fulfilling his responsibilities? Tpipd, in the writing of
the performance objective, each administrative function
will have at least one, and in most cases several, performance
objectives in supporting the question of whether or not

the administrative function has been achieved. That is,
the administrative functions were developed and sub-
stantiated by the cross—checking of duty statements

derived from previous research studies from which per-
formance objectives were developed. Fourth, the model

for writing each performance objective contained the
following factors:

1. What the department chairperson will do
(performance)

2. The setting (department, college, commu-
nity) in which he will perform the task
(situation)

3. How well he will perform the task (cri—
teria)

Fifth, in addition to the above items of clarifying
specificity and measurability of performance objectives,

the following general criteria were considered:

 

 

95

4. Is the performance objective achievable?

5. Is it a worthwhile performance objec-
tive?

6. Does the sum of all the parts of the
administrative function accurately
describe the behavior which you desire?

7. Does the performance objective serve to
satisfy all or part of one of the admin-
istrative functions?

Sixth, using the above guidelines in developing the per-
formance objective, a description of the situation or
condition(s) under which the expected behavior is to be
observed in the department setting was established.

Definition of Terms for Describing
Behavioral Competencies

 

 

The following terms were taken from Lynam's
study of community junior college academic deans and are
used throughout this study in describing performance
objectives (1970:87—89):

Analyze-—A separation of the whole into component
parts; an examination of a complex, its ele-
ments, and their relations; to study or
determine the nature and relationships of the
parts by analysis.

Decide--To arrive at a solution that ends cer-
tainty or dispute, to bring a definite end.

Define—-To fix the limits; determine the essen-
tial qualities or precise meaning.

Describe—-To represent by work, figure, model,
or picture.

Determine--To settle or decide by choice of alter-
natives or possibilities.

Detail——Extend treatment of particular items; a
portion considered independently of the parts
considered together.

Developr—To set forth or make clear by degrees or
in detail; the state of being developed.

 

  

 

96

Development—~The act process, or result of devel-
oping; the state of being developed.

Evaluate--To determine or fix the value of; to
examine or judge.

Implement--To carry out; to provide implements
for.

Interpret--To explain the meaning of; to conceive
in the light of individual belief; judgment
or circumstance; bring to realization by
performance.

Predict--To declare in advance; foretell on the
basis of observation, experience, or sci-
entific reason.

Provide-—To take precautionary measures; to make
a promise or stipulation; to supply what is
needed for sustenance or support.

Recognize—-To perceive to be something previously
known.

Trace--A sign or evidence of some past thing.

Utilize--To make use of; connect to use.

Description of the Performance Objectives
Generated from Ehe Administrative
Functions

 

Administrative Function for Production Activities

1.00

Prepares and makes faculty assignments, complies
with guidelines for class size in making class
assignments, consults with faculty in determining
class assignments.

1.10 Given a number of full- and part—time faculty
members the department chairperson should be
able to:

1.11 Analyze theprovisions of the college's
master contract for faculty assignments
and assign each full- and part-time
faculty member to appropriate instruc-
tional areas for each quarter/semester.

1.12 Determine the class size for each sec-
tion consistent with the guidelines
delineated in the master contract for
each quarter/semester.

1.13 Predict the number of new faculty that
will be needed to meet departmental
instructional needs one year in advance.

 

 

 

 

97

1.14 Determine the number possibilities for
new instructional personnel according
to the projected departmental budget
one year in advance.

1.15 Analyze the scheduling of courses and
class sections according to each
faculty member's instructional assign—
ment for each quarter/semester.

1.16 Evaluate each faculty member's contact
hours or credit hours, number of stu-
dents per class, preparation and labora-
tory responsibilities to determine
class load each quarter or semester.

1.17 Describe areas of possible role conflict
among faculty and department chair-
person in making faculty teaching assign-
ments each quarter or semester.

1.18 Recommend and evaluate ways of gaining
faculty satisfaction in the process of
instructional placement.

1.19 Develop ways of obtaining faculty input
in determining course assignments each
quarter/semester.

1.20 Describe several alternative methods to
determine faculty load.

Administrative Function for Maintenance Activities

2.00 Works cooperatively with faculty in evaluating
instructors for tenure; facilitates the orientation
of new faculty members; conducts department self-
studies to determine faculty and departmental needs;
recommends the appointment, promotion or dismissal
of faculty based on merit and performance alone;
provides means for open communication between
faculty and department chairperson; and allows for
faculty input in department decision-making con-
cerning instructional planning.

2.10 Given a number of full— and part-time faculty
in a department, the department chairperson
will be able to:

 

 

 

98

Define instructional and professional
responsibilities of the de artment to
new full- and part-time faculty each
year/quarter/semester.

Define instructional and professional

responsibilities of the colle e to new
full- and part-time faculty each year/
quarter/semester.

Describe the organization, functions,
content areas and profile of the depart-
ment to new full- and part—time faculty.

Provide orientation activities for new
full- and part-time faculty members to
the department at least twice a year.

Analyze and evaluate the instructional
effectiveness of each faculty member.

List, describe, and make available the
criteria for faculty evaluation to each
department instructor.

Provide conference time for review of
each faculty evaluation.

Develop, implement and evaluate a plan
in which faculty members become involved
in evaluating the department and depart-
ment chairperson once a year.

Design a system of retrieval of informa-
tion from faculty and students concern—
ing department needs, instruction and
curriculum.

Design and implement a plan for predict—
ing and evaluating department cohesive-
ness for all departmental programs on

a yearly basis.

Develop and evaluate provisions for
faculty to critically evaluate and make
recommendations in review of department
policies and curriculum on a yearly
basis.

 

 

 

 

99

Administrative Function for Boundary: Production Support-
ive Activities

3:00 Recruits, interviews, and hires full- and part-time
faculty; maintains department inventories of sup-H
plies and equipment; manages the preparation and
approval of all department purchase requisitions;
involves faculty to participate in the hiring of
new faculty members; and cooperates with researchers
who are attempting to advance knowledge in the field.

3.10 Given a departmental setting, the department
chairperson will be able to:

3.11 Develop and evaluate criteria for hiring
requirements of department instructional
personnel each year.

3.12 Develop yearly guidelines for faculty-
student participation in department
interview and hiring procedures of new
faculty members.

3.13 Encourage the department and department
faculty to participate in research
studies related to the field; and,
department and college organizations.

 

3.20 Given a department budget, materials, and
supplies the department chairperson will be
able to:

3.21 Develop guidelines for submission of a
purchase request by faculty members con-
sistent with department and college
policy.

3.22 Develop and evaluate guidelines for
approving faculty requisition requests
consistent with departmental approved
priorities.

3.23 Provide quarterly cost estimations for
room utilization, equipment maintenance,
laboratory supplies and equipment.

3.24 List and evaluate yearly a departmental
inventory of all materials and equipment
funded by the department.

 

 

3.25

Administrative Function for Boundary: Institutional Sup-
portive Activities

4.00 Communicates to faculty changes on administrative
policy; encourages faculty to attend professional
meetings, seminars and workshops to facilitate pro-
fessional growth; prepares and interprets reports
to faculty and administration of departmental
accomplishments; and participates effectively as a
member of the divisional academic councils and col-
lege committees.

4.10 Given a department faculty at different levels
of professional growth and development the
department chairperson will be able to:

4.11

4.15

 

100

List and evaluate a quarterly inventory
of all expendable supplies used by the
department.

Develop and evaluate a quarterly report
to the faculty and administration of
departmental accomplishments, programs
and activities.

Participate effectively as a member of
the divisional academic councils and
college committees in representing the
department.

Develop a plan to encourage each full-
time faculty member to participate in
professional growth activities outside
the college.

Develop and evaluate in-service workshops
within the department to enhance each
faculty member's instructional effec-
tiveness and proficiency through profes-
sional growth experiences.

Develop and describe a plan whereby the
attendance and participation in pro-
fessional growth activities will con—
tribute to the promotional status of
each full-time faculty member.

Evaluate the master contract's defini-
tion of required activities in the areas
of workshops and departmental meetings
in and outside the college.

 

 

lOl

Administrative Function for Adaptive Activities

5.00 Initiates and reviews new developments in curricu-
lum for the department, reviews trends on student
characteristics within the department and college,
develops long- and short-range instructional goals
and objectives for the department consistent with
the philosophy of the college, works cooperatively
with faculty in developing departmental goals and
objectives, provides for student input in developing
departmental courses and programs with four-year
institutions to facilitate transfer and curriculum
development, and works cooperatively with faculty
and deans in developing long— and short-range plans
for curriculum.

5.10 Given a list of goals and objectives for the
department, the department chairperson will
be able to:

5.11 Determine those goals and objectives
which are basically philosophical in
origin to the department.

5.12 Determine those goals and objectives
which are basically historical in ori-
gin to the department.

5.13 Determine those goals and objectives
which are basically sociological in
origin to the department.

5.14 Determine those goals and objectives
which are basically educational in ori—
gin to the department.

5.15 Evaluate existing goals and objectives
of the department stated in behavioral
terms.

5.16 Write and evaluate goals and objectives
not stated in behavioral terms into
behavioral terms.

5.20 Given a departmental curriculum arranged in
several content areas, the department chair-
person will be able to:

5.21 Develop and evaluate all curriculum
areas of the department as to their
relevance to department goals and
objectives.

 

 

.30

 

102

Develop curriculum priorities in terms
of changing patterns in four-year
institutions to facilitate the transfer
function.

Develop curriculum priorities in terms
of the changing needs of students.

Develop and evaluate curriculum priori-
ties in terms of changing occupational
trends.

Develop a plan for short—range instruc—
tional objectives in the areas of cur-

riculum development consistent with the
goals and objectives of the department

and college.

Develop a plan to involve faculty,
advisory committees and students in
initiating and evaluating new curriculum
and course proposals of the department.

Develop a plan for initiating long—range
objectives in the area of curriculum
development consistent with the goals
and objectives of the department and
college.

Determine the conflict in department
goals and objectives and the institu-
tional goals in the areas of instruc-
tion, curriculum, department programs
and activities.

Given a student population enrolled in depart—
ment courses and programs, the department
chairperson will be able to:

5.31

5.32

5.33

Evaluate student achievement outcomes in
regard to course goals and objectives.

Develop and evaluate different alterna—
tives to the grading and evaluation
policies of the department assessing
student achievement.

Develop a plan to determine the sources
of student attrition in departmental
courses and programs.

 

 

103

Administrative Function for Managerial Activities

6.00 Works cooperatively with faculty in determining
scheduling of courses, gives more consideration to
cost factors than educational needs in preparing the
department budget; involves department faculty in
determining allocation of the deartment budget,
prepares the department budget and oversees its
allocation; consults with faculty about filling
vacancies in the department; complies with guide-
lines for reviewing initial grievance requests by
faculty; works effectively to resolve student-
instructor conflicts within the department; manages
the resolution of student problems arising out of
scheduling conflicts, late registration, drop-and-
add card requests, etc.; fosters coordination and
mutual understanding between departments of the col-
lege; and prepares and oversees the preparation of
grant proposals to federal, state and local agencies
from the department.

6.10 Given a department budget, the department
chairperson will be able to:

6.11 Determine the department budget in terms
of priority items consistent with depart-
ment goals and objectives.

6.12 List and categorize each budgeting item
under the appropriate heading and account
number.

6.13 Evaluate and approve faculty and depart-
mental budget requests based on the
departmental goals and objectives
biannually.

6.20 Given a master contract delineating faculty
rights, the department chairperson will be
able to:

6.21 Evaluatetfimaprovisions in the master
contract that delineate due process pro-
cedures for department faculty members.

6.22 Develop and describe due process pro-
cedures for the department consistent
with the college policy and the master
contract.

 

 

104

6.30 Given the projected enrollment for each
semester or quarter, the department chair-
person will be able to:

6.31

6.32

Develop a schedule for all departmental
courses. '

Predict the number of students, from
early enrollment data, that will be
enrolled in each section,

Develop or utilize an existing formula
for determining class enrollment.

Develop a plan to coordinate department
scheduling across other disciplines
within the college.

Develop a plan to coordinate department
programs and projects across other dis-
ciplines within the college.

Develop a plan for obtaining financial
assistance from industry and business
in the community as well as from state
and federal agencies to sponsor depart-
ment studies and programs.

 

 

 

CHAPTER VI

SUMMARY, SIGNIFICANT FINDINGS, CONCLUSIONS
AND RECOMMENDATIONS

Summary

In order for the community junior college to func-
tion as a total system, the subsystems or departments that
comprise each institution must be described in terms of
their own goals and objectives as well as the goals and
Iobjectives of the institution, and the role expectations
of upper echelon administrators, department chairpersons,
and department faculty members must be defined. If the
community junior college is to be an open system, with
communication occurring internally and externally, the
department must be viewed as an important component of this
system. The administrative head of each department (i.e.,
department chairperson) must perform the administrative
activities in a manner that allows for open communication
in coordinating departmental and institutional activities.
However, the department chairperson's role often lacks a
clear definition of the expectations the chairperson must
fulfill in successfully managing the department.

Several dissertations (Lynam, 1970; Davies, 1970;

Pierce, 1970) have been completed on the role expectations

105

 

 

 

106

and performance objectives of community junior college
upper echelon administrators and department faculty, but
little attention has been given to the question of deter-_
mining the role expectations of department chairpersons
and expressing dmeexpectations as performance objectives.

Therefore, the purpose of this study was as follows:

A. To generate a set of administrative functions
from duty statements and role expectations found in the
research and literature that describe what administrative
activities the department chairperson should perform in
the community junior college.

B. To examine the perceived validity of the gen-
erated administrative functions, using a survey question-
naire, by sampling upper echelon administrators,
department chairpersons, and department faculty in selec—
ted Michigan community junior colleges.

C. To express the generated administrative
functions as performance objectives that describe what
the department chairperson should be able to do, the
conditions under which activities are to be done and the
level of performance to be attained in completing the
activities (Chapter V).

Generated Administrative
Role Functions

 

The following administrative activities repre-

sent the Department Chairperson's Administrative Functions

 

 

 

 

 

107

that were generated from the review of literature for

this study.

Administrative Function for Production Activities
1. Prepares and makes faculty assignments.

2. Complies with guidelines for class size in making
class assignments.

3. Consults with faculty in determining class assign-
ments.

Administrative Function for Maintenance Activities

4. Works cooperatively with faculty in evaluating
instructors for tenure.

5. Facilitates the orientation of new faculty members.

6. Conducts department self-studies to determine faculty
and departmental needs.

7. Recommends the appointment, promotion or dismissal
of faculty based on merit and performance alone.

8. Provides a means for open communication between
faculty and department chairman.

9. Allows for faculty input in department decision-making
concerning instructional planning.

Administrative Function for Boundary: Production Support-
ive Activities

10. Recruits, interviews and hires full and part time
faculty.

11. Maintains department inventories of supplies and
equipment.

12. Manages the preparation and approval of all depart-
ment purchase requisitions.

l3. Involves faculty in the hiring of new faculty members.

14. Cooperatives with researchers who are attempting to
advance knowledge in the field.

 

 

 

108

Administrative Function for Boundary: Institutional
Supportive Activities

15.

16.

17.

18.

Communicates to faculty changes in administrative
policy.

Encourages faculty to attend professional meetings,
seminars and workshops to facilitate professional
growth.

Prepares and interprets reportsto faculty and admin—
istration of departmental accomplishments.

Participates effectively as a member of the divi-
sional academic councils and college committees.

Administrative Function for Adaptive Activities

19.

20.

21.

22.

23.

24.

25.

Initiates and reviews new developments in curriculum
for the departments.

Reviews trends on student characteristics within the
department and college.

Develops long and short range instructional goals and
objectives for the department consistent with the
philosophy of the college.

Works cooperatively with faculty in developing
departmental goals and objectives.

Provides for student input in developing departmental
goals and objectives.

Articulates departmental courses and programs with
four—year institutions to facilitate transfer and
curriculum development.

Works cooperatively with faculty and deans in develop-
ing long and short range plans for curriculum.

Administrative Function for Managerial Activities

26.

27.

28.

Works cooperatively with faculty in determining
scheduling of courses.

Gives more consideration to cost factors than educa-
tional needs in preparing the department budget.

Involves department faculty in determining allocating
of the department budget.

 

 

 

109
29. Works effectively to resolve student-instructor
conflicts within the department.

30. Consults with faculty about filling vacancies in the
department.

31. Complies with guidelines for reviewing initial
grievance requests by faculty.

32. Prepares the department budget and oversees its
allocation.

33. Manages the resolution of student problems arising
out of scheduling conflicts, late registration, drop
and add card requests, etc.

34. Fosters coordination and mutual understanding between
departments of the college.

35. Prepares and oversees the preparation of grant pro-
posals to Federal, state, and local agencies from the
department.

Using a survey questionnaire approach, it was
assumed that a structured questionnaire would assure
uniformity from one individual to another for comparative
purposes. The purpose of the questionnaire was to ask
upper echelon administrators, department chairpersons,
and department faculty to respond to the 35 administrative
activities (grouped under the six administrative func—
tions) and indicate the extent to which they perceived
department chairpersons were or were not doing these
tasks; i.e., the actual administrative behavior. They
Were also asked to indicate the extent to which they
felt department chairpersons should or should not be
doing these tasks; i.e., the desired administrative

behavior. The questionnaire was piloted by a group of

 

110

 

community junior college instructors and administrators
after which adjustments were made prior to the mailing-
of the instrument to the participating community junior
colleges.

A 3 x 2 design matrix with three levels of posi-
tion (UEA, DC, and DF) and two levels of responses (T1
and T2) was used as the basic matrix. A total of 232
subjects participated in the study. The subjects were

distributed unequally within the six cell matrix.

Significant Findings

 

The purpose of this section will be to present
the significant findings of this study.
Statistically Significant

Findings 1 and 2’and
Discussion

 

1. There was no significant interaction between
Tests (T1p and T2)6 and Positions (UEA, DC,
and DF), 82

2. There was no significant difference among
UEA's, DC's and DF across Tests (T1 and
T2), p < .0987.

Although the subjects were grouped into three
distinct positions (UEA, DC, and DF) there was no inter-
action between groups in the tests for actual and desired
behavior for department chairpersons. Also, as UEA's,
DC's and DF responded to the 35 items describing the

department chairperson's administrative role expectations,

there was no significant difference in perceptions about

 

111

the department chairperson's role across the Tests for
actual and desired behavior (T1 and T2). Therefore,
Hypotheses I and II were not rejected.

Statistically Significant

Finding 3 and Discussion

3. There was a significant difference between
Tests (T1 and T2) with p < .0001..

 

It was concluded there was a significant differ-
ence in T1 and T2 at the .05 level across the three
positions (UEA, DC, and DF). Since T1 and T2 were a
measure of the actual and desired administrative behavior
of the department chairperson, respectively, it was
reasonable to assume that T1 and T2 would differ.
Statistically Significant

Findings 4 and 5 and
Discussion

 

 

4. 0n the Test for Actual Behavior (T1), UEA's,
DC's and DF tended to agree that department
chairpersons generally perform the six
administrative functions; ungrouped data 95%
confidence interval = 2.0830 to 2.2148.

5. 0n the Test for Desired Behavior (T2) UEA's,
DC's and DF tended to agree that the six
administrative functions were highly desired
activities for department chairpersons; 95%
confidence interval = 1.6215 to 1.7163.
It was concluded from the findings of Test (T2)
that UEA's, DC's and DF tended to agree that the 35 items
that made up the six administrative functions were

important tasks for the department chairperson.

 

 

 

 

 

 

Statistically Significant
Finding 6 and Discussion

6.1 Upper echelon administrators, department
chairpersons, and department faculty tended
to agree that the six administrative func-
tions are significant tasks for the depart-
ment chairperson (UEA, p < .019; DC, p <
.011; DF, p < .001).

Using Pearson correlation coefficients, it was

concluded that the six administrative functions were
significant tasks for department chairpersons:

1. Administrative Function for Production
Activities

2. Administrative Function for Maintenance
Activities

3. Administrative Function for Boundary:
Production Supportive Activities

4. Administrative Function for Boundary:
Institutional Supportive Activities

5. Administrative Function for Adaptive
Activities

6. Administrative Function for Managerial
Activities

The purpose of this study was to generate a
set of administrative functions that would help clarify
the department chairperson's role in community junior
colleges. The approach was to generate administrative
functions from the literature and then survey the
desirability of the administrative tasks among depart-
ment faculty, department chairpersons and upper
echelon administrators using a questionnaire. The

outcomes of the analysis of data indicated that the

 

 

113

administrative functions generated in this study were con-
sidered by the study's participants to be highly desired
activities for the department chairperson.

A second conclusion was that department faculty
and upper echelon administrators perceived the depart-
ment chairperson as generally performing the administra-
tive tasks outlined in this study.

The findings of this study also indicated that
the procedure used in generating and determining the
department chairperson's administrative functions can
serve as a useful process for future investigations in
determining role expectations in social organizations.

The following administrative functions were
identified as being most significant for department
faculty, department chairpersons and upper echelon
administrators:

Administrative Function for Production Activi-
ties--Prepares and makes faculty assignments, complies
with guidelines for class size in making class assign-
ments, consults with faculty in determining class
assignments.

Administrative Function for Maintenance Activi-
ties--Works cooperatively with faculty in evaluating
instructors for tenure. Facilitates the orientation of
new faculty members; conducts department self-studies to

determine faculty and departmental needs; recommends the

 

 

 

114

appointment, promotion, or dismissal of faculty based
on merit and performance alone; provides means for open
communication between faculty and department decision-
making concerning instructional planning.

Administrative Function for Boundary: Institu-
tional Supportive Activities--Communicates to faculty
changes in administrative policy; encourages faculty to
attend professional meetings, seminars and workshops to
facilitate professional growth; prepares and interprets
reports to faculty and administration of departmental
accomplishments; and participates effectively as a mem-
ber of the divisional academic councils and college
committees.

The faculty's perceptions of the department chair—
person's Administrative Function for Productive Activities
indicated a desire to be involved in the decision-making
process concerning class assignments and the scheduling
of classes. The inclusion of faculty in planning class
assignments and scheduling as well as having input to
the courses they would like to teach can be a cooperative
approach to enhance teacher satisfaction. Another con-
sideration would be that as faculty becomes more involved
in planning, the level of satisfaction attained should
increase faculty output in the teaching function.

In reviewing the Administrative Function for

Maintenance Activities, the findings indicated a need for

 

 

 

A

 

 

115

faCulty input in the areas of instructional planning and
evaluation of faculty for tenure with the chairperson.
Faculty in this study also indicated a need for depart-
mental self—studies to be conducted to identify depart-
mental needs.

For the Administrative Function for Boundary:
Institutional Supportive Activities, the participants
indicated a need for effective communication between
department chairpersons and faculty on changes in
administrative policy. One aspect of this study was to
discuss the importance of open communication within the
department and institution in successfully managing the
department. It should be pointed out that as communica-
tion occurs between faculty and chairperson, the depart-
ment as a system becomes more functional in carrying
out its goals and objectives. Another finding identified
with this administrative function was that faculty felt
more input should be made by chairpersons in encouraging
faculty to attend professional conferences, seminars, and
workshops. A final consideration was for the chairperson
to work with academic councils to facilitate course
development, planning and coordination between departments.

An item analysis of the 35 administrative tasks
further indicated the importance of faculty input in
decision-making and open communication within the depart-

ment and college. The following items were identified to

  

 

116

Highly Desired to Generally Desired tasks for the depart-

ment chairpersons as perceived by department faculty,

‘ department chairpersons, and upper echelon administrators:
‘ --Complies with guidelines for class size in
‘ making class assignments.
\
--Consults with faculty in determining class
assignments.

-—Facilitates the orientation of new faculty
members.

-—Conducts department self-studies to deter-
mine faculty and departmental needs.

--Provides a means for open communication
between faculty and department chairperson.

-—Allows for faculty input in department
decision-making concerning instructional
planning.

--Communicates to faculty changes in adminis-
trative policy.

--Encourages faculty to attend professional
meetings, seminars, and workshops to
facilitate professional growth.

-—Prepares and interprets reports to faculty
and administration of departmental accom—
plishments.

--Participates effectively as a member of
the divisional academic councils and col-
lege committees.

--Works cooperatively with faculty in devel-
oping departmental goals and objectives.

--Works cooperatively with faculty and deans
in developing long and short range plans
for curriculum.

--Works cooperatively with faculty in deter-
mining the scheduling of courses.

-—Prepares the department budget and oversees
its allocation.

 

 

 

 

117

§2 5 Personal Observations

Albert Smith's (1970) study describing the depart-
ment chairperson's role involved persons with the title
of division/department head, director, representative
and department chairman. In Smith's study there was no
agreement among department chairpersons, department fac-
ulty, and upper echelon administrators on the department
chairperson's role. The participants in this study were
from community junior colleges where collective bargain-
ing played an important role in defining responsibilities.

The agreement among department faculty department chair-

 

person, and upper echelon administrators on the chair-

person's role in this study could be attributed to the

fact that faculty-administrative role expectations have
been described generally in the master contract.

From participant comments about the question-
naire, there was a tendency to regard the study as an
evaluation of the department chairperson. The responses
indicated that the procedure usediJIthis study of role
expectations can serve as a means to measure faculty
attitudes about the chairperson and department manage—
ment. The findings in this study also indicated that
the participating department faculty perceived their
department chairpersons as performing the administrative
functions and that the tasks outlined in this study

were highly desirable activities.

 

 

 

118

 

.Another consideration was in the area of leader-
ship. A measure of the department chairperson's effec-
tiveness can be determined by assessing the upper echelon
administrators', department faculty and department chair-
persons' perceptions of the chairperson's administrative
behavior in performing departmental tasks. In view of
the responses from the participants in this study, per-
ceptions of the chairperson's actual administrative
behavior was indicated as being desirable behavior.

In agreement with Smith's (1970) study of depart-
ment chairpersons, upper echelon administrators tended to
regard the department chairperson's administrative behav-
ior more favorably than did department faculty. For
example, the mean scores for the department chairperson‘s
actual administrative performance were higher for those
departments that evaluated their department chairpersons
than those who did not evaluate their chairpersons. This
suggests that in order for evaluation to occur, there must
be some agreement on activities to be evaluated by the
chairperson, faculty and dean. Another point was that
department chairpersons in permanent positions had higher
mean scores for actual administrative performance than
department chairpersons who served on a rotational baSis.
However, in terms of the listed desired administrative
tasks for the chairperson in this study, the level of

perception of upper echelon administrators, department

119

chairpersons and department faculty for the chairperson's
desired administrative tasks indicated the tasks as being
highly desirable.

The instrument used in this study was developed
to determine the administrative functions of the chair-
person as perceived by department faculty, department
chairpersons, and upper echelon administrators. In the
administrative functions described in this study, depart-
ment faculty were included in the decision—making process
of the department. The findings suggest that department
faculty should be involved in the decision-making of the
department to facilitate attainment of departmental
goals. Moreover, as department faculty perceived them-
selves as being actively involved in the department's
decision-making process, there was a greater tendency
toward agreement, on the part of department faculty, with
department chairpersons and upper echelon administrators
on the department chairperson's administrative functions.

In conclusion, the findings presented in this
study of the department chairperson's administrative role
are as follows:

1. Department faculty, department chairpersons
and upper echelon administrators perceived chairpersons
as performing the six administrative functions generated

in this study.

 

 

 

120

2. Department faculty, department chairpersons
and upper echelon administrators perceived the adminis-
trative functions as being highly desirable tasks for the
chairperson to perform.

3. Department faculty perceived themselves as
working cooperatively with chairpersons in accomplishing
departmental goals; particularly in the areas of faculty
evaluation, instructional planning, and course scheduling.

4. Department chairpersons should maintain a
climate of open communication within the department as a
means of managing conflict arising out of administrative
policy changes and day-to-day operations.

5. Department chairpersons should conduct depart-
mental self—studies to assess needs or problems as they
develop during the operational year.

The findings of this study indicate that depart-
ment faculty, department chairpersons, and upper echelon
administrators perceive department chairpersons as having
a set of administrative activities to perform in the com-
munity junior college. The implications of these find-
ings on future studies concerning department chairpersons
suggests that researchers examine the following:

1. Using a set of administrative activities,
determine if department faculty, department chairpersons
and upper echelon administrators perceive any difference

in the administrative performance of department

 

 

121

chairpersons who serve in permanent positions as opposed
to those department chairpersons who serve on a rota-
tional basis.

2. Using a set of administrative activities,
determine if department faculty, department chairpersons
and upper echelon administrators perceive any difference
in administrative performance of department chairpersons
who are evaluated by their faculty as opposed to those
department chairpersons who are not evaluated by their
faculty.

3. Determine the management and leadership
styles of effective department chairpersons as perceived
by department faculty, department chairpersons, and upper
echelon administrators to develop criteria that will
assist community junior college administrators in the
selection and training process of prospective department

chairpersons.

Recommendations
The following recommendations, based on the
results and conclusions of this study, are offered to com-
munity junior college upper echelon administrators, board
members, department chairpersons, and faculty. It is the
intent of the investigator that these recommendations
will be useful in clarifying the department chairperson's

role in the community junior college.

 

 

 

122

It is recommended:

1. That each community junior college continue
to carry out periodic institutional studies with upper
echelon administrators, department chairpersons, and
department faculty to determine the department chairper-
son's administrative role.

2. That the department chairperson's administra-
tive role be expressed in terms of performance objectives
to serve as guidelines for the evaluation of department
chairpersons.

3. That community junior colleges develop admin-
istrative functions and performance objectives to serve
as criteria in aiding the recruitment of prospective
department chairpersons.

4. That community junior colleges develop admin-
istrative functions and performance objectives to serve
as criteria in evaluating department chairpersons for

promotion and salary determination.

 

 

 

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123

 

 

 

 

 

 

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APPENDICES

131

 

 

APPENDIX A

QUESTIONNAIRE

132

 

 

 

 

 

133

DATE l/l4/76
CODE NUMBER

INTRODUCTION

This is a survey to study the administrative role expecta-
tions of community-junior college department chairpersons in
Michigan. The purpose of this study is first, to determine the
administrative role expectations incumbent to the position of
department chairperson and second, to translate the administrative
role expectations into behavioral objectives related to job
performance.

Your responses will be kept strictly confidential and the
questionnaire data will be available only to the investigator. In
no way will any participant, department or college be specifically
identified in this study. The questionnaire, which has been pilot

tested, is normally completed in 15 minutes.

GENERAL DIRECTIONS
1. Please answer all questions.

2. Write in explanations if you feel this will help clarify your
meaning.

3. In order to insure unbiased results, please complete the
questionnaire before discussing its contents with anyone.

4. Please return your questionnaire by mail in the enclosed,
post-paid envelope to:

Clyde D. Carnegie
l6l6 West Michigan Avenue
Lansing, Michigan

Your interest and cooperation in this study will be greatly
appreciated.

 

134

PART I
UPPER ECHELON ADMINISTRATOR

The purpose of this section is to determine the administrative
role expectations of department chairpersons in Liberal Arts Colleges/
Divisions. You will be asked to respond to two categories of
answers: (1) actual administrative behavior--what you believe your
department chairpersons are doing or are not doing, and (2) desired
administrative behavior--what you perceive should be expected of

your department chairpersons in terms of performance.

DIRECTIONS:

To the lgj; side of each item circle the number corresponding
to your perception of your department Chairpersons' actual administra-
tive behavior; i.e., the extent to which you feel your department
chairpersons are or are not actually performing this activity. To
the 319g; side of each item circle the number corresponding to what
you believe your department chairpersons should be doing: i.e., the
extent to which you feel your department chairpersons should be

doing this activity.

 

 

135

PART I
DEPARTMENT CHAIRPERSON
The purpose of this section is to determine the administrative
role expectations of the department chairperson in community-junior
colleges. You will be asked to respond on two categories of answers:
(l) actual administrative behavior--the extent to which you feel you
actually perform this activity as department chairperson, and

(2) desired administrative behavior--what you perceive you should

 

be doing as department chairperson in terms of performance.

DIRECTIONS:

To the lgjt_side of each item circle the number corresponding
to your perception of your actual administrative behavior: i.e., the
extent to which you feel you actually perform this activity. To the
[jgflg side of each item circle the number corresponding to what you
believe you should be doing: i.e., the extent to which you feel you

should be doing this activity.

 

 

 
 

     
  

5' I.-

 

.-|. l. "'11“

 

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WEI-Vania: all“ Wilma“ a:- P.‘ -':1 '.l .-_*..' 55.3 "m .

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'— .- -. I

 

 

 

136

PART I
DEPARTMENT FACULTY
The purpose of this section is to determine the administrative
role expectations of the department chairperson in community-junior
colleges. You will be asked to respond on two categories of answers:
(1) actual administrative behavior--what you believe your department

chairperson is doigg or is not doing, and (2) desired administrative

 

behavior--what you perceive should be expected of your department

chairperson in terms of performance.

DIRECTIONS:

To the 12:; side of each item circle the number corresponding
to your perception of your department chairperson's actual administra-
tive behavior: i.e., the extent to which you feel your department
chairperson is or is not actually performing this activity. To the
Eight_side of each item circle the number corresponding to what you
believe your department chairperson should be doing: i.e., the
extent to which you feel your department chairperson should be

doing this activity.

 

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137

QUESTIONNAIRE ITEMS

Prepares and makes faculty assignments.

Complies with guidelines for class size in making class assignments.
Consults with faculty in detennin ing class assign mt
Works cooperatively with faculty in evaluating instructors for

tenure.

Facilitates the orientation of new faculty members. 1

Conducts department self-studies to determine faculty and depart- l
mentaln eed

Reconmendse the appointment, promotion or dismissal of faculty 1

based on merit and performance alone

Provides a means for open communication between faculty and de- l

partment chairman

Allows for faculty inputn in department decision-making concern- l
mg

ing instructional plan

Recruits, interviews andn hires full and part time faculty.
Maintains department inventories of supplies and equim mnt.
Manages the preparation and approval of all department purchase

requisitions.

Involves faculty in the hiring of new faculty member
Cooperates with researchers who are attempting to advance know-

ledge in the field.

Communicates to faculty changes on administrative polic cy.
Encourages faculty to attend professional meetings, seminars and 1

workshops to facilitate professional growt

Prepares and interprets reports to faculty and administration of l

depar rtmental accomplishments

Participates effectively as a member of the divisional academic l

countils and college committees

Initiates and reviews new developments in curriculum for the de- l

partments.

Reviews trends on student characteristics within the department and

co olle ege

Develops long and short range instructional goals and objectives
for the department consistent with the philosophy of the college.
Horks cooperatively with faculty in developing departmental goals

and object iv

Provides for student input in developing departmental goals and 1
object

Articulates departmental courses and programs with four-year l
institutions to facilitate transfer and curriculum development.

Works cooperatively with faculty and deans in developing long and 1
short range plans for curriculum

Horks cooperatively with faculty in determining scheduling of 1
courses

Gives more consideration to cost factors than educational needs in

preparing the department bu de

U96
Involves department faculty in determining allocating of the depart-

ment bud et.

Works effectively to resolve student- instructor conflicts within 1

the department

Consults with faculty about filling vacancies in the department.
Complies with guidelines for reviewing initial grievance requests

by faculty

Prepares the department budget and oversees its allocation
Manages the resolution of student problems arising out of schedul-
ing conflicts, late registration, drop and add card requests, etc.

Fosters coordination and mutual understanding
of the college.

Prepares and oversees the preparation of grant proposals to Federal.

DESIRED BEHAVIOR

 

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u u a: cam uuuw May orHayNotBeDesired

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l

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l 2 3 5
between departments 1 2 3 5

l 2 3 5

state, and local agencies from the department

W

  

   

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“ha .du' .3. I...

an. ... ....

    

138

PART II: (UPPER ECHELON ADMINISTRATOR)

1. Please indicate your present, full title:

 

 

2. Number of years in present position: (years.

3. Please indicate how the department chairperson in your Liberal Arts
College/Division is selected (select only one):

a. Appointed by central administration only [3

b. Appointed by central administration and
approved by department faculty [3

c. Selection based upon equal participation
of the department faculty and central
administration C]

d. The department makes selection with the
approval of central administration [3

e. The department faculty makes selection
independent of central administration [3

4. Please indicate how long department chairpersons serve in your
Liberal Arts College/Division (select only one):

a. Rotational among department members for a
number of years: wyears

b. Permanent position E]

Comments:

 

 

 

 

    

Ir _ NE."

.1...

      

 
 

...:

 

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flit ”a? .dnaam-a

- ...—..'——-- -.-- --..

 

Conments:

139

PART II: (DEPARTMENT CHAIRPERSON)

Please indicate the name of your department

 

Number of years as department chairperson in present department
years.
Number of full time faculty members (excluding yourself) in your

department

 

Number of years administrative experience in other community-

junior colleges:

 

Please indicate if your college is unionized or non-unionized:
C] Unionized/Organized C] Non-unionized
If unionized, please indicate your position:
Part of the faculty bargaining unit [3
Part of the administrative bargaining unit [3

Please indicate how the chairmanship is served in your department
(select only one)

a. Rotational among department members for a number
of years: years
b. Permanent position [3

Do faculty in your department participate, at any time,
in the formal evaluation of you as department chairperson?

Yes E]
No [3

 

 

 

 

 

140
PART II: (FACULTY)

Please indicate the name of your department

 

Circle degree last earned: BA BS MA MS Ed.Sp. Ed.D. Ph.D.
Other

 

Number of years teaching experience in community-junior college:
Years part time Years full time
Please indicate whether your college is unionized or non-unionized.

E] Unionized/Organized E] Non-unionized

 

Comments:

 

 

 

 

 

 

APPENDIX B

EXAMPLES OF CORRESPONDENCE

141

 

 

APPENDIX B

EXAMPLES OF CORRESPONDENCE

Letter of Inquiry and Endorsement
To College Presidents

 

 

(Date)
Dear President:

This is a letter of inquiry to solicit your college's
participation in a doctoral research study involving
department faculty, department chairpersons, and upper
echelon administrators. The purpose of my study is

as follows:

To generate administrative functions from position
descriptions and role expectations found in the

research and literature describing administrative
activities department chairpersons should perform.

To examine the validity of these administrative
functions using a survey questionnaire by sampling
department faculty, department chairpersons and upper
echelon administrators in selected Michigan community
junior colleges.

To express the administrative functions in specific
performance objectives describing what the depart-
ment chairman should be able to do, the conditions
under which he should be able to do it, and the level
of performance he should be able to attain in com-
pleting these activities.

The questionnaire data will be kept strictly confidential
and in no way will any participant, department, or college
be specifically identified in this study. Each partici-
pant will be provided with a post-paid envelope for
returning the questionnaire. The questionnaire, which

has been pilot tested, is normally completed in 15 min-
utes and requires the respondent only to circle the
response selected for each item.

142

 

 

143

I am planning to contact each president by phone within
a week. The purpose of this personal contact is to pro-
vide additional information concerning the study, and to
determine whether or not your institution will be able
to participate.

Your consideration and support of this study will be
greatly appreciated.

Sincerely,

Clyde D. Carnegie

Doctoral Candidate

Administration and Higher Education
Michigan State University

 

144

(Date)

Dear President:

As of our telephone conversation December 22nd concern-
ing my inquiry as to whether or not your college would
be able to participate in my study of department chair—
men, I would like to express my appreciation for your
college‘s acceptance to participate in this study.

Enclosed are the packets containing the questionnaires
with post-paid envelopes for the participating depart-
ment faculty, department chairmen, and dean in your
liberal arts college or division.

I am planning to contact all participating community
junior colleges by phone within two weeks to see if
additional questionnaires are needed.

Again, I would like to express my sincere appreciation
for your assistance in this study.

Respectfully,

Clyde Carnegie

Doctoral Candidate

Michigan State University
Administration and Higher Education

Enclosures

 

145
President Follow-Up Letter

(Date)

Dear President:

The purpose of this letter is to ask for your continued
assistance in encouraging your department chairpersons and
faculty to complete and return the questionnaire regarding
the administrative functions of community junior college
department chairpersons. To date I have received 21
completed questionnaires from.your department faculty and
2 department Chairpersons' questionnaires from the follow-

ing departments:

English
Math-Science

In order to achieve the needed responses from your depart-
ment chairpersons and faculty for the research report,
please remind your department chairpersons and faculty to
submit their completed questionnaires at their earliest
convenience.

I am planning to contact all participating community
junior colleges by phone next week to inquire if any addi-
tional questionnaires are needed by department chairper-
sons and faculty. Enclosed with this letter are addi-
tional questinnaires, post-paid envelopes and a letter
asking for their c00peration in this study.

At this juncture in the study, I would like to express my
thanksiinrthe support and assistance you have extended me
during this study.

Upon completion of the study, I shall notify you of the
significant findings and will forward an abstract to your
college library. Again, thank you for your cooperation.

Sincerely,

Clyde Carnegie

Enclosures

I.
A

...._. .4

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'i‘fi'iI-‘I‘L
. arsenals“.
. - _ . '- '15;¢'141§~
. '. '.-.'i 34.1},
- ' 13$

 

 

 

146

Department Chairperson and Faculty

Follow-Up Letter

 

March 15, 19 76

Dear Participant:

This is a brief note to ask your assistance in completing
and returning the survey questionnaire concerning the
administrative functions of department chairpersons in
community junior colleges. In order to validate depart-
ment responses, it is necessary that a maximum number of
responses be received from each participating department.
The importance of this information to your institution
.depends heavily on the participation of your department
chairpersons and department faculty to ensure a good
representation of your college's responses.

A post-paid envelope with the proper address was provided
with the questionnaire. If you have misplaced the enve-
lope or questionnaire, please request another one from
your department secretary.

I would like to express my appreciation for your interest
in this study and I am sure that your department's
reéponses will provide significant input into describing
the administrative role of the community junior college
department chairperson.

Sincerely,

Clyde D. Carnegie
Doctoral Candidate
Michigan State University

 

‘1

 

APPENDIX C

DATA

147

 

 

148

 

 

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NomH.~ on momo.~ HmaH.N on memo.N omeN.N on HowH.H mmem.~ on meek.fi ma
moeH.N on Homm.H NmmH.N on Noom.H somH.N on Nomw.H mmmm.~ on whom.H Na
momm.H on omNo.H ackw.H on Nomo.H mmko.H on HmHN.H mHmN.N on HwHN.H H<
moan emanoowap no on «ma -MWMM

 

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149

 

 

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mmoa.H on mmem.H NoH¢.H on mamm.a 0Nm0.H on Hoow.H somm.H on o¢¢o.a an
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150

a mmmao mszmHz o mmmqo oH3<>
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oo°.~ zaszaz OHH.3 szHzH: ems. muzam
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choc womaHm<>

a mmmqo oszmHz a mmmao oH3q>
cm~.n razuxaz omo.H xsszHz coo.“ wozam
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«ho» wqqum<>

24mm wqmumsm

 

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unmauummmo mo wnOHummonm .muoumuuchHEU< conflom woman mam .%uHDomm “Cofiuhmaoa
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151

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ma w4m<Hm<>

a mquo quva2 e mum<o OHJq>
ocman zazuxqt amNoH xDszHz omN.N m92<m
mam. wozqum<> mom. >mo Chm oeHom 24w:

:4 NAQqHM<>

o mmm<o quvax o mwm<o oH4<>
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ma m4m4HM<>

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com.» rnsz<x occ.a IDIHsz oomom wo2<m
aka. wo2¢udd> NNQ. >mo chm o:~.~ zawz

~< w4m¢Hm¢>

 

 

152

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mmm. muz<Hx<> o~:. >mo Chm

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mmmqo 0H4<>

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N 24w:

ma wam<H¢a>

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zoz wauu
c mzqwz hwo

 

 

153

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cahom tnsz<t ohHoH thHsz osmoa
QNH. moz«Hm<> omn- >mo chm ~:a.~

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:NN. wuz<H1<> MNmo >uo Chm mus.“

c mwmqo mszmHt o
o3Ho~ IDZHXcz osuou zzszHz cocoa
mew. woz<~a<> «on. >mo Ohm N:0.H

a wwmqo wZHmmH: m
amhod ZDtHx<z oaooa zaszH: emx.
nous muz<HM<> own. >uo ohm MHM.H

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024 mzqwz hwo

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24w:

mo mgm<HM<>
MMMco Dada)

m024¢
24w:

mo wqqum<>
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wuzqm
24w:

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154

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qume:

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nzHrmH:

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wszsz

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qummHz

zaszHx
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mwm<o Gama)

kw
aao.~ mwzam
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ma wqdem<>

km mmmao oH4<>
on®.« UDZ<a
m¢0.« zqwr

N4 w4m<Ha<>
um mwm<o DH4<>
omn.N Nazaa
:3:.« 24m:

«4 w4m¢Hm<>
NN mmmao OHJ<>
QNH.H woz<d
moooH z<wz

arch mqmdudd>

 

 

"\

   

155

eaoon znzuxqz
«mm. uQZ<HM<>
ocaom tDszqz
can. moz<um<>
neuon taxnxcz
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ammoN 23tux<z
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cocoa tatzHx aoo.~ woz<m
Homo >wo Ohm annod zau:
«D w4m<Hm<>

a mwmco qumez um mmmdo 0HJ<>
can.“ rDszHz oao.~ uoz<m
c:m. >wo chm mo~.N zqwz
ma w4m¢H¢<>

zooms MAuLmaw

. o~\wo\oo n mbqo onhawmo. wzdzoz mJHu
hszoHuuwoo onh<4wwmoo oz< mzcmx bww

a mwm<o mszmH: hm mmm«o 0H4<>
oodod tbesz ooo.N wuz<m
mom. >wo Ohm H©N.N 24w:
m4 wqmduaq>

c wwwqo oszme hm wwwqo DH4<>
cocoa tDzHZHx omNod muz<¢
cam. >wo ohm -~.H z<wz

:4 wqmcud<>

 

 

156

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oH tDzHZHt
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wwm<o wszmHz

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mwmqo wszmHz

coH zDszH:
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'

wwwqo DHJ<>

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mo w4m¢HM<>
mwmao DH4<>

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mwm<o DHJ<>

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no w4m¢Hm<>
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157

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cocoH tDtHsz coco: uuz<a
:os. >uo Ohm oo~.H 24m:
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mmc.H :DIHZHZ o@N.N woz<a
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a mumqo mZHme: NOH mwm<o 0H4<>
cocoa zDZHth oooow uOqu
nNm. >wo chm smH.N 24w:

«#0» w40<Hmd>

: u MAM 3m
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a wmm¢u qummHz NN mwmao Quad)
cocoa zDIHZHx con.N woz<m
cum. >wo ohm :ke.« 24m:

mo w4m<Hm4>

.------'-------------------.

 

158

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ammo:
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zD:Hx<t

wQZde<>

zDszqt
moz<H¢<>

9 mmqu mzHMMHI

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mmmqo

tDtHth

awe chm

QZumez

IDIHZHI
>mo Chm

mNMdo uznmmat

tDIHsz
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mwmqo uZHMMHI

IDZHZHI
>mo Ohm

sad mmmqu DHJ<>
coo-n wozqm
om:.~ .z<m:

m4 mmm<H¢<>

Nod mwm<o 0H4<>
oom.n wuzqm
soocH 24w:

:< WquHd<>

NOH mwmdo DH4<>
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MHH.N zqwz

ma w4m<Hm<>

how mwmao QHJ<>
amnom wa<m
own-N 24m:

N4 w4m<H¢d>

 

 

159

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new.” tazux<t cocoa :DszHx ooN.N uuzqm
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no uqm<H¢<>

o wwmco oszmHt uwd munco 0H4<>
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a mwmco qumme 50H mwmqo 0H4<>
oooam tszuxqz ooooH tDszHz 050.: mozad
smmo wuz<H1<> own. >wo Ohm mnm.« z<wz

Ho w4m<Hw<>

a mwmdu qumez LOH mmmdo oH4<>
can.» tatquz con-H tDIHZHx aceow mmzdm
Homo woz<qu> ammo >mo Chm onN.N quz

04 w4m¢Hm<>

tequ wJHmmaw

a o~\do\oo n whda onb<waov wxqzoz wank
hzwwoumumou onb¢4ww¢oo ozq mzqwz hue

 

160

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hzuuouuumoQ ZOthawmmoo

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mo wqmaum<>
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wozqm
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mmmqo oH4<>

wwz<m
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161

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o.ooH mom n.~ N.JH o.mN 0.x: 4<HOH
NMN NH NH mm mm HHH 2:3400

H Nom H m.o H m.NH H H.HN H ~.mn H
H non H Noon H ¢.~m H m.¢n H m.Nm H
0.3c H Hom H 0.5 H ~.:H H 0.:N H Non: H
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H 3. H a. H m. H mom H 0.0 H
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H o H o H m. H n.H H m.H H
H a H o H H.o H N.m H N.N H
:.n H a H a H namN H m.~m H m.~m H
c H o H a H m H n H n H .H
H.m H.: H.n H.N H.H H Hon Ho»
Jake» H Hum 400
30x H pod 30m
H H H2300
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NMN cd 3 NH 0m m1H ZZDJOU
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Oo:m H 0.: H oaw H How H 4.MN H moHo H
Nod H O H : H 0H H 0: H NNH H on
H :o H o H o. H cow H Now H
2 H DouH H e H m.m H hood H H.MH H
M ooHH H Non H o H Non H NoNN H :.3& H
KN H H H a H H H o H ®H H om
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Ham Ho: Hon How HoH H HQQ hOh
JdbOh H Hum 400
30G H hum 200.
H #2300

 

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163

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H161 H o H u H k.« H m.m H
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a.» H m H m H m.km H .NH H .om w
o H a H a H1m H H H s H .H
H.m H. : H1m H. N H.H H Hos cob
babe» H boa Sou
zoo H boa xom
H Hzaoo

'1? .-'Z1I"i“::.-r=‘.r:".:l.'-' '

-‘-'_. |.
_ -|. .

 

 

 

 

164
.J an: NO 80‘ a
34 o N o 0‘ o m 0
DI- ” v-I v44 NO
(YO v-I o a
h
o
m I I I I
I 66°C, I ”VI-7") I “30.08 I :6
o o o 0 0I .4 a
I I Hv-IV'I I Inc: I 10
I I VIN N I
I I I I
I I
HHHHHHHHHHHHHHHHH
o I I
.2 I I
I ”MIND", NQflO‘ I ROM”) Nth
I 00. OOOIHOOONI
I NMvI ISO‘ I O!» 0‘
I row I N
I I
I I
H7HHHHHHHHHHHHHHH
o
'0 I
I «10.7.! 1om~:1nnmaom.4 (\l
I o o o OIM o o o J- n
I NN N~;NI NMU‘
I '4 Nd I v-IQv-I
I I I
I
HrrHHHHu-‘aHHI-IHHHHHHH
o
N I I
I Numm I calm?! L000": NO
I o o o I 74 o a o o o o
I mm I NN;I NQC‘ H?
I (\J I "Iv-I I erv-I N
I I I
I I
HHHHHHHHHHHHI—IHHHH
o I I
H I I I I
I Nat-40‘ I LONNQ I O‘Nm: I NQ
I oooI oooIcoooIO‘o
I LhN I NLDNI Inc-“D I v-I
I N I N I 30"”) I H?
H? I I I I
I I
HHHHHHHHHHHHHHHHHHHT
I
I-l—I- I
I—QDQ I 0 0 0 2.1
ZQQQIA N n {q
I 3%-
OIJI- I ..IO
GOOD I OI—
(ZQV- I 0

POST

= .0696

SIGNIFICANCE

8 DEGREES 0F FREEDOM.

1&150315 HITH

RAH CHI SQUARE

 

165

303‘“. u wuz<oHquon .zoomwdu no mmmwowo m IkHz ”asuaom u wmqnom :5 Ida

H.HHH ~.N H.H H.HN H.3m H.H: HquH
NHN m H H: 9H :0 zzaHou
H H.H H o.~ H H.HH H o.n~ H H.3m H
H 9.00 H H.mo H “.He H H.3m H o.:o H
o.:a H o.~ H o.» H H.HN H 9.:m H H.H: H
HmH H H H o H H: H Ho H 0H H .m
H a. H a H H.H H m.n H o.m H
H H.HN H a H H.H H :.HH H H.HH H
o.HH H H.H H H H H.:H H H.H» H H.H: H
HN H H H o H I H w H nH H .N
H o H a. H m. H H.H H m. H
H a H H.:H H H.: H H.H H H.H H
a.» H a H m.~H H H.m~ H m.Hm H H.m~ H
o H o H H H m H m H N H .H
H.H H.H H.H H.~ H.H H Hon HOH
HquH H HOW Hoo
xom H Hog xom
H Hzaoo

m
d

 

 

 

166

on3Ho u mUZdoHquuHm .tocmmmm no wmmyowo w IHHI yo:~H.NH u wwqpcm H10 14m

 

cocoa oom m.N« Noun comm ~.~« Jake»
NMN 0 am Hm mm «3 223400
H 0.» H ~.HH H ..mN H n.0N H «.m« H
H c.9oH H 5.0m H mo¢® H a.Hm H :.mc H
6.:o H 9.: H N.MH H m.mw H m.:m H m.n« H
hmw H o H mm H mm H no H mm H .m
H o H a H m.: H o.m H H.H H
H a H a H moJH H N. a H o.m H
o.«« H a H o H noun H H.w: H c.3a H
mm H o H m H m H ma H 1 H .N
H a H M.H H 4. H m. H o. H
H o H m.c« H sow H sow H m.: H
:.n H a H m.nm H m.mH H o.mN H u.mm H
o H o H m H H H m H N H .H
Hom H.: H.» H.N H.H H boa How
Jake» H Hum 400
20m H boa 30m
H hzaoo

\0
<1

 

 

167

 

mNHH. n mozququon .roommuu Ho HHHHHHQ H IHH: mmmoH.: H mm
H.HQH H.HH H.H ,.mm m.Hm o.m~ HquH
NHN 4N mH m HH 90 222400

H H.H H H.H H H.HN H H.HN H H.HN H
H ~.o~ H H.Hm H H.1H H H.H» H H.H» H
¢.:m H o.» H H.H H H.HN H m.mm H :.mm H
HoH H mH H :H H H H :o H am H .n
w H.H H :. w H.H H o.» H H.» H
H.HN H H.H H.0H H m.m H H.HH H
H.HH H H.HH H H.» H ~.- H o.mm H o.m~ H
Hm H m H H H m H H H H H .N
H a H H H H.H H H.H H m. H
H a H H H H.H H H.: H n.» H
3.» H a H a H H.HH H H.Hm H H.m~ H
a H o H a H H H m H m H .H
H.m H.: H.» H.H H.H H Hon HoH
HHHOH H Hon Hog
30m H Hun 301
H Hzaoo

dacm HID Ida

Hmoa

 

168

 

 

 

OJQH. u mozququon .zoomwxu no mmwwowo o IHH: a~3on.aa u mmqaom HIo Ida
cocoa Now 9.0 H.m «.JN comm 44h0h
NMN m 3H HN om QMH ZIDJOQ

H N.N H 9.0 H mow H soow H «.0: H
H cocoa H cocoa H n.0u H h.mm H Q.nm H
0.:0 H mom H «.3 H H.o H :.:w H ®.~m H
ka H m H :H H m« H c: H :«a H .m
H a H o H m. H n.n H m.m H
H a H a H m.m H moNH H N.n« H
o.«« H a H a H mos H womw H s.om H
NN H a H o H n H N H ma H om
H I H 0H IHIIIIIIIIHIIIIIIIIHI
H a H a H n.« H J. H H.H H
H a H o H m.:« H c.« H o.m H
:.n H o H a H m.~n H m.NH H g.om H
o H o H a H m H H H : H .H
Hom H.: Hon H.N H.H H boa HOH
thOh H boa 400
you H Hum 30m
H hzaou

 

J 00
Id 0
OF M
NO

F

169

NO B No

No 00 Mo
vI v-I: Na
d c u

HHHHHHHHHHHHHHHHH
0 I I

 

 

I I I
ooooIoeaaINecwINo
I I

I
I
I
I I I do I
I I I O I
I I I d I
I I I I
HHHHHHHHHHHHHHHHH
o | I I
:I I I
IHmH: aoooIoHonIHs
I '0 IflOOOIdo
I NW I mDJI 3
I H I 0 I
I I I
I I I
HHHHHHHHHHHHHHHI—IH
H I I
MI I I
Idmmo mxamImmnmlmm
I .00 .o-Ifiooo.mo
I N3 NO I memo m
I d I ® I
I I I
I I I
HHHHHHHHHHHTHHHHT
O
N I I
HmNM OOOMIOOO¢INO
.0: floooImQ-ulho
NJfl NM3I OHWI H
M Mfl I N N: M
I I I
HHHHHHHHHHHHHHHHH
o I I
d I I
Mm3m mwomIsnodImO
00. HOOOIOOOCUN.
NNH mNOIHJmOIHM
n ma I meI m
0 I
< I I I
HHHHvHHHHvHHHHTHHHHT
bth
PQOQIO o o 24
ZQQQIH N M £4
Db
OIJFI JO
UOOOI Oh
GOHI Q
h
m
0
Q

= 05732

SIGNIFICANCE

8 DEGREES 0F FREEDOM.

3.8179? WITH

.
.-

RAH CHI SQUARE

 

170

ha:~.

moz<oHquon .roommmu no wmmwomo o IHHz mnomd.m u my
o.oc« m.¢ m.o H.HN N.om m.nm 4<HOH
NMN nu ma m: on mm 223400
H a.» H m.m H H.w« H 0.:N H Nonn H
H acme H n.Hc H ~1mm H :.«w H moon H
m.:w H H.: H o.w H H.HN H womm H «.0» H
sod H m H n« H m: H hm H NH H .m
H o. H m. H H.H H m.: H o.m H
H o.um H m.~« H m.c H n.:« H mood H
o.«« H :.N H :.~ H c.:« H o.~m H Mon» H
km H N H N H 3 H OH H m H .m
H o H :1 H H.H H new H :o H
H o H n.o H H.@ H n.: H H.H H
:.n H o H m.~« H m.~m H monm H m.md H
o H o W H W m W n W a w .«
Wow H.: H.n How H.H H boa pow
W WWWW WHW
3
Cd H H2300

'.3
v-I
a

«now HID 14m

hwom

 

171

H303. u mozququon .zoowmmu no mmmyomo o :HHz Howoo.H u mmqacm Hzo 34a
H.HoH 0.0 H.HH ,.N~ m.mN H.Hm HHHOH
NHN 0H Hm Hm Ho 9H zszoo
H m.o H o.m H H.HN H H.HN H o.:~ H
H H.HH H ~.mc H H.Ho H H.Hm H :.Ha H
¢.:m H o.H H H.HH H m.m~ H o.- H m.c~ H
HoH H mH H HN H H: H mm H Hm H .m
H 3. H a. H H.H H a.» H ~.m H
H H.H H :.H H c.m H :.HH H H.HH H
o.HH H H.H H H.H H H.HH H n.nm H :.H: H 1
HN H H H N H H H o H NH H .N
H o H o. H m. H H.H H 3. H
H a H H.H H m.m H m.: H :.H H
:.m H o H o.m~ H m.mm H m.Hn H m.~H H
a H a H N H H H n H H H .H
H.m H.: H.» H.H H.H H Hun HOH
HHHOH H Hon Hoe
sou H Hon zom
H Hzaoo

 

 

 

 

 

172
..J c: KID NO‘ NO
34 o N o 0" o n 0
OI- ") v-I d: N13
(to v-I co 1.)
I— H
O I
I I I
I 0900 GOOD I ”than I MM
I I o
I I VI: IHI v4
I I c: I
I I v-I I
I I I
HHHHHHHHHHHHHHHHH
c I I I
.3 I I I
lacuna cause: I NcoO‘ I 610‘
I I 0 o OI o
I I «a I
I I o I
I I I v-I I
I I I I
HHI—IHHHHHHHHHHHHHH
II I I
'0 I I I
I «mos mao‘m I ...")me I an:
I o o o o O o M o o o I M o
I NN any” “041 0
I H a I «cvu «
I I
I I I
O
NI I I I
INOCOG‘ I 0011')on :mO‘VD I No
I 000. OOOIQOOOINO
I LnN I NQN I NQN I v-I
I N I N I MwN I F)
I I I I
I
HHHHHHHHHHHHHHI—IHH
o I I I I
«I I I I I
ImmMNIQNJ‘QI summI N:
I a o O. H o I oI m o o OI '4 o
I Nan“ mmhl NCWQIdO
N I no I \Dv-I I :1): I m
vI I I I I
C! I I I I
I-I—I- I
I-QOQ I o 0 2.)
20.0.0. I v-I '0 2:4
I I-
O: .JI- I JD
0000 I O'—
QKOI- I U

POST

= 08236

SIGNIFICANCE

8 OEGQEES 0F FREEDOM.

“.3h615 WITH

RAH CHI SQUARE

 

173

Odom. u moz<oHqume .toowwdu no mwmwomo m thx mmocm.H u mmqaow H10 14m
a.ood N.” o.m H.ma o.m« N.Nm 4<HOH
NnN 0H Md NJ NM «NH ZZDJOU

H n.~ H n.: H H.mH H a. a H :.:: H
H m.oo H 0.05 H m.nm H m.om H «.mw H
0.:m H 0.0 H H.m H m.~H H N.oH H M.Nm H
50H H «H H oH H mm H N» H Mad H .n
H m. H m. H Now H H.H H o.@ H
H m.oH H :.m« H m.HH H o.oH H ®.HH H
0.HH H :.N H 3.5 H m.cH H m.:« H m.Hm H
LN H N H N H m H J H :H H .N
H m H :. H m. H 4. H ~.H H
H H s.» H m.: H h.N H m.m H
:.m H o H m.NH H m.m~ H m.NH H o.um H
c H o H H H n H H H 3 H .H
H.m H.: H.n H.N H.H H boa Ho»
J<HOH H boa 400
:o« H Hum xom
H H2200

V)
v-I
q

 

 

174

mama. u muz<oHqume .zoomwMu no mmuwowo c :HHI mmdoo.HH u madacm HID 14m

a.oa«

Nmm

@.N 9.0 m.mm m.mm M.QN 4<HOH
o :H mm Na u: zxaqoo
H ~.H H ~.¢ H m.em H m.Hm H «.ma H
H n.0m H 0.0h H 5.:m H 9.0m H :.mm H
H o.N H o.m H n.:n H H.HM H M.HN H
H : H «H H No H Mn H N: H .m
H m. H 3. H n.m H o.m H N.m H
H n.mn H H.N H m.:H H m.m H o.cd H
H 4.5 H u.” H 3.3: H m.m~ H m.mH H
H N H H H ma H n H m H .N
H u H m. H H.H H m. H u H
H o H M.JH H m.: H :.N H a H
H a H m.mN H 0.0m H o.mm H a H
H o H N H J H N H u H .H
Hom H.: H.n H.N H.H H Hon HOH
H boa Jou
H boa 30m
H #2300

 

175

30mm. u mozqumquHm .zoommmu no mmmyomo H :HHx HNHHH.H n wmqacm Hzo xam
H.HHH o. H.H H.HH ~.on H.~3 HquH
NHN m 0 H3 30 mm zzaHoo
H o. H H.H H m.mH H H.HH H ~.om H
H H.HHH H H.oo H H.Hm H H.HH H H.3H H
m.3o H H.H H H.~ H H.HH H m.mm H m.~3 H
HoH H m H 3 H Hm H HH H 3m H .m
H a H 3. H m. H ~.3 H H.H H
H o H H.HH H «.3 H H.HH H H.HH H
H.HH H a H H.H H 3.H H H.H3 H H.H3 H
HN H a H H H m H HH H mH H .N
H a H 3. H m. H H.H H a. H
H a H H.HH H m.3 H o.» H H.H H
3.» H o H m.~H H H.m~ H H.Hm H H.m~ H
o H a H H H m H n H m H .H
H.m H.3 H.H H.H H.H H Hum HOH
HquH H Hum 400
xom H Hum :om
H szou

I.“
H
d

 

176

«mom. u moz<oHqume .tocwmxu ....o mmmwwwo m Ith mHHNm.o n maqacm :5 14¢

H.HHH H.H o.m H.9H o.HH H.H3 HHHOH
NHN o HH m3 3H Ho zszoo
- H H.H H H.H H H.HH H H.0N H H.H» H
H H.HHH H H.HHH H H.3w H H.HH H H.H” H
0.3o H a.» H 0.0 H H.oH H m.Hm H H.om H
HoH H o H HH H mm H No H HH H .n
H a H a H H.H H o.m H 0.0 H
H a H a H H.H H ~.~H H H.HH H
o.HH H a H m H H.3H H H.HH H o.Hm H
Hm H o H H 3 H w H 3H H .N
H a H o H H.H H H.H H m. H
H a H a H m.@ H H.3 H H.H H
3.m H a H a H H.Hn H m.~n H H.m~ H
o H o H a H m H n H m H .H
H.H H.3 H.H H.H H.H H Hum HOH
HHHOH H Hum 400
:oa H Ho. :om
H Hzaoo

\D
vI
d

 

177

oHoH. u wozququon .zoowwau no wmwwwmo a IHHx m:m55.HH n mmqncm HIo xdm
o.aaH o.m 5.: H.MN o.Hm m.5m Jakob
mnm 5 «H mm N5 5c 223400

H a.» H o.» H 3.0a H n.0N H m.~m H
H aoooH H m.Ha H H.Hm H 5.:m H N.mm H
0.!” H o.m H w.: H m.NN H o.Hm H «.om H
50H H 5 H m H m: H «o H m5 H .n
H o H a H p.m H m.: H M.: H
H a H a H 5.NH H m.nH H m.«« H
o.«« H o H a H m.mm H c.5m H 0.5» H
5N H o H a H H H 9H H 9H H .N
H a H m. H m.H H J. H m. H
H a H N.cH H m.m H :.H H M.N H
:.n H a H o.mm H m.5n H m.NH H o.mN H
o H a H N H m H H H N H .H
H.m H.: H.n H.N H.H H Hum How
4<HOH H hon 40a
30a H Hum 30a
H #2300

   
 

178

OM50. u muzququwHw .toammdm no mmwwomo m IHHI mN:MN.N u mmqnam HID Idx
o.uoH o. 5.H m.MH m.:m «.0: JQHOH
NMN N 3 mm mm :HH 2:3400

H o. H M.H H H.NH H J.wN H N.N: H
H o.aaH H o.m5 H m.ue H m.Nm H 0.0m H
0.:w H o.« H m.« H N.JH H m.nm H 5.0: H
50H H N H m H mm H mm H mm H .m
H o H s. H H.H H m.: H ®.m H
H o H o.mN H :.m H m.NH H :.«a w
m.«« H o H 5.n H H.HH H c.5m H «.m:
5N H a H H H m H ad H ”H H .N
H a H o H 3. H 5.H H m.« H
H o H a H H.m H o.m H ®.N H
:.m H a H o H m.NH H 0.9m H m.5m H
a H o H o H H H J H M H .H
H.m H.: H.n H.N H.H H ho& ho»
44h0b H Hum 400
30m H but 30m
H H2200

 

179

oawa. u moz<UHquon .roowmau no mwmwomo w IHHx moNHm.HH u umqacm HIQ 34¢

 

o.ooH :.m m.m m.mn n.Nm «.HN 4<HOH
NnN o NN ms mN 03 2:3400
H 3.» H N.c H ..cN H :.mm H :.o« H
H o.uaa H 3.0o H m.:o H ~.wm H n.am H
@.:n H H.: H o.o H m.nm H 0.0N H c.NN H
nod H a H OH H mm H mm H m: H .m
H o H :. H :.n H 0.0 H ~.H H
H a H m.: H m.oH H n.c« H N.m H
o.«« H a H .m H m.®N H m.Hm H w.:H H
NN H o H H m H :H H 3 H .N
H o H m. H H.H H o. H o H
H a H «.0 H H.m H h.N H a H
:.n H o H o.mN H n.om H a.mN H a H
e H a H N H y H N H o H .H
H.m H.¢ H.m H.N H.H H boa ho»
aqhop H Hon 400
30m H Hum 30m
H H2300

0‘
H
<1

 

 

180

 

aNmo. u wquonHonm .zoowmmu no mmmwomo o IHHz msoco.nw u m¢anam H10 z<m
o.coH n.m o.HH m.H: H.0N m.NH J<HoH
NMN NH HN no No ON 2x3400
H 0.0 H 0.0H H m.mm H 0.NN H m.m H
H «.30 H o.No H m.mm H n.N0 H m.m~ H
0.40 H H.m H H.NH H H.N: H o.mN H N.«H H
hwd H 0H H mm H no H «m H NN H .m
m 3. H o H m.m H n.: w 0.n m
o.m H a H m.© H Hooa H.:N
o.«« H H.m H a H M.nn H 0.xm H m.mN H
LN H H H o H m H 0H H H H .N
H a H o. H m.N H J. H a H
H o H :.H H n.m H o.« H 0 H
¢.n H a H ¢.mN H m.No H m.NH H o H
o H a H N H m H H H o H .H
H.m H.: H.n H.N H.H H Hon HOH
4<HOH H Hum 400
30a H Hon 30x
H H2300

181

owHo. u m02<0HuH20Hm .toowwmu no mmmwomo o IHHx mMHMN.m u wm<30m H10 x<m

 

 

0.00H N.m M.~ m.Hm w.mm M.oN 4<HOH
NMN NH NH mH mm H: 223400
H N.m H 0.0 H H.0N H 0.0M H :.oH H
H 0.00H H :.Nc H m.:o H m.mo H 0.90 H
0.30 H H.@ H H.H H m.Hn H 0.0m H n.0H H
HOH H NH H :H H mm H HH H mm H .n
H a H o. H m.n H m.m H :.n H
H 0 H c.HH H H.NH H 0.0H H 0.:H H
o.HH H o H :.~ H m.mm H n.mn H 0.mN H
HN H 0 H N H m H 0 H H H .N
w o H :. H m. H m.H H m. H
0 H m.m H H.N H o.m H 0.: H
:.n H o H m.NH H o.mN H m.~m H o.mN H
c H o H H H m H n H N H .H
H.m H.: H.” H.N H.H H H0a HOH
4<HOH H H0“ 400
10¢ H H00 30¢
H H2300

 

182

MNNo. u mozququuHm .toowwuu no wwmwomo o IHHz nmoun.: u mm<30m H20 14¢

0.00H n.: N.m H.NN 0.Hm m.~n 4<HOH
NnN 0H NH Hm NH Hm 223400
H n.: H H.J H n.0H H 0.0N H 0.Hn H
H 0.00H H H.H0 H m.ow H 0.00 H H.mm H
0.30 H H.m H 0.0 H H.NN H 4.0m H 0.Hm H
HOH H 0H H H H n: H mm H :N H .n
H a H 3. H A.N H m.: H H.: H
H 0 H M.0 H m.0 H 0.MH H 0.NH H
0.HH H 0 H H.» H m.mH H 0.Hm H ~.o: H
HN H o H H H m H 0H H HH H .N
H 0 H a H m. H H.H H 0. H
H a H u H m.m H o.m H m.N H
J.” H o H 0 H H.mN H 0.0m H o.mN H
o H o H c H N H 3 H N H .H
Hom H.: H.m H.N H.H H H00 HOH
AquH H H00 400
300 H H00 30m
H H2300

 

3.

183

:HHH. u mozdoHquon .2000010 no mmmwomo 0 IHHx NmN:0.NH u mm<3cm H10 x<m
0.00H 0.0 0.HN 0.3» 0.0N Now 4<HOH
NMN NN 00 H0 00 0H 223400

H H.N H N.HH H N.mn H 0.NN H 0.5 H
H M.NH H 9.00 H ..00 H n.00 H 0.00 H
0.:0 H 0.0 H n.0N H m.mm H 0.0N H 0.0 H
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H N.N H .N H 3.0 H 0.0 H 0. H
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184

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189

 

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m H.H H H.H. H H.H: H Tom 1 0.2.. H
H cone H McNm H moam H m.u~ w noun H
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sou H 3 H NH H m: H no u «H H .n
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190

 

 

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195

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196

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199

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200

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