IL’

 

   
     

  

LIBRA RY

Michigan Scam
University ‘

This is to certify that the
thesis entitled
ADAPTABILITY OF LOCALLY BASED TASK ANALYSIS
TO CURRICULA FOR REGIONS

presented by

Phillip Mearl Mann

has been accepted towards fulfillment
of the requirements for

Ph . D . degree in Education

 

Major professor

Date February 3, 1978

0-7 639

 

ADAPTABILITY OF LOCALLY BASED TASK ANALYSIS

TO CURRICULA FOR REGIONS

BY

Phillip Mearl Mann

A DISSERTATION

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

DOCTOR OF PHILOSOPHY

College of Education

1978

ABSTRACT

ADAPTABILITY OF LOCALLY BASED TASK ANALYSIS
TO CURRICULA FOR REGIONS

BY
Phillip Mearl Mann

Purpose: The purpose of this study was to acquire
information about the adaptability of results of a task in-
ventory analysis encompassing job skill incidents, job
knowledge incidents, behavior incidents, and basic skill
incidents, as verified by job incumbents, from a local area
to a regional area. Information developed by this study
might: reduce the necessity of replicating task inventory
analysis surveys as part of the information needed for cur—
riculum development at each local educational agency; and
reduce the amount of resources necessary to implement cur—
riculum development

Procedure: The procedure required the delineation

 

of two occupations prior to the actual study of responses by
job incumbents. Twenty-eight local directors of area voca-
tional programs responded to an opinionnaire and their per-
ceptions provided the basis for the selection of the two
occupations, one perceived most likely to produce similar
responses by job incumbents and the other least likely to

V

produce similar responses.

Phillip Mearl Mann

The major aspect of the study included responses by
job incumbents from two sites in Indiana and from one site
in Michigan.

Each of the two survey instruments was composed of
four sections: job skills, job knowledges, behaviors, and
basic skills. Data were gathered about each of the two se-
lected occupations. Forty-five respondents were secured for
each occupation, fifteen at each of three sites, with not
more than one survey instrument completed from any one busi-
ness. Each job incumbent had a minimum of at least one year
of experience and not more than five years' experience in the
given occupation.

The multivariate analysis of variance was used for
determining the statistical significance of the differences
among the responses by the groups at the three sites relating
to the job skills section. The Kruskal-Wallis statistic was
employed for measuring the significance of the differences
among the responses for the job knowledges, behaviors, and
basic skills subsections of the instrument used.

Results and Conclusions: Two occupations were iden-

 

tified through the perceptions of local directors of area
vocational programs. Keypunch occupation was perceived as
likely to have the most similarities regardless of the site
within a region while residential electrical occupation was
perceived as an occupation likely to have the most differ-

ences .

Phillip Mearl Mann

The keypunch occupation had four items of 190 which
were significantly different at the .05 level. The residen-
tial electrical occupation had twenty-six items of 205 which
were significantly different at the .05 level. These find-
ings appear to support the perceptions of the local directors
of area vocational programs that the keypunch occupation was
most likely to produce similar responses by job incumbents
on a task inventory survey regardless of the location within
a region.

The residential electrical occupation was perceived
as least likely to produce similar responses by job incum-
bents on a task inventory survey regardless of the location
within a region. Twenty-six of the items were significant
at the .05 level and twenty-one could have been expected to
be significant by chance alone.

It would appear that information regarding occupa-
tions perceived by local directors of area vocational pro-
grams as most or least likely to produce similar results,
gained through task inventory surveys, could be transported
from one local educational agency to another without dupli-

cating the survey at the local site.

ACKNOWLEDGMENTS

The author extends sincere appreciation to
Dr. 0. Donald Meaders, Chairman of his Doctoral Committee,
for his very valuable assistance and guidance that was
given during the study. Appreciation is also expressed
to Dr. Rex E. Ray, Dr. James L. Page, and Dr. Fred R.
Ignatovich, members of the author's Guidance Committee.

Appreciation is extended to Ms. Janice R. Danford,
Director, Capitol Area Career Center, for her assistance
in this study.

Special acknowledgment is extended to the author's
wife, Mary K., for her patience, understanding, and

encouragement throughout the study.

ii

TABLE OF CONTENTS

ACKNOWLEDGMENTS O O O O O O O O O O O O O O I 0

Chapter
I. INTRODUCTION . . . . . . . . . . . . . . .

The Problem . . . . . . . . . . .
Purpose of the Study . . . . . . .
Objectives of the Study . .
Contributions the Study Might Make
Assumptions and Limitations . . .
Hypotheses . . . . . . . . . .

Definition of Terms . . . .
Organization of Thesis . . .

II. REVIEW OF LITERATURE . . . . . . . . . . .

Types of Occupational Analysis . . . . .

Task Analysis Applied to Educational
Concerns . . . . . . . . . . . . . . .
Cluster Concept Based on Task Analysis

System Approach Utilizing Task Analysis

Trends Toward Regionalization . . . . .
summary 0 O O O O O O O O O O O O O O 0

III. PROCEDURE OF THE STUDY . . . . . . . . . .

Phase One . . . . . . . . . . . . .
Data Collection . . . . . . . .
Development of Instrument . . .
Population of the Directors of Area
Vocational Programs . . . . .
Procedure for Collecting Data .
Procedure for Handling Data . . .
Phase Two . . . . . . . . . . . . .
Data Collection . . . . . . . .
Development of Instrument . . . .
Population of Job Incumbents . . .
Procedure for Collecting Data .
Procedure for Handling Data . .
Analysis and Interpretation of Data .
Questions To Be Answered in the Study

Analysis of Data . . . . . . . . .
Research Hypotheses . . . . . . .
Summary . . . . . . . . . . . . . .

iii

ii

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Chapter
IV. PRESENTATION AND ANALYSIS OF THE DATA . . . .

Phase One . . . . . . . . . . . . . . . . .
Vocational Directors . . . . . . . . . . .
Perceptions of Directors of Area

Vocational Programs . . . . . . . . . .

Phase Two . . . . . . . . . . . . . . . . .

Keypunch Occupation . . . . . . . . . .
Job Skills for Keypunch Occupation . . .
Job Knowledges for Keypunch Occupation .
Behaviors for Keypunch Occupation . . .
Basic Skills for Keypunch Occupation . .

Residential Electrical Occupation . . .
Job Skills for Residential Electrical
Occupation . . . . . . . . . . . . .

Job Knowledges for Residential
Electrical Occupation . . . . . . . .
Behaviors for Residential Electrical
Occupation . . . . . . . . . . . . . .
Basic Skills for Residential Electrical
Occupation . . . . . . . . . . . . . .
Overview . . . . . . . . . . . . . . . . . .

V. SUMMARY, CONCLUSIONS, OBSERVATIONS, AND
ECOMMBNDATIONS . O C O O O O O O O O Q C O 0

Procedure . . . . . . . . . . . .
Summary of Findings of the Study . .
Conclusions . . . . . . . . . . . .
Recommendations . . . . . . . . . .
Additional Observations . . . . . .

BIBLIOGRAPHY O O O O O O O O O O O O O O O O O O O O

APPENDICES O O O O O O O O O O O O O O O O O O O O 0

iv

40

41
41

44
48
48
48
51
53
55
55

56
58
60
61
64
67
68
71
73
74
76
79

85

LIST OF TABLES

Table

1. Summary of Comparison Among Means of
the Responses by Sites for Item
Eleven of Job Skills in the Keypunch
Occupation Which Was Significantly
Different at the .05 Level as
Identified by the Multivariate
Analysis . . . . . . . . . . . . . . . . . . . . 65

2. Summary of Comparison Among Means of
the Responses by Sites for Seven Items
of Job Skills in the Residential
Electrical Occupation Which Were
Significantly Different at the .05
Level as Identified by the Multivariate
Analysis . . . . . . . . . . . . . . . . . . . . 65

Figure
l.a.

1.b.

LIST OF FIGURES

Number of Years in Positions by
Twenty-Seven Vocational Directors .

Number of Years with Local Educational
Agency for Each Vocational Director

Number of Years in Occupational
Experience Other than the Field of
Education for Each Vocational
Director . . . . . . . . . . . . . .

Perceptions of Vocational Directors

Regarding Similarity or Dissimilarity

of Entry-Level Skills for Each of
Forty-Nine Occupations at Different
Sites within a Region . . . . . . .

Level of Significance for the Variance
of Response Means between Sites for

Job Skills in the Keypunch Occupation

for Each of the Eighty-Three Items .

Level of Significance for the Variance
of Response Means between Sites for
Job Knowledges in the Keypunch
Occupation for Each of the Seventy-
Eight Items . . . . . . . . . . . .

Level of Significance for the Variance
of Response Means between Sites for
Job Behaviors in the Keypunch
Occupation for Each of the Twenty-
Three Items . . . . . . . . . . . .

Level of Significance for the Variance
of Response Means between Sites for
Basic Skills in the Keypunch
Occupation for Each of the Six Items

Level of Significance for the Variance
of Response Means between Sites for
Job Skills in the Residential
Electrical Occupation for Each of
the Thirty-Four Items . . . . . . .

vi

42

43

43

44

45

50

54

55

57

Figure
8. Level of Significance for the Variance
of Response Means between Sites for
Job Knowledges in the Residential
Electrical Occupation for Each of
the Forty-Two Items . . . . . . . . . . . . . 59

9. Level of Significance for the Variance
of Response Means between Sites for
Behaviors in the Residential
Electrical Occupation for Each of
the Sixty-Nine Items . . . . . . . . . . . . . 62

10. Level of Significance for the Variance
of Response Means between Sites for
Basic Skills in the Residential
Electrical Occupation for Each of
the Sixty Items . . . . . . . . . . . . . . . 63

vii

Appendix

LIST OF APPENDICES

A. Questionnaire for Local Directors of

Area Vocational Programs . . . . . . . .

B. Supplemental Information Regarding

Local Directors of Area Vocational
Programs in the State of Indiana . . . .

C. Supplemental Information Concerning

Development of Survey Instrument . . . .

D. Keypunch Occupation . . . . . . . . . . .

Table I - F-Ratio for Multivariate

Test of Equality of Mean Vectors . . .

Table II - Comparisons Among the

Responses to Items by Sites for
Significant Differences Among the
Means at the .05 Level as Identi-

fied by the Multivariate Analysis

for Job Skills in the Keypunch
Occupation . . . . . . . . . . . . . .

Table III - Ranking of Items for Sub-

section "Job Knowledges" of the
Keypunch Occupation by Kruskal-Wallis
"Analysis of Variance" with Percentage
of Responses by Sites and Composite of
Sites According to Essential (E),
Desirable (D), or Unnecessary (U). . .

Table IV - Ranking of Items for Sub-

section "Behaviors" of the Keypunch
Occupation by Kruskal-Wallis "Analysis
of Variance" with Percentage of
Responses by Sites and Composite of
Sites According to Essential (E),
Desirable (D), or Unnecessary (U). . .

Table V - Ranking of Items for Sub-

section "Basic Skills" of the Keypunch
Occupation by Kruskal-Wallis "Analysis
of Variance" with Percentage of
Responses by Sites and Composite of
Sites According to Essential (E),
Desirable (D), or Unnecessary (U). . .

viii

85

93

97
98

98

100

101

106

108

Appendix

E.

F.

G.

Residential Electrical Occupation .

Table I - F-Ratio for Multivariate
Test of Equality of Mean Vectors

Table II - Comparisons Among the
Responses to Items by Sites for
Significant Differences Among the
Means at the .05 Level as Identi-
fied by the Multivariate Analysis
for Job Skills in the Residential
Electrical Occupation . . . . .

Table III - Ranking of Items for Sub-

section "Job Knowledges" of the

Residential Electrical Occupation by
Kruskal-Wallis ”Analysis of Variance"
with Percentage of Responses by Sites
and Composite of Sites According to

Essential (E), Desirable (D), or
Unnecessary (U) . . . . . . . .

Table IV - Ranking of Items for Sub-
section "Behaviors" of the Residential

Electrical Occupation by Kruskal-

Wallis "Analysis of Variance" with
Percentage of Responses by Sites and

Composite of Sites According to
Essential (E), Desirable (D), or
Unnecessary (U) - - - - - - - -

Table V - Ranking of Items for Sub-
section "Basic Skills" of the

Residential Electrical Occupation by
Kruskal-Wallis "Analysis of Variance"
with Percentage of Responses by Sites
and Composite of Sites According to

Essential (E), Desirable (D), or
Unnecessary (U) . . . . . . . .

Instrument for Keypunch Occupation -

Instrument for Residential Electrical
Occupation . . . . . . . . . . . .

ix

109

109

110

112

115

120
124

145

CHAPTER I

INTRODUCTION

The Problem

 

This research represented an effort to provide addi-
tional knowledge regarding the adaptability of locally based
task inventory analysis to curricula for utilization on a
regional basis. This study focused upon the responses of
job incumbents located in different geographical areas to an
identified task inventory of job skills, knowledges, behav-
iors, and basic skills as a method of determining whether
there was a difference in responses between sites which
would negate utilization of information on a regional basis.

Educational administrators are faced with a most
difficult challenge in establishing viable vocational pro-
grams for students that will prepare them in an ever-
changing world of work. Not only are they faced with
traditional concerns such as teacher capabilities, facili-
ties, equipment, tax base, financing, time and manpower
resources necessary for teaching a particular occupational
offering, but more importantly the determination of an
appropriate curriculum for that given occupation. Build-
ing good vocational programs takes knowledge of job oppor—

tunities and content necessary to prepare for those

1

2
opportunities. With the rapid change in technology it would
seem necessary to develop a method of maintaining current
content.

Further complicating the above concerns is addi-
tional research information about the mobility of graduates
and the service area for local educational agencies. Accord-
ing to Haskin and Tumlin the traditional selection of occupa-
tional fields has been founded upon local community bases.
However, almost every school now serves a region far beyond
the district's geographical borders as well as a more mobile
population.(36)* Accepting this would seem to indicate a
need to provide suitable content developed on a regional
basis for use by local educational agencies.

In the past few years there has been a renewed
emphasis upon improvement of regional research and develop-
ment regarding curriculum and dissemination of curriculum
materials in vocational education. The United States Office
of Education has established a curriculum dissemination net-
work throughout the states. This network is based upon re-
gional centers which collect, review, publish, and dissemi-
nate within their region curriculum materials for use by
local educational agencies as well as provide a link in the
network for procurement between regions.

In addition to the regional and national projects

for curriculum and dissemination, another trend regarding

 

*Number in parenthesis refers to the item in the
numbered bibliography.

3
curriculum development was also identified. This trend was
the development of curriculum utilizing tasks needed for
entry and sustainment in an occupational area. Evidence
of this was found in a number of funded projects at both
state and federal levels. The following examples were some
of those identified. A six-state consortium was developed
in the Mid-West, through The Center for Vocational and Tech-
nical Education, concerned with a data processing occupa-
tional survey.(42) A grant was provided by the United
States Office of Education to UCLA for the development of
health occupations materials based upon task analysis. The
Vocational-Technical Education Consortium of States (V-TECS)
was formulated with its major purpose being the validation
of task analysis information by job incumbents for specific
occupational areas and an ordering of those tasks. These
are just a few of the many projects which focus on task
analysis information as a means of specifying content for
curriculum development.

The review of literature of job or task analysis
showed that although a renewed focus was placed on this
method within recent years, it was not a new procedure.
Task or job analysis for determining content was found to
be a tool which had been used for many years by educators.
As early as 1919 a process for task analysis was described by
Charles R. Allen and again from the middle 1940's through
the 1950's Verne C. Fryklund authored publications regard-

ing this process. Marsh (1962) published a Job Analysis

 

4

Bibliography listing over 1,500 references. In the review

 

of this publication many of the occupations involved were
found to have duplicated studies by two or more agencies.

Many questions were raised during the initiation of
this study. Some of them were: Should administrators of
local educational agencies utilize, as one aspect of con-
tent specification, task inventory analysis information
developed in one community regarding occupations without
replicating the process in their own educational community?
Would it be feasible to adopt curriculum materials generated
by other educational agencies if the material were based
upon task inventory analysis validated by job incumbents in
a given occupation? Can a local educational agency finan—
cially support the review that appeared necessary to keep
current with changing technology without a coalition with
other educational agencies, such as on a regional basis?

All of the above questions and many more were posed;
however, there appeared to be one overriding question which
needed to be answered before any of the above could be
addressed. Was there agreement with regard to identified
subject content from one locality to another and how could
this be determined? One method was to check the similari-
ties as related to task inventories between communities that
are located within a regional geographic boundary; this

concept provided an underlying purpose for the study.

5

Purpose of Study

 

The purpose of this study was to acquire information
about the adaptability of results of a task inventory analy-
sis encompassing job skill incidents, job knowledge inci-
dents, behavior incidents, and basic skill incidents, as
verified by job incumbents, from a local area to a regional
area. Information developed by this study might: reduce
the necessity of replicating task inventory analysis surveys
as part of the information needed for curriculum development
at each local educational agency; and reduce the amount of

resources necessary to implement curriculum development.

Objectives of the Study

 

The overall objective of this study was to determine
for potential use by administrators of local educational
agencies indicators of the extent that local task inventory
surveys for entry-level skills in one occupational area are
similar or dissimilar from those of the same occupational
area in another geographical location.

In order to accomplish this objective the following
questions were proposed for the study:

1. What occupations do directors of area vocational
programs perceive as:

a) most likely to produce similar responses
by job incumbents on a task inventory
survey regardless of the location within

a region?

6
b) least likely to produce similar responses

by job incumbents on a task inventory sur-

vey regardless of the location within a

region?

2. Are the responses of job incumbents to the same

task inventory similar enough to permit utilization of re-
sults from one site to another site without duplicating the

survey?

Contributions the Study Might Make

 

It would appear, as a result of this study, infor-
mation should be provided which would allow recommendations
regarding: the extent to and conditions under which
teachers and administrators should be encouraged to use
task inventory surveys conducted by other local educational
agencies, and the extent to which the perceptions of direc-
tors of area vocational programs about occupations as either
most similar or least similar should be utilized.

Further, this research may contribute to the study
of other identified occupations specifically not perceived
either as most or least similar as identified by directors

of area vocational programs.

Assumptions and Limitations

 

This study had the basic assumption that if there
were general agreement among the responses by job incumbents
to the task inventory survey at different geographical loca-

tions, then the task inventory survey could be utilized by

7
other local educational agencies without replicating the
survey. Additionally, it provided a basis for transporting
curriculum based upon this analysis.

A second assumption was that the methodology of
devising the initial instrument was one of several valid
procedures that could have been employed; and that the
instrument used was accepted on face validity.

Another assumption was that local vocational direc-
tors at the secondary level would be an appropriate refer-
ence group regarding the similarities and differences among
occupations at different sites.

Two kinds of limitations were recognized for this
study. The first three limitations were identified as
potential weaknesses. These were:

1. The number of occupations for this study was
limited to those occupations for which surveys were imple-
mented in Ingham Intermediate School District, Ingham County,
Michigan;

2. Size of the sample was based upon the initial
plan implemented by Ingham Intermediate School District; and

3. Utilization of the instrument and data developed
by Ingham Intermediate School District sixteen months prior
to the data-gathering activity for this study.

Secondly, five limitations pertaining to the scope
of the study which were recognized were as follows:

1. Only two occupations were included in this study;

2. The areas in which surveys were administered to

gather new data consisted of two, located in Indiana;

8

3. Data from an identical survey by Ingham Inter-
mediate School District in Michigan served as the third
site;

4. Only one survey per occupation per business was
permitted; and

5. Although psychological and sociological founda-
tions provide an additional dimension in curriculum develop-

ment, those areas were beyond the scope of this study.

Hypotheses

 

The research hypotheses for this study were:
There will be no difference in the responses by job
incumbents from one locality to another, as related to:

a. job skills indicated on the task inventory
analysis;

b. job knowledges indicated on the task inventory
analysis;

c. behaviors indicated on the task inventory
analysis; and

d. basic skills indicated on the task inventory

analysis.

Definition of Terms
Included in this section are the specific defini-
tions as they were used in this study. References by Good,
Chenzoff, Silvius, and Bohn were useful in defining the

terms.

9

l. Analysis--the process of resolving any problem

or situation into its component elements. The following

are forms of analysis identified in this study:

a)

b)

C)

Cluster analysis--a simple form of correla-
tional analysis in which clusters are formed
of those variables (in a matrix) which have
high intercorrelations with each other and
relatively low correlations with the remain-
ing variables in the matrix.

Task analysis (used interchangeably with
critical incident analysis and job analysis)—-
a method used to obtain salient facts about
a job, involving primary and secondary
sources relating to that job, in order to
describe the work involved and the qualifi-
cations necessary for the worker who must
perform it.

Trade analysis--a systematic listing of all
of the skills and knowledges that must be

possessed by the worker in the trade.

2. Basic skills--abilities in the use of mathema-

tics, reading, writing, communication, and any other skills

considered important in order to begin training toward an

occupational goal.

3. Behaviors--the manner in which someone behaves;

social conduct, attitudes, personality.

10

4. Curriculum development (building)--the systema-
tic procedure of developing a suitable curriculum for a
particular school or school system, involving the organiza-
tion of working committees under expert direction; the
choice of general and specific aims of instruction and
means of evaluation; the preparation of official courses
of study; and improvement of the existing educational pro-
gram.

5. Job knowledge--a mental activity; acquaintance
with or understanding the job and the tasks involved; con-
dition of being aware of something related to the job.

6. Job skill--a manipulative, physical activity
that is actually performed on the job.

7. Task--a logical and necessary step required for

the completion of a job objective.

Organization of Thesis

 

This dissertation is organized into five chapters,
bibliography, and appendices. The main content areas of the
final four chapters have been listed below.

Chapter II, review of literature, focused on the
place and utilization of task analysis information in
curriculum building. This was a broad schema, attempting
to identify task information as a tool in the process,
rather than an end in itself, toward development of voca-

tional curriculum.

11

Chapter III provides a review of the procedure em-
ployed, instrumentation, population, and analysis utilized
in this study.

Chapter IV sets forth the data, perceptions of local
vocational directors of area programs and the findings as
related to the respondent groups studied.

Chapter V consists of the summary, conclusions,
recommendations, and author's observations. Included in the
summary are brief statements of the purpose of the study,

review of literature, procedures, and findings.

CHAPTER II

REVIEW OF LITERATURE

The purpose of this chapter is to review and
classify some of the literature and educational research
which had been published relating to the area of task analy-
sis as it pertained to curriculum development for vocational

education. Charles R. Allen in The Instructor, The Man and

 

The Job, published in 1919, explained the use of trade analy-
sis as the first operation in the determination of what was
to be taught including skills, technical terms, mathematics,
safety, etc., in industrial occupations. Allen recognized
the instructor as a competent artisan capable of compiling
such an analysis; however, he recommended a review by a
practicing tradesman.

Verne C. Fryklund, in the middle nineteen-forties,

authored a text entitled Analysis Technique for Instructors,

 

a refinement of trade analysis. Fryklund suggested a method
which not only provided a listing of tasks and knowledges
but also a matrix approach for ordering these into a sequen-
tial priority listing for teaching.

There was increasing importance given to the use of
task analysis in curriculum development for programs in
vocational education. Since the late fifties there has been
an abundance of literature with respect to actual studies

12

l3
utilizing some form of job or task analysis. Marsh (1962)

published a Job Analysis Bibliography listing over 1,500

 

references. Those studies were concerned with job classifi-
cation, many involving the same occupations although con-
ducted in different locations.(29:7) The Armed Forces,
through a contract during the middle nineteen-sixties with
the George Washington University, Human Resources Research
Office, began a focus on task analysis as a method for
improving the Armed Forces' educational system.(30)

Although much has been published concerning job or
task analysis, published resources are limited on the sub-
ject of task analysis as applied to curriculum development.
That which had been written reflected an application toward
a specific approach rather than a broad approach with re-
gard to implications for use of task analysis information.

The remainder of this chapter has been divided into
four distinct sections: types of occupational analysis;
task analysis applied to educational concerns; trends

toward regionalization; and summary.

Types of Occupational Analysis

 

The literature, including reports of research pro-
jects in vocational education, supports the contention that
there were two main types of occupational analysis for
curriculum, those being function and job or task.

The functions approach focuses on the identification

of the functions of industry such as fabricating or

l4

processing, purchasing, and accounting which are performed
within the industry as a preliminary step. The second as-
pect is the determination of the activities necessary for
accomplishing the functions. From these activities the
competencies are identified which are needed by individuals
expected to perform the activities. (Albracht, Clark, Mead-
ers, and others.) Functions of a business or industry have
been defined as, "The operations that must be performed
somewhere in the total business or industry in order for it
to be successful or to continue in operation."(24:l)

Although the functions approach was one alternative
for content identification in vocational education, the focus
of this study was on task analysis. There appeared to be
much discrepancy by authors in the use of terms such as task
and job. This "resulted in the use interchangeably of such
terms as 'job,‘ 'position,‘ 'task,‘ and 'duty.'"(48:22) The
authors of a majority of the references most frequently used
either job or task analysis. The difference between job
analysis and task analysis appeared to lie in the definition
of terms and the interpretation of the size of the unit
used.(48:l9)

Job analysis was defined in the Dictionary of Edu-

 

cation as "the basic method used to obtain salient facts
about a job, involving observations of workers and conver-
sations with those who know the job, in order to describe

in detail the work involved, the conditions under which it

15
must be performed, and the qualifications necessary for the
worker who must perform it."

Among the numerous authors, the terms job and task
analysis were used in many different ways; there was no one
approach to terminology. For example, Giachins and Galling-
ton (1967) refer to job analysis as a technique of making
an inventory, based on the work which an individual per-
forms, of all the learning activities associated with a
specific occupational area. Welch (1968) suggests tasks
are below managerial level, while Folley (1964) indicated
that it consists of whatever information is required of
those tasks for completion of an educational training situa-
tion analysis.(49:21-3) Variations in scope of reference
for job or task analysis appeared to impact on the use of
terms. Job analysis tended to be broader in scope while
task analysis was more finite in the unit of measurement.
The purpose of both was to identify work patterns which
were performed by an individual in a given occupation.

Task analysis means, for purposes of this study,

a basic method used to obtain salient facts about a job,
involving primary and secondary sources relating to that
job, in order to describe in detail the work involved and
the qualifications necessary for the worker who must per-

form it.

Task Analysis Applied to Educational Concerns

 

There appeared to exist a number of major concerns

regarding education. Some of these include quality of

16
programs, identification of content, relevancy, and evalua-
tion, to name a few. Occupational information regarding
skills, knowledges, behaviors, and basic skills seemed to
be essential to quality vocational programs regardless of
the instructional methodology employed. Specificity of
information should enhance the planning, implementing, and
evaluating phases of the educational system. Task analy-
sis, one method of determining characteristics of realistic
content, seemed adaptable and necessary for vocational cur—
riculum development.

Dr. Coe, past president of the American Technical
Education Association, states that a quality vocational
program is based upon an analysis of each occupation to
determine what is required for an individual to perform as
a successful worker in that occupation. He further sugges—
ted that this should encompass more than knowledge and
skills, including responsibility and good working habits
and relationships with fellow workers.(33:l93)

Mager and Beach, in their book Developing Vocational

 

Instruction (1967) specify three goals for instructional

 

development. These relate to: (l) determination and de-
scription of the anticipated achievements, (2) application
of methodology for achieving the desired result, and (3)
evaluation to determine accomplishment. Student descrip-
tions coupled with the task analysis information provides
guidelines for the development of course objectives. Mager

and Beach suggest that the task analysis provides detail

17
for the "blueprint" of course development. It is through
this initial process of task analysis, coupled with descrip-
tions of students, that objectives can be stated in terms
of the expected outcomes.(15)

Coster, Morgan, and Dane, Jr., developed a model
for education for occupational proficiency. One of several
elements in their model was labeled "curriculums based on
occupational information and societal demands modified by
the individual attribute system." Although the element was
lodged in the school system, derivation of content was from
the occupational structure in our society.(34) A model such
as this must be accepted as a viable on-going concept and
not static in nature. Carrying this thought forward, an
implication could be drawn that derivation of content from
the occupational structure for inclusion in the educational
element must also be on-going. Burr D. Coe (1971) supports
this as he states, "it is not enough to make an occupational
analysis once; the analysis must be constantly updated."

Job or task analysis was found to be a major initial
step in the development of curriculum. This places task
analysis as one of the critical components in ascertaining
the validity of course design decisions. Choice of instruc-
tional methodology, such as programmed instruction, indivi-
dually paced, or other, follows. (Clawson, Butler, and
others.) As an example, the development of detailed state—

ments of objectives must be based upon specific knowledges

18
and skills regarding the occupation which can be derived
from task analysis. (Smith.)
Cluster Concept Based on Task Analysis

Another concern facing the educational community
relates to specificity of vocational education. The cluster
concept, providing experiences around a group of similar
jobs, was an approach which appeared to have gained recog-
nition. It seemed that utilization of task analysis infor-
mation with this concept was apprOpriate.

Although the cluster concept appeared to be gaining
in popularity, authors did not utilze a common language as
they developed variations in the process or approach for
clustering commonalities. Such terms as job analysis, com-
puterized analysis of tasks, systematic approach to multi-
dimension analysis, etc., were adopted to provide an identity
to the specific work of each individual or groups of indi-
viduals emerging as leaders in this area. Inherent in each
of the approaches was the identification of commonalities
of work performed among occupations by an individual in a
given occupation. Stated another way, it was the identifi-
cation or analysis of tasks performed by incumbents in that
given occupation. The following examples illustrate this
aspect.

Maley, University of Maryland, used the term job
analysis in his approach to the cluster concept as a basis

for curriculum building. The job analysis of occupations

19
provided information for behavioral statements and instruc-
tional sequencing.(16)

In another study conducted by Silverman, an advanced
computerized technique was described for clustering work
tasks. Through a computerized analysis of tasks performed
in a sample of jobs, this technique provided a series of
homogenous clusters of task patterns. The technical objec-
tive of the initial study was to develop a method for arrang-
ing individual task patterns, identified by job incumbents,
into clusters.(48:43)

Systematic Approach to Multidimensional Occupational
Analysis (SAMOA) is described in several documents (Carr and
Silverman, 1966; Carr, 1967; and Carr, 1968). This provides
a clustering method based on homogenous work groups and the
similarity of pattern of tasks performed in relationship to
signficant variables within three dimensions of the work
situation. The first step in this process employs the devel-
opment and administration of comprehensive task lists.(48:48)

Within the field of occupational education, the
typical approach to the clustering of task patterns has
been the focus on identification of common skills, behav-
iors, knowledges, etc., among jobs in order to design cur-
riculums that are generalizable. This clustering approach
has been accomplished primarily through task analysis.(29:42)

System Approach Utilizing Task Analysis

 

Educational system planning, instructional systems

development, system approaches to education, and numerous

20
other terms are appearing regarding educational curriculum
building. Most authors, if not all, introduce their topic
by referring to a system approach to building educational
curriculums.

System is defined (Webster's Dictionary, 1971) as:
"a set or arrangement of things so related or connected as
to form a unity or organic whole . . ."; "a set of facts,
principles, rules, etc., classified or arranged in a regu-
lar, orderly form so as to show a logical plan linking the
various parts"; and "a regular, orderly way of doing some-
thing; order; method; regularity."

System approach is generally referred to as a type
of logical problem-solving process. System approach re-
quires identification of the purpose (objectives) and per-
formance expectations so that a system may be planned,
designed, developed, installed, and managed. (Banathy,
1968.) Kauffman (1972) defines the system approach as

a process by which needs are identified,

problems are selected, requirements for prob-

lem solution are identified, solutions are

selected from alternatives, methods and means

are obtained and implemented, results are

evaluated, and required revisions to all or

part of the system are made so that the needs

are eliminated.(ll:9)

System approach to building vocational education
appears to stem from the system approach developed by the
Armed Forces during World War II.

Research in the armed services has contributed much

to the literature of the system approach to building

21
vocational educational curriculums. The initial step usually
consists of analysis of the job requirement.(48:48) (Chen-
zoff and Folley, 1965; Carr and Silverman, 1966; Marsh,
1964; and others.)

A decision was reached as a result of a comprehen-
sive study conducted by Raymond E. Christol, Chief Occupa-
tional and Career Development Branch, Personnel Research
Division, U. S. Air Force, that some type of task inventory
survey procedure had the greatest probability of satisfying
the requirements of a sound training program for the occupa-
tional world.(52) In the development of curriculum through
the system approach, authors such as F. Coit Butler (1972)
and Roger A. Kauffman (1972) agree with Christal to the
degree that they include task analysis in their process as
a part of the system for validating relevant content for
curriculum building.

The process of identifying needs through a task
inventory analysis is one of providing the identified basic
information necessary for setting valid goals to assure that
the content has been properly identified. Kaufman suggests
that it is necessary to define that statement of need. How-
ever, he suggests rather strongly that it is quite pertinent
that a solution for that statement of need should not be
included as a how—to-do-it statement. His rationale is
that a statement of need or an identified task with a given

solution would automatically reduce the options for meeting

22
that need or, to state it another way, of producing the most

viable curriculum path for that individual student.

Trends Toward Regionalization

 

After determining the occupational areas for which
instruction is to be provided, such as business, health
services, agriculture, or other fields, comes the responsi-
bility of curriculum development: assembling units of in-
struction into modules or courses and the combining of
these into a sequential curriculum. These curricula must
meet the skills, knowledges, behaviors, and basic skills
of the occupational objective as well as the prescribed
requirements of the school or institution for completion of
the program.

Traditionally the selection of the occupational
offerings for which schools offered specialized preparation
as well as the content regarding skills and knowledges of
the occupational area were based upon the local community.(36)
With the changes in society including advancement in tech-
nology as well as mobility patterns regarding employment it
appears that the traditional base needs to be broadened.
Haskin and Tumlin suggested that almost every school now
serves a region far beyond the district's geographical
borders as well as serving a more mobile population. They
questioned the rationale of choosing curriculum options on
the basis of community-oriented data.(36) This is further

supported in documents provided through the Employment

23

Security system which now includes data regularly collected
about mobility patterns of workers on a multi-county basis.

Several studies, as early as 1961 and 1962, addres-
sed this concern related to local or regional use of survey
instruments in vocational education. Jacoby and Novak, in
their discussion of the survey as a major tool, suggested
that surveys are indispensable but that surveys for voca-
tional programs could be regional in nature.(44) Ruppert
Evans, University of Illinois, commented even more strongly
as he suggested that the local survey was no longer of
value because of the great increase in mobility of both
industry and labor and felt that regional or national sur-
veys were needed.(39)

The number and sc0pe of research grants at both
state and federal levels appeared to support a movement for
regional or national emphasis on curriculum material develop-
ment and task analysis surveys regarding content for curricu-
lum development. To illustrate this concept a few examples
are provided.

The United States Office of Education, in late 1967,
provided a grant to the University of California, Los Ange-
les, to develop educational materials based upon task analy-
sis for more than eighteen allied health occupations. Edu-
cational levels included were through the Associate of Arts
Degree. The basic information was secured through a national
survey of recently licensed practitioners. Task inventories

were developed and made available to schools and institutions,

24
and occupational analyses were completed for some of the
eighteen occupations under consideration.(42)

The Michigan Department of Education (1971) funded
a research project entitled "An Individualized System for
the Developing of Curriculum on a Modular Basis through the
Techniques of Occupational Task Analysis." One of the
objectives in this project was to provide a bank of occupa-
tional information through the use of a task inventory in
a survey of job incumbents of a given occupation. This
information could then be used by other educational agen-
cies.(53)

An example of national dissemination of information
for curriculum was the development of the "Instructional
Objectives Exchange" at Los Angeles. This system provided,
at minimal cost, the opportunity for educational agencies
to procure performance objectives developed at other insti-
tutions in most discipline areas.(54)

Further, the writer was involved in the following
examples showing state and multi—state developments. The
State Board of Vocational and Technical Education in the
State of Indiana, through the Indiana State Department of
Education, Division of Vocational Education, funded a pro-
ject to produce a system for developing learning activity
packages and implementation of the system. The conceptual
framework included using task inventories as a basis for
curriculum development. These task inventories were vali-

dated by job incumbents throughout the State of Indiana.

25
Learning activity packages were developed from an analysis
of the inventories and made available to educational agen-
cies in the State.

An eleven-state consortium was formed to develop
learning activity packages in the area of Distributive
Education. The states involved were located from the South
to the North in the middle of the United States. Each state
accepted the responsibility for developing a specified num-
ber of learning activity packages as well as field testing
learning activity packages produced outside their own state.
An underlying premise was that a reduction of needed re-
sources at the local level could be achieved through such a
consortium. All learning activity packages were based upon
a survey of tasks needed in the occupational area of distri-
bution.

It appeared that the increased activity over the
past ten years provided an indication of the trend toward
regionalization regarding information for curriculum devel-

opment.

Summary
The literature, although fraught with subtle modifi-

cations of terminology, appeared to carry several common
threads, regardless of the methodological approach toward
curriculum development. Whether termed specific goal state-
ments, needs assessment, task analysis, job analysis, system

approach, or some other term, all tend to agree that

26
identification of specific content for occupational areas
was needed as a foundation for curriculum development.
Suggestion of an analysis of the actual occupation to gar-
ner this information tended to be another common thread.

Additionally, the movement away from local surveys
to regional efforts to discern specific subject content
appeared to be a major trend. This support appeared strong
when grants, both federal and state, were reviewed.

If valid content through task analysis can be iden-
tified and provided for educational agencies at the local
level, it should follow that resources formerly used for
that purpose could be devoted to other aspects of curricu-

lum development.

CHAPTER III

PROCEDURE OF THE STUDY

The purpose of this chapter is to describe the
procedure which was used in conducting this study. This
chapter addresses two phases of the study. Phase one per-
tained to the delineation of occupations to be included in
this study and phase two involved the major area of re-
search. Procedures for analysis and interpretation of data

and the summary complete this chapter.

Phase One

 

Phase one was concerned with the activities necessary
to gather information from vocational directors about which
of several occupations were most likely to have similar job
tasks regardless of the geographical region. Topics included
within this phase were data collection and procedure for
handling data.

Data Collection

The objectives of the study necessitated gathering
data from directors of area vocational programs regarding
their perceptions. The data collection category was divided
into three components: development of the instrument, popu-

lation, and procedure for collecting data.

27

28

Development of Instrument. A survey instrument was

 

developed to be administered to directors of area programs
in the State of Indiana for the delineation of the occupa-
tions for inclusion in this study. The instrument was
designed to gather two basic kinds of information: the
first was educational and occupational information pertain-
ing to the respondents while the second was opinions of the
respondents about the occupations in question.

The educational and occupational information pro-
vided data for comparison against standards for which accep-
tance or rejection of respondents could be made. The follow-
ing criteria were determined as minimal for acceptance:

(1) two years' trade training or the equivalent through a
planned educational pattern including a minimum of fifteen
hundred clock hours of approved and supervised work in the
areas of specialization under an approved teacher-training
program, (2) full-time vocational administrator, (3) pre-
viously had taught vocational education, (4) at least two
years in the community, and (5) formal training in adminis-
tration, supervision, and philosophy of vocational educa-
tion. Appendix "A" and "B" provides additional informa-
tion regarding the educational and occupational data.

The second component of the instrument for the area
directors provided a listing of forty-nine occupations and
a five-point scale for each occupation. The directors were
instructed to respond to each occupation by circling the

appropriate number on the scale where one (1) represented

29

extremely small or no differences, and five (5) represented
many or significant differences. (See Appendix "A".)

Pre-testing was accomplished in the following man-
ner. This instrument (Appendix "A") was sent to four of
the thirty-two area vocational program directors identified
in the State of Indiana for inclusion in this study. These
four were selected at random from the list which was com-
piled from information obtained from the State Board of
Vocational and Technical Education, Division of Vocational
Education, Department of Public Instruction in the State of
Indiana. These four were subsequently excluded from the
final population.

A cover letter (Appendix "A") was sent with the
instrument notifying them of a telephone call which would
be made to establish an appointment to pick up and discuss
the instrument. The following questions were posed to each
of these individuals at the time the instruments were col-
lected:

1. Do you understand the request for this infor-
mation?

2. Were the instructions clear and easy to follow?

3. Was the format convenient for ease of answer-
ing?

4. Were there any objections to information reques-
ted regarding the respondent?

5. Do you have any suggestions regarding this in-
strument?

Population of the Directors of Area Vocational Pro-

grams. The population, for participation in this study, of

30

directors of area vocational programs were those directors
recognized by the State Board of Vocational and Technical
Education in the State of Indiana. The following four cri-
teria were developed and used as determinants for inclusion
of those individuals identified: a vocational director's
certificate, two years of residency in the local community,
full-time position as a vocational director, and two years
of occupational experience outside the field of education.
It was felt that these criteria provided further rationale
for their knowledge and expertise in the vocational area.

First, a vocational director's certificate provided
commonalities such as: prior vocational teaching exper-
ience; formal education relating to the administration of
vocational education; philosophy of vocational education;
and a master's degree in education, to name a few. (See
Appendix "B" for further specificity.)

Second, it was felt that the individual must have
been in a given community at least two years to have
acquired the basic understanding of that occupational com-
munity necessary to provide a realistic opinion as related
to the questions in the instrument.

Third, the position occupied as a director of voca-
tional programs must be a full-time responsibility.

Finally, occupational experience was felt to be an
advantage in responding to the opinionnaire; therefore, a

minimum of two years' experience was established.

31
With these criteria, thirty-two area vocational
directors were identified. Of these thirty-two, four were
randomly selected for the pre-testing of the instrument
leaving twenty-eight area vocational directors available
for the study.

Procedure for Collecting Data. An opinionnaire was

 

sent to twenty-eight directors of area vocational programs
along with a letter of introduction and a memorandum from
the Indiana State Director of Vocational Education. (See
Appendix "A".) Where needed a follow-up letter was sent at
the end of two weeks after which a few directors were con-
tacted by telephone. This procedure resulted in a 96.43
percent return.

Procedure for Handling Data

 

The number of questionnaires, which elicited infor-
mation pertaining to educational and occupational charac-
teristics and opinions of directors of area vocational pro-
grams, was sufficiently small in number so that it was

possible to hand tabulate the data.

Phase Two

 

The second phase of the study, the major research,
involved a survey of job incumbents. The purpose was to
determine whether the responses of job incumbents to the
same task inventory were similar enough to permit utiliza-
tion of results from one site to another site without dup-
licating the survey. Topics included within this phase

were data collection and procedure for handling data.

32

Data Collection

 

The objectives of the study necessitated gathering
responses from job incumbents regarding a task inventory.
The data collection category is divided into three com-
ponents: development of the instrument, population, and
procedure for collecting data.

Development of Instrument. The instrument used for

 

this study consisted of four subsections. The sections
were: job skills (a manipulative, physical activity that
is actually performed on the job); job knowledges (a mental
activity; acquaintance with or understanding the job and the
tasks involved; condition of being aware of something re-
lated to the job); behaviors (the manner in which someone
behaves; social conduct, attitudes, personality); and basic
skills (the ability to use mathematics, reading, writing
communication, and any other skills considered important in
order to begin training toward an occupational goal). With-
in these subsections there was some clustering of items into
categories according to commonality of items.

The original development of these instruments by the
Capital Area Career Center involved several steps designed
to insure both validity and reliability. A list of task
statements called "critical incidents" were developed for
each of the subsections through the use of existing data,
job descriptions, curriculum guides, textbooks and experts
in the occupational area. These lists were submitted for

review to advisory bodies consisting of persons in business

33
and industry. After soliciting responses from this group
the instrument was modified accordingly. The modified in-
strument was then submitted to job incumbents with an
opportunity to add or make suggestions regarding actual
practices in their occupation. This modified instrument was
then utilized by Ingham Intermediate School District in de-
veloping data for eighteen broad occupational groupings
including forty-nine specific occupations. The most commonly
found occupational programs in the secondary school programs
were included in this list with the exception of agriculture.
There were differences in instruments and their construction.
Some appeared to be broader in scope for some occupations
than might be necessary. However, since this instrument was
used and found to be satisfactory, the instrument was accepted
on its face validity for use in this study. (See Appendix
ncn.)

Population of Job Incumbents. The population for

 

the major phase of the study consisted of forty-five job
incumbents for each occupation or a total of ninety job
incumbents. Each occupation utilized original data re-
trieved for fifteen job incumbents by Ingham Intermediate
School District, Mason, Michigan. Additionally, fifteen .
job incumbents for each occupation were selected at each of
two sites in Indiana.

The selection of sites in Indiana was based upon
three criteria. One was the necessity of having an area

vocational school serving that geographical location. The

34
second related to the size of the city in which the voca-
tional school was located. The third criterion was the
presence of an advisory committee in the area vocational
center for the occupations in the study.

The sites chosen were Elkhart, Indiana, and
Indianapolis, Indiana. According to the Indiana Code of
1971, Elkhart was the smallest city which provided an area
vocational program. The service area included approximately
an equal mix of urban and rural community settings. Indiana-
polis was the largest metropolitan area in the State of
Indiana, with primarily an urban demography. Both sites met
the criteria listed above.

The advisory committees for each occupation in each
of the sites selected provided a list of businesses that
consisted of five businesses that employed less than fifteen
employees, five businesses that employed fifteen through
twenty-nine, and five that employed thirty or more.

The job incumbents who completed the questionnaire
had a minimum of one year and not more than five years'
experience in the occupation. Additionally, only one
employee per business was selected as the job incumbent
respondent.

Procedure for Collecting Data. Utilizing the lists

 

provided by the advisory committees from the vocational
schools, a telephone call was made by the researcher to the
contact persons at each business to schedule a meeting. At

this meeting an explanation was provided regarding the

35
survey instrument. Further, a job incumbent was selected at
that time who met the criteria regarding time of employment
in the occupation. The instrument was explained and a tele-
phone number was provided should the job incumbent have any
questions during the completion of the instrument. Further,
a time was scheduled when the survey instrument could be
retrieved.

When the survey instrument was collected, it was
checked for completeness and again the individual was asked
if there were any concerns or questions regarding the in-
strument. This method resulted in a one hundred percent
return.

Procedure for Handling Data. The procedure for

 

handling data retrieved from job incumbents involved a
transfer from the instruments to data cards. First, the
data from the instruments administered at the two sites
in Indiana were keypunched at Ingham Intermediate School
District in the same format which had been developed for
that system. This provided compatible data between the
three sites.

Although the system provided accuracy and compati—
bility, only one piece of information was stored per card,
per respondent, thereby creating a time-consuming and
costly process. A program was written to collapse these
data onto fewer cards which provided a manageable system.
The Michigan State University computing facilities were

used for this and subsequent data treatment.

36

Analysis and Interpretation of the Data

 

The following is sectioned into three major areas:
questions to be answered in the study, statistical analy-
sis of data, and hypotheses to be treated.

Questions To Be Answered in the Study

 

The overall objective of this study was to provide
to local educational agencies indicators of the extent that
local task inventory surveys for entry-level skills in
vocational education of one occupational area are similar
or dissimilar from those of the same occupational area in
another geographical location. Three questions were raised
regarding this major objective as related to the procedure
adopted:

1. What occupations do directors of area vocational
programs perceive as most likely to produce similar respon-
ses by job incumbents on a task inventory survey regardless
of the location within a region?

2. What occupations do directors of area vocational
programs perceive as least likely to produce similar respon-
ses by job incumbents on a task inventory survey regardless
of the location within a region?

3. Are the responses of job incumbents to the same
task inventory similar enough to permit utilization of
results from one site to another site without duplicating

the survey?

37

Analysis of Data

 

The data regarding the first two questions, respon-
ses by directors, were analyzed by frequency of response to
determine the occupations to be included in the study.

The major aspect of the study was treated in the
following manner:

The four subsections of the instrument provided
two different types of responses. The subsection concerned
with job knowledges sought a dichotomous response in the
form of yes, no, while the other three sections provided
for a single response to one of three possible categories.

The multivariate analysis of variance was used for
determining the statistical significance of the responses
by the three groups relating to the subsection job skills.
The purpose of the multivariate analysis was to determine
if the responses by the groups were different significantly
at the .05 level on the items within this section. The
multivariate analysis of variance is a comparison of the
means of the groups to the grand means. The research
issues concern the "realness" of the differences among the
population centroids.

For those items in the job skills subsection which
were found to have a significant F-ratio, Scheffe's S method
was employed. This procedure identified the relationships
among the groups studied as related to the specific item

response.

38

The Kruskal-Wallis (nonparametric statistic) was
employed for the job knowledges, behaviors, and basic skills
subsections of the instrument used. In this case the re-
spondents chose from one of three responses: essential,
desirable, and unnecessary. This one-way analysis of var-
iance by ranks provided a test of the null hypothesis that
k independent samples were drawn from k identically dis-
tributed populations. Each item in each of the three sub—
sections was treated as a separate entity for the treatment
of the data.

Research Hypotheses

 

The hypotheses for this study were:
There will be no differences in the responses by
job incumbents from one locality to another, as related to:

a. job skills indicated on the task inventory
analysis

b. job knowledges indicated on the task inventory
analysis

c. behaviors indicated on the task inventory analy-
sis

d. basic skills indicated on the task inventory

analysis.

Summary

The procedure required the delineation of occupa-
tions to be included prior to the actual study of responses

by job incumbents. The delineation of occupations was

39
accomplished through the perceptions of directors of area
vocational programs. To accomplish this an instrument was
developed, pilot-tested, and administered to twenty-eight
directors in the State of Indiana. Frequency of response on
the opinionnaire provided the occupations on either end of
the continuum.

The major aspect of the study included job incum-
bents' responses from two sites in Indiana and the utiliza-
tion of responses by job incumbents who were surveyed by
Ingham Intermediate School District in Michigan. The sur-
vey instrument was composed of four sections: job skills,
job knowledges, behaviors, and basic skills.

A total of forty-five surveys for each occupation,
fifteen per site, with not more than one survey from any
one business comprised the sample. Each job incumbent had
a minimum of one year's experience with not more than five
years' experience.

Included in this chapter were the hypotheses devel-

oped for the study.

CHAPTER IV

PRESENTATION AND ANALYSIS OF THE DATA

The purpose of this chapter is to present the data,
and to analyze the data in respect to the overall objective.
This major objective was to determine for potential use by
administrators of local educational agencies indicators of
the extent that local task inventory surveys for entry-
1eve1 skills in vocational education of one occupational
area are similar or dissimilar from those of the same occu-
pational area in another geographical area. Three questions
were raised regarding this major objective as related to the
procedure adopted:

1. What occupations do directors of area vocational
programs perceive as most likely to produce similar respon—
ses by job incumbents on a task inventory survey regardless
of the location within a region?

2. What occupations do directors of area vocational
programs perceive as least likely to produce similar respon-
ses by job incumbents on a task inventory survey regardless
of the location within a region?

3. Are the responses of job incumbents to the same
task inventory similar enough to permit utilization of
results from one site to another site without duplicating
the survey?

40

41
This chapter provides information from both phases
of the study. The data from the first phase pertained to
vocational directors and their perceptions regarding occupa-
tions. The data from the second phase concerned the major
aspect of the study, specifically objective three stated

above.

Phase One

 

Data collected regarding phase one consisted of
educational and occupational information about the vocation-
al directors and their perceptions regarding occupations as
related to question one and two previously stated.

VOcational Directors

 

The data gathered from the twenty-seven vocational
directors from a sample of twenty-eight indicated they pos-
sessed characteristics meeting the criteria established for
this study. The following characteristics were determined.

All had state certification as vocational directors,
four of whom had additional secondary administrative certi-
fication. Additionally, all vocational directors had pre-
viously obtained a teaching license in one of the seven
major areas of specialization provided in the State of
Indiana.

All respondents were full-time vocational adminis-
trators, ranging in experience in their present administra-
tive position from two years to a high of twenty-seven. The
mean was found to be six and one-half years with the median

of five years. (See Figure l.a.)

42

 

 

Years
35E
3o:-
25 L .
20E-
15 L '
C
10,”— .
5 '—
L... "
0I-Jl‘4jllllil4lllLllll_lllllJlL_L
5 10 15 20 25 30
Directors

FIGURE 1.a.--Number of Years in
Positions by Twenty-Seven Voca-
tional Directors

A concern which might be raised, that of a director
being new to the community thereby not capable of properly
perceiving the needs of the business and industrial commun-
ity, appears to be alleviated by the data gathered on the
directors' characteristics. According to the data, Figure
1.b., the administrators' length of employment with the
local educational agency averaged 13.15 years. The range
was from a low of two years to a high of thirty-four years
and the median was found to be ten years. (See Figure 1.b.)
Of the five respondents with two or two and one-half years

in their present position as a vocational director

43
(Figure l.a.) three had prior tenure with that educational
agency ranging from thirteen to seventeen years. There-
fore, twenty-five of the twenty-seven exceeded the criterion

of two years in the community.

Years
35

30
25
20

15

10

IIIII'IIIIIIIUIWIIITIIIIIII]VIII]
C

p...

 

 

0 11111111111411111111114111111

5 10 15 20 25 30
Directors

FIGURE l.b.-—Number of Years with

Local Educational Agency for Each
Vocational Director

Finally, all vocational administrators had a record
of occupational experience, outside of the field of educa-
tion. The range of experience was from two years to twenty
years with the mean and median closely grouped, 8.8 and 7.5

respectively. (See Figure l.c.)

44

Years
20 .

“j

15

10

[ITIITYIYIIII
O
O
O
O

Tll
O
O

O

 

0 h1114!llllllgllllllILLLILJ11111

5 10 15 20 25 30
Directors

FIGURE 1.c.--Number of Years in
Occupational Experience Other

Than the Field of Education for
Vocational Director

Perceptions of Directors of Area Vocational Programs
In order to delineate the occupations to be included

in this study an instrument was provided to area vocational
directors. They responded to a five-point scale where one
(1) represented extremely small or no differences and five
(5) represented many or significant differences regardless
of the geographical location. (See Appendix A for sample
copy of the instrument.) The means of the responses by the
vocational directors for each of the forty-nine occupations
ranged from 1.4 to 2.6 as shown in Figure 2 and subsequent

data.

45

 

 

i
5 _
4—
3.—
l" ..
2 — ...oooo'....
+- .........
l llllllll‘LLLllllllll lllllllllllJljlljllllllllLl 11
5 10 15 20 25 30 35 40 45
Occupations

FIGURE 2.--Perceptions of Vocational Directors Re-

garding Similarity or Dissimilarity of Entry-Level

Skills for Each of Forty-Nine Occupations at Dif-
ferent Sites within a Region

The following lists the OE codes, occupations, and

the mean of the responses for each of the forty-nine occupa-

 

tions.

OE Code Occupation X
14.020201 Keypunch Operator 1.4074*
17.03 New and Used Car Preparation 1.4074
17.1902 Duplicating Machine Operator, 1.4444
17.1902 Press Operator 1.4815
14.0901 Clerk-Typist 1.5185

*Occupation selected as most similar

OE Code

17.0302
04.16

17.0301
14.0901
17.0901
17.12

17.0301
14.0901
17.1903
04.03

07.0202
14.0201
17.2302
17.2302

07.0305
17.2302
14.0703
17.0201
17.2306
17.2302
17.1901
17.1503
17.12

14.0104
14.0202
17.1501
07.0904
14.0102
17.1001
17.31

17.1001
17.11
14.0101

46

Occupation

 

General Mechanic

Service Station Attendant
Auto Body Repair

General Office Clerk
Camera Man

Mechanic Helper—engine
Auto Body Painter

Typist

Finishing Technician
Parts Man

Histologic Technician
Unit Records Operator
Production Machine Operator

E.D.M. (Electron Discharge
Machine) Operator

Operating Room Technician
Numerical Control Operator
Stenographer
Serviceman-major appliances
Combination Welder
Machinist

Compositor

Radio and Television
Mechanic-general

Account Clerk

Computer Operator
Serviceman-office machines
Dietetic Technician
Bookkeeper

Carpenter-rough

Service Man (marine, lawn,
and recreational)

Carpenter-preapprentice
Custodian
Account Technician

X

1.5926
1.6296
1.6296
1.6667
1.6667
1.6667
1.6667
1.7037
1.7037
1.7037
1.7407
1.7407
1.7407

1.7407
1.7778
1.7778
1.8148
1.8148
1.8148
1.8148
1.8519
1.8519
1.8519
1.8889
1.8889
1.8889
1.9259
1.9259
1.9259

1.9259
1.9629
1.9629
2.0000

47

 

OE Code Occupation _Z_
14.0702 Secretary 2.0370
14.0203 Programmer 2.0741
17.1007 Plumber-preapprentice 2.1111
17.1001 Carpenter-modular 2.1481
17.1099 Building Maintenance 2.1481
17.01 Serviceman 2.1481
14.0406 Receptionist 2.1852
04.08 Manager-Department/Division 2.4074
17.1002 Residential Electrician 2.4444**
17.1007 Plumber-repairman 2.5185
04.08 Small Business Owner 2.6296

**Occupation selected as least similar

Keypunch Operator and New and Used Car Preparation
had Identical means of 1.4074. The choice of Keypunch
Operator was determined through a flip of a coin.

Although Small Business Owner and Plumber Repair-
man had means larger than the Residential Electrician, the
Small Business Owner did not provide the opportunity of
choosing small, medium, and large businesses for each site.
Further, it was discovered that the data for Plumber Repair-
man for the Michigan site were not available; therefore, the
Residential Electrician, OE Code 17.1002, was chosen as the
second occupation for the study. .

A test for significance of the difference between
means of matched groups was computed, and the result indi-
cated a significant difference at the .05 level for the

two occupations chosen.

48

Phase Two

 

The major focus of data and data anlysis for the
study fell into the second phase, that information which
pertained to job incumbents' responses. This section is
organized around five key areas of the data: around the
two occupations, each with four subsections, an overview of
each of the occupations, an analysis between occupations,
and an analysis within each of the occupations.

Keypunch Occupation

 

The data about the keypunch occupation were gathered
from the respondents at each of three sites. The instru-
ments were structured so that the data were collected, and
subsequently analyzed, in four subareas: job skills, job
knowledges, behaviors, and basic skills.

Job Skills for Keypunch Occupation. The job skills
subarea consisted of eighty-three items grouped into twelve
categories. The twelve categories with the number of items

in each were as follows:

 

Category Number of Items
A. Keypunching 11
B. Verifying 5
C. Sorting 8
D. Collating 9
E. Interpreting 5
F. Reproducing 9

G. Handling other data processing

operations 12

49

Category Number of Items

 

H. Handling filing and storage

operations 3
I. Operating the computer system 6
J. Programming 12

K. Supervising data processing
employees 2

L. Planning and scheduling 1

A graphic presentation of the data, Figure 3, shows
the eighty-three items according to the level of significance
of the responses between the three sites and the twelve cate-
gories.

The number of items in relationship to the number of
respondents necessitated an arbitrary grouping of the data
for the multivariate analysis. Keypunching, verifying, and
sorting were included in the first group. The multivariate
test of equality of mean vectors for the above group pro-
vided a p value of .0313. The remaining groups were not
significant at the .05 level. Item analysis indicated only
one item, item eleven, was significantly different at the
.05 level. The item that was significant at the .05 level
was "To make, load, and properly use a program card utilizing

the following fields: . . . e. Automatic Left Zero Fill."

50

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mommoaaam wcfimmmoonm numb wcfimfi>umasmux mcoaumumao wcflmmmooue comp umnuo wcaawcmmuu wswuuomuo

mafiaamuwoumuh wcwoscouammum wcfimmaum>um

amummm umusaaou can wcfiumuoaonH wafiumuauwucHum mcfinocsamw¥u<
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.Hm>mH mo.

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mamuH mounaumunmfim msu mo 50mm How cowumasouo gossammx
mcu ca maaflxm now How mmuem consumm mammz mmaoamom mo mocmwum> msu pom mosmofimficmam mo Ho>oqnl.m mMDme

msmuH

mm om men. on me om mm om mv ov mm QM mm Pm ma 0H m
_ 4 .—«—l114—_.~2 ___«.1a_ a. .s# jflw~.14 I_~_._I: ~_-44 _.fi~—mfiaqq.fidqq. CO.
_ _ _ _ _ _ _

 

 

 

—-———

_
_
_
_

10m.

 

 

_
_
_

 

_ 13.
_

.2.
_
_
._
_
_
._
_
_
_ tom.

 

 

u.Oh.

|.om.

 

L _
_
_ _.
_ _
_ _
_ _
_ _.
u _
._ . _
_ _
_ _
_ _
_ _
_ ...._
_ _
_ _
u _.

_
__
__
__ _
__ I
__ _
__ _
: _

_
__ _

as n Hz 0 m m o o m < m

51

Job Knowledges for Keypunch Occupation. This sec-

 

tion consisted of four categories containing a total of

seventy-eight items, three of which were found to have

a p value less than .05. One of these was in the category

of knowledge concerning special-purpose machines. The items

for which the responses were significantly different were:

1.

"to understand the planning and scheduling

necessary to complete data processing jobs

according to specific time schedules,"

"to understand the operation of unit record
equipment: h. Special-purpose machines:

(1) Card—to-tape converter," and

"to understand the operation of unit record
equipment: h. Special-purpose machines:

(2) Tape-to-card converter."

The four categories with the number of items in each

were as follows:

C.

D.

 

Category Number of Items
Knowledge of data processing 29

Knowledge of unit record

equipment 14
Computer systems 15
Programming and systems analysis 20

A graphic presentation of the data, Figure 4, shows

the seventy-eight items according to the level of signifi-

cance of the responses between the three sites and the four

categories.

52

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mamumSm umusaaoouo wcwmmmooua numb mo mwva30cxu<
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wamuH
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53

Behaviors for Keypunch Occupation. The behaviors

 

subarea consisted of twenty—three items grouped into six
categories. The six categories with the number of items in

each were as follows:

 

Category Number of Items
A. Exhibits neatness 4
B. Shows dependability 4
C. Shows responsibility 4
D. Behaves courteously 4
E. Gets along with people 1
F. Is willing to work 6

None of the items in the behavior subsection were
found to have a p value less than the .05 level. Figure 5
provides a graphic presentation of the twenty-three items

and the six categories.

1.00
.90
.80‘
.70
.60
.50
.40
.30
.20

.10

54

A. B C l) E F

I
I
I
I
I
_ l
I
I
|
I
I

I
I
I
I
I
l
I
|
I
l
I
l
l
|
l
I
I

 

.00

IuMlLItlilrillliIlLIiIIJ

5 10 15 20
Items

FIGURE 5.--Leve1 of Signi-

ficance for the Variance

of Response Means between

Sites for Job Behaviors

in the Keypunch Occupa-

tion for Each of the
Twenty-Three Items

NOTES: Vertical
broken lines indicate
categories within the
behaviors subsection of
the instrument.
A=Exhibits neatness
B=Shows dependability
C=Shows responsibility
D=Behaves courteously

toward
E=Gets along with people
F=Is willing to work

55

Basic Skills for Keypunch Occupation. This subarea

 

of the instrument contained six items, none of which were
found to be significant at the .05 level. Figure six pre-
sents a graphic representation according to the level of

significance of the responses between the three sites.

 

P
1.00? .
.90 _
.80 _
.70 _
" FIGURE 6.--Level of Signi-
.60 — ficance for the Variance of
_' Response Means between Sites
50 _ ' for Basic Skills in the Key-
. punch Occupation for Each of
h the Six Items
.40 h .
.30 —
L.
.20 —
.10 —
i- .
,ooIAAAAJA
5
Items

Residential Electrical Occupation

 

The data about the residential electrical occupation
were gathered from the respondents at each of three sites.
The instruments were structured so that the data were col-
lected, and subsequently analyzed, in four subareas: job

skills, job knowledges, behaviors, and basic skills.

56
Job Skills for Residential Electrical Occupation.
The job skills subarea consisted of thirty-four items; seven
were found to have a p value less than .05. The items for
which the responses were significantly different were:

1. "ability to make changes in existing circuits
and redraw prints accordingly when advantageous,"

2. "use of remote or relay controls, timers, pres-
sure switches, flow switches, thermo control,
etc.,"

3. ”trouble shooting electrical, electronic or
mechanical difficulties in circuits or
machines,"

4. "computing load, resistance, voltage, and power
in A.C. and D.C. circuits,"

5. "application of all electrical and electronic
devices such as resistors, condensors, trans-
formers, coils, vacuum tubes, solid state de-
vices, transistors, F.E.T.'s, S.C.R.'s,
V.J.T.'s, modular integrated circuits, humidity
sensors, potentiometers, thermocouples, photo
cells, etc.,"

6. "function and use of tube testers, capacitor
testers, audio generators, oscilloscopes, R.F.
generators, signal tracers, meg-o-meters, field
strength meters, etc.," and

7. "use of normal electronic, solid state, and

joint industrial code symbols."

57

All of the above items had several commonalities;

first, they all contained multiple facets and, secondly, they

spanned the broader spectrum of industrial and electronic

categories as well as aspects of the residential electrician.

The multivariate test of equality of mean vectors pro-

vided a p value of less than .05. (See Appendix E, Table 1.)

A graphic presentation of the data, Figure 7, shows

the thirty-four items according to the level of significance

of the responses between the three sites and the seven items

with a p value of .05 are indicated by an asterisk.

P
1.00

.90

.80

.70

.60

.50

.40

.30

.20

.10

.00

I

Ifi

Tfi I j

I

L

T

111

Q

 

 

0‘ ‘
:IIIIILIIII‘LIIII;113144[I I LIIIJ [L
5 10 15 20 25 30
Items

FIGURE 7.--Leve1 of Significance
for the Variance of Response Means
between Sites for Job Skills in the
Residential Electrical Occupation
for Each of the Thirty-Four Items

58

Job Knowledges for Residential Electrical Occupation.

 

This subarea was composed of forty-two items of which twelve

were found to be at a level of significance less than .05.

The items that were significantly different were:

1.

11.

12.

"knowledge in the proper materials to use for
soldering or plating,”

"union rules and trade lines of demarkation,"
"knows electrical, electronic, mechanical,
pneumatic, and fluid theory,"

"has a good understanding of the types of motors
and generators and the correct ones to use for
ambient conditions such as heat or moisture,"
"the correct use of industrial electronics such
as voltage regulators, ignitrons, thyrotrons,
silsane motors, etc.,"

"knows theory and operation of induction and
dielectric healing,"

"knows magnetic amplifiers and their use,"
"knows power distribution,"

"knows welding and welding controls,"

"knows static and solid state switching such as
NOR-PACK,"

"knows first aid and correct procedures for
shock treatment," and

"knows math involved in billing and business pro-

cedures in the service field."

59
Six of these were found to be items which appeared to be
more related to industrial electricity or electronics than
to residential electricity. One item pertained to first
aid. Another item was associated to billing and business
procedures. Union rules and trade lines was the content of
another one of the items. The remaining three items were

knowledges without apparent commonalities. (See Figure 8.)

.70 —

.60 ~ . .

.50 p

.20 I" ' .

.10 '— . .

 

.00~
5 10 15 20 25 30 35 40
Items

FIGURE 8.--Level of Significance for the Var-

iance of Response Means between Sites for Job

Knowledges in the Residential Electrical Occu-
pation for Each of the Forty-Two Items

NOTE: The asterisk (*) indicates the
differences among the response means were sig-
nificant at the .05 level.

60

Behaviors for Residential Electrical Occupation.

The behaviors subarea consisted of sixty-nine items grouped

into twelve categories. The twelve categories with the

number of items in each were as follows:

B.
C.
D.
E.
F.
G.

H.

J.
K.

L.

 

Category Number of Items
Exhibits neatness 4
Shows dependability 4
Shows responsibility 7
Behaves courteously toward 4
Gets along with people 1
Is willing to work 9
Works with customers 6
Is discrete 12
Exhibits neatness 2
Displays dependability 1
Is willing to work 10
Demonstrates concern for safety
and health hazards 9

The fourth category contained one item for which the

p value was less than .05; that item was: "behaves cour-

teously toward visitors to firm."

The eleventh category was the only other category

which had items, two, at pt< .05. These items were safety

in the use of high pressure air and gas equipment and capa-

city for scientifically solving problems.

Overall, only three of sixty-nine items were sig-

nificant at the .05 level. A graphic presentation of the

61
data, Figure 9, shows the sixty-nine items according to the
level of significance of the responses between the three
sites.
Basic Skills for the Residential Electrical Occupa-
Eigp. Four items from a total of sixty were found to have a
p value at the .05 level of significance. The items that
were significantly different were:
1. "to understand the use of decimals in measuring
tolerances and clearances,"
2. ”to recognize degrees of rotation (example:
10 degrees),"
3. "to interpolate and extrapolate measurement
values," and
4. ”to be able to use necessary hand tools at a
safe and productive level.”
Three of the four items dealt with mathematical and spatial
concepts; decimals, degrees, and the interpolation and extra-
polation of measurement values. The fourth item related to

safety in the use of hand tools. (See Figure 10.)

62

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63

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64
Overview

When analyzing the two occupations, the keypunch
area had 4 items where p4< .05 out of 190 possible items,
while the residential area provided 26 items where pI< .05
from a possible 205 items.

Further, the overall test of equality of mean vec-
tors established a level of significance of .0313 in the
A, B, and C categories while the remaining categories were
not significantly different at the .05 level.

Within the total instrument for the keypunch occupa-
tion there were four items of a possible 190 which had
enough differences in responses between sites to be signi-
ficant at the .05 level. One in the section regarding job
skills and three in the job knowledge section.

To obtain more information regarding the item found
in the job skill section which had a significant F-ratio,
Scheffe's S method was employed to measure the significance
of the differences between sites. The difference between
Site 1 and 2 and Site 1 and 3 was significant at the .05
level; but the difference between Site 2 and 3 was not sta-
tistically significant as shown in Figure 11.

Within the 205 items included in residential elec-
trical occupation, twenty-six items were found to have
enough differences to be significant at the .05 level. Of
the twenty-six, seven were in the job skills section, twelve
in the job knowledges section, three in the behaviors sec-

tion, and four in the basic skills section.

65

 

Item Sites

 

 

x = p .05
TABLE l.--Summary of Comparison
Among Means of the Responses by Sites
for Item Eleven of Job Skills in the
Keypunch Occupation Which Was Signi-
ficantly Different at the .05 Level
as Identified by the Multivariate
Analysis
The test of equality of mean vectors for the job
skills section established pI< .05.
Scheffe's S method was employed for the seven items
found to be significantly different in the job skills sec-
tion to measure the differences between sites. Figure 12

provides a summary of comparisons among means for these

items between the three sites.

 

Item ’Sites

 

H
.5
x xxx

XXXN XX

 

x = p .05

TABLE 2.--Summary of Comparison Among

Means of the Responses by Sites for

Seven Items of Job Skills in the Resi-

dential Electrical Occupation Which

Were Significantly Different at the

.05 Level as Identified by the Multi—
variate Analysis

66

With regard to items which were related between sec-
tions, safety concerned with knowledge of first aid proce-
dures for shock treatment was found to have enough differ-
ences between sites to be significant at the .05 level.
However, in the section on behaviors safety regarding
buildings and equipment, the job, and health of customers
provided 1.000, 1.000, and .5689 p values respectively.

For those items which were established to be signi-
ficantly different at the .05 level by the Kruskal-Wallis
analysis, a review of the responses did not provide a pat-
tern which indicated that one site would consistently be

different from the other two. (See Appendices D and E.)

CHAPTER V
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This was a study to acquire information about the
adaptability of results of a task inventory analysis en-
compassing job skills, job knowledges, behaviors, and basic
skills as verified by job incumbents from a local area to a
regional area. It was the intent that information genera-
ted by this study might reduce the necessity of replicating
task analysis surveys to secure information for curriculum
development at each local educational agency.

The overall objective was to determine for potential
use by administrators of local educational agencies indica-
tors of the extent that local task inventory surveys for
entry-level skills in vocational education of one occupation-
al area were similar or dissimilar from those of the same
occupational area in another geographical location. To
accomplish this objective several questions were proposed
for the study. The first two involved perceptions of I
vocational directors regarding the occupations they per-
ceived as most likely or least likely to produce similar
responses by job incumbents on a task inventory regardless
of the location within a region. The third, the major focus
of the study, posed the question: Are the responses of job
incumbents to the same task inventory similar enough to

67

68
permit utilization of results from one site to another site
without duplicating the survey?

The review of literature provided several important
aspects related to the study. First, task analysis inven-
tories have been conducted under many different names; how-
ever, the underlying purpose, identification of specific
information for use in curriculum development, appeared to
be the common theme.

Further, all curriculum building processes or
methodology appeared to have at least one element in common.
That element, normally listed as a step in the process, was
the identification of content as one of the antecedents
necessary for decision making in curriculum development.

Also, current trends in vocational education re-
garding curriculum development tended to be toward region-
alization either through data gathered as specific subject
matter content, portions, or total curriculum guides to be
adapted or adopted at the local level. Dissemination pro-
jects have been developed, both at state and national level,
to expedite this concept.

Finally, use of task analysis surveys alone was not
considered curriculum; rather it was viewed as a portion of
the information needed regarding content, to be used as a

tool in the development of curriculum.

Procedure

 

The procedure required the delineation of two

occupations prior to the actual study of responses by job

69
incumbents. The delineation of occupations was accomplished
through the perceptions of local directors of area vocational
programs. To accomplish this an instrument was developed,
pilot tested, and administered to twenty-eight directors in
the State of Indiana. Frequency of response on the opinion-
naire provided the basis for the selection of the two occu-
pations, one perceived most likely to produce similar respon-
ses by job incumbents and the other least likely to produce
similar responses.

The major aspect of the study included responses by
job incumbents from two sites in Indiana and from one site
in Michigan. The site referred to as l in the study was
Indianapolis, Indiana; site 2 was Elkhart, Indiana; and site
3 was Mason, Michigan.

Each of the two survey instruments was composed of
four sections: job skills, job knowledges, behaviors, and
basic skills. The instrument for the keypunch occupation
contained eighty-three items in the area of job skills,
seventy-eight items in job knowledges, twenty-three items
in the behavior section, and six items in basic skills.

The instrument for residential electrical occupation had
thirtyvfour items in job skills, forty-two items included
in the job knowledges section, sixty-eight items in the
area of behaviors, and sixty basic skills items. The in-
strument for keypunch occupation had subdivisions within
the areas of job skills, job knowledges, and behaviors

which provided the opportunity to cluster items. The

70
instrument for residential electrical occupation had only
one section, behaviors, which had subdivisions. The survey
instruments, developed by Ingham Intermediate School Dis-
trict, were accepted on their face validity for use in this
study.

Data were gathered about each of the two selected
occupations. Forty-five respondents were secured for each
occupation, fifteen at each of three sites, with not more
than one survey (instrument) completed from any one busi-
ness. Further, each job incumbent selected as a respondent
was required to have a minimum of at least one year of exper—
ience and not more than five years' experience in the given
occupation.

The multivariate analysis of variance was used for
determining the statistical significance of the differences
among the responses by the groups at the three sites relating
to the entire job skills section as well as the individual
items in the subsection on job skills.

For those items which were found, through the multi-
variate analysis, to have a significant F-ratio, Scheffe's
S method was employed. This provided a further analysis of
the groups and identified the significance of the difference
between responses from the three sites.

The Kruskal-Wallis (nonparametric statistic) was
employed for measuring the significance of the differences
among the responses for the job knowledges, behaviors, and

basic skills subsections of the instrument used. This

71
one-way analysis of variance by ranks provided a test of the
null hypothesis that k independent samples were drawn from k

identically distributed populations.

Summary of Findings of the Study

 

1. Two occupations were identified through the per-
ceptions of local directors of area vocational programs.
Keypunch occupation was perceived as likely to have the most
similarities regardless of the site within a region while
residential electrical occupation was perceived as an occu—
pation likely to have the most differences.

2. The keypunch occupation had an overwhelming
majority of items, 186, for which responses were not signi-
ficantly different at the .05 level compared to four items
which were found to be significantly different. According
to the test for equality of mean vectors the first subarea
of 24 items of the job skills section was significantly
different at the .05 level. An item analysis for this sec-
tion identified only one item which was significant at the
.05 level. When Scheffe's method was employed for this
item it established that there was a significant difference
between sites 1 and 2 and 1 and 3; however, responses by job
incumbents at site 2 and 3 were not significantly different.

3. The residential electrical occupation, although
having 26 items for which responses were found to be signi-
ficantly different at the .05 level, had a predominant num-
ber of items, 179, which were found not significantly

different. According to the test for equality of mean

72
vectors the responses at each of the three sites for all
items in the job skills section were significantly different
at the .05 level. The item analysis identified seven items
which were significant at the .05 level. Scheffe's S method,

when employed for those seven items, provided the following

information: three of the items did not show a significant
difference regarding job incumbent's responses between sites
2 and 3; one item showed no significant difference between
sites 1 and 3 and 2 and 3; and three items showed no signi-

ficant difference between sites 1 and 2 and 2 and 3.

4. The first category in the instruments, job skills,
provided the following findings. The responses to eighty-two
of the eighty-three items in the keypunch survey were found
to be not significantly different at the .05 level. Respon-
ses to twenty-seven of the thirty-four items were found not
significantly different at the .05 level for the residential
electrical occupation.

5. The second category in the instruments, job
knowledges, provided the following findings. Responses to
seventy-five of the seventy-eight items in the keypunch sur-
vey were found to be not significantly different at the .05
level; and responses to thirty of the forty-two job knowl-
edge items in the residential electrical occupation fell
into the not significantly different set.

6. The responses to all twenty-three items for the
behavior section in the keypunch occupation and to sixty-six
items of sixty-nine items for residential electrical occupa-

tion were found to be not significantly different at the

73

.05 level. A comparison of the items in the behavior cate-
gory between the two occupations revealed that all twenty-
three of the items in the keypunch survey were duplicated in
the residential survey, and the responses to only one item
were found to be significantly different at the .05 level.

7. In the section titled basic skills, none of the
responses to the items in the keypunch survey were found to
be significantly different while the responses to only four
of sixty items were found to be significantly different for

the residential electrical survey.

Conclusions

 

The findings related to the keypunch occupation
appear to support the perceptions of the local directors
of area vocational programs that this occupation was most
likely to produce similar responses by job incumbents on a
task inventory survey regardless of the location within a
region. The hypothesis was accepted for 186 of the 190
items tested.

The residential electrical occupation was perceived
as least likely to produce similar responses by job incum-
bents on a task inventory survey regardless of the location
within a region and indeed did have more items for which the
hypothesis was rejected. However, the responses on 179 of
205 were found not significantly different.

It would appear that information regarding occupa-
tions perceived by local directors of area vocational pro-

grams as most or least likely to produce similar results,

74
gained through task inventory surveys, could be transported
from one local educational agency to another without dupli-
cating the survey at the local site according to the respon-

ses of job incumbents.

Recommendations

 

It is recommended that administrators of local edu-
cational agencies utilize information from task inventory
surveys developed by other educational agencies whenever
possible. Specifically, it appears that those occupations
which are perceived as most likely to produce similar re-
sponses by job incumbents from one site to another would be
transferrable. Those occupations which are perceived as
least likely to produce similar responses also appear to be
transferrable.

When it has been demonstrated as in this research
that task analysis can be used in one region which has been
developed in another area, it still appears necessary to
have local participation in the form of advisory committees,
teachers, and administrators. The following are a few rea-
sons underlying this concern.

The developmental procedure for the task analysis
process utilizes primary and secondary sources to identify
the items to be included in such an analysis. Therefore, it
would appear the initial listing of items for the survey in-
strument could vary based upon the research and involvement
of advisory bodies during this process. Further, as demon-

strated by the data, not all items were at the same level of

75
congruence in terms of responses, even though they were
not significantly different at the .05 level.

In view of the above a review of items within the
task analysis should be undertaken by school personnel and
advisory committees for several reasons. First, it is possi-
ble that additional tasks for the local business or indus-
trial community might be identified which should probably
be validated through a local survey for those specific items.
The second reason would be to determine the level of congru-
ence of responses for acceptance or rejection of items to
be included in the curriculum. Finally, some of the tasks
listed by such a survey may not be accepted as tasks needed
when reviewed by an advisory committee.

The involvement of teachers and advisory committees
at the decision making and advisory levels throughout the
curriculum development or modification process should en-
hance both the immediate and long-range possibilities of
success. A curriculum which is developed based upon a feel-
ing of ownership would appear to stand a greater chance of
being used even though some components, such as task analy-
sis information, might be obtained outside that local system.

Another concern with the utilization of task analysis
information is the potential of overmagnification of focus
on "what," meaning tasks, rather than on "how-to-use" task
information. A large proportion of instructors in vocation-
al education at the secondary level are from industry rather

than from traditional educational patterns established for

76
teachers. These individuals bring a wealth of occupational
experiences to the position, and, normally, limited formal
education as a basis for instructional methods. It would
seem that tasks would be understood, and the focus by local
or state agencies ought to be on developing competencies
relating to methodology for curriculum development and
teaching.

This study was concerned with occupations at both
ends of a continuum ranging from most to least likely to
produce the same results regardless of the location, as
perceived by local directors of area vocational programs.
A recommendation for continuation of this type of study is
suggested for those occupations found in the center of the
continuum.

A further recommendation, to enlarge upon this
study, is to extend the geographical area to ascertain
whether the results would be the same if it were compared
to points more widely scattered. The greater geographical
dispersion could include possibilities of different tradi-
tions, laws, employment conditions, and other factors

affecting the practices for job performance.

Additional Observations

 

The author has chosen to use this section to add
some reflections which cannot be factually documented
through data gathered in the study. However, it seems

imperative that concerns or feelings be expressed so that

77
others pursuing like research might gain some of the addi-
tional insights developed by the author.

One of the limitations identified as a potential
weakness dealt with the instruments which were developed for
each of the occupations. In analyzing the data, several con-
cerns were brought forth pertaining to the construction of
the instrument. Several of the items which were found to be
significantly different at the .05 level contained words
which appeared to be beyond the comprehension level expected
of the job incumbents responding to the survey. Examples of
the words in question were ambient, demarkation, interpolate,
and extrapolate. Individuals responding to the survey were
high school graduates within the past five years. With this
in mind a review of several word lists including "Vocabulary
for the College-Bound Student" was conducted. The words in
question were found to be typically college-level word
usage. It is recommended that a check be made of the read-
ing level of the terminology used for the development of sur-
vey instruments.

Another aspect of item development unfolded while
examining several of the items in the residential occupation
regarding job skills for which the differences among the
responses were less than the .05 level. Each of the items
had multi-possibilities incorporated into them providing
the potential for ambiguity as viewed by the respondent.

For example, one item stated "use of remote or relay

78
controls, timers, pressure switches, flow switches, thermo
controls, etc." This could possibly lead to the varied
responses which were obtained in the data.

With regard to the items on safety, found in two
sections of the residential electrical survey, there appears
to be a focus by the respondents on safety of buildings,
equipment, and other inanimate areas while those items per-
taining to safety of the individual worker received consid-
erably less attention. This may point up a need to review
the items in the instrument as related to personal safety.
Another possibility could be that job incumbents' focus on
the job aspects may be so overbearing that personal safety
items cannot realistically be derived from this group. If
the latter statement is accepted, then identification of con-
tent in this area will need to be identified other than
through survey methods. This would appear to point up the
position taken earlier in this study that information pro-
vided from the task inventory survey is only one of several
components to be considered in the process of curriculum

development.

10.

11.

BIBLIOGRAPHY

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Butler, F. Coit. Instructional Systems Development
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Fine, Sidney A., and Wiley, Wretha W. An Introduction
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Goodlad, John 1.; Von Stoephasivs, Renata; and Klein,
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Yearbooks

 

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Coe, Burr D. "What is Quality Education?" Contem-
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Association. Washington: AmefiCan Vocational
Association, Inc., 1971.

 

 

 

Coster, John; Morgan, Robert; and Dane, John Kenneth,
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Glaser, Robert. "Implications of Training Research
for Education." The Sixty-Third Yearbook of the
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Pt. 1. Chicago: The University of Chicago
Press, 1964.

 

 

Haskew, Laurence D., and Tumlin, Inez Wallace.
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The University of Chicago Press, 1965, pp. 64-87.

 

 

Journals

Carty, Douglas M. "Process Model for Using Results at
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Dale, Edgar. "Toward Excellence in Instruction."
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Evans, Rupert. "Industry and the Content of Industrial
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Finch, Curtis R. "A Design for Course Development in
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Frantz, Nevin R. "The Development of a Curriculum for
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Horner, J. T.; Zikmund, D. G.; and Dillon, R. D.
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Jacoby, Robert, and Novak, Benjamin. "The Survey: A
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(December, 1961): 9-10.

 

Smeltz, Leroy C.; McCreight, Donald E.; and Stevens,
Glenn Z. "Competencies Analyzed among 24 Job
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Sutcliffe, J. P. "A General Method of Analysis of
Frequency Data for Multiple Classification
Designs." Psychological Bulletin Vol. 54,
No. 2 (1957): 134-137.

 

Vaughan, Ronald L., and Motley, Robert J. "Job
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Larson, Milton E. Review and Synthesis of Research:
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Education. Columbus, Ohio: ERIC Document
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Albracht, James Joseph. "A Process for Determining
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Bailey, Philip T.; Bland, David H.; and Bland, Dan.
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APPENDICES

APPENDIX A

APPENDIX A

Questionnaire for Local Directors of
Area Vocational Programs

This instrument was sent to four of the thirty-two
area vocational program directors identified in the State
of Indiana for inclusion in this study. These four were
selected at random from the list which was compiled from
information obtained from the Division of Vocational Educa-
tion, Department of Public Instruction in the State of
Indiana. These four were not then included in the final
population.

A cover letter was sent with the instrument notifying
them of a telephone call which would be made to establish
an appointment to pick up and discuss the instrument. The
following questions were posed to each of these individuals
at the time the instruments were collected:

1. Do you understand the request for this information?

2. Were the instructions clear and easy to follow?

3. Was the format convenient for ease of answering?

4. Were there any objections to information

requested regarding the respondent?

5. Do you have any suggestions regarding this

instrument?

85

86

Present Position

 

Is this a full-time position? yes no
Number of years in this position
Number of years with this LEA

Administrative certification held in the State of Indiana
541 - Vocational Director

Other, Please specify

 

Major area of specialization prior to administrative posi-
tion in vocational education

01.00 Agriculture

04.00 Distributive Education

07.00 Health Occupations

09.00 Home Economics

14.00 Office Occupations

16.00 Technical Education

17.00 Trade and Industrial Occupations

Other, please specify

 

Number of years in occupational experience other than in the
field of education .

87

With respect to job skills, job knowledges, behaviors (atti-
tudes), and basic skills for each of the occupations listed below, do
you feel these would be the same regardless of location? For example,
would the same job skills, job knowledges, behaviors (attitudes), and
basic skills be needed for entry-level skills for a photographer at Elk-
hart, Indiana, as would be needed at Salem, Indiana, or would they be
the same at Detroit, Michigan, as in Indianapolis or Muncie, Indiana?

Please respond to the following occupations by circling the
appropriate number on the scale ranging from five (5) to one (1); where
five represents many or significant differences, and one (1) represents
extremely small or no differences.

 

 

 

 

 

 

OE
Code Occupation Scale
Management Training
04.08 Manager-Department/Division . . . . . . . . . . S 4 3 2 1
04.08 Small Business Owner . . . . . . . . . . . . . 5 4 3 2 1
Health Occupations
07.0202 Histologic Technician . . . . . . . . . . . . . 5 4 3 2 1
07.0305 Operating Room Technician . . . . . . . . . . . 5 4 3 2 1
07.0904 Dietetic Technician . . . . . . . . . . . . 5 4 3 2 1
BUSINESS AND VISUAL COMMUNICATIONS OCCUPATIONS
Secretarial and Clerical Occupations
14.0901 Typist . . . . . . . . . . . . . . . . . . . . 5 4 3 2 1
14.0406 Receptionist . . . . . . . . . . . . . . . . . 5 4 3 2 1
14.0901 General Office Clerk . . . . . . . . . . . . . 5 4 3 2 1
14.0901 Clerk-Typist . . . . . . . . . . . . . . . . . 5 4 3 2 1
14.0703 Stenographer . . . . . . . . . . . . . . . . . 5 4 3 2 1
14.0702 Secretary . . . . . . . . . . . . . . . . . . . 5 4 3 2 1
Bookkeeping and AccountingAOccupations
14.0102 Bookkeeper . . . . . . . . . . . . . . . . . . 5 4 3 2 1
14.0104 Account Clerk . . . . . . . . . . . . . . . . . 5 4 3 2 1
14.0101 Account Technician . . . . . . . . . . . . . . 5 4 3 2 1
Data Processing Occupations
14.020201 Keypunch Operator . . . . . . . . . . . . . . . S 4 3 2 1
14.0201 Unit Records Operator . . . . . . . . . . . . . 5 4 3 2 1
14.0202 Computer Operator . . . . . . . . . . . . . . . 5 4 3 2 1
14.0203 Programmer . . . . . . . . . . . . . . . . . . 5 4 3 2 1

88

Graphic-Visual Communication Occupations
17.1902 Duplicating Machine Operator . . . . . . . .
17.1902 Press Operator . . . . . . . . . . . . . . .
17.1903 Finishing Technician . . . . . . . . . . .
17.0901 Camera Man . . . . . . . . . . . . . . . . .
17.1901 Compositor . . . . . . . . . . . . . . . . .

 

CONSTRUCTION AND MAINTENANCE OCCUPATIONS

Construction (pre-apprentice)
17.1002 Residential Electrician . . . . . . . . . . .
17.1001 Carpenter-modular . . . . . . . . . . . . .
17.1001 Carpenter-rough . . . . . . . . . . . . . . .
17.1001 Carpenter-pre-apprentice . . . . . . . . . .
17.1007 Plumber-pre-apprentice . . . . . . . . . .
17.1007 Plumber-repairman . . . . . . . . . . . . .

 

 

Maintenance
17.1099 Building Maintenance . . . . . . . . . . . .
17.11 Custodian . . . . . . . . . . . . . . . . . .

Heatipg and Air Conditioning
17.01 Serviceman . . . . . . . . . . . . . . . . .

 

ELECTRICITY-ELECTRONICS OCCUPATIONS

Office Machines
17.1501 Serviceman . . . . . . . . . . . . . . .

 

Major Appliances
17.0201 Serviceman . . . . . . . . . . . . . .

 

Electronics
1701503 Radio and TaleVISion o o o O o o o o o O

 

MACHINING AND FABRICATIONS OCCUPATIONS

Welding
17.2306 Combination Welder . . . . . . . . .

Machine and Tool Operations
17.2302 Production Machine Operator . . . . . . . . .
17.2302 Machinist . . . . . . . . . . . . . . . .
17.2302 Numerical Control Operator . . . . . . . .
17.2302 E. D. M. (Electron Discharge Machine) Operator

 

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89
TRANSPORTATION SERVICE AND REPAIR OCCUPATIONS
Diesel Mechanic

17.12 Mechanic Helper-Engine . . . . . . . . . .
17.12 Mechanic-General . . . . . . . . . . . . .

 

Auto Mechanics
17.0302 General Mechanic . . . . . . . . . . . . .

 

17.03 New and Used Car Preparatio . . . . . . .

04.16 Service Station Attendant . . . . . . . . .

04.03 Parts Man . . . . . . . . . . . . . . . . .
Auto Body

17.0301 Auto Body Repair . . . . . . . . . . . . .
17.0301 Auto Body Painter . . . . . . . . . . . .

Small Engine Repair
17.31 Serviceman (marine, lawn, and recreational)

 

PLEASE MAIL BY JUNE 14, 1974

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90

May 21, 1974

Charles E. Fields

Charles Allen Prosser
Vocational Center

4202 Charlestown Road

New Albany, Indiana 47150

Dear Mr. Fields:

As an EPDA Fellow at Michigan State University rep-
resenting the State of Indiana, I am conducting a study
on the "Adaptability of Locally Based Task Analysis to
Curricula for Regions." In order to complete this study
it is necessary to obtain perceptions of local directors
of area vocational programs regarding adaptability of task
analysis developed at a local area for use by other areas
within a regional basis.

You have been selected as one of several to partici-
pate in the pre-testing of this instrument.

I will be contacting you by telephone regarding a
time when I might collect this instrument and at that time
ask for your reactions regarding this device.

It is hoped that the results of this study might have
some input for the betterment of vocational education
throughout the State of Indiana. If you so desire and
would request the results of this study, I will be most
pleased to share with you the summary and conclusions.

Sincerely,

Phillip M. Mann

91

STATE OF INDIANA
STATE DEPARTMENT OF PUBLIC INSTRUCTION
Dr. Harold H. Negley, Superintendent
Division of Vocational Education
120 West Market Street, 16th Floor
Indianapolis, Indiana 46204

M E M 0 R A N D U M

TO: Directors of Area Vocational Programs
FROM: Don K. Gentry, State Director of Vocational Educati n (Xi,
DATE: June 7, 1974 thp)

SUBJECT: EPDA Intern, Division of Vocational Education

Phillip Mann is conducting his research study concerning a vital aspect
of Vocational Education. This study relates to the adaptability of
locally prepared task analysis to curricula developed at other locations
as one input to curriculum development. I feel this is a significant
study and could add measurably to our knowledge regarding Vocational
Education in the State of Indiana.

I am requesting your support in this endeavor through your prompt action
regarding the survey to be completed by the directors of area vocational
programs.

92

MICHIGAN STATE UNIVERSITY EAST unsmc-mcmcm 48825

 

COMGB OF EDUCATION 0 BRICKSON HALL

As an EPDA Fellow at Michigan State University representing the
State of Indiana, I am conducting a study on the "Adaptability of
Locally Based Task Analysis to Curricula for Regions." In order to
complete this study it is necessary to obtain perceptions of local
directors of area vocational programs regarding adaptability of task
analysis developed at a local area for use by other areas within a
regional basis. The term "regions" in this study means more than
one state.

It is hoped, through this study, to provide some empirical evidence
to support or reject the use of task analysis inventories provided at
one location for use in another location. The impact to Vocational
Education could be significant regardless of the outcome; however, if
the study would support this concept, such a finding could relieve the
amount of time needed at the local level for this task and provide a
reallocation of resources to all of the other components in curriculum
development.

The number of occupations, although limiting the study, was derived
by an educational agency through previously conducted task analysis
surveys which is to be included in this research.

Please return this instrument in the pre-addressed enclosed
envelope.

If you have any questions, please feel free to call. Area code is
317, Office - 633—4841, Home - 844-9246.

It is hoped that the results of this study might have some input
for the betterment of Vocational Education throughout the State of
Indiana. If you so desire and would request the results of this study,
I will be most pleased to share with you the summary and conclusions.

Sincerely,

Phillip M. Mann

APPENDIX B

APPENDIX B

SUPPLEMENTAL INFORMATION REGARDING LOCAL DIRECTORS
OF AREA VOCATIONAL PROGRAMS IN THE STATE OF INDIANA

Local vocational directors of area programs in the
State of Indiana were asked to identify the major area of
specialization prior to their administrative positions in
vocational education as it relates to their teaching area in
vocational education. This appeared necessary since some of
the preparation for teaching vocational education requires
trade experience, while other areas do not require, rather
recommend, trade experience. This information would pro-
vide a basis for determining how many of these directors had
prior industrial experience as required by their certifica-
tion pattern.

The requirements according to the State of Indiana
for the different areas of specialization for teaching vo-
cational education are as follows: Agriculture requires
two years of experience in agriculture after the age of
fourteen: Distributive Education requires a minimum in
occupational experience of two years of successful full-
time employment in the distributive occupations or a mini-
mum of 1,500 clock hours of approved and supervised work in
the distributive field under an approved teacher-training
program, or a combination equivalent thereof; Home Economics
recommends that occupational work experience should be an

93

94
integral part of the background for certification, however
it is not mandatory; Business and Office Education, like-
wise, has a recommendation but not a mandate with the
recommendation providing for a minimum of 2,000 hours of
paid occupational experience in the appropriate vocational
field for coordinators of part-time cooperative courses and
instructors of intensive laboratory subjects; the last area,
that of Trade and Industrial Education, requires three
years of journeyman experience above the learner level in
the trade or occupation to be taught.

Since not all areas of specialization require occupa-
tional experience, another item was added to secure addi-
tional information. This item asked the directors to speci-
fy the number of years of occupational experience other than
in the field of education.

With regard to the administrative certification held
in the State of Indiana, two aspects were requested on this
instrument. One was to identify whether they were certified
under the 541 Vocational Director's Certification while the
second was to designate any other certification which they
held, either in addition to the 541 or in place of the 541.

The rationale for using the 541 Vocational Director's
Certification as a selection criteria for inclusion into
the study was that it provided a number of commonalities
that appeared to be significant. The 541 certification
provided a basis for having had some vocational teaching

prior to administration, additional education relating to

95

administration of vocational education, and most of whom

would have had occupational experience. The following

criteria is necessary for this certification:

1.

Professional endorsement for teaching vocational
education will have been previously obtained.
The minimum endorsement for the vocational
director is as follows:
a. Sixteen semester hours of graduate credit
in industrial education and/or vocational
education, and
b. Eight semester hours of graduate credit in
general school administration and super-
vision, industrial education, and/or

vocational education.

In addition they must meet the general requirements

for school

1.

services personnel certificate. These include:

A completion of the required graduate level pro-
gram for the school services area in which the
endorsement is sought.

They must hold the advanced degree for the school
service area in which endorsement is sought.

This will be a master's degree in teacher edu-
cation from an institution of higher education
accredited to offer graduate programs in school

services.

96
3. Have professional certification for teaching
in the public elementary, junior high, or
secondary schools of Indiana or specified
equivalency.
4. Must be recommended by the institution in which
the qualifying program has been completed.
Additionally, the professional certificate which is a
necessary component for obtaining this certificate requires
a permanent and valid professional teaching certificate.
This includes a master's degree in a teacher education pro-
gram and a minimum of three years' teaching experience.
The rationale for the number of years in the position
was that it was felt that a minimum of two years with the
local educational agency was necessary to be able to under-

stand and relate the local conditions to the instrument.

APPENDIX C

APPENDIX C

SUPPLEMENTAL INFORMATION CONCERNING
DEVELOPMENT OF SURVEY INSTRUMENT

In late 1971, Ingham Intermediate School District,
Mason, Michigan, was funded for two research projects by the
Michigan Department of Education. These projects were based
upon rationale to be derived through occupational task
analysis. Since the inception of these projects and the
initiation of this study, an occupational task analysis was
developed and administered for eighteen broad occupational
groupings including forty-nine specific occupations.

The survey instrument used consisted of task state-
ments labeled "critical incidents" for four areas: job
skills, job knowledge, behaviors, and basic skills. Develop-
ment of the instrument was accomplished through several
steps. First, through the use of existing data, job descrip-
tions, curriculum guides, textbooks, and experts in the
occupational area, a listing of task statements were made.
Next the list was reacted to by advisory groups in the
business and industrial community with regard to complete-
ness, terminology, and for inaccuracies. Finally, the
instrument was administered to job incumbents in each
occupational area, providing additional information.

Since this instrument has been used and found to be
satisfactory, the instrument was accepted on its face vali-
dity.

97

APPENDIX D

APPENDIX D
TABLE I

KEYPUNCH OCCUPATION

F-RATIO FOR MULTIVARIATE TEST OF EQUALITY OF
MEAN VECTORS = 1.7665
D.F. = 38. AND 48.0000 P LESS THAN .0313

Variable Hypothesis Mean Sq Univariate F P Less Than

 

 

 

1 .0000 .0000 1.0000
2 .0222 .5000 .6101
3 .0222 .2121 .8098
4 .2000 1.0000 .3765
5 .3556 1.5556 .2230
6 .2889 1.1519 .3259
7 .0667 .5526 .5796
8 .1556 1.1667 .3213
11 1.1556 6.0667 .0049*
12 .0222 .1207 .8867
13 .0889 .6512 .5267
14 .0889 .4590 .6351
15 .0222 .1429 .8673
16 .0889 .4912 .6154
17 .0222 .1591 .8535
18 .1556 .8750 .4244
19 .2889 1.5690 .2203
23 .0222 .1429 .8673
24 .0889 .5833 .5625
* p 05

Note: Variables not listed were identical to another
variable.

98

99
F-RATIO FOR MULTIVARIATE TEST OF EQUALITY OF
MEAN VECTORS = .9159
D.F. = 18. AND 68.0000 P LESS THAN .5627

Variable Hypothesis Mean Sq Univariate F P Less Than

 

 

 

25 .0222 .5000 .6101
27 .0222 .5000 .6101
34 .2667 1.6800 .1987
35 .1556 1.0426 .3615
36 .0667 .5526 .5796
37 .0889 .8750 .4244
39 .0222 .2121 .8098
40 .0222 .2593 .7729
41 .0222 .2121 .8098

F-RATIO FOR MULTIVARIATE TEST OF EQUALITY OF
MEAN VECTORS = 1.0283
D.F. = 18. AND 68.0000 P LESS THAN .4416

Variable Hypothesis Mean Sq Univariate F P Less Than

 

 

 

48 .0667 1.0500 .3590
49 .1556 1.9600 .1536
50 .0222 .5000 .6101
56 .0222 1.0000 .3765
58 .1556 1.5806 .2179
59 .0889 2.1538 .1287
60 .0889 .6512 .5267
61 .0667 .5526 .5796
62 .1556 1.5806 .2179

F-RATIO FOR MULTIVARIATE TEST OF EQUALITY OF
MEAN VECTORS = 1.1910 '
D.F. = 12. AND 74.0000 P LESS THAN .3056

 

variable.

 

Variable Hypothesis Mean Sq Univariate F P Less Than

 

63 .0222 .5000 .6101
65 .0667 1.0500 .3590
69 .0222 .2593 .7729
70 .0889 2.1538 .1287
81 .0222 1.0000 .3765
83 .0667 1.0500 .3590
Note: Variables not listed were identical to another

TABLE II

COMPARISONS AMONG THE RESPONSES TO ITEMS
BY SITES FOR SIGNIFICANT DIFFERENCES AMONG THE
MEANS AT THE .05 LEVEL AS IDENTIFIED BY THE
MULTIVARIATE ANALYSIS FOR JOB SKILLS IN THE
KEYPUNCH OCCUPATION

 

 

 

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APPENDIX E

APPENDIX E
TABLE I

RESIDENTIAL ELECTRICAL OCCUPATION

F-RATIO FOR MULTIVARIATE TEST OF EQUALITY OF
MEAN VECTORS = 3.3828
D.F. = 68. AND 18.0000 P LESS THAN .0028

Variable Hypothesis Mean Sq Univariate F P Less Than

 

 

 

.2889 1.2133 .3075
1.2667 7.1250 .0022*
.0667 .2530 .7777
.0222 .0909 .9133
.0222 .0909 .9133
.1556 1.1667 .3213
.4222 1.8732 .1663
.4222 1.7273 .1902
.4222 2.1111 .1338
.2889 1.1667 .3213
.0889 .4118 .6652
.0222 .1014 .9038
.9556 6.2708 .0042*
.8222 3.5972 .0362*
.8667 3.8451 .0293*
.1556 .6533 .5256
.4222 1.7273 .1902
1.1556 7.0000 .0024*
.4222 1.7051 .1941
.0889 .4912 .6154
.8222 5.6304‘ .0069*
.4667 2.4915 .0950
.0889 .4118 .6652
.2889 1.3382 .2733
.0667 .2530 .7777
.2667 1.1831 .3164
.4222 2.5577 .0895
.0667 .2530 .7777
.2889 1.2466 .2980
.4667 1.9091 .1609
.2667 1.0909 .3453
.2000 .8750 .4244
.6222 4.0000 .0257*
.3556 1.6716 .2002

TABLE II

COMPARISONS AMONG THE RESPONSES TO ITEMS BY SITES

FOR SIGNIFICANT DIFFERENCES AMONG THE MEANS AT THE

.05 LEVEL AS IDENTIFIED BY THE MULTIVARIATE ANALYSIS
FOR JOB SKILLS IN THE RESIDENTIAL ELECTRICAL OCCUPATION

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0.0 0.00 0.00 0.0 0.00 0.00 0.0 0.00 0.00 0000.0 0N
0 0 m 0 o m 0 0 m 0m>wq .000 EwuH

A00 00000000220 mo .100 mammmnmmo .Amv quazm00m

OB OZHQm0004 mmBHm mo flBHmomZOU 02¢ mmEHm 0m mmmzomwmm
mo mwdfizmommm DEHS smUZ¢Hm4> hO mHmM0¢Z<g mHAA¢2IA¢meMM Hm
gmAAHMm UHmfim: ZOHaummlmDm mom mSmBH mo UZHMZfim

> m0m<9

121

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530

APPENDIX F

 

-III'. All I'- I

124

uouwummo nonsmmmx

000000.00 mUOU .m.o

mom mHmMA<Z< BZmQHUZH 0¢UHBHmU

125

.900 may no nmuumum pmn00 :00 cmn3 :00 mo umu0s0mu 003 000» may 00 00:0 xomzo

 

000:0 muucm "ona<z<qum

.:00uomm
00£u mo 0cm may um Umu000 ma 00E 000000 £00 0MGO0U0©U<

.xmms usonno0 0 C0 xmmu m0£u co cummm

:00 080» 00 m0mucmoumm mums0xoummm may mumomvam :msa

.GO0u0mom 0m>m0uwuucm cm H00 mummmmom: mcoll000xm 0uucw

cm 00 0mm0 900 000xm £00 comm xomnu .0000 uxmc map so
mcflmmn ao0ummsooo may :0 cmnmmc m000xm 900 «o umHH a "onaummHa

 

 

.300 map so GmEHOMHmm
000wsuom m0 umsu 0u0>0uom 0m0000£m .m>0u00sm0cma 4 "2009020000

 

mAAHXm mOh

.126

 

 

 

00om0 .00000 300 00000 09 .n
m0om0 .00000 00000I00 09 .0
"0000000000 000 000000 000000 0000 000 00000
0000 00 0000000 00000 0000000 000 00000000 09 .m
¢0om0 .000000 00
00000 0500 000 00000000> 000 0000 0000 000
000 00000000 000 .0000 .0000 00 0000 00 09 .m
m0om0 . .0000 000000000 000 000 09 .0
~0om0 .00000030 0000000000 000 0000000 09 .0
"0000000> 000 0000000 09 .5
"OszmHmm>
00om0 0000 000a 0000 000080000 .0
o0om0 0000 000050004 .0
moom0 000 000080000 .0
moom0 000000000000 .0
hoom0 0000802 .0
"000000 000300000 000 000000000 0000
0000000 0 000 00000000 000 .0000 .0008 09 .0
moom0 .0000000000 00 00 0x000 0000 09 .m
moom0 .000000 000 000000 00 0000 00 09 .w
voom0 .00000000 000000> 000 00 0000 0000 09 .m
moom0 . .000000
000 00 00000 000 0000 00 300 3000 09 .N
~oom0 .0000 000000000 000 000 09 .0
0oom0 .00000030 0000000000 000 0000000 09 .0
"0000000 00000000 000 0000000 09 .0
“02000200000
0000 +000 IMMhnHMIprMHMMIIIMMHHHH ao0uo
00: 0003 000 00 00000
000000 00000 0509 00 0000000000 00000 000000 men
"0000000000

 

mHqudzd

HZMQHUZH AGUHEHmU

127

 

 

 

 

 

amend maflnoumz .o
mmoma mcwmumz .n
wwoma wnfixomno mocmsvwm .M
"mach mcw3oHHom
map you mcfinoma map oucw Hogan 0:» vmoH OB .wa
mmoma .mcflnoma
Eoum mcumo may m>08mu Ho vmoHGn 08 .n
mmoma .mcwaome may oucw moumo ommm Ho omoH 08 .m
"HoumHHoo may mumummo OB .ma
”ozHadqqoo
vNomH .moumo cmEEmn may no umuHOm
may mcwummao can momma cmmMEmn mcwxnemu
.musooo pa ma .Emn vumo m Baum um>oomu ca .va
mmoma .vumo ms» Scum
mnawwm :fimuumu uomamm can yuan xooHn OB .ma
-oma .mocmswmm canvas: no
HMOwumnmsmHm one“ woman «0 mafia a uuom 09 .NH
Hmoma .uu0m uxwa
How mcflnome oucfi xomn mcumo woman 09 .n
omoma .mumxoom scum manna m>QEmH 09 .o
maoma .csdaoo ammo new Huac you 09 .n
maoma .mcficome one“ mvuuo pummcw 09 .u
"umguom map mumuomo 09 .HH
naoma .Umuuom 0n 0» moumo mcaummmum
How mcofiumummo new: Hmum>wm shamuma OH .oa
“UZHBmom
afico +amh mmbuam womum~ “mm1HH weduo
om: xmmz wco a“ maafixm
woammo ucmmm mafia mo mmmuamoumm huucm mAAHMm men
"Goduomaouo

 

mHmMA¢Z¢ BZWGHUZH AdUHBHMU

128

 

 

 

 

 

 

 

 

mqoma .ocfisome mcu oucw
Hmcum Houucoo may cued aauomoum 09 .n
avoma .mcflsocamunum
can mcaoaooummu mo cowuucaneoo < “my
oqoma .mcanocsmmcmu “my
mmoma .mcaoacoummm .HV
“new mqwnomfi one“ momma UMOH mauomoum 09 .M
"umosooumwu mnu wumummo 09 .mm
"UZHUDoommmm
mmoma .Uudo
may mmouom mcofluwmom Owfiuflommm ca anon mew
lucaum awake: How Huang Houucoo may muw3 09 .NN
nmoma .mcflsome may oucw haummoum canon m uuomcfl OB .HN
mmoma .ocfla mawucwum ummoum 0:» uouamm OB .om
mmoma .uwuoumuwucfl mnu oucw mounu cued haummoum 09 .aa
wmoma .Hmumumuwucfl may munummo OB .ma
"ozHemmmmmazH
mmoma .moumo wwfluaoomm uomawm .v
Nmoma .mouno noun: .0
Hmoma .mcuno mo axomc 039 mmqu .n
omoma .xomsu mocmavmm .m
«on Honda 0:» ands OB .hH
Aowscwucoov
"ozHedqnoo
wane +mmh “mpyflm womumm amman «cane
was xmmz mco aw meawxm
mowwmo ucmmm mafia mo mmmucmonmm wuucm mAAHMm non
"newuumdooo

 

mHqudzd BZNGHUZH AflUHBHmU

129

 

 

 

 

nmoma «mumEHOM ucflum mummmum OB .Hm
mmoma .mamcmm Houucoo vacuum
was: no memummwv mcwuw3 mummmum OB .om
mmoma .uaome uumo mummmum 08 .mm
vmoma .ucmfimflsvm cmumamm .0
mmoma .umucwum cwommnnmwm .0
mmoma .umuum>cou cumulouummma .n
Hmoma .umuu0>:ou mmmulouucumu .m
"mwcwsowe wmomuamuamwowmm mumnmmo 09 .mm
omoma .mnon mcaucflum
finance How Hmcmm Houucoo may muw3 08 .o
mqoma .mcanoms
may Eouw musouucaum map macaw: 08 .n
mvoma .mcwnome oucfl acumo cmwu no wmoH 09 .m
umcfinome mcauasouom may wumummo 09 .FN
"mona4mmmo
wszmmUomm dado mmmso UZHAQZ¢=
hqoma .mcflsocsmmcum cmmummwumuaH .o
mqoma .mcwnocsmwcmo .n
mwoma .mCfionvoummu ummmmo can unmamuum .0
”How dogma may muw3 08 .mm
v¢oma .muaooo
aw ma mean oumo mo mcfisome may human 09 .mm
mvoma .qazaoo msxuwm ummoum map
cw mmnmsun maxowmux may umm cu wand on ca .vN
Aoozcflucoov "wzHoooommmm
aaao
mm: xmmz mac n“ maawxm
mowmuo ucmmm mafia mo mmmucwoumm muucm mAAHMm non

 

"nowummaooo

 

mHmNA<Z<

BZHOHUZH A4UHBHmU

.130

 

 

mwoma .mnon mamafim can van
memumoum mHHmaoo on an mcflnoma may umm OB .Nv
nooma .mooH Houucoo sham
ummoum mnu nuw3 noucwum ca “mama cued ca .Hv
omoma .mxommlomwn mocmno waummoum OB ,O¢
mmoma .umommu cumo map can“ anon cued oa .mm
vuoma .uwusmaoo ms» :300 umsom 09 .mm
mmoma .GOfiumummo Ham
ufi mummmnm can Amusmaoo 0:» ma Hmzom OB .hm
"smamwm mmaomzoo may wzHa¢mmmo
mmoma .Emnu mom muncmooum «monoum mnu macaw:
on can mwflumunwa Oman can mama maven: 09 .mm
Hmoma .mmmuoum scum mvumo cmnocsm o>mwuuwu 08 .mm
omoma .mocmummmu
muzuam Mom mwumo omnocnm muoum OB .vm
umonsfimmmo
modmoem 02¢ UZHAHm UZHAGZGw
mmoma .mmcwnome co mocmcou
Icama mcwuaou Snowmom ou wand 0n 09 .mm
mmoma .mmcwnona
ma» «0 Han Scum mean oumo Hmmao 09 .Nm
Avmacauaoov umonedmmmo
qummmUomm <9¢o mmmfio UzHanz<m
wane +mmh mmhuwm womuom meIHH ”cauo
mm: xmmz 0:0 cw maawxm
madame uaomm made no mmuucooumm auucu mAAme men

 

"newummnuoo

 

mHmNA¢24 BZMOHUZH A¢UHBHmU

131

 

 

 

 
   

 

omoma .mucmsmufinvmu 3mg ou
umuno on no mocoaufimmm mcwuuuomo mammuocw ou
manumoum muwu3mu can .mmfl>wu .muhaucm 09 .Nm
aroma .mEdumoum
spas owcumocoo mucoauummmo uwnuo mo
mm>wumuzwmmummu can muomw>ummam and; Hmmcoo OB .Hm
whoma .mcoflumummo
mo mocmsvmm mcwumuam Ho mcowuoauumaw
mcwmw>mu an muouum Enumoum uomuuou .n
whoma .mumn onEMm mcfiummmum an mamumoum
mo mmmcmumameoo can momuuoom unflum> .m
“mmcwusou mamamm ummu oa .om
whoma .mEmumoum mcwumwxm auHOOE
can mums~m>m on umcuo ca meumhm mnwaman OB .mv
mhoma .3on mung mumflmau as .me
vsoma .mmmafi name
Imfiswm unfiowmm ou msmnmuflo xooHn wxme OB .hw
mhoma .cofiuosuumcfi mcwnoma
2 @0000 one“ munmno 30H“ cmawmuoc mumamamua .n
whoma .musvmooum mcfisfiuumoum
mumuaafluum on mEmHnoum mmmcwmsn :08800
no unmfioumum HmowumeosuME mummmum .m
"wcweemumoum How mnoo OB .mv
Hpoma .memumoum gmanmug oa .mv
choma .mewanoum mmmcwmnn
mo :owusHom now muumno 30am mxufi 09 .¢¢
mooma .ucwemwavm mcwmmmooum undo mo
mcqu an Mann mcwmmmooum How mcowuoauumca
ocwnooa mon>wc can madumoum mummmum 09 .mv
"02H224mwomm
aaco +woh . woauo
was x003 wco cw maaaxm
wOflmmo . unmmm mafia mo manucmoumm auucm mquMm non
"coaudmwooo

 

mHmwfldzd EZNGHUZH AdUHBHmU

132

 

MQOMH .mmasomnom med» oflufiommm
ou mcflouooom mnofl mcwmmmooum damn swam 08 .mm
uwqusammum 92¢ quzz<qm
«mama .mmmmonfim
mcwmmmooum undo umnuo ou mxmmu cmwmmm 09 .vm
Amend .momhonam
mcflmmmooum undo nonuo mmw>ummam 09 .mm
”mmmuoqmzm
qummmoomm «Ban qumH>mmmDm
mace +wo~ ambuHm upmumn amnuHH ”cane
was xmmz 0:0 ca maawxm
mowwmo ucwmm made no ommucmouwm Muucu quHMm non

 

"cowuumsooo

 

mHmMA¢z¢ BZNQHUZH A<UHBHmU

133

.aofluomm was»
no new map um wmpmfla ma has mmmcma3oax nah choflufloc<

.nom “masowuuwm

woo» ca wommmmom: uoc no .manmuflmoo .HMflucmmmm ma
mmowazocx comm Hmom so» umsuonz xomso .ommm uch on» no
mowmmn :oflummoooo on» qfi common mmmoma3ocx now no umwa 4

 

 

 

 

.non man on ooumaou wawnuoaom mo mum3m
mcwmo mo coaufiocoo “om>ao>cfi mxmmu on» can now on»
mcwocmumuooco no nufl3 moamucwmswom “hufl>wuom Hmucme é

 

mmwamfl3ozm mOb

uchfiummHD

«ZOHEHZHMHQ

134

mamma wanoaom mucoooo¢ .o
“manoaam>u Bowman 0:» sua3 manammom
mcoaumoaammm mcammoooum noon on» ocoumHoUco 09 .m

mamma .mmaaomsou «say oauauomm
ou mcaouooom mach ooammoooum mono ouoamfioo ou
hummmooo: maaasoonom can mcaccmam may ocuumuano 09 .o

aamma .oms
ouou9u you mcauoum can mcaaau mo momma u m< .o

oamma .mcoauuuomo MOM ooa>mo nomaa «and u ad .9

momma .ouou @0600 no ouooou a at .0

"com: mun moumo
mcammoooum mono coas3 ca m>m3 on» ocuumumoc: 09 .m

momma .mQOauacauoo oaoam nua3 unsu0m ouoo mcaumcoamoa .o
momma .cmamon can pooaoa ouoo mcaccoam .n
momma .moooo oumo mean: .0

«momma mcammoooum mono no
cocuooou ma mono :oan3 ca mums onu womanhood: 09 .N
momma .msoummm maammmooum undo
oacouuooao can .oouoeouao .amoame "zoom mo
moomucn>ommao can mommucm>ou on» womanhood: 09 .0

comma .mcamnoooum nuuo oacouuomao spas Hoaaaadm on 09 .o
momma .mcamuoooum mono omuueouon nua3 Hoaaaadu on 09 .o
momma .mcaamoooum mono aoocmE spas HuaaaemM on 09 .n
aomma .mcammmooum

noun :a com: macaocaeuou ocoumuooao 09 .o
unsouumu mcammoooum mono zua3 unaaasdu on 09 .a

«UZHmmmuomm dada m0 HUQNASOZK

 

waco muummo wand anau

 

0&9 Iowan—D lHHOfln— IGUMQN
ooauuo -ummomazoax was» mH mmuamnsozu non

 

"coaummaooo

 

mHmHA¢Z¢ BZNQHUZH AdUHBHmU

135

.mcammoooum upon :a moauacauuommo

 

 

mmmma
umouuo co acauneuomaa opuOOa ou ouos3 30:3 09 .n
ommma .mmonamon ca
nonmoooum ouoo on» no maou on» ocoumumooo 09 .m
"onammmooum
mumo ca moauacsuuommo Hooumo nua3 Hmaaaadm on 09 .h
nmmma .mmomOamao maaumoooum mono mo coama>uomom How on:
on moovacnoou can moonuoe .mouoooooum ocmumuoooo 09 .m
oumma manommu moamm .fl
mmmma mcamunousm .a
«umma mammaucm now Amo
mNmma mamaamcw osaa Aao
monomou amazemuom .5
-mma aouucoo muouco>ca .m
ammma muooaouuum xaom .u
ommma maonoa aaoz Aeo
mamma muouuma anon Amy
mamma mumaa any
hamma mmauouowuao .ao
umaaaanz .m
mamma muuomou huouomoom .o
mamma macaumoaamma aaoumum .o
vamma manu>aooou mucoooo< .n
Aconcaucooo
uqummmUomm 494a mo muomazozx
mace
on: Icomum
ooamuo uuomwoasocx manu «H mmoomnzozx non

 

”acaunmdooo

 

mHmM4424 BZNDHUZH AdUHBHmU

136

evmma .mEoumam Housmeoo mo coauouomo on» womanhooco oa .Na

umzmfimwm mmabmzou

mvmma .muoauou unaua ouumoum on 30: 30:3 09 .aa
uvmma . .maocum aouucoo ouooou
vac: Mom madummao mcaua3 ouumoum on so: 3ocx oa .oa
aomma .ucoeoaovo ouooou
vac: mo mononoucams mcauoou spas Huaaaadm on 09 .m
oomma unmanasvo oouuaom Avv
ammma noucaum ooommunuam Am.
mmmma Houuo>coo ouuououuomma Amy
mmmma Houuo>coo omouuovncuuu “av
unocasoue omomuomuauaoomm .n
mmmma moanoms ocaucsoood .m
mmmma Hooocoumom .u
vmmma umuoumuouca .m
mmmma Houmaaou .o
Nmmma Hmuuom .o
ammma Hoamauo> .n
ommma moanooa accommom .o
uucoamanvm

ouooou uana mo coaunuomo onu womanhood: 09 .o

"BZNSQHDOm nmoomm BHZD ho NGQQA302K

 

 

waco huuumo mans anau
on: Iowan: Inaumo summon
ooauuo Iuomooazocx was» ma mmuomazozx moo

 

uncauomsooo

 

MHqudzfl BZNQHUZH A‘UHBHmU

.137

.meoanoum mmocamon

 

ammma
oamaoomm on moonuoa auoauuauoum mcahammo
uOu mosvacnoou can moosuos unnumuooco 09 .o
uncoauoomcnuu mmocamon mcaaocmn
ca >uummoooc mca>aomuemanoum on» ocuumuooco 09 .va
“mHmNA¢z¢ mzmamwm 02¢ quzzdmwomm
ammma muuommu mmagm .n
hmmma mcamosouam .a
ammma mammaucu non Amy
mmmma mamaaoco oaaa .av
muuomou aocaomuom .n
vmmma aouucoo muouco>ca .m
mmmma mucmEmuuum xcom .m
Nmmma maonma aauz Amy
ammma muouuoa Euom Amy
ammma muuaq AN.
ovmma moauouoouao Aav
mmcaaaoz .m
momma manommu huouomoom .o
hvmma macaumoaammn aaoummm .o
momma manu>amoou mucoooo¢ .n
mvmma manomum monsoood .u
"macauooaammo mcazoaa0m on»
no some HOM macapuuomo “0959200 ocnumuooco oa .ma
Aconcauaooo
"mzmamwm mmaomzou
aaco muonmo wand away
was nouns: nuauon Icommm
ooauuo uummomaaocx was» aH mmoomnzozx non

 

 

“acauomoooo

 

mHmMA<z¢ BZmOHUZH AflUHBHMU

138

 

 

oomma .uuno 0000 on
Hoouo :a moomoo:na mcaEEdumoum 0:uumuoo:: oa .ma
mmmma «nonuo .u
momma moaum .o
ammma unauumcaocm .o
ohmma :oauoaooum .o
momma unaunaooom .n
momma u:osomm:oz .m
":0auona:nmuo mmo:ausn on» :anuas noun
an:0auauomo zoom mo mcoauo:om may o:uumuoo:: oa .oa
momma «Eouomu m:aaam 0:n mouooou m:aaaouu:ou .m
oomma :0a00500m:a o:m muons: «0 30am no u:oEo>oz .u
momma moamao:aum 0:0 mumoo:oo Baum .o
ammma coounauomcw ammmao>oum no maflflucum .o
momma mao>oa :Oauuuauonusd .o
momma mommoamam mo mmauaaanamcommmm .n
ammma 3:03 mo 30am .n
»:Oaumuomo moammo acmaoammo whoa :a
uasmon .ooauomum ou:a pom ma .uonu moamao:aum
u:oEooo:mE moo:amsn spas Huaaaeom on 09 .ma
oomma .meoanoum mmocaoon mo :oauoaOu ou uoauuaonuua
m:au::oooo 0:0 manomao magma 0» 30: 30:3 08 .0
300::au:ooo
umHmNA¢z¢ mzmfimwm Dz< UZsz¢moomm
ma:o muummo «and away
on: Ioo::0 IMHmoo Iconnu
ooaouo Iuomooa3o:3 was» ma mmoomazozu moo

 

“:oaummsooo

 

mHmMA¢Z< BZflOHUZH A4UHBHQU

139

mumma .moxauuus ou ousmomxo 00a>oum 09 .o
nhmma .moanou :Oamaooo on ouomomxo 00a>oum 09 .n
ommma :uouuom oamoa osu m0a0>oo 09 .o

"mammao:o

mEoumam :a m:auu0:o30am no mo: onu o:uumno0:: 09 .aa

msmma .nadumoum m:aumaxo mmaooa
o:u ouosam>o ou umouo :a oaoummm 0:0umuoo:o oa .ma

Aooscaucooo
"mHm>A<z¢ mzflfimwm DZ¢ UZHZdewomm

 

 

 

mace muouuo wand anau
on: noo::o nuance n:ouum
ooauwo uuomooa3o:3 was» «a mmoamazozm moo

 

":Oaummwooo

 

mHmNA¢z¢ BZNQHUZH AdUHBHMU

140

.:0auoom
many mo 0:0 osu um woumaa on >08 mu0a>mson am:0aua©0¢

 

.nom Hmaooauumm
:00» :a mummmooo: 00: no .oanmuammo .amau:ommo ma
Hoa>mno0 nomo ammo so» nonuon3 3oono .ommm uxm: on» :o
mcammn :Oaummoooo on» How oooom: muoa>mno0 mo umaa :

 

 

.zuaam:0muom .mooouauum
.uooocoo amaOOm “mo>mnon ocooEOm moans :a “0::me one

 

mMOH><mmm

"ZOHBUHmHD

"ZOHBHZHme

141

 

 

 

omoo .maaomm nuns macaw 0000 .h:
maoo .mu:0aao no 0n0Eoumno .ma
maoo .Enau on mnouama> .ma
maoo .mnOanomam .va
onoc .mmmaoameo 3onnmn .mn
I|m0n03ou mamoo0unsoo 00>0:00
maoo .m:oauo0na0 a0nn0> 0:0
:0uuan3 soaaou 0:0 uonmn00:a on 0an0 m:a0n :a .ma
aaoo .:00n00 0n0anmonmm0
0:0 on 000n03n0n 0n0 manom0n 0n50 m:a00 :a .aa
onoo .mouonmeoo
0n0 m0noo0n no monom0n >:0 0nom m:a00 :a .oa
mooo .00:mamm0 mach m:auoameoo :a .m
Ilhuaaanam:omm0n m3onm
mooo .00n0 3no3 0:0 0>00a on 000:
0 ma 0n0nu :0n3 nom>anomam 0:» on m:aun0&0n :a .m
hooo .0Eau :o :0300nne Eonw 3000 m:aeoo :a .h
oooo .mean :0 3no3 on mcauuom :a .o
mooo .0Eau :o 3no3 m:auoamfioo :a .m
unannnnnnocmmmo mzosm
vooo .non 0:0 n00 0n0anmonmm0 000n0 0:0 m:aeoonm :a .v
mooo .00n0 3n03 0:0 :a .m
Nooo .n00no :a m0aammam m:a0003 :a .N
aooo .u:0sma500 0:0 maoo» m:aa0:0: :a .a
:1000:u00: muananxm
>a:0 hn0000 0an0 a0au
000 ‘00::0 Inauoo 1:0000
oonmmo uunon>usmn mnsu an mmOH>¢mmm
":oaummdooo

 

mHmNA¢z¢ BszHUZH

AGUHBHmU

.142

 

 

 

mmoo .non ouoamsoo on >n0000o0: ma 0nso: m:oa .mm
maoo .0Eau mo 000an0m 0:0a now 0:0a0 .Nm
hNoo .0amoom :00» n0nu0n mo:a:u :vaz .am
mmoo .ucoamaswo 0:0 .00:a:o0s .maoou :ua3 .om
mmoo .0n0000nm 06a» n00:: .ma
«moo .3no3 mo momma 0:au:on spas .ma
Il3n03 ou o:aaaa3 0H

ma:o mn0000 0an0 a0au

009 I00::D nna00: 1:000m
OOMMNO llHOfi>fl£0fl mwflfl mH mMOH>¢mNm

0:0au0moooo

 

mHmNA¢Z£ BZHQHUZH

AdUHBHmU

143

.conuomm mnnu mo 0cm 0:0 um 0000:: mg
:00 0aaa30 0a00: n00a0:oo so» maaa3m a0:0aua00<

 

 

.aaa3m 0a00: :000 now 0:Edaoo
0:0:Iu:man 0:0 00 0:0 :a 3n0E 300:0 0 000a:

.a0oo a0:oau000000

:0 0n0300 m:a:a0nu :am0: ou n00no :a 0:0unomsa
00n00a0:oo 0aaa30 n0:uo %:0 0:0 :0a000a:0EEoo
o:anan3 .m:a000n .00a00fi0:u0& 000 on wuaaan0 0:9

 

mAAHMm UHmdm

“ZOHBUMMHD

uZOHBHZHme

144

 

 

once .muomnno m>mos pun: on 0:00 on as .o
.Nooo .0nnoma0 mo m:a0:0u0n00:0 0a00: 0 0>0: 08 .m
oovo .0m0so:0a :0aam:m 0:» mo 0:0:500 0000 0 0>0: 09 .v
vovo .0000 :0uuan3 0:0
a00a00a0000 0:0:0nmfioo 0:0 000n ou 0a:0 0: 09 .m
mmvo c.5000m0 :0000:
0:0 as 0:a:008 m:a000 >03I:0u 0 000nomo 09 .N
maoo .000:aE n00 00no3 omnmm no E:Ea:aa 0 00
n00an30mmu 0an000a0 :0 :o maoo u:ma0n00 0m>u 08 .a
>a:0 >n0000 0an0 a0au
00: '00::0 Ina000 1:000m
«unmoo -uaanxm 00:» an magnum 0:040

 

":Oau0m0000

 

mHmHA¢z4 EZmOHUZH AdUHBHmU

APPENDIX G

145

A00a0:0nmm0l0nmv :0a0an000am a0au:00a00m

Nooa.ha 0000 .m.0

mom mHqudzd BZmDHUZH AflUHBHMU

146

.non 0:0 :0 00un000 umnau 00> :0:3 00> mo 00na000n 003 3000 0:0 ma >a:o 300:0

 

aanxm >0000 ”onamzmqum

.:oa0000
mnap 00 new 020 um cmumnn 0: was 033030 now nmconunccm

.3003 n00:uov 0 :a 3000 0a:0 :o 0:000

00> 05a: 00 0000:00n0m 000Eaxonmm0 0:0 0000a0:a :0:B

.:0anamom a0>0a|>nu:0 :0 now >n000000: 0:0ulaaa30 >nu:m

:0 0a a00m 00> aaa30 :on :000 300:0 .0000 030: 0:0 :0
0:a00: :oau000000 0:» :a 00000: 0aaa30 no“ mo umaa a "onBUHMHQ

 

 

.:on 0:0 :0 00EnoMn0:
>aa00000 0a 00:0 >ua>a000 a00a0>:m .0>a00a0:a:0& : "ZOHBHszma

 

mAAme mow

147

maomm .000 .aon0:o0
QEn0:0 .00:00«30 30am .00:00a30 0n0000nm
.0n05a0 .0aon0:00 >0a0n no 00080n no 000 0:0 :a .ma

maomm .000a>00 nomonm 0:0 o:a00 .m:a0aam0 no
IIIII IIIII IIIII. IIIII. nIIII. Illlfl :0a00caan00 now 00a000 0:0 0na3 m:an000nm :a .ma
aaomm .0n0008

080 0:0 .0n0002 5:0 .0n0008 0ao> .00n00
0aam0 .0caoma3 no 000:3 .0n00000 :00: 00 :000
000a>00 m:an0000e 000anmonmm0 mo 00: 0:0 :H .aa

oaomm .0:050a000 a00an000a0
m:a:0a:n0: 0:0 .m:a000an:0a .m:a:00a0 :H .oa
moomm .000 .0000an0>o .0n0300n: 0a00na0 .00000
00 :000 000a>00 0>a0000onm mo 00: 0:0 :H .o
moomm .0n00000:oo m:a00:aan00 0:0 m:an00a00 :H .m
hoomm .00n 0am

na00m0 0 n00 >n000000: 0n0000m :oa00a00:a 0:0
.nano .0ua0 0na3 000nn00 0:0 0:0:afin0000 :H .h

moomm .0:0Ema000 mo nw0mon no mo
:0a00aa000:a new 0a000 0:0: nomonm 0:0 m:a00 :H .o
moomm .n000n000 n00 >00000

0:0 0:0Ema000 mo :0a00n000 000nn00 now 000a>00

0:0 0n00000nm m:a0:0onm n0monm 0:0 0:00: :a .m
moomm .000n0 0:0 00 0on0 0a: :a 0:000
>aa0Eno: 00:0:00800 0a:on000a0 no a00an000a0

0w0 aa0 0000a0:a 00 0aone>0 000nn00 0:0 m:a00 :H .v

moomm .0n00000:00
m:an0000 0:0 .m:a5n00 .mca000:n0: .m:a000a :H .m

moomm .0:00m00:0>00 :0:3 >am:a0n0000 00:anm 30n0u0n
w:0 00a00na0 m:a00ax0 :a 000:0:0 030B 00 >0aaan0 :H .N

aoomm .0:oa00owma0000 0.n0n00

I00m::0a 0:0 .00a0050:00 .00:anm m:a000n :H .a

 

3000 +305 «msuam aomumn «Maudn manna
000 3003 0:0 :a aaa3m
ooaumo . 0:000 oeaa mo 0000:00n0: >n0:m mAAHKm moo

 

00a:on000au I >000an000au «:0a00m0000

 

mHmNA¢z¢ BZHQHUZH AdUHBHmU

IL48

 

mNomm .0aaa30 0:0
0n000n o:a>an0 00000: 0:0 m:a0a:a:30 :a .ma
vmomm .000a000n 0:0 0aaw: n0200000 m:a00a0300 :H .mm
mmomm .0:0a00aa000:a 30: o:a::0am :H .mN
«momm .000
.0n0000n:0 .0n0550: .0300 .0n00:0: .0n00000
00 :000 0a000 n03o: :0a000n00:00 no 000 0:0 :H .mm
aNomm .000 .0n0008
:0o:0n00 0a0am .0n0008u0n008 .0n000n0 a0:ma0
.0n000n0:0o .m.m .000000oaaa000 .0no00n0:0m
oa000 .0n00000 n00a00m00 .0n00000 no00a0:0n0
.0n00000 0000 no 000 0:0 0:0a00:0m 0:0 :a .aN
o~cmm .unoem0nvo can maoo»
mo 00: noaonm 0:0 .00:0:00:n0e .0n00 0:0 :H .om
oaomm .00a0aaa00m 00a
o:ana000n 0o: 050a00nm no:ae u:ana0m0n :a .ma
maomm .000 .0aa00
000:: .00amaooofin0:0 .0n0008000:00om .0n00:00
>0a0a80: .00a00na0 0000n000:w n0a00oa .0..a.o.0
..:.0.m .0..B.m.m .0n000a0:0n0 .0000a0 .000a>00
00000 0aa00..00:00 E:000> .0aa00 .0n0en000:0n0
.0n00:00:00 .0no00a00n .00 :000 0000300 0a:on0
I00a0 0:0 a00an000a0 aa0 mo :Oa000aamm0 0:0 :a .ma
saomm .000n0 0:0 00 :anoo 000a>00
a00a:0:00: m:aa050000 no m:aa:am0000a0 :a .ma
oaomm . .000 .00000nm aaan0 .0n00000
.0n00:anm 00 :0:0.0a000 n03om mo 00: 0:0 :a .ma
maomm .00a00na0 .0.n 0:0 .0.: :a n03om
0:0 .0000a03 .00:000a00n .000a m:a000&00 :H .ma
vaomm .00:0:00a
no 00a00na0 :a 00a0a00awma0 a00a:0:008
no 0a:on000a0 .a00an000a0 o:a0oo:00anoon0 :a .va
30:0 +005 amhumm womnmn mmnumH
000 3003 0:0 :a aaa3m
00amuo 0:000 oaaa mo 0000:00n0: >n0:u manaxm moo

 

00a:on000au u >0a0an000am ":oa0000000

 

mHqu<24 BZMQHUZH H‘UHBHKU

149

mmomm . .000 .0000 x0000 .0n0000 .00x0nn
00000 0000000 000 no 0000000 000En00 00 .cm

vmomm .0000800 0000 000n000000 0000“ 000 00000
00000 .000on00000 00Eno0 00 000 000 00 .mm
«momm .0on0000 000 000000>000 0n0m 00 .Nm

0momm .00000n00 00000 00n00
000 .030 .000000 ..U.< 000 no 000 000 00 .0m

omomm .000000 0noa no 030 Eonm
0000on0000 00000n00 mo 000000000000 000 00 .om

0~omm .00000000 000nn00

0003 00000n00 .>omv .>ov~ .>o~0 now .0000
an 000000000 00 0000000000n 0000000000 00 .mm

0~omm .000moon0 000000000 000 ..a.=.m .0000n
IIIII. IIIII IIIII IIIII. Illll. Illll .00000 0n0000 mo 0&n00 000 0000000000 00 .ma

hmomm .0000000000 000 .00000000 .0000000000
IIIII IIIII IIIII IIIII .00000000000 .0000n00000 0000000n 0H .hm

ONomm .OHHGO

000>n00 00000000 000 000000 000 0000008 00 .0N

 

0000 +000 mwhn0m womum~ 0m~-00 mo0no
on: 0003 ago 00 00000

000000 . 00000 0009 no 0000000n00 0n00u mAAHMm mow

 

0000on0000m I M0000n0000m "0000000000

 

mHqu¢z< BZmQHUZH AdUHBHMU

150

.0000000 0000
mo 0:0 0:0 pm umum00 mg 000 0000003000 no0 00:0000000

- .0om n000000n00

n00» 00 0n0000000 000 no .0000n0000 .000000000 00
000003000 0000 000m 000 n000003 00000 .0000 0x00 000 00
000000 0000000000 000 00 000000 0000m0300x 000 no 0000 0

 

.000 000 00 000000n 000000000 00
0n030 00000 no 000000000 000>0o>00 00000 000 000 000 000
00000000n0000 no 0003 000000000000 0000>0000 000008 0

 

mmUQMA3OZM mow

"ZOHBUmMHQ

"ZOHEHZHth

151

 

 

N0mmm .000 .0n0000000n0 .00000 00000 .000000008n000
.0n00008n000 .0no00000n .0n00000 00000800 .0n00u
I0000n .000000 .0000>00 00000 00000 .00000 80000>
.000000000 .0n0800 .00000030 .0n00n000 .00000n
.00000 .0n00000000 00 0000 0000>00 000on00000 000
0000n00000 000 00 00000 00 300 000 0n0000 000 03000 .m0
00mmm .00000000n n0000 000 .00000000000 .0000000000 03000 .~0
o0mmm .00000xn0800 no 00000 000n0 000 0000n 00000 .00
00000 .0000n0008
0000000000 000 0000000000 00 000 n00on0 00a .00
00000 .0000n000 000 .0000000
.00000 no 00000000008 000 000 n00on0 000 0300: .0
00000 .000 n0000 00 000000000n0
000000 000 000n0 000 00 000800000 n03o0 no 000 008 .0
000mm .000000000000on0 00 000000000n0
000000 000 00n000oon0 n00on0 000 000000n000o .0
mommm .0000000 no 000n00000
now 000 00 0000n0008 n00on0 000 00 0000000003000 .0
vommm , .00000 000 00000
0000000 000 .n00oo .0000 0n03 0000n000n 00000 00000
000 .00000 .00000002 000 00 000003000 00000800 000 .m
mommm .0000000000000 .0n0008u0n008
.00noo 00000 .0n000n0 000000 .0n00000 n0000000n0
.0n00000 0000 .0n00000 0000 .0n0008 080 .0n0008 80o
.0n0008 0000 00 0000 000n0 000 00 008800 0000>00
0000000 no 000 n00on0 000 0n0000 000 03000 .0
mommm .000000on0 000
. 000000000 00 000 n00on0 000 000 now 0000 000 03000 .0
0ommm .mmumsouun can .00000000
.000800000 00 0000 00000 0000 000nn00 000 0000080 .N
oommm .00000
00 300 000 .U.0 000 .0.0 now 300 0.800 03000 .0
0000 0n0000 0000 0000
000 300000 In0000 100000 0000003020 000
000000 n-00000zocx 0000 00

 

0000on0000m I 00000n0000m 00000000000

 

mHqudzd BZMQHUZH AdUHBHMU

152

 

 

mNmmm .000800000
00000 000 0000000000 0000000 000 000 00000 03000 .om
mwmmm .0000800 0000000000 000 000000 0000 00 300 03000 .mm
pnmmm ..oum .mc002000
.0000000000 .00000 0000 00000 00000 0000 03000 .mN
mmmmm .00001002
00 0000 000000030 00000 00000 000 000000 03000 .nm
mNmmm .0000000000 0000000 00 .0000
.00000000 000000000 00 0000 000000000000 0000000
00000000000 0000 0000000 0000080000>00 0000000000 .ma
v~mmm .00000000 0000003 000 0000003 03000 .mN
mmmmm .:00usn000000 00300 03000 .¢~
«mmmm .00000000000 000 000 00000000000 03000 .mm
0~mmm .000 00000 000 0000000080 00000008 03000 .Nn
onmm .0000000 0000000000
000 000000000 00 000000000 000 000000 03000 .0N
000mm .000 .000008
0000000 .0000000000 .000000000 .0000000000 000000>
00 0000 00000000000 0000000000 00 000 0000000 000 .ow
m0mmm .000000000
:0000000 000 000008000 00 000000 000 00 000003000 .00
s0mnm .0003 0000000000 00 000 00 00000 0000000 000 03000 .00
w0mmm .00000000 00 0000 00 0000 0000000000 0000000
000 000 00 0000 0000000 000 000 0000000000 000
000000 00 00000 000 00 0000000000000 0000 0 000 .00
m0mmm .0000 000000 00000
000 00000 000 00 000030000 0000000 000 03000 .00
000mm .000000 0000000 000 .000080000
.0000000008 .0000000000 .0000000000 03000 .m0
m0mmm .000 00 0000>00 000 000000000 00000000000 000
00000000 0000000 00 000003000 000 00 000000800 00 .00
00:0 0000 , 0000
000 :00000 100000
000000 II000003000 0000 00 0000003020 000

 

00000000000 I 00000000000 “0000000000

 

mHm00¢24 BZNGHUZH 0¢UHBHMU

153

vamm . .vamww mua>umm ms» ca mmusvoooum
mmocwusn can mcwaaan :« ©o>Ho>cw name msocx .~¢

ovmmm .oma oacouuomam now can maficouanouam mzocm .av

mmmmm .ma: ou mauowEono uomuuoo
can can upwnouwo cmucwum uadmmu Op 30: m3ocx .ov
mmmmm .uouuasoduo no mean :09» mm: on 30: m3ocm .mm

hnmnm .mufi>fluou-ofioau
an“: ucwauoo can: auoummomc macaunmomum 0:9 .mm

ammma .aouucoo van
.cumauo uuw .aocuavouu mo «muma3ocx wumameoo mum .hm

mmmmm .ouu .numanns: .uococam mammmno .muoocmn .muumnm
.mmxuun no «on on» can mummonu sham on 30: mzocx .mm
vnmmm .Houucoo Gavan can .COamw>mHmu .Owcuu msocx .mm

mmmnm .amuuz .aaumg can .mmanmo nodumowcnaaou an
noun menu» 0:» cu Huflommu «maoo Hoaoo may msocm .vm

«mmmm .omu: mmoa>mo map
can .ucoamwavm can muwnouwo uoououm on 30: mzocx .mm

anmmm . .mmcwuuww Homoum
. 0:» can uwsccoo Show can econ ca 30: m3O:M .Nm

ommmm .nvon mo mcowuncanaoo

vac muazouwo Hoaauunm can mmwuwn n3ocx .Hm

 

 

aaao auouum wand dawn
on: sound: lawman ucmuuu
ooflmuo -uomooasocx «as» «H muuaugzozx non

 

uoacouuomam wauwowuuooam “cowuomsooo

 

mHm%A¢2< BZMQHUZH AdUHBHKO

154

.cofiuomm
wasp mo cam map um Umumwa ma hue muofi>mnon AmaOfiUflcod

 

.nom MMHsowuumm
use» Ga mmwmmmom: no: no .manmuwmmc .Hmwuammmm ma
uofl>mnmn comm mem 50» nonumnz xowno .mmmm uxma way no
mcflmmn coflummsooo may now cmwmoc mu0w>mnmn mo umfla a

 

 

 

.mufiachmumm .monnufluum
.uoancoo Hmwoom “mm>mnon maomaom nown3 ca umccma 0:9

 

mm0H>¢mmm

”ZOHBUHmHD

“ZOHBHZHme

155

 

 

 

mace .mucofiao can mumeoumso .ma
maoo .Euflm ou muoufimw> .aa
pace .muoflummam .ha
maoo .mmmmoHQEo 30Hawm .ma
Inuucsou aamnomuuaoo mw>mnmm
maoo .mwoauouum mummmm How cumocoo m mnwumuumcoemc :H .ma
vaoo .mwflammam can .ucmsawavm
.maoou mo maoo can now vmmc maummwoaucu :H .va
maoo .mGOAuomuac Hmnuw>
can cwuuwu3 onHON can umuauwuca ou manw mafimn nu .ma
«Hoe .cofimfl>ummam Huawcwe nuwa xuo3 on wand onwmn :H .NH
aaoo .comuom mumaumouamo
on» on omvua3u0u who muuommu mun» magma :H .aa
oaoo .coumHQEOO
mun monooou no manommn and wuam mcwmn :H .oa
mooo .omcmflmmu mach mcflumameoo :H .m
numuaawnfimcommmu m3onm
maoo .moun xuos as» m>an on cum:
0 ma onus» nuns Homfi>ummsm may on mafiuuomwu 3H7 .m
hooo .mswu co gmxmmun: Scum xoon mcaaoo aH .w
mooo .oefip co xuoz on magnumm 6H .w
mooo .msfiu co xuoz undamameou cH .m
unauflaflnnocommu agonm
vooo .30“ ms» new mumwumoummn mmmuu can acaaooum :H .v
mooo .mmum xuoz ms» :H .m
«coo .Hmvuo cw moMHmmau mcwmmmx :H .N
Hooo .ucmamwsvo can maoou madaccun :H .H
unmmocumm: muwnasxm
wane aunmmo wand and»
«no Iowans In mac ucommm
moflmuo -uuofl>u:wn man» «H mmoH>mmmm
"cowuumsooo

 

mHqudz< BZWOHUZH

AAUHBHMU

156

 

 

 

hmoo .mmmomuam anaemumm How mconmoaou mean: :H .mm
omoo .moammo 0:» on
mu0uama> can mamaamo ou cofiumau0mcw mcfinmwcuaw an .mm
Inmumuomav mH
mmoo .Amumxwmun
no mamcum mmdmumumauaoummnoufi3m no cowumuoav
mcwuwz now macauMUfimwuomm mcaaumumo mmamm .mm
¢moo .mxozuu can mumo hammeoo
new uommmmu can muflnon mcw>wuo mMMm mmumuumcosmo .vm
mmoo .Emanoum a on coauaaOm mcwcwmamxo CH .mm
«moo .mum«umoummm
can: unmEmwavm mo acaumuwmo may madcauamxm :H .mm
amoo .wmsmo wanmnoum
can muuwumoummu cmnz muomwoc mcwcwuamxw :H .Hm
omoo .mofiaoa m.»cumaoo on» mcwcamamxm cH .om
uumuoeoumao ands mxuo3
m~oo .non mumameoo ou huummwouc ma «use: ocoq .mm
mwoo .ogau mo moofiumm used you wcoac .mm
“woo .mamomm can» umnumu mocasu suds .FN
mNoo .mmuammmum oumccwum mocueu0mumm uwnco .mN
mwoo .musmmmum mafia Hmcas .mN
vmoo .omcuno mwun xuo3 can non mzoacwucou nua3 .«N
mwoo .uawemflavm can .mmcwnoua .maoou suwz .MN
mwoo .xuoz mo ammma «cannon sufiz .NN
HNoo .mafluumw nuwz .HN
luxuoz ou mnwaaw3 mH
o~oo .maaoom sags macaw muou .om
mace wuommm wand Haw»
an: Iowans Iufimmo lawman
mowumo -uuow>unmn «gnu mH mmoH>¢mum
«ceaummsooo

 

mHm>A¢z¢ BZQDHUZH AdUHBHmU

157

 

 

 

mmoo .mcwomumma anaemuwm can
coauoosvm meascwucoo now cumocoo m mmumuumcoemn .mm
Nmoo .mam>wuu>uwm:oo mmwammzm can manaumuoa means cH .Nm
Hmoo .mocmcmucwue o>wuco>0um mcwEMOHHom :H .Hm
nuxuo3 cu mafiaaw3 mH
omoo .xuo3 muaausv anon ms» mawoscoum :H .om
ulhuwawnmvcmmmo manammwn
meoo .mcwaccmn non can coauoauoum mo ammunm Ham :H .mq
mvoo .amoo can mumvuo xuoz mawaocmn cH .mv
Ilmmmcuuwc muwnwnxm
b¢oo .xnos awn cw mococflmcoo manammfio .hw
o¢oo .muflnun xuo: unuwofiumo mandamus .m¢
m¢oo .xuo3 was cw mucusoon m>mammwa .mv
«vac .aufiawnm mfinmnwcuma mandamfia .«q
mwoo .amnu com: uon can mcacwuuu was no
xuozweoum ms» casuas mconwomo mxma ou wand mH .mv
Nvoo .mGOwuuzuwm
accumumam have: cm>wm mumuuo Hmnum> 30HHOM
can Emwoauwuo o>wuosuumcoo ummuou ou manm mH .Nv
Hecc .Emau mmwammam
can anwOfluuomHm mufino no «000: o» unmau mH .Hv
ovoo .mufiaflnm can omomazocx
no 0900» was m>oumfia on madman maucnumcoo mH .oq
mnoo .mmaam Baum cowquMOMQM mcwaucuz cH .mm
mmoo . .uouoomu
.Huaocacam mcacumocoo cowucEHOMcw mcwmumaou :H .mm
mace hummmo wand Haw»
on: Ioocco lawman lawman
mofluuo uuuofi>onon was» uH mmoH>¢mum
"Goduumduoo

 

mHmwfldzd BZHQHUZH AduHfiHmU

.158

mmoo .muwummu anuuomfimu dawn on
mcwcfio>u can mmmcummc no unmoom sufiz :nfimummuo

m mm xuo3 mo huwauav new cumocoo mmumuumcosmn .mm
mooo .A.oum .mcfiauoao
mmooa .mm>onv humumm co mammsmfio nua3 .non

may ou wumwumoummm mmmuu How cumocoo mmumuumcosma .mo

hwoo .cmoH xuo3
mcwnwcumuo can mafiacuam cw huwawnflmqommmu mzonm .hw
maoo .cofiuwvaoo Hmoamhnm
anaemumm magnummoom :wmucwme ou wufimmo mamammwa .mw
mmoo .mumeoumso mo spammn can mumwmm .mm
«moo .alll . .nofl may 0» mummnm .vo
mwoo .ucmamasvo can mmcacaaan ou >umuum .mm
«moo .mucncou mo spasms can aumwnm .Nw
Hmoo .mumxuo3 mo guano: can huwumm .Hm

uuwo mEumu cw anuuums
guano: can auwuum ken cumocoo mmumuumGOEmo

omoo .maano uow>umm
mcwxue uou uoscaoo muuwumoummm mwuuuumcoewa .oo

mmoo .mumeoumso can .mucmcmu .mumxuo3
umsuo ou oanmummoom “muouumno Hones mwuammao .mm

mmoo _ .euflu may
. u0\ccu umonmEm awn cumzou unawaoa mmuammwo .mm

hmco .mEmHnoum mcw>H0m
>HHu0«m«u:mwom new huaommmo an» mmumngmcoama .hm

mmoo .mcofiuuuaaaa can
mmauflaannmmo unmamwsvw van maoou mo anewomcoo .mm

mmoo .ucoeawavm can mmwammsm no
mucwaauumxm van mummu mcwuosccoo mo wanmmuo .mm

vmoo .ucmsmazvo «am

can Had muauumum nmwn mo mm: :a hummmm mmoauomum .vm

 

waco wumumo wand Huau

 

was nowcca numnmn unoumm
mafimuo Inuow>mnmn was» «a mmoH>¢mum

 

"cowuumdooo

 

MHm>A¢z< BZNQHUZH AdUHBHmU

159

.cowwomm many mo cam on» an noumwa on
coo maawxm Uflmmn nocwmcoo so» maafixm Hmcofluflvcd

 

 

.aawxm oammn comm How mcEsHoo
camsuusmau on» no one cw xumfi xoozo m monam

.amom Hmcoflummaooo

cm vum3ou mcacwmuu caaon ou Mocha cw ucmuuome
oouocwmcoo maaaxm nonuo was new :ofluwochEEoo
mcwuauz .mcanmou .mowumEonqu on: on auwawnm one

 

wAAHMm UHmdm

”ZOHBUmmHD

«ZOHBHZHhmo

.160

.mflamaocuum owuun no unaccuuu

 

 

 

 

mHmwA¢z< BZHGHUZH AdUHBHfiU

h~ o
v lumen: sodas and: van» ovauuumu Huowcosooa a no: .aa
m~vo .uuuom oanaouuo can ounasmacua o» oann on 08 .ha
vao .uooomuam mcauuomou How uvuooou
aaoo can coaunsh0u=a caoucaoa cu osnn on as .wa
v~vo .umcazuuu oxoa on wand on ca .ma
mnvo .ucoauaoflufloomu
was ounwzauv uoumuouca can onou on wand on as .«H
-¢o .Ho>oa o>auosooum can ouon
a an uaOOu nozom can: muuuuoooc on: ou wand on as .ma
H~¢o .huumuoooc :02: can uuuqu
on: can nououuos humane coon oouuooum 0» menu mg 09 .«H
mace .uaouuau oduoanc can oauonosmao on: on oanu on 08 .aa
cave .:0aunauo::m .
can .ucuuaomu .uuaauuu mo nanny and: unwaweuu on 08 .aa
acvo .uood>ov noduoowcaasoo :0 can cannon
:« aauaoouuaoo can %Hucunooam zoom» on oanu on 08 .m
aooc .aa“ as» uou ouoaumvu auauouxou an: .a
hove .Auaou Quads
uoHooV aauomoum uoHoo o>aoouom on wand on 09 .5
move .omasmcoa :uwaoau on» no vcoasoo noon 0 o>c£ as .o
move .aanuuoa muonasc can mono: moan: 0» man: on 09 .m
vovo .ouuo :ouuaus
can aaoauuauouu oaonoumeoo can noon 0» mane on as .v
nova .UoBuOuuom axon»
sud: ounuancoaaoo Ho>oa n no noon on wand on as .n
Neva .uuaomao no unaccounuoocs oauon a o>on 09 .N
Hove .couua>«c
.co«uaoaam«uaafi .cowuocuvnsn .GOAuaocu uncoduocam
Hoouuoaonuofi oaaaau wanna can encuuom on oHau on 08 .H
aaco auouuo wand Adan
on: nomads nuuuoa acouan
ooauuo uudaaxu oduunnmasu an mqqaxm ungu
«acquumwooo

161

.AOAnoo. 0&5H05 can .Aoouov onwa

 

 

 

 

mHqu<z¢ BZMDHUZH A¢UHBH¢U

Hmvo ..mc:oomluooooov unmaoz .Aoooouuqcngumoouv uoooqa
”cowuouoc awn: Avocauco>coo moan: ouonuoa 09 .am
omvo .uonuocu o» own: one aouu nucoaouauooe uuo>coo 09 .mn
mvvo .uucoaouonuoa ounfiaxoummn can ouoaauuo 09 .pm
ovvo .uooau> ucoEououuoE ounaomuuuxo can ounHOQHoooa 09 .mn
hvvc .:o«unuou aaoo .nooooo .uoooom .nonoca .uoou moan:
.aoo«>oo acoaousaooa :oaBoo uoumuoucu can coon 08 .mn
mvvo .aoocowon
Huoauhnm oauon no unaccounuoono on o>oz oa .vn
vvvo .moauuon wouoouuoo no 0000 nounouaom .mn
vac_ .uau0u Bauao aucuuuo: .uuouauonmocna
ouoaaaoo hauomoum can conunuooca as .an
vao ..uuoumou ca
nonmadxo. cowuouou no mooumoo onacmooou 09 .aa
O¢vo .noocounoao can nooouuoaou
wcausuaoa ca oaqaaooo no on: on» vcounuovco as .am
mayo .auauocmqa
can .aOuuouunn .uuououocoo .uuouuwuou .nuou
udoomno .uuoBMOMuoouu .uonoua3a .uaouou song 09 .mw
onvo .uuasoudo Modaouom can aoauou voouuuovon 09 .mn
have .uoouuoo on can o¢ ozonu .hu
omoo .auoosu “coauuomam can sun «ago annex .ou
mnvo .nuaoouqo Huowuoooao oonuuuoocs 09 .mu
vnvo .ocduouaon spa: usu~a§¢u on as .v«
nnvc .uoo«>ou mcaunou was uuoaoa
duoauuooao coaaoo «no no on: onu womanhood: 09 .mu
«nwo .ovauu Hooauuoodo no aaoou 00: ou oano on 09 .NN
onvo .uaoou oauzooa oauon can ou oann on non: .HN
o~vo ,.naoanoum xoua
noowuou no soon .uuooaudumsa Hoownxsm on com .o«
aweo 1084» no occauoa mood now can»: on anon on any: .aa
maoo huunuo maoo down
000 noocca Iuwuoa Icoanu
coauuo. --Haflxu oauan «an» .H . mqqaum on¢m
”cowuomdooo

162

Hbve .msoumam
Honucoo co coon munoonno Hoonnuooao cnooonocco 09 .em
ence .muoscue nooeonovo
on uGOnnnonmnoomo coo .maonua :o moanuoonnc
.maonoa nonmnoncn on Ho>oa u no coon ou oaoo on 09 .mm
meve . .oxoon
ocoo can advance unoEmnovo on mconuoonnc 3oHH0u
coo coonnnocco on Ho>oa o no coon on ouno on 09 .em

move .Ho>oH o>nuooconm coo

ouom o no maoo» coon anmmmooo: omo on oano on 09 .mm
heve .xnoaonooo> moconn moncanon nsocx .Nm
move .oanmc announnano on can .hnncoon ooooaun nonuncnoz .Hm
«eve .nzmno: no noon 0: guns .onsuoonnu no

oennu couo>ono no usonn wancnon o>oe no xnos 09 .em
meee .:0nnu:ncnooo counuoxo ouunumcosoc oa. .mv
Heee . .uzon> :Onuooflonm onnmonmonnno can .nmnnuGOnnoHon

.mon3onc Huonconooe .onoovu wonEnOM on» .oomcoond
can .onnenom mcncanon uonmnouon can coon 09 .ev

eeee .mocoo mcncanon nonmnouon can coon 09 .bv
mmve .uomou noofionooooe
can moaon m.nouoomnoo nonmnouCn coo coon oa .wv
nmce .En0u oanou an couoonccn .mGOAuoonunoomu .mncoe
nonsmooa mocnnu ocncanan uonanouon can coon oa .mv
emve .uucoEonamooE ucononmuooo uonmnouan cod coon 09 .ev
mmve .oosaao> can .nuonu
.nouoEnnom ouoanumo can .onomeoo .ononooa 09 .me
vmve .mmnnnGOnuoHon nomnm onuon nonanouon coo coon 09 .~w
nmee .:Onuuuoc
ouunnmonmmn mono: mucoEonomnoE cnooon 09 .Hv
«nee . .annu

unanuoaon oncomnonno ooo can .nonmnoucn .coon 09 .ev

 

 

 

undo unoono oann Anna
on: Ioocca unnuoo uconom
oonuuo I3Hanm onnon was» mH mannxm Unmdm

 

“acnnomwooo

 

mewA<z¢ BZNDHUZH AdUHBHmU

163

 

 

 

\
whoa .uuoonno n>uos aunn o» «nan on on .00
whee .uecnzonc cnooon on oano on 09 .em
neve .ncunm Hoonoanm mo canunnomo onuon ccouunoco: 09 .em
Nbve .uononn ae.e on waouunaooo onanooa 09 .hm
aaoo anouuo oano Anna
on: noonco unHuoo Iconum
oonuuo uunnnxu onuon one» an magnum unmam
- ”canuomdooo

 

mHmaqdzd BZHGHUZH AdoHBHMU

"‘ooooES