'Tma ’iT—f- r»-——-*..——.—.—.E s—I—vg»-~————— W7
._' Vii?"

J'v‘"""’"""-.-,‘. .« a. uJ‘TJ-I ',

I A PROCESS FOR DETERMINING VOCATIONAL _‘f
COMPETENCIES EoR TRE PERFORMANCE 95 ESSENTIAL ‘- - ‘-~ '1' ‘ '
ACTIVITIES 50R TIIE sALEs FUNCTION IIY '
. SALES PERSONNEL IN TIIE EEED INDUSTRY AND THE Loc, AT_
A I WH'CH THE COMPETENCIES COULD BE TAUGHT 51:27:55 - ~

I I I _ A I ; I : TheSIs be the Degree 9f Ph D
I ' ’ ' ’ ' MICHIGAN STATE UNIVERSITY

I -‘ _ James Joseph Albrachf
” " '“ ‘ 1966

 

I

\IIIIIIITIITIISIQIIIIII\I\I\IIIIIIIIIIIITISI m, R A R Y

0241 362 . _
Tums Michigan State

University

 

This is to certify that the

thesis entitled
A PROCESS FOR DETERMINING VOCATIONAL COM-
PETENCIES FOR THE PERFORMANCE OF ESSENTIAL
ACTIVITIES FOR THE SALES FUNCTION BY SALES
PERSONNEL IN THE FEED INDUSTRY, AND THE LOCI
AT WHICH THE COMPETENCIES COULD BE TAUGHT
presented by

 

James Joseph Albracht

has been accepted towards fulfillment
of the requirements for

AL degree in Education

 

Date r I / éé

0-169

 

__ La

 

A PROCESS FOR DETERMINING VOCATIONAL COMPETENCIES
FOR THE PERFORMANCE OF ESSENTIAL ACTIVITIES FOR
THE SALES FUNCTION BY SALES PERSONNEL IN THE
FEED INDUSTRY, AND THE LOCI AT WHICH THE

COMPETENCIES COULD BE TAUGHT

BY

James Joseph Albracht

AN ABSTRACT OF A THESIS

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

DOCTOR OF PHILOSOPHY

College of Education

1966

ABSTRACT

A PROCESS FOR DETERMINING VOCATIONAL
COMPETENCIES FOR THE PERFORMANCE OF ESSENTIAL
ACTIVITIES HY SALES PERSONNEL IN THE FEED
INDUSTRY; AND THE LOCI AT WHICH THE
COMPETENCIES COULD BE TAUGHT

by James Joseph Albracht

Purpose. The purpose of this study is to demonstrate
a process for determining vocational competencies needed for
the performance of the sales function of the feed industry,
and the loci at which the competencies could be taughto The
process used in this study incorporated four factors: the
use of an industry function in identifying vocational
competencies; identification of all vocational competencies,
and loci at which the competencies could be taught; the use
of a regional survey; and the use of a combined industry-

education juryo

.Procedure. An interview instrument was developed

 

with the assistance of feed industry and university personnel
who were experienced in the feed sales function of the feed
industry. The instrument contained forty competencies which
appeared to be important for the performance of nine es—

sential feed sales activities.

James Joseph Albracht

The jury of twenty—four members were experienced in
the performance of the sales function of the feed industry,
or-in conducting occupational research. Personal interviews
‘were conducted, and the four sub-juries composed of six feed
dealers, six sales training directors, Six agricultural edu-
cation researchers, and six business education researchers
indicated whether or not each of forty competencies were es—
sential for the performance of nine activities of the sales
function in the feed industry. For the competencies rated
as essential, the jury members also indicated at which loci
each of the competencies could be taught.

The frequency of the responses of the jury of ex—
perts were tabulated, and the results were analyzed by the
use of the Chi-square test of significance, and by the

McQuitty Hierarchial Classification System.

Results and Conclusions” Twenty—one of the forty
competencies were considered essential for the performance of
the nine feed sales activities; seven competencies were con-
sidered essential for the performance of eight activities;
six competencies for seven activities; three competencies
for six activities; two competencies for four activities; and
one competency was considered essential for the performance
of three activities. The responses of the sub—juries were

significantly different on 14 of 360 possible items.

James Joseph Albracht

.Eighteen ”general" competencies rated as essential
by the jury members, were considered to be "possible" for
teaching at all six loci, and "appropriate" at five or six
loci. .The next group of seven competencies was considered
by the jury members to be "possible" and "appropriate" at
nine or ten loci. Eight competencies were considered by
jury members to be "possible” and "appropriate" at six, seven,
or eight loci. .The last group of seven "specific" competen-
cies were Closely related to the particular feed company, and
were considered by jury members to be ”possible" and "ap-
propriate" at only the'flealef'and the'bn—the-job"loci. The
responses of the jury members were significantly different
on 41 of 480 items for the six "possible” and the six "ap—
propriate" loci at which the forty competencies could be
taught.

Very little disagreement between the four sub-juries
was indicated by the Chi-square tests of significance; and
the McQuitty Hierarchial Classification System indicated a
relatively high level of agreement. The process which used
four factors appeared to be relevant for determining vo—
cational competencies essential for the performance of nine
sales activities by personnel in the feed industry, and to a
lesser extent for determining the loci at which the competen—

cies Could be taught.

A PROCESS FOR DETERMINING VOCATIONAL COMPETENCIES
FOR THE PERFORMANCE OF ESSENTIAL ACTIVITIES FOR
THE SALES FUNCTION BY SALES PERSONNEL IN THE
FEED INDUSTRY, AND THE LOCI AT WHICH THE

COMPETENCIES COULD BE TAUGHT

BY

James Joseph Albracht

A THESIS

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

DOCTOR OF PHILOSOPHY

College of Education

1966

ACKNOWLEDGMENTS

The author extends sincere appreciation to Professor
0. Donald Meaders, Chairman of his Doctoral Guidance Com-
mittee for his very valuable assistance and guidance that
was given during the study. Appreciation is also expressed
to Professor Harold Byram, Professor Russell Kleis, Professor
Lawrence Borosage, and Professor John Useem, members of the
author's Guidance Committee.

Gratitude is also expressed to the members of the
educational research department, College of Education. Ap-
preciation is extended to the industry and education repre—
sentatives who assisted in the develOpment of the instrument,
and to those who helped refine and pretest the instrument,
and also the jury panel members who supplied the data for
this study.

Appreciation is extended to the author's wife, Mary
Lou, for her patience, understanding, and encouragement

throughout the study.
SPECIAL ACKNOWLEDGMENT

The project reported herein was supported by a grant
from the U. S. Department of Health, Education and welfare,

Office of Education, Project Number 5—0156.

ii

TABLE OF CONTENTS

Chapter Page
I. INTRODUCTION 1
The Problem 1

Purpose of the Study 2
Objectives of the Study 3
-Assumptions 3
Hypothesis~ 4

SCOpe and Limitations of the Study 4
Definition of Terms 5

II. REVIEW OF LITERATURE . . . . . . . . . . . . . 10
Industry Function Approach 10

Identification of All VOCational

Competencies and Loci 13

Regional Surveys 16

Combined Industry and Education Juries 18

Summary 19

III. METHOD AND PROCEDURE OF THE STUDY . . . . . . . 24
Development of the Instrument 24

Selection of the Jury 28
Conducting the Interview 30

Analyses of Study 33

Testing Hypothesis 35
IV. PRESENTATION AND ANALYSIS OF THE DATA . . . . . 36'

The Frequency of Forty Competencies for

the Performance of Nine Essential

Activities 37
Competencies Necessary for the Per-

formance of Nine Essential Sales

Activities 37
Competencies Necessary for the Perb

formance of Eight Essential Sales

Activities 43
Competencies Necessary for the Per—

formance of Seven Essential Sales

Activities 45

iii

Chapter

Competencies Necessary for the Per-
formance of Six Essential Sales
Activities

Competencies Necessary for the Per—
formance of Three or Four Essential

‘Sales Activities

Significant Chi—Square Responses for the
Competencies

Determination of Loci

Competencies Which Could Be Taught at
Eleven and Twelve ”Possible" and "Ap—
propriate" Loci

Competencies Which Could Be Taught at
Nine and Ten "Possible" and "Ap-
propriate" Loci

Competencies Which Could Be Taught at
Six, Seven and Eight “Possible" and
"Appropriate" Loci

Competencies Which Could Be Taught at
Three and Four "Possible" and "Ap—
propriate" Loci

Significant Chi-Square Responses for
"Possible” and "Appropriate" Loci

The McQuitty Hierarchial Classification
System

Clusters of Response for Competen—
cies and Activities and Competen—
cies and Loci using the McQuitty
Hierarchial Classification System

Summary of the McQuitty Hierarchial
Classification System Treatment of
the data

Competencies Which are Emerging or Be—
coming Increasingly Important

Summary of the Responses

Summary of the Process Used in the Study

V. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
Method and Procedure
Summary of Findings of the Study
Conclusions
Recommendations
BIBLIOGRAPHY
APPENDICES

iv

Page

45

48

50

52

52

56

59

61
63

67

68

73
81
83
88

92

Table

II.

III.

IV.

VI.

VIII.

LIST OF TABLES

Page

Importance of Forty Competencies for the Per—
formance of Nine Essential Activities by
Sales Personnel in the Feed Industry as
Rated by a Jury of Twenty—Four Experts . . . 38

Twenty—One Competencies Which are Necessary
for the Performance of Nine Essential
Activities by Sales Personnel in the Feed
Industry as Rated by a .Jury of Twenty—Four“
Experts . . . . 41

Seven Competencies Which are Necessary for the
Performance of Eight Essential Activities by
Sales Personnel in the Feed Industry as Rated
by a Jury of Twenty—Four Experts . . . . . . 44

Six Competencies Which are Necessary for the
Performance of Seven Essential Activities by
Sales Personnel in the Feed Industry as Rated
by a Jury of Twenty—Four Experts . . . . . . 46

Three Competencies Rated as Important for the
Performance of Six Essential Activities by
Sales Personnel in the Feed Industry as Rated
by a Jury of Twenty—Four Experts . . . . . . 47

Three Competencies Rated as Important for the
Performance of Three or Four Essential
Activities by Sales Personnel in the Feed
Industry as Rated by a Jury of “Twenty—Four.
Experts . - 49

Ten Competencies and the Activities for Which
Sub—Jury Responses were Significantly
Different . . . . . . 51

Eleven and Twelve "Possible” and "ApprOpriate”
Loci at Which Eighteen Competencies Could Be
Taught for the Performance of Nine Essential
Activities by Sales Personnel in the Feed
Industry . . . . . . . . . . . . . . . . 53

Table

IX.

XI.

XIV.

Page

Nine and Ten "Possible" and "ApprOpriate"
Loci at Which Seven Competencies Could Be
Taught for the Performance of Nine Es-
sential Activities by Sales Personnel in
the Feed Industry . . . . . . . . . . . . . . 57

Six, Seven, and Eight "Possible" and "Ap—
propriate" Loci at Which Eight Competencies
Could Be Taught for the Performance of Nine
Essential Activities by Sales Personnel in
the Feed Industry . . . . . . . . . . . . . . 60

Three and Four "Possible" and "ApprOpriate"
Loci at Which Seven Competencies Could Be
Taught for the Performance of Nine Essential
Activities by Sales Personnel in the Feed
Industry . . . . . . . . . . . . . . . . . . 62

Ten Competencies and the "Possible" and "Ap-
propriate" Loci for Which sub- Jury Responses
were Significantly Different . . . . 64

Composition and Characteristics of the Twenty-

‘Four Jury of Experts Responses to the Im—
portance of Forty Competencies for the Per-
formance of Nine Essential Activities by
Sales Personnel in the Feed Industry . . . . 71

Jury Sub—Group and Characteristics of the Jury
of Twenty-Four Experts Responses to the Im—
portance of Six "Possible" Loci at Which
Forty Competencies Could Be Taught for the
Performance of Nine Activities by Sales
Personnel in the Feed Industry . . . . . . . 75

Jury Sub-Group and Characteristics of the Jury
of Twenty—Four Experts Responses to the Im-
portance of Six "ApprOpriate" Loci at Which
Forty Competencies Could Be Taught for the
Performance of Nine-Activities by Sales
Personnel in the Feed Industry . . . . . . . 78

Twenty—Three Competencies Which are Emerging
or Becoming Increasingly Important for the
Performance of the Sales Function of the
Feed Industry as Indicated by a Jury of
Twenty-Four Experts . . . . . . . . . 82

vi

LIST OF FIGURES

Figure Page

1. Clusters of the Responses to the Importance
of Forty Competencies for the Performance
of Nine Essential Activities by Sales
Personnel in the Feed Industry as Rated by
a Jury of Twenty-Four Experts Using the
McQuitty Hierarchial Classification System
of Individual "Members" and "Reciprocal
Pairs" . . . . . . . . . . . . . . . . . . . 7O

2. Clusters of the Responses to the Importance of
Six "Possible" Loci at Which Forty Competen-
cies Could be Taught for the Performance of
Nine Activities by Sales Personnel in the
Feed Industry as Rated by a Jury of Twenty—
Four Experts Using the McQuitty Hierarchial
Classification Of Individual "Members" and
"Reciprocal pairs" . . . . . . . . . . . . . 74

3. Clusters of the Responses to the Importance of
Six "ApprOpriate" Loci at Which Forty COmpeten—
Cies Could be Taught for the Performance of
Nine Activities by Sales Personnel in the Feed
Industry as Rated by a Jury of Twenty-Four
Experts Using the McQuitty Hierarchial Classifi—
cation System of Individual "Members" and "Re—
ciprocal Pairs" . . . . . . . . . . . °.° . . 77

vii

LIST OF APPENDICES

Appendix Page
A Questionnaire . . . . . . . . . . . . . . . . . 106
B List of Jury Members . . . . . . . . . . . . . 111

C Table XVII-—Importance of Forty Competencies
for Performance of Nine Essential Activities
by-Sales Personnel in the Feed Industry as
Rated by a Jury of Twenty—Four Experts . . . 114

D Table XVIII--Importance of Six "Possible" and
"ApprOpriate" Loci Where Forty Competencies
Could be Taught as Rated by a Jury of Twenty—
Four Experts . . . . . . . 119

E Table XIXP—Classification into Sub—Groups by
the Responses of Individual Members of the
Jury of Twenty~Four Experts for the Im—
portance of Forty Competencies for the Per—
formance of Nine Essential Activities by
Sales Personnel in the Feed Industry, and the
"Possible" and "ApprOpriate" Loci at Which
the Competencies Could be Taught . . . . . . 129

Table XXH-Clusters of Responses by Sub—Group
to the Importance of Forty Competencies for
the Performance of Nine Essential Activities
by Sales Personnel in the Feed Industry as
Rated by a Jury of Twenty-Four Experts . . . 130

Table XXI--Clusters of Responses by sub—Group
to the Importance of Six "Possible" Loci at
Which Forty Competencies Could be Taught for
the Performance of Nine Activities by Sales‘
Personnel in the Feed Industry as Rated by a
Jury of Twenty-Four Experts . . . . . . . 132

viii

Appendix Page

Table XXII--Clusters of Responses by Sub-
Group to the Importance of Six "ApprOpri—
ate" Loci at Which Forty Competencies Could
be Taught for the Performance of Nine
ACtivities by Sales Personnel in the Feed
.Industry as Rated by a Jury of Twenty—Four

Experts . . . 134
F List of TwentyeEight Activities for the Per—
formance of the Sales Function . . . . . . . 136

ix

CHAPTER I

INTRODUCTION

The Problem

 

This research represents an attempt to determine a
satisfactory process for developing educational programs to
prepare workers for entrance and advancement in occupations.
This study focuses principal emphasis on the "industry
function" rather than the "job title" approach as the basis
for developing the instructional program. The sales function
of the feed industry was selected to try out this process
for determining a vocational education curriculum.

The feed manufacturing industry in the United States
has grown from a "handful of grain and by—product mixers" at
the turn of the century to a dynamic industry that is present—
1y producing between 44 and 50 million tons of feed annually.
The estimated tonnage produced by the feed industry in the
United States represents gross sales of more than $3.5
billion. Within easy reach of nearly every farm in the
United States, you will find a representative of the feed in—
dustry, a feed mill, or a retail feed store. Each is one of
more than 6,000 feed manufacturing plants and 25,000 dealers

in this country who together employ over 200,000 persons, and

 

make up the largest manufacturing industry exclusively
serving agriculture. The turnover of personnel, the new jobs
created by expansion of programs, and many other factors
have created a large demand for educational programs to pre—
pare new workers and to up—grade and up-date present em-

ployees in the feed industry.

Purpose of the Study

 

The main purpose of this study was to develop and
try out a process for determining vocational competencies
needed for the performance of the sales function of the feed
industry, and for determining the loci at which the competen-
cies could be taught. The process developed and used in this
study incorporated the following factors:

(a) the use of an "industry function" approach rather
than the traditional ”job title" approach;

(b) the inclusion of all vocational education competen-
cies involved in the performance of a function rather
than only those competencies which might be taught
by one of the vocational service areas;

(C) the use of a regional survey approach rather than
the traditional local survey approach; and

(d) a team approach of industry leaders and vocational
educators in determining which competencies are
needed, and the loci at which the competencies could

be taught.

Objectives of the Study

The overall objectives of this study were to de-
termine the feasibility of using the combinations of four
factors listed above as a process to determine vocational
competencies needed for the performance of essential activi—
ties by sales personnel in the feed industry and the loci at
which the competencies could be taught. In order to ac—
complish the overall objectives of this study, the sales
function of the feed industry was studied:

1. to identify and verify the sales activities performed
by personnel in the feed industry, and to rank the
activities as to their relative importance to the
feed industry.

2. to identify and verify the competencies necessary to
the performance of the sales activities in the feed
industry, and

3. to determine the loci at which the sales competen—

cies could be taught.

Assumptions

 

This study was based on the basic assumption that if
there were general agreement between the four sub—juries in
determining the importance of forty competencies for the per—
formance of nine essential sales activities, and the loci at
which the competencies could be taught, then the process con-

taining four factors could be used as a basis for determining

the competencies and loci of instruction for an industry
function. Other assumptions which were made in the study
for demonstrating a process for determining the vocational
competencies and loci of instruction were as follows:

1. the use of the sales function in the feed industry
‘was an apprOpriate function and an appropriate industry to
use to demonstrate this process.

2. the instrument develOped for this study was a valid
and reliable instrument for collecting information about the
essential competencies and the loci for instruction.

3. the use of the Chi—square analysis is an appropriate
method for testing the differences which are significant be—
tween the four sub-juries, and the use of the McQuitty Hier—
archial Classification System is an apprOpriate method for

determining the agreement among the members of the jury.

Hypothesis

 

The hypothesis for the study was as follows: There
is no difference in the Opinions expressed by members of the
sub-juries for the importance of forty competencies for the
performance of nine essential sales activities, and the loci

at which the competencies could be taught.

Scope and Limitations of the Study

General competencies in communications, human re-
lations, and occupational adjustment, although important to

employee success, were not included in this study.

‘,H.-The vocational competencies needed for the per—
formance of nine essential activities for the sales function of
the feed industry were included in this study. The other
activities performed by personnel who also sell and the other
vocational competencies needed were not included.

The conclusions and recommendations of the study were

based on an analysis of the expressed perceptions of the

jury consisting of twenty—four members.

Definition of Terms

 

Included in this section are the specific definitions
of the terms as they were used in this study. (The terms as
used apply to the feed industry, but many could be applicable

* the American

to other industries.) References by Bloom (1),
VOCational Association (2), Smith (3), and Winston (4) were
useful in defining the terms.
1. Activity — the particular act or set of acts related
to the performance of a function of an industry.
2. Feed industry — industry that manufactures, sells,
and distributes livestock feed.
3. Industry function — Closely related activities which

contribute to the achievement of a specific purpose

of an industry.

 

*The number in the parentheses denotes the number of
the reference in the footnotes at the end of each chapter.

Industry function (feed sales) — closely related
activities which contribute to the achievement of
the sales phase of the feed industry.

Job—title — the name given to a Classification of

the tasks required of a worker to perform specific

services.

Jury of Experts - Individuals recognized by others in

their respective fields as being authorities on the

performance of the sales function of the feed in—
dustry, and/or in conducting occupational research.

Locus - the educational facility where the sales

personnel competencies could be taught, as indicated

by time and place considerations.

Loci selections:

a. Possible — the location(s) where the competency
could be taught.

b. Appropriate — the location(s) where the competen—
cies could be effectively and efficiently taught
(not used to refer to a hierarchy of values).

Loci definitions:

a. High School — the secondary school with grades
9 — 12.

b. Post High School — a formal terminal educational
program of two years or less duration beyond the
high school.

C. Four Year College — the formal 4—year college

program.

10.

ll.

12.

l3.

14.

15.

d. Adult or Evening — a non—credit program available
to the public through the public schools or co—
operative extension service.

e. Dealer or Company — non—credit program offered by
the feed dealer or the feed company.

f. On—the-job — during employment on the job, ex—
clusive of cooperative on-the—job training
programs.

On-the—job — Any training given to the feed sales

personnel in the place of business exclusive of that

given in cooperative occupational programs between
the employer and an educational institution. The
training may or may not be of an occupational en—
trace nature.

Sales personnel — Industry employees who perform one

or more sales activities.

Sales personnel (feed) — Feed industry employees who

perform one or more feed sales activities.

Training - Making proficient by instruction and

practice.

Vocational competency — Knowledge, understanding, or

abilities needed to perform essential activities in

an industry.

Vocational competencies (feed sales) — Knowledge,

understanding, or abilities needed to perform the

essential sales activities in the feed industry.

16. Vocational competency levels: (1)

a 0

Knowledge - a familiarity with and recognition
of certain information.

Understanding — the comprehension of certain
knowledge.

Ability — skill in applying knowledge and under-

standing to actual situations.

Footnotes

Benjamin Bloom, Max D. Englehart, Edward J. Furst,
Walker H. Hill, and David R. Krathwohl, Taxonomy of Edu-
cational Objectives (New York: David McKay Company,
Inc., 1965).

 

"Definition of Terms in Vocational and Practical Arts
Education," American Vocational Association, Washington,
DOC.) 1954.

Edward Smith, Stanley Krause, Mark Atkinson, The Edu—
cation Dictionary (New York: McGraw Hill, 1956).

Winston Dictionary, College Edition (New York: Winston
Co., 1955).

CHAPTER II
REVIEW OF LITERATURE

The purpose of this Chapter is to review and Classify
some of the vocational education research which has been con—
ducted. Findings have been grouped as follows: industry
function approach; identification of all vocational competen—
cies and loci; regional survey; and combined industry and

education juries.
Industry Function Approach

Most of the previous vocational education curriculum
studies focus attention on "job titles." This study did not
use "job titles,” but used the "industry function" approach
instead.

Related literature indicates that educational pro—
grams using the traditional "job title” approach may be in-
adequate, and that another focus, such as the "industry
function" approach could have merit. Sutherland and Thompson
(34) of the University of California found that similar
businesses under different managers make assignments to
personnel that vary considerably in requirements even though
the primary job descriptions are identical. In an industrial

technician study by Brandon (7) it was found that many

10

11

industries do not have job descriptions for technicians, and
for those that did, technician activities were numerous and
diverse.

Shartle (31) has indicated that "job titles” are
often out-of—date, they are often ignored by the supervisor,
and unions often object to the performance of work that is
not given in the "job title“ description. In a study by
Gardner (18) it was found that job titles were usually not
available for off—farm agricultural occupations. Clark (12)
found that job Classifications and duties vary considerably.
Cushman, Christensen, and Bice (14) found that the amount of
time devoted to the use of agricultural competencies varied
widely within the various "job titles.” Kennedy (24) re—
ported that in certain non-farm agricultural businesses the
same abilities and understandings were needed by the workers
as were needed by the farmers. He found a high degree of
similarity of needs for some workers, and practically no simi-
larity of needs for other workers.

In research conducted by Super (33) of the Syracuse
University it was found that in the case studies of some
young workers in their teens and early twenties, they moved
from occupation to occupation, but usually remained employed
within a family of occupations. For example, the worker
with Clerical interests might have served in several of the
occupations within the family of Clerical occupations. The

“Drker who was interested in mechanical occupations moved

12

from occupation to occupation within the family of mechanical
occupations. This appears to indicate that there are inter-
est and aptitude considerations to consider in suggesting the
vocational training desirable for individual students. The
Strong Vocational Interest Blank, the Kuder Preference Test,
the Bernrenter Personality Inventory, the Humm—Wadsworth
Temperament Test, and the Man Test for ability to sell have
validity as predictive instruments (34). Mobley and Barlow
(25) have indicated that because of the mobility in our so—
ciety, it may be desirable to prepare individuals for occu—
pations in which they are interested, and for which they

have the talent to succeed, rather than limiting the indi—
vidual to training for occupations which are only available
locally.

Byram (10) has suggested educational programs in—
volving a career or family of Closely related agricultural
occupations rather than training for one specific occupation.
Stadt (32) of the University of Alberta, Edmonton, suggests
that vocational education training should be broad enough to
provide for horizontal and vertical occupational movement.
Fawcett (17) reports that goal Changes and re—assignment of
individuals within the organization occurs, and that work as-
sigmments are often unique in terms of the good of the organi—
zation. Woodring (38) suggested that vocational programs
Should have a broader based emphasis on pre—employment edu—

cation rather than having a narrow preparation for specific

13

jobs. Brandon and Evans (8) have suggested a broad field ap—
proach to vocational preparation. Swanson and Kramer (36)
suggest broader based pre—employment programs, and highly
specialized and narrow based curricula for those who have
entered the labor market.

A study by Face, Flug, and Swanson (5) indicated
that an orientation of course work for a broad focus on an
essential concept or function such as purchasing, shearing
and extruding, appears to be superior to the narrow focus on
the pre-selected skills approach for specific industries.
Gardner (18) found that experts who occupied high echelon
positions within the dairy industry were willing to identify
specific competencies that were needed by workers to perform
the functions of selling, installing, and maintaining milk-
ing systems or bulk tanks. Clark and Householder (13) re—
port that a study by the Agricultural Education Staff of the
Michigan State University indicated that the analysis of an
industry by functions, and by activities necessary for the
performance of the functions served as a satisfactory basis
for organizing training programs.

Identification of all Vocational
Competencies and Loci

 

In the past, vocational education research usually
included only training programs involving one vocational edu-

cation service area. This study included all the vocational

14

competencies involved in the performance of the sales function
of the feed industry, and all of the loci at which the compe—
tencies could be taught.

Related research has indicated the need for training
programs that cut across the traditional vocational areas.
Research conducted by Clark (11) indicated that wide areas
of competencies are needed by workers in off—farm agricultur—
al occupations. An interrelated training program between vo—
cational agriculture, business education, trade and industry,
and distributive education is suggested. Clark indicated
that training is needed at all educational loci.

Taylor (27) in research at the National Center for
Vocational and technical Education reports that duties of
workers call for competencies which will require an "edu—
cational mix.” Stevens (27) while doing research at the
National Center for Vocational and Technical Education also
speaks of an "educational mix“ of training requirements for
preparing workers for non—farm agricultural occupations.
"Educational mix" refers to combinations of agriculture,
business, and trade and industry competencies. Taylor (27)
also reports that the greatest number of non-farm agricultur-
al employees were needed in the marketing and distribution
Of agricultural supplies needed in farming.

In reviewing the programs in Operation it appears
that a combination of agriculture, business, and trade and

industry competencies are desirable. The Michigan State

15

University Short Course Program (26) has been training workers
for agricultural related businesses since 1946. Their pro-
gram included agriculture, business, basic science, and
general education courses. Coster (27) of the University of
Nebraska reported that a cooperative agriculture and trade
and industry program is in operation at the post high school
level to train technicians in agriculture, machinery—
mechanics, agricultural drafting, surveying, and soil
science.

Hoover and Weyant (22) of Pennsylvania State Uni—
versity, reported a successful agriculture—business pilot
project to train workers for the agricultural farm services,
and in marketing and distribution of farm products. The
training was given to high school seniors on an agricultural
area basis. In a recent study by Hamilton and Bundy (20) it
was reported that 41 competencies were needed by employees
and managers in the retail feed businesses, with 25 competen-
cies in crop or livestock production and farm management,
and the other 16 competencies dealing with phases of business
and dealership management.

Thompson (28) of the University of California found
in his study of the training needs of students going into
off-farm agricultural business about equal emphasis should
be placed on agriculture and business education. In a study
of business related to agriculture, Griffin (19) at the Uni-

versity of Missouri found that there were implications for

 

16

interrelated training programs between vocational agricultur—
al and other vocational services. Cushman, Christian, and
Bice (14) of the Cornell University found that when agri—
cultural competencies were weighted by annual employment Op-
portunities it appeared that training programs emphasized
competencies in agricultural business and agricultural mech—
anics were most needed by workers in all occupational

families.

Regional Surveys

 

"Local surveys" have been the most Common approach
in planning vocational education programs. This study made
use of the "regional survey" approach to curriculum planning.

A review of literature has indicated the desirability
of regional surveys in vocational education. Jacoby (23) of
the Pennsylvania Department of Public Instruction suggests
that surveys are indispensable in vocational education pro-
gram planning, but that the survey could be of a regional
nature. Evans (16) of the University of Illinois comments
that the local survey is no longer of value because of the
great increase in mobility of Industry and labor, and he sug—
gests surveys of a regional or national nature.

Swanson and Kramer (36) suggest that regional
planning is often desirable for vocational education in
order to maintain large enough enrollment, and to provide a

choice in the vocational training that is offered. They

17

indicate that 24 states are now offering post high school
area vocational education programs. Hamilton and Bundy (20)
indicated that programs to train workers in the retail feed
business should be offered on an area basis.

I Haskew and Tumlin (21) state that although the
schools are community oriented in terms of training workers
for jobs in the local community, the school also serves a
region since the school serves many pupils who are on the
move, and are part of the national manpower force.

Referring to vocational education at the post high
school level, Seay (30) of the Michigan State University
states that local, state, regional, and national interests in
education must be made compatible in one institution. He
cites programs in the community college in Battle Creek,
.Michigan where technicians are trained for the nation's
space programs, and technicians are also trained for the
local cereal industry. A private foundation located in
Battle Creek also helps support a program in another com-
munity college where technicians are trained for the State
Conservation Department.

Mobley and Barlow (25) have noted the increase in
the numberof area vocational schools. They recognized that
part of this increase has been due to the fact that small
high schools have been unable to offer multiple course

offerings in vocational education.

18
Combined Industry and Education Juries

An industry jury usually determines the competencies
that are needed, and an education jury determines the loci
at which the competencies could be taught. This research
utilized a combined industry and education jury for de-
termining both the competencies needed, and the loci at which
the competencies could be taught.

The review of literature appears to suggest the use
of joint industry and education juries for determining vo-
cational competencies, and the loci at which the competencies
could be taught. Evans (16) states that vocational edu-
cation program content should be based on those activities
‘which are of concern to the people who are working in or who
are studying the industry involved. Sand (29) indicated that
the responsibility of vocational preparation should be
jointly shared by industry and education leaders. Bruner
(9) suggests that training programs should be determined by
those actively engaged in and studying the area involved.

Swanson and Kramer (36) indicate that a continuing
contact with business, industry, and agriculture is necessary
to prevent the obsolescence of the instruction. Barlow (6)
states that information on "families" and "Clusters" of occu-
pations must be based on information provided by industry
and business. He also indicated a need for a more extensive

pattern of co—Operative relationships with "outside”

l9

agencies. Walsh and Selden (37) call for COOperative com—
mittees from education, and from the business and industry
community.

Engelking (15) of Canton, Illinois reports on a
unique industry and education advisory group which has suc—
cessfully served a post high school farm mechanics course.
The make-up of the group includes the following: farm imple—
ment mechanic; farm implement salesman; owner of farm imple—
ment business; agricultural engineer associated with a major
farm implement company; a member of the Canton Board of Edu—
cation, and a dealer development manager of a major farm

implement Company.

Summary

The review of the literature appeared to indicate
that the "job title" approach to curriculum planning might
be inadequate, because of the number of problems involved
with the use of job titles. Furthermore, the review of
literature appeared to indicate that the "industry function"
approach had merit, since it avoided the narrow focus on pre—
selected skills for specific jobs. and instead, focused
emphasis on the broader functions of an industry.

Results of recent vocational education research has
indicated that many jobs involve vocational competencies which
Cut across the traditional vocational education service

areas. The review of the literature appeared to suggest

20

research which would include all of the vocational competen—
cies needed for the performance of an industry function, and
all loci at which the competencies could be taught.

Findings from the review of literature indicate that
increasing technology, population shifts, and the increasing
mobility of industry and labor have caused an increase in
the need for the "regional survey.” The review of the
literature appears to indicate an increasing number of vo—
cational education programs that were established on a
regional basis.

Results of the review of the literature also appeared
to indicate that the combined industry and education juries

were effective, and appeared to be increasingly important.

 

 

 

 

10.

11.

12.

13.

14.

15.

21

Footnotes

"A Conceptional Approach to the Study of American
Industry," The American Vocational Journal, AVA, 40:3,
‘Washington, D.C. (March, 1965), pp. 15—17.

.Melvin Barlow, "A Platform for Vocational Education in

the Future," Vocational Education, The Sixty-Fourth Year—
book of the National Society for the Study of Education
(Chicago: The University of Chicago Press, 1965),

pp. 280-291.

 

George Brandon, Twin Cities Technicians (East Lansing,
Michigan: Michigan State University, 1958).

 

George Brandon and Rupert Evans, "Research in Vocational
Education," Vocational Education, The Sixty—Fourth Year-
book of the National Society for the Study of Education
(Chicago: The University of Chicago Press, 1965),

pp. 84-87.

 

Jerome Bruner, The Process of Education (Cambridge:
Harvard University Press, 1962).

Harold Byram, Guidance in Agricultural Education
(Danville, 111.: The Interstate, 1959).

 

Raymond Clark, Vocational Competencies Needed by
WOrkers on Non—Farm Agricultural Occupations, East
Lansing, Michigan: Michigan State University, June,
1964. (Mimeographed.)

Raymond Clark, Need for Training for Non—Farm Agri—
cultural Business, East Lansing, Michigan: Michigan
State University, December, 1959. (Mimeographed.)

Raymond Clark and William Householder, "Important Areas
of NOn-Farm Agricultural Occupations,” The Agricultural
.Education Magazine, 37:6 (Danville, Illinois: January,
1965), Pp» 169-170.

Harold Cushman, Virgil Christenson, and George Bice,
"Off—Farm Agricultural Occupations in New York State,“
The Agricultural Education Maqazine, 38:8 (February,
1966). pp. 184—185, and 189.

Harold Engelken, "The Birth of a Program,” The Agri-
cultural Education Magazine, 38:9 (March. 1966), pp.
198-199.

 

 

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

22

-Rupert Evans, "Industry and the Content of Industrial

Education," School Shop, Vol. XXI (April, 1962), pp. 29—
e2, and 100.

 

Claude Fawcett, "Responsibilities of Nonpublic Agencies
for Conducting Vocational Education," Vocational Edu—

cation, The Sixty-Fourth Yearbook of the National So-

ciety for the Study of Education (Chicago: The Uni-
versity of Chicago Press, 1965), pp. 244—262.

Harrison Gardner, "Determining Competencies for Initial
Employment in Dairy Farm Equipment Business" (unpublished
doctoral dissertation, Michigan State University, 1964).

warren Griffin, The Nature of Agricultural Occupations,
Other Than Farming, in Saline County, Missouri (Uni—
versity of Missouri, November 16, 1964).

William Hamilton and Clarence Bundy, "Agricultural
Competencies in Retail Feed Businesses," Thquqricultur-
a1 Education Magazine, 37:6 (Danville, Illinois:
January, 1965), pp. 175-176 and 179.

 

Laurence Haskew and Inez Tumlin, "Vocational Education
in the Curriculums of the Common School," Vocational
Education, The Sixty-Fourth Yearbook of the National

 

 

Society for the Study of Education (Chicago: Uni-
versity of Chicago Press, 1965), pp. 64—87.

NOrman Hoover and Thomas Weyant, "An Agri—Business
Pilot Project in Pennsylvania," The Agricultural Edu—
cation Magazine, 38:3 (September, 1965), pp. 55, 68.

Robert Jacoby and Benjamin Novak, "The Survey: A Major
Tool in Vocational Planning, School Shop (December,
1961), pp. 9-10°

 

Henry Kennedy, ”A Classification of Relationships Be—
tween Farming and Certain Other Agricultural Occupations
with Implications for Guidance and Counseling Curriculum
Development" (unpublished doctoral dissertation,
Michigan State University, 1959).

Mayor Mobley and Melvin Barlow, "Impact of Federal
Legislation and Policies Upon Vocational Education,"
Vocational Education, The Sixty-Fourth Yearbook of the
National Society for the Study of Education (Chicago:
The University of Chicago Press, 1965), pp. 186—202.

 

 

 

 

26.

27.

28.

29.

30.

31.

32.

33.

34.

35.

36.

37.

38.

23

New Vitality in Agricultural Education. 15 page re—
print. American Vocation Journal Reprints. March,
1962.

"Off—Farm Programs: Search for Solid Base," American
Vocational Journal, 41:2 (February, 1966), pp. 34—37.

Report of the Forty—Second Annual Conference on Agri-
cultural Education for the Central Region. Chicago,
Illinois, March 12-15, 1963, U.S. Office of Education.

Ole Sand, Schools for the Sixties (Washington, D.C.,:
National Education Association, n.d.).

Maurice Seay, "Technical and Vocational Education within
the Community College: The Problems and How to Solve
Them," College of Education Newsletter, Michigan State
University, Winter, No. 3, January 28, 1966.

Carroll Shartle, Occupational Information, Its Develgp-
ment and Application (Englewood Cliffs, New Jersey:
Prentice—Hall, Inc., 1959).

 

Ronald Stadt, "Criteria for Programming in Vocational
Education," School Shop, Vol. XXIII (May, 1963), pp. 22,
19, 20, 54.

 

Donald Super, Psychology of Careers (New York: Harpers,
1957).

Donald Super and John Crites, Appraising Vocational Fit—
ness, Revised Edition (New York: Harper and Row
Publishers, 1962.

 

Sidney Sutherland and O. E. Thompson, Training Required
by WOrkers in Agricultural Business and Industry (Davis,
California: University of California, 1957).

Chester Swanson and John Kramer, "Vocational Education
Beyond High School,” Vocational Education, The Sixty—
Fourth Yearbook of the National Society for the Study
of Education (Chicago: The University of Chicago Press,
1965), pp. 168-185.

 

John Walsh and William Selden, "Vocational Education in
the Secondary School,” Vocational Education, The Sixty—
Fourth Yearbook of the National Society for the Study
of Education (Chicago: The University of Chicago Press,
1965), pp. 88-139.

 

Paul WOodring, "Education Around the WOrld, Vocational
Education in the High School?" Saturday Review, New
York, 380 Madison Avenue (August, 1964).

 

 

 

 

CHAPTER III
METHOD AND PROCEDURE OF THE STUDY

The purpose of this Chapter is to describe the
method and procedure that was used in conducting the study.
The topics included are as follows: the development of the
instrument; the selection of the jury; conducting the inter-
view; the analyses of the data; and the testing of the

hypothesis.
Development of the Instrument

In previous research by Clark (11), nine functions
in the feed industry were identified. The functions were
sales, service, processing, transportation, office service,
research, public relations, purchasing, and maintenance. A
list of 28 activities (See Appendix F) by personnel for the
performance of the sales function in the feed industry was
submitted to a jury of twelve members who were recognized as
expert for the performance of the sales function in the feed
industry. The jury indicated whether or not the activities
were performed in the sales function. For those that were
performed, the jury ranked the relative importance of each

activity to the industry through the use of a five-point

24

 

 

 

 

 

25

rating scale with values as follows: 0 — not needed;
1 — little importance; 2 — some importance; 3 — very im—
portant; and 4 — essential. Nine activities which had a
mean of 3.5 or more were used in this study. The activities
were as follows:
1. Assists farmers in planning feeding programs and
trouble shoots his feeding problems
2. Assists local dealers in promoting the use of spe—
cific feeds by local producers
3. Sells direct to producer
4. Assists producer to see through his own problems by
reviewing with him his own situation
5. Follows up results obtained by customers and reports
them to management
6. Sells directly to customer across the counter in an
informative manner without risrepresentation
7. Solicits local dealers to sell company's products
8. Recognizes abnormal and detrimental practices and
animal health conditions
9. Assists local dealers in promotional campaigns, and
feed and grain clinics for livestock feeders
The major steps in the development of the instrument
used for the study were:
1. The preparation of the list of competencies.
2. Consultations with representatives of the university,
and the feed industry to refine the list of

competencies.

 

 

 

26

3. Personal interviews of the trial juries to further
refine the list of competencies.

An interview instrument for the study was develOped
1>§]'listing the competencies that might be required for the
E>eerformance of activity one, then adding any additional
czc>mpetencies that might be involved for the performance of
zaucztivity two, and again adding any additional competencies
tzluat might be involved for the performance of activity three.
UDIIiS process was repeated until all of the competencies were
J_jLsted that might be involved in the performance of the nine

IT1<>st important activities in performing the sales function

 

Of the feed industry. ‘_i
Additional competencies were identified through a re—
‘7tiew of agricultural and business education text books, and
c=<23nsultation with representatives of the Agricultural Edu-
<:=Eation, and Michigan State University Short Course depart—
rrlfient. Representatives of the feed industry directly involved
:i—Ia selling feed to producers were consulted, and they were
fiancouraged to add or delete any competencies that they felt
were or were not essential for the performance of the sales
function of the feed industry. Each of the personnel con—
sulted were also asked to identify competencies or activities
which they believed were emerging or becoming increasingly
important.
An interview instrument composed of 62 competencies

was developed. This instrument was then trial tested by six

a:

 

 

 

 

27

individuals directly involved in selling feed to produCers,
and by individuals who were responsible for training personnel
to sell feed to producers. It was found that the instrument
Vvas too long causing respondent fatigue.
"Possible," "appropriate," and ”best possible” loci
cieeizerminations were included in the trial questionnaire.
ESeexzeral respondents said that the "best possible" loci de-
‘tzeeznnination was either ”too difficult,” or "not possible” to
ITIEa]<ea, so the ”best possible” location was arbitrarily dropped
‘ jEJTCDDH the questionnaire. In addition, it was discovered that
5363\Iearal competencies could be omitted from the questionnaire
1 13€3<=ause of a lack of support by the trial jury. Further
(DIDESEBrvation also indicated that several competencies were
‘7621:§7 similar. After omitting some competencies, and con—
S<>J~i<ilating several others, the instrument size was reduced
to 44 competencies.

Another trial jury of six people similarly expert in
i:}1€3 sales function of the feed industry responded by yes or
rlc> Eanswers as to the importance of 44 competencies for the

EDEEZKYEormance of nine essential activities by sales personnel
j7r1 ‘the feed industry, and the "possible” and ”appropriate"
37C)<3:i at which the competencies could be taught. The trial
j kllbii had no difficulty in completing this instrument without
th: 1Deing "too difficult" or "too long.” The average time
tZCD <Zomp1ete the revised instrument was about 1—1/4 hours.
An analysis of the results revealed that the re—

s (
£3<>Ilses of the trial juries were such that eight competenCIes

 

 

 

 

 

28

could be consolidated into four, Thus, the final instrument

that was submitted to the pre—test jury contained 40

competencies.

The pre-test jury then responded to the importance of
tdie 4O competencies for the performance of the sales function

c>ff the feed industry, and the loci at which the competencies

<2<3111d be taught. The pre—test jury of twelve persons with

Jt>éa<2kgrounds and positions comparable to the jury of experts
used in the study had no difficulty in making the determin—
E31::i<1ns for the study. As a result of the experience with

1:}1!3 ;pre—test jury, no further changes in the instrument were

nléiciea.

Selection of the Jury

Jury members were selected from the Vocational Agri—
<:\Jdlsture North Central Region composed of the following
EstI-Eites: Michigan, Kentucky, Ohio, Indiana, Missouri, Kansas,
£3C>111fl1 Dakota, Nbrth Dakota, Nebraska, Iowa, Minnesota, and

W; S consin .

Six members were chosen from each of four sub—jury
eilreEats. The criteria for the selection of the jury of ex—
perts for each of the four sub—juries were as follows:

1, Sales training directors from the upper echelon of
the feed industry who had experience in the training

or the supervision of the training of sales personnel

who sell feeds,

 

 

 

29

2. Feed dealers who sold feed directly to the producer,
and who train sales personnel for selling feed di—
rectly to the producer,

3. Agricultural teacher educators who had experience in
conducting or supervising research in determining the
training needs of personnel in agricultural
occupations.

4. Office education and distributive education teacher
educators who had experience in conducting or super—
vising research in determining the training needs of
personnel in business occupations,

The sales training directors were selected from the
largest feed manufacturing companies in the North Central
IKEESJiLHL Tbs largest feed companies were identified by
lirlflawwledgeable feed industry representatives, and confirmed by
re ference to Moddy's Industrials (39), Standard and Poors
(”<LCD), and Dunn and Bradstreet (41) publications, It was
i5C>thd.that seven of the 10 largest feed companies were 10-
czaitaed.in the North Central Region with four of the company
1”legaciquarters located in the Chicago, Illinois vicinity.
En31‘1e of the six sales training directors agreed to serve on
t:11£3 jury of experts, The other sales training director
I?E3<Dommended a district sales training director who had the
1:6353ponsibility for training feed dealers, sales personnel,

Eitlti district sales representatives as needed.

 

 

 

 

30

The sales training director of each company then
recommended and ranked 2 or 3 feed dealers who were expert
in selling feed to livestock producers, and who were also re—
sgmansible for training sales personnel for his business. All

ch the first—ranked dealers who were contacted were very co—
<>£>erative, and participated as a member of the jury of
experts.

One company did not have dealers who sold from a
izelrzaditional dealer business establishment, but sold directly
t1C> 'the producers on the farm. In effect, this company used
1:}163 "direct” sales approach in selling livestock feed to pro—
c3L:l.<:ers. This company's representatives in turn set up sub—

c.iéeé‘alers to also sell feed directly to producers.
Conducting the Interviews

The interview schedules were arranged by telephone,
Eir1(3_ the purposes of the study thoroughly explained at that
1:j—‘l'ne.

Most of the interviews were conducted during business
}1C>‘Jn:s in the place of business. Every effort was made to
establish good rapport (42) with the interviewee.

At the beginning of the interview, the author ex-
E>Jréa:ined the nine feed sales activities that were needed to
IDEé-ITform the sales function of the feed industry. The
Ea'::"t'-:'ivities were "highlighted" by marking pencils for easier

3: . .
€523ding and reference. Both the interViewee and the

 

 

 

 

31

interviewer had before them a list containing the feed sales

activities, definitions, and the interview questionnaire

forms.

Definitions were given pertaining to the activities,

auud the competencies for the performance of the activities.

IDeafinitions were also given for the knowledge, understanding,

aarlclability levels for the competencies. Next, the factors

t:<> consider in determining the loci where the competencies

<2<>111d be taught were reviewed, followed by a definition of

eeaacfli of the six loci, and also definitions for the "possible”

Eilixi "appropriate” selections for each of the loci.
Each jury member selected the loci which, in his
c>.E1=':i_r1ion, would be "possible" and "appropriate” choices at

VVIEJixzh the competencies could be taught. Each competency was

<=C>I1sidered independently of other competencies. Each locus
VVEiES selected on the basis of how the competency related to

titles performance of specific activities. For determining the

1C><=us at which each competency could be taught, the jury
ITI<Effibers were instructed to consider such factors as:

l. the experience of the trainee prior to the teaching

of the competency

the maturity of the trainee prior to the teaching of

the competency

3. the knowledge of the trainee prior to the teaching
of the competency
4. special facilities, equipment and materials needed

for the teaching of the competency

 

 

 

 

32

5. the number of personnel who have the opportunity to
use the competency

6. the vocational commitment of the trainee to perform
the competency as a sales person in the feed industry

7. the legal requirements for employment have been met
by the trainee.

Following this, the interviewee was told that he was
‘tZCD indicate whether or not the competencies which were listed

‘h7eaJse necessary (yes or no) for the performance of the nine
ifeaend sales activities; and second, to indicate where the
<3C>nmpetencies could be taught. The interviewer recorded the
responses on the questionnaire, and the interviewees were
free to make their determinations orally. Examples were pro—
vided (see Appendix A) to familiarize the respondent with
the instrument.

It was stressed that this should be considered an
C)ZEPen-end questionnaire, and that additional activities and
<=<>anetencies might be necessary for the performance of the
SSEales function of the feed industry. Near the close of the
irlterview the jury members were asked if they could think of
Ei13EI additional competencies or activities that would be
r163'Eaded to perform the sales function in the feed industry.
331163 interviewee then indicated at which loci the suggested
<2<3rnpetencies could be taught. It was also suggested that
t:}1€3 respondent identify any additional competencies or activi—

t:jLEBS that were emerging or becoming increasingly important.

 

33
Analyses of Data

The forty competencies were ranked according to
their importance (yes or no) for the performance of nine
(essential activities by sales personnel in the feed industry

eas indicated by the responses of the jury members. Tables
tveare prepared listing the frequency of the competencies in
.Epearcentages for the performance of the nine essential activi—
‘tzjxes by sales personnel in the feed industry. Also, tables
‘VVEalna prepared listing the frequency of the competencies in
£>£ancentages fOr each of the "possible" and "appropriate"
J—Cbczi at which the competencies could be taught as indicated
1>§Z 'the responses of the jury of experts. The frequency of the
<2(Dnnpetencies which are emerging or becoming increasingly im-
E><>thant for the performance of the sales function of the
iffiaead industry as indicated by the responses of the jury
theErnibers were listed.

The chi—square analysis of data was used for de—
tleilnnining the statistical significance of the responses of
tlllea sub-jury members for the competencies which were con—
$3i-dered essential for the performance of each of the nine
$3331435 activities, and for determining the significance of
itirle responses for the loci at which the competencies could
‘kD‘E 'taught. The purpose of the chi—square analysis was to de—
~t1'53'rmine if the distributions of the responses of the four sub—
:j‘ttries were significantly different. The .05 level of

salisynificance was used for this study, where the observations

 

 

34

were significantly different than might be normally expected
to occur by chance in five cases out of 100. More infor—
mation on the chi-square test of significance may be ob—
'tained in references by Dixon and Massey (43), Edwards (44),
and Hays (45) .
The McQuitty Hierarchial Classification System (46)*
‘vvaas used to cluster the responses of the jury of experts to
1:11e importance of forty competencies for the performance of
rdriJle essential activities by sales personnel in the feed
j.rlciustry, and to cluster the responses to the "possible" and
"Eaquropriate" loci at which the competencies could be taught.
391163 Hierarchial Classification System by "reciprocal pairs"
5153 “used in this study is a form of Typal Analysis; where
"€3‘Iery'member" of a cluster is more like every other "member"
C’jE a cluster than it is like any "member" of any other
(=:Lllster. "Member” is used in the first level of classifi-
(2231;10n to refer to the items; but in the second level it re-
i§€31rs either to a reciprocal pair of items, or an item with a
I:‘fieciprocal pair, or an item with another item, or an item
ivvii1ih a reciprocal pair, and in later levels it refers to the
c=<3rnbination of reciprocal pairs of items, and other combi—
'r1€31:ions of members as indicated for levels one and two. The

C23Lassification proceeds by selecting the reciprocal pairs
iixxfi“

C: *The actual classification was performed by the 3600

<2<3rnputer at Michigan State. A program called "Pregram Hi-

EEJLEiSS" is available through the Computer institute for
c><=ial Science Research, Michigan State University.

 

35

from every matrix at every level of classification until the

cl assification is completed.

Testing the Hypothesis

The hypothesis of this study was tested by the use of
the chi—square analysis, a statistical test to determine
whether or not the sub—juries were different in their re-
sponses, and the McQuitty Hierarchial Classification System,
a statistical test to measure the extent of agreement among

the twenty—four jury members.

11..

359 .

4(2).

4:1_.

4:22 .

4r¢€L..

41:555.

41.€ES-.

36

Raymond Clark, Vocational Competencies Needed by WOrkers
in.Non—Farm Agricultural Business (East Lansing,
Michigan: Michigan State University, June, 1964).
(Mimeographed.)

Moody's Industrials, Moody's Investors Service Inc.,
36:2, New York, 1964.

Standard and Poors, Standard and Poors Corporation,
24:2, New York, 1964.

Dun and Bradstreet, Reference Book, No. 2, Dun and Brad-
street, Inc., New York, July, 1956.

Robert L. Kahn and Charles Cannell, The Dynamics of
Interviewing, Theory, Techniques, and Cases (New York:

 

John Wiley and Sons, Inc., 1957).

Wilfred J. Dixon and Frank J. Massey, Introduction to
Statistical Analysis (New York: McGraw-Hill Book

 

Company, Inc., 1957).

Allen L. Edwards, Statistical Methods for the Behavioral

 

Sciences (New York: Holt, Rinehart and Winston, 1963).

William Hays, Statistics for Psychologists (New York:
Holt, Rinehart and Winston, 1963).

 

Louis McQuitty, "Capabilities and Improvements of Link—
age Analysis as a Clustering Method," Educational and
Psychological Measurement, 29:3 (Fall, 1964), pp. 401—
456.

 

CHAPTER IV
PRESENTATION AND ANALYSIS OF THE DATA

The purpose of this chapter was to present the data,
and to analyze the results by testing the extent of agree-
me .nt of the four sub—juries in determining the vocational
competencies needed by sales personnel in the feed industry,
and the loci at which the competencies could be taught. The
process used involved four factors for determining vocational
competencies as follows: use of an industry function ap—

proach rather than the ”job title“5 approach; identification
0 if all vocational competencies and loci rather than competen—
cies and loci which are serviced by one vocational education
area; use of a "regional survey" approach in place of the

" local survey"; use of a combined industry and education

j ury in place of an industry committee to determine competen-
cies, and an education committee to determine the loci.

Competencies which were rated as important. by fifty
percent or more of the jury of twenty-four experts for the
performance of nine essential. sales activities were pre-
sented in percentages. The competencies which were not
rated as important by fifty percent or more of the jury
members were considered not essential to the performance of

the designated activities.

36 (\

37

The Frequency of Forty Competencies for the
Performance of Nine Essential Activities

Table I indicates that competency number 25,

'TIIhoroughly understands his company's feed products” was
identified as the most important competency for the per—

f<:>rmance of nine essential activities by sales personnel in
This competency had a total competency

the feed industry,
Competency number

f:t:~equency of 201 out of a possible 216,*
31534, “Understands the criteria for appraising prospective
fe ed dealers"-
E><E3 rformance of the nine essential activities by sales person—
This competency had a competency

-was the least important competency for the

me 1 in the feed industry.

ff:t:requency of 89. This indicated that competency number 25
and

\Mrzsa.s considered essential for all nine sales activities,
t:]erat competency number 38 was considered essential for the

performance of a limited number of sales activities,

Competencies Necessary for the Performance of
Nine Essential Sales Activities

Twenty-one of the forty competencies were considered

:kDEZ' fifty percent or more of the jury members as essential for
Table

111163 performance of all nine of the sales activities,
:EIE indicates that competency 25, ”Thoroughly understands his
with a competency frequency of 201,

company's feed products"

‘

*A competency frequency of 216 could be obtained by

having each of the twenty—four jurors indicate that the
Competency was essential for each of the nine sales

activities.

 

 

 

38

TABLE I

IMPORTANCE OF FORTY COMPETENCIES FOR THE PERFORMANCE OF

NINE ESSENTIAL ACTIVITIES BY SALES PERSONNEL IN THE

FEED INDUSTRY AS RATED BY A JURY OF
TWENTY-FOUR EXPERTS

 

 

 

COMPETENCY Competency
Frequency
2 EfigL Thoroughly understands his company‘s feed
”'ff products 201
2255). Understands the importance of personal sales
traits and a pleasing personality 185
EB (:3. Ability to greet customers and study their
needs 185
"{i§§} Understands feeding practices and programs
‘7 used in the community 184
33 :11. Ability to classify and cope with different
types of customers 182
:3»:22. Ability to use suggestive selling and to
close the sale 179
éé. Understands the research findings of live—
‘ stock (poultry) feeding trials 178
¢éL. Ability to determine rations for specific
livestock (poultry) uses 177
$2.. Understands the compositdrni<1f farm grains,
roughages, and supplements 174
IZéS u Understands other products sold by his
business (company) 171
33,: Understands the various methods of preparing
livestock (poultry) feeds, ioeo, grinding,
pelleting, etc. 168
3—55‘. Understands the control of livestock
(poultry) pests and parasites 165
23(30 Ability to determine the approximate
amount of profit that is likely 165

39

TABLE I--Continued

 

 

 

 

COMPETENCY Competency
Frequency
24. Understands the policies of his business
(company) 164
‘52). Ability to determine the livestock (poultry)
performance records to keep 162
’ngéLw Ability to identify common livestock
*‘_ (poultry) diseases 159
.2_ '7 . .Knowledge of the feed products of
competitors 158
£3»:EB. Knowledge of feed mill operation 156
1. T7’. .Ability to evaluate farmer's roughages,
' —" pasture, and grain resources 152
22.22:. .Ability to determine the repayment ability
of the customer 152
:]L_. Knowledge of the physical make-up and
digestive process of farm animals (birds) 150
.EB.EEB. .Ability to write up and interpret the feed-
ing results of his customers and convey them
to management 149
11.;23. Understands the place of sanitation in the
livestock (poultry) Operation 148
22:1.. Ability to determine with the customer the
amount of credit needed 148
‘4LCD,. Understands the promotional techniques for
increasing feed sales 148
13’7 . Ability to express feeding and nutrition
information to groups 147
'7 . Understands the factors to consider in se-
lecting specific animals (birds) 145
-153 ~ Knowledge of livestock prices and price
trends 145

40

TABLE l-~Continued

 

 

 

COMPETENCY Competency
Frequency

 

iiéL. Knowledge of transportation and delivery

procedures 145
1.22, Understands the influence of equipment upon
" growth and the rate of gain 144
fl.:L_. Understands the influence of housing upon
"' the growth and rate of gain 144

2 £53. Ability to fill out company invoices and
sales contracts 136

(ES; Knowledge of the agricultural practices used
-- in the community 130

Q. (Ii. Understands the influence of heredity on the
' rate of gain 126

l_w€ESO Ability to fit animals for show or sale 123

39. Understands the problems of feed dealers in
the community 122

]_‘EE>. Knowledge of marketing channels for live-
stock (poultry) and their products 118

2E3, Ability to determine the grade of the
animals (birds) 109

:2 :3 . Knowledge of the methods used in collecting
bills 107

2353 a Understands the criteria for appraising
prospective feed dealers 89

 

I . r . - . L . j . - . 1 . ,Ixrii((\
m mm 5 Ho m oh 0 me m mm 0 mm H on mwmchsn mfln >9 UHOm muospoum “mono mpcmumumUCD .om HhH

 

mucwEmemsw pom ammmm
es *« 1:050“ .monum Eumm mo coHuHmomEoo wsu mpcmumumpob .N vhH

 

mom: AhuuHsomv

 

 

m.wm m.mm m.on h.Hm h.Hm o.mh 0.00H xooumm>HH UHHHowom “Om mcoHumu mcHEnwuwp ou muHHHnd .v th
. . . . . . . mHmHup manemme AsuuHsomv

m on H on H on m mm m Hm H on m mm Hooumm>HH mo mmcHUCHw :uumwmwu wcu mpcmumquCD .om mnH
. . . . . . . mem

m hm m mm memo m mm o OOH H on m mm on» wmoHo ou pom mcHHHmm m>Hummmm5m mm: Cu quHHnd .mm mnH

 

mquoumso mo
mommy HomHQMMHp SHHB mmoo pom >MmemHu ou quHHnfl .Hm mmH

 

quosEEoo wry

H.mh m.hw o.nm m.>w m.mm m.mm h.Hm CH poms mEmumoum pow mwofluomum mchmmm mpcmumumpCD .m va

 

41

m.mm m.mm o.ms m.mm o.ooH m.mm s.Hm momma “eru swarm 6cm muweoumso umwum on suHHHnm .om mmH

 

. . . . . . . wuHHMCOmMmQ OCHmmeQ pom
m mm m mm m«mh m mm o 00H 5 Ho 5 Ho wuHmuu meMm Hmcowumm mo wocmuuomEH mop mpcmumquCD .mm mmH

 

m.sm m.mm m.mm s.Hm o.OOH m.mm 0.00H muoseoum ammo m.>cmoeoo er mecmumumecs sHamsouore .mm How

 

 

 

 

 

 

 

 

 

 

 

 

x x x x x x x
mm
b o m g m m H flow
as
_.
D. .d an 3.5 .d P“: D. ,d e 3
GW JW‘W 90 06 WW 1%. 1.8 8W. 1W U8
9 S o.u.u 9.1 n T. s.w on: Jet Des nos 0 u
an. ”on 3. we a; we we a“. we is
11 Pmu 1.... e 1.4 3.4 1 1.4 on. wozmemmzoo
S s n E_$ S 3 I o S s a“: s s a S
1T2 S A J 1
a a a
s s 1
WMHBH>H90¢

 

 

 

 

 

«mammmxm mDOhINBZNZB m0 NMDb < Wm Omadm mfi MMBWDQZH Qmmm Mme ZH HmZZOmmmm mmqfiw Wm
mMHBH>H604 AQHBmemm NZHZ m0 MUZ¢Zm0mmmm HEB mom MMéwmmumz mm¢ mUHEB WWHOZmBmmZOU MZOIwhszB

 

 

 

 

 

 

 

 

 

42

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

J m.mm i H.405. - O.mh , h.€€ galmvh. J UTCQLrv CCwLC TC“ UQLwLC ACC+UQ=wF WC 0tTQ.....(¢.Nn 0.. u<r
. . . . . museum 0» :oHumE
H vm m on h mm m mm H m» nHOMCH COHuHuusc pom mCHpmmm mmmumxm ou muHHHQ< .hm heH
psoEwmmcmE
0.00H m.o> m.on m.mm p.00 0» 50:» mm>cou pom mumEoumso own «0 muHSm mvH
awn mCHpomm may uwumuwusH pom m: ouHu3 ou muwHwnfl .mm
. . . . . umeoumso
1m am s Hm mime W486 m4sm may no suHHnnm unmesmmmu on» wcHEHmumc op muHHan .NN NmH
H.mm m.o> m.nm m.mm H.mn GOHumuwmo HHHE comm «0 ompoH3oox .mm omH
m.mm m.os m.mm H.ms H.ms muouHummeou no muoseoum ammo an» no mmemH3ocx .sm mmH
. .. . . . mommmme
a mm 0 ms m em s mm m pm .suuHsomo xooumm>HH :oEEoo suauamou op suHHHnm .eH mmH
m.mm s.oo m.sm o.ms o.ms .scmmeoov mmoaHmsn mHn mo mmHUHHom may mocmumuwecs .em eoH
. . . . . smeHH mH amen uHmoum
m mm b Hm m mm m on n Hm mo uozoem mumeflxoummm may onEumpmp ou >UHHHQ< .om moH
. . . . . mmuHmman pom mummm
m on m mm b Hm m on m hm AmHuHsomv Hooumm>HH mo Houucoo mnu mpcmumumpob .mH moH
.uum
m.os m.mm H.ms H.ms m.mm .mcHuoHHmo .mcanHum .m.n .memmu .suuHsomv xooum moH
10>HH moHHmmwum m0 mponqu mSOHuw> mcu monopmumpcb .m
x x x s x x a.u
1 o
m m s m e m m H hwm
as
ww .mww ww as aw mw we ww mw we
as can ET. nT. sd os IT. BS 03 .AD
It. .000 IT uTL no pr. .uT It. Pt A
as emfi as is 7:. ns as as us KEFEESU
1 4 p. "u 14+ 3 4.4 0.4 3 1.4 3.4
SS “ET. SH... 10 SS SS SS BS
JTLZ s A 1 1
a a a
s s 1
mMHBH>HBU<

 

 

 

 

 

 

 

43

was considered essential by most of the jury members for the
performance of the nine essential activities by sales person-
nel in the feed industry. Competency 18, "Knowledge of live-
stock prices and price trends" with a competency frequenty
of 145 was considered essential by fewer of the jury members
but was considered essential for the performance of all nine
sales activities. The chi-square scores were significant
for the responses to seven out of 189 ratings of the twenty—
one competencies indicating very little disagreement between
the four sub—juries.

Competencies Necessary for the Performance of

Eight Essential Sales Activities

0f the seven competencies which were considered es-
sential for the performance of eight activities by sales
personnel in the feed industry, Table III indicates that
competency 9, "Ability to determine the livestock performance
records to keep" with a competency frequency of 162 was con-
sidered essential by most of the jury members, and competency
6, "Knowledge of the agricultural practices used in the com-
munity"- was considered essential by fewer jury members.
Competency frequencies for the competencies in this group
ranged from a high of 162 for competency 9, to a low of 130
for competency 6. The chi—square scores were significant for
two of the competencies for four out of a possible 63
combinations with the nine activities, indicating very little

disagreement between the four sub-juries.

.Hm>wH Ho. 0:» pm unonMHcmHm whoommxeea

.Ho>mH mo. an» an ucmoHuHcmHm muoom ~x44

.muuomxw mo mush umflEmE uDOMImucmzu can no wHOE Ho uswouwm aumwm an acmuuomEH mm pound;

 

 

 

 

 

 

44

 

 

 

 

 

 

 

 

 

 

 

 

 

 

huflssafioo may omH
moN® cho moNQ moNQ mcmm moNO CH umms WQUH“UMHQ HMHDpHDUMHmN ”an“, mo mm©0H3°§ .0
monotonoum meH
m.mm H.mn 0.0m mwem m.hw H.0h m.mm mum>HHmp pom GOHkuuommcmuu mo mmpwH30GM .wm
Ampanv mHMEHcm OHMHowmm meH
m.mm m.mm m.mm m.on m.0h H.mh mCHuowme :H HmpHmcoo ou muouomm map mUGMUmHGUCD .5
moHMm comm mchmmuu me
H.ms m.os H.em 0.0m H.ms m.mm m.mo -cH Hoe mmstcnumu HmcoHuoeoum may mecmumumcca .oe
AmUHHQV mHmEHcm Esau mo mmmooum omH
m.mm m.~@ o.m> b.0m m.ow h.Hm m>Hummme pom msnmxme Hmowmhsm on» «0 wmpmHBOox .H
mmoHDOmmH CHmum pom NmH
m.~o m.mo m.hm m.hm H.mh m.nm wuspmwm .mmmmnmsou m.umEMMM mHMSHm>m ou wuHHHnE .hH
mmmx ou mpuoomu moom5H0m NoH
o.mh n.Hm >.Hm m.mm mwmo h.Hm [Hem AmuuHsomv xooumw>HH may ooHEuoump on NUHHHQE .m
.x. on .x. on w» x. .x. “X. 30
um
m h 0 m w m N H had
I? aoo II at no 9:. 94. In pm. REHEESU K
as ems 33 is 1:. ns 33 as us
1.4 P u 1.§ e 444 3.4 4 1.4 3.4
SS “QT.- 33 10 SS as $3 as
14lz s A 1 I
e e a s
s s 1
WHHBH>HBU4

 

 

 

«mfimmmxm doomIMBZWSB ho MMDb d Hm Qmadm mé MMBMDQZH Qmmm HEB ZH HmZZOmmmm wwfldm Wm
mmHBH>HBU¢ H<Hfizmmmm BmUHm m0 moZdZMOhmmm HEB mom mm<mmm0mz mmfl mUHmz mmHoszmmzcv zm>Mm

HHH mqmflfi

 

45

Competencies Necessary for the Performance of
:Seven Essential Activities

SiJi<Df the forty competencies were considered by
fifty percent or more of the jury members as essential for
the performance of seven sales activities. Competency number
13, "Understands the place of sanitation in the livestock
operation" with a competency frequency of 148, as indicated
inr Table IV, was the most important competency for the per—
formance of seven activities by sales personnel in the feed
industry. Competency 8, "Ability to determine the grade of
ariimnalxa (birds)" with a competency frequency of 109, was the
least important for the performance of the seven essential
sales activities as rated by the jury of twenty-four experts.
One chi—square score was significant for the responses to
one out of 54 ratings of the 6 competencies, indicating very
:ngttile disagreement between the four sub—juries.

Competencies Necessary for the Performance of

Six Essential Sales Activities

Of the six competencies which were considered es—
sential for the performance of six sales activities, Table V
irnajgzates that Competency 28, "Ability to fill out company
iirvtlices and sales contracts" with a competency frequency of
]_3€5, .is the most important competency for the performance of
siX essential activities by sales personnel in the feed
industry. Competency 23, "Knowledge of the methods used in

ollecting bills" with a competency frequency of 107, was the
c

.Hw>wH mo. 0:» um ucMUHchmHm muoom Nx
«:1

.muanXw mo and“ u30mnmucm3u wnu mo quE Ho ucoouwm.>ume an ucmuuomEH mm pmumm
&.

 

 

 

 

 

mom mom 0.0m mom mime mHmEch 9.3 Mo womum any mcHEuwump ou MMWMHHMAW .m mOH
0.0m Two men mom m.mm oumu may :0 \HuHowHoc wo oucwuscH ecu. mpcmmwwwpwm .OH oNH
Too Too mém wow mom m.mw com: powEQstw MMwacmeWWMHwMMumWHMHMwWMmW .NH va
now now m.mm woe mom .m.mm was coma 93.350: mo mumwmwmwwm wwwumwmmumwwmmm .HH .vHVH
Too m.mm 53 Has m.mm mwmm ucsosm 9.» 52396 9n. 5:3 mcstwmwwcomewhmHmm .2 m:

 

46

COHumumxHo 35:39: £095

mow Tow mew H6» m.mm mém 10>..nH 93 :H :oHumuHCMm mo QUMHQ 93 mccmumumpcb .MH me

 

 

 

 

 

as. .3 .x. x. as. "x. X X
30
m s o m e m N H am
1......
P den. PS 33 13 d PS P d e
9% 1a.a so 09 as 1% Te 9W 1W um.
Wm wwm Eu mu .3 mm an mm mm hm
as sub ea 45 I1 ns 35 as us Mozmammzoo A
14 P u 1.... a 44 34 4 14 34
SS NET. 51. 10 SS SS SS SS
112 s A 1 1
e e a
s s 1

 

 

 

 

 

 

 

 

meBH>HBU<

 

 

 

mBmmmNm gomIEEB m0 Mmbb fl Wm Qmauwm m< NMBmDQZH Qmmm mmB ZH Hmzzommmm mmém Mm
mmmEH>HBU< gHEmmmm ZEN/mm .mO mogommmm WEB mom ngmmumz a mun—”EB mmHUszmnHZOU XHm

>H madman.

 

 

 

.uomoHMHomHm mH muoom NM ms» pom .muummxw mo

xnsh quEmE unemnmucmBu 0:» mo unwoumm huMHw cmnu mmmH >9 HMHucwmwm mm omumu cm£3 mononucmumm

CH cw>Hm on HHHB zoomswmum mocwummaoo was .Hw>oH mo. may um unmoHMHcmHm wuoom Nx
. ««

.muummxm mo >Lzr uwnfiwa H30mn>usmzu an» no whoa no unmouwo >ume >n ucmuuoosH mm cwuma
t.

 

 

 

 

 

47

 

 

 

 

 

 

 

 

 

 

 

. .
H.4m m.mo H.4m H.4m s.mo 0.0m “m.mmc mHHHn manuomHHou 2H emms mooaume «nu mo mmemH3oqx .mm FOH
. . . . . mausooum Hams» can .muuHsomo
m mm m mm m on m mm m mm xooumw>HH Mom mHmccwno mCHumxumE mo mmpmHzocM .mH mHH
. . . . . muomuucoo
0 me m no 5 Ho m No h we memw pom mmUHo>oH mommeoo use HHHM ou muwHflnm .mN oMH
x s a s s s a a
as
m w s o m e m N H “mm
.mw
pv new we me an mw we we .3. “a
t... wwm en mu m... m... an E. m... s...
It. amb ea 4s .IJ ns 03 as ns szmammzou .A
as P u 1.... a 1.1. 0.... 1. 1...... 3.4.
1.4 .nET. SH... 10 SS as SS as
85 IIZ S A I I
a 8 8
S S I
mmHeH>Hao¢

 

 

 

 

smammmxm MDOMIMBZMBB mO.MMDb 4 Mm Qmadm m4 MMBwDQZH Qmmm mmB 2H HMZZOmmmm mflflflm
Nm WMHBH>HBU< HGHBmemm XHm ho NOZ<ZMOhmmm HEB mom BZdBmOmZH m4 Omadm mNHOZMBmmEOU mmmma

> mdmdB

 

 

 

48

least important of the three competencies which are essential
for performing six of the essential feed sales activities.

Cbmpetency 19, "Knowledge of marketing channels for live—

stock (poultry) and their products” with a competency fre—
quency of 118, was also included in this group of three

competencies. One chi-square score was significant for the

responses to one out of 54 ratings of the 6 competencies,

indicating very little disagreement between the four

sub-juries.

Competencies Necessary for the Performance of
Three and Four Essential Sales Activities

Three competencies were considered as necessary for

time performance of three or four of the essential feed sales

aCtivities, as shown by Table VI. Competency l6, ”Ability

'tC> fit animals for show or sale," and Competency 39, "Under-
Stxands the problems of feed dealers in the community" were
lTatnad as necessary for the performance of four activities.
<2Ornpetency 38, "Understands the criteria for appraising pro-

SIPeuative feed dealers” was rated as necessary for the per—

f-Ormance of three of the feed sales activities. Total

. r u n i s 0' .. c.r - m . -cie. w r
CRDDn etenc f e e c e f r +he +h ee co ,eten s e e as

follows: Competency .16, 123; Competency 39. 1‘22; and

Competency 38‘. 89. There were no significant chi-square

'b<=C>rxas for the three competencies indicating no disagreement

be tWeen the sub—juries.

.wuquXm m0 mush umflEmE HSOMI>HCm3u wSu mo mHOE no ucwoumm kHMHm >9 ucmuuomEH mm pmumm
.1

 

 

 

49

 

 

 

 

 

 

 

 

 

 

 

 

 

. . mHmHmwo comm m>HuowQ
m mm o om :monm mCHmeummm now mHumuHuu can mpcmumumpco .mm mm
. . . muHCSEEoo
H on m mm m on one CH mumHmwo comm mo mEmHnono mop mocmumumoco .mm NNH
e we m.mo o.me mew Ho 303w now mHmEHcm Ham on huHHHnm .oH mmH
X x x X x X x X 3.3
1 o
m m. s o m 4 m m H mm
D.V Ace v.8 3
as :qw so on... me me we em .3. mm.
B s o u.3 e I n.L s.a o s 1 I e s o s K 3
an. mom an. we mm we. we... a... p. A
1 4 o.m"u 1.} e 1.4 3 4 4 1 w w fi wozmemmzoo
s s n 9.} s44 410 s s a s :33 a s
14Lz s A 1 1
e a a
s s 1
mmHBH>HBU¢

 

 

 

 

 

mammmxm MbomleZHSB m0 wmbb d mm QMB<M m4 mmBmDQZH Qmmm mmB ZH Hmzzommmm mmqflm Wm

k.
mmmma m0 m02<2m0mmmm mmfi mom BZ<Bm0mZH m4 Qmfiflm wWHUZMBmmSOU mummB

mmHBH>HBU< HdHBmemm Mbom m0
H> mgmde

 

 

 

50

Significant Chi-Square Responses
for the Competencies

Ten of the forty competencies received ratings by

the sub—juries which were significantly different on seven

of the activities. There were 14 chi—square scores which

were significant out of a possible 360, as shown in Table

VII° In Table VII, the responses of the jury members indi-

cated that there were fourteen chi—square scores which were

significant, involving ten competencies, and seven of the

nine activities. Competency 2, “Understands the composition
<>f farm grains, roughages, and supplements,“ was rated as
loeing essential for the performance of Activity 1, ”Assists

Exroducers”, and Activity 6, "Sells over the counter," by

HKDre members of the educator sub—juries than by the members

Of the industry sub—juries. For the remaining nine competen-

<1ies involving twelve chi—square scores which were signifi—

CEUltly different, the competencies were rated as being es—

Senatial by more of the members of the industry sub—juries
t1"lanby the members of the educator sub—juries.

Since there were only 14 out of a possible 360 re-
‘SIDCJnses which were significantly different, this indicated
‘7€Slfiy little disagreement between the sub-juries for determine

LLIIEJ the importance of forty competencies for the performance

()1? .nine sales activities in the feed industry.

51

 

 

 

 

 

 

 

 

 

 

 

 

 

 

pomuflp
ao.mn mom moom m.om o.mm mHHmm .m
muwammo
an.o® H.¢ w.om n.0a o.mm mumwmmm .m HmEoumso mzu mo
mnwospoum wpflaflflm ucmemmmmu map mma
aem.mm m.m comm o.mm o.mm mumemmm .H mcflenmumw 0“ susaflnm .mm
mmwx
on mUHoomH mocmEuomnmm
muwospoum Amuuaoomv Mooumw>fla wnp mod
am.mo H.e m.NH meow o.mm mpmsmme 0H maneumumm on speaflna om
Hmpcsoo
Hm>o
o a o o a w mm o o wgcmg
*H 05 0 mm m ON m m 0 mm HH ImHQQSm UCM «wwWMQOSOH
memosponm amcflmnm Show mo coeusm vha
¥H.ms o.om o.mm mom o.mm mpmsmma 9H uomsou was mecmpmumcco om
mean can mman
muaommu Op cam mcsaaow m>flumwm aha
am.mm Hoe mama m.om o.mm muuommm um Imam mm: on spflaflnm .Nm
mpHHMQOmeQ mnemmmam
m can mpfimuu mmHMm
muadmmu HMCOmHmm mo mocmuuom mwa
*o.mn m.m hpoa o.mm o.mm mpuomwm .m IEH map mpcmumuwpcb .mm
wash .mmm .wom .HHQ Hmammm hufl>fluom hocmpmmeoo mucosvmnm
Hmuoa .pm .mdm .Um .mm .mHB hocmummeoo
anablnsm

 

BZHMMhhHQ NHBZdOHmHZOHm mmmg
mmmzommmm NMDbImDm MUHmB mom mmHBH>H804 mmB QZQ mmHOZMBMQSOU ZWB

HH> mflmde

 

51a

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

0Hm>wa moo wzp pm ucmofiMHcmem muoom N
mumammc
amomv 0.0 hooa moom mom mpwflmmm om mHHHQ mcauoma
mucosoonm IHOU ca com: mpozpwE Boa
*Amommv 0.0 Hoe some mama mpmflmm< 0H was no mmemazocm ”mm
seam mo mpmu m£u
mucuspoum CH wpsompmn mo monogam oma
aaovm mama mama How o.mm mumflmm< 0H ICH may mpcmumeUCD Goa
muomupcoo meMm
smosconm cam wooflo>CH hammeoo wma
is.o© H.e s.©H o.mm meow mumflmm< on #50 Haas on mundane 0mm
muscmoomm
Hoodooum hum>flamo Ucm.c0Humu mva
*N.¢m H.¢ m.w mama 00mm mumemm< av Inomwcmup mo mmpwazoqm ,wm
cocoon ma
umnu uflowuo mo ucooam
mucosooum map Mmeoumso map LpHB wee
em.mm m.m o.mm o.mm o.mm mumfimmm ,H wcflsumume op mnflaflnm “Hm
>H5b .mom .mwm .HHQ Hmammo >ua>fluo¢ hocmuomfioo hocmsvmnm
Hmuoa .Um .msm .om .m¢ .mHB mocmuwmeoo
kHSbIQUw

 

 

 

emscnucoouuHH>

mamfla

 

52
Determination of Loci

The twenty-four member jury of experts indicated the
loci at which they believed the competencies could be taught
for the performance of essential activities by sales personnel
in the feed industry. Each jury member made his loci se—
lections for each competency on the basis that the competency
was required for the performance of one or more of the nine
essential sales activities,

The loci at which the competencies could be taught
were considered to be "possible" or ”appropriate” if they
were checked by fifty percent or more of the members of the
jury. The loci which were not considered to be "possible”
or "appropriate" by fifty percent or more of the members of
the jury of experts, but which had sub—jury responses which
were significantly different, were enclosed by parentheses
and included in the tables,

Competencies Which Could Be Taught At Eleven

and Twelve "Possible" and ”Appropriate" Loci

Table VIII indicates that all of the six loci had a
"possiblefi rating at which each of the 18 competencies could
be taught for the performance of the nine essential sales
activities by sales personnel in the feed industry, The sub—
juries members considered it I"possible" to teach eighteen of
the forty competencies at all six of the loci, as shown in

Table VIII. All of the 18 competencies were rated as

53

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

.Hw>mH mo. may um unmonHcmHm whoom mx**
.muummxm mo mush HwQEmE “sowlmucm3u msu mo mHOE no unwoumm muwww >Q ucmuuomEH mm panama
mucmEmHmmsm
. . . . . . . . . . new «$3358
H «m m mm 0 me name m mm 5 mm H mu m pm 0 OOH m rm m mm “mCHmum Sham mo COHUHm vnH
nomEoo mnu mvcmumumpcb .N,
mmws A>HUHsomv Xuoum
o.mn H.¢m H.mn m.mm m.mm m.o> m.hm m.mm m mm H.mm o.mn um>HH UHMHuwmw now mCOHumu nhH
measumumc op mpHHHnm .w
mHmm
m.oh n.Hm m mm H «m m.wm m mm m.mm m.on m on m.o> m.mm man mmoHo ou cam mCHHHmw th
¥« as w>Humwmm5m own on wuHHHnE .Nm
mHmEoumso mo
m.0s m.mm 0.0m 0.0m m.mm Am.mav m mm m.Hm m.~o m we m.mo Ao.omv momma ucmummmee nua3 mmoo mmH
¥* *« *i new smammmao op muaaanm .Hm
. . . . . . . . . momma news» mwsum new
s so m em 0 om 0 0m m mm Amwmev m mm o OOH s mm m mm s we “*vm mumsoumso uomum op muaawmnlbom mmH
wuHHmcomumm mCHmmem m can
p.00 m.>m H.vm H.vm H Vm 0.0m m.mm 0.00H o.mn o.mh w.on p.00 wuHmnu memm Hmcomnmm «0 mmH
mocmuuomEH wen mccmumHmQCD .mm
X X X X x x x X x X X X ado
1 o
.um
m m w m; ems em m m w. m; ems em 3.
e n TA qros QB e n TX u.bs QB 91.
P T I Is OH? oq D T T Te OH: OH us
0 e 3 «we 0 o o a 1 an. o o .uu
a. 1 5 1 T. T. q I 6.4 it I run
a e wozmemmzoo A
mB<Hmmommm4 mqumwom
HUOH

 

 

 

 

 

MMBwDQZH Qmmm WEB ZH HMZZOmmmm mmfldm
Mm mmHBH>HBU< AQHBZMmmm WZHZ m0 m0242m0mmmm mmfi mom Bmwbéfi mm QQDOU
WMHUZmBmmZOU ZMNBSUHW EUHZZ 84 H004

:MB<HMAOmmm<:

HHH> mamda

02¢

: M—HmHm mg .-

m>Am3B QZ¢ ZW>MHM

 

54

.Hw>mH mo. ms» pm ucmoHMHcme muoom Nxea

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

umEoumso
m.mm m.mm H.vm 0.0m H.Vm m.sm m.sm m.os m.os m.os 0.0m may mo suHHHnm ucmssmmmu NmH
may mcHsumumo 0» suHHHn< .NN.
WGOHDOmmH
. . . . . . . . . . . CHmum new «muaummm
H «m m mm s mm H em H em m mm 0 ms H as m mm 0 ms 0 ms ,mmmmnmsou m.umeumm ,, NmH
mumsHm>o on muHHHnm .sH
mommmmHo
m.mm m.mm H.ms m.os H.¢m n.0o m.sm m.mm s.Hm H.ms o.ms HmuuHsomv xooumm>HH mmH
aoeeoo sMHucmeH ou suHHHnm .vH
waM on mcuoomu mocm5M0m
H.vm m.os m.mo 0.0m s.oo m.mm m.os m.mm H.ms m.sm m.sw m.mw numm AsuuHsonv gooumo>HH moH
on» mcHEHmumo ou >UHHHQ4 .m
smeHH
0.0m m.~o m.mo m.mo s.oo m.mm m.mm m.ms H.ms H.ms s.oo mH “may uHmoun mo ucsoem moH
*« may oCHEumume op muHHHnm .om
mwuHmmumm cam
m.mm s.oo s.mo H.ms m.os m.mm o.ms s.Hm m.mm s Hm H.ms H.ms mammm »MUHsomV xooumm>HH moH
mo Houucoo on» mpcmumuwoCD .mH
OCHumHHmm «UCHpCHHm ..w.H
. . . . . . . . . . . a£33 AsuuHsome xooum
o om m mm H am H em H em 0 ms s Ho 0 ms m mm m cs mamm -o>HH mcHuwmmum mo muosume moH
mSOHHm> mnu mccmumnmcco .m
x x. x. as x x x. x x. x x. x mm
mm
w m w m; ems em w m w m; ems em 3
e n TX QBS QB e n TX QBQ. QB Us
P. T. T. 19 GUI... 0U. P T T. .19 one? 0U. DU
0 8 3 an. o O O a 1. an. o O .AD
q I 6.4 T T q I 6.4 T T K
a a wozmemmzoo
,aszmommma mnmummom
Hooq

 

 

 

U$5CHHCOUIIHHH> MHQQB

 

 

.Hw>wH mo. may um ucmowwwcmww whoom wxee

 

CHmm mo mums 0cm

m.mo m.os m.mm m.mo H.¢m H.¢s H.ms H.ms H.ms H.ms o.ms nuzoum com: acmeanvm «0 ../ eeH
mUCmSchH wsu mccmumumocb .NHW

 

:Hmm mo oumu can

m.mo h.om m.mm m.m@ m.mm h.mo H.mh H.mh H.mh H.mh o.mh £u3oum 0:» com: mcwmsos Ho v¢H
mocmsHMCH may mocmumumccb .HH

 

cmoom: uHcoHu
0.0m o.ms H.¢m H.vm H.vm m.vm H.ms H.ms o.ms m.os m.os m.mm «0 unsosm may museumso we» meH
QUHB mcHEumuwv ou huHHHna .HN

 

55

COHumuon AmuuHsomv xooum

m.mm m.on p.00 H.mn m.mo w.o> H.mn H.mn m.nm m.nm o.mh Iw>HH wag CH COHumuHCMm wVH
mo GUMHQ may mwcmumnwoab .mH

 

Amcanv

. . . . . . . . . . . . meEHcm sham mo mmwu
Amtmqv m«vm H vm H mm meow m mm o mm m mm m mm m mm m mm H mm 10km 0>Hummeo 0cm mauwxms . omH
HMUmenm 0:» mo mmUszocx .H

 

 

 

 

 

 

 

 

 

 

 

 

 

X X X X X X X X X X X X J.u
1 o
H H hwm

o «a? S as S
0 V mt %m% 3m u w W o 310 or me
u m P IX "Ens us 2 n IA ubs QB 93
e n Ia on: oq D I I I9 oqn on as
D T. T. 9.: o o o a 1+ 9 e o o a u
o a 3 6.4 T T q 1 6.4 T. I xuo
q 1 a a wozmemmzoo A

maflHmmOMQAG mdemmOm

 

 

 

HUGH

 

 

 

wmscHucmmruHHH> mqm<e

 

 

”appropriate” at the ”post high schocl,“ “4 year coIlege,”
"adult," and ”dealer“ loci, In addition 12 of the 18
competencies were rated “appropriate" at the “high school”
locus, and 10 of the 18 competencies were rated as ”apprOpri—
ate" at the "on-the—job" locus, Thirteen chi-square scores
out of a possible 216 were significant. This indicated very
little disagreement between the sub—juries,

Competency 30, "Ability to greet customers, and study
their needs," and Competency 31, ”Ability to classify and
cope with different types of customers,“ were rated as ”ap—
propriate" by 45.8% of the jury of experts, and each competen—
cy had a chi—square score which was significant at the I'high
school” locus, In other words, the sub—juries tended to
disagree regarding the teaching of these two competencies at
the "high school” locus, Competency 1, '”Knowledge of the
physical make—up and digestive process of farm animals
(birds)," was rated as ”appropriate“ by 45,8% of the jury of
experts, and it had a chi—square score which was significant
at the ”on-the-job“ locus,

Competencies Which Could Be Taught At Nine
and Ten ”Poseible” and ”Appropriate” loci

 

 

 

Table IX has seven competenCies which the jury
members indicated could be taught at either nine or ten
loci. Competency 36, "Understands the research findings of

livestock (poultry) feeding trials“ had the highest total

 

57

.Hm>wH mo. mnu um HGMUHMHcmHm muouw Nx*«

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

.muuomxm mo hush quEwE “soulmuco3u 0:» mo whoa no unmonom muMHw an ucwuuomfifl mm nwumma
unannoum
. . . . . . . . #2... new F3803
m mm m mm m mm m on m on 0 mm m on m on m mm xuoumm>HH Mom mHmccmco mHH
mcHumxumE mo mmUmH3ocx .mH
:Hmm mo
0.0m 0.0m n.0m 0.0m 0.0m o.mh m.o> o.mn m.mo m.mo wumu on» so XUHcmnmn mo mNH
«a mocmsHMCH mnu mvcmumRGGCD .OH
XUHGDEEOU may
H.¢m 0.0m 0.0m Am.m¢v m.mo m.~o p.00 m.mm m.~o CH 0mm: meHuomum HausuHH6 \ omH
«« as as «Humm on» no omUoH3OGM no
. . . . . . . . . . mocmuu oUHHm new mmoHHm
m mm m mm H em Am«mmv m on m mm m on m on n mm m we xUOUmm>HH mo mmcmH3ocx .wH mvH
Amouwnv wHMEHcm UHMHU
0.0m H.¢m m.mm m.mm m.m© m.mo o.mn H.mh o.m> H.mh Imam mcwuoonm cw HwUHmcoo m¢H
o» muouomw mnu mccmumeUCD .h
wmsoum ou
H.¢m H.mn m.~m H.¢m h.mo >.Hm m.mm p.00 m.mm GOHuMEHOMCH :OHanusc can th
*« as mcwpwww monQXm ou MUHHHnm .Xm
mHMHHu mCHUmmm AhuvHsomv
m.mm H.mh 0.0m m.on 0.0m H.mh o.QOH m.mo o.mh m.mm gooumw>HH mo mmchch th
«« as noncommu on» mvcmumnmccb .0m
x s a s x s a s s x x e um”
mm
m m w m; ems em m H w m; em“. em 3
e n IA HES US 2 n IA H53 QB us
D .l T. T.e o QH+ ouq D .L I 7.9 o HJ+ OHR «nu
o a 1. .ue o o o e 1 an. o o 5.9
q 1 5 1 T .L q 1 5.4 .L I K
a a szemmzoo
mademommmd mHmHmmom
HUGH

 

 

 

 

 

 

«MMBmDDZH Qmmm MN? 2H AMZZOmmmm mmfl<w MM

mmHBH>HBU¢ AflHBmemm mZHZ m0 fiUZdzmommmm HEB mom

BEOD<B mm QADOO mmHUZfiBmmZOU Zm>mm mUng H< H009 :mfiflHMQommmfl: Q24 :mAmHmmOm: ZMB Q24 HZHZ

”H mqm<8

 

58

competency frequency of 1780 Competency 36 and Competency
37, "Ability to express feeding and nutrition information to
groups" were not rated as ”possible" or ”appropriate" at the
"high school" locus, Competency 37 was not rated as ”ap-
propriate" at the "adult” locus, The dealer or company
"locus" had the highest percentage of selections at both the
"possible" and "apprOpriate” levelso

The other five competencies were "possible” at each
of the six loci except Competency 6, ”Knowledge of the agri-
cultural practices used in the community," which was rated
as neither "possible” nor ”appropriate” at the "4 year
college" locus, Competency 6 was not rated as "apprOpriate"
at the "high school" and "on-the—job" loci,

Competency 7, ”Understands the factors to consider
in selecting specific animals (birds),” Competency 18,
"Knowledge of livestock prices and price trends “ and
Competency 19, ”Knowledge of marketing channels for live-
stock (poultry) and their produCts," were not rated as "ap—
propriate” at the “dealer” and ”cn—the-job" loci, Neither
was Competency 19 rated as ”apprOpriate” at the "high school”
locus, Competency lO, "Understands the influence of heredity
on the rate of gain” was not rated as "apprOpriate” at the
”high school“ and "on—the-job" loci, There were nine out of
108 chi—square scores which were significant for the seven
competencies indicating very little disagreement between the

four sub-juries»

 

 

Competencies Which Could Be Taught At Six,
Seven, and Eight BEPossible" and
"Appropriate" Loci
Eight of the forty competencies were considered by
the jury members to be ”possible" and ”appropriate" at six,
seven, and eight loci. Table X indicates that Competency 3,
"Knowledge of feed mill operation,” Competency l6, "Ability

3.1

to fit animals for show or sale, Competency 8, ”Ability to
determine the grade of the animals,“ were considered "possi—
ble" at each of the six loci, Competency 23, “Knowledge of
methods used in collecting bills,” was considered ”possible"
at all loci, except at the "high school” locus where it had
a chi—square score which was significant, and a locus fre—
quency of 45,8%u

The "post high school” locus was rated as "apprOpri—
ate” for Competency l6 and Competency 8, and the ”4—year
college" locus was ”apprOpriate” for Competency 8 and Com-
petency 4, "Understands the promOtional techniques for in-
creasing feed salesu" Competency 16 was ”apprOpriate" at
the ”dealer" locus. The remaining competenCies, except for
Competencies l6 and 8, were ”appropriate” at both the
"dealer” and ”on—the_job” loci,

There were twelve out of 96 chi-square scores which
were significant for the eight competencies indicating some

disagreement between the four sub-juries,

6O

.Hm>mH Ho. on» um quoHMHCmHm whoom mxsrs

.Hm>wH mo. on» um ucmoHMHCme whoom
.muuwmxw mo ausfl umnEwE HCOMIXHszu oCu mo mace no quoumm muMHm mp quuuomEH mm omumme

N

x:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

. . . . . . . . . . mHHHn mCHuowHHoo CH
m mm X Hm Amammv Awammv o mX X Hm wswm memo memo Hmymwv pmms moosums mo mmpmHBOQX .mm XOH
. . . . . . . . mHmEHCw mCu mo mcmum
m mm H ¢m m mm m mm m mm w 00 X mm X we may mCHeuwuwC ou MuHHHnd .w ooH
. . . . . . . . .wHHmm no Bonn
H em m mm m mm X mm m mm m 0X X 00 X we now mHmEHCm uHm ou wuHHHA< .oH mNH
mmuscmooum
m.Xm H.mX X.Hm m.Xm Am.mvv H.vm 0.0m me>HHwU UCC CoHumu mvH
cs as nuommcmuu mo wmva30Cx .vm
mMHmm comm mCH
o.om m.Xm H.em Mm.mv H.ms m.mo H.vm m.OX m.mm :mmwuocH uom mwstcnomu Hm meH
*3: &i« Xi» ICOHuOEoum mzu mCCmuwuwCCD .ov
UCwEmmMCmE ou EmCu >0>Coo
. . . . . . CCM mumfioumso mHC mo muHCm
o mX X Hm m mm o OOH H em 0 om uwu mCHowmm may umumuquH mvH
can as muHuz on XuHHHCC .mm
. . . . . . . . CoHumnmmo
H mX m mm m Xm X Hm H cm H vm m mm m mm HHHE omww mo mmCmH30CM .mm omH
muHCCEEoo on» CH com:
m.oX m.OX Am.me. m.Xm H.mX o.mX X.oo X.mo memumoum 6cm mmoHuomum mmH
as mCchmm memumumCCD .m
X X X X X X. X X X X X X JHu
1 o
a m
m m w. m; «.me am m m w .0; wmm mm mu
2 n T...A U.SS 0.6 p. n T:A U.SS 0.5 3....
D T TL Ta OH? oq D I I Is OQ1 oq us
0 e 1. a e o o o a 1 a e o o o u
q 1 5.4 I rt q 1 5.4 T. I run
a e sozmemmzoo A
me<Hmmommm< mHmHmmom
HUGH
#MMBmDQZH Qmmm HEB ZH Hmzzommmm mmq<m Wm
mmHBH>HBU< HdHBzmmmm NZHZ m0 muz<zm0mmmm mma mom Bmwbds mm QHDOU
mmHUzmammzoo BEUHW EUHEZ B< HUOH :mademommmd: Dad :mamHmmOm: BmGHm QZG Zm>mm .XHw

N mamfle

 

61

Competencies Which Could be Taught at Three
and Four "Possible" and I”ApprOpriate” Loci

The seven competencies, shown in Table XI, were con—
sidered by the jury members as "possible” and ”apprOpriate"
at both the ”dealer" and the “on—the—job” loci with one ex—
ception. Competency 38, "Understands the criteria for ap—
praising prospective feed dealers,“ was not rated as "ap-
propriate" at the "on-the—job" locus. The ratings of the
jury members indicated they considered that the “dealer" and
the "on—the—job" loci were the only ”possible” and "appropri-

ate loci where the seven competencies could be taught.

Competency 24, "Understands the policies of his

business, Competency 28, ”Ability to fill out company in—
voices and sales contracts,” Competency 39, ”Understands the
problems of feed dealers in the community,“ and Competency 38,
"Understands the criteria for appraising prospective feed
dealers" have chi—square scores which were significant.

There were seven out of 48 chi—square scores which were sig-
nificant for the four competenCies. However, it should be
noted that less than 50 percent of the jury members indi—
cated it was either ”possible” or ”appropriate” to teach

these four competencies at the loci where the chiwsquare

scores were significant (see Table XI).

62

.muuomxo mo mush quEmE unemnhoCozu oCu mo wuoe no quoumm XHMHM an quuuomEH mm cmumm«

.Hw>wH mo. mnu um ucmoHMHCmHm muoom Nx*¥

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

_ mHmemo Comm
0.3 0.3 H.mX $4.2 9.30383 933%.... now 8
ea mHuwuHuo wCu mCCmumuoCCD .mm
quCCEEoo
0.0m o.mX Ho.mmv r X.oo m.mm Am.mmv Am.NHv map CH meHme Comm mo NNH
ea «¥ at mEmHnoum wCu mUCMUmeOCD .mm
. muomuuCoo
o.mX m.mm . X.Hm m.mm o.mN. mmHsm CCm moOHo>CH QMH
3 3.. r H3980 use SE B .GHHHBH .mm
. . . . muouHuwQEou mo muoso .mk.
X mm H mX m mm m mm long Comm on» yo omoonoCM .Xm mmH
. . . . . AmCmmEoov wmeHmCQ mHC mo
AmCmmEOUV
m.0X m.Xw m.mm m.Xw mmeHmCQ mHC >9 oHOm HXH
muoscoum Monuo mUCmumumoCD .om
. . . . muosconm comm w.MCmmEoo J
X mm m mm H mX m mm mHC wUCmumeUCC mHCmsouOCB nmN.Hom
X X X X X X X X X X X X ”mm
mm
m m w m... em... em m m w m; we... em t...
P n .iA QBS HE E n T§A QBS QB HE
D .L I To OQ1 oq D T I Is OQ1 OH on
o a 1 .ue o o o a 1 .a2 0 0 run
q 1 5.4 .L I q 1 5 1 T. I K
a a szemmzoo
I.|I|L
maflHmmommm< MHmHmmOm
HUOH

 

 

 

mmHOZmBmmZOU zm>mm mUHmz Bfi HUGH

#MMBWDQZH Qmmm WEB ZH Hmzzommmm mqum Nm

mmHEH>HBU< Q<Hfizmmmm MZHZ m0 m02<2m0mmmm HEB mom BEGDflB mm QHDOU

:mfidemommm<:

Hx quda

92¢

:mHmHmm0m=

mDOm QZfi mmmmB

 

63

§ggnificant Chi-Square Responses for
"Possible" and "Appropriate" Loci

The 31 out of 480 chi—square scores which were sig-
nificant, as shown in Table XII, were for the loci determi—
nations which were considered important by 45.8 percent or
more of the twentwaour jury members. The 45.8 percentage
was used, in this case, to present a broader view of the
differences of the sub—juries since nine of the 31 responses
“which were significantly different had been rated as "possi-
ble" or "apprOpriate” by 45.8 percent of the jury members.

Fifteen competencies had 31 chi-square scores which
were significant for the ”possible” and "appropriate loci de—
terminations. Loci where the 31 chi—square scores were sig-
nificant were high school, 11; post high school, 11; 4—year
college, 2; adult, 4; dealer, 2; and on—the-job, 1.

For all of the 28 cases where the ”high school,"
"post high school,” ”4—year college," and ”adult" loci de—
terminations were significantly different, the responses of
the educator sub—juries were higher than those of the industry
sub-juries. For the three "dealer” and ”on-the—job” loci
determinations which were significantly different, the re—
sponses of the industry sub—juries were higher than the re—
sponses of the educator sub—juries for the importance of the

loci at which the competencies could be taught.

64

 

 

 

 

 

 

 

 

 

 

1 c.cm4 «‘a c.mm mam m.m Hoonom
es Qmflm umom
opwflumoummm
cams o.mm o.mm moms moma mmuafioo mamflnu mcflemmm Asyuasomv
«% .gw e Mooumm>fla mo mmcawcflm mes
manflmmom noumwmmn.m£u mpcmumHmUCD com
m.0h comm comm mama mom Hoonom
is swam umom
mumm meow comm H.e m.m Hoorom roam ow mam mcHHHmm m>uummm mug
%« manflmmom ImSm mm: on wpfiaflom .mm
Am.m¢u n.oa ooom oo mom Hoonom
aw swam pmom
upmaumoummm
mwmo meow comm oom m.m Hoonom
+k fimwm umom mHoEoumso mo mwm%u
onom meow moon 00 mom Hoonom swam ucmummuflw runs mmow mma
is maaflwmom sum mmnmmmau on muaafln« ”Hm
muflcsaeoo map cfi pom:
1m.m¢o moms 00mm Hoe H.w Hoorom smflm msmumoum new mmoflpumnm ema
es onwaumoummm mcflpomm mpcmomHGGCD om
Am.mwv s.oa m.om o. m.m Hoogom swam
yx wumaumonmmm .
. . momma Hflmzp
vam moom comm Hoe mom Hoonum roam sespm sum mumsoumso mma
1+ manflmmom pmmum on mafiaanm .om
knob ommm .mmm .uflm moamon Hooq honouomeou hocmsvmhm
HmpOB .pm .msm .pm .mé .mp9 hocmuwmeoo
husblnsm

 

 

 

 

 

 

 

kHUOA :mB€Hmm0mmm¢: QZ< :mqummom: mom mmmZOmmmm mmdbomleU BZdUHmHZOHm

HHN mqmfiB

65

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Am.mv m.om n.0a H.¢ How Hoosom
ii swam umom
womaumonmmm
vam moom meow mom How pasp<
momm muom comm mom H.e Hoogom mmamm ammo mcsmmmuo
es gmflm wmom use now mwsvaczomp mum mva
wHQfimmom Iflgmoummm mgp mpcmpmswpcb ”ow
% amev How Hoe meow eves nomuco . ,
.wwm mow mom woom have hmamoq Ampsaflw
when 00mm 00mm mow mama Hoonow mamEHCm Esmm wo mmmuoum oma
mi Smflm smom o>Hummmwp paw mjlome mmo
mpmflumoummm Iflmhnm wflu we roommBOCM -H
samxfla
ma amps undone mo mos
homo o.mm 09mm mum mom Hoogom swam QCSOEm wumaaxoymmm wsp
is wsnflmmom magenmnme on spnaflnw .om
mamfiuu mcflpmom A>Mpadomv
mwmm nooa o.mm How mama Hoozom zmfim MUOpmw>HH mo wmcapcaw mofi
as oaflflmwom noummmon map mpcmpmMMUCD om
wucmEmHmQSm
o.ms o.mm o.mm mom b.0fi Hoonum saw “mammnmsou
ws roam “mom wmcflmum sumo mo couuflm ens
oumflumonmmm IOQEOU 03p mGCMpmeUQD .m
maso .mom. .mom .HHQ Hmammn Hooq hocmpwmeoo mocmswoum
HNHOB .Um .msm com com .mHB huamummeoo
‘ mHSbIQom

 

 

 

 

 

 

omscflucoouuHHx mummy

66

 

 

 

 

 

 

 

 

 

 

 

 

 

°Hm>ma mo° ogp pm wcmoflmflcmam whoom NX%@
.mpummxw
mo mush HoQEoE H50mnmucm3u may m0 0908 Ho pamouwm momw >9 ocmpnomaa mm popmms
.wm o.mm o.mm adv 0.0 paupfl
*vm comm o.mm H.e ooo mmmaaoo
*k. 0“.”er
memo 00mm oumm mom How Hoogom
** swam pmom
hmomwu moom 00mm 000 000 Hooaom swam mHHHQ moaoomaaoo CH pom: nofi
is manammom msorpms was mo mmcmaaocm “mm
Cwmm wo opmu mgp
onom mom mam mom comm swammo so snfleaswa so muzwsfiu ems
es mpmeHQ0hmmm new mflu mpdmwmuwpcb noa
Onom mama 00mm Hue Hue HOOSGm
*@ swam umom
“momei mama comm HJe Hoe Hoonom gmsm
as
opmanmonmmfi ‘
. mmflcsfifioo wnp CM pow:
moms muom o,mm m.m mom Hoosum swam mmofipomym HmMSpHsu oma
ss manflmmom Iflumm wfip mo mmpmHBOQM ”o
hw.mvv e.oa moom Hue Hoe pasu<. wuswwuogm
com meow meow How How Hoozom swam mnw>fiamo pom coaump mwa
we wanfimmom luommcmup mo wmpwaBqu com
Howm mama o.mm How m.w Hoonom
wg swam pmom
®#Mflumoummw masonm Op COHmeHowCH
mumm boos comm are moms yfiswm consensus cam mcflwmmm sea
is wanflmmom mmoHQXm ou hwflawnm .nm
kHSb .mwm .mmm .MHQ Hmammm Hooq hocmpmmaou mocmsvmnm
Hmuoe .om .msm .wm .m< .mp9 socmummeoo
musennsm

 

 

 

 

 

 

UmDGHpQOU1IHHX mqm49

67

The McQuitty Hierarchial
Classification System*

The McQuitty Hierarchial Classification System (46)
was used to cluster the responses of the jury members to the
importance of forty competencies for the performance of nine
essential activities by sales personnel in the feed industry,
and to cluster the responses to the ”possible" and "apprOpri—
ate" loci at which the competencies could be taught.

The McQuitty Hierarchial Classification System by
"members" and "reciprocal pairs” as used in this study was
a form of Typal Analysis. "Member" was used in the first
level of classification to refer to the items. When two
”members" come together to form a "reciprocal pair," the re—
sult also was called a "member,” and treated in the same
manner as a single item. Therefore, as the "members" were
brought together at the various levels they consist of single
items or groups of several items. The following diagram

illustrates the method of association that was used for this

analysis.

 

*Capabilities and Improvements of Linkage Analysis
as a Clustering Method." Louis L. McQuitty, Education and
Psychological Measurement, Vol. 24, November 3, Fall, 1964.
The actual classification was performed by the 3600 Computer
at Michigan State. A program called "Program HiClass" is
available through the computer Institute for Social Science
Research, Michigan State University.

 

68

 

Level Three

Level Two
Level One-—-———

The lower levels have higher indices of association
between "members” or "reciprocal pairs.“ The higher the
level the lower the indices of association between the combi—
nations of "members" and "reciprocal pairs" (41).

Clusters of responses using
‘Mgguittv Hierarchial System

The clustering of the responses of the members of
the jury of experts were illustrated in Figures 1, 2, and 3.
The characteristics of the sub-groups which were formed as a
result of the clustering of the responses of the jury members
were given in Tables XIII, XIV, and XV. Figure l and Table
XIII should be read as a single unit, since they both de—
scribe the clusters that were formed by the hierarchial
classification of the responses of the jury members to the
importance of forty competencies for the performance of nine
sales activities. Figure 2 and Table XIV make a unit and
should be read together. since they both describe the clusters
that were formed as a result of the clustering of the re—
sponses to the importance of six "possible” loci at which
the forty competencies could be taught. Figure 3 and Table

XV are read together, since they involve the clustering of

69

six "appropriate" loci at which the forty competencies could
be taught.

The information included in Figures 1, 2, and 3 are
interpreted in the same way for each figure. For example,
Figure 1 indicates that the responses were clustered into
three sub—groups; A, B, and C. Sub-group A was composed of
members 1, 21, 19, 5, 2, 10, 16, 13, 17, 4, 7, ll, 3, and
24, and was considered the most valid sub—group, since larger
categories were presumed to be more dependable (39). This
sub—group of 14 members agreed on 69 out of 360 items at the
twelfth level for the importance of forty competencies for
the performance of nine sales activities. The highest agree—
ment in this sub—group was between individual 10, a sales
training director, and individual 16, an agricultural edu-
cation researcher whose responses were in agreement on 342
out of 360 items at level 1. Sub—group B was composed of
individuals 18, 20, 23, and 6, and sub—group C was composed
of individuals 8, 194, 9, 15, 12, and 22. Figures 2 and 3
were interpreted in the same manner as Figure 1.

Table XIII indicates that there were three clusters
for the responses to the importance of forty competencies
for the performance of nine essential activities by sales
personnel in the feed industry. The sub—group A was composed
of the following members of the jury of twenty-four experts:
feed dealers, 1, 2, 3, 4, and 5; sales training directors,

7, 10, and 11: agricultural education researchers, l3, l6,

 

70

:mMH¢m AdoommHUmM= 92¢ :wMHmZHZ: A¢DOH>HQZH ho Zflflmmm ZOHHdU

IHhHmm¢AU AflHmUm<MflHm MBBHDOQS HEB QZHmD mammmxfi mDOhIMBZNSB ho NMDb 4 NE Qflfiflm
m¢.NMBmDQZH Qfiflh WEE 2H Razzommmm mMQCm mm mfiHBH>HBO¢ H<H92flmmfl NZHZ ho MU24SMOH
Imam HEB mom mevszmszU NHMOh m0 NUZ<BMOm2H HEB OH mfimzommflm HMS m0 mmmBmDAU

H mmDGHm

93 Sue zz
p3 6v SI
m sates 6
93 6v tr
5 sates 8
Iateaa 9
93 Sue sz
93 sns oz
93 6v 8T
pa sns vz
ISI‘EBCI E
Jereea v
93 5v LT
93 Be SI
93 5v 9t
m sates 0T
Iateea z
IBIPSCI S
93 ans 6T
93 ans TZ
IBI‘EQCI '[

 

 

 

 

 

 

F‘j-J m 89129 at
F.“
<

 

/’

 

K,J m sates L

\
Nr‘fi
v/fl/

i3
N<

3
m/<
\hw

 

0
H
N

r’”
\4
7““‘—d I SBIES TI
L——*"”~

 

“He——

 

 

 

me /A \

 

 

N

\
\\\"j

 

 

 

 

”ML—eij’TVA<

4 fl: .2 / \

”weer”
<x

 

compose a macaw

 

Q'MN

tn

macho

HH
NH
ma

71

 

pcmuuomfifl

Omam mMS demo Mo mumu may CH mcwmso: paw usmE

Imflsvw mo mocmSHmcH ozu umnu Omam paw «unmuuomefl mms

mmoflum Mooumm>fla paw mamccmso mcflumxHME mo mmpwa3ocx

m umnu pzmsonu m mdoumlnsm .muoosponm mo mmsoum 0p

coevaH0mcH mcflpomw ucmmmum Op mafia on 0p HmHucmm

Imm we mMB no: qwuasmwu mcflpwwm noumumucfl paw ms

muHHB on Hwflpcmmmm uoc mmB pH um£# Cosmoepce msoum

IQSm mesa .hHMmmoomc poo mm3 mmuflmmumm paw mammm

Mooumo>HH mo Houucoo mnu amommomeo xUOpmm>HH COEEOU

mMflucmce 0p mpflafinm umnu “an .mmHuH>Huom mmamm

mafia may mo mocmEHOMuwm mnp How ucmauomae meB mweo
Icopomaoo msu mo #mOE pmsp popcommmu m msoumlnsm

mmnON
ma
QC 0C

.mmm .om .msm

.mmm .om .mm
.uflo .mue
mumamwn

mHmQEmE v
m

 

.mpcmnu ooflum xUOpw

Io>HH paw maoccmno mafiumxnme mo ompmHBOGx m w>d£ paw

«mawxfla we umnu pflmoum mo ucsofim on» mcflaumuop Hoosp

IOHQ mnu mama oasonm GOmem mmHMm osu umnp Umpmo

IHUGH Omam msoumIQSm mesa .mEmHQonm maemdo: paw

ucwamflswm we: Suez uwospoum may mam: Oman UHSOQm

COmHmm mmHMm one .coflumuHGMm Mooumw>HH paw .mwuflw

Imumm paw qmumwm nmommomflo Moonwm>fla COEEOU may

Mo memHBOCM m m>mn pasonm wCOmHmm mmHMw map umsu

UmpMOHUCH hone .muumDCCH boom mzu CH Hmccomumm

woamm an mmflufl>euom Hmflucmwmm one: we mocm&u0m

lumm 03p Mom Umpmmc mumz mmflocwpmmEoo muuom map Mo
quE umnu mpmofloce ow mocmpcmp m cm: a mdoumlnsm

wmnamnma
hanoaqma
Hanoaqh

manmnmna

.mmm .wm .msm

.mwm .cm .64
.ufln .mus
mumamom

manEmE «a
«

 

msoumlnsm mo moflpmfluouomumno

msonmlnsm CH
mHmQEmz HMSUH>HUCH

msonmlnsm

 

 

MMBwDQZH Qmmm WEE ZH AflZZOmmmm mmq<m

Mm WMHBH>HBU< AdHfizmmmm MZHZ

m0 m02<2m0m¢mm

HEB mom mMHUZmBmmZOU Mfimom m0 MUZ<EMOQEH mmB OB mmwzommmm

wfimmmxm m0 %MDb MDOWIMBZHBB HEB m0 wUHBmHmmBU<m¢m0 QZ< ZOHBHwomSOU

HHHN HQQ¢B

72

 

.Hmospoum

was you saoxHa mH “map uHmoum asp mcHsumumw on
mCOmHmm meMm How qupuomEH uOC mm3 pH “map Umumo
IHpCH Hmfluusm msoumlnsm one .moCoHp ooHHm xooumm>HH
Ho mHchmCo mCHuwxumE mo ompoHBOCx m m>mn 0p powC
prpHH pHom HoCHHCm hose .mHmEHCm mo CHmm wo mpmu
mzu Com: quEQHCvo UCm mCHmsoz mo moCmCHwCH may
UCmHmHmUCC ou “CmuuomEH %Mm> mm3 uH pang «Ho>m30£
.wam no: UHU msoumlnsm mHCB .muoospoum mo wmsoum
ou COHHCEHOMCH mCHpmwm m>Hm 0p mHQm on Oh pCm
AmuHCmmH mCHUomm vamHopCH UCm QC ouHHB Op owuHom
IEH mm3 uH pmnp UCm .pCmvHOQEH mm3 HoupCoo muHm

mm .mmm .Um .msm
mH.¢H .mmm .om .mm

 

Imumm UCm #mmm pCm COHpmpHCmm .wmmmmme MUOCmm>HH Nmeqm .HHQ .mHB mquEwE @
COEEOU mo memHBOCM m umnu UwumoHpCH U msoumlndm GCOC mumHmmm O
msoumlnsm mo moHumHnouomuwno msoumlnsm CH msoumnnsm

mumgsmz HmseH>HecH

 

 

 

UCSCHHGOUIIHHHN mam¢9

73

and 17; and business education researchers, 19, 21, and 29.
The table also lists the characteristics of sub-groups A, B,
and C. Tables XIV and XV are read the same as Table XIII.
Summary of the McQuitty

Hierarchial Classification
System treatment of the data

 

When the responses by the jury of twenty—four members
to the importance of forty competencies for the performance
of nine essential activities by sales personnel in the feed
industry were clustered, three sub-groups were formed. It
was found that there was an even distribution of all the sub—
juries in the fourteen member Sub—Group A. Sub—Group B was
composed of 4 members, and Sub—Group C of 6 members, and both
were probably too small to obtain an even distribution from
each of the four sub-juries.

When the responses by the jury of twenty—four experts
to the importance of six ”possible" loci at which forty
competencies could be taught for the performance of nine es—
sential activities by sales personnel in the feed industry
were clustered, three sub—groups were formed. The sub-
groups that were formed did not have as even representation
from the various sub—juries as was the case in the hier—
archial classification of the competencies and the activities.
One 8 member sub—group for the "possible" loci was composed
of mostly business education researchers, another sub—group

of 12 members was composed of an over representation of

:mMHdm AQOOMAHUMM: QZ¢ :mmmmzmz: AflDQH>HQZH ho ZOHHGUHmHmmdno Q<HMUM¢MWHM NBBHDOUZ
mmB GZHMD mammmxm MDOMIMBZM3E ho NMDb d Mm Qmadm m< NMBWDQZH Qmmm mmH ZH ANZZmemm

mmflflw Mm mmHBH>HBQ< mZHZ ho m02¢2m0mmmm Huh mom Ramada mm QQDOU mmHUZmBHmZOU
Nfimom NUHMZ H< HUGH :mAmHmmOm= NHm m0 mUZ<Em0m2H M39 OB mflmzommmm HEB m0 mmmBmDAU

N mmDUHm

pa sns zz
m sates zI
starved T
Jeteeq 3
pa sns vz
L sates 8
JGIESCI 9
93 6v LT
93 6v VI
p3 6v SI
93 6v 8T
Jet'eeq V
pa 6V II
pa 6v SI
93 ans 6T
Jeteea 9
pa sna I2
93 6v 9T
pa sns sz
93 She oz

IGIEBG 9

 

 

 

4-—4

',,,H< m sates 0T
r“‘*

 

74

 

\\\£§K::::
__fiffl_,..J i sates 6

P——’*

N

<

“‘~«

,,,.4

T\~C‘ I 59193 L

<i

<
_.———#———‘

L/fi/
*=:::

 

“‘1...
*=:::

\EZ
<
2';
\a

A
K

 

 

N
<'

N41<

 

/
CD
~\\\E

 

 

ma

 

Pet"”"’flk”~4
.==:fi

,

\

 

 

 

/ .
modj/ \ hdw/ Nvd
\ < \

 

/””

 

< a/ \

p-~"”"

 

mm- //W/ \N
HHH macaw no. ///(\\

Hmeuamu we-
H mpomo

E

 

75

 

.monH Hoonom uHsoo on» um umwsmu on CHDOU wHoCCono
mCHquHoE mo mCHUCopmHoUCC Co poau pouooHpCH

 

 

Honuhsm m msoumlnsm .HUOH Hoonom uHCpo UCo .Hoosom om .mom .pm .msm
rmfir smog .Hoorom anC may om =mHnHmmom= on canoe ma .‘
AwUHHQV HoEHCo on“ mo CHom mo ouou ozu CO pCoEmHovo .BHHvamH .mom .mm .mm
pCo mCHmCOC mo ooCopHomEH on pCo .CoHuouHCmm HH.onmqm aMHQ ,mse mquEoE NH
AwuuHComv Mooumo>HH pony oouooHUCH N msoumlnsm vqmwm muoHooQ m
.osooH Hoonom pHspo onu um :oHQHmmom:
moB CoHumuomon poom mo mponuoa UCo COHuouomo
HHHE some owns ooumUHCCH H Csoumnnsm aoHuHoom cH
.mCUOH Hoosom CmHC umom oz“ um unmdow on UHCOU wuHCm mm
Iou Couoomon mo mCHUCopwHopCC one .HooH Hoonom CmHC .Hmaoman .mom .pm .msm
pmom cam .Hoonom anC was soon um psmsmu on oHsoo 8H.mH .mmm .om .m<
monopoooum muo>HHoo boom pCo .COHHoHomo HHHE boom 5 .HHQ .mHB mnoQEoE m
.mpHouu monm HoCOmuom pogo ooumoHpCH H msoumlnom m mHonon H
mmsoumlnom hush mo moHumHuopooHoCU mooumlflsm CH mooumlnsm

mumgamz HmscH>HecH

 

 

MmBmDQZH Qmmm HEB ZH

Hmzzommmm mmq4m Wm WMHBH>HBU< WZHZ m0

WUZ¢2mommmm mmB mom Bmwbfie mm QHDOU MWHUZMBWQSOU Mfimom
mUHmB E< HOOA :MHmemOmz XHm ho HUZ<BMOQSH ESE OB mmeOQMflM
memmmxm MDOmIMBZMBB m0 MMDb HEB m0 mUHBmHmmBU<m¢mU QZfl mDOMOImDm MMDb

>HN mqmflfi

76

 

 

 

.mCUOH Hoogom pHCUo oCu pm oHQmeom MOC mo3
wHoCCoCU mCHquHoE mo mCHUCouwHoUCC Co UCo .CoHpm
Iuomo HHHE poom .CoHuoHomon boom Hosp topmoHUCH
Hospusm hone .HooH Hoonom CmHC pmom oCo Hoosom
CmHC oCH Ho pcoEmHovo pCo oCHmCOC mo ooCopHomEH ofip
pCo qmouspoooum muo>HHop poom .CoHpoHHCom Moouoo>HH
.CoHpoHomo HHHE poom ,mHHouu moHom HoCOmHom Comou OH
=oHnHmm0d= poc mm; “H ammo ooumOHoCH msoumunsm mHCe
.wuumspCH poom on CH HoCCOmHom moHom >9 moHuH>Huoo
HMHuCommo oCHC mo ooCmEHomqu onu MOM moHoCopomEoo
wuHOM on mCHCUoop Mom HUOH oHQHmmom oCu mm

mm .wom .pm .msm
oCOC .mom .Um .m4

 

oomlonulco UCo .Hoogom mComEoo no HoHoop .omoHHoo NH .HHQ .mHB mHoQEoE v
Hoohlv oCu UouooHom hHomeHEOUon m moonmlflom onH mHoHooQ m
mmooumlnom mush mo moHHmHuouooHoCU msoumlnom CH msoumlnsm

mquEoS HoCUH>H©CH

 

 

 

UGSCHHGOUII>HN MHm<B

77

=mmH¢N

adoommHUHM: 92¢ =mmmm2fiz= A¢D9H>HQZH ho ZflBmMm ZOHBflOHhHmmdflo AflHmUM<MHHm MBBHDOUS
mmB wZHmD mBmeNfl Mbomlwazmzfi ho NMDb d wm Qmaflm mfl MMBWDQZH Dmmm mmB ZH QMZZOmmmm
wqum Mm mmHBH>HBU< HZHZ m0 moz¢2m0m¢mm mmB mom Bmwbda mm QADOO MHHOZNBNmSOU Mfimom
MUHES Ed HUGH :wfiflHmmOMmm<: XHm ho mUZ¢Bm0mZH Ema OE mWwZOmmmm mmE m0 wmmBmDAO

m MMDOHm

pa sna sz
93 sna Iz
pa sna zz
Pa 5v SI
93 sna 6T
p3 sna vz
i seIes 8
Ieteaa s
IGIEBG 3
93 6v LT
pa sns oz
pa 5V 8T
93 6V VI
L sates OT
191990 9
m sates at
Jeteaa I
93 6v 9t
Jareea v
93 5v ST
191990 s

 

_,_.4 o sates L

7““~—-4
I“‘~FH~CI L SBIPS 6
§‘§“~“‘N
m
K\
\P'i<
,,,,_
<::::~~~~~
fi'
00
H
\<
W __
O‘i
"‘r<
r’//’
““~t—-. L SSIES II

V

3
'\
21,—H
(MM

In‘

S
\
/
RN

.2 \ 4

.__‘~L____

O

3

/4
</

01

L0
Iteii

l\

Ln
/‘
\\
/
-\

m
In
H
/
K

onw /\\\\\\\HCV\ // \\\ H msouo
x
I
/

,\

msouo
HHH ow

 

 

HH msouu

78

 

.unusou on oHsoo onoCoquEoo osw ouo£3 HooH =ouo
IHHmonmmo= uOC ouoB mCUOH nonnonuICo onp Ho mpoom mo
COHHoHomoHQ onu pCo qmsooH HoHooU onu um mooHo>CH
moHom p50 HHHm 0p wuHHHQo on qmCooH omoHHoo Moo»
Iv onu pm monHCSUou HoCOHHOEonm oCH mCHUCoumMoUCC
nos» popooHpCH msommunsm mHCu aHo>o3om .unmooy on
uSmHE onoCouomEoo CoHuooHom xoowmo>HH UCo mCHmCOC
pCo uCoEQHCwo mo oUCoCHwCH onu ouo£3 mCHouomou
momCommoH CH mCOEHCoCC mo 90C ouoz HH msoumlnsm

om
mthHavH
NHnOH
qu

.mom .Um .mSm

.mom .om .m<
.HHQ .muE
mHoHooQ

mHoQEoE m
HH

 

.mCUOH uoHoop on“ yo

:opoHHmoummo: poHoonCoo moB mpooHuCoo monm oCm

mooHo>CH hCmmEoo poo HHHm OH wuHHHQo oCB .msooH

omoHHoo moo» v oau no :ouoHHmoummo: moB moouCOon

m.Hoo5poum oCu opmon>o ou AHHHHQM onu oCo ,msooH

Hoozom HHCUo oCu no :ouoHHmoummo: mo3 prpoHon

mo ooCoCHwCH osu Hosp pouooHpCH OmHo H mooum

IQCw .moooH Hoonom CmHC umom on» no :ouoHHmoummo:

pouopHmCoo moz mmsoum ou CoHumEHOMCH poom #Com

.mud on suHHHnm one .msooH Hoosom :mHn on» on .mpm

IHHmoummo= oum “CHom mo ouou on Como uCoEmHCvo mo

ooCosHmCH oCo: pCm .mHoEHCo UHHHoomm mo COHuooHom
osp mCHUCmHmHoUCC Co pony popooHpCH H mooumlflsm

oCOC
0H.MH
HH
mnv

.mom .Um .msm

.mom .om .m<
.CHC .moe
mmoHooQ

mHoQEoE m
H

 

mmsoumlnom hush mo moHpmHuopooHono

msoumlflsm CH
mHoQEoE HoCUH>HoCH

moonmlflsm

 

 

NMBmDQZH Qmmm mmB ZH Hmzzommmm mmqflm Mm

mMHBH>HBU¢ MZHZ ho mUZ<2mOmmmm mmB mom BmwbflB mm QHDOU

mMHUZMBMQSOU Nfimom mUHm3 SQ HUOH :MB<Hmm0mmm<:

NHm m0 WOZ¢BMOQSH mmB OB

wmmZOmmmm mfimmmxm MbomIMBZMBB m0 MMDh WEB m0 mUHBMHmWBU¢m<EO QZ< mbomwlmbm WMDb

>N mqmflfi

79

 

.unmdom on bHCoo moHoComomEoo

omonu ouo£3 HooH =ouoHHm0Hmmo: “0C ouo3 mCUOH
Honob oflp um “CoEQHCUo bCo mCHmCos mo ooCosHmCH
onm qmsooH omoHHoo moo» v on mo mooHCOmoH m.uooCb
loam oCu ouoCHm>o om thHHQo onu nmsooH Hoonom CmHn
ozu mm CHom mo omou onm Co uCoEQHCvo mo ooCoCHm

ICH onp mo mCHmemmuobCC oCu mono bomopoCH msoum
IQCw wHCu .Ho>o30m .mnmebCH boom on» CH HoCCOwHom
moHom mCHuomon Hom mnmsom on bHCoo moHoComomEoo
omon oHoCB HooH :opoHHmoummo: onp oHoS msooH Don
IonmlCo on“ mo COHuoHomon boom mo mCHbCoumHobCC

 

 

onm bCo .moooH omoHHoo Hooh w onm um mvaHCfloou mm.NN.Hm .mom .bm .msm
HoCOHHOEOHm mo mCHbCoumHobCS onm .mCUoH Hoonom mH .mom .bm .m4
CmHC umom onp um masonm om ConoEHOmCH boom uCow oCOC .HHQ .mua mHoQEoE b
Iona om huHHHQo onm mosm bomopoCH >H moonmlnom oCOC wHoHooQ >H
.HHH QmonIQCm >3 :ouoHHQoummo: bouomeCoo mOC oHoB
.mCooH Hoonom CmHC osm um omooum om COHuoEHomCH
boom uComoum om hmHHHQo onm me nwCooH Hoonom 30H:
onm mo ConooHom HoEHCo UHmHoomm mo mCHbCoumHobCC
one .HoCCOmHoQ moHom om mCOHmoHomon boom mCOHHo>
onp mCHCUmou uOm :opoHumoummo: wo3 mCUOH_QonIo£mICo
wry owns omnmoHocH OmHm Cucumundm mHCe .AsuuHsomv em.mH .mmm .em .wsm
wHoEHCo onu mo CHmm mo opou oCu Co mCoEQHCvo bCo oCOC .mom .bm .04
mCHwCOC mo ooCoCHmCH oflu mCHnomou HOm omoHumoummo mamas .HHQ .mHB oHoQEoE h
mo3 msooH Honob onu uoCm bopopoCH HHH QCOHmIQCm m.m muoHooa HHH
mmsoumlflsm mush mo monmHHomoouoCU msoumlnsm CH msoumlnsm

mHoQEoS Host>HbCH

 

 

 

UTDGHHCOUII>N mqmflfi

80

Sales training directors and agricultural education re—
searchers. The third sub-group was too small for an even
distribution from the four sub-juries.

When the responses by the jury of twenty—four ex—
perts to the importance of six "appropriate” loci at which
forty competencies could be taught for the performance of
nine essential activities by sales personnel in the feed
industry were clustered, four sub—groups were formed of 5, 8,
7, and 4 members each. As was the case with the "possible"
loci, an even representation from each of the four sub-juries
was not obtained by the McQuitty Hierarchial Classification
System. The sub-group with 8 members was composed of repre-
sentatives from each of the four sub—juries. The two sub—
groups of 5 and 7 members each had representation from three
of the jury sub—groups, while the group with 4 members was
represented by one agricultural researcher, and by three
business education researchers.

The results of the McQuitty Hierarchial Classification
System appeared to indicate that the four sub—juries were
not markedly different from each other, Since all four sub-
juries were about equally represented in each of the sub—
groups that were formed as a result of the three analyses.
However, more agreement was evident among the represponses
of the sub—groups for the competencies that were needed for

the performance of essential sales activities, than for the

81

responses for the "possible" and ”appropriate” loci at which
the competencies could be taught.
Competencies Emerging or Becoming
Increasingly Important

This open—end phase of the study elicited 51 re-
sponses for 23 competencies which were considered to be
emerging or becoming increasingly important. No attempt was
made to differentiate between the "emerging" and "becoming
increasingly important" categories. Neither were the
competencies rated as to their importance for the performance
of nine essential activities by personnel in the feed
industry.

Table 16 shows that the competency "Understands the
specific technique of product promotion" was indicated as a
competency that was emerging or becoming increasingly im—
portant by five jury members. The competencies "Understands

the credit problems of producers,’ and ”Understands the im-
portance of the allocation and management of the salesman’s
time" were each indicated as important by four jury members.
Most of the 23 competencies shown in Table XVI, as
emerging or becoming increasingly important, were included
in this study. Several competencies mentioned were of a
general nature such as: "Understands the importance of the

allocation and management of a salesman's time"; ”Ability to

use mathematical skills"; "Understands computer services and

TWENTY—THREE COMPETENCIES WHICH
BECOMING INCREASINGLY IMPORTANT FOR THE

82

TABLE XVI

PERFORMANCE OF THE SALES FUNCTION OF

THE FEED
A JURY OF TWENTY-FOUR EXPERTS

INDUSTRY AS INDICATED BY

ARE EMERGING OR

 

 

 

COMPETENCY COMPETENCY
FREQUENCY

Understands the specific techniques of product

promotion 5
Understands the credit problems of producers 4
Understands the importance of the allocation and

management of the salesman' time 4
Understands the inventory management problems of

dealers 3
Understands the techniques of salesmanship 3
Understands the specialization in agriculture 3
Ability to plan profit for producers in specific

situations 3
Understands the principles of farm management 2
Understands the analysis of farm records 2
Understands the problems of feed dealers 2
Understands the psychology of selling 2
Ability to use mathematical skills 2
Ability to communicate written and oral skills 2
Understands computer services and analyses 2
Understands the importance of individual self—

improvement while on the job 2
Understands the philosophy and image of own

company 2
Understands the economy of the area 2
Understands feeding mechanization 1
Ability to set-up sub—dealers 1
Understand the philOSOphy and image of com—

petitor's company 1
Understands business law as it affects the

dealer and salesman 1
General knowledge of animals 1
Understands the feed storage 1

Total

51

 

83

analyses"; and "Understands the importance of individual
self—improvement while on the job." The competency, "Under—
stands the importance of the allocation and management of the
salesman's time," had four responses as a competency that is
emerging and becoming increasingly important. This competency
appears to be important for the performance of the sales
function in the feed industry, and it would probably be
valuable for the performance of the sales function for any

other industry.

Summary of the Responses

 

The competencies needed for thegperformance of nine

sales activities. Twenty—one competencies were considered

 

important by 50 percent or more of the jury of experts for
the performance of each of the nine sales activities. Very
little disagreement was evidenced since there were only
fourteen responses out of 360 which were significantly
different for determining the importance of forty competen—
cies for the performance of nine sales activities. For
twelve of the fourteen responses which were significantly
different, fifty percent or more of the jury of twenty—four
experts had indicated that the competency was necessary for
the performance of the activity.

The McQuitty Hierarchial Classification System was
used to cluster the responses of the twenty—four member jury

of experts to the importance of the forty competencies for

84

the performance of the nine essential sales activities to de—
termine the extent to which the members within the sub-juries
would cluster based on agreement of their responses. Three
sub—groups were formed with approximately equal represen—
tation from each of the dealer, sales training director,
agricultural education educator, and business education edu—
cator sub—juries. There appeared to be very high agreement
between the four sub—juries concerning the competencies

needed for the performance of nine essential sales activities.

The loci at which the competencies could be taught.
When the competencies were grouped according to the number of
loci at which the competencies could be taught some unique
characteristics became evident. It was found that the jury
members considered eighteen competencies could be taught at
either eleven or twelve "possible” and ”apprOpriate" loci.
The eighteen competencies were considered "possible" at each
of the six loci, and "apprOpriate" at either five or six of
the loci. Of the eighteen competenCies, six were not con-
sidered "appropriate" at the "high school" locus, and seven
were not considered "appropriate" at the "on-the—job" locus.

The eighteen competencies were considered to be of
more than average importance since they had competency fre—
quency ratings from 141 to 185. The competencies appeared
to be of a "general" nature, and not specifically related to

any particular feed company. There appeared to be good

85

agreement among the jury of twenty—four experts as to where
these eighteen competencies could be taught.

Seven competencies were in the next group which fifty
percent or more of the jury members considered could be
taught at nine or ten "possible" and "appropriate" loci.
These Competencies were of lesser importance than the first
group having a competency frequency range from 178 down to
118. The competencies in this group were of a "general"
nature, and not specifically related to any particular feed
company. These competencies appeared to indicate that they
were quite complex so that education beyond the "high school"
and "on—the-job" loci would be needed. It appeared that
there was comparatively good agreement among the jury of
twenty—four experts as to the loci where these competencies
could be taught. There were eight out of 86 chi—square
scores which were significant for the seven competencies in
this group, as compared to 41 out of 480 for the 40 competen—
cies in the study.

The jury members indicated that eight competencies
could be taught at six, seven, or eight ”possible" and "ap—
propriate" loci. This group of competencies appeared to have
a wide range of importance for the performance of the nine
sales activities. The competency frequencies ranged down—
ward from 185 to 109. The five most important competencies
appeared to be company related and were considered "appropri—

ate" at only the "dealer” and ”on-the—job" loci. The three

86

competencies of lesser importance were L"general” competencies
with competency frequencies from 123 to 107. These three
competencies were "possible" at all loci. The competency
"Knowledge of methods used in collecting bills” had six of
the twelve chi-square responses which were significant for
this group of competencies. However, there was very little
disagreement between the juries for this group.

The last group of seven competencies were ”possible"
and "apprOpriate” at three or four loci. Competency fre—
quencies ranging from 201 to 89 indicated a wide range of im—
portance for the performance of nine sales activities. How—
ever, it should be realized that the competency with a
frequency of 89 was necessary for the performance of only
two activities, and that the competency with a frequency of
122 was necessary for the performance of five activities.

The remaining five competencies were considered essential by
more of the jury members. All of these competencies seemed
to refer to policies or practices closely related to the par—
ticular feed company involved in the performance of the
competency rather than to the industry in general. The jury
of twenty—four experts indicated that only the ”dealer" and
the ”on—the-job” loci were the “pOSSible" and ”appropriate”
loci at which the seven competencies could be taught. There
were five out of 84 chi—square responses which were signifi—
cant for these seven competencies indicating that there was

little disagreement among the members of the jury of experts.

87

In analyzing the McQuitty Hierarchial Classification
System for the "possible" and "appropriate" loci determin-
ations, it was found that three sub—groups were formed for the
"possible" loci, and four sub-groups for the "appropriate"
loci. In neither case was there a consistent representation
from each of the jury sub-groups.

The "possible" loci sub—groups had 8, l2, and 4 mem—
bers in each of the three groups. Representation by sub—
jury on each sub—group was as follows: dealers, l, 3, 2;
sales training directors, 1, 4, l; agricultural education re—
searchers, 2, 4, O; and business education researchers, 4, 1,
l.

The "appropriate" locu sub-groups had 5, 6, 7, and 4
members in each of the four sub—groups. The representation
by sub—jury on each sub—group was as follows: dealers, 2, 2,
2, 0; sales training directors, 1, 2, 3, O; agricultural edu—
cation researchers, 2, 3, O, l; and business education re-
searchers, O, l, 2, 3.

The Mcquitty Hierarchial Classification System was
used to classify the responses to the loci for all of the
competencies, and there appeared to be general agreement con—

cerning the loci at which the competencies could be taught.

New and emerging competencies. When the jury members
were asked if any additional competencies were emerging or

becoming increasingly important, twenty—three competencies

88

were elicited. Among those most often mentioned were the
following: "Understands the specific techniques of product
promotion"; "Understands the credit problems of producers”;
and "Understands the importance of the allocation and manage—
ment of the salesman's time."

Although most of the competencies mentioned had been
included in the study, it should be noted that four members
of the jury of experts indicated that the competency "Under—
stands the importance of the allocation and management of the
salesman's time," was important for the performance of the

sales function in the feed industry.

Summary of the Process Used in the Study

 

The purpose of this study was to demonstrate a
process which included four factors: an "industry function”
approach, the identification of all vocational competencies
and loci, a ”regional survey,” and an industry and education
jury.

There appeared to be very little disagreement be—
tween the four sub—juries in rating the forty competencies
for the performance of each of the nine sales activities.
There were 14 out of 360 chi-square scores which were sig—
nificant for the responses of the jury members to the im—
portance of the forty competencies. The agreement between

the industry sub—juries was very high, and on only four of

89

the fourteen significant chi—square scores for the essenti-
ality of the competencies did the responses of the two sub-
juries differ by more than 8.5%.

For three of the fourteen significant chi—square
scores the industry sub-juries recorded lower response fre-
quencies for the competencies considered essential for the
performance of the nine sales activities than did the edu—
cator sub—juries.*

Each of the McQuitty Hierarchial Classification
System sub-groups had about equal representation from each
of the sub-juries. The nearly equal representation by the
sub—jury members on the sub-groups which were formed by the
McQuitty Hierarchial Classification System indicated agree-
ment between the responses of the feed dealers and the sales
training directors for the importance of forty competencies
for the performance of nine sales activities by personnel in
the feed industry, and the loci at which the competencies
could be taught.

There were 41 out of 480 chi-square scores which
were significant for the loci at which the jury members con-
sidered the competencies could be taught which indicated
very little disagreement between the sub—juries. One

competency, which was rated essential by less than 50

 

*Although the chi—square analysis indicated much
agreement, subjectively, some of the educators indicated
that they did not feel comfortable when making some of the
competency determinations for their importance in performing
the nine essential feed sales activities, and the loci at
which the competencies could be taught.

9O

’ percent of the jury members, had six chi—square scores which
were significant. The "high school” locus had 16 of the 41
chi—square scores which were significant. The McQuitty Hier-
archial Classification System classified the "possible" re—
sponses into three sub-groups of 8, l2, and 4, members each
with representation from each of the four sub—juries in the
sub—groups of 8 and 12 members. The "appropriate" responses
were clustered into four sub—groups of 5, 9, 7, and 4
members each. The "apprOpriate“ sub-jury representation was
not as evenly distributed as for the ”possible” analysis.

For all twenty—one chi—square scores which were sig-
nificant when 45.8% or more of the jury members had indicated
that the loci was ”possible” or “apprOpriate,” the educator
sub-juries had higher response frequencies. Most of these
responses which were significantly different were at the

"high school” or "post high school” loci.

46.

47.

48.

91
Footnotes

Louis McQuitty, "Capabilities and Improvements of Link-
age Analysis as a Clustering Method," Educational and
Psychological Measurement, 29:3 (Fall, 1964), pp. 441-
456.

Louis McQuitty, "Elementary Factor Analysis," Michigan
State University, June, 1961. (Mimeographed.)

Louis McQuitty, "Single and Multiple Hierarchial
Classification by Reciprocal Pairs and Rank Order
Types,” Michigan State University. (Mimeographed.)
n.d.

 

CHAPTER V

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This was a study to demonstrate a process for de-
termining the vocational competencies essential for the per—
formance of nine feed sales activities and the loci at which

the competencies could be taught.

Method and Procedure

Procedure. An interview instrument was develOped
with the assistance of feed industry and university personnel
who were experienced in the sales function of the feed
industry. The instrument contained forty competencies which
appeared to be essential for the performance of nine feed
sales activities. In previous research conducted by Clark
of Michigan State University, feed industry personnel rated
these nine activities as being essential for the performance
of the sales function of the feed industry.

Personal interviews were conducted with a twenty—
four member jury of experts who indicated whether or not
each of forty competencies were essential for the performance
of the nine activities of the sales function of the feed

industry. For the competencies rated essential the jury

92

93

members indicated at which loci they believed each category
could be taught.

The competencies rated as essential by fifty percent
or more of the twenty—four jury members were listed in
percentages.

The total frequencyof the competencies having been
rated as essential for the performance of one or more of the
nine activities was used to determine "competency frequency."

The loci rated as "possible" and "apprOpriate" by
fifty percent or more of the jury of twenty—four members were
listed in percentages. Competencies were listed by the
number of loci at which the jury members believed the
competencies could be taught.

The chi—square analysis of data was used for de—
termining the statistical significance of the responses of
the jury for the competencies which were considered essential
for the performance of each of the nine activities, and for
determining the significance of the responses for the loci
at which the jury members believed the competencies could be
taught.

The McQuitty Hierarchial Classification System was
used to cluster the responses of the jury members to the es-
sentiality of forty competencies for the performance of nine
sales activities by personnel in the feed industry. Also,
this system was used to cluster the responses to the "possi-
ble" and "appropriate" loci at which the competencies could

be taught.

94
Summary of Findings of the Study

Twenty-one competencies were identified as essential
for the performance of each of nine activities of

the sales function in the feed industry.

All forty competencies were considered by the jury
members to be essential for the performance of more
than one activity.

All forty competencies were considered "possible" or
"appropriate" for teaching at more than one locus.
The "dealer or company” locus appeared to be the

most commonly selected locus at which the jury
members considered many competencies could be taught.
Some of the competencies appeared to be "general,"
and other competencies appeared to be "specific" to

a particular feed company. The U“general“ competencies
rated as essential could be taught at any of the
"possible" and ”appropriate” loci in the opinion of
the jury members. The competencies were rated as
"possible” and ”appropriate” at the ”dealer” and "on-
the—job" loci.

Chi-square scores were significant for 14 out of 360
possible responses of the jury members for determin—
ing the importance of forty competencies for the per—
formance of nine feed sales activities, indicating
very little disagreement between the four sub—juries.
Chi—square scores were significant for 41 out of 480

possible responses of the jury members for determining

10.

ll.

12.

95

the loci at which the competencies could be taught
indicating little disagreement between the four
sub-juries.

There was less disagreement among the jury sub-groups
for the "apprOpriate" loci selections than for the
"possible" loci selections.

The responses of the jury members to the "high school"
and "post high school" loci had the greatest number

of significant chi—square scores indicating a greater
difference of opinion by sub—juries for these two loci.
The McQuitty Hierarchial Classification System grouped
the responses regarding the essentiality of forty
competencies for the performance of nine sales activi—
ties into three sub—groups with nearly equal represen—
tation from each of the sub—juries indicating a very
high level of agreement among the twenty-four member
jury of experts.

The McQuitty Hierarchial Classification System grouped
the responses to the ”possible” loci into three sub-
groups, without equal representation from each of the
sub—juries indicating a low level of agreement be-
tween the four sub-juries.

The McQuitty Hierarchial Classification System grouped
the responses to the ”apprOpriate" loci into four sub-
groups, three of which contained nearly equal represen-
tation from each of the sub—juries indicating a medium

level of agreement between the four sub—juries.

 

96

Conclusions

 

The hypothesis was accepted. There is general agree—
ment between the four sub-juries for determining the im-
portance of forty competencies for the performance of nine
essential sales activities in the feed industry, and the loci

at which the competencies could be taught.

Recommendations

It appears that the application of the process in—
volving the four factors used in this study could be studied
for determining the vocational competencies and loci of
instruction for other functions in the feed industry and for
the functions in other industries.

The competencies identified as essential for the per—
formance of sales activities could be considered by those re—
sponsible for development of curricula and courses of study
for persons in or preparing to enter positions which require
the performance of sales activities.

The loci identified as "possible" and ”apprOpriate”
could be given consideration by those responsible for de—
velopment of curricula and courses of study for persons in
or preparing to enter positions which require the performance

of sales activities.

B IBL IOGRAPHY
A . BOOKS

Bloom, Benjamin S., Engelhart, Max D., Furst, Edward J.,
Hill, Walker H., and“Krathwohl,UDavidfiRygiTaxonomy of
Educational ObjeCtives. ‘New York: David McKay
Company, Inc., 1965.

 

Barbash, Jack. Universities and Unions in WOrkers Edu—
cation. New York: Harper and Rowe Co., 1955.

Bruner, Jerome. The Process of Education. Cambridge:
Harvard University Press, 1962.

 

Byram, Harold. Guidance in Agricultural Education.
Danville, 111.: Interstate Publishers, 1959.

Byram, Harold and Wenrich, Ralph. Vocational Education and
Practical Arts in Community School. New York:
MacMillan Co., 1956.

Clark, Harold and Sloan, Harold. Classrooms in the Factories.
Fairleight Dickinson University, New York: Uni—
versity Press, 1958.

 

Dixon, Wilfred J. and.MaSSey, Frank J._ Introdhctibn to Sta-
tistical Analysis. New York: McGraw-Hill Book
Company, Inc., 1957.

 

 

Edwards, Allen L. Statistical Methods for the Behavioral
Sciences. New York: Holt, Rinehart and Winston,
1963.

 

 

Fromn_ William and Miller, Delbert. Industry, Labor and
Community. New York: Harper and Rowe, 1960.

 

Hays, William L. Statistics for Psychologists. New York:
Holt, Rinehart and Winston, 1963.

Hill, Frank. Training for the Job. New York: American
Association for Adult Education, 1940.

97

98

Kahn, Robert L..and Cannell, Charles F. The Dynamics of Inter-

viewing, Theory, Technique and Cases. New York:
John Wiley and Sons, Inc., 1957.

Kursh, Harry. Apprenticeships in America. New York: W. W.
Morton Co., 1958.

Prosser, Charles and Quigley, Thomas. Vocational Education.
Chicago: American Technical Society, 1949.

 

Shartle, Carrol. -Occupational Information, Its Development
and Application. Englewood Cliffs, New Jersey:
Prentice-Hall, Inc., 1959.

 

 

Smith, Edward, Krause, Stanley and Atkinson, Mark. The Edu—
cator's Dictionary. New York: McGraw Hill Book Co.,
1956. 2nd. ed.

 

Smith, E. and Lipsett, Seymour. The Technical Institute.
New York: McGraw Hill Co., 1956.

 

Super, Donald. Psychology of Careers. New York: Harper
and Rowe, 1957.

 

Super, Donald and Crites, John. Appraising Vocational Fit—
ness. New York: Harper and Rowe, 1962. rev. ed°

Turabian,-Kate L. A Manual for Writers of Term Papers,
Theses and Dissertations. Chicago: The University
of Chicago Press, 1955.

 

 

Winston Dictionary, College Edition. New York: Winston Co.,

1955.
B . PUBLICATIONS
Barlow, Melvin. ”A Platform for Vocational Education in the
Future," Vocational Education. The Sixty-Fourth

 

Yearbook of the National Society for the Study of
Education. Chicago: The University of Chicago
Press, 1965, pp. 280-291.

Brandon, George. Twin Cities Technicians. Michigan State
University, 1958.

 

Brandon, George and Evans, Rupert. ”Research in Vocational
Education," Vocational Education. The Sixty-Fourth
Yearbook of the National Society for the Study of
Education. Chicago: The University of Chicago
Press, 1965, pp. 64—87.

99

Definitions of Terms in Vocational and Practical Arts Edu-
cation, American Vocational Association. washington,
D.C., 1954.

Education for a Changing WOrld of WOrk, Summary Report of
the Panel of Consultants on Vocational Education
Requested by the President of the‘United States.
Washington, D.C.: U.S. Office of Education, 1962.

.Fawcett, Claude. "Responsibilities of Nonpublic Agencies for
Conducting Vocational Education," Vocational Education.
The Sixty-Fourth Yearbbok of the National Society
for the Study of Education. .Chicago: The University
of Chicago Press, 1965, pp. 244—262.

 

Feed Situation, Economic Research Service, United States De—
partment of Agriculture, Washington, D.C., Division
of Administrative Services. 1964.

Griffin, warren. ~The Nature ofmAgricultural Occupations,
Other Than Farming, in Saline County, Missouri." Uni-
versity of Missouri, November 16, 1964.

 

Haskew, Laurence and Tumlin, Inez. "Vocational Education in
the Curriculums of the Common School," Vocational
Education. The Sixty—Fourth Yearbook of the National
Society for the Study of Education. Chicago: The
University of Chicago Press. 1965, pp. 64-87.

Livestock and Meat Situation. Economic Research Service,
United States Department of Agriculture, Washington,
D.C.: Division of Administrative SerVices, 1964.

Mobely, Mayor and Barlow, Melvin. "Impact of Federal Legis—
lation and Policies Upon Vocational Education," 29—
cational Education. The Sixty—Fourth Yearbook of
the National Society for the Study of Education.
Ohicagoi“ The University-of Chicago Press, 1965, pp.
186—202.

 

Non-Degree or Less Than B.S. Degree Programs--Offered by
Agricultural Colleges or their Equivalent in Land-
Grant Colleges and Universities. A report prepared
by the Committee on Short Courses, Resident In-
struction Section, Association of State Universities
and Land—Grant Colleges. 1963.

Report of-the Forty—Second Annual Conference on Agricultural
Education for the Central Region, Chicago, Washington,
D.C.: United States Office of Health, Education and
Welfare, 1963.

 

100

Sand, Ole. Schools for the Sixties. National Education As—
sociation, n.d.

Some Training and Services Needed in Agriculture. Agri-
culture Research Service, Washington, D.C.: United
States Department of Agriculture, 1964.

.Swanson, J. Chester and Kramer, John. "Vocational Education
Beyond High School," Vocational Education. The Sixty-
Fourth Yearbook for the National Society for the

Study of Education. Chicago: The University of
Chicago Press, 1965. pp. 168-185.

The Journal of the American Association of Teacher Educators
in Agriculture, American Association of Teacher Edu-
cators in Agriculture, Tuscon: Department of Agri—
culturaleducation, 4:1, 1964.

Vocational Education in Michigan.' The Final Report of the
Michigan Vocational Evaluation Project. Michigan
State University, College of Education, East Lansing,
Michigan, September, 1963.

Walsh, John and Selden, William. "Vocational Education in
the Secondary School," Vocational Education. The
Sixty—Fourth Yearbook for the National Society for the
Study of Education. -Chicago: ‘The University of
Chicago Press, 1965. pp. 88-139.

C. PERIODICALS

A Conceptional Approach to the Study of American Industry,
The American Vocational Journal, 40:3, March, 1965,

 

 

 

 

pp. 15-17.
Berg, Gordon. "Its Time to Change the FFA," Agricultural
Education Magazine, 37:4, October, 1964, pp. 92—93.
Caldwell, Lynton. "Measuring and Evaluating Personneerrain—
ing," Public Personnel Review, 25:2, April, 1964,
pp. 97-102. .
Clark, Raymond and Householder, William. "Important Areas

of NOn—Farm Agricultural Occupations," The Agri-
cultural Education Magazine, 37:6, January, 1965,
pp. 169-170.

101

Cushman, Harold, Christensen, Virgil and Bice, Gary. "Off-
Farm Agricultural Occupation in New York State," Thg
Agricultural Education Magazine, 38:8, February,
1966, pp. 184—185, and 189.

Engelking, Har01d. "The Birth of a Program," The Agricultural
Education Magazine, 38:9, March, 1966, pp. 198-199.

 

Evans, Rupert. "Industry and the Content of Industrial Edu-
cation," School Shop, April, 1962, pp. 29-32 and 100.

Exton, Elaine. "The New Vocational Education Law," In—

dustrial Arts and Vocational Education, 53:4, April,
1964, pp. 2224.

Fortune Magazine, Time, Inc., Vol. 52-68, 1955-1963.

Hamilton, William and Bundy, Clarence. "Agricultural Competen—
cies in Retail Feed Businesses," The Agricultural
Education Magazine, 37:6, January, 1965, pp. 175-176
and 179.

 

Hoover, Norman and Weyent, Thomas. "An Agri—Business Pilot
Project," The Agricultural Education Magazine, 38:3,
September, 1965, pp. 55, 68.

Jacoby, Robert and Novak, Benjamin. "The Survey: .A Major
Tool in Vocational Planning," School Shgp, December,
1961, pp. 9-10.

 

McQuitty, Louis. "Capabilities and Improvements of Linkage
Analysis as a Clustering Method,” Educational and
Psychological Measurement, 24:3, Fall, 1964, pp. 441-
456.

 

New Vitality in Agricultural Education, 15 page reprint,
American Vocational Journal, March, 1962.

 

"Off-Farm Programs: Search for Solid Base," American Vo—
cational Journal, 41:2, February, 1966, pp. 34—37.

Stadt, Ronald. "Criteria for Programming in Vocational Edu—
cation," School Shop, May, 1963, pp. 19, 20, 22, 54.

 

 

Sparrow, Richard. "Exploring Farm Related Occupations,"
Agricultural Education Magazine, 36:10, April, 1964,
pp. 228-229.

Russell, John and others. ‘Staff Study. Vocational Education,
United States Government Printing Office, Number 8,
1938.

 

 

102

Woodring, Paul. "Education.Around the WOrld, Vocational Edu-
cation in the High School?" Saturday Review, August,
1964.

D . UNPUBLISHED MATERIAL

Byram, Harold. .A Suggestive Frame of Reference for Evalu-
ation of a Program of V0cational Education in Public
Schools, Michigan State University. (Mimeographed.)

Clark, Raymond. Vocational Competencies Needed by WOrkers
of NOn-Farm Agricultural Occupations. Michigan
State University, June, 1961. (Mimeographed.)

Clark, Raymond. Need for Training for Non-Farm Agricultural
Business. Michigan State University, December, 1959.
(Mimeographed.)

Gardner, Harrison. "Determining Competencies for Initial
Employment in Dairy Farm Equipment Business." Un-
published Doctoral Dissertation, Michigan State Uni—
versity, 1964.

Kennedy, Henry. "A Clarification of Relationships Between
Farming and Certain Other Agricultural Occupations
with Implications for Guidance and Counseling Curricu—
lum DevelOpments." 'Unpublished Doctoral Dissertation,
Michigan State University, 1959.

McQuitty, Louis. "Elementary Factor Analysis," Michigan
State University, June, 1961. (MimeOgraphed.)

McQuitty, Louis. "Single and Multiple Hierarchial Classifi—
cation by Reciprocal Pairs and Rank Order Types,"
Michigan State University. (Mimeographed.) n.d.

Meaders, O..Donald. .A Survey of Occupations in Agricultural
Businesses and Services of Six Northern Michigan
Counties, Michigan State University, 1965.

Nevel, Paul F. and Malcomnson, John L. A Survey of NOn-Farm
Agricultural Occupations in Monroe County, Michigan,
Michigan State University, 1965. (Mimeographed.)

Sutherland, S. and Thompson, 0. Training Required by WOrkers
in Agricultural Business and Industry, University of
California, 1957.

103

E. OTHERS

Agricultural Occupations, United States Office of Education,
United States Government Printing Office, November,
1962.

Analysis of the Vocational Education Act of 1963, (Part A of
Public Law 86-210) (Mimeographed) n.d.

Annual Descriptive Report of the Michigan State Board of
Control for Vocational Education, Division of Vo-
cational Education, Department of Public Instruction,
1963.

Conant, James B. Report at American Vocational Convention.
Chicago, 1959.

Directory of Committees, American Feed Manufacturers Associ—
ation, Chicago, 1964.

Dun and Bradstreet. Reference Book, No. 2, Dun and Brad-
street, Inc., July, 1956.

Feed and Fertilizer Marketing Technology Program. Muscatine
Community College, Muscatine, n.d.

Feed Manufacturing Industry, American Feed Manufacturers
Association. Chicago, n.d.

Manpower Development and Training Act of 1962 (Public Law
87-415) 87th Congress, United States Government
Printing Office, September, 1963.

Michigan State Plan for Vocational Education, Bulletin 201,
Michigan State Board of Control for Vocational Edu—
cation, Department of Public Instruction, July, 1963.

Moody's Industrials, MoodyLs Investors Service, Inc., 36:2,
1964.

 

Nutritionists, American Feed Manufacturing Association,
Chicago, 1964. (Mimeogrpahed.)

Opportunity in Tomorrow's Animal Agriculture, American Feed
Manufacturers Association, Chicago. n.d.

Preparing People for the World of WOrk. The Detroit Board
of Education, Detroit, Michigan, 1962.

Procedure for Evaluation of Application for Apprenticeship,
No. P155399, Ford Motor Company, Detroit, June, 1963.

104

Readings in Vocational Education, Michigan Vocational Edu-
cation Evaluation Project, College of Education,
Michigan State University, September, 1963.

Standard and Poors, Standard and Poors Corporation, 24:2,
1964.

Unions Want Diploma Men, Omaha WOrld Herald, July 26, 1964.

Wausau Technical Institute, General Catalog, Wausau: Wausau
Technical Institute, 1965.

"Welcome to Purnia," Ralston Purina Company, E 5376B, 1963.

APPENDICES

APPENDIX A

INSTRUCTIONS

This study concerns the SALES FUNCTION of the feed industry. The information from this study

will serve as a basis for developing training programs for personnel who perform the sales function

of the feed industry.

You are asked to help by doing two things: first, to indicate whether or not

the competencies which are listed are necessary for the performance of the various feed sales
activities, and second, to indicate where the competencies could be taught.

Here is a list of nine ACTIVITIES which have been identified as essential by feed industry

personnel for the performance of the sales function:

\DQQO‘UI-thH

Assists farmers in planning feeding programs and trouble shoots his feeding problems

Assists local dealers in promoting use of specific feeds by local producers

Sells direct to producer

Assists producer to see through his own problems by reviewing with him his own situation
Follows upon results obtained by customers and reports those to management

Sells directly to customer across the counter in an informative manner without misrepresentation
Solicits local dealers to sell company's products

Recognizes abnormal and detremental practices and animal health conditions

Assists local dealers in promotional campaigns and feed and grain clinics for livestock feeders

new read the S—l sample and check the apprOpriate columns:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

A.TIVITIES
U)
u «2.3
COMPETENCIES o o+J
u u > m N's
o o m m o o o m o H u m vim m m
m 0 p H u u U v.9 o -H H C E u H
m s m o m o m s nra WJJ o o cw m o
-H© HH r4o Hb 0: HC 'HH 00 HH
3?. 3:: 7.: :9. :3 2:3 '3: :5 a:
' ‘gc1 .411; m n g u mgn sun__ __
1 2 3 4 5 6 7 8 9
S-1. Ability to identify poison
plants and the symptoms of illness
that they cause when consumed by
livestock

 

 

Six loci, or locations at which each competency could be taught, have been listed:

less duration

4 Year College - the conventional 4 year college
Adult or Evening - a non-credit program available to the public through the public schools or

cooperative extension services

High school — the conventional high school with grades 9 - 12
Post High School — a formal terminal educational program beyond the high school of two years or

new read the S—l sample and check the loci determinations as follows:’
a. possible - the location(s) where the competency could be taught
b. appropriate — more selective loqai

 

Dealer or Company - non-credit program offered by the feed dealer or the feed company
0n the job — during employment on the job

:ion(s) where the competency could be taught

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

LOCI
High Post 4 Yea Adult Dealer On
COMPETENCIES School High Coll. or or the
School Eve. Com. job
S—l, Ability to identify poison plants and (a) (b) (c) (d) (e) (f)
the symptoms of illness that they cause Pos.
when consumed by livestock App.
ow follow the same rocedure in checking S-2 sample:
I 4AgT VITIES LOCI
I— m ,Q
COMPETENCIES _ ” mg g .0
u u g o 3:: -3 o cw m m
. H are c‘ C u o
8:2 weirmsgi. . . .. . .. . 5 fl
Cm momsuHmuoom no no we HH g C HH4Q
bH po‘ SHGI-h-IOO-v-Io-i cu: U24: >1v-l .Ho MOE
a: Hammer”: :8. a: .8 2%: a 8 8
m§_mqmggumo bgfigfi
1 2 3 4 5 6 7 8 9 (a) (b) (c) (d) (e) (f)
S~2 Understands special
terms of sales‘ Pos.
App-

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

106

 

107

 

 

moox ou muuooou

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

on Canoe :ofiuosuumcw now£3 um “00H oumwumoummm 0cm
wanfimmom mo nonfiono usom HOW A
whoa no mco Euomuom 0» new we mw hocwummsoo onu uH
.unmsmu on canoe accoummeoo on» 20H£3 um msooa ose

v m monam .moflufi>wuom

 

m mumHm

.mufl>wuom wnu EMONumm ou cocoon
we accouomfioo ecu mumsB casaou comm ca A v

.huumsccw cwmw mnu cw HoocOmumm mm Mm

an poeuomuwm meuH>Huom ucmquQEH umos mews 0:9

 

.mmm oocmsuomuom Axuuasomv xooum
don -33 23 ocfififiau 3 3334 .m
.mm4
Amcufinv mHMEwcm may «0
dos memum m5 9:533 3 3332 .m
Q
.mm< Amouflnv mamsdcm
osuwommm mafiuuoaom cw uocflm
.mom 1:00 on muouomM on» accmumuoucb .h
.mmc
xuficseeoo us» ca 00m: mmowuomum
.mom amusuaooflumm on» NO wmumazocx .m
.mm¢
muHcsEEoo ms» cfl new: memumoum
.mom can mmofipomum mafiowow mocmumuowcb .m
.mmd
moms muuasomv xoouwo>wa Uwaoomm
.mom How mcofiumu oCHEuouoU ou muwdflnd .v
.ouw
.mm¢ .mcaumaaom .uCflocflum q.w.w .mpwmw
A>uuasomv xoouwo>fia mafiummoum mo
.mom mconuwe macaum> on» mpcmumuwocb .m
.mm< mucoEonmsm
0cm ammwmsmsou .wCflmum Sham
.mom wo cofluflmomeoo mnu mvcmumumccsa.~
.mm¢ Amvuflnv mamewcm sham
.m mo mmwooum 0>Humwmfiu new m:
on noxme HMUHmhcm ecu mo wmvwdsocx .H
.WII
CV A3 :3 3V :5 E m m a o m e m m a
.d v
Pv @H PS 38 18 dv PS 09. 1s
0 «u M .3 V 3.7 oufi cSH a S a a o o a e a J s t.a a s o s
u o A one o o o t e s u o e I n T. s.d o s 1 I e 3 art
C. mop. aJn I'A v.5 U‘S It. 00 It. UT. no PI. 9T II. US
03 dJI u I I: 03 0% as MS as 3s I: ns 35 as 31
qw e a I a m. mg w am am. mu. no mm mm a an ms
.m 1 m a r. I z s A 1 33253200
6 “+3 9
u 1.8 I
a
S
HUOQ mmHBH>HBU¢
.ooumumo

.huuwsocw 0009
ecu as cowuocsw mmamm mg» Euomuom
ob Hmcc0muom ha voodoo mafiocmuwmeou

 

Bmwbdfi mm QQDOU Nmmfi EUHEB B< mDUOA MEB 924 MWHUZMBMQZOU mqum Qmmm

 

108

 

 

adoxaa .«

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

.mmd
van» venoum mo assoea oucsaxoum
.nom .mn can ocuauouoo 0» auaaann .ou
.nnd uuusvoum uwosu
can Asuaaaomc xoouao>aa sou
.mom uaoccdnu mcwuoxume mo empoaaocx .m
.mm¢
apnoea coaum new
.mom uoouum xoouuo>aa uo omvoasocx .mg
.mm< noousonou
cwwum new «ousuaum .uommnmsou i
.mom m.uoauuu ouds~m>o ou auwaund .mm
.mm<
Qfiwuo
£8 393 now 38:5 new 3 5334 .3
.mm1 mouwmuuam
one human gaugon: £093 .5.
.uom no>fla mo Houusoo on» nvcmunuovca wmw
.mmd
condoned Ahuudsomv xuoum
.nom no>HH coeaoo suauaoea as massage .ea
.QQ¢ sowumuomo AxuuHsomv
xuouno>wa 0:» cw cowuuu
.uOm nwcmm mo oOMHm on» uncuunumuco JwH
.mm4 same we even
ecu can nuzoum com: acofimwsvo ‘
.mom we oucosausw on» mvcnumuovcb .NH
.de swam mo
oumu can au3oum any com: mcwmson i
.mom wo oocosducw Gnu mvcduououna AHA
.m94
.u swam mo oumu on» so mufiuouos
9m mo mucosawcw on» measumuoecb .oa

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

any on Avv ADV ADV Amy m m h o m w m N A
one d 0.3 D. d
m m M Mow mt 3% mm WW WW ”w 09 a” IN re 9” 1W
.9 woe .uln TX We QB 28 u “T nT SM 08 1T 28 OS
0.4 le. u T. T1 0.4 cu. It. 0 T. UT. 0 pt. 9.1 It. p...
0.0. 9 T. 3. a. O O 88 m 90 .48 .ll “8 38 98 “8
e w .i u .b T.H .L J 3 u sir: e 3.4 o 3 3. 1 3 o 1
.A 5 9 t. s 8 W2! 8 3 1 o s s a s 8.: a s
5 2 8 A 1 I
U. 3.9 8
TVS I
9
8
HUOQ mmH9H>HBU<

 

 

mmHUZmbmZOU

 

 

 

.mm< muoEouoso
mo mamas ucououuao nua3

 

 

 

 

 

 

 

 

 

 

 

 

 

 

109

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

.mom omou can mmammmHo on sudden: .am
.QQ< ocooc ufionu mvsuo
.nom new ouofiouoso uooum ou huwawnt .om
.mmfl muflachmuom mcfiomoam
m can muwmuu moaom HocOmHom
.mom mo oocmuuomEH osu mucoumuousb .mm
.QQG
nuomuucoo moHMm new oouwo>
.mom -ca sawmeoo ago Adam on suaaanm .o~
.mm<
oHOUHuomEoo mo
.mom A muosooum boom osu no omfioa3ocx .bm
.mmc
Rheumaoov moocwmsn own an
.mom UHOm muosuoum Hozuo mucououoosb 2mm
.mm<
nauseoum noon m.>somsoo
.mom was mocmumuoccs hazmsouoss gmN.
.mmd
“hammeoov mmocwmdn
.mom was no moauwaom osu mucoumuopcb .gm
.QQC
maaan mcwuomadoo an
.mom poms moosuofi onu mo omooazocx .mm
.qu
uoEoumsu on» no auflafinu ucoE
.wom -mmmmu msu measumume op suaaan< .mm
.mm4 cocoon
uwoouo mo undosw on» uoEoumso
.mom or» rufl3 measumuoe on suaaanm .Hm
luv loo Awe luv and Amy a m a o m _ v m m H
P
o a w 3 V 3.7 3% SH 9%. Wm.“ WM. wfl "MW .mw Was WW MW.
u o A Gay 0 o as. 9.8 u a e.l n.L s.m o s I T E.s o s
C moe ezn TX We QB IT oo 7:! at n P? eT I? Pt
03 div; u I T1 03 OH as gb ea 38 I: as as as us
Q"! E. e t. .4 e; o o 1.4 u Tit. a «+3 0 3 3 7‘1. o 1
a u 1 .w % Tim T. .ss WW” esm .im 3.; .us ass .es
K 5 as a z m mmHUstmmzoo
q m.s 1
S

 

 

 

 

 

 

 

 

 

 

HUOA mmHBH>HBU¢

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

llO

 

 

 

 

.mm< moaom coon
mcflmoouucfi new mosvficsoou
.mom Hmcofluoeonm on» mucouoHoVCD .ov
.mm¢
auflCSEEou on» GM muoaooo boom
.mom mo mEoHnoum osu mucoumuopcb .mm
.mm< muoamoo
Uoom o>wuoommoua mcwmfimummm
.wom Mom mfluouflno onu mucoumquCD .wm
.mm4 mmsoum
ou GOHuMEHowsfl cowufluus:
.mom cam mafipoow mmoumxo on huwawnm .nm
.mmm mamwuu mcfipoow Ahuuasomv
xooumo>fla mo mmcwvcww
.wom souoomou one monoumuoocb .om
ucoEommcmE on
.mm¢ Eonu >o>coo new muofioumsu was
wo muaswou mascoom on» uoum
.mom IuoHCH com me ouwu3 ou muwaflnm .mm
.mmm
monsooooum huo>wHoU woo
.m0m :ofiumuuommcwuu mo omooa3ocx .wm
.mm<
mcowumuomo
.mom 3? some mo 033.85. .mm
.mmm
oaow osu omoHo ou new mcHHHom
.mom o>Humomm5m om: ou huflaflnd .Nm

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

.3 A3 .3 .5 EV m n m e m
o 3 V D? S SH PH 8 P as 1 d PS P d
u A on? o o W o T e s n.a e M o a e W 1 W 1.9 e W I W
T. asin .LK u.s "aw. 9:. u o e I n I 5.0 0.: 1.L e s 0.:
01 u .L I1 01 o It. 00 I? UT no PT. 31 IT PT
Q“ I 1 a. o o as MS ea 15 I: ns as as us
a u 5 T.H T. I 1 u I I. e 1.1 o 1 1 1 1 o 1
5 a I. S S e T. S 1 1 O S S 8 s S S e S
6 TLZ s A 1 I
q .46 a s
I.s 1
e
3
H004 mmHBH>HBo<

 

mmHUszQQZOU

 

 

APPENDIX B

List of Jury Members

Feed Industry —— Feed Dealers (Direct Sales to Farmers)
Joseph Metsker, Central Soya, South Whitely, Indiana.
wayne Hogge, The Quaker Oats Company, Renick, Iowa.
Duane Klein, Allied Mills,.Algona, Iowa.

Jack Harper, Hales and Hunter Company, NOrborne,
Missouri.

Louis Zobel, Ralston Purina Company, Columbus,
Nebraska.

Raymond Wilke, Moorman Manufacturing Company,
Nerfolk, Nebraska.

Feed Industry -- Sales Training Directors
Reid Erickson, Central Soya, Decatur, Indiana.

Norman Smith, The Quaker Oats Company, Chicago,
Illinois.

J. D.-Lawler, Allied Mills, Libertyville, Illinois.

Maurice Durfee, Hales and Hunter Company, Riverdale,
Illinois.

Clifford Garrison, Moorman Manufacturing Company,
Quincy, Illinois.

Donald Rix, Ralston Purina Company, Omaha, Nebraska.

lll

112

Agricultural Education Researchers

Dr. Robert Taylor,.Director of the VocatiOnal and
Technical Education Center, Columbus, Ohio.

NOrman Ehresman, University of Illinois, Urbana,
Illinois.

Dr. Clarence Bundy, Iowa State University, Ames,
Iowa.

Dr. Raymond Agan, Kansas State University,
Manhattan,.Kansas.

Dr. John Coster, University of Nebraska, Lincoln,
Nebraska.

Dr. Raymond Clark, Michigan State University, East
Lansing,.Michigan.

Office and Distributive Education Researchers.

Dr. Raymond Dannenburg, western Michigan University,
Kalamazoo, Michigan.

Dr. Harland Samson, University of Wisconsin,
.Madison, Wisconsin.

Dr. Fairchild Carter, University of Indiana,
Bloomington, Indiana.

Dr. Eugene wylie, University of Indiana,
Bloomington, Indiana.

Dr. Donald Jester, DePaul University, Chicago,
Illinois.

Dr. Robert Poland, Michigan State University, East
Lansing, Michigan.

113
List of Pre-Test Jury Members

Feed Industry —— Feed Dealers (Direct Sales to Farmers)

Harold McTaggart, Bad Axe Elevator, Port HOpe,
Michigan.

Frank Vedrode, Farmers Elevator, Emmett, Michigan.
Feed Industry —— Sales Training Directors

Marvin Salmon, Ralston Purina Company, Lapeer,
Michigan.

Kenneth Yerrick, Economy Feed Company, Owosso,
Michigan.

Agricultural Education Researchers

Dr. Harold Ecker, Michigan State University, East
Lansing, Michigan.

Dr. Paul Sweeny, Michigan State University, East
Lansing, Michigan.

Office and Distributive Education Researchers

Richard Schupe, Department of Public Instruction,
Lansing, Michigan.

Edward Ferguson, Business Education, Michigan State
University, East Lansing, Michigan.

APPENDIX C

TABLE XVII

IMPORTANCE OF FORTY COMPETENCIES FOR PERFORMANCE OF NINE
ESSENTIAL ACTIVITIES BY SALES PERSONNEL IN THE
FEED INDUSTRY AS RATED BY A JURY OF
TWENTY-FOUR EXPERTS

ACTIVITIES

S

Sells over
a a) abnormalties

X m counter
Solicits

Assists

3g ._. produces
Assists

“’ dealers
Sells
direct
Assists

3‘ 4" Producer
Reports

32 «11 results
3% ~I dealers
Assists

‘9 dealers

COMPETENCIES

Competency
Frequency
w

‘x
X.
‘3

Thoroughly understands his
company's feed products

understands the importance
of personal sales traits
and a pleasing
personality

Ability to greet customers
and study their needs

Understands feeding
practices and programs
used in the community

Ability to classify and
cope with different types
of customers

Ability to use suggestive
selling and to close the
sale

Understands the research
findings of livestock
(poultry) feeding trials

Ability to determine
rations for specific
livestock (poultry) uses

 

*X2 scores significant at the .05 level.

114

115

TABLE XVII--Continued

 

COMPETENCIES

Sells over
Recognizes
abnormal

3‘ 0‘ counter
Solicits

3‘ ‘4 dealers
Assists

Assists
x. #4 Producer
Assists
dealers
Sells
3‘ “’ direct
Assists
3‘ '5 producer
Reports
results
3‘ ‘9 dealers

Competency
Freauency
3% N
‘x m
at m

2. Understands the compo—
sition of farm grains,
roughages, and supplements

. Understands other pro—
ducts sold by his
business (company)

Uhderstands the various
methods of preparing live-
stock (poultry) feeds,
i.e., grinding, pelleting,
etc.

. understands the control of
livestock (poultry) pests
and parasites

. Ability to determine the
approximate amount of
profit that is likely

Understands the policies
of his business (company)

Ability to determine the
livestock (poultry)
performance records to
keep

. Ability to identify
common livestock
(poultry) diseases

Knowledge of the feed
products of competitors

 

*x2 score significant at the .05 level.

116

TABLE XVII--Continued
ACTIVITIES

COMPETENCIES

ASSists
producer
Assists
to dealers
Sells
a, direct
Assists
3‘ '5 producer
Reports
32 01 results
Sells over
at to counter
Solicits
32 ~I dealers
Recognizes
3! 00 abnormaltie
Assists
dealers

Competency
Frequency

x
32
*0

Knowledge of feed mill
operation

Ability to evaluate
farmer's roughages,
pasture, and grain
resources

Ability to determine the
repayment ability of the
customer

Knowledge of the physical
make-up and digestive
process of farm animals
(birds)

. Ability to write up and
interpret the feeding re—
sults of his customers
and convey them to
management

Understands the place of
sanitation in the live-
stock (poultry)
operation

Ability to determine with
the customer the amount
of credit needed

Understands the promotion—
al techniques for in-
creasing feed sales

Ability to express feed-
ing and nutrition infor-
mation to groups

 

*xz score significant at the .05 level.

**X2 score significant at the .01 level.

117

TABLE XVII--Continued

ACTIVITIES

COMPETENCIES

Sells
Reports
results
Sells over

32 0‘ counter
Solicits

3Q " dealers
Recognizes
abnormaltie
Assists

3‘ ‘9 dealers

)2 0" direct
Assists

Assists
3% H produce r

Assists
32 N dea lers
a! a producer

Competency
Frequency
m

x.
‘x m

Understands the factors to
consider in selecting spe-
cific animals (birds)

Knowledge of livestock
prices and price trends

Knowledge of transpor-
tation and delivery
procedures

Understands the in-
fluence of equipment up-
on growth and the rate of
gain

Understands the influence
of housing upon the
growth and rate of gain

. Ability to fill out
company invoices and sales
contracts

Knowledge of the agri—
cultural practices used in
the community

Understands the influence
of heredity on the rate
of gain

Ability to fit animals for
show or sale

 

*X2 score significant at the .05 level.

118

TABLE XVII--C0ntinued

ACTIVITIES

COMPETENCIES

Sists
roducer
liCits
nizes
m bnormalties

Competency
Frequency
H
m
c

‘Q
‘fi
'$
$

Understands the problems 0
feed dealers in the com—
munity

Knowledge of marketing
channels for livestock
(poultry) and their
products

Ability to determine the
grade of the animals
(birds

Knowledge of the methods
used in collecting bills

Understands the criteria
for appraising pros—
pective feed dealers

 

*X2 score significant at the .05 level.

APPENDIX D

.Ho>oH mo. onu um unmowmwcowm ouoom Nxc

 

h.av

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

0.05 0.05 0.00 5.0H m.0v 0.50 H.05 0.05 0.50 5.00 5.00 >050 Huuoe
0.00 0.00 5.0H o. 0.0 0.0H 0.00 0.00 5.0H 0.0 0.00 0.00 .000 .00 .020
5.0H 0.00 5.0H 0.0 0.00 0.00 0.00 0.00 0.00 0.0H 0.00 0.00 .000 .00 . 0 00H
0 o e o o o a a a e a o s - “figs—.500 mg“ a..." can:
0 00 0 00 0 0H H 0 m 0 H v 0 00 o 00 5 0H m 0 0 0H 0 0H an any memumoun 0:0 000000000
0.0H 0.0 5.0H H.v H.0 H.v 0.00 0.0H 5.0H 0.0 0.0H 0.0H muonma mcHeomu 00c000000c0 .0
5.00 0.50 0.00 0.00 0.00 m.0v 0.00 o.ooH 5.00 0.00 5.00 0.00 muse Humoe
5.0H 0.00 0.00 0.0H 0.00 5.0H 5.0H 0.00 0.00 0.0H 0.00 0.o0 .000 .00 .050
0.0 5.0H 0.0 0.0H 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 .000 .00lwmq1 00H
. . . . . . . . . . . . . . 00000 uHoru
0 00 o 00 H 0 0 0 m 0 o 0.00 o 00 0 0 m 0 0 0H H v 000 000 00:00 0:0 muoeoumsu
0.00 0.00 5.0H 5.0H 0.0 0.0 0.00 0.00 5.0H 5.0H 0.0 0.0 muonma 00000 on auHHan .00
5.00 0.50 H.00 H.00 H.00 0.00 0.00 o.ooH 0.05 0.05 0.05 5.00 0mme Hmuos
0.00 0.00 5.0H 0.0H 0.0H 5.0H 0.00 0.00 0.00 5.0H 0.00 0.00 .000 .00 .030
5.0H 0.00 0.0H 0.0H 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 .000 .0014001 00HH0co0000 mchmon 00H
. . . . . . . . . . . . . . 0 0c0 00000» 00H00
m 0 o 00 0 0 0 0H ,0 0 H 0 5 0H 0 00 0 0H 5 0H 5 0H 0 0H 000 ans Hmcomuwn 0o wocmuuon
0.00 0.00 5.0H 5.0H 0.0 0.0 0.00 0.00 5.0H 5.0H 0.0 0.0 mumHmwn -eH 0:» 0020000000: .00
5.00 0.00 0.0 5.0H 0.0 H.e H.05 0.00 0.00 H.00 5.0H 0.0H an Hmuos
0.00 0.00 o. 0.0 o. o. 0.00 0.00 0.0H 5.0H 0.0 0.0 .000 .00 .050.
5.0H 0.00 H.0 H.¢ H.v H.v 0.00 0.00 H.v 0.0 H.0 H.0 .mmmxuem .00 .
nauseoum HON
0.0H 0.00 o. o. o. o. 5.0H 0.00 H.0 o. o. o. .000 .009 0000 0.0:0ssoo 000
5.0H 0.00 H.v H.v H.0 o. 5.0H 0.00 H.0 H.v H.0 o. mumHmmml. mocmumuoecs ermsouore .00
x x x. x a. x x x x x x. a mean new 0.3
10
m 0 w. 0.. emu 0m "0 m w 0.. 0mm 00... mm.
P n T...A "v.58 U.5 E n T26 "0.58 U...b new
D T I I9 OQ1 0“ n1 I I Is OQ1 0“ e1
0 0 .. .00 0 .0 0 0 . ,0. .0 o u.
a a: I 00sz0328 km
.A
mademOMAQC mqummom

 

 

 

 

 

 

 

mammmXfi MDOQIMBZHZB m0 MMDb d Hm QmB<M m4 BNDD<B mm QADOU
mmHUZMmeSOU Nfimom mummz HUOA mfiflHmmommm< 92¢ mamHmmom NHm m0 WUZ<BEOAEH

HHH>X mamfla

119

120

.Ho>od mo. oz» um ucmoflwwsmwu ouoon N0

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

0.00 0.05 H.00 H.05 0.00 0.00 0.05 0.50 0.00 0.00 H.05 0.05 0000 H0000
H.0 0.0H 0.0H 5.0H 5.0H 0.0H 0.0H 5.0H 0.00 0.00 0.00 0.00 .0001.00 .000
0.0 5.0H 0.0H 0.00 5.0H 5.0H 0.00 0.00 0.00 0.00 0.00 0.00 .0mm1qmm1qmqi 00 on 0000 55H
. . . . . . . . . . . . . . . A 0H0 0 000000>HH
0 00 0 00 0 0H 0 00 0 0 0 0H 0 00 0 00 5 0H 0 00 0 0H 0 0H 000 000 000H0000 you 00oH000
0.0H 0.00 5.0H 0.00 5.0H 5.0H 5.0H 0.00 5.0H 0.00 5.0H 5.0H 000H00o 000000000 o0 >00HHnn .0
0.00 H.05 0.00 0.05 0.00 H.00 H.05 0.00H 0.00 0.05 0.00 0.00 0000.H000H
0.0H 5.0H 5.0H 0.00 0.0 H.0 0.00 0.00 5.0H 0.00 0.0H 0.0H .000 .00 .000
0.0H 0.0H 5.0H 0.00 0.00 0.0H 0.0H 0.00 0.00 0.00 0.00 5.0H .000 .00 .001 >0 0mm000 0000000 05H
5 U wwd
5.0H 0.00 H.0 0.0H 0.0 H.0 0.00 0.00 0.0H 0.0H 0.0 0.0 .000 .009 .000M000w:M0owouM0M
5.0H 0.00 0.0H 0.0H 0.0 0.0 0.00 0.00 0.0H 0.0H 0.0 0.0 000H000 -00 000 00000000000..00
0.05 5.H0 0.00 H.00 0.00 5.H0 0.00 0.00 0.05 0.05 m.05 m.00 >000 Hmuoe
0.0H 0.00 0.00 0.0H 5.0H 0.0H 0.00 0.00 0.00 0.00 0.00 0.00 .000 .00 .000
5.0H 0.00 0.0H 0.0H 0.00 5.0H 0.00 0.00 0.00 0.00 0.00 0.00 .0001.00 .001 05H
. . . . . . . . . . . . . . 0H00 000 0moHo
5 0H 0 00 0 0 0 0H 0 0H H 0 0 00 0 00 0 0 0 0H 0 0H H 0 0H0 009 on 000 000HH00 0>00000
0.00 0.00 5.0H 5.0H 0.0 0.0 0.00 0.00 5.0H 5.0H 0.0 0.0 000H00o -000 000 00 >00H000 .00
0.05 0.00 0.00 0.00 0.00 m.00 0.00 5.H0 0.00 0.00 m.00 0.00 >000 H0000
5.0H 0.00 0.00 0.0H 0.00 5.0H 0.00 0.00 0.00 5.0H 0.00 0.00 .000 .00 .000
5.0H 5.0H 0.0 0.0H 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 .000 .00 .001. 00 00H
. . . . . . . . . . . . . . 000eo000u mo 00 0
0 00 0 00 H 0 0 0 0 0 0 0 00 0 00 H 0 0 0 0 0 0 000 000 000000000 0003 once
5.0H 0.00 5.0H 5.0H 0.0 0.0 5.0H 0.00 5.0H 5.0H 0.0 0.0 000H000 000 >00000H0 on muHHHnm .H0
0.. x 0.. x 05 x. x x 05 0.. 05 0.. 0000 900 so
10
em
0 0 w 0.. 00.0 0.0.. 0 0 w 0.. 00.0 00 .00
e .0 IA u.5s Q6 0. n TA "0.68 "0.5 .01
0 0 0 00 0.... 0.. 0 0 0 00 0... 00 ..
a. i w: I I a. 1 w: I I 062000028 .mw
'A
00400000000 00000000

 

 

 

 

 

 

emscHucoonuHHH>x mqm<e

 

121

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

0.00 5.00 5.00 H.05 0.05 0.00 0.05 5.H0 0.00 5.H0 H.05 H.05 .0000 H0000
0.0 5.0H 0.0 5.0H 0.0H 0.0 5.0H 0.00 5.0H 5.0H 5.0H 0.0H .000 .00 .000
0.0 0.0H 0.00 5.0H 0.00 5.0H 5.0H 0.00 0.00 0.00 0.00 0.00 .000 .00 .00 m 00 00H
. .. . . . . . . . . . . . . 00000000 000 000
0 00 5 0H 0 00 0 00 5 0H 5 0H 0 00 0 00 0 00 0 00 5 0H 0 00 000 00a A000H0000 000000>HH 00
0.00 0.00 5.0H 0.00 5.0H 5.0H 0.00 0.00 0.00 0.00 0.00 0.00 000H000 H000000 000 00000000000 .0H
0.00 0.00 H.00 H.00 H.00 50H0 0.05 5.H0 0.05 0.00 0.05 0.00 >mmm.H00oa
. . . . . . . . . . . . . . . .000
0 0H 5 0H 5 0H 0 0H 0 0H 0 0 0 00 0 00 5 0H 5 0H 5 0H 5 0H 000 00 000 .00000HH00 .00000000
0.0 0.00 5.0H 5.0H 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 .000..00 .00 ..0.0 .00000 000MH000w 00H
-10 . . . . . . . . . . . . . 000000>0H c000
0 0H 0 00 0 0 0 0H 0 0 H 0 5 0H 0 00 5 0H 0 00 0 0H H v 000 00a -000 00 0000002 000
5.0H 0.00 000H 0.0H 0.0 0.0 5.0H 0.00 5.0H 0.00 5.0H 0.0H 000H000 -000> 000 00000000000 .0
0.05 0.50 0.mm 5.0H 5.0H H.0 0.00 0.50 0.00 H.00 0.00 5.0H >000 00009
0.00 0.00 0. H.0 0. 0. 0.00 0.00 0.0H 0.0H 0.0 0.0 .000 .00 .000
5.0H 0.00 H.0 H.0 H.0 0. 0.00 0.00 H.0 0.0 H.0 H.0 .000 .00 . 0 0 H5H
. . . . . . . . . . . . . . A 00 E03 00000000
0 0H 0 00 0 0 H 0 0 5 0H 0 00 0 0 H 0 0 000 00s 000 00 0H00 00000
0.00 0.00 0.0 0.0 0.0 H.0 0.00 0.00 0.0 0.0 0.0 H.0 000H000 -o00 00000 00000000000 .00
5.H0 H.00 0.00 0.05 0.05 0.00 5.00 H.05 0.50 0.00H 0.50 0.00 0000 H0009
0.0 0.0 0.00 0.0H 0.00 0.0H 0.0H 5.0H 0.00 0.00 0.00 0.00 .000 .00 .000
H.v 0.0 0.0H 0.00 0.00 0.00 5.0H 0.00 0.00 0.00 0.00 0.00 .0001.00 .004 0000E0H0000 05H
. . . . . . . . . . . . .00 .00 000 000000000
5 0H 0 00 5 0H 0 00 0 0 0 0 0 00 0 00 0 00 0 00 0 00 0 00 .0 s .000000 2000 00 000000
0.0H 5.0H 0.0H 0.00 5.0H 5.0H 5.0H 5.0H 5.0H 0.00 0.00 5.0H 000H000 -00000 000 00000000000 .0
x x x x x x x. x x x x 0 0000 000 0.0
10
am
0 0 0 0.. 00.0 0.0. 0 0 0 0.. 0.00 00 00
2 00 TR v.53 Q5 0. n TR 55 QB 93.
f .L T Ta 0“? 0Q 0. I T Ta O“? on us
0 a 1. an. o O o a .4 an. o O on
a. 1 w: I I a. a w: I I 00200.00on Am
09000000000 00000000

 

 

 

 

 

 

decwHCOOIIHHHer E29

 

122

.Hm>ma Ho. wcu um ucwofimwcmfim ouoom Nxcu

.Hm>wa mo. ugu um uchNMHcmHm muoom Nx*

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

N.Hv m.mm m.mm H.mn m.o~ H.vm 5.00 m.nm m.mw n.dm a.mh o.m> >u5h HmQOB
H.v m.NH H.v m.0N m.NH m.m m.NH m.0N 5.0H m.0N m.0N m.NH .wmm .vm .msm
m.m m.NH m.0N n.0a o.mN w.0N n.0a m.0N o.mN o.mN o.mN o.mN .wwm .cm . m mma
. . . . . . . . . . . . . . mmmmmmflw Azuuasomv
w
m NH m NH 5 0H b ea 5 0H m NH 5 ma m oN w 0N m ON 5 ma m 0N uwn Ha xooumm>HH COEEOU
h.o~ m.0N n.0a o.mN n.0H >.ma m.0N o.mN m.0N o.mN 5.9H n.0a Ilmuwammn >maucmvfl ou huflaflnc .¢H
H.vm m.on m.No 0.0m >.ow m.mo m.on m.mm H.mh m.~m m.nm m.mm Jxxmwn Hmuoa
m.NH m.NH m.0N m.m m.NH m.0N >.@H m.0N m.0N 5.0H o.mN o.mN mam .nm .msm
H.v m.NH m.NH m.NH o.mN N.mH n.0a n.0a o.mN o.mN o.mN o.mN .mmm .vm . < mex Nod
. . . . . . . . . . . . . . ou monoumu GUCMEuOMumm
n ma 0 mN m NH m NH m NH m m n ma 0 mN n ma 0 mN m 0H 5 0H ufia mus Amuuasomv xooumm>HH may
w.ON m.o~ n.ma h.ma n.0H m.NH m.0N m.0N >.oa m.ON m.0N m.0N muoamwa wcHEuwpmo ou >UHHaA¢ .m
m.on >.Hm m.NH m.ON m.NH m.NH m.mm n.Ha m.mm H.mN H.0N w.mN mmwb Hmuoa
o.mN m.0N H.v m.NH H.¢ H.¢ o.mN m.ON n.oa m.0N 5.0H n.0a .mom .vm .msm
m.Na o.mN H.¢ H.v H.v m.m o.ON o.mN m.w m.m m.w m.m .mmw .cm . 4 ¢oa
. . . . . . . . . . . . . . Azcmmeouv
m NH 0 mN o o o o o o o o n wa o mN H v o o o o o o uwa mus mmeHmsn was we mwfiu
m.ON m.0N H.v H.¢ H.v o.o w.0N m.0N H.v H.¢ a.¢ 0.0 muoamwo uflaom mnu mccmumuwcca .wN
0.0m m.Nw m.Nm m.No p.00 w.mv m.mm m.mm H.mn H.m> H.mn Whom mush Hmuos
H.v m.ON m.ON >.@H m.0N 5.0H m.0N o.mN o.mN m.0N o.mN o.mN mmm .Um .msm
m.m m.m n.0a m.ON o.mN n.0a n.0a m.0N o.mN o.mN o.mN o.mN .mom .om .m¢ xamxfla med
. . . . . . . . . . . . . . mfl umnu uflmoum mo
m NH 5 ma m NH m NH m m H v 0 mm m ON 5 ma m 0N m NH m m “an mus ucs0Em mumEonummm may
m.NH 5.0H m.NH m.NH m.NH m.m m.oN 5.0H m.NH m.NH n.9a m.m wuwawon mafifiuoumw 0» auflafin4 .ON
x x x x x x x x x x x x Nush Adm a.u
1 o
m m w m; mmm mum m m w my wmm wm mm.
2 n IR "flbs MB 9 n IA ubs QB me
P T T Ta OQQ oq P T I I8 OH? OH 83
o a a 2 m m w n q i m m 3
q 1 a a NUszmmZOU K.m
mafiHmmOmmm< mqumwOm

 

 

 

 

 

 

 

 

UwSCNUCOUIIHHH>X mqmda

 

123

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

m.mm m.mm H.Vm 0.0m H.vm m.nm m.nm m.hm m.oh m.oh m.oh 0.0m Nash Hmuoa
n.9a n.0H m.o~ m.~a n.0a m.ma o.m~ m.o~ m.o~ 5.0a m.o~ 5.0H .mmm .um .wsm
m.~a o.m~ m.- ~.o~ n.0a m.~a n.oa o.m~ o.m~ o.m~ o.m~ n.0a .mwx .cm .m¢ mma
m.NH m.o~ m.~H m.NH m.o H.v o.m~ m.o~ n.0a n.0a m.~H m.m .uflo .uua NaddflnmmMMWMMMQMMUmmm
n.oa m.o~ m.m m.m m.~H m.m m.o~ m.om m.m. m.~H m.NH m.m mumammo wcflsuwumo ou Nuflaflnc .NN
m.mm H.vm m.mm >.oo H.em H.vm m.mm o.mn H.mn m.mm o.mn o.m~ muabxmmwoa
H.¢ H.v m.~H 5.0H m.o m.@ m.@ m.ma n.ma n.0a m.~H m.~H .mmm .um .msm
H.v m.NH m.o~ n.0a o.mm o.m h.oH m.o~ o.m~ o.m~ o.m~ o.m~ .mmm .om . < mwuusommu NmH
. . . . . . . . . . . . . . aflmum new .musummm
m m m om m NH m NH m m m m n 0H m on m om m ow m on m om ufln uua .mwomnmsou m.uoEumm
n.oa u.ma m.~H m.o~ m.~a m.~H n.0H m.om n.9H m.o~ h.oH n.0H mumamoo mumsam>m ou mafiafln< .nd
H.oh m.mm n.dv n.dv m.mv m.mm m.hm >.Hm H.Vm H.em m.mm m.mm mush Hmuoa
m.o~ m.~H m.- H.v m.m m.- m.o~ m.o~ 5.0H m.~a 5.0H m.o~ .mmm .nm .msm
m.o~ o.m~ m.- p.0a m.o~ m.m o.mm o.m~ m.o~ m.o~ m.o~ m.o~ .mwm,.om .mw oma
m.~a o.m~ m.~a >.o~ m.~H m.m 5.0H o.m~ m.NH n.ma 5.0H m.~H .ufin .uua coaumuomo
o.m~ m.o~ H.v H.¢ H.¢ H.¢ o.m~ m.o~ H.v H.v H.¢ H.¢ mnoamwo HHHE cmmu mo mmuwazocx .mm
h.oo H.mh m.~H 5.0H m.NH m.m m.mm m.mm m.o~ o.m~ m.mfl. m.~H Mwsm Haves
o.m~ m.o~ o.o H.¢ o.o o.o o.m~ m.om H.v m.m 0.0 0.0 .mmm .nm .msm
n.oa o.m~ m.m m.m m.m m.m o.m~ o.m~ m.m m.- m.m m.m .mom .um «man mmH
m.~a o.m~ o.o o.o o.o o.o m.o~ o.m~ H.¢ o.o o.o o.o .ufla .mua muouflummeoo mo muoscoum
m.NH m.~a H.v H.v H.v o.o m.~a m.~H H.v H.v H.v H.v muoflmoo ummm wgu «0 moomaaocx .nm
a. x. x x x x x x x x ox. x 33, 03m mw
.3
O m v. 3.? SH... SH 0 G V 3? SHd SH he
U D. O 01.0 OT. U 3 D. O 31.0 OT. 9.4
B n T...A v.58 u..b n. n .l’A H.68 U...b as
P. .l T. Ta OU..+ O“. D T T; Ta OU..4 0U... DU
0 a 3 an. O o o a 3 an. O O 'AD
0.. I 51 T. I q 1 53 T. .l .A
a a yozmemmzoo
macummommm< mamHmmOm

 

 

 

 

 

 

mmmmmmmmu--HHH>x wands

 

124

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

O.OO O.ON H.OO H.vO H.OO O.Ov H.ON H.ON O.ON O.ON O.ON O.OO mush Hmuoa
N.OH N.OH O.ON O.NH N.OH N.OH O.ON O.ON O.ON N.OH O.ON O.ON .Omw .Om .msm
0.0 O.ON O.NH N.OH N.OH N.OH O.NH O.ON O.ON O.ON O.ON O.ON .mwm .Om .m¢ Omcwmc OOH
o n o c O a u o c ¢ . . .HH .8 uflcmuo “0 “CH-HOE”
O NH O ON O NH O NH O O H O O ON O ON N OH N OH O NH O O .n 9 Oz» umeoumso mnu cqu
O.NH N.OH 0.0 O.NH O.NH O.O O.ON N.OH O.NH O.NH O.NH O.O mumHmwo OOHEMOOOO ou NOHHHAO .HN
N.Hv 0.00 O.ON N.OO H.ON O.NO O.ON H.ON H.ON O.NO O.NO O.ON Nusmxwmwoa
H.O H.O N.OH N.OH O.ON O.NH O.NH O.NH N.OH O.ON O.ON N.OH .mwm .Om .msm
0.0 O.NH N.OH O.NH O.ON O.ON O.ON O.ON O.ON O.ON O.ON O.ON .mmm .OO .O@ N coHumuOmo OOH
. . . . . . . . . . . . . . A h316.“: xooumm>HH
N OH O ON O ON O ON N OH N OH O ON O ON O ON O ON O ON O ON “Ho mus mg» OH coHumuHcmm No
O.NH O.ON N.OH N.OH O.NH O.NH N.OH O.ON N.OH N.OH N.OH N.OH Oumeon OomHm may Oucmumumoco .OH
O.ON N.HO O.ON O.NO N.HO N.OH O.OO O.OOH O.Ov H.OO O.OO O.OO >usn Hmuoe
O.NH O.ON O.O N.OH O.NH O.O N.OH O.ON O.ON N.OH N.OH O.NH .mmm .Om .msm ucmemmmcme ou Emnu
O.ON O.ON O.O O.O N.OH O.O O.ON O.ON O.NH N.OH O.ON O.NH .me .Om .O< Nw>coo Ocm muweoumsu OOH
. . . . . . . . . . . . . . OH; O0 OuHsmou OOHOOOO
O ON O ON H v H O O O H O O ON O ON O O O NH O O H O “HO mus map umumumucH new
O.ON O.ON H.v O.O H.O H.O O.ON O.ON H.v O.O H.O H.q mumHmmO as OOH“: 0» NOHHHA< .OO
#O.OO uH.vO H.vO H.ON O1.,O.ON O.OO O.ON O.OO O.OO O.OO O.OO N.ON NHOO Hmuoe
H.v H.v O.O O.ON O.ON O.NH O.NH N.OH N.OH O.ON O.ON O.ON .mmm .Om.m=O
H.v O.O N.OH O.ON O.ON O.ON O.ON O.ON O.ON O.ON O.ON O.ON .mmm .Om .O< HOOanO OHOEHOO sham OOH
. . . . . . . . . . . . . . mo mmmooum m>HummmHu
O ON O ON O NH N OH O O O O O ON O ON O ON O ON N OH N OH “HO mug new Os-mxms Hmo
N.OH O.ON N.OH O.ON O.NH O.NH O.ON O.ON O.ON O.ON N.OH N.OH mumHmwO -Hmmcm wzu Oo OOOOH3ocx .H
x x x x x x x x x x x x Nusn Ham JHO
JO
0 nu V «O? Suud cOH O W V Nab Snnd cOH MW“
U a D. O 3.....0 DI U D. O DI.O 3T “8
P n T:A UJDS .45 E n TrA URDS U20 93.
P. T. .l Ta ou..1. ou. P. I T. Te ou..4 OH. U8
0 3 .4 an. o O O a 3 89 O 0 CU
q 1 w z T. I q 1 a 1 TO I wozmammzoo &.m
mBHHmmommmc mHmHOOoO

 

OmscHucoo:-HHH>x mqm<e

 

-vq———————_vw_. , 7, ,

 

 

125

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

.H0>0._.. m0. mr—u Um UgUHwflcmHm @HOUm ana.
N.HO 0.00 O.OO hmeO H.OO m.OO O ON. O.NO. O.ON O.ON. N.OO O.NO. Nwsn Hmuoe
O.O O.NH N.OH O.NH O.NH H.O O.ON N.OH N.OH N.OH N.OH O.ON .mmw .Om .msm
H.O O.O N.OH O.ON O.ON O.ON .0.0 N.OH O.ON O.ON O.ON O.ON .mmm .Om ONO: OOH
. . . . . . . . . . . . . . mwcwuu
O NH O NH O NH N OH O O H O O ON N OH N OH N OH O NH O NH “Ha Owe OOHum ocm OOOHum
5.0H m.NH m.NH m.NH m.m H.O m.ON m.NH m.NH m.NH m.NH m.m mumammn xooumw>HH wo omwwa3ocx .mH
O.OO 0.00 O.OO H.OO O.NO 0.00 O.NO O.NO O.ON H.ON O.ON H.ON Nusm.Hmuos
O.O O.O O.NH O.NH N.OH N.OH O.NH N.OH N.OH N.OH N.OH O.ON .Omm .Om .msm
H.O H.O O.O O.NH O.ON O.ON .N.OH 0.0 O.ON O.ON O.ON O.ON .mmm‘.om .OmL HOONHQO OOH
. . . . . . . . . . . . . . mHOEHcm owwwuomm mCN
N OH N OH O NH O NH O NH O O N OH O ON O ON O ON O ON O ON HHa was uuowme :H umoncoo o»
5.0H N.OH N.OH N.OH m.NH m.NH N.OH N.OH 5.0H m.ON N.OH N.OH mumammn muouumu map mccmumnmwcb .h
H.OO H.ON O.OO O.NO H.OO H.ON N.OO N.HO m.OO N.OO O.OO O.NO Nash Hmuoa
0.0 O.NH N.OH O.ON N.OH O.O O.NH O.ON N.OH N.OH O.ON O.NH .mom .Om .msm
O.O O.ON O.NH N.OH O.ON 0.0 O.O O.ON O.ON O.ON O.ON 0.0 .mmm‘.cm .mwl NOH
. . . . . . . . . . . . . . museum op coHOOEOoOcH
N OH O ON H O O NH H O H O O ON O ON H O O NH O O O O “Ho One coHuHuusc can OOHOOOO
O.ON O.ON O.NH O.NH 0.0 0.0 O.ON O.ON O.NH O.NH 0.0 O.O mumHmOa Ommumxm op NuHHHQO .NO
O.OO O.NO O.NO H.OO km.OO O.ON H.ON O.OO xm.OO O.ON ON.OOO O.OO mmmn Hmuma
0.0 O.ON O.NH O.ON O.ON O.OH N.OH O.ON O.ON O.ON O.ON N.OH mem .Om .msm
0.0 O.ON O.O O.NH N.OH O.O N.OH O.ON O.ON O.ON O.ON 0.0 .mmw .OO .mml O OOH
. . . . . . . . . . . . . . OOHOO OOOO chmwuocH
O NH O ON O O O NH H O O O O ON O ON O O O ON O O H O “HO mus you mwschnowu HmcoHuoE
O.ON O.ON H.O O.O H.O H.O O.ON O.ON H.O O.O H.O H.O mumHmma -oum may Oncmumuowao .OO
x x K x x x x x x x x x mush gum JHO
10
am
.0
O O m m; mmm Om .O m w m; mmm Om nu
E n TOA U208 U.5 2 n T:A U..bS “.6 33
P T. T. Ta ou.1. on. D .L T. Te GHQ. 0U. us
0 a 1. an. O O O a 1. SE 0 o DU
q 1 .b.; I I a. 1 5 1 T I A a
a a mozmammzoo A
maOHmmommOO mHOHOOom

 

 

 

 

 

 

 

OmscHucooucHHH>x wands

 

126

MBdemommm<

X»

IOOQDS

qfiru

3506

*-

Iooqos
qBTH

N.

131990

mamHmmOm

60::flucoollHHH>x mqm<B

.Ho>0H mo. wnu um unavauflcmflm muoom

muomuucoo monm
6cm mmUNo>CO >cmmEoo
uso HHHO ou NOHHan

COMO mo

wumu new Lu3oum w:u :0
la: mafimsoz mo mucmsam
ICH mnu mvcmumumuco

cfimm mo wumu
mnu Ucm £u3oum com:

ucwEQOSUw m0 mucosam
ICH ecu mwcmumumuco

mouscwooum
>uw>OHw© vcm cofiumu
luommcmuu mo omUwH3ocx

WUZHBWQEOU

Kouanbezg
Kauaqedmoo

 

127

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

.Hw>wa Ho. ms» um ucmoHMHcmHm muoom NXOO
.HwN/mfl mo. 03H um quUflwflcmflm GHOUm in
O.OO H.ON m.ON H.ON O.ON 0.0 N.OO 0.00 mpOO N.HO H.ON m.NH Oman Hmuoe
O.NH N.OH O.NH 0.0 H.O O.O O.NH O.ON O.NH O.O O.O O.O .mom .Om .msm
O.O 0.0N O.NH 0.0 O.NH 0.0 N.OH O.ON 0.0N O.ON N.OH O.NH .mmm .Om .OQI NOHOOEEOO NNH
- n o o c O a c o o o - .HHQ 0U“ 0:“ CH mHmHme
N OH O ON O O O O H O O O N OH O ON O O O O H O O O . a OOOO mo Ostnoum
m.NH 5.0H 0.0 H.O 0.0 0.0 m.ON N.OH 0.0 H.O 0.0 0.0 meHMOQ wsu mocmuwuwvcb .mm
O.NO H.OO O.NO 0.00 0.00 0.00 O.OO N.OO O.NO O.ON N.OO N.OO IINMOO Hmuos
0.0 N.OH O.NH O.NH O.ON H.O O.NH N.OH N.OH N.OH O.ON N.OH .mmm .Om .Osm
0.0 0.0 0.0 O.O N.OH N.OH O.NH O.NH O.ON O.ON O.ON O.ON .OOmT.Om .OO] ONH
O.O 0.0 H.O O.O O.O O.NH O.NH N.OH O.O N.OH O.O O.NH .HHO .Oue OHOO Ho 30cm you
O.NH O.ON O.NH N.OH O.NH O.NH O.ON O.ON N.OH N.OH N.OH O.ON OOHOOQ OHmeHcm OOO 0» OOOHHOO .OH
O.NO OOO.OO 0.00 N.OO O.OO O.NO 0.00 O.ON O.ON 0.0N O.NO O.NO Ommmlwmuoa
O.O 0.0 O.O O.O O.O O.O H.O O.NH O.NH O.NH O.NH O.NH .OOO .OO .Osm
H.O 0.0 O.NH N.OH N.OH O.NH O.NH N.OH O.ON O.ON O.ON O.ON .mwm .Om . O O ONH
. . . . . . . . . . . . . . COO Oo mum» mg»
O O O O O O O ON O O O O O NH O ON N OH O ON O O O NH uHa was so OOHOONO: mo mucOsHO
N.OH O.ON O.ON O.ON N.OH 0.0 O.ON O.ON O.ON O.ON O.ON N.OH HOHOOO -OH On» OOOOOOHOOOO .OH
0.00 H.OO 0.00 O.ON w.OO m.OO O.NO O.NO N.OO O.OO O.OO m.NO Ommmwamuos
0.0 N.OH N.OH O.O O.NH O.NH O.NH N.OH O ON. O.NH 0.0N O.ON .OOO .Om .OOO
0.0 N.OH, N.OH O.NH O.ON O.ON O.ON N.OH O.ON N.OH O.ON O.ON .OOO .Om wmml OOH
. . . . . . . . . . . . .NO .OH NuHcseaou wnu cH
N OH N OH O O H O O O H O N OH O ON O NH O O O O O O .o a Omws Oonuomum HmusuHsu
O.NH H.O O.O H.O H.O H.O O.NH 0.0 0.0 0.0 0.0 O.O umHmmO -Humm mnu Oo OOOOH3ocx .O
x x x x x x x x x x x x OHOO nsm a.u
I O
a m
m m w m9 mmm “rm. m m w mt xmm Om ,mw
B n IR “16 S u:b e n .l..A HAD 5 u..b a 3
D. .l T. T. a O U..... 0 U. P. T. T. T. 8 O U. 1. O U. u a
O a H.O a e o O o a .4 a n. o O D U
G. I 5 I T. .l 0.. I 5 1 T. T. TA 3
a a wozmemmzoo A
mamHmOommmO quHOOOO

 

 

 

 

 

QwZCHUCOUIIHHH>X mam<9

 

128

.Hm>wa Ho. may no ucwofiwflcmflm muoom NXOO

.Hm>mH mo. 0:» pm ucwoOMOcmOm whoom NNO

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

O.OO O.ON O.ON O.ON H.ON H.O O.OO H.ON m.NO N.HO O.NO N.OH Oman Hmuoa
O.O O.NH O.O O.O O.NH O.O O.O O.NH O.NH O.O O.NH H.O .Omm .OO .msm
H.O O.ON O.NH O.O O.NH H.O O.O O.ON O.ON O.ON N.OH O.O .mmw .Om . mm OHMHMOO Ommm OO
. . . . . . . . . . . . . . O>Ouo moH chHmu
N OH O ON O O H O H O O O N OH O ON H O O O O O H O “On One -OO “on mOumuHuo
N.OH O.ON O.O O.O O.O O.O N.OH O.ON O.O H.O O.O O.O muonOO an» mocwumumccs .OO
O.OO N.HO O.OO O.NO N.HO O.ON O.ON N.HO H.OO O.NO O.NO O.OO >usO Hmuoa
a. .1 .1... u. «a .1...
N.OH O.ON O.ON N.OH O.ON O.NH O.ON O.ON O.ON O.ON O.ON O.ON .mmm .Om .Osm
N.OH O.ON O.O O.O O.O O.NH N.OH O.ON O.ON O.ON O.ON O.ON .mmm .Om .OOJ O NOH
. . . . . . . . . . . . . . OHHOO :HuomH
O NH O ON H O O NH O O O O O ON O ON H O O NH O O O O OOO Owe -Hoo OH Ooms mwonuwe
O.NH N.OH O.O O.O H.O O.O N.OH N.OH O.O H.O H.O O.O umeoa way no OOOOHzocm .ON
N.HO O.NO N.HO O.OO H.OO O.OO O.OO O.OO O.NO O.ON N.OO N.OO >usO Hmuoa
O.NH O.NH O.NH N.OH O.ON O.O O.ON N.OH N.OH O.ON O.ON O.ON .mmm .OO .OOO
H.O H.O H.O O.NH N.OH O.ON O.NH O.NH O.ON O.ON O.ON O.ON .Omm .OO .Oml OOH
. . . . . . . . . . . . . . ,OOOOOO OHOEOOO
O O O O O NH O NH O O O O O O O NH O NH O NH O NH O NH HOG One ma» Oo OOOHO mgu
N.OH O.NH O.NH N.OH O.O O.O N.OH N.OH O.NH O.ON O.NH O.NH OumHOOo cheuouov ou OOOHHQO .O
O.NO O.OO O.OO O.NO O.OO N.HO O.ON O.ON O.ON O.ON O.ON O.NO OHOO Hmuoe
O.O O.O N.OH O.NH O.NH O.O N.OH O.ON O.ON N.OH N.OH O.ON .mmm .OO .msm
H.O 0.0 N.OH O.ON O.ON O.ON O.NH N.OH O.ON O.ON O.ON O.ON .mmmxwvm .OO mausuoum OHH
. . . . . . . . . . . . . . OOOOO cam A H3.6.:
O O O ON O NH N OH O NH O O O ON O ON N OH N OH N OH O NH “On ONO xooumm>HH you mHoccmno
O.NH O.NH O.NH O.NH O.O H.O O.ON O.NH O.NH O.NH O.NH O.O mumHmoo OcHquume mo OOOmHzocx .OH
0.0 O x ON x. x x x. .O x. “O x .COO Asm as
10
a m
O O O O7 OmO OO O O O. Op 0.00 Om. .OO
O. n T...A v.68 u..b e n TX 0.55 v.6 8.4
D I I Ia cu: oq D I .L Ia on: on ua
O a 1. an. O O O a 1. an. O 0 DU
0. I 51 T. T. a. J 51 T. T. .AD
9 a Oozmammzoo A
OOOHOOOOOOO quHOOoO

 

 

 

 

 

 

 

COSCOUGOU I IHHH>X magma.

 

APPENDIX E
TABLE XIX

CLASSIFICATION INTO SUB-GROUPS BY THE RESPONSES OF INDIVIDUAL
MEMBERS OF THE JURY OF TWENTY-FOUR EXPERTS FOR THE IMPORTANCE
OF FORTY COMPETENCIES FOR THE PERFORMANCE OF NINE
ESSENTIAL ACTIVITIES BY SALES PERSONNEL IN THE

 

 

 

-FEED INDUSTRY, AND THE "POSSIBLE" AND "AP—
PROPRIATE" LOCI AT WHICH THE COMPETENCIES
COULD BE TAUGHT
Ind. Competencies "Possible" "Appropriate
Jury for Activi- Loci Loci
Member Sub—group ties Grouping Grouping Grouping
1 Dealer A 3 II
2 Dealer A 2 II (4)
3 Dealer A 2 III (4)
4 Dealer A 2 I _
5 Dealer A l I (l)
6 Dealer B 3 II
7 Trg.Dir. A 1 III
8 Trg.Dir. C 2 III (5)
9 Trg.Dir. C 2 » III (5)
10 Trg.Dir. -A 2 II (3)
ll Trg.Dir. A 2 I
12 Trg.Dir. c 3 III
13 Ag.Ed.Res. A 2 I
14 Ag.Ed.Res. C 2 II (3)
15 Ag.Ed.Res. C 1 IV (2)
l6 Ag.Ed.Res. A l I (1)
l7 Ag.Ed.Res. A 2 II (3)
18 Ag.Ed.Res. B 2 II
19 Bus.Ed.Res. A 1 III
20 Bus.Ed.Res. B 1 II
21 Bus.Ed.Res. A 1 IV (2)
22 Bus.Ed.Res. C_ 3 IV
23 Bus.Ed.Res. B 1 ’IV
24 Bus.Ed.Res. A a 2 III (4)

 

Number 5 and 16 were in the same sub—group for
three McQuitty Hierarchial Classification

(1)
each of the
Analyses

(2)
each of the
Analyses

(3)
for each of
Analyses

(4)
for each of
Analyses

(5)
each of the
Analyses.

Numbers 15 and 21 were in the same sub—group for
three McQuitty Hierarchial Classification

Numbers 10, 14, and 17 were in the same sub—group
the three McQuitty Hierarchial Classification

Numbers 2, 3, and 24 were in the same sub—group
the three McQuitty Hierarchial Classification

Numbers 8 and 9 were in the same sub—group for
three McQuitty Hierarchial Classification

129

 

 

 

 

 

 

 

 

130

 

 

 

 

 

 

 

 

 

 

 

 

 

 

n a moflum xuoumm>OH mo owvwa3ocv~ .mH Ova
u x o coOuomHom Hmaacm mucmumuoocb .N OOH
0 a E U U coOumEHoch msoum 93m ou ODOHOQO. .Om NOH
o < x 4 memm mmmmuucfl on 30: mvcmumuwocb .OO mOH
x x m U m m uflcwuo quOumsU mafiauouwn .ON mva
x mm O m m 4 coOumuOcmm xuoumw>HH mncmumuwuca .OH OOH
E own. U muHsmwu OCOowou a: wufluz .mm OOH
o m x m o 4 msnmxme HmEch mo mm©WH3ocx .H omH
m U m o m >uOHOQm ucua>mamu oCOEuwuwQ .NN NmH
x MM mmoHSOOOH mumsHm>m ou ODHHOQ< .OH NOH
0 fl 0 :OOumummo HHOE boom wmcmHzoGM .mm OOH
U U muusvoum muouODmeOU mo mmooH3OCM .ON mmH
O o O an O O 4 OOOOOOHO OwHuchH 0» OOHHHA< .OH OOH
o x o < mow: ou mvuoomu chEuwuwQ .m NOH
o o o O < o O m OwHoHHom O.Ncmmsoo mocmumumccs .ON OOH
mu O O O O OHOouO wcHsumuOO 0» NOHHHAO .ON OOH
EH 0 4 < m m d < Houucoo ummm xuoumw>OH mvcwumumocs .mH OOH
mBAO ¢ ¢ coHumummoum comm mocmumnmoc5 .m OOH
0 0 < o m U mpospoum Hmzuo m.>cmmEoo mccmumuwvca .ON aha
o 0 0mm mooow mo coOquomEoo mwcmumuwccs .N ONH
O o < o O O O OOO mcoHumu Ocmmmwmwn ou NOOHHQO .O NNH
< O c o a < 0 a noumwmmu wocmumnmncb .Om mOH
O o 4 4 oma O 4 OHOO OmoHu 0» NOHHHQO .NO ONH
o o o O O mmmzu Oweoumso OOHOOOHO .HO NOH
¢ ¢ m m mmoHuumuQ >uOc5EEoo .m OmH
O 4 o d c omd m é mowmc m.um50umso .om mmH
< o « umé 0 O omd muflmug mmHmO Hmc0mumm .ON mmH
o o O u 4 O O m o m o O OOO :oOumEuoch uoscoum .ON HON
O O N O O O O N H Nozmemmzoo Oocmswwum
- xocmuwmeoo
0.0. mwO 0.0. OO OO Ow 0.0 Ow .OO
2 s o H.O e I n I 5.0 o s 1.l E s o s
TIT. Huo o 1.? u I n 0 PT? 9 I 7LT. 0.1
as amb as is I1 ns as as ns
1 1 P u 1 I a 1.3 3 1 3 1 1 a 3
S S n E I. S .4 I O S S 3 S S S a S
JOLZ s A 1 J
a a e s s
s s 1
mMHBH>HBU<

 

 

 

 

 

*mBmmme MDOWIMBZHZB mo Nme 4 Wm QMB<¢ m< WMBMDQZH Qmmh
WEB ZH AWZZOmmmm WWQGm fim mmHBH>HBU< AdHBwamm HZHZ m0 m0242¢0hmmm
WEB mom WMHUZQBMQZOU wfimom ho MUZ<BMOQZH mmB OB mDOmOImDm Wm mmmzommmm m0 mmmambao

XX mamdfi

 

L31

:.muHmm HmooumHomu= ch gmuwnEwE= HODOH>HOCH mo Ewummm COHHOUHOHOOOHU HmHnuumumHm quHsouz mnu mCHOD

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

i
.muuwmxw O0 anon quEwE Haemnmucm3u On» mo OHOE Ho ucmoumm XHOHO x9 ucmuuomEH mm Omumu #02 I X
mwummeQ I no m
OOOOO . .o “O .O
X 0 X X X X X wumHOmc 0>Huuwmmoum OCHmHmuQQ4 .mm mm
x x u u x wHHHn OcHuumHHoo Oo OOOOHzoqx .OO OOH
fl_ X X m OHOEHGO O0 wcmum wcHEhwqu .O OOH
u x x E o x 39220 93332 O0 OOOOHsoSO .OH OHH
x o x x x x mEmHnoum mumHmmO OOOO mncmumumoco .OO NOH
an x x x x x mHmEHcm OHO 0» OuHHHnO .OH OOH
mm X an X wUCOSHmcH XuHUwuwc mUcmumumUCD .0H ONH
X mmUHuomum HmusuHsoHHmm mmOwH3OGX .O OMH
X o X X 0 m OUHO>CH use HHHO 0» >uHHHQ4 .ON OOH
X X n u 4 4 9:95: No wocwsHOCH mncmumumwco .HH OOH
X X mg mg 4 4 ucwemHsvw mo wUGOSHOCH mOcmumquCD .NH OOH
0 X 0 U wusvmuoum >uw>HHmU O0 mmOmH3OCX .vm mvH
O O O O O O O m H wozmemmzoo Oucwsvmum
aocwummeoo
D. V d n. 8 D. S D S 1 H d V P S P V. d V
a s I a a o o a e a . S tLa a s I s
e s o u.u e T. n.L 5.0 c s 1 T. e s o s
1LT. «go 0 T7} U T n 0 PT. 8 T 1LT. D.T
as awfi as 15 II US as as ns
1 3 P u 1 T a «+3 3 3 1 1 3 a 3
s s n 2.} s 3 1 o s s a s s s a s
1.Lz s A J 1
a a a s s
s s 1
mmHBH>HBU4

 

 

 

OOSCHUCOUIIXX mqmdfi

 

132

 

 

 

 

 

 

 

 

 

m H m H X X X X mmoHo>cH uso HH..H.uH 0» huHHHBw .ON OOH
H O H .O. N E m H m 853.2: 9:96: mocmumuwncb .HH EH
5 N a N N E N E N wocmuscH ucmEnHHsHum mncmumquCD .NH OOH
H N H x x H H H H 33803 39,38 O0 $3392 .OO OOH

a a a a O a mooHum Xooumw>HH m0 OOOOHSOCX .OH OOH
a OOHuUOHmm HOEHcm mOcmumquCD H. OOH
O H x coHumEoOcH OsouO O>HO 3 OOHHHQO .OO OOH
N H H X memm mmwmuocH on. 30: wucmumnuwocb .OO OOH
N H H uHOmuo quoumso OCHEmuwQ .HN OOH
N H N N N H E N OOHumuHcmm xuoumm>HH mvcmuwuoocb .OH OOH
O O H x H x muHsmmu OOHOOOO O: 3?: .OO OOH
m N H m Osuwxme HmEHcm Oo OOOmHaoSO .H OOH
N O 333m ucmgmmwu 9:38qu .NO OOH
m H m m m mwuusomwn muwsHm>w 0» OuHHHQ4 .OH NOH
H N H mm H H a H mm H coHumuwmo HHHE OwwnH .mm OOH
x x x x ”63003 O.OouHummEou .ON OOH
N N N H wwwmmeO OOHEmumU 0» >uHHHQ4 .OH OOH
N H m H H mwwx ou mnuoomu OOHEmqu .m NOH
N X X X X OOHUHHOQ O.O:mmeoo OOOOuOHOOOD .ON OOH
N H H H unouQ mcfifiwuwc ou XuHHHnHOH .ON OOH
m N N N H Houucoo umwa Xooumw>Hn .OH OOH
E H N H H B a coHumummmum owmw mchumumOCD .O OOH
X X X X muoscoum H930 O.O:mmeou .ON HOH
H N H N m N N mcoHuHmomEou Owwm mocmumumwca .N OOH
N N m OCOHuMH OCHEuwqu ou XuHHHQE .O CH
O N H m H a H X soumwmwu Occwumuwccb .OO OOH
O H @ OHO.m 330 cu EHHEO .OO OOH
N H E E Own?» umanmsu XOHOOOHU .Hm NOH
X a OOUHHUOHQ >pHcsEEoo mocmumnmwrfi .O OOH
N O N H H E 38: O.Omsoumsu OOBO .OO OOH
m N H H a H @ H OuHmHu mmHmm HmcoOuwm .ON OOH
m N X X X X muosooum O.OHCMQEOU mucmumumucb .ON HON
905 :0 HQHOOQ uHOO4 MOOHHOU Hoosom Hoonom Oocmummfioo \Hucmswwuh
HOOOHIO zmHm uwom gonna OHUCOUOXHEOU .

 

 

 

 

 

 

 

HUGH mqummOnH

 

 

 

mmHUszmnHEOO Emom ECHEB B4 HOOH

d

«.mfimmmxm gomIEmHBB m0 gush. 4 Wm 0954M m4 VmBmDQZH QMMh
man. 2H .Hmzzommmm mmém .me OMHBH>HBU< mZHz .mO mogommmm may mom EEODFH mm QADOU

:MAmHmmOm :

HXX wage

XHm m0 WUZANBMOQEH W39 OB mDOdGImH—m Wm mmmzommmm m0 mmmBmDHU

 

r.

133

=.muHmm HmooumHowH= ch =OHOQEOE= HOSOH>HOCH mo Eoumxm COHumonHmmmHU HmHflonume quHsooz msu mchD

 

 

 

 

 

 

 

 

 

 

.1.
.muuwmxw mo Xusfl HOQEOE “sowlxucw3u mg» m0 OHOE Ho ucwoumm huwHw >9 ucmuuomEH mm Omumu #02 I X
mmummeQ I N
00Hm4 I m “H
X X X X manmmO 0>Huommmonm OCHOHOHQQ4 .Om mm
N N mHHHQ mvOHpUmHHoo mo omOmHSOGX .ON OOH
O m m OHOEHCO m0 womnm OCHEkumQ .O OOH
N B H a h '5 a OHOCCOSU mcHumxwwE m0 OOOOHBOOX .OH OHH
X X X X OHOHOOO Omen OOOOOOHOOCD .OO NNH
x H E H 325% OHO ou OOHHHAO .OH OOH
m m wucmsHOcH OOHOOOOO mocwumumuca .OH OOH
H X H ooHuumuQ HmusuHOUHumm mo mewH3ocX .O OOH
£05 :0 umewQ uH504 QOOHHOU Hoonom Hoosom Oucmskum
HOOXIO SOHO umom SOHO hocwumeOO
HUGH QHOHOOOO

 

 

 

 

 

83330100“

magma.

h.

134

 

 

 

 

 

 

 

 

 

 

O O E H X X X X OmoHo>cH use HHHO ou OuHHHQ4 .ON OOH
X E O H H H H mocwsHmcH OOHOOOL mncmumuwucb .HH OOH
X a O O H H H E H OUOOOHOCH unmEQstm mOcmumumOHS .NH OOH
O H X X X X wnsfimooum xuw>HHmO .uHo OOO0H305H .OO OOH
x x H H H x OOUHOO‘xoouwm>HH Oo muOmHzoqx .OH OOH
X X H H H a H coHuomHmm HOEHCO Ovcmumumccb .O OOH
H O H X O H O E H X coHumEuoOCH msoum 91.5 on XuHHHoH4 .OO OOH
O X O N X X memm wmwmuocH Op 30: chuwumocb .OO OOH
H O H O H x OHOmuo wwamwmso wcflaumuwo .HO OOH
X O O H O H O H H coHumuHcmm VHuoummgHH chumqucD .OH OOH
O O O X X X X muHsmmu OOHOwwO as 9355 .OO OOH
X E O H O QOIOXOE HOEHCO O0 mOUmH3ocX .H OOH
H H H O H O H x OOOHHOM uswEOmmmu OCHaumumO .OO OOH
O O flu H mm H H H mmousommu mumsHm>m ou OOHHHOO .OH OOH
O H X X X X coHumuwmo HHHE Owwm .OO OOH
O x x x x uoscoum O.OouHummeoO .OO OOH
x O O O H mmmmwmflu OOHHOOOOO 0» OuHHHOO .OH OOH
O O H H O H H Qmwx ou OOHoumu OOHEwuwo .O NOH
O O H X X X X OOHUHHOQ O.O:mmeoo mOcmumumOCD .ON OOH
H H O H x OHOouO ocHEumOOO op OOHHHOO .OO OOH
H O H H H Houucoo umwa xooumw>HH .OH OOH
O O H O H X coHumummmum Owwm mocwumumvcb .O OOH
H X X X X muosooum .Hwnuo O.Xcmmfiou .ON HOH
O a O H H O OCOHuHmomEoo nwww OOOOuwumOcD .N OOH
E O H H O H H H OOOHumu OOHEkumO 0» OuHHHnHOH .O OOH
O H O H X X Loummmmu Occmumumccb .OO OOH
O H O H H x mem monu 0» OOHHOOO .OO OOH
O H O H x mm H x OOOOO quoumso OOHmmmHo .HO OOH
H X X X OOUHuomunH >uHOOEEoo mocmumumccb .O OOH
O H O H mm H x mOmmc O.OOEoumso OOOOO .OO OOH
O H O O H H 9:93 memm Hmc0muwm .ON OOH
O N H X X X X wuosooum O.OOOQEOU wvcmumumocs .ON HON

noO co OOHOOO OHsOO OOOHHoo Hoozom Hoonum OonOOOzoo Oucwswwum

‘HOOOIO SOHO umom LOHm xocwuwmfioo

 

 

 

 

 

 

 

HUOH MB<H~E 0&anwa

 

 

 

 

imemmme gOmIEZBSB OHO ”mob < Wm Qmfig mam MMBwDQZH QHmHnH WEB ZH
HWZZmemm OHH/Om Wm mmHBH>HBO< MHZHZ .HHO mvzgommmm NIH. mom 830549 mm 04.900 mmHUZWBmmSOU

NBmOnH mUHEZ P4 HUOH :deHHyEommde:

XH m .OO MUZJOBmOmEH

HHXX Hagen.

WEB OB nHDOMOImDm mm mmeOnHmmHm OHO mmmHMDHU

1...

:.muHmm HmoouQHoou: new :mumflEwE: HOSCH>HUCH mo Ewummm coHumuHmemOHo HOHSUHOHOHO quHsOUZ wnu UCHOD

 

 

 

5 .1
U .muuomxw Mo XHOO HOQEOE unemnhucm3u mnu mo OMOE uo ucmuumm Oume X9 ucmpuomEH mm Owuwu uoz 1 X
mmummeQ I O “O aN
wwuom I O “O .N .H
X X X X meHme w>Huome0uQ OCHOHOHQQ< .OO OOH
xrlO m x x x mHHS OcHuumHHoo Oo OmOmHzoqx .ON OOH
X X X H H X mHmEch mo mvmum mcHEhwuwQ .O OOH
X X H H H X meccmnu OCHu0XumE wo mmowHBOCX .OH OHH
X X X X X mumHmmU waw mocmuOHOUCD .OO NNH
X X X X mHmEHcm un 0» OuHHHnm .OH ONH
X mu HM” H H H X wocwsHOCH Oquwuwn mucwumumUCO .OH ONH
H X X monpowum HmusuHsoHumm wOOwH3OCX .O OOH
non co umHmwo uH:O< mmeHoo Hoosom Hoocom Ouzmammzoo Oucwswoum
MOOOIO SOHO umom SOHO XUCOUwQEOU

 

 

 

 

 

 

HUOH WB<Hmmommm<

 

 

 

 

CODCHUCOUIIHHXX mqm<8

 

APPENDIX F

TWENTY—EIGHT ACTIVITIES FOR THE PERFORMANCE
OF THE_SALES FUNCTION OF THE FEED INDUSTRY*

 

 

MEAN
l. Assists farmers in planning feeding programs and
trouble shoots his feeding problems. 3.91
2. Assists local dealers in promoting use of spe—
cific feeds by local producers. 3.58
3. Sells direct to producer. 3.50
4. Assists producer to see through his own problems
by reviewing with him his own situation. 3.50
5. Follows up on results obtained by customers and
reports these to management. 3.50
6. Sells directly to customer across the counter in
an informative manner without misrepresentation. 3.50
7. Solicits local dealers to sell company's products. 3.50
8. Recognizes abnormal and detrimental practices and
animal health conditions. 3.50
9. Assists local dealers in promotional campaigns
and feed and grain clinics for livestock feeders. 3.50
10. DevelOps reputable company rapport with dealer
through honest representation of products. 3.41
11. Helps farmers to arrange credit and accepts re-
sponsibility for the collection of accounts
receivable. 3.33
12. Sells directly to farmer on the farm. 3.25
13. Evaluates and disseminates other tried and tested
proqrams. techniques and efficiency ideas. 3.16

136

137

 

 

MEAN
l4. Arranges mode of delivery and of handling of
feed on the farm of the producer. 2.91
15. Keeps records of sales, inventories, credit ac-
counts, deliveries and other pertinent records. 2.91
16. -Keeps personal records, time, travel, expenses,
and data required in the personnel office. 2.91
17. Innovates and designs promotional sales programs. 2.91
18. Assists local dealers in maintaining adequate
inventories for regular business and seasonal
fluctuation. 2.83

19. Reviews credit ratings of local dealers and feed
customers and recommends credit extension to them. 2.75

20. Provides local dealers with market trends and out—
look information concerning the industry. 2.75
21. Promotes rewards for outstanding production by
producers. 2.66
22. Understands acceptable techniques in entertaining
dealer customers. 2.50
23. Develops complete accounting systems for producers
and analyses of results. 2.50

24. Keeps progress charts on national and local trends
of feed industry, outlets for local sales and
other evaluation data. 2.41

25. Keeps a file of sales techniques on each customer. 2.33

26. Knows how to do many farm skills which he can per—
form and thereby impresses the farmer he wants to

sell. 2.00
27. Digests developing technology and explains agri—

cultural policy information. 1.83
28. Increases sales of company's products through

pressure salesmanship. 0.66

 

*Raymond Clark, ”Vocational Competencies Needed by
Workers in Non—Farm Agricultural Occupations,” Michigan State
University, June 1964. (Mimeographed.)

 

Fr

HICH

 

1an STRTE UNIV. LIBRARIES
1| ”WWW “I W" W I“ W Ml WW m “WI
931 @241 3626

312