THE IMPORTANGE 0F ACTIVITIES PERFORMED IN" . FUNCTICXNS (IF THE FARM MACHINERY INDUSTRY . AS A BASIS FOR TRAINING PROGRAMS 7 7 Thesis for the Degree of mu, . ' MICHIGAN STATE umvmsnv ARTHUR-L. BERKEYW * , 13571 ‘ III/l/l/I/I/II/l/I/I/I/l/II/l/I/I/////I/////I//I//I//I “5“” Michigan 3n” University This is to certify that the thesis entitled The Identification of Activities for Performance of Selected Functions in the Farm.Machinery Industry presented by Arthur Lee Berkey has been accepted towards fulfillment of the requirements for __1)_ILD___ degree in Agricultural Education Wflfi Major professor Date June 12: 1967 I 0-169 . fi/M/i “)9 732... ABSTRACT THE IMPORTANCE OF ACTIVITIEb PnREOKMED IN FUhCTIONS OF THE FARM MACHINERY INDUSTRY 58 A BASIS FOR TRAINING PROGRAMS '| CV Arthur Lee Berkey Purpose. The purpose of this study is to identify the functions oerformed at the retail dealership level of the farm machinery industry: and to identify, and determine the importance of activities that should he performed in fulfilling the selected functions of retail sales, and records and accounts. This information mav serve as a basis for the develonment of training orograms to meet the needs of workers in the retail farm machinery industry. Method. The functions of the retail farm machinery industry were identified through a review of the literature and assistance from industry and universitv oersonnel. The retail sales, and records and accounts functions were selected for study. A procedure similar to that used to identify functions was used to list 72 activities nerformed in each of the selected functions. Seventeen activities listed were common to both selected functions. An interview instrument with a four ooint importance scale, and provision for listing additional activities, was develOped through consultation with educational researchers. Arthur Lee Berkey The 21 member jury of eXperts was composed of seven retail dealership managers and seven industry advisers representing full line farm machinery manufacturers; and seven educational eXperts involved in farm machinery training programs. Through interviews jury members rated the import— ance of activities to the performance of selected functions; and listed additional activities important to the functions. The frequency of the importance ratings was used to identify activities important to the selected functions. The relative importance of individual activities was determined by ranking, and statistical tests which compared rating frequencies with a random distribution. Differences between jury grOUps in total function ratings were determined by clustering using Mcuuitty's Hierarchical Classification System. The relative importance of activity groups was determined by the rank of individual activities making up the activity group. Findings of the Study. Retail sales, records and accounts, management, and service were the four functions identified. Seventy—two activities including 17 common activities were identifies for both the retail sales, and the records and accounts functions: and jury members added eight and three activities reSpectively. Of 1512 possible q \ activity importance ratings for each selected function, 1495 and 1480 activity ratings of some degree of importance were made for the retail sales, and the records and accounts functions reSpectively. Arthur Lee ferney The frequencies of the importance ratings of a majority of the 72 activities in each selected function are not statistically significant from a random frequency. Common activities are not significantly different in import- ance to the two functions. to significant differences exist between jury groups in their importance ratings of activities. Ranking showed activities are of different importance to functions. Activity rankings failed to show individual activi— ties in one activity group ranking higher as a group than activities in other activity groups. It was concluded that the activities identified are essentially those important to the functions; that the results of this study may be useful in develOping training programs; that other common activities identified may be related; and that activity groups and differences in activity importance have implications for curriculum. The findings of the study indicate that the functions—activities theory is a useful occupational research approach. Recommendations were made to study the other two functions of the industry, and other phases of agrihu "nag ~ s. and to determine a procedure for using the data to develop training programs. Additional research was recommended to determine further application of the functions—activities theory, the level at which vocational education should be taught, and information for keeping educational programs current . THE IMPORTANCE OF ACTIVITIES PERFORMED IN FUNCTIONS or THE FARM MACHINERY INDUSTRY as A BASIS FOR TRAINING PROGRAMS BY Arthur L. Berkey A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR O r“ H ILO SO PEEY Department of Secondary Education and Curriculum 1967 ACKNOWLEDGEMENTS The author wishes to eXpress his sincere appreciation to Professor Raymond M. Clark, Chairman of his Doctoral Guidance Committee for his valuable guidance and assistance during the study. appreciation is also extended to Professors 0. Donald Headers, Floyd Parker, and James B. McKee, members of the author's guidance committee. A debt of gratitude is owed to the members of the educational research department, College of Education. Appreciation is expressed to the industry and education representatives who assisted in develooment of the instrument. Thanks are also due to the dealership managers, industry advisors, and educators who served as a jury of exnerts in supplying data for the study. This study is dedicated to my wife Anne, for her patience, understanding, and encouragement throughout the study. {.1 [.I. TABLE OF CONTENTS Page ACKNOWLEDGMENTS ..................................... ii LIST OF TABLES ...................................... v LIST OF FIGURES ..................................... vi LxST OF APPENDICES C...0-00.00...IOOOOOOIOOOO-olooooo Vii Chapter I. THE NATURE OF {III-$3.3: STUDY OOOIOOOOOOIDOOOOIOOII 1- The Statement of the Problem Purpose Objectives Definitions Assumptions Rationale for the Functions-Activities Theory II. TRAINING FOR THE WORLD OF WORK IN A quOcRATIC SOCIETY DOOOOQOOOOOOOIOOOOOOIQOO 1‘3 The Need for VOcational Education The Ethos of Wbrk Vocational Education and National Goals Public School Responsibility for Vocational Education The Role of Non—Public Agencies in Vocational Education The Need for Vocational Education for Agribusiness III. RESEARCH DESIGN AND PROCEDU ES .............. 34 Determining Functions .Development of the Instrument Selection of the Jury Jury Ratings Conducting the Interviews Analysis of the Data TABLE OE CONTESTS Continuec Fade Chapter IV. ZNALYSIS OF THE Dara ,,...,,,,,,,,,,.,..,,.,,,. 46 Identification of Functions Identification of Activities Importance of Activities Importance of Activity Grouns V. SUMMARY, COECLUSIOES, AND RECO%£5NUATIOES (j\ .0... Method and Wrocedures Analysis oi the Data Summary of Findings of the Study Conclusions Recommendations for Further Study APPENDICES 7” .OOOCOOOOOOOOO00.0.0.0....OOOOOOOOOOOOOOOOOO I‘D BIBLIOGRAEEZ .""r_.' 000.00.00.000000000oooooooooooooooooooooool‘ju iv LIST is riaLns Table ‘13 OJ : l 1. Additional Activities Listed by Jury Members in the Retail Sales, and Records and Accounts Functiona:fiith Imoortance Ratings and Jury Source ................... 43 2. Number of Activities with Sicnificant D Levels in the Retail Rales, and Records and Accounts Functionsby Dealership Manager (I), Industry Adviser, (II), Educational Excert (III), and Total Jury Group Importance Ratings ............. 51 3. K ‘Levels of a Comnarison of Common Activity Imoortance Ratings in the Retail Sales, and Records and Accounts Functions by Dealershin Menacer (I), Industry Advisor (II), and Qducational EXpert (III) Jury Grouns .................. 55 4. Hierarchical Jury Member Pairs Jith Forty or More Identical activity Imoortance Ratings in the Retail Sales, and Records and Accounts Functions .................... 62 V7 (1) war 0; .ei‘lC-‘UILT‘ Figure Page 1. Hierarchical Pairing of Jury Members by Number of Identical Activity Importance Ratings in the Retail Sales Function ...... 58 2. HierarchicalPairingejf.Jury Members by Number of Identical Activity Imoortance Ratings in the Records and Accounts :FLlnctj—On 0.0...OOOOOOOOOQOOOOOO00.00.000.00 {SO Appendix A-l. A-Z. D: l l\) O m 1'" l- i W H ”'7 Pg} ,L PU "J L}: L, F5 ‘0 & Interview Instrument Used for the Retail Sales Function ............................ Interview Instrument Used for the Records and Accounts Function ..................... Interview Instrument Used for Listing Additiona.l it’ACtiVitj—es OOOOOOOIOOOOOOOOOOOOO Interview Princinles and Procedures ......... Interview Instructions in Card ones ........ Functions Chart of the Retail Farm Machinery Dealershin Used in the Interview. LiSt Of JurV mem%ers oooooooooooooooooooooooo Frequency, Percentage, and D Levels of Activity Iuoortance Ratings of the Retail Sales Function by Dealershio Manager (I), Industry Advisor (II), and Educational .EXpert (III) Jury Grouos .................. Frecuency, Percentage, and D Levels of Activity Imoortance Ratings of the Records and accounts Function by Oealershio Manager (I), Industry Advisor (II), and Educational Exnert (III) Jury Groups ...... Explanation of Koluogorov—Smirnov One—Samole [PeSt O.COO...OOOOOCOCOOCOOOOOOOOOO0.0.0.... Exolanation or holmogorov—Jmirnov Two-dathle ‘l|eSt 0.0.0.....OOOOOOOCOOCOOOO00.000.00.00. K. Levels or a Comparison of Activity Importance Ratings in the Retail Sales Function Between Dealershio Manager (I), Industry advisor (II), and Educational Expert Jury crouos ........................ vii 90 ’0 1\) t0 0 97 99 !._J O :53 LIST OF APPENDICES Continued .... Appendix H-2. K Levels of a Comoarison of Activity Importance Ratings in the mecords ano Accounts Function netween Dealership Manaqer (I), industrv advisor (II), anu Educational Exoert (III) Jury Grouos ....... I-l. Rank Order of Retail fiales fictivities by Total Nunber of essential (3) Imoortance RatingIs g.......OQQQOOOOOOOOOOO0.00.00.09.00 1-2. Rank Order of secords and accounts Function Activities by Number of Essential (3) Immort-ance RatianS OOOOOOOOOOOOOOOOOOOOOOOO. "C 9; n m l ;.4. ‘._s U) h) 160 CEAPTER I THE EATURE OF THE STUDY The Statement of the Problem Accelerated technological change has had a profound effect on today's world of work. More and more occupations now require higher levels of more Specialized cognitive training and there are fewer, and fewer employment Oppor— tunities for semi-skilled and unskilled persons. The labor force of the 1970's will require an inc_easing utilization of conceptual and cognitive skills rather than manual skills.1 The need for specialized training is increaseo by changing job requirements as new occupations emerge and old occupations become obsolete. This decrease in employment Opportunities for unskilled persons is resulting in both underemployment and unemployment. The Michigan Manpower Study of 19662 brings into focus the problem of balancing the numbers and training levels of the labor force with the demand for workers in Specific occupations in Specific industries. l . . , . . . . Michigan Employment becurities CommiSSion, Manpower in Michigan: A Reappraisal of the 1960'3 (Detroit: Hichigan Employment Security Commission, Seotemoer, 1964), o. l. 2 0 - 9 I" *1 Michigan Manpower study: bummarv Report (Research conducted by Battelle Memorial Institute Columbus Laboratories, Columbus, Ohio; November, 1966). l 2 These demands for workers with higher levels of training, and the tendency generally to reject poorlv trained,or untrained workers are problems that point to the task of vocational education.1 In aldition to increasing technology, the other environmental changes of urbanization, increased mobility, and increasing size and changing com— position of the labor force compound the need for vocational education to provide workers with the necessary broad under— standings, skills, and abilities for success in the world of work. AS Venn2 points out, education now stands between man and his work. Mechanization and other technological changes in agriculture have resulted in greatly increased farm produc— tion and a Sharo decline in the number of persons employed on farms.3 To facilitate the production of, as well as to market and diStribute this increased farm output, a wide and Varied complex of rapidly expanding non-farm agricultural businesses and industries have evolved. lMelvin L. Barlow, "A Platform for Vocational Educa— tion in the Future,“ Vocationa Education, Sixty—Fourth Yearbook of the National Society for the Study of Education, Part I (Chicago: University of Chicago Press, 1965), p. 282. 2Grant Venn, Man, Education, and Work: Postsecondary Vbcational and Technical Education (Washington, D.C.: American Association of Junior Colleges, 1964), p. 3. 3Sigmund Nosow, "In Search of a Vo—Ed Program,“ Michigan Educational Journal, Vol. XLI, No. 17 (April 1, 1964), p. 12. 3 The farm machinery industry, along with the other non—farm agricultural businesses and industries, has also eXperienced tremendous eXpanSion and technological change. This has resulted in an increasing need for personnel with high levels of training. Research studies and information from industry personnel Show that jobs are available for trained persons at the retail level of the farm machinery industry as well as in other occupations in agribusiness. Many of the available jobs in agribusiness require agri- cultural competencies as part of the training requirement. Thus the agricultural background of rural workers seeking employment may best be used in training programs to meet the need for trained workers in agribusiness. Nosowl points out the difficulties and disadvantages of the rural worker com- peting with urban workers for employment in urban areas. One serious problem in providing the needed vocational training programs for the farm machinery industry as well as other phases of agribusiness is the paucity of curriculum materials to serve as the basis for the needed programs. It is hOped that this study will contribute toward providing this needed basis. Research is needed to determine activities that should be performed in fulfilling the functions of agri- business. Additional research is then needed to identify the activities common to functions in more than one industry. lIbid., p. 14. [L A These common activities may then be used to provide the needed basis for core training programs which will provide workers with the necessary broad understandings, skills, and abilities for success and mobility in agribusiness. Purpose The purpose of this study is to analyze the retail level of the farm machinery industry in terms of functions performed; and to both identify, and determine the relative importance of, the activities that should be performed in fulfilling the selected functions. The results of this study should be helpful in providing a basis for develOping educational programs to both qualify workers for jobs and meet the needs of the farm machinery industry for competent workers. It is hoped that the following outcomes may result from this study: 1. The identification and importance of activities involved in the performance of the selected functions can be determined and will provide a basis for educators to estab— lish the kinds of training required to prepare persons to effectively perform these activities. The relative importance of activities may provide a guide for the emphasis that should be placed on training for different activities. These estab— lished training requirements may serve as curriculum guides for building new courses and updating existing educational programs. 5 2. From the established training requirements educators can determine levels at which training may be offered to qualify persons for Specific employment Opportun- ities in the industry. These training requirements may also be used in vocational guidance and counseling. This study may indicate that there are activities that are common to more than one function within this industry. Additional research may reveal that.there are activities common to many functions identified in agri— business. These common activities may then be clustered to provide the basis for develOping core educational programs to train workers to perform activities important to functions common to one or more phases of agribusiness. Objectiyes The objectives of this study are to determine: 1. The functions that are performed at the retail level of the farm machinery industry. 2. The activities that currently are of some degree of importance to the performance of selected functions at the retail level of the farm machinery industry. 3. The relative importance of identified activities to the performance of selected functions. 4. The extent to which activities common to the performance of both selected functions difier in importance between the selected functions. ,. O 5. The relative importance of the activity groups within the selected functions. Definitions Included in this section are the Specific definitions of the terms as they were used in this study. 10 Activity: R Specific Operation involved in the performance of a function. Activity Group: a logical clustering of closely related activities within a function. Common Activity: An activity performed in ful— filling more than one function. Competencv: The qualification, or capacity, to perform activities. Dealership Manager: Managers at the retail dealership level of the farm machinery industry. Educational Experts: Educators who are presently engaged in researching, planning, and implement- ing training programs to meet the needs of the retail level of the farm machinery industry. Farm Machinery Industry: That industry which manufactures, distributes, and services, the machinery and equipment used in farming. Function: A process involving closely related activities within a single industry which is essential for the success of the industry. o O 10. ll. 12. 7 Importance of an Activity: The importance of an activity to the performance of a function as rated by dealership manager, industry advisors, and educational experts on the four point rating scale used in this study. Industry Advisors: Personnel representing farm machinery and equipment manufacturing companies that produce a full line of machinery and equip— ment, charged with the responsibility of ungrading retail farm machinery dealerships in Michigan which retail the products of that manufacturer to the farmer. Retail Dealership: That phase of the farm machinery industry which sells equipment, parts, and service directly to the farmer. Trainind: To make proficient by instruction and practice. Assumptions Public education has the reSponsibility to pro— vide educational programs to adequately prepare peOple for success in the world of work. Industry has a role in providing information as to what needs to be taught in educational pro— grams to adequately prepare peonle for the world of work. 8 3. Industry and public education must cooperate in providing needed educational programs. Occupational eXperience programs should be pro- vided by industry; and coordination and instructional programs should be provided by public education. Rationale for Use of the Functions—Activities Theory The functions—activities theory is an approach to the study of occupations. This approach involves identification of the functions performed somewhere in the industry: and identification of the activities important to the performance of the identified functions. It is hoped that the identified functions and activities may then be used as a basis for the development of training programs. The rationale for using the functions-activities theory as an approach in this study follows. Retail farm machinery dealerships vary greatly in size, organization, number of employees, and type of service area. However, they serve essentially the same purpose regardless of their diversity, i.e. to provide a retail out— let for farm machinery and eduipment to farmers; and to provide parts, maintenance, and repair service for their service area. As farm machinery retail dealerships have similar purposes, the functions of the dealership, and the activities performed to fulfill these functions, are essentially the same. Identification of these functions and activities that are common to retail dealerships through use 9 of the functions—activities theory may provide a basis for the development of vocational training programs which will adequately prepare persons to work in the retail dealerships. The functions—activities theory used in this study is in contrast to the job title approach where under the latter a study is made of the activities a worker is required to perform in a given job. The functions-activities theory is used in this study instead of the job title approach for the following reasons: 1. Using the job title approach presents the problem that the combination of activities performed in any employee job is highly dependent upon the dealership variables of organization, size, such as number of employees, and type of service area. Also titles for the same job vary from dealer- ship to dealership. This variation both in the activities performed in a given job title,l and in job titles for the same job, may limit the usefulness of the job title approach for the development of vocational training programs with broad application to the retail farm machinery industry. 2. As technological change continues at an increas— ing rate, new activities will need to be performed to meet this change. Under the job title approach this may result in new, or revised job titles, although not all the 1Raymond M. Clark, Vocational Competencies Needed for Employment In the Feed Industry Educational Research Series, Number 22; East Lansing, Michigan: Bureau of Educational Research Services, College of Education, Michigan state University, January, 1965,) p. l. l0 activities performed under this new or revised title may be new. This continued need for new, or revised job titles may result in problems of definition, keeping job classifications current, and updating the curriculum of vocational education programs providing training for the job classifications. Using the functions—activities theory as an approach, activities may be added or deleted as there is a change in their importance to the perfornance of the functions. The name of the function can remain the same, avoiding the problems of definition and revision of classifications. Using the functions-activities theory as an approach has the advantage that jury members are dealing directly with the identification, and importance, of activities that should be performed to fulfill functions, i.e. with what actually needs to be done. This is in contrast to approaches involving rating the importance of competencies to functions1 where the competency rated may include the ability to perfonn a varied number of activities depending upon how the com- petency is worded. In order to rate the importance of com— petencies to the performance of a function it is first necessary to define the competency in terms of what an indivi— dual trained in that competency can do, i.e. what activities he can perform. Then the activities performed must be rated 1William E. Gleason, "Functions of Industry approach to Curriculum: A Study of the Retail Farm Machinery Industry,‘ (Unpublished Ph.O. dissertation, College of Education, Michigan State University, 1967), p. 14. ll as to their importance in fulfilling the function. By using the functions-activities theory which focuses directly on activities in relation to functions, the intermediate step of defining competencies in terms of activities is avoided. The functions-activities theory offers the possibil— ity for identification of activities common to functions within one or more occupations. These common activities may be used to provide a basis for the develOpment of core training programs with broad application to families of occupations. In summary, deSpite differences in size, organization and service area, retail farm machinery dealerships serve essentially the same purpose. Because the dealerships have a similar purpose, the functions, and the activities per- formed to fulfill these functions, are also similar. The functions-activities theory avoids the job title approach problems of varied activities performed under the same job title and variation in job title for the same job. Problems of definition of job titles, keeping job titles current, and updating the curriculum of vocational education programs, resulting from technological change are also avoided. By focusing directly on activities the functions-activities theory avoids the intermediate step of defining competencies in terms of activities. Using this theory as an approach also offers the Opportunity for identification of activities common to the performance of functions in one or more l2 occupations which may form the basis for the develOpment of training programs with broad application. A review of the literature follows in Chapter II. CHAPTER TRAINING FOR THE W RLQ OE WORK In A DEMOCRATIC SOCIETY The deed For Vocational Education Today's world of work is undergoing unprecedented change. The built—in acceleration factor of technology, i.e. each new develooment occurs more quickly than the pre— ceding one, is changing the nation‘s occupational structure . . -l r . . , 2 i . 3 at an increa81ng rate. according to Leighpody, narris, 4 . L . . . . . and Venn, this change has resulted in the Virtual elimina— tion of many unskilled and semiskilled jobs and in an increased need for better educated workers at all levels. For entry and continued employment in most jobs, a higher level of education will be required according to __—-‘—a--‘——. l _ - . 1 . , l Gerald s. beighoodv, ”The impact of Change on Occupational Education," School Shoe, VII (march, 1966), 37. 2 .. gpia. 3 w a s- 1 u ’7‘ v ‘ ”1 D O I — ' Norman Q. rarris, Technical education in the uunior College New Programs for New Johg (Washington, D.C.: American Association of Junior Colleges, l964), p. 20. A . - ‘Grant Venn, Mag, Education, and Work: Postsecondarv vocational and Tephnical Educatigp (Washington, D.C.: American Council on Education, 1964), p. 5. ;._: (A) l4 1 . . 2 . . . Venn and Smith. IncreaSing educational reouirements for job entry are shown by the higher formal educational levels of younger workers, as compared to older workers, in the 3 same occupation. as the need for higher levels of training increases, frequent renewal and updating of skills and know— ledge becomes increasingly important for continued employment. I 4 u I Leighbody pOints out that many workers will need to change occupations several times during their working years. In addition to the need for higher levels of training, work is becoming more cognitive. The importance of manual occupations requiring dexterity and eXperience is lessening, and the relationship of classroom activity to job functions . . . 5 .. . . i 6 7 is increaSing. The Michigan Manpower otudy, Venn, and J 1.13;-” 2. Z - . . i. . -. . . flarold T. 6mith, noucation and Training for the World of Work: A Vocational Education Proggam for the State of Michigan (Kalamazoo, Michigan: The W.E. Upjohn Institute for Employment Research, July, 1963), p. l. 3 . . -. . flgchigan_Manpower gtudv: pgmmarv Report (Research conducted by Battelle Memorial Institute Columbus Laboratories, Columbus, Ohio, November, 1966), p. 3—1. 4Leighbody,_§ghool Shop, VII, 38. 5 . - i a Michigan Manpower btudv1_bummarv Repogt, 0-2. 61bid,, 3—1 Venn, 6. 15 Leighbody,l point out the sharp trend away from manual skills toward conceptual, and cognitive, skills in most OCCUpations. Leighbody stresses the need for higher levels of general education before vocational education for the needed cog— nitive skills can successfully be taught. Broad generalized training adaptable to a variety of Specialized jobs is needed.2 Present programs of narrow specialized vocational training no longer meet the needs of most youth.3 Leighbody4 also emphasized the problem of institutional rigidity in present programs of vocational education. The Repo t of the Panel of Consultants on r n c-n I 5 1 I o vocational education stresses the need for broad training for career patterns for a lifelong sequence of employment Opportunities. lLeighbody, School Shop, VII, 38. 2Sigmund Nosow, Vocational Curricula in Michigan ("Educational Research Series;1T Number 177 East Lansing, Michigan: Office of Research and Publications, College of Education, Michigan State University, 1963), p.1. 3Sigmund Nosow, "In Search of a Vo-Ed Program," Michigan Educational Journal, Vol. KLI, KO. 17 (April 1, 1964), p. 15, 4lieighboc‘iy, Schpol Shoo, VII, 40. 5“ i . .l -. . H U.a. Department of dealth, boucation, and welfare, Office of Education, Education for a Changing World of Whrk, Report of the Panel of Consultants on Vocational Education (Washington, D.C.: U.S. Government Printing Office, 1964), p. 16. 16 Research into the changing occupational structure points out the increase in the number of jobs available in service and business; and the decreasing opportunities in agricultural production1 and traditional trade and industry.2 During the 1960's in Michigan, the Michigan Employment Securities Commission predicts that employment in service industries will grow by 26.2% compared to a production in- dustry increase of only 6.2%. At the same time a decrease in agricultural employment of 18.9% is projected.3 The need to balance the education of the labor force with available jobs is the challenge facing vocational education and, according to Smith,4 The Panel of Consultants for Vocational Education,5 Venn6, and others,7 it is becoming increasingly apparent that present programs of vocational education are not adequate to meet this challenge. —. lNosow, Michigan Educational Journal, Vol. XLI, No. 17 (April 1, 1964 , D. 12. %fiichigan Employment Securities Commission, Manpower in Michigan: A Reappraisal of the 1960's, (Detroit: Michigan Employment Security Commission, September, 1964), p. 4. 3.2.9.2561” 22 4Smith, 01 U.S. Department of pealth, Education and Welfare, 16 7- c -1 *1 a o p . . --1 7 ~ Vocational boucatigh in hichigan: cinal Report or the Michigan Vocational Evaluation Project (Michigan State University, College of Education, September, 1963), p. 26. 17 The Ethnos of Work Man has had changing thoughts on work through the ages. The Greek belief, later copied by the Romans, regarded work as a curse.1 The Hebrews and early Christians viewed work as punishment laid on from God and felt obligated to work to expiate original sin. This view was relaxed somewhat by the later Catholic Church.2 Therrotestant reformation was the moving force to establish work in the modern mind as the base and key of life.3 The Protestant ethic4 under Luther was that work is the best way of serving God.5 Under Calvinist theology all men, even the rich, are morally obliged to work because to work is the will of God.6 Carried to America by the early settlers, the Protestant ethic of work has since kept its dignity while lAdriano Tilger, "Work Through the Ages,“ Man, work, and Society: A Reader in the Sociologv of Occupations, ed. Sigmund Nosow and William H. Form (New York: Basic Books Publishing Co., Inc., First Ed., 1962) pp. 11—12. 2Ibid., 16, 17. 3Ibid. 4Max Weber, The Protestant Ethic and the Spirit of CapitalismI trans. Talcott Parsons (New York: Charles Scribner‘s Sons, 1958), p. 81. 5Tilger, Man, Work and Society: A Reader in the Sociology of Occupations, 17—18. 6Ibid., 18-19. l8 . . .,. . l m A , , loSing its religious baSis. work now stands important ror its own sake as a pervasive value in our contemporary society. The most respected, and respectable single word in the . . 2 . _. . American language is work. The pioneer conditions where the total amount of goods produced even under Optimal con— ditions, would be less than the amount needed, reinforced the o r- 1 . - ..‘ .. 3 . idea or work as necessary, deSirable, and goon; with non— 1 o 4 '1 work regarded as pad. Tilger portrays work as a mooern age religion, a means to unlimited progress through science and technology. The central nature of work in our society is ex— pressed in other ways: 1. Work for many peOple is a means of providing relief from tension and boredom. 2. Work provides the primary means of social inter— action for our society, and for large numbers of peOple the only means to social contacts. 2Franklin J. Keller, “Vocational Education for American Life,“ Vocational Education, Forty-Second Yearbook' of the National Society for the Study of Education, Part I (Chicago: The University of Chicago, 1943), p. 3. q ”G. B. Childs, ”Is the work Ethic Realistic in an Age of Automation?," Ehi Delta Kappan, Vol. XLVI, No. 8 (April, 1965), p. 371. A . ., . . l . . ‘Tilger, Man, Work and SOCietv: a Reaper in the Sociology of Occupations, 20—24. 19 . . . . l 3. It is through work that one achieves identity. 2 . . 3 . - Venn, and Brookover and Nosow, stress the importance or occupational standing as status in life. Vocational education for success in the worldcf work is thus needed to meet the sociological as well as the economic needs of the individual and society. Vocational . . . , . 4 education is a sound inveStment in peOple. . . 5 - 6 m. 7 . . . Childs, Weber, and lilger Question if the protestant work ethic is changing. It is conceivable in the future that there will be many men who will not be able to find jobs. Yet, our society is based on the belief that those who are willing to work will be provided with an Opportunity to work and thus achieve a decent standard of living.8 This presents further challenge for vocational education. lChilds, Phi Delta Kapoan, XLVI, No. a, 371. 2Venn, 29. 3Wilbur B. Brookover and Sigmund Nosow, “A Sociological Analysis of Vocational Education in the United States” (Michigan State University, Prepared for Department of Health, Education, & Welfare), p. 26. Mimeographed). 4U.S. Department of Health, Education, and Hal Office of Education, Education for a Changing_fl0rld or xvi. 5Childs, Phi Delta Kappan, XLVI, No. 8, 373. 6Weber, 180—183. 7Tilger, Man, Work and Societv: A Reader in the Sociology of Occupations, 24. 8. . , _ ... l , Chilos, Phi Delta happan, XLVI, No. 8 37 .J i (A) 20 Vocational Education and National Goals Vocational education is essential to the national economy, defense and welfare.1 vecational education goals in the United States are derived from the central tenants of democracy, and a common belief in the value and dignity of work. In addition to developing dignity and worth of the individual, vocational education strives to: 1. Contribute to the stability and growth of local, state, and national economies. 2. Serve the needs of the nation as a world power iflxrough increased individual productivity leading to Stlrengthened bargaining power in world markets. 3. Strengthen national defense through optimum de‘Velopment of manpower resources.2 National recognition of the need for vocational edllcation beyond apprenticeship is eXpressed historically in tTIEE Federal acts supporting vocational education. As tech- rRDlJDgy developed in the United States the need for vocational edllcation became a national problem and concern. The Federal C20Il-gress in 1914 concluded that Vocational education was a “V1539 investment for the Federal Government. In 1917 Congress passed the Smith Hughes Act (Public Law 347) with only one ciiSsenting vote.3 This act provided Federal aid for \ _ lU.s. Department of Health, Education, and Welfare, (Bfifice of Education, Education for a Changing World of Work,7. 2Ibid., 16. 3Ibid., 21, 27—28. \’\_———~ .,—- ‘p/‘r a ‘ I —’Vh—V 21 vocational education programs in agriculture, trades and industries, and home economics. The Smith Hughes Act was followed by a number of short term acts which included the George Barden Act of 1946, as amended, which added distri- butive education practical nursing, and fisheries and wild— life and vocational programs eligible for federal support. Title VIII of the 1963 national Defense Education Act amended the George Barden Act to provide training for tech— nicians needed for defense. The Area Redevelopment Act was .passed in 1961 to meet the need for employment in economic- alLLy distressed areas. The Manpower DevelOpment and Train— irng Act of 1962 was followed by the Vocational Education Act Of’ 1963 which was particularly significant due to the brkoadening of vocational categories eligible for support, Edidi by greatly increased authorization for appropriations. TWlease last three Acts taken together may be regarded as a n“lasssive, wideSpread social movement that will provide the 3EIYamework within which institutions can deal with the problems CHaLising the social protest movenent. Recent Federal support to vocational education through the Economic Opportunity Act of 1964 and the ikEupalachian Aid Act have emphasized assistance to the dis— Eifiivantaged. Education has become a first line weapon in the War on poverty. \ lVenn, 124—125. 2Gordon Swanson, "Action in Vocational Education Con- £3idered as Social Protest," Phi Delta Kappan, V01. XLVI, No. (April, 1965), pp. 353-354. -._ 22 The important contribution of vocational education in meeting national goals has long been recognized as evidenced by Federal legislation supporting vocational eflucation. This importance may well continue to increase significantly as technology makes ever higher demands in the world of work. Public School ReSponsibility for Vocational Education State reSponsibility to develop good educational programs in all communities is placed by constitutional prtyvision and statute. The 1963 State Constitution of .. . 1 . .. fl .. , , . . Micihigan charges the Micnigan State Board or Education with resaponsibility for leadership and general supervision of all. public education in the state. The American goal of aitlcation for all the children of all peOple has resulted in 13163 natural absorption of vocational education into the public edllcation curriculum.“ It has been an American tradition that any problem jJfi society can ultimately be solved by proner education in tlieé public schools. The major reSponsibility to provide M lMichigan, Constitution (1963), Art, 8, sec. 2, p. 36. 2Melvin L. Barlow, “The Rationale for Vocational Sixty Fourth Yearbook of F3611Jcation,” Vocational Education, e National Society for the Study of Education, Part I ( (Crhicago, Illinois: University of Chicago Press, 1965), p. 2. 1;. 3Franklin J. Keller, “Vocational Education for American 31fe," Vocational Education, Forty—Second Yearbook of the 'ational Society for the Study of Education, Part I (Chicago: Tnie University of Chicago, 1943), p. 20. ‘ 23 vocational education has been assigned to the public schools. The President's Panel on Vbcational Educationl points out that the state is reSponsible for vocational education with programs operated and services provided by local school dis- tricts. The panel also stresses the need to make vocational education available to all people who have the need, desire, and ability to benefit from such instruction through provid— ing training in public schools. The Final Report of the Michigan Vocational Evaluation Project of 1963 stresses the responsibility of public education to provide competent 5 and the Michigan workers.2 Connant,3 Barlow,4 Smith, State Board of Education6 also concur that society is reSpon— sible to provide vocational instruction through public education. lU.S. Department of Health, Education, and Welfare, Office of Education, Education for a Changing world of work, 222, 224. 2Vocational Education in Michigan: Final Report of the Michigan Vocational Evaluation ProjegE (Michigan State University, College of Education, September, 1963), p. 10. 3James B. Conant, "Address at the 1959 American vocational Convention: Vocational Education and the National Need," American vocational Journal, (January, 1960), p. 15. 4Melvin L. Barlow, "The Challenge to Vocational Education," Vocational Education, Sixty Fourth Yearbook of the National Society for the Study of Education, Part I (Chicago, Illinois: University of Chicago Press, 1965), p. 2. 58mith, 3—7. 6§§tablishigg and Operatino area Vocational—Technical Education Programs in fiichigan, dulletin 7153 (Lansing, Michigan: State Board of Education Dept. of Education, Division of Vocational Education, 1966), pp. iv, v. 24 Fawcettl suggests that reSponsibility for vocational education cannot be abandoned by public education. He identifies the following problems in delegating reSponsibility for vocational education to non-public agencies: 1. The non-public agencies may not be willing, or, by the very nature of their Special role in society, able to bear the responsibility for vocational education. Resources and purposes of non—public agencies determine their ability to conduct vocational education programs. Only the larger companies are deeply involved, have com— prehensive programs, and are succeeding in carrying on reasonably successful programs of instruction. Smaller companies can afford few programs, have narrow interests, and their needs cover only a small part of the vocational needs of society. The interests of the employer in vocational education are necessarily limited to the vocational education that will serve to develop the skills, attitudes, and knowledge of the employees that are essential to the goals of that organization. 2. Public programs are essential for the employee who wishes to move from one employer to another. lClaude W. Fawcett, "Resoonsibilities of Non-public Agencies for Conducting Vocational Education," Vocational gfiucation, Sixty—Fourth Yearbook of the National Society for the Study of Education, Part I (Chicago: University of Chicago Press, 1965), pp. 245, 252, 261. 25 3. Vocational education is vital for occupational mobility. 4. Many things besides skills, attitudes, and know- ledge essential to a single employer are included in vocational education. General concepts of ethics, human relationships, and public reSponsibility are needed. Vennl points out many of the same limitations in providing vocational education through non-public agencies. Thus it appears that public education must provide the vocational education designed for the interest of society as a whole. The Role of Egn—Public Agencies in Vocational Education Non-public agencies have in the past, and are presently, providing a number of vocational training programs as pointed out by Vennz, the President's Panel of Consultants,3 and the National Society for the Study of Education.4 vocational education is provided by non—school governmental agencies such as the U.S. Army and Navy. Private industry, lVenn, 102—111. 2Ibid. 3U.S. Department of Health, Education, and Welfare, Office of Education, Education for a Changing World of Wbrk, 6. 4Lynn A. Emerson, "Vocational Education through Non- School Governmental Agencies," Vocational Education, Forty- Second Yearbook of the National Society for the Study of Education, Part I (Chicago: The University of Chicago, 1943), pp. 297-317. 0') 2 trade, prOprietary, and business schools also provide needed vocational education. In the case of the Job Corps Program under the Economic Opportunity Act, private industry assumed reSponsibility for part of this vocational training program . . ., . , 1 When public education declined to 00 so. Business and industry may best be able to provide vocational education in the following areas: 1. Training needed for various aSpects of worklife peculiar to Specific occupations. 2. Training needed by Specific groups, especially those limited in number. 3. Training that can be provided only in close . . . . 2 prOXimity to the occupational station. In the past private vocational schools have filled a real need and have resnonded more quickly to the training , . 3 needs or new vocations. . 4 . , . - . . Smith p01nts out tnat buSiness and industry in Michigan are presently providing some training but are looking lTheodor Schuchat, ”DrOpouts, Job Corps, Industry," §ghool Shon, XXV (December, 1965), p. 19. 2 i . i . i ‘ Emerson, vocational bducatigp, rorty second Yearbook of the National Society for the Study of Education, Part I, 297. 3{enry L. Amonette, "Private Vocational Schools," Vocational Education, Forty-Second Yearbook of the National Society for the Study of Education, Part I (Chicago: The University of Chicago, 1943), p. 362. 4 , Smith, 5-7. 27 more and more to public education to provide the needed vocational training. Yet the increasing need for trained personnel due to increasing technology has forced some employers to assume more reSponsibility for their vocational training needs. Cooperation with public school work-study programs is an important contribution of business and industry to vocational education. Non-public agencies also perform an— other important service to vocational education by serving on advisory boards. Changes in vocational education to meet the changing needs of the world of work must be in terms of adjustments to real occupations. Collectively the persons engaged in these occupations either as employers, or employees, are the authorities as to the requirements for "No vocational the kinds of jobs in which they are engaged. school can afford to disregard the public which it serves. Advisory boards provide one of the most vital and direct . . g . . ”1 relationships 0L the vocational school to the community. .~ ' ‘ 4.. '2 '7 ' “ .1. ' 2 The Aichigan Department pi ?uplic instruction stresses the importance of community involvement in public school programs through local planning. Also that the —H—- .—--~' 1Stephen F. Voorhees, "Community Relationships in Vocational Education," Vocational Education, Forty—Second Yearbook of the National Society for the Study of Education, Part I (Chicago: The University of Chicago, l943), pp. 69-81. 2Michigan Department of Public Instruction, ngtate- ment of Basic PhilOSOphy Regarding Public Education in Michigan, Bulletin No. 364 (Lansing, Michigan: Michigan Department of Public Instruction, 1960), pp. 2-3. 28 attainment of high quality programs which are realistic in terms of present and future Opportunities for gainful employ- ment are not possible without the close involvement of know- ledgeable persons from business, industry, and labor. In summary, both non-public agencies and public education have important roles to play in planning and pro- viding needed vocational education. The advisory assistance and Specialized vocational education provided by the non— public agencies is needed to supplement the vocational programs of public education.1 The Need for Vocational Education for Agribusiness Rapid technological advances in agricultural produc- tion have caused many changes in the field of agriculture. One of the most important changes has been a significant decrease in the percentage of the p0pulation employed in farm production. Fewer farm workers are needed due to mechaniza- tion. Farm workers as a percentage of the labor force are projected to decrease from 8.1% in 1960 to 4.t% in 1965.2 U.S. 3 . Census Data shows that numbers of farm laborers and foremen in Michigan decreased from 66,700 in 1940 to 25,300 in 1960. lFawcett, Vocational Education, LXIV, Part I, 261. 2Venn, 8, Table l. q | . “U.S. Bureau of the Census. U.S. Census of PoEulation: 1960. General Social and Economic CharacteristicsygM‘chioan. i Final Report PC (l)-24C. U.S. Government Printing Ofiice, Washington, D.C., Table 59. 29 From 1960 to 1970 an employment decline of 18.9% is pre— dicted for agriculture.1 This decrease in employment opportunities for farm workers means that there will be fewer opportunities for increasing numbers of rural youth to enter farming than in the past. This decrease in jobs for rural farm workers is reflected in the relatively high rate of unemployment for this group.2 The annual average unemployment of farm workers and foremen in the U.S. increased from 2.7% in l947 to 4.7% in 1961.3 The underemployment of labor in agri— culture, according to Renne,4 is due to labor not shifting fast enough out of the agricultural sector when it becomes overmanned due to technological change. A second concommittant change has been the increase in the number and types of goods and services required by farmers. The modern farm requires a large number of lMichigan Employment Securities Commission, Manpower in Michigan: A Reappraisal of the 1960‘s, 6. 2Nosow, Michigan Educational Journal, Vol. XLI, No. 17, 13. 3U.S. Department of Labor, Bureau of Labor Statistics, Labor Force, Employment, and Unemployment Statistics, 1947—61, washington, D.C.: U.S. Government Printing Office, October, 1962, Table 13, p. 14. 4Roland R. Renne, “The Dynamics of Change in Ainerican Society," Proceedings of the First National Extension E2£13§h0p in Community Eggource DevelOpment (Michigan State uni‘7ersity, East Lansing, Michigan, July 21—30, 1965). p. 31. 30 Specialized goods and services ranging from the handling of 1 products to the manufacture and maintenance of machinery. These supporting products and services are provided by persons employed in agribusiness. The decrease in employment Opportunities in farming and the increased need of farmers for goods and services points to the need for providing vocational education for ‘ agribusiness. Studies reported by Ohio State University, and Nevel and Malcomnson,2 and Brown3 indicate that jobs in agribusiness are available for trained persons in agri- f‘ . . 4- _ 5 - o .. buSiness. Studies by Clark, Baker, and Tom show Similar —~‘ A-p—_ ___. . 1Center for Vocational and Technical Education, Ohio , State University, Vocatigneiyand;§echnical Jducation in Agri— culture of Off—Farm Occupations: Research Summarization of State Surveys of Persons Employed in Off- Farm Occupations Heading Competencies in Agriculture, March, 1965. (Preliminary data). 2F. Paul Revel and John L. Malcomnson, ”A Survey of Non-Farm Agricultural Occupations in Monroe County, Michigan, (Department of Agricultural Education, Michigan State Univer- sity, Feb., 1965), p. 8. (Mimeographed). 3Bert L. Brown, "Training Needs of Workers in Business Associated with Agriculture" (State Board for Vocational Education, Olympia, Washington , 1959), p. 23, (mwmeographed). 4Raymond M. Clark, Training for Off—harm Agricultural Occupations (East Lansing, Michigan: Office of Rxesearch and PUblications, College of Education, Michigan State University, MaY: 1963): Do 2. Richard 1. Baker, A Studv oL Employment Opportunities “1 wOff-Farm Fgricultura.1 Occupations in Alabama (3 auburn: Aléfbama: School of Education, Department of Vocational, Tech— fiCZal, and Practical Arts Education, Auburn University, April, 965), p. 84. G Frederick K. T. Tom .Char]_es f. Hill, and Kingsley L. reene, Employment Opportunities in Certain Occupations -§§Elg§ted to harming in the Syracuse, New iork icon omic.srea (é: illnaca, New York: New York State College of Agriculture, CDthnell University, June, 1961), p. 1, 2. 31 results. The projected 26.2% increase in service industries in Michigan for the 1960 to 1970 period1 indicates that the demand for service workers in agribusiness will increase. Nosow2 points to the importance of training for agricultural service industries. Schultz3 emphasizes the need to train rural youth for jobs in agribusiness. Hamlin4 stresses both the need for vocational education to meet training needs in agribusiness, and the need for Sponsorship of this training by interested business and industry. The agricultural background of rural workers can be used to advantage in many occupations in agribusiness. Kennedy,5 Maban,6 and Clark7 found that agricultural lMichigan Employment Securities Commission, Manpower in Michigan: A Reappraisal of the 1960'sI 6. 2Nosow, Michi an Educational Journal, Vol. XLI, No. 17 (April 1, 1964) 16. 3Theodore W. Schultz, “Education and Economic Goals," Paper Presented at a converence on Educational Needs for Economic DevelOpment of the South," Asheville, North Carolina, Sponsored by North Carolina State College and Southern Regional Education Board, June, 1962. 4H. M. Hamlin, Organizing to Provide Agricultural Education for Off-Farm Agricultural Occupations Center for Vocational and Technical Education (Columbus, Ohio: Ohio State University, May, 1965), pp. 3, 9. 5William Henry Kennedy, “A Clarification of Relation- Ships Between Farming and Certain Other Agricultural Occupa— tions with Implications for Guidance and Curriculum Develop— Inent" (Unpublished Ph.D. dissertation, Department of Teacher Edhication, Michigan State University), pp. 397—401. 6Elwood J. Maban, “Competencies in Agriculture Needed b5? Males in County Elevator Grain Marketing" (unpublished Malster's thesis, Department of Agricultural Education, Iowa Sileate University, August, 1964). . 7 Raymond M. Clark, Vocational Competencies Needed 32 I - v . 1 - W. . l u‘ competenCies were needed in agrlDUSlneSS. Aaxwell, and 2 , . . 5 Kahler, round that agricultural competenCies are needed by persons employed in the farm machinery industry. Providing vocational education for interested rural workers in agri— business would prevent the serious oroblems encountered by . . 3 rural workers seeking employment in urban areas. A number or vocational education orograms providing 2 training for agribusiness are currently in oneration. The xv- . . . 4 SlX state regional aeribusiness school at Curtis, nebraska .— is one example or a vocational orOgram designed to meet the training needs of agribusiness. In summary, agribusiness will increase as the tech- v —\ “H nology of agriculture increases. Vocational education for for Emolovment In th Feed Industry (Educational Research Series, Number 22: East LPUQqu, Michigan: Hichigan State , University, January, 1965), on. 12—14. Robert E. Maxwell, "(Iomoetencies in aoriculture l eed.ed by Males Emoloyed in Wholesale fi'arm Machinery Distri- bution" (Unnublished Master's thesis, Deoartment of Aeri- cultural Education, Iowa State Univer.ity, Sentenber, 1964). 2Alan A. Kahler, Comnetencies in_ggrigulture Needed bv Males Emoloved in _Retailmfigr§_xachinerv Distribution (Ames, Iowa: zenart“ent of Agricultural Education, Iowa State University, February, 1.6 ). lb! 3liosow, iichigan Ff Eucational Journal, Vol. XLI, No. 17 (April 1, 1964 ), o. 11. 4 n . i 1 . . 'Chester 2. 3a usman, ”b Six—state Redional Agri— busSiness School,“ ?hi Delta Ka moan, Vol. XLVI, No. 8 (Aoril, 1965,)0-«9. 381- 382 . '.,I) L,- agribusiness is needed to meet the training needs of workers to qualify them for jobs, and to meet the needs of agri- business for comoetent workers. Chapter III will nresent the research design and pro— cedures used in this study. CHAPTER III ,0 [1.1 U) [I I .D" ”.RCH DEfllGN AND PROCEDURES Determining_Function§ Functions that are performed somewhere at the retail level of the farm machinery industry were identified through a review of the literature. These functions were verified through consultation with Michigan State University staff members from the Coonerative Extension, Short Course, and Agricultural Engineering Departments; and counsel with state level representatives of the farm machinery industry. Both the industry representatives, and the Michigan State University staff members, were concerned with the training for, and improvement of, the total retail level of the farm machinery industry. Thus they are judged to be better able to identify the functions that are performed in any type of dealership organization at the retail level of the industry. From the functions identified, the Retail Sales and Records and Accounts functions were selected for investiga— tion in this study. Development of the Instrument DeveIOping Activity_Lists The following procedures were used to develop a list of activities thought to be those that should be performed by q4. ‘— 35 personnel at the retail level of the farm machinery industry in fulfilling the two selected functions: 1. The literature related to the functions was reviewed. 2. Consultation was made with representatives of the following groups: (a) Michigan State University faculty members from COOperative Extension, Short Course, Agricultural Engineering, Agricultural Education, and Business and Distributive Education. (b) State level representatives of the farm machinery industry. The two lists develOped were then checked and revised a number of times resulting in a list of 72 activities for each of the two selected functions. Seventeen of the 72 activities for each of the selected functions were common to both func— tions. The lists werearranged so that the common activities Were assigned correSponding numbers in both lists. a list of the activities for each of the selected functions is con— tained in appendices A—1 and A—2. glusteringyActivities into Activity Grgups The author cltstered the 72 activities for each of the selected functions into logical activity groups. Activities closely related to each other were clustered to- gether to form activity groups within the selected functions as follows: 36 Betail Sales Function A. Advertising and merchandising B. Selling C. Employee attitudes and habits, and public relations D. Specialized activities Records and Accounts Function A. Personnel and employment records B. Tax and insurance records C. Advertising and merchandising D. Selling 3. Financial accounts F. Credit G. Warehousing and inventory control H. Secretarial activities I. Employee attitudes and habits, and public relations J. Specialized activities Although four of the activity group headings are the same, only the "Employee Attitude and Habits, and Public Relations” group contains identical activities in both func— tions. Thus the meaning of any activity group is defined by the activities contained within that group. The activity groups and activities within each group are set up in the interview instrument in the following manner. (See Appendices A—l & A-Z) 37 "Function" is indicated in the title of each list. "Activity Groups“ are indicated by A,B,C, etc. "Activities" are indicated by the Arabic numerals 1,2,3, etc. Development of the Rating Scale Through consultation with educational researchers, and study of research design references, an importance rating scale was developed. The four point rating scale develOped was as follows: 0 — of no importance: 1 - of some importance; ‘ I as Jury o v... ' \ I] 2 - important; 3 - essential. The scale was for t exnerts to use in rating the importance of the listed activities to the performance of the selected functions. In addition to the two interview forms listing the activities for each function, each activity was typed on a 1%" x 3“ card. Two boxes with four compartments to fit the cards were obtained. Instructions were placed in the lids of the boxes (see Appendix B—2) indicating that the four compartments of the boxes corresponded to the four categories of the importance rating scale on the interview sheets. An interview form (See Appendix A-B) was provided for jury members to list, and rate the importance of, additional activities that they felt should be performed in fulfilling the reSpective selected functions. The completed instrument was then rechecked in total through consultation with educational researchers. 3 . (D Selegtion of the Jury In order to obtain an Opinion as to the importance of activities, a jury of experts was selected from education and industry as follows: Industry_EXperts A. Dealership managers - seven dealership managers were selected using the following criteria: 1. Cooperation with the ”Michigan State University Farm Ecuipment Sales and Service“ training program. I\) Judged by the Coordinator of the “M.S.U. Fann Eouipment Sales and Service" training program to .C: be representative 0L high duality managers of effective retail dealerships. 3. One manager of a dealership representing each of the seven full line farm machinery and equipment manufacturers that retail farm machinery in Michigan. B. I dustrv Advisqrs - Seven industry advisors were selected using the following criteria: 1. One advisor representing each of the seven full line farm machinery and eouipment manufacturers that retail farm machinery in Michigan. 2. Advisors that are charged with the responsibility of up—grading the retail dealership level of their resnective manufacturer in Michigan. NIT '3 c), \ Educational Experts — Seven educational eXperts were selected using the following criteria: l. Staff members of Michigan State University. 2. Educators engaged in researching, planning, and implementing training programs to meet the needs of the retail farm machinery industry in Michigan. 3. a total of seven educators to equal the number in each of the other two jury groups. A list of jury members is included in Appendix 0. Jury Ratings Jury members were asked to rate, on a four point scale, the importance of the individual activities required for the performance of the two selected functions. They were also asked to list, and rate the importance of, any additional activities that should be performed in fulfilling the selected functions. Conducting the Interviews Personal interviews with the jury members were con— ducted to obtain their ratings as to the importance of activities. Interview appointments were scheduled by tele- phone during April and May, 1966 and the purpose of the study eXplained at that time. The interviews were conducted by the author in a uniform manner at the dealership managers' places of business: Or industry advisors', and educational esperts' offices. The accepted interview principles, and detailed procedures, 40 used in conducting the interviews are presented in Appendix b-l. Qpalysis of the Data The interview questionnaires for both functions were coded for key punching and the data punched on cards. The cards were run through the 3600 computer at Michigan State University and the ACT1 program was used for summarization. This program is used to form tables from designated pairs of variables. In this study the jury importance rating frequencies for the 72 activities in each of the selected functions were used as individual variables against each of the three jury groups as the other variable. The computer Operations performed on the tables for sum— marization of the data were row and column means; standard deviations: and percentages of each cell on the associated row, column, and table totals. Identificatiop of Functions Functions identified at the r tail level 0: the (I) farm machinery industry are reported in the analysis of the data in Chapter IV. Identification of Activities Summary tables (see Appendices E-l and E-2) were pre- pared for each function listing rating percentages and rating 1F. M. Sim, L. G. Widmayer, and A.M. Lesgold, “Analysis of Contingency Tables (ACT) for the CDC 3600,“ Technical Report 18 (revised), (Computer Institute for Social Science Research, Michigan State University, August, 1965). (Mimepgraphed). 41 frequencies, by dealership manager (I), industry advisor (II), and educational eXpert (III) jury groups. Activities rated of some importance (1) to essential (3) (by over 50% of jury members) were identified as activities that should be performed in fulfilling the function. Additional activities listed by jury members were also considered identified as activities that should be performed (see Table 1). Importance of Activities To determine relative importance the 72 activities for both functions were ranked according to the total number of essential (3) importance ratings received. (see Appendices I-1 and I-2) The activity with the greatest number of essential (3) ratings was ranked first, i.e. it was rated of highest importance. In addition to ranking the activities, four hypo— theses relating to the importance of the identified activities were also tested. Because of the size of the jury (21 made up of three groups of 7), non-parametric statistical tests1 were used. A statement of the four hypotheses and a description of the tests used, follows: Hypothesis # - Dealership managers (I), industry advisors (II), and educational experts (III), and total jury l - n ."1 ' - -' - r1 . y n r- Sidney Siegel, nonparametricwptatiStics ror the Behavioral Sciences (New York: hcdraw Hill fiook Company, Inc., 1956), p. 32. 42 groups will eXpress other than a random preference in rating the individual activities in the retail sales, and the records and accounts functions. Hypothesis #1 was tested to determine if the distri— bution of the jury importance rating frequencies were signi— ficantly different from a random distribution. Significant differences resulting from this test would give statistical support for the frequency of the importance ratings for the individual activities in that they would not occur by chance more than five percent of the time. The Kolmogorov-Smirnov one—sample test1 was used to test hypothesis #1. This test compares an observed distribu- tion of freouencies with a theoretical (random) distribution. D is the test statistic for this test and the .05 level of significance was used in this study. A detailed exnlanation of the test is presented in Appendix 2. The summary tables (Appendices E—l and E—Z) include the values of the statistic D for each activity. Hypothesis #2 — Dealership manager (I), industry advisor (II), and educational expert (III) jury groups will eXpress different importance ratings in the retail sales, and the records and accounts functions for the individual activities common to both functions. f- 5‘ — Hypothesis #2 was tested to determine i. jury groups rated common activities of different importance in the two 43 functions, thereby indicating the relative importance of the common activities to the two functions. The Kolmogorov-Smirnov two-sample test1 was used to test hypothesis #2. This test compares the largest deviation of two observed frecuencies with a theoretical (random) frequency. KD is the statistic for the test and the .05 level of significance was used. A detailed explanation of the test is presented in Appendix G. The Kh levels for each of the common activities L'J are presented in Tatle 2. Eypothesis #3 - Dealership manager (I), industry advisor (II), and educational expert (III) jury grouns will express different importance ratings for the same individual activities in retail sales, and the records and accounts functions. Hypothesis #3 was tested to determine if there were significant differences between jury groups in rating the importance of individual activities in the two functions. Lack of significant differences in ratings between jury groups is considered to indicate jury consensus supporting the rated importance of activities. The Kolmogorov-Smirnov two—sample test used for hypothesis #2 was also used for hypothesis #3. Appendices 21-1 and H—2 presents the K levels for the individual D activities of both functions. 44 us Hypothesis #4 — Members of dealership manager (i), industry advisor (II), and educational exoert (III) jury groups will be more similar to the members of their own group in rating the importance of activities in the two selected functions than they will to members in either of the other two jury groups. This hypothesis was tested to determine if the members of the three jury groups were similar as groups in their total function activity importance ratings. Lack of evidence for diversity in ratings between jury groups would indicate consensus supporting the rated importance of activities. The McQuitty Hierarchical Classification System1 was used to test Hypothesis #4 relating to the importance of activities. The test clustered, by function, jury members by number of identical activity importance ratings. The hierarchical classification system by reciprocal pairs as used in this study is a form of typal analysis where the activity importance ratings of every jury member in the cluster are more like every other jury member of the cluster ,—- than like any jury member or any other cluster. The actual classification was performed by the 3600 computer at Michigan State University. A program called lLouis MCQuitty, ”Capabilities and Improvements of Linkage Analysis as a Clustering Method,” Educational and Psychological Measurement, 24:3 (Fall, 1964), pp. 441—456. 45 ”Program Ei-Class" is available through the Computer Institute for Social Science Research at Michigan State University. The Importance of Activity Groups The activity rankings by total number of essential (3) ratings (see Appendices I-1 and I-Z) were used to determine the relative importance of activity groups. The activity rankings were examined by function to see if the individual activities making up an activity group ranked higher as a group than the activities making up the other activity groups. CHAPTER IV ANALYSIS OF THE DATA Identification of Functions Using the method described in Chapter III, four functions were identified: retail sales, records and accounts: management; and service. Iggptification of Activities The SUmmary tables (see Appendices E-l and E—2) show that eight out of 72 activities in the retail sales function received "of no importance (0)“ ratings. Of these eight, activity 10 received seven "0 — of no importance“ ratings and the other two or less. Thus in the retail sales function 64 of 72 activities were identified by all 21 jury members as being of some degree of importance to the per— formance of the retail sales function: with the other 8 being similarly identified by 14 or more of the jury members. In the records and accounts function 16 out of 72 "of no importance (0)" activities received one or more ratings. Of these 16 activities, 12 received two or less "of no importance (0)" ratings and the other four received four to six “of no importance (0)” ratings. Thus in the records and accounts function 56 of the 72 activities were 46 47 l" 1‘: identified by all 21 jury members as being of some degree 0 importance to the performance of the records and accounts function, with the other 16 being similarly identified by fifteen or more of the jury members. Activities that received over 50% ratings of "of some importance (1)" or greater, were considered identified as having importance to the performance of the reapective functions. A11 72 activities in both functions met this criteria. Additional Activities Identified ,-_- l- The additional activities listed by jury members :or the retail sales, and records and accounts functions with importance ratings and jury source are presented in Table 1. Eight additional activities were identified for the retail sales function, and three were identified for the records and accounts function. Six of the eight activities identi— fied for the retail sales function, and all three for the records and accounts function were listed by industry advisor (II) jury group members. all additional activities identified were rated "important (2)", or "essential (3)”. However, no additional activity was identified by more than one jury member so all additional activities represent the Opinion of only one jury member. Including the additional activities identified, a total of 80 activities were identified for the retail sales function, and 75 were identified for the records and accounts function. 48 1 ts TABL ADDITIONAL ACTIVITIES LISTED BY JURY MEMBERS IN THE RETAIL SALES, AND RECORDS AN‘ ACCOUNTS FUNCTIONS C‘J ITH IM PO RT AN '53 El RIQT ILJGS 213:1 D J U RY S O U RC ES . . . . \7 Additional ActiV1tv flJur- Imnortance ~ group bcale "Q P. = bourc- O l 2 3 BQZAIL SALES FUNCTION 1. Is aware that a orofit is neces— sary for ooerating of the dealershio. I x 2. Sells all saleable units I using sustained systematic sales camoaign. II x 3. Pioneers sales demand for new products saleable in the l service area when the new pro— ducts are introduced II x 4. Uses self service sales merchandising II 5. WOrks with local public school and/or youth groups. II x 6. Consults with, and uses, comoany sales advertising f ‘ facilities. II I i x 7. Advises customers as to the tax advantages of buying and ' leasing. II 4 x 8. Gains the customer‘s confidence.1 III I RECORDS AND ACCOUETS FUNCTION 1. Maintains individual emolovee performance records. II a 2. Comoares dealershin records with data from the branch level of the company. II 3. Is aware of local legal status in regard to finances and liability. II x m:- w____ j... 49 The small number of additional activities added hv U) rr jury members indicate hat, in the opinion of the jurv members, the activities listed for the nerformance of the selected functions are essentiallv those actuallv performed. Importance of activities The relative importance, i.e. rank, of the 72 activities for both functions based on total number of "essential (3)” importance ratings is presented in Appendices I-1 and I-2. For example, activity number 44 "exhibits honesty and personal integritv in perfonnance of "" is ranked first in the sales function as sales activities it received the highest number of "essential (3)” ratings. In the records and ac,ounts function activity number 16 "keeps price catalogs and lists current" was ranked first indicating highest importance in that function. Ranking and testing of hypotheses was done using the importance rating frequencies and percentages for the three jury groups by function as presented in Appendices H-l and H-2. The data for Appendices H-l and H-2 was summarized using the 3600 computer at Michigan State U iversity as eXplained in Chapter III. Hypotheses #1-4 also relating to the relative importance of activities were tested using non-parametric tests. The statistical tests for hypotheses l-3 are made in terms of importance ratingiieguencies for individual activi— ties. Therefore the null hypothesis will be accepted or 50 rejected relative to the number of individual activities that have importance ratings freguencies that are significant at the .05 level used in this study. Hypothesis # - The importance ratings expressed by dealer- ship manager (I), industry advisor (II), educational expert (III), and total jury groups will be no different than a random rating. The null hypothesis used to test hypothesis #1 was: The frequency of importance ratings for individual activities eXpressed by dealership manager (1), industry advisor (II), educational eXpert (III), and total jury groups in the retail sales, and records and accounts functions will be no different than a random frequency. The Kolmogorov—amirnov one-sample test1 was used to test the null hypothesis by determining the significance levels of jury group and total jury importance ratings of individual activities in the two selected functions. The test is nonparametric and compares the observed distribution of importance rating freguencies with a theoretical, or random, distribution. J is the test statistic for the Kolmogorov—Smirnov one-sample test. A detailed exolanation of the test is included as Appendix E. Appendices E-l and 8-2 include a summary of the ndividual activities in [.1 levels of the test statistic D for l . .. I . I . . p Sidney Siegel, Mon parametric statistics ror.the Behavioral Sciences (new York: McGraw mill Book Company, Inc., 1956), p. 49. 51 both selected functions by individual jury group and total jury. D — 0.468 is required for rejection at the .05 level of significance used in this study. The number of activities receiving significant importance rating frequencies is presented in Table 2. T 23:13.. .T, ‘1‘} 2 TIVITIEC WITH SIGNIFIcaaT u LEVELS IN THE RsTsIL .s, 1 RECORDS AND accouuTs suucrrous BY DEALERSHIP GER (I), INDUSTRY anvrsog (II), VUUCATIONAL EXPERT ( ) rm “L JURY GROUP inapprancs RATINGS Function Jury Number or Significant activities Retail _.§;ii-i_iiiiiiiiiiii,_ii_22iii.ii_iiiiiiiii__ii_ Sales II 33“ . . III BR i.-. Tatali-.. -........-..._..i_.. 1" Records 1_ _ m-;£Zflwiiiwii- _ And accounts dgggflw iW_i__mfiii-__i- .— III 44 fl_‘ Total _mww_m__mfi__‘fl_d 26 fiw__ Table 2 is read as follows: in the retail sales function, 39 of the 72 activities as rated by the dealership manager (I) jury group received importance rating freguencies which were significant. Eighteen of the 72 activities based on total jury ratings were significant. Table 2 shows that out of 72 activities in the retail sales function, 39, 33, 33, and 18 activities were significant using ratings by dealership managers (I), industry advisors (II), educational eXperts (”II), and total jury respectively. 52 The number of significant activities in the records and accounts function was higher in each case using the same jury group ratings, i.e. 42, 43, 44, 26. As stated earlier in this chapter hypothesis #1 is accepted for the significant activities in the functions and rejected for those activities Without significant D levels. The lower number of activities receiving a signifi- cant importance rating from total jury ratings as compared to the three jury groups is accounted for by the variation in jury group ratings which tends to balance differences when totaljury ratings are used. Activities with significant 9 levels were generally ranked higher in importance as shown by the D levels in Appendices I—l and I—2. The data in Appendices E-l and E-2 show that out of a total of lSl2 (i.e. 2l jury members x 72 activities in a function) activity importance ratings for each function, the total number of "of no importance (0)” ratings was only 17 for the retail sales function, and 32 for the records and accounts function. All other ratings by jury members rated the activities at some degree of importance to the perform~ ance of the selected functions. All activities in the retail sales function were rated of some degree of importance by 14 or more jury members. In the records and accounts function all activities were rated of some degree of import- ance by 15 or more jury members. This high percentage of ratings of some degree, or greater, importance indicates the 53 identified activities are important to the performance of the function. Hypothesis #. - Dealership manager (I), industry advisor (II), and educational eXpert (III) jury groups will eXpress differ- ent importance ratings in the retail sales, and records and accounts functions for the individual activities common to both functions. The null hypothesis used for testing Hypothesis #2 was: There will be no difference between the retail sales, and records and accounts functions in common activity import- ance rating freguencies by dealership manager (I), industry advisor (II), and educational expert (III) jury groups. The statistical test used for hypothesis #2 was the Kolmogorov-Smirnov two sample test.1 This nonparametric test compares the largest deviation of two observed distributions of importance rating frequencies with a theoretical i.e. random, distribution. KD is the test statistic and KD— 6 is required for significance at the .05 level used in this study. A detailed exnlanation of the Kolmogorov—Smirnov two sample test is included as Appendix G. Table 3 presents K.l levels of a comparison of common 3 activity importance ratings in the retail sales, and records and accounts functions by dealership manager (I), industry advisor (II), and educational expert (III) jury groups. The 17 activities common to both the retail sales, and records Ibid., 128. 541. ‘ and accounts functions are numbered 52-68 on the interview forms for both functions. Table 3 is read as follows: for common activity number 52 a comparison of the activity importance ratings by the dealership manager (I) jury group in the two functions resulted in a KD value of l which is not significant at the .05 level. Similar comparisons for ratings by jury groups II and III for this activity resulted in the same KD value of l. The KD levels of common activities in Table 3 show that none of the activities was significant at the .05 level i.e. K - 6. Therefore the null hypothesis is accepted and it is concluded that there are no significant differences in common activity importance ratings between the retail sales, and records and accounts functions by any of the three jury groups. The results of this test indicate that activities common to the retail sales and records and accounts function have the same relative importance in both functions. HVpothesis %? - Dealership manager (I), industry advisor (II), s. and educational eXpert (III) jury groups will exnress differentimportance ratings for the same individual activi- ties in the retail sales, and records and accounts functions. The_null hypothesis used for testing hypothesis %3 was: There will be no difference between dealership manager (I), industry advisor (“1), and educational expert (III) jury groups in importance rating f-eduencies of individual activities in the retail sales, and records and accounts functions. I .HC>CH mo. CCC Cm CUCCUHMHCCHm EOw CCEHSCCE CH C N C5HC> EM CH ngi. .mECEOEmDU 0E mCHUHHOC CHcmECHmCC CECECEMMMMII,, 55 m M m .mECHmHCEOC ECEOECCC C>HOwCE 0C CECECCEC m H o .mCHuH>HuCC C0H>ECm >EHCSEECC CCCCEOEC ppm wdH mCHpEfiCHEEmL o H H- .mECEOEmSC CEHB deHCCp CH mQHfimcoHumHCE HCCOCECCECECH C>HCUCMMC waD H H H .pCCCCC mm CUH>ECm >UCCCECEC meH>OEd H H o .CUH>ECC CHQCCCCCCC EmCCOC CCCH>OEm H H H .CHCCECHCCC CCC (Ecsop CC.DEHCEC C>HCHmOC m mpHCHCEH H H H .>EHHHCC mHC Mo Eme CCU 0C mchEcc.Hmo p EEOC mEEOMECm m H o .I‘ .mCCNoHCEC BCHHCM pcm mECEOEde CEH: >HC>HCUCE 4C mCumonwEEO) m o H.CQHEOCMU pep .meEC.4mo meHcmCHo m0 CEHCIQWHCCOmMCM..HirmflmMC:erm.CHhi |IH H m .CHCHu mHC CH HHCmEHc C>OE CE HimMM54.pmt 0E CS CCCv o, mC>HEEe H H c .mCECtCoOEC tsp CC HCHHCC CHCCECHC Cfliiwfl OHHOE pc.m .CEH§.WMHHHFC MM H H o ‘1 .wECxECSIOC CCHB mCHrmccHHp.HC E. mmeEos msoHcocEpc mCoHC>Cm o H N . .wCHUHHCC Cam mCEEtCUOEC ngEEos C.mm .m30HHOE .:iz .mCC>CHCEC .BCHHCE Use 0 m H CECEOEmsm.ECM mCEm wCHmm CCE-.. CECNCC CbHuomEEpm CmCHC m wmfimpeam Cm :IH H w.£!1:i; mCECNpC >ECHmm O.E CCC>O-HCEC ECLEC Cam mECEOImSC CHECHC Wm Hi. H ,H .mpECNCC >uCMmm UCHCerm ECCEEOC OE mXEos tsp ECCECCCCCE maH>ta mm mcoHEmHCm UHHgsm pcm .muHCmm pew meSCHECg CCmOHQEm HHH HH: H CSOEO >Esb N H>Huofi COEEOU Q t? a VI lull" I‘ll emHmpp HHHHV ems Mm Hmonamopnm new .HHHV amazemmmm EtpmH>n4 EmenenzH .AHV enemas: mHmmmsuemn Em moneosz mespoupm a memonmm new .megmm uHmeem i Mme ZH mGZHBQZ mOZQBMOmEH W9H>HBU¢ 202200 m0 ZOnHm¢mZOU m MO me>flH (M m mnmde Q. l l O) In hypothesis #3 the Kolmogorov-Smirnov two-sample test is used to test the agreement of dealership manager (I), industry advisor (II), and educational eXpert (III) jury grOUp importance ratings of common activities between the two selected functions. As in hypothesis CZ, KD-6 is re— quired for significance at the .05 level. Refer to Appendix G for a detailed eXplanation of the test. Appendices H-l and H-2 present the KB levels of the comparisons of the jury group importance ratings for indivi— dual activities. The KD levels in Appendices H-l and H—2 show that the only significant comparison in the retail sales function was for activity 5 where jury groups I and II were significantly different in their importance ratings. In all other 71 activities there were no significant differences in the com- parison of jury group ratings. In the records and accounts functions the RD levels showed no significant differences resulted for any comparison for any of the 72 activities. Thus the null hypothesis is accepted and it was concluded that jury groups were not significantly different in rating the importance of individual activities. This lack of evidence for diversity indicates consensus by jury members in rating the importance of activities. flypgthesis #4 - .Members of dealership manager (1), industry advisor (II) and educational eXpert (III) jury groups will be more similar to the members of their own group in rating 57 the importance of activities in a selected function, than they will to members in either of the other two jury groups. The McQuitty Hierarchical Classification System1 was used to test hypothesis number 4. This classification was used for the clustering, by function, of jury members based on number of identical activity importance ratings. The 3600 computer at Michigan State University was used to perform the actual classification using the “Program h—Class“. Chapter III presents a detailed description of the procedure in the "Analysis of the Data” section. Hierarchical pairing of jury members by number of identical activity importance ratings in the retail sales, and records and accounts functions are presented in figures I and 2 respectively. Jury members were numbered l—21. The members of the dealership manager (I) jury group were numbered l-7, the industry advisor group 3—14, and the educational eXpert group 15—21. A list of jury members by number is contained in Appendix D. The hierarchical classification in Tables 1 and 2 indicates that there is as much variation between the three jury groups in activity importance ratings as within the three jury groups. Table 4 presents the hierarchical pairs of jury members with forty or more identical activity importance ratings for both selecte functions. I . , , . i .. . . , LOUis Mcwuitty, ”Capabilities and Improvements or Linkage Analysis as a Clustering Method,“ Educational and Esychological Measurement, 24:3 (ball, l964), pp. 441-456. Level Hierarchical Group One —_ “-_o———.—-—. 12 11 (2) 9 .(12) 7 (20) 1 fim Ibl U1?" v01 A I—’ u) l ":0 3‘]- 4: (4-6) *— _--.. -_.. —- _- ——H Fig. l.—-Hierarchical pairing of jury members by number of identical activity importance ratings in the retail sales function. Figure l is read is follows: at level one jury members 3 and 14 were more like each other than any other jury members, agreeing on 46 activity importance ratings out of 72 in the retail sales function. also at level I jury members 7 and 19 were paired, agreeing on 53 of 72 activity importance ratings. On level 2 jury members 18 and 20 formed a pair agreeing on 50 ratings. Jury pair ld—2O was then“ paired with pair 7-l9 on level 5, agreeing on 35 ratings. st level ll, hierarchical group one is completed with the two branches joining in agreement on 2 actiVity ratings. SQ Level Hierarchical Group Two .0... _- _.___..__ d... .w- .. ._ NM- H- W. 12 ll 10 t0 .23 (A) (7) AKD U) I Q)H V (J) 4—9 (4.1) Fig. l.—-Continued. Level Hierarchical Group One 12 (3) ll 10 (21) UT sh <56>\ 19—20 ) (64) A (3.) 45 ‘J1 i55- ‘__. -1...— Fig. 2——Hierarchical nairing of jurv members by number of identical activity imnortance ratings in the records and accounts function. Level iierarchical Groun Two 12 11 (6) 10 CO OW ID rig. 2-—Continued. 62 TABLE 4 HIERARCHICAL JURY MEMBER PAIRS WITH FORTY OR MORE IDENTICAL ACTIVITY IMPORTANCE RATINGS IN THE RETAIL SALES, AND RECORDS AND ACCOUNTS FUNCTIONS Sales Records and Accounts Function Function Jury Member Number Identical Jury Member Number Identical Pair Ratings Pair Ratings _ 7-l9 53 _m l9—20_ 64 _ ._M 18-20 50 _* Ll9—20)-lS 56 3-14 4d 7—21 50 2—15 ,w_ :5 3-4 45 i 10—21 W_M4O 11—14 44 8-10 4? The oairs in Talle 4 indicate that the jury qrouos in the records and accounts function tend to group themselves to a greater degree than in the retail sales function. However as indicated by Figures 1 and 2 in neither function did a grouoing nattern result. Therefore it was concluded that the three jury grouos are not more like the members of their own group in identical activity imoortance ratings, than like the members of any other group. That is, there was no evidence for differences between the three grouns in their total function importance ratings for either of the selected functions. This indicates consensus between grouns in total function importance rating of activities. 63 The Importance ofgéctivitv Groups Appendices I—l and I—2 present a ranking of the activities in each function by total number of “essential (3)" importance ratings. An examination of these appendices show that the individual activities making up any one activity group did not rank higher as a group than the activities making up the other activity groups. This wide variance in ranked importance of the activities making up the activity groups indicates that no one activity group is of greater relative importance than another. Chapter V will present the summary, conclusions, and the implications of the study for further research. CH AFTER V SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS This is a study to identify the functions performed at the retail level of the farm machinery industry; and to both identify, and determine the relative importance of the activities that currently should be performed in fulfilling the selected functions. Method and Procedures Determining Functions Functions performed at the retail level of the farm machinery industry were identified and verified through a review of the literature and with the assistance of farm machinery industry and university personnel. Two functions, retail sales, and records and accounts were selected for investigation from the four functions identified. Develooing Activity Lists l-h a procedure similar to that used to identify unc- tions was used to develon, for each of the two selected functions, a list of activities that was thought to be those currently performed in fulfilling the selected functions. Rechecking and revision resulted in a list of 72 activities 64 65 for each of the selected functions which included 17 activi- ties common to both functions. Clustering Listed Activities into Activity Groups u—-—.- Closely related activities in the list for each function were logically clustered into activity groups. Qevelopment of the Rating Scale A four point rating scale was developed through con- sultation with educational researchers and study of res”arch design references. Selection of the Jurv A jury of 21 exoerts from Michigan were selected as in ollows: l4 industry experts composed of seven retail dealership managers and seven industry advisors, manufacturers; if and seven educational experts in the field from michigan State University. Conducting the Interviews Personal interviews were conducted with jury members to have them rate the importance of eacn mCtiVitV to the performance of the selected functions: and to list additional activities they felt were important to the performance pi the selected functions. Analysis of the Data The data were analyzed using a computer at Michigan State University. ‘3 ,. 7’) | identification of Activities Activities were identified which were rated of some degree of importance to the performance of the functions by over 50% of the total jury. Additional activities listed by jury members were also included as identified activities. Importance of Activities The relative importance of activities was determined by: l. Ranking activities by number of “essential (3) importance ratings receiv.d. 2. In Hypothesis fil jury importance rating frequen— cies for individual activities were compared with a random frequency distribution using the Kolmogorov-Smirnov one— sample test. 3. In Hypothesis #2, the relative importance of common activities between functions were tested using the Kolmogorov—Smirnov two-sample test. 4. In Hypothesis #3, a comparison of jury group importance ratings for the same activity was made by the Kolmogorov—Smirnov two—sample test to determine if there were differences between jury groups in rating the same activity. 5. Hypothesis #4 was tested to determine if there were differences between the three jury groups in total function importance ratings. The McQuitty Hierarchical Classification System was used to group jury members on the 67 basis of identical activity importance ratings in each function. This classification was done on the computer at Michigan State University using the program "Program Hi- Class". Importance of Activity Groups Activity rankings were used to determine if the activities making up any one activity group ranked higher, as a group, than the activities making up the other activity groups. Summary of Findings of the Study The basic purposes of this study are to identify the functions performed at the retail level of the farm machinery industry; and to both identify, and determine the relative importance of the activities that should be per- formed in fulfilling the selected functions. The extent to which these purposes are met is presented by the findings below: Identification of Functions The functions performed at the retail level of the farm machinery industry were identified as retail sales; records and accounts; management; and service. Identification of Activities 1. All seventy—two activities listed on the inter—v View instrument for both the retail sales, and records and accounts functions were identified as being of some degree 68 of importance to the performance of the reSpective functions. 2. The activities identified in (l) above include 17 activities common to both selected functions. 3. Individual jury members identified eight activi— ties in addition to those listed for the retail sales function, and three additional activities for the records and accounts function. The Importance of Activities 1. An importance hierarchy of activities resulted from ranking activities according to number of essential (3) importance ratings. For example, activity #44 was ranked first, i.e. of highest importance, in the retail sales function, and activity H15 was ranked first in the records and accounts function. The importance rankings of the activities for both selected functions are presented in 2. Hypothesis ml was tested to determine if the frequency of importance ratings for individual activities was significantly different from a random frecuency. The testing of hypothesis kl resulted in 18 activities with significant D levels in the retail sales function, and 26 with significant levels in the records and accounts function; Hypothesis #1 was accepted for those individual activities with significant 0 levels and rejected for the activities without significant 3 levels. The data show that the freouencies of total jury activity importance ratings for a 69 majority of the 72 activities in both functions are not significantlv diglerent from a random distribution. Ratings by individual jury orouns show greater differences than the total jury ratings. 3. i high percentage of ratings by jury memhers rated the listed activities as having some degree of imnort— ance to the performance of the functions. Out of a total of 1512 (i.e. jury memhers x 72 activities in a function) activity importance ratings for each function, the total number of ”of no importance (0)" ratings was only 17 for the C retail sales function, and 32 ior the records and accounts function. All other ratings by jury members rated the activities at some degree of importance to the performance of the selected functions. All activities listed for the retail sales function were rated of some degree of importance by 14 or more jury members, while records and accounts activities were similarly rated by l5 or more jury members. This high percentage of rating of some degree of importance by jury members shows the activities are considered to be important to the nerformance of the selected function. 4. Hypothesis %2 was tested to determine if activi— ties common to both selected functions were significantly different in imnortance to the two functions. No significant KD levels for any of the 17 common activities resulted from the testing of hvnothesis #2. The hvnothesis was therefore rejected indicating that there were no significant differences 70 in importance ratings for common activities between the retail sales, and the records and accounts functions, by any of the three jury groups. 5. JVpotheses %3 and 4 were tested to determine if differences existed between jury groups in rating the importance of individual activities, and all the activities in a function. The lack of evidence for diversity between jury groups in importance ratings shown in (a) and (b) below indicates jury group consensus in importance ratings. This consensus supports the rated importance of activities in this study. (a). The testing of Hypothesis #3 resulted in only one of 72 activities with significant differences in jury group ratings in the retail sales function, and none of 72 activities with significant differences in the records and accounts function. Hypothesis #3 was therefore rejected .6: indicating that there were no significant diiferences be- tween importance ratings for the same activity by the three jury groups in either of the two selected functions. (b). In testing Hypothesis #4 the Mcduitty Hierarchical Classification System grouped jury members according to number or identical importance ratings for the same activities in both the retail sales, and records and accounts functions. The groupings resulting from the hierarchical classification by reciprocal pairs showed that members of any one jury group were not grouped together. Therefore HVnothesis #4 was rejected indicating jury members were not more similar to 71 members of their own group in rating the importance of all the listed activities in a function, than to members of other jury groups. The Importance of activity Groups An examination of the activity ranking (shown in Appendices I-1 and I—2) was made to determine the importance of activity groups. The data show that the individual activities making up any one activity group did not rank higher as a group than the activities making up the other activity groups. This wide variance in ranked importance 0 the activities making up the activity groups indicates that no one activity group was found to be of greater relative importance than another. Reaction by Industry Representatives Throughout the study the author was eSpecially impressed by the enthusiasm and interest shown by farm machinery personnel. These industry representatives ex— pressed repeatedly their need for trained personnel, and their willingness to coonerate in providing occupational eXperience programs. 72 ngclusions l. The small number of activities added by jury members to those listed for the functions (see "Identification of activities" findings); the high percentage of ratings by jury members rating the activities as having some degree of importance to the functions (see "Importance of activities” finding #3): and the lack of evidence for diversity in importance ratings between groups (see ”Importance of activities" finding #5): indicates that, in the Opinion of the jury members, the activities identified were essentially those important to the performance of the selected functions. 2. The information from this study may be used by those persons reSponsible for develonment of curricula and courses of study to provide a basis for the develOpment of educational programs to meet the training needs of persons in, or preparing to enter, the retail level of the farm machinery industry. 3. The importance hierarchy resulting from ranking activities indicates that activities are of different importance to the selected functions. These differences in the importance of activities to functions may have implica— tions for training programs based on the findings of this study. For example, it may be necessary to provide training to perform the more important activities as a prereguisite for success in occupational experience programs. It may be that the activities of lesser importance are those that can 73 be best learned on the job after initial employment. also, it may be necessary to provide training for some of the more important activities as a prereauisite for providing training for activities of lesser importance. 4, The identification of 17 common activities of approximatelv eoual importance to both selected functions indicates these common activities may also be important to other functions of the retail farm machinery industry. In addition, there may be activities important to functions common to more than one occupation in agribusiness. The identification of common activities may serve as a baSis f for the develOpment of core training programs with broad application to agribusiness. 5. The activity groups in this study may provide a basis for organizing units of study within training pro— grams develOped from this study. The findings of this study indicating that the activity groups were of approximately the same importance to the function, i.e. the highest activities by importance rank were more or less ecually distributed over the activity groups, indicates that these 'I 4.. units of study should be assigned similar priority. Also it 1 may be found that the unu 113 and abilities '4. eretandings, sk necessary to provide training to perform the activities in a group may be related. The seventeen common activities identifiei are all included in the "attitudes and habits: ()4 publi- relations" CU -n activity group. additional research may show that other 74 I 1 activities identirieu as common to more than one function are also related and may be grouped together. 5. The findings of this study indicate that the function-activity theory is a useful research approach for providing the basis for develoning educational programs for agribusiness. The rationale presented in Chapter I for using this theory as an approach was supported by the find— ings of this study. Recommendations for Further Study l. Information regarding the management, and service d functions of the retail farainachinery a_ership needs to be studied and integrated with the findings of this study. This may provide comprehensive data as to activities important to the performance of all four functions identified in the industry. Further research is then needed to develon a procedure for educators to use to establish the kinds of training renuired to prepare persons to effectively perform the activities. The training reeuirements established then need to be made available for use as guides for curriculum planning, course building, and develoning instructional aids and materials. 2. Additional research is needed to determine if the activities identified in this study are identical with activities performed in fulfilling functions in other phases of agribusiness. If identical activities are identified, these activities then need to be clustered to form the aasis 75 for developing core training programs with broad application to the occupations in agribusiness. DJ . Research is also needed to determine the levels of general education necessary to provide readiness for vocational education. This information as to needed levels of general education than needs to be studied in light of vocational training requirements established to determine the levels at which vocational education should be taught. 4. Research is needed to determine the extent to which the function-activities theory should be used in con— junction with, or instead of, other approaches. If the function-activities theory is found to have broad application, then an occupational classification system is needed to present the resulting data for use in vocational guidance and counseling. 5. Increasing technology in causing accelerated change in the retail level of the farm machinery industry as well as the total world of work. Continued study is needed in the area of agribusiness to determine future training needs upon which to base vocational education programs of today. 76 appendix A 77 ‘APPENDIX A-J. ACTIVITIES FOR THE RETAIL SALES FUNCTION ERRM.MACHINERY DEALERSHIP INSTRUCTIONS: 1. 2. Please rate the following activities by placing each card in that section of the box containing the label which in your opinion best describes how important the activity currently should be to the retail sales function. On the sheet provided, please write in, and rate the importance of, any additional activities that currently should be performed in the retail sales function. RATING SCALE Chandising programs Advertising and.Merchandising Group 1. Assists in planning, develops, and carries out, advertising and mer- 2. Conducts field machinery demon- strations, meetings, fairs, and showsa ing and merchandising techniguesI 3. Uses effective recognized advertis- 78 Appendix A—l Continued.... Develops mailing and sales promo- tion lists. DeveLOps customer files. Assist in planning, and uses inducements to customers, to en- courage service and repair jobs in the off-season, Attractively arranges merchandising displays of equipment parts, accessoriesI and service facilitiesg 8. ing materialsa Prepares advertising and merChandis- 9. ising and'mer'chandisingmaterialsg Uses manufacturer and other advert- 10. Uses advertising agencies to develOp, prepare, and place advertising in advertising media. 11. Uses different types of advertising such as direct mail circulars, and newspaper ads, 1 l B. 12. Is familiar with the advantages and application of the different types of advertising. Selling Activities. Group 13. Uses personal contact, surveys, information from present customers service and parts records, and co- worker information to locate pro- 1 spective customers, l4. Sells himself to the customer. 15. 16. —922£2§$221_ Recognizes advance clues for customer buying decisions. Gains the respect of the customer through knowledge of the application of farm machinery to the farm Appendix A-l Continued.... l7. Identifies the customer's wants and needs as early as pgssible, 18. Dauonstrates and explains the indivi- dual features, and merits, of the new and used eguipment for sale, l9. Explains and shows the customer the advantages of available accessories t9 complete the job to be ggge, 20. Uses sales aids, quotes prices, and provides descriptive literature when available, 21. Bases sales on customer needs and con- vinces customers of that need, 22. Is familiar with competitive products' featuges and prices, 23. Demonstrates to the customer that the equipment will perform satisfactorily 33d be a profitable investmen . 24. Sells quality and performance, as well as price, 25. Advises customers on the advantages of buying new vs used gguigment, 26. Advises customers on the advantages of buying new or used equipment vs repair ofw 27. Interprets parts catalogues and equip- EEBEJEEEEELEe, ’ 28. Obtains an appraisal of the value of used gggipment offered in trade, 29. Interprets manufacturer's descriptions into the languages and terminology of the customer. ‘ v 30. Provides estimates of labor charges," and parts cost, for repair and service jobs, 03 O Appendix A-l Continued.... —— ”—- 31. Increases service and parts sales through use of a mobile service unit __ for emerdencv field service repair. I 32. Sells related items and services. 33. Informs customer of all costs that will be incurred in the purchase. 34. Rents or leases equipment to customers in accord with dealershin nolicv. 35. Is sensitive to situations indicating nrosoective sales. _" ‘ I7 36. Obtains final approval of sales con- i ? tracts for eouioment from management ; consistant with dealership policy. y —— I l 37. Is successful in getting the customer to make the decision to buy. Records items and service sold on sales 8110. 39. 40. Follows-uh sales at a later date to determine customer satisfaction. Assists in nlanninq for, and conducts, surveys of the service area to deter- mine eouioment best suited and I desired by customers. Provides information to assist in balancing equinment, Darts, acces- sories, and consumable items with seasonal needs. works to prevent excess inventory of used eduioment. Exhibits enthusiasm for sales work. Exhibits honesty and nersonal integ— rity in performance of sales activities. _W 1»— ~—---—. 91 Appendix A-l Continued.... 45. Backs dealership guarantees by making adjustments for faulty equipment, partsI accessoriesI or service. 46. Provides information to customers on operation, service, and maintenance problems and procedures. 47. Becomes acquainted with customers on a first name basis. 48. Follows through to see that delivery, set-up, and adjustment for Operation, is made for eguippent sold. 49. Instructs customers in the use of operator's manuals, and demonstrates proper operation and maintenanc . 50. Keeps current on recommended farm production methods and statisticsL 51. Explains the advantages of good maintenance procedures in terms of dollars and cents. C. Employee Attitudes and Habits, and Public Relations Group 52. Advises management and works to correct existing safety hazards. 53. alerts customers and other employees to safety hazardsL 54. Maintains a clean attractive, hazard free sales area for customers and fellow employees. 55. Follows safe working procedures and pplicies. 56. Develops harmonious working relation- _§hips with co-worksms. 57. Is familiar with, and follows, dealership pplicies and procedures. 58. Strives to keep up-to-date, and improve himself in his field. 59. Maintains desirable personal habits of cleanliness dress and roomin . 82 Appendix A-l Continued.... 60. Communicates effectively with customers and fellow employees. 61. Performs work assignments to the best _. of his abilit . 62. Exhibits a positive attitude toward the dealerShip, 63. Provides honest dependable service. 64. Provides emergency service as needed. 65. Uses effective interpersonal relation~ ships in dealing with customers. 66. Participates in, and promotes, commun- ity service activities. 67. Attempts to resolve customer complaints. 68. Interprets dealership policies to customers, D. Specialized Activities-Group 69. Assists in orientation and training of new employees in the sales area, 70. Participates in inservice training. 71. .Assists in evaluation of dealership sales and service and.makes suggestions for improvement, 72. 4Maintains personal travel and expense records for reimbursement. APPENDIX A- 2 FARM MACHINERY RETAIL DEALERSHIP INSTRUCTIONS: 1. Please rate the following activities by placing each card in that section of the box containing the label which in your opinion best describes how import- ant the activity currently should be to the records and accounts function. 2. On the sheet provided, please write in, and rate the importance of, any addi- tional activities that currently should be performed in the records and accounts function. ACTIVITIES FOR.THE RECORDS nun ACCOUNTS FUNCTION RATING SCALE OF NO IMPORTRNCE or some IMPORTANCE IMPORTANT ESSENTIAL A. Personnel and Euployment Records Group Maintains employment application O Maintains current job descriptions and other prospective employee Maintains employee time, sales, and travel records, Maintain employee evaluation records and training records. 1. file, 2. information, 3. 4. 5. and acpident records, ‘Maintain.employee work attendance 83 84 éppendix A-2 Continued.... i" B. Tax and Insurance Records Group 6. Prepares dealership tax returns. 7. ‘Assists in andVor provides in- formation for preparation of dealership insurance claims,_ 8. Provides necessary summarized data to public accountants for preparation of dealership tax returns, 9. Maintains tax and insurance records file, C. Advertising and Merchandising Group' 10. Maintains customer prospect, and owner files. ll. Maintains mailing and sales promo- tion lists. 12. Provide data for advertising and merchandising, 13. Maintain records of service area survey 8: 14. Maintain records of demonstrations and other promotional meetings. 15. Maintain an adequate supply of manufacturer, and other sales - literature and materials, 16. Keeps price catalogs and lists current, 17. Keeps service manuals and parts catalogs current. D. Selling Group 18. Makes out sales contracts. 19. Makes out ob estimates for labor ‘__ charges an parts costs, 85 Appendix A—2 Continued.... 20. Records labor, parts, and con- sumable items on service shop internal job tickets. 21. Is sensitive to situations indicat- ing prospective sales, 3. Financial Accounts Group 22. Makes refunds to customer for faulty merchandise or service, 23. Determines from tax schedules, and maintains records of employee pay- roll deductions. 24. Prepares the dealership payroll. 25. Provides payroll data to local business firm for preparation of dealership payroll. 26. Pays accounts payable, keeping necessary accounting records in accordance with dealership pplicy. 27. Operates, and is responsible for, the cash rpgister. 28. Provides for security of funds by _W bonding and banking, 29. Assist in periodic audits. 30. Uses available business computer services to prepare financial reports - income statement (profit- loss} and balance sheet, 31. Prepares periodic bills to collect overdue, and other outstanding. accounts, 32. Provides information to customers regarding the status of their accounts u n r uest __ 86 Appendix A~2 Continued.,.., 33. Prepares financial reports - income statement (profit-loss) and balance sheet, __ 34. Provides data to public accountants for preparation of financial reports-income statement (profit-lossi and balance sheet,_ F. Credit Group 35. Maintains individual customer E££§$E_£222£Q§: 36. Cheeks credit references. 37. Acts as a Netary Public for the dealershipand customer convenience, 38. Makes out credit contracts. 39. Assists customers in making out customer portion of credit appli- catiops and coptrapts, G. Warehousing and Inventory Control Records Group 40. Assists in detenmining inventory levels by computing annual, and seasonal sales levels of equipment, parts, accessories, and consumable items. 41. Maintains an inventory record file of new and used egpippent, 42. Maintains parts department stock in- ventopy, and locator files, 43. Maintains an inventory of consumable items used py the dealership, 44. Prepares purdhase orders for equip- ment, parts, accessories, and con- sumable items needed to maintain in- ventogy levels, - 87 Appendix A-Z Continued.... 45. Checks merchandise received against ianice listings, H. Secretarial Activities Group 46. Performs typing and mailing ser- vices for the dealership. 47. Performs filing services for the ‘ dealership, 48. Takes dictation and transcribes. 49. Informs customers of receipt of ordered‘merchandise, 50. Uses acceptable telephone tech- nigpes, 51. Greets and provides information to customers, I. Employee Attitudes and Habits; and Public Relations Group 52. Advise management and work to correct existipg safety hazards, 53. Alerts customers and other employees to safety hazards. 54. Maintains a clean, attractive, hazard free records and accounts area for customers and fellow employees, .il 55. Follows safe working procedures and pplicies, ' 56. Develops harmonious working re- lations with pp-workers 57. Is familiar with, and follows, dealership ppligies and progedppes, 58. Strives to keep up to date and improve himself in his field, 88 Appendix A-2 Continued.... 59. Maintains desirable personal habits of cleanliness dress and min 60. Communicates effectively with customers and fellow employees. 61. Performs work assignments to the best of his ability, 62. BXhibits a positive attitude toward the dealership. 63. Provides honest, dependable service. 64. Provide emergency service as required. 65. Uses effective interpersonal relationsh in dealing with custopers, ,_ 66. munity service activities, 67. Attempts to resolve customer com- plaints, 68. Interprets dealership policies to custpmers, __ Participates in, and promotes, com- J. Specialized Activities- Group 69. ‘Assists with orientation and training of new employees in the records and accounts area. 70. Participates in in-service train- ing. 71. Assists in the evaluation of the records and accounts and makes __ suggestions for improvements. 72. Maintains the dealership policy and rocedures file APPENDIX A -3 ADDITIONAL ACTIVITIES LIST - RETAIL SALES FUNCTION OF THE PARK MACHINERY RETAIL DEALERSHIP —_ RAT ING SCALE INSTRUCTIONS: m 1. Please list below any additional acti- m % vities that currently should be per- g E formed in the Retail Sales function. a 2 2. Please rate each activity listed by 2 E; _ é placing a check ( ) in that column a m g H 4 which in your Opinion best describes 2: a [-4 - how important the activity currently g 8 2 3 should be to the Retail Sales function. a. s. g o o 3 rs Activity 0 1 2 3 1. pin—- fill-“F 2. 89 90 APPENDIX A—3 ADDITIONAL ACTIVITIES LIST - RECORDS AND ACCOUNTS FUNCTION OF THE FARM MACHINERY RETAIL DEALERSHIP A RATING SCALE INSTRUCTIONS: 1 1. Please list below any additional ; 5 activities that currently should be i i performed in the Records and Accounts ‘ l ! 1 function. i 5 j g ? i i z I I -’~*.I‘fl-m.—I-I—b- 2. Please rate each activity listed by : placing a check ( ) in that column i which in your Opinion best describes ; how important the activity currently ' should be to the Records and Accounts 3 function. 4. 4— —....-Hu.. _. g.-- -“__H...-.. . .Activity J 10 l?“ _. fl.— ._.-._—--.—.. 2. -—II—-— .1 WdH‘m-cn” ‘C-‘- , . ""—"1 .- ~— —-—~-- .“oa— w-—d W 3. .—'J ’mu—«u— ~¢*"Mwm‘d—~—4 _-—~—a—- Haw-G. ._'— 91 APPENDIX B 'I- -‘ Cr—‘I. V --"y .. wEPoNDlm Q—l INTERVIW PgINCIPIggs AND PROCEDURES Interview Principlep The interviews were conducted using the following accepted principles as presented by Selltiz, E; pl.:l 1. Every effort was made to establish rapport with the interviews by: a. The interviewer's manner being friendly, courteous, conversational and unbiased. h The explanation of the study being brief, casual, and positive. 2. The interviewer served fundamentally as a reporter, accepting the interviewee's ratings without show~ ing surprise or disapproval. The interviewer showed interest in the interviewee's Opinions and did not divulge his own. 3. The interviewer kept the direction of the inter- view in his own hands, discouraging irrelevant conversation and endeavoring to keep the interviewee on the study. 4. The interviews were conducted in a uniform manner. lClaire Seiltiz, pp gl., Research Methpds in Social Relations (Chicago: Holt, Rinehart and Winston, 1963), 92 Q? Appendix 8- Continued.... 5. No impromptu exolanation of activities were given to explain the meaning of an activity. 6. The interviewer reSponded to interviewee requests by reading the activity slowly with prooer emphasis and offering only such eXplanation needed to clarify the meaning of the activity. 7. The cards with the activities typed on them were presented to all interviewees in the same order as the activities were listed on the interview forms. all activities were rated by each interviewee. 8. To prevent interviewer recording error the importance categorv checked for each activity was compared, after the interview, with the compartment in the box that the card listing the activity was placed. Interview procegpgggi 1. At the beginning of the interview the purposes of the study were again eXplained. 2. Using a functions chart of the farm machinery retail dealership (see Appendix C ) it was eXplained that retail sales, records and accounts, management, and service were the four functions that had been identified at the retail level of the farm machinery industry: and that the retail sales, and records and accounts functions were the two functions selected for investigation in this study. 94 3. The retail sales interview sheet (see Appendix A-l) was then shown and explained to the interviewee. 4. The retail sales function pack of cards and card box were shown to the interviewee. It was explained that the activities listed on the interview form were identical in wording and order to the activities typed on the pack of cards. Also that the four categories of the activity importance scale on the interview form correSponded to the four compartments as labeled (see Appendix 8—2) on the card box. 5. With retail sales interview form in front of both the interviewer and interviewee, the directions on the interview form were read to the interviewee. 6. The form for listing additional activities (see Appendix A-3) was then shown to the interviewee and the instructions read to him. 7. It was stressed that: a. Functions and jobs were not the same thing. b. That the importance of an activity should be rated on its importance to the performance of the function regardless of who does it: rather than associating the activity with a person closely allied with the performance of the function. 8. The interviewee was then asked 1’ he understood what he was being asked to do, and needed clarification was provided by the interviewer. 95 9. The interviewee was then asked to procede according to directions as read from the interview form. As the interviewee rated the importance of the individual activities bv placing the cards in the resoective compart— ments of the card hox, the interviewer checked the correSponi— ing column of the interview form indicating the importance of the activities. 10. When all cards of the retail sales function were placed in the card hox, the box was closed and removed by the interviewer. ll. The interviewee was then asked if anv additional activities should be listed and what was their importance to the retail sales function. The word "none" or the additional activities were recorded hv the interviewer as appropriate. 12. The interviewee was then given the pack of cards and card box for the records and accounts function, and steps 9-11 were repeated. Interview ~ -“T arp I‘LL—1.13).. __ Lard CURREETLY ,,. .’ r-” T .:_.‘ -_) .2; l 4“; ." __ -........J J...“ ' C Q E {F OF TH” "1;.- ‘ 9.“;- u 1' Apt. we IMPORTANC ”I“ 4 “,4 IMPORTANT E' U J L0 .ENTIAL CULREHTLY SHOULD BE THE IMEORTANCL OF THE gcwgvygv TO THE RECORDS AND ACCOUNTS FUNCTION OF THE FARM fiACEINERY RETAIL DEALERSHIP NO sows IMPORTAECE IMPORTANCE ESSENTIaL 97 APPENDIX C 98 oneozpm mazpooua a unmoomm onaozom ,onaozam mmqwm naasmm azmzmmmzwz mHmmmmaamn.wmmszuaz ZMQm AHdHhM o XHQZMmmd ZOHBUZDM mUH>mmm i C15) APPENDIX D APPENDIX D Industrv Retail Deale£$h;2_manage‘ .—-._._ :U) 1. Mr. William Turner, Mgr. 655-2075 Deere a to. Turner fduipment Co. Villiamston, E~'*?ichi::;an 2. Mr. Allen Cumminds, figr. QQ7—0331 J.I.Case Co. E. Sparta Farm fiupplv Sparta, Michigan 3. Mr. Llovd Miller, Mgr. 743—4049 Ford Motor Co. Jiller & Sons ‘Pr ctor & fleuippent Co. '- 1' I‘) 4 3. . QL-Ql Owosso, nichigan 4. Mr. T, D. Colthurst, Her. 962—5453 International Colthursts inc. Harvester Co. 12200 E. Michigan five. Battle Creek, Michidan . Mr. Harold Phillips, figr. 224-2777 Oliver Corp. 'hillips Ecuipment Co. St. Johns, Michigan Ul "J .T 6. Mr. Charles E. Dynes, he s - Dvnes Ewuipment Co. Ferauson, nc. 263” s. M—Zl Corunna, Michigan H (1 1 Swift Brothers Equipment - . A e. do. Stanton, Michigan 7. Mr. Forest Qwift, Bar. 331—5711 Al f 2.9.911. at. .. IL digger s. (D 8. Mr. Donald 0. Carl dQS-l793 O ere & Co. Division Sales Mar. 3400 E. Grand diver Lansing, Michigan \ Fave. 9. Mr. Stanley R. Bridleman 490—75: State Sales Mgr. 520 N. Grand Ave. Lansing, Michigan J.I.Case Co. U3 (_')\ lOO Appendix D 10. 12. Educational 15. l6. 17. 18. 20. 101 Continued.... R. T. s.rmstron< Fld. “gr. -U,Central Grand River Ex. Michigan 48096 Mr. Gen. SOOOO Wixom, i u. . .Jer Develonment mgr. Grand River Ave. Michigan Terr. Hana. 205 :3 Mai Owosso, Mi Mr. James Murphy Sales Manager 919 Filley Lansing, Michigan Mr. 7.2. 3-7. :‘o‘ehlhorn Branch Mgr. Highway l6 Vest Lansing, Michigan Esperts Richard Sitner F.E.5.S. , M.S.U. chigan Dr. .3:Lr. b. Lansing, 7fiic Ag.3ng. Timmons sduc., $4.3.U. Xichigan Dr . Guy Prof., Ag. 1,. East pansing, Albrecht Engr., M.3.U. Nichigan Dr. C. F. Prof. , Ag. East Lansing, Dr. Clarence Hansen . Prof., 2M}. Engr;, $4.3.U. East Lansing, Michigan Dr. Robert Nhite Prof” Ext. Spec” fig. Engr” .2233. U. East Lansing, michigan ‘1 Dr. Howard act Prof., gag. Engr. East Lansing, Hi i ahuev M 5— 484- 2215 725—7797 2501 Ford Motor International Jar vester Co. .- . M' n. O }_I I4. ver Corp. 24 a s s ev— Ferguson, Inc. Allis-Chalmers Iifg. Co. 102 Appendix D Continued.... 21. Dr. Chet Mackson assoc. Prof., Ag. Engr., M.5.'. 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I0". 01' aPPENDIX F Efiplanation of the Kolmogorov-Smirnov One-Sample Test1 Test Statistic D=Maximum 1§6(X) - Sn(X) Where: D = the maximum deviation of the largest value of FO(X) — Sn(X) X = any possible importance rating category F (X) = a specified theoretical random cumulative o - . . . - frequency distribution under HO Sn(X) = the observed cumulative frequency distribu- tion of the jury importance ratings N = number of jury members SiqnificangerLevel C& = .05 Sampling Distribution under H: Rejection recion 1 ._ . v. - n I" ‘ “ iflney Siegel, non—Parametric statistics ror the F‘ D Behavioral Sciences (new York: thraw-Hill rook Company, Inc., 1956), p. 49. 21bia., Table E, p. 251. (. L) _, ..,._. __ _.._ .a .Ik'I-L.“ I '- . of: ‘7' I - \— -rA 3‘) a; _ '3’“. 3‘ “ ~l’\)-’~ \_.a—\., _ ,\ .1'J'- J. ;\'-/ ' l p s .-. '0 7 IN“ .1. ., 0" Q . v' 5.. \..- to ' " " f‘. I“ a. 3. 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HH 0H 0 o .muumm .ucmEmHnwo Ho“ mumouo mmmnousm mmummonm .vv mN Q m N H o mHmom mocmuuomuH muH>HuU¢ xcmm GmSGHUGOUNrH Xanmmm< dmwcmsv>ou EH non NaoHumm 5N maxue 0v. N NH N 0 can muuooou may no coHuasHo>m on» 3H mumHmmd .HN mv ¢ N NH N o HsmumHmac 0:» no“ mm0H>uom cHHHm men mama .Nw mv t. .1! dwunoo muumm 2.. N NH H 0 new $935 .683 you Nouweflmo no... 30 3%: .NH N... m¢ N NH H o .moHHu amazo can you on uwaoumao maHmuchz u0H Ne .HHou m HQNNOHdmv mo SOHUNHM mun How NH. N N N N NauHu amwchsn HmuoH on «vac HHouNNN NmoH>ouN .NN HN GOHquHomcH om 0H Em 9500» won III mN. m N m o uosuo can mcoHuaHuommo nan.uc0uuao mchuaHuz .N ON Hm. N N m H cHNHccunuuoE.ucm :HNHuHo>cm mom muse mnH>oum .NH Nm 1: .ochcmsvumE ll o¢. m HH H H umumouo no umHmoou mo mumsoumzo NEuomaH .NN mm Nv . N NH 1Hr o 9. N N...H_.....H 0 NH" N w v ¢ .mcuzumu xmu HnmuchoU moan mum m cm l4ummnm mocmHmp can AmmaHumHmmEmwi ucofioumvm mEoocHtmvuoguH HNHocmcHu «Magnum Hm. N N m N on mmoH>Hmm umuameoo mmmchan OHQNHHN>N ammo .om mm .muumnmn mumumm Hm. N N v o 0» NooNOHQEw nonub can mumsovmso NuuoHa .mm ¢m r a m N A H ‘o oHaom moaauuomEH 3:32. xcom UGQGHUGOU NIHHXHQZflmm4 0N. H N N m .mmnHMUNCNuu can coHuNHOHU meNB .NNN vm ii ‘Idoocchm>zou umamumso No. N N N e Nan NHnNuNHNNN on» non oHHnnm Numuoz N No Nana .NN NN I. .mmHuH>HuUN 00H>umm NN. N N N o wmuchaeoo .Nuuoeoum can .NH NNuNNHoHuuNN .NN NN ‘1 II I. \Jdmvuoowu NcHaHauu NN. v NH ¢ H can Nvuoomu coHuNSHN>o NNNOHQEG cHNucHNZ .v Hm 4 .§N 0N. m HH m o onu Hon NNUHbuom NcHHHNE can Nchmu wsnouumm .Nv om em aHumNE HNcoHuoeon I 0N. N m N H stuo New mcoHuNHuNGOENN no muuoomu GHNucHNE .vH Nv mN. N N N o .oHHu coHuNOHH N Mao 0H Eu mcHNuchz ANN. N N m H m 0>u3m mmuN 00H>Hmm mo muuooou zHNucHNS NH N¢ NN. N 1mm. N o dmuoeoaNNUJNNINNHoHHNN mHsNuNHNNN NuowaumucH .NN Nv , muoeoomzo SMHz cHHmmc on. N NH 0 0 GH mnoHuNHmu HNcoNummumucH m>Huuommm moms .mN mv :. .muomuucoo can mGOHmmoHH N anouo no coHu Ii om. N HH m o anon umeoumso use NawaE cH mumsoumso mumHmm¢ .Nm vv dmmHNm 0>Hu om. N HH m o nommmoum NcHuNUHocH mcoHuNauHm on o>HuqumN NH .HN vv luv . 1:, .NHHN ow. N NH N o musooooam can NUHHom mHnNuonmu mnu mnHNucHNz .NN mw m N NV, H o I. r imHNom moamuuomfiH N9H>H004. xcqm It OOfiCHucoo NIH XHDmem¢ NIBLIUNNRPWY Puolic uocuments Michigan. Constitution. Art. 8, sec. 2. U.S. bureau of the Census. gug. Census of Ponulation: 1960. General Social ano 3c nomic Characteristics, Wigfligan. Final Report PC (l)— 24*. U.S. Government Printinc Office, Washington, D.C., Table 59. U.S. Department of Wealth, Foucation, and IVleare ffice of Education. oucnt1on for a Cha noino W’orld. gfi EQEK- Reoort of the Panel 0: Consu tents on Vocational fioucation. Washincton, 13. C. U.S. Government Printing Office, l964. JJ U.S. Weoartment of Ta aoor, Rureau of Labor Statistics, gaggr fierce, Em M10 arm1t and Unemolovment Statistics, 1947-61. (as hj-n noton, D.C.: U.3. Government Printing Office, . cto ooer, 1962. 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Clark, Raymond J. Traininq fog Off—Farm Agricu1tural Occupations. East Lansing, Michigan: Office of °esearch and Publications, College of Education, Hichioan State University, Hay, 1963. Clark, Raymond M. Vocational Comoetenc1es heeded for hmnloymentMIn the Feed Industrv, Educational Research Series, No. 22. East Lansing, Michigan: Bureau of Educational Research fiervices, College of Education, Michigan State University, January, 1965. Committee of 100. Bluegrgnt for Action Toward Vocational— Egchnical Education for the Youthfigf Barry, Branch, Calhoun and Eaton Counties. 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East Lansing, Michigan: Office of Research and Publications, College of Education, Michigan State University, 'jl.lne’ 1.962. Voorhees, Stephen F. ”Community Relationshios in Vocational Education,” Vocational_§§ucation, Forty—Second Yearbook of the National Society for the Study of Education, Part I. Chicago: The University of Chicago, 1943, on. 69—81. 172 Unnuhlished Material Brookover, Wilbur B and Kosow, Sigmund. ”A Sociological analysis of Vocational Education in the United States,” Michigan State University, Prepared for the Deoartment of Health, Education and Welfare. (Mimeograohed). Brown, Rert L, “Training Needs of NOrkers in Business Essociated with Agriculture," State Board for Vocational Education, Olvmoia, Washington, 1959. (Mimeograohed). Forss, F., Uafterson, J.M., Sim, F.M., and ldams, E.M III. Mc uittv's Methods of Pattern \OaIWSJS (M in a) on the CDC 3600.” Technical Resort 47. Commuter Institute for Social Science Research, State Universitv, enril 74, 1966. -"',I.._.__.-- lHiChiF‘fE-‘n (Mimeographed). Jason, William H. "Functions of Industry approach to Curriculum: A Study of the Retail Farm Machiherv Industry." Unnutlished Eh.3. dissertation, College of Education, 11cn1~ n at; te University, 1967. Re ennedv Hilliam ”ean. ”E Clarification of Relationshins Between Refining and Certain Other Agricultural Occuoations with Imolications for Guidance and Curricxflnm1JDevelonnent." iknvfiilished PhJu) dissertation, Denartment of Teacher Education, LICHJOU“ State University, 1958. 4a Moan, Elwood J. "Competencies in figriculture Seeded ly Males in County Elevator Grain Marketing,” Un— nuhlished Master's thesis, Oeoartment of Igricultural Education, Iowa State University, August, 1964. EYWQll, ikflaert ?. 'Vkimnetencirm*ili'-#ricultinxelfeeded tn! 2.7a“ e5: “7'2“in ave/j j_ n fIanegale k 'a ICU z-Lac‘ni HOTV ‘t3j ‘-‘":l‘i _. :ution.” n uLlis 17c; “aster's theirs, .ecartficiL of HflTLCHltEK”7 aiucatioli1, Iowa State Universitv, Seotemoer, 1964. fievel, U. Paul and Malcomnson, John L, “A Survey of Ton— Farm Rgricultural Occunations in Monroe Countv, Michigan.” Denartment of lericnltura J Education, ’1 EflichiceW1tfinrte Universitfiu (3 rnmocr shed). Schultz, Theodore W. “Education and Econonic Moals.” Paner nresented at a conference on fifiucational Eeens for Econonic ievelonment of the flouth, isheville, 173 orth Caroljfia. fimonsorefl bv .~orth Carolina State Collegp “n6 1thern Regional Mucation Boar r6, June, 1969. E16113? is Of 1.1:. l“: . - CDC 3500. “ L.C. and Lesqold, Institute :JJ’VqI‘N=r, for the :9 12"} , —1 . 6'1. ' Conulnmanfir Tables (ACT) Technical aenort l? (revise6). Comwuter for Soci?l 5CiQRCQ Resea rch, nichiga n state Univer— sitv, fixgpzst l7, JEMSS. ( “V“Qon arflne6). ’IICHIGRN STRTE UNIV. LIBRRRIES IIHI HWIHHIN Ill Will H“ IH )IIHIHIW W IHHHIHHI 31293102274077