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; WITH IMPLICATIONS FOR CURRICULUM
T) i DEVELOPMENT III POST SECONDARY INSTITUTIONS

 

ThGSIS for the Degree of Ph D “““ 7
MlflilGAN STATE UNIVERSITY """""" ' :-

 

“ * ” ‘ 1968 1-43?

 

 

 

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This is to certify that the

thesis entitled
An Analysis of Activities of Middle Management
Personnel in the Retail Trade Industry with
Implications for Curriculum Development
in Post-Secondary Institutions

presented by

John Hector Carmichael

has been accepted towards fulfillment
of the requirements for

PhoAdegree in Education

/ .

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A/xfifi 7*

Major professor

 

 

Date W8

0-169

 

 

   

 

 

 

ABSTRACT

AN ANALYSIS OF ACTIVITIES OF MIDDLE MANAGEMENT
PERSONNEL IN THE RETAIL TRADE INDUSTRY WITH
IMPLICATIONS FOR CURRICULUM DEVELOPMENT
IN POST—SECONDARY INSTITUTIONS

By
John Hector Carmichael

IV. The major objective of this study was to derive a

I‘I'

‘taxonomy of common and identifiable activities of retail
middle managers. The study determined the relative impor—
tance, crucialness to success on the job, and frequency of
performance of these activities. This investigation also
determined differences existing between middle managers in
four types of firms, four levels of management, and two

functional areas of employment.

Procedures

The study involved 15 firms in Standard Industrial
Classification Group 53, Retail Trade——General Merchandise,
and consisted of six traditional department stores, three
chain department store organizations, three discount firms,
and three variety store chains ranging in size from
approximately $20 million to over $2 billion in annual
sales. The major research instrument, a questionnaire

containing 202 statements that describe selling, sales

 

John Hector Carmichael

promotion, buying, operations, and managerial activities,
was developed from current textbooks, literature, and
personal interviews.

Executives were interviewed during personal visits-to
each firm in order to gain insight and background informa—
tion related to the study.' At the same time, a proportional
sample of middle managers was selected from each firm. Of
8A6 questionnaires mailed, 701, or 83 per cent, were
returned representing four per cent of the total population
of 17,538.

There were four major analyses of the questionnaires:
(1) response of all 701 mid—managers to each activity, (2)
response based upon type of firm, (3) response based upon
level of management, (A) response based upon functional

area of employment.

Findings

1. The Managerial competency was reported as the
most crucial of all competency areas. The activities that
cluster around supervision, analysis, problem—solving,
decision—making, communicating, human relations, and
innovation were found to be the most crucial activities
contributing to the success of middle managers.

2. A cooperative education program which involves
on—the—job experience was viewed by retail executives as
a necessary and important part of the post—secondary mid—

management curriculum.

 

John Hector Carmichael

3. A major difference exists between activities per—
formed by middle managers in traditional department stores
as compared to discount, chain, and variety organization
mid—managers.

A. Routine marketing and distribution activities
were found to be more crucial to lower levels of management
while managerial-type activities were found to be more

crucial to the higher levels of management.

Conclusions

1. There are a set of common and identifiable
activities that are crucial to the success of retail middle
managers in different types of firms, levels of management,
and functions. These activities, prepared as a taxonomy
of retail middle management activities, can be used as a
guide in developing and assessing mid-management courses
in post-secondary institutions.

2. The traditional department store model should
not be used in developing a post—secondary ”mid—management"
curricula since mid—management personnel in this typevi
firm are more highly specialized than mid—managers in
discount, chain, and variety organizations which represent
80 per cent of general merchandise sales.

3. As post—secondary graduates most often enter
retailing at the lowest level of management, they should
be equipped to satisfactorily perform the rank and file

activities which were found to be so crucial to success at

John Hector Carmichael

this level. Cooperative or work experience programs are
methods of providing students with an opportunity to learn
many of these routine rank and file activities.

4. Retail middle management positions are not organ—
ized into discrete levels. However, Job entry positions
can be identified and career ladders developed for post—
secondary students on the basis of existing retail manage—
ment opportunities.

5. Because activities and responsibilities of retail
middle managers are continually changing as newer merchan—
dising and operations techniques emerge, post—secondary
"mid—management" instructors should work closely with
employers so that the instructors will be kept abreast of

these changes.

  
 

   

I A AN ANALYSIS OF ACTIVITIES OF MIDDLE MANAGEMENT
PERSONNEL IN THE RETAIL TRADE INDUSTRY WITH
IMPLICATIONS FOR CURRICULUM DEVELOPMENT

IN POST—SECONDARY INSTITUTIONS

By

John Hector Carmichael

A THESIS

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

DOCTOR OF PHILOSOPHY
College of Education

1968 I

 

 

 

Copyright by
JOHN HECTOR CARMICHAEL

1968

 

ACKNOWLEDGMENTS

The author would like to acknowledge the assistance
of the many individuals and groups whose interest and
support made this study possible.

I am particularly indebted to Dr. Peter G. Haines,
chairman of my doctoral committee and director of this
investigation. Dr° Haines provided encouragement, assist—
ance, and guidance throughout the research process which
proved to be invaluable. Moreover, his high standards of
scholarship and dedicated research efforts were and will
continue to be a constant source of inspiration.

I am sincerely grateful to Professors Raymond M.
Clark, Max B. Raines, and Darab B. Unwalla who served on
my dissertation committee and provided valuable assistance
in the design of the study. My appreciation is also ex-
tended to the many other unnamed individuals on the campus
of Michigan State University whose suggestions and critic-
isms have contributed to the success of this study.

This study would not have been possible without the
generous and enthusiastic cooperation of the fifteen
participating retail organizations. I would like to
express my appreciation to the executives and management

personnel in these organizations who contributed their

 

 

time to make this project a success. Particular thanks

are in order for the J. L. Hudson Company which provided
needed research funds and to Professor Daniel H. Kruger

for his help in obtaining financial support.

Finally, I wish to acknowledge my wife, Carolyn,
without whose love, patience, understanding, cooperation,
and sacrifice this thesis and an entire doctoral program
would not have been possible; Elizabeth, my daughter, who
very often missed her father and was too young to under—
stand why; and my mother and late father, who were a source

of inspiration and continued encouragement.

iv

 

       

 

 

h.

TABLE OF CONTENTS

 

Page
ACKNOWLEDGMENTS . . . . . . . . . . . . . iii
LIST OF TABLES . . . . . . . . . . . . . vii I
I
LIST OF FIGURES. . . . . . . . . . . . . ix ‘
LIST OF APPENDICES . . . . . . . . . . . . X
Chapter
I. THE PROBLEM OF THE STUDY . . . . 1
Introduction . . . . . . 1
Statement of the Problem . . 3
Objectives. . . . . . . . . 3
Need for the Study . . . . . . . . 5
Assumptions . . . . . . 8
Limitations of the Study . . . . . 9
Definition of Terms. . . . 10
II. REVIEW OF LITERATURE . . . . . . . . 19
Introduction . . . . . 19
The Role of the Post— Secondary
Institution. . . 20
The Role of Post— —Secondary Distributive
Education . . . . . 22
Research Related to the Middle
Management Level . . 26
Research Related to the Non— —Retai1ing
Middle Manager. . 29
Research Related to Retail Management. . 32
Summary. . . . . . . . 41
III. PROCEDURES FOR THE STUDY . . . . . . . 43
Research Techniques Used in Other Studies A3
Phase I: Determination of Population
and Sample . . 49
Phase II: Development of Research In—
struments . . . . 54
Phase III: Interviewing and Data
Collection . . . . . . 59

 

Chapter

Activities
IV. THE FINDINGS, PART I: ANALYSIS OF
ACTIVITIES OF MIDDLE MANAGERS .
Profile of Respondents. .
Common and Identifiable Activities Iof
Middle Managers
Variations in Activities of Middle
Managers in Different Types of Firms
Variations in Activities of Middle
Managers in Different Levels of
Management . . . . . . .
Variations in Activities of Middle
Managers in Different Functional Areas
of the Firm. .
Hierarchy of Middle Management Positions.
Executives' Belief Concerning Mid—
Management Positions. .
V. THE FINDINGS, PART II: TAXONOMY OF RETAIL
MANAGEMENT ACTIVITIES . . . . .
Introduction .
Explanation of Taxonomy
Analysis of Taxonomy
VI. SUMMARY, CONCLUSIONS, IMPLICATIONS AND
RECOMMENDATIONS FOR CURRICULUM DEVELOPMENT
AND INSTRUCTION
Purpose of the Study
Procedures for the Study
Findings
ConcluSTons .
Recommendations andI Implications for
Curriculum Development . .
BIBLIOGRAPHY
APPENDICES.

Phase IV: Analysis of Data
Phase V: Preparation of a Taxonomy of
Retail Middle Management

vi

Page
66

68

69
7O
72
89

101
114

124

128

132
132

139
140

145
145
148
152
162
165
169

177

 

Table
1.

2.

OOKlChU'l

10.

11.

12.

13.

LIST OF TABLES

Retail Sales by Kind of Business, 1963

Sales, General Merchandise Group S. I. C. 53,
1963 . . . . . . . . .

Estimated Sales, Department Stores, S.I.C.
153,1963 . . . . . . . .

Percentage Sales by Four Major Retail
Classifications . . . . . . .

Organizational Sampling Plan
Individual Firm Sampling Plan . .
Levels of Management

Composite Profile of Mid— —Management
Respondents . . . .

Marketing Activities in Ten Competency Areas
and Ranked According to Crucialness
to success on the job: N = 701 . .

Level of Cruciality of Activities of A11
Middle Managers According to Competency
Areas

Marketing Activities in Ten Competency Areas
and Ranked According to Crucialness to
Success on the Job by Four Types of Firms:
N = 701.. .

Cruciality Groupings of Activities by Middle
Managers in Four Types of Firms.

Marketing Activities in Ten Competency Areas
and Ranked According to Crucialness to
Success on the Job by Four Levels of
Management: N = 701 . . . .

Page
51

51

52

53
61
62
64

73

76

88

90

98

103

 

Table
14.

16.
17.

Variations Between Levels of Management and
Competency Area in Respect to "Core
Crucial" Activities. . . .

Marketing Activities in Ten Competency Areas
and Ranked According to Crucialness to
Success on the Job by Two Functional Areas
of Employment: N = 701 . . . . .

Taxonomy of Retail Management Activities

"Core Crucial" Activities of Retail Middle
Managers . . . . . . . . . .

viii

Page

111

117

133

145

 

Figure
1.
2.

LIST OF FIGURES

Flow Chart of Procedural Steps and Dates

Cruciality of 202 Marketing Activities
Reported by Four Types of Firms

Cruciality of 78 Managerial Activities
Reported by Four Levels of Management

Cruciality of 78 Managerial Activities
Reported by Functional Area

Activities Reported 50 Per Cent or More

Crucial to Job Success of Middle Managers

in General Merchandising Firms
Comparison of the "Core Crucial" Marketing

Activities According to Rank and
File—type and Management-type Activities

ix

Page
50

100

115

125

141

143

. Appendix
“I A .

B
C.
D

LIST OF APPENDICES

Retail Middle Manager Survey
Retail Management Survey Questionnaire
Structured Retail Executive Interview

Marketing and Distribution Activities
Grouped According to Major Competency
Area . . . .

Jury Panel for Retail Management Survey
Questionnaire . . . .

Letter Accompanying Retail Management
Survey Questionnaire .

Letter Returning Incompleted Questionnaire
to Respondents for Completion

Marketing and Distribution Activities Rank
Ordered from 1 to 202 According to
Crucialness to Success on the Job as
Reported by 701 Retail Middle Managers

Conference with Retail Executives to
Analyze Results of Retail Management
Survey. . . . . . . . .

Page
178
183
192

203

205

207

209

216

 

xtbuaqqn

I, .I.--...'- J!-

1

CHAPTER I

THE PROBLEM OF THE STUDY

Introduction

Since the end of World War II, rapid advances in
technology have created the need for increased employee
skills at all levels. However, the greatest advances and
increased need has been among the middle range positions.
Technological advances are moving so swiftly that it has
been stated that semi—professional, technical, and mana—
gerial jobs will account for over 50 per cent of the labor
force by 1960.1 These upgraded manpower needs are
increasingly being met by post—secondary institutions
which offer training beyond the normal twelve years.

The objective of high school distributive education
programs is to train young people for entry employment and
the pursuance of their career objectives in marketing.

The four—year college, on the other hand, emphasizes prepa—

ration for eventual promotion to professional positions at

 

1Norman P. Harris, ”The Community Junior College-—A
Solution to the Skilled Manpower Problem," in Hi her Educa-
tion in an Age of Revolution, ed. by G. Kerry Smith IWash—
inton: Association for Higher Education, 1962), p. 111.

l

when

n
51

I ll- -
tile-'i -- n

. 1.

l

 

up-

.'I --

-.:| r. -r

the top levels of marketing management. The post—secondary
curricula have attempted to bridge this gap.

A rapidly developing occupational program in post—
secondary institutions is the "Mid-Management" curriculum
for students planning on careers in distribution. One of
the reasons for the growth of the "Mid-Management" pro-
gram is the fact that the retail trade industry, the major
factor in distribution in our economy, employs more per-
sons at the middle management level than any other
industry.2 Because retailing is characterized as "one of
the most dynamic and rapidly changing segments of busi-
ness,”3 it is imperative that post—secondary curriculum
planners keep abreast of the competencies that are cur—
rently needed to successfully perform in middle management
positions and those skills and abilities that will be
needed in the future.

The basic idea for this study evolved as an out—
growth of the first United States Office of Education
Institute for Post—Secondary Teachers of Marketing and
Distribution, a conference proposed and implemented by the

Research and Development Program in Vocational—Technical

 

2Raymond E. G108 and Harold A. Baker, Introduc—
tion to Business (5th ed.; Cincinnati, Ohio: South-
Western Publishing Company, 1963), p. 154.

3Malcolm P. McNair, "Significant Trends and Develop-
ments in the Post—War Period," in Competitive Distribu—
tion in a Free High Level Economy and Its Implications
for the University, ed. by A. B. Smith (Pittsburgh: Uni—
versity of Pittsburgh Press, 1958), p. 1.

 

Education at Michigan State University, and held at that
institution during the summer of 1966. Research on
middle management positions in distributive occupations
on which "Mid—Management" curricula could be based was
considered by the Institute participants to be a most
pressing need. Review of related literature in distri—
butive occupations, middle management, and post—secondary
institutions confirmed the scarcity of studies and rein-
forced the need for research on middle management posi—

tions in the retail trade industry.

Statement of the Problem

 

The problem was to establish on an empirical basis
the duties of retail mid—managers on which more accurate
decisions can be made prior to initiating or revising
curriculum content in post—secondary middle management
education programs, and to determine if a consistent
definition of middle management can be applied to a wide

range of management positions.

Objectives

The major objective of the study was to derive a
taxonomy of retail mid—management duties which would con-
sist of a ranking of activities according to major market—
ing and distribution competency areas, their relative

importance, their crucialness to success on the job, and

frequency of performance. In accomplishing this objec—

tive, the following questions were asked:

1.

Do middle management positions have a common
and identifiable cluster of activities that

are crucial to success on the job, or is each
position unique?

If there is a cluster of identifiable activi—
ties common to all middle management positions,
what are these activities, how crucial are they
to success on the job, and with what frequency
are they performed?

Do the activities of middle managers differ
between retail organization classifications?

If so, what are the differences?

Do the activities of middle managers differ at
various management levels? If so, what are

the differences?

Do the activities of middle managers in merchan—
dising positions differ from the activities of
middle managers in operations positions? If
so, what are the differences?

Are middle management positions in retail organ—
izations discretely organized into levels, or

are the positions overlapping and continuous?

 

 

Need for the Study

 

Ample_evidence exists of the changing structure of
our labor force and the continual upgrading of manpower
skills required by business and industry. Dr. Norman
Harris of the University of Michigan, describing the rapid
occupational changes in employment in the United States
has indicated that "the really significant changes in our
labor force, and in society in general, have occurred at
the level of the semi—professional and technical; the
managerial, business, and sales; and the highly skilled
jobs."II Dr. Keith Davis of Arizona State University, in
an analysis of manpower needs for the 1970's, indicates

that our nation's management shortage "may indeed be much

U‘l

more serious than our engineering and scientific shortage.

Dr. Grant Venn, author of Man, Education, and Work,

 

the report of a study of the place of occupational educa—
tion within education as a whole, summarized the chapter
on manpower needs by stating that "the need in the semi—
professional, technical, and highly skilled occupations
is for more people, and the right kind of people who are
well trained and well educated. Only through education

H6

can these ends be accomplished.

 

IIHarris, op. cit., p. 111.

5Keith Davis, ”Management Brain—Power Needs for the
1970’s,” Journal of the Academy of Management, (August,
1960), 125.

 

6Grant Venn, Man, Education, and Work: Post—
Secondary Vocational and Technical Education (Washington.
American Council on Education, 1964), 135-36

 

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When expansion of the retail trade industry in our
economy is viewed in relation to national manpower require—
ments, it may be concluded that the shortage of middle
management personnel in retailing may very well become
acute in years to come. Garber, in a recent article,
states that "unless constructive steps are taken to bring
academic retailing in line with practical retailing, even
greater losses will be sustained in the arena of manpower
competition."7

The present shortage of qualified middle managers
has caused retailers to explore a relatively new source
of middle management manpower——the post-secondary insti—
tution. The demand for retail managers has been reflected
in the rapid growth of programs to train students for
these positions. Dr. Norman C. Harris, in a recent study
of technical programs in junior colleges8 discovered that
business education enrolls more students than any other
program. A recent study of students in higher education

9

by the American Council on Education revealed that the

 

7Harold S. Garber, ”Failure at the Academic Level,"
Stores (New York: National Retail Merchants Association,
August, 1967), p. 47.

8Norman C. Harris, Technical Education in the
Junior College (Washington: American Association of
Junior Colleges, 1964), p. 73.

 

9Alexander W. Astin, Robert J. Panos, and John A.
Creager, "National Norms for Entering College Freshmen——
1967,” ACOE Research Report, vol. 2, no. 7 (Fall, 1967).

 

 

career occupation of students in two—year colleges was
most likely to be that of businessmen.

The retailing profession is in continual adjust—
ment to the dynamic changes taking place in our economy.
Changing social, environmental, demographic, and politi—
cal factors as well as innovations such as the computer
and systems planning require a continual analysis of the
functions of middle management personnel in all areas of
retailing.

It is apparent that a recurring problem is that of
the most suitable curriculum for the preparation of
retail middle management personnel. In approaching this
problem it should be recognized that the teacher's goal
in the learning process is the achievement of relevant
performance skills by the individual student. The focus
must be upon the student and what he must learn to assure
success in the "real world.” Therefore, relevant learning \p
objectives must be defined in terms of recognized job I
performance.

The most specific model for deriving learning objec—

0 model in which the objective is

tives in the Magerl
stated in behavioral terms that describe what the learner
will be doing when demonstrating his achievement of the

objective. However, before such objectives can be

 

10Robert F. Mager, Preparing Instructional Objec—
tives (Palo Alto, California: Fearon Publishers, 1962).

 

 

 

stated, certain specific input data is needed: (1) know-
ing what the job consists of, (2) knowing what one needs
to do to perform each of the tasks, and (3) knowing how
frequently the task is to be performed. The first step
in developing learning objectives and planning a curricu—
lum, therefore, requires an analysis of real-world employ-
ment. This study was a necessary first step in providing
input data to post—secondary curriculum planners and
teachers on the vocational—educational requirements for
the specific skills and knowledge needed by middle mana—
gers to be successful in general merchandise retail

organizations.

Assumptions

The following assumptions were established for the

purpose of this study:

1. That there are certain similar activities per-
formed by a wide range of management personnel
in retailing.

2. That the knowledge of these activities can be
the basis for deriving instructional objectives.

3. That the knowledge of common activities can lead
to the development of more efficient, effective,
and relevant retail management programs at the
post—secondary level.

4. That the organizational boundary for middle

management is above the supervisory level at

 

 

the lower end and immediately below corporate
officers at the upper level.

5. That there are four levels of retail management
which can be identified.

6. That activities performed by management per—
sonnel are essentially the same regardless of
the size of the community in which they are
employed.

7. That the activities investigated are important

to successful job performance.

Limitations of the Study

 

The study was limited as follows:

1. Limitations as to Firms. This study investi—
gated middle management personnel in the following multi—
unit merchandising retail organizations: (a) traditional
(independent) department stores, (b) department store
chains, (0) discount department store chains, and (d) limi-
ted price variety store chains. The first three types of
organizations are broadly classified as "Department Stores”
by the U. S. Bureau of Census (Standard Industrial Classi—
fication 531); the fourth organization, ”Limited Price
Variety Stores,” is classified as S. I. C. 533.

2. Limitations as to Personnel. This study was
concerned with an analysis of the activities of middle
management personnel. Activities performed by rank and

file employees and top management were not examined.

 

 

10

3. Limitations as to Functions. There are five
basic functional positions within a retail firm: (1) mer-
chandising, (2) operations, (3) sales promotion, (4) con—
trol, and (5) personnel. This study analyzed the activi—
ties of personnel performing the functions of merchandising
and operations. These two functions represent approxi—
mately 80 per cent of the supervisory and middle management

positions in retail organizations.

Definition of Terms

 

Most of the terms and concepts used in this study
are familiar and are used in the conventional manner. The
following terms are defined to delimit the intended

understanding:

Activity

A specific operation or element of a position which
contributes to the overall performance of that position.
A meaningful statement that is descriptive in some way of

a part of a retail management position.

Distributive Education

A program of instruction for people who are, or
wish to be, engaged in the field of marketing and distri—
bution. Distributive education functions through organ—
ized programs of instruction for high school youth, post—
high school youth, and for adults. The program includes

subjects that will contribute directly to increasing the

 

 

11

knowledge, skill, and ability of persons who have career
goals in distribution as well as subjects designed to
train persons for changing to a related kind of work in
another distributive occupation or for promotion to a

higher level distributive position.ll

Distributive Occupations
Those occupations followed by proprietors, managers,
or employees engaged primarily in marketing or merchan—

dising goods or services. Such occupations may be found

 

in various business establishments, including, without
being limited to, retailing, wholesaling, manufacturing,
storing, transporting, financing, and risk bearing. Dis—
tributive occupations do not include trade, industrial,

or office occupations.l2

Educational Objectives

Educational objectives are instructional goals
specified in terms of intended student behaviors. They
represent the expected outcomes of an educational program.
First—Line Management (same as
Supervisory Management)

A person at the first level of supervision, who is

in charge of, and has as his primary duty, the management

 

llAdministration of Vocational Education, Vocational
Education Bulletin No. l, U. S. Office of Education, 1958,
p. 13.

12Ibid.

   

12

of a recognized unit within a firm. The first—line manage—
ment generally spends approximately 50 per cent of his
time in managerial work, customarily and regularly super-
vising employees and exercising the discretionary powers

consonant with the position.

Function

A collection of activities having related purposes.
Most retail firms are organized into the following five
functional areas:

1. Merchandising.——The closely related activities
involved in buying and selling merchandise and services
to customers.

2. Sales Promotion.-—The closely related activities
which induce customers to come to the store and which
assist in the advertising and sale of merchandise and
services.

3. Operations.-—The closely related activities
which support the merchandising, sales promotion, finance
and control, and personnel functions.

4. Finance and Control.——The closely related activi—
ties concerned with maintaining the payroll, funds, estab—
lishing budgets and standards of performance, and measuring
store and unit performance.

5. Personnel.——The closely related activities
concerned with the recruitment, interviewing, employment,

placement, and training of store personnel.

 

13

Job Analysis

 

The systematic technique of determining the essen—
tial elements which constitute a job. Job analysis data
provides basic information as to what is entailed in per—
forming a job. The main educational purpose of job analy-
sis is to provide data for determining course content,
developing instructional material, and devising methods

of teaching.

 

Mid-management Curricula

A post-secondary occupational program which equips
students for employment at the mid-management and super~
visory levels. Depending upon the educational institution,
this program may also be called "marketing," "retailing,"
"merchandising," or "distributive education." The student
who completes such a program receives instruction in
skills used at the supervisory level by most distributive

13

businesses.

Middle Management

A management group responsible for execution and
interpretation of policies throughout the organization and
for the successful operation of assigned units, divisions,

or departments.lII Because units and departments in retail

 

l3Directory_of Post—Secondary Retailing and Marketing

 

 

Vocational Programs. Washington, D.C.: American Voca—
tional Association, 1968, p. 2.
14

Carl Heyel: 99-, The Encyclopedia of Management
(New York: Reinhold Publishing Corporation, 1963), p, U76.

 

   

 

14

firms are generally small-scale, and activities are
carried out in quasi—autonomous units (even though the
corporation itself may be very large), an individual with
supervisory responsibility can be considered part of
middle management. For this study, therefore, the term
middle management refers to all levels of management from
first—line management up to but not including the corporate

level.

Occupational Competence

 

The possession of sufficient ability and requisite
qualifications for a specified job. It is the product of
some combination of education, experience, and personal

traits.

Post—Secondary Institution

An institution that provides a level of education
beyond high school but does not grant the baccaleaureate
degree. Post—secondary institutions are known by a wide
range of names: junior colleges, community colleges,
technical institutes, area vocational schools, adult educa-
tion centers, and lower divisions of four—year colleges.
The term "post—secondary," used synonomously with "post—
high school,” is a generic term used by the United States
Office of Education and such schools to enable these
institutions to meet the requirements of federal legis—

lation.

 

15

Rank and File Employee

 

A non-supervisory employee performing routine and
basic job activities such as selling, stockkeeping,

delivery, etc.

Retail Trade Industry

The institutions that perform the functions of
retailing, including all establishments primarily engaged
in selling merchandise to personal, household, and farm

users . 15

Standard Industrial
Classification
"The Standard Industrial Classification was developed

for use in the classification of establishments by types
of activity in which engaged; for purposes of facilitating
the collection, tabulation, presentation, and analysis of
data relating to establishments; and for promoting con—
formity and comparability in the presentation of statisti-
cal data collected by various agencies of the United States
Government, state agencies, trade associations, and private
research organizations."16

SIC 531 —— Department Stores -— Establishments

normally employing twenty—five people or more and
engaged in selling some items in each of the

 

l5U. S. Bureau of the Census, Census of Business,

 

 

1963, Vol. 1, Retail Trade —— Summary Statistics, Part I,
IWashington, D.C.: U. S. Government Printing Office, 1966).
16

"Standard Industrial Classification for Use in
Distributive Education,” (Washington: U. S. Department of
Health, Education, and Welfare, OE—830l3, 1964), p. iii.

 

 

16

following lines of merchandise: (1) Furniture,
home furnishings, appliances, radio and TV sets;
(2) A general line of apparel for the family;
(3) Household linens and dry goods.

SIC 533 —— Limited Price Variety Stores —— Estab-
lishments primarily selling a variety of merchan-
dise in the low and popular price ranges such as
stationery, light hardware, toys, housewares, con—
fectionery. These establishments frequently are
known as "Five and Dime" stores."l
Since SIG 531, Department Stores, is a very broad cate—
gorization, for the purpose of this study, this definition
was modified in order to classify the following three
types of department stores:

1. Traditional (Independent) Department Store.—-

 

A retail firm engaged in selling a wide variety of goods
and services such as furniture, home furnishings, interior
decorating, large and small appliances, family apparel,
domestic goods, etc., and traditionally providing many
"free” services such as liberal return policies, credit,
delivery, and restaurant. Established prior to World War
II, the main store is located near the center of a down—
town business district, with branch stores in the suburbs.
2. Department Store Chain.-—A large retail organi—
zation distinguished from the Traditional (Independent)
Department Store in the following manner: (1) it is a
multi—unit organization with stores in many states, (2)
each local store is known by the corporation name, (3)

the chain features its own ”brand” of merchandise.

 

l71bid., p. 3.

 

l7

3. Discount Store Chain.-—A retail organization
which attempts to expand sales volume by selling at low
prices generally below the prices of the Traditional
(independent) Department Store. In an effort to attain a
high rate of merchandise turnover, the Discount Chain
generally offers limited services and operates on a lower
margin of profit. Like the Department Store Chain, the
Discount Store Chain is a multi—unit operation with all

stores using the corporate name.

Taxonomy

A classification of the activities of retail
management personnel by major marketing and distribution
competency areas ranked according to their relative
importance, their crucialness to success on the job, and

frequency of performance.

Terminal Program

A curriculum which is vocational in nature and
planned to prepare students for direct entry into employ—
ment in contrast with ”transfer” programs planned to
enable students to transfer to a senior college or uni—

versity without loss of credit.

Top Management

The policy—making group responsible for the over-all
direction and success of all company activities. It is

made up of the Board Chairman, President, Directors who

 

 

1. l

are officers, and key top management personnel usually
directly responsible for a major division or function of
the business, but each also having a responsibility for
the performance of the business as a whole, participating
in decisions of a company—wide nature and collaborating
with others in the group in important matters affecting

any or all phases of the company's operation.l8

 

lBHeyel, op. cit., p. 476.

 

 

 

CHAPTER II

REVIEW OF LITERATURE

Introduction

At the present time there is very little research
available concerning retail middle management positions
and a scarcity of research relating directly to post—
secondary retail ”mid—management” curricula. One of the
major reasons for the lack of curricula research is the
recent rapid growth of post—secondary institutions, both
in numbers of institutions and enrollment, and the con—
comitant growth of ”mid—management” curricula within
those institutions.

For the most part, related research and literature
provide data on certain aspects of the non—retailing
middle manager or are investigations of selected retail
management positions. The role of the post—secondary
institution is discussed in the initial section of this
chapter. Later discussion focuses upon studies of non-
retailing middle management personnel in business and
industry, investigations of selected retail management
positions, and related research on retail rank and file
employees.

19

 

 

2. n

The Role of the Post—
Secondary Institution

 

There is a great diversity in types of post—
secondary institutions, with each institution having dis—
tinguishing characteristics affecting the type and quality
of educational program it can offer. Recognizing the
diversity of objectives, most educational authorities view
the role of post—secondary institutions as including one
or more of the following purposes: (1) preparation for
advanced study, (2) vocational education, (3) general
education, and (4) community service.19

Vocational or occupational education is a major
institutional function providing training for students who
do not plan to continue their education in a senior col—
lege. Because of the various types of post—secondary
institutions, occupational education is provided under
many conditions, for many occupational skills, and for a
number of objectives.

Since the end of World War II, as the tempo of
change in our society has accelerated, the preparation of
students for successful vocational careers in post—
secondary institutions has greatly increased in importance.

In this respect, Grant Venn has stated,

 

19Henry Nelson, ed., The Public Junior College, the
Fifty—Fifth Yearbook of the National Society for the Study
of Education (Chicago: University of Chicago Press, 1956),
p. 69

I

mil-firewé' .I

 

 

21

A key to occupational preparation for tomorrow
will be the comprehensive post—secondary educa—
tional institution. Reasons for this develop—
ment are clear: more advanced vocational and
technical education courses are needed beyond
the high school to meet the educational demands
of more sophisticated technologies; many occu—
pational fields are requiring more post-high—
school general and related education to comple—
ment the more specialized technical training;
employers favor the older employee, who has had
post—high—school occupational training; and
adults continuing their education seem to favor
the post-secondary institution over the high
school.

An institution that has emerged to play a major
role in programs of post—secondary occupational education
is the community junior college. The report of a three—
year study by the Administrative Committee on Terminal
Education of the American Association of Junior Colleges
indicating the increased interest in post—high—school
education and stressing the importance of occupational
education at this level states that since graduation from
the junior college marks the end of formal classroom train—
ing for the majority of its students, "the junior college
must provide these students with the skills, the informa—
tion, and the personal qualities that will enable them to
assume their place almost immediately in adult life."21

In a study of the potential role of the junior col—

lege in education for business, Goddard found terminal

 

2OVenn, o . cit., p. 165.

21Phebe Ward, Terminal Education in the Junior Col—
lege (New York: Harper and Brothers Publishers, 1947),
p .

 

e

 

22

education for the semi—professional business occupations
to be a significant and expanding curriculum area.22 This
_study has been corroborated by the research of Harris,23
which indicated that business education in junior colleges
enrolls more students than any other program, and the
American Council on Education,2II which revealed that the
career occupation of students in two—year colleges was

most likely to be that of businessmen.

It can be noted that the function of providing
occupational education is a growing one in post—secondary
institutions. And, within the framework of occupational
education, business programs because of the demands of
business and industry have assumed an even greater signifi—
cance.

The Role of Post—Secondary
Distributive Education

 

 

Programs for training persons for selected distri—
butive occupations at the post—secondary level are being
developed and conducted in ever—increasing numbers. The
Vocational Education Act of 1963 provided a financial
impetus for states to expand their occupational programs

at the post—secondary level by requiring that states

 

22Merl Lee Goddard, "The Potential Role of the
Junior College in Education for Business" (unpublished
Ed.D. dissertation, University of Indiana, 1962).

23Harris, op. cit., p. 73.

2HAstin, et al., op. cit.

    

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23

spend Federal funds for the development and expansion of
such programs.25

The United States Office of Education reported that
21,003 students were enrolled in post-secondary distribu-

26 The Distributive Edu-

tive education programs in 1967.
cation Unit of the United States Office of Education esti-
mated, in 1967, that 92,500 students would be enrolled

for the 1969—1970 school year.27

Haines and Toothman, reporting the results of a

special task force on post high school education at the
1963 National Clinic on Distributive Education, state that
the primary goal of post—secondary distributive education,

"is

of which a mid—management curriculum is but a part,
to offer vocationally oriented programs in distribution

for persons who have completed or left high school and

 

25Tne Vocational Education Act of 1963 carried the
following provisions: ”At least 33 1/3 per centum of
each State's allotment for any fiscal year ending prior
to July 1, 1968, and at least 25 per centum of each
State's allotment for any subsequent fiscal year shall be
used only for the purposes. . . . Vocational education
for persons who have completed or left high school and
who are available for full—time study in preparation for

entering the labor market. . . . Construction of area
vocational education school facilities."
26

Bureau of Adult, Vocational, and Library Programs,
Division of Vocational—Technical Education, Fact Sheet
Vocational Education Fiscal Year 1967 Data (Washington:
D.C.: United States Office of Education, 1967).

 

27Distributive Education Unit, Statistical Data,
Distributive Education (Washington, D.C.: U. S. Office
of Education, October, 1967).

 

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who are available for full—time study in preparation for

entering the labor market."28

Because the objectives of the wide range of post—
secondary institutions are quite different with each
institution having certain characteristics affecting the
type and quality of program it can offer, diversity in
curriculums and courses is to be expected. In an analysis
of 1965—66 state department of education post—secondary
distributive education directories, the Instructional
Materials Laboratory of the University of Texas Distri—
butive Education Department found that 158 post—secondary
institutions in 19 states and Puerto Rico were offering
vocational programs in marketing and distribution. The
entire study revealed several significant factors:

1. The variations in curriculum course offer—
ings, program operations and objectives were as
numerous as the schools offering the programs.
2. No patterns of trends, strengths, or weak—
nesses could be identified.

3. Requirements, prerequisites, enrollments,
recruiting practices, and scheduling were
largely a matter of local regulation and con—
venience.

4. Work experience, job training, placement
of students, and the responsibilities for
training were as varied as the curriculums.

5. Responsibility for the curriculums, use of
advisory committees, instructor recruitment,
and qualifications were largely a matter of
local policy and philosophy.

 

28Peter G. Haines and Rex C. Toothman, ”Post—High
School Preparatory Education for Careers in Distribu—
tion," Business Education Forum, (April, 1964), p. 13.

Agnijeeaa; 17"»?

 

25

6. Physical facilities, equipment, and depart-
ment identification were as varied as the 29
curriculums and job training requirements.
The special task force group reporting on post— ,

high school distributive education programs at the 1963

National Clinic on Distributive Education, indicated that

post—high students are those who are past the usual high

school age with the bulk of them probably 25 or under,

even though the upper limit is indefinite. The key cri—

terion in defining a post—high school student, however,

 

is not so much age as the willingness of a person to be
available for full—time schooling and to concentrate on
programs with a well—defined occupational goal.30

The Post High School Task Force also indicated
that "a well—balanced program of distributive education
should be offered; yet, it should be specific enough to
meet the occupational goals of the students. Both
breadth and depth must be considered to insure that the
program will not be limited to preparation for a specific
job only. At the same time, there must be specialization;
otherwise the program is in danger of becoming so general

that it will not serve any worthwhile purpose.”31

 

29Robert R. Luter, "Building D.E. Curriculum for
the Junior College," American Vocational Journal, (April,
1968), pp. 52—53.

30Task Force 11, ”Post High School," National Clinic
on Distributive Education, Washington, D.C.: October 14-
18, 1963. p. l-

31

 

Haines and Toothman, op. cit., p. 14.

 

26

Research Related to the Middle
Management LeVel

Most management texts make only slight mention of
persons operating in middle management positions. This
is probably due to the fact that the authors, for the
most part college professors and thereoticians, believe
that the basic skills of management are similar for all
managers or administrators in any type of organization.
Nevertheless, there are various levels of duties and
responsibilities within the management group.

McFarland,32 in his basic management text, lists
six divisions of the management group: the chief execu—
tive, the senior executives, department or division heads,
superintendents, general foremen, and first—line super—
visors. The six divisions are evenly sub—divided into
three levels, top management, middle management, and super—
visory management. Although McFarland's title designa—
tions refer primarily to the industrial firm, there are
counterpart levels within retail organizations.

Niles, in her book Middle Management, made the
following statement concerning the origin of the term
middle management:

Eight years ago my husband, Henry E. Niles, was
discussing with me the problems of the junior

administrator. He mentioned the whole layer
of management which lies immediately below top

 

32Dalton E. McFarland, Management: Principles and
Practices. (2d ed., New York: The Macmillan Company,
9

19 , p. 23

 

  

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27

management and called it 'middle management.’ I
exclaimed, 'that is the title of my book on the
junior administrator.‘ So far as we are aware,
that was the first mention of a term which since
has become common.

Mrs. Niles' statement may or may not portray the true
origin of the term, middle management. However, Mrs.
Niles is the first recognized author to contribute a
book dealing exclusively with this area of management.
Newport, in a survey of middle management develop—
ment in 121 industrial organizations found that:
Middle management is that segment of an organi—
zation which includes personnel at all levels
of authority found between but including neither,
the vice presidential level and the first level
of supervision——most frequently referred to as
the foreman level . . . middle managers are
accustomed to performing within the confines of
a technically oriented functional area.3
McLarney states that "There are no clear lines of
demarcation between the activities of middle management

"35 and, therefore, he treats

and those of supervisor,
both with the designation "supervisor." He indicates
that this management group is concerned with the internal

running of the business, whereas top management is

 

33Mary C. Niles, Middle Management: The Job of the
Junior Administrator (New York: Harper and Brothers,
1939), p- 1X-

324Marvin Gene Newport, "Middle Management Develop—
ment in Industrial Organizations” (unpublished Ph.D.
dissertation, University of Illinois, 1963).

35William J. McLarney, Management Training: Costs

and Principles (Homewood, New Jersey: Richard D. Irwin,

Inc., 19555, p.

 

28

concerned with overall company policies and the handling
of the company's external relationships.

Pfiffner and Sherwood developed, after years of
study, consultation, practice, and teaching, seven broad
behavior—task guides for the middle management level.

They state that persons operating at this level maintain
closer contact with day-to—day results; participate in
operating decisions; evaluate production results rather
than program; evaluate personnel from a standpoint of
immediate usefulness rather than future potential; spend
less time in reading and reflection because of the press
of events; are more likely to spend time deliberating with
colleagues in solving urgent and immediate problems; make
plans for achieving goals established by the corporate
level; and implement policy decisions within the limita—
tions set by higher echelons.36

After studying definitions of the middle manager in
management textbooks, analyzing the definition used by
Newport and McLarney, and recognizing the use of the term
by post—secondary educators, the following definition was
selected as representative of literature and as serving
the purpose of the present study.

Middle Management: A management group responsible

for execution and interpretation of policies throughout

 

36John M. Pfiffner and Frank P. Sherwood, Adminis—
trative Organization (N.J.: Prentice Hall, Inc., 19605,
pp. 148—149.

 

29

the organization and for the successful operation of
assigned units, divisions, or departments. Because units
and departments in retail firms are generally small—
scale, and activities are carried out in quasi—autonomous
units (even though the corporation itself may be very
large), an individual with supervisory responsibility can
be considered part of middle management. Therefore, the
term middle management in this study, as defined pre—
viously, refers to all levels of management from first—
line management up to but not including the corporate

level.

Research Related to the Non—Retailing
Middle Manager

In 1964, Shaul, investigating the impact of data

 

processing systems on middle managers, rejected the hypo—
thesis that data processing would cause significant changes
in the nature and scope of the function of middle mana—
gers. Shaul found that middle managers still must continue
to perform the executive functions of organizing, plan—
ning, staffing, directing, and controlling even though
there has been a shift in the amount of time spent on

each function. The study indicated that middle managers
still must continue to make full use of experience and
judgment in making decisions, and are not required to be
highly skilled in the advance techniques of computer

operations.

  

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30

In contrast, Shaul found that the scope of the
position of middle managers has changed significantly
because data processing has enabled middle managers to
make more accurate short—range plans, maintain existing
detail in long—range plans, and to develop an increasing
awareness of responsibility to engage in planning deci-
sions at their level. Interestingly enough, Shaul's
study indicated that the amount of personal contact
between upper and lower levels of management will tend to
increase. Also, "data processing has brought increasing
complexities to the middle manager job because incumbents
must know something about the capabilities and limitations
of the system, must exercise greater leadership in cross—
wise and horizontal relationships outside their own
department, must react faster, make decisions more quickly,
consider more facts when making decisions and make more
elaborate plans. The use of experience and judgment in
making decisions is increasingly required because of the
improvements in data received, the demands of superiors,

and the added complexities of the position."37

38

Douglas, recognizing the importance of the middle

manager as an industrial human resource, focused his

 

37Donald Robert Shaul, "The Effects of Data Proces—
sing on Middle Managers" (unpublished Ph.D. dissertation,
University of California at Los Angeles, 1964).

38John Douglas, "The Present Status of the Manage—
ment Training and Development Activities for the Non-
promotable Middle Managers in the Major American Companies——
A Study of an Undeveloped Managerial Resource” (unpublished
Ph.D. dissertation, Cornell University, 1960).

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31

attention upon the non—promotable middle manager. After
a survey of 114 firms and a case study analysis of 22
promotable and non—promotable middle managers in one
company, Douglas concluded that non-promotable middle
managers account for approximately 32 per cent of the
total middle management force. The non—promotable middle
manager was found to be largely responsible for many
problems in performance and for many personnel problems,
and for this reason the education, training, and develop—
ment of such individuals must be altered in order to
achieve the non—promotable manager's potential.

Two studies of middle managers were concerned with
job attitudes of this management group. Eran,39 in 1965,
sought to explore the relationship between level of man-
agement, personality traits, and job attitudes. He found
that variation in job attitudes of middle management per—
sonnel cannot be accounted for by variation in job level
or personality factors alone. Eran concluded that vari—
ations in middle management job attitudes were caused by
an interaction between hierarchical level and personality
traits. In 1959, Browne gained insight into elements of

the work sutuation which tend to produce satisfaction and

 

39Mordechai Eran, ”The Relationship between Self—
Perceived Personality Traits and Job Attitudes in Middle
Management” (unpublished Ph.D. dissertation, University
of California, Berkely, 1965).

 

32

dissatisfaction among middle management personnel. Job
satisfaction appeared to be highest where:

(1) the largest percentage of respondents felt
involved in decision—making; (2) a high per—
centage believed that their authority was com—
mensurate with their responsibility; (3) inter-
nal communication was judged to be adequate;
(and) (4) there were the fewest levels in the
hierarchy.
. . 41 42
Middle management studles by Read, Johnson,
Kaufman,II3 and Tausky,IIII although not directly related to
this one, provide some insight into the role of the

middle manager in business and industry.

Research Related to

Retail Management

This study is a research effort to investigate a

wide range of middle management positions in a number of

 

IIOMargaret Carlson Browne, "Job Attitudes of Middle
Management in Three Cooperative Extension Services” (unpub—
lished Ph.D. dissertation, University of Wisconsin, 1959).

141William Herbert Read, ”Some Factors Affecting the
Accuracy of Upward Communication at Middle Management
Levels in Industrial Organizations" (unpublished Ph.D.
dissertation, University of Michigan, 1960).

II2Virginia Kroener Johnson, "Responsibilities of
Food Production Managers Performing at the Middle Manage—
ment Level” (unpublished Ph.D. dissertation, University
of Wisconsin, 1960).

u3Louis Kaufman, ”The Suitability of Retired Army
Officers for Middle Management Positions in Industry"
(unpublished D.B.A. dissertation, University of Southern
California, Los Angeles, 1964).

uuCurt Tausky, ”Career Anchorage Points of Middle
Managers” (unpublished Ph.D. dissertation, University of
Oregon, 1963).

      

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diverse types of retail organizations. Previous research
efforts related to this study have focused, for the most
part, upon a single management position such as buyer,
department head, et. al., positions that are within the
range of the middle management level.

Straul'su5

observational investigation of eight
department store buyers to determine how they spend their
in—store time, provides several findings relative to the
present study. The purpose of Straul's study was to
determine if department heads (buyers) performed many
tasks that might more economically be covered by sales
and stock personnel. He found this to be true.

Straul found that about one half of the average
day of a department head was devoted to selling tasks,
with smaller shares of time devoted to buying, stock—
keeping, studying departmental records, and conferring
with superiors. A surprisingly small amount of time was
expended on buying tasks. In an analysis of department
heads according to department size, Straul found that
heads of small departments tended to spend more time in
personal selling and less time conferring with superiors
and studying departmental records than did heads of

large departments.

 

uSRobert M. Straul, "How Department Heads Spend
Their In-Store Time,” Journal of Retailing, V0. 36, no.
A (Winter, 1960—61), pp. 207—216, 224.

 

 

34

Henry‘s”6 sociological analysis of the department

store buyer provides evidence of the changing role of a
key retail middle manager. In approaching his study from
an historical viewpoint, Henry discovered that the status
of buyers was highest before 1925 and from that time to
1960 there has been a gradual diminution in their roles.
Changing organizational structures and operational stan—
dards (e.g., group buying, establishment of merchandise
managers, the advent of the branch store, et. al.) have
all contributed to new buyer responsibilities and func-
tions. The study reinforces the need for continual
analysis of management positions which are constantly
changing in response to economic and social conditions.
Dalrymplefl7 in a study to determine quantitative
methods of measuring merchandising performance in depart—
ment stores, asked one question which is pertinent to
this study. Asking lll merchandising executives in 11
department stores ”What would you say are the most impor—
tant duties and responsibilities of your job?" over 50
per cent of the executives ranked selection of the right
merchandise and training and supervision of subordinates

as their primary job duties and responsibilities.

 

u6Robert Rudolph Henry, ”The Changing Roles and Sta—
tus of the Department Store Buyer, l870—1960” (unpublished
Ph.D. dissertation, Syracuse University, 1965).

u7Douglas Jesse Dalrymple, "Quantitative Methods of
Measuring Merchandising Performance in Selected Department
Stores," (unpublished D.B.A. dissertation, Michigan State
University, 196H).

35

Although the writer's research is concerned with
middle managers in multi-unit retail operations,
Kunsemiller'su8 investigation of the educational needs of
independent store owners has direct relevance to this
study. Upon completion of this study, Kunsemiller's con-
clusions, although couched in terms of the small indepen—
dent retail businessman, were found to be no less appli—
cable to the middle manager in a multi-unit retail
operation. A synthesis of his findings indicate that
management programs for small businessmen should develop
a broad range of interests in preference to overspeciali—
zation; that education for small businessmen should
develop analytical abilities and discriminatory capacities
of conceptualization using methods of teaching that
emphasize the scientific process in problem solving and
decision-making through case problems, management games
and role playing; and finally, that cooperative work
experience programs in retailing should be expanded in
secondary and higher educational institutions.

In a study of executive development activities in
traditional department and specialty stores for the

National Retail Merchants' Association, Niederpruem and

 

“BCharles Frederic Kunsemiller, III, "Recognized
Educational Needs of Independent Retail Store Owners in
Selected Cities in California" (unpublished Ed.D. disser—
tation, University of Southern California, Los Angeles,

1961).

 

 

ri—§

36

Plant”9 investigated four levels of store management. For
the purpose of their study, executives and trainees were
defined as follows:

Major Executives: Division heads, officers of
firm. Those above department managers.

 

 

 

Senior Executives: Managers of selling and non—
selling departments.

Junior Executives: Assistant buyers, assistant
heads of selling and non—selling departments,
and service managers.

Executive Trainees: Any person in the organiza—
tion considered qualified for promotion to
executive responsibility. May be hired directly
from colleges, high schools, or from another
firm or may be already employed in the store.
Niederpruem and Plant found that the ratio of

executives to other regular employees including trainees

showed an overall average of one executive or supervisory

 

employee to every 8.1 employees. This fact is a major
reason which explains why retailing is ranked so highly

as a career industry compared to other fields of

 

endeavor. Only 35 per cent of 136 stores were found to
have organized or semi-formal management development pro—
grams. It was concluded that many stores could profit
from more organized manpower planning and training on a
long—range basis. The study revealed that management has

not given the necessary attention to reducing executive

 

ugMarion A. Niederpruem and George Plant, Develop—
ing Store Executives (New York: National Retail Merchants
Association, 1960).

 

 

37 i

turnover by conducting objective and thorough exit
interviews.

The Niederpruem—Plant study, conducted in 1960,
found colleges and universities to be the best source for
recruiting executive trainees, but took cognizance of
the growing number of post-secondary institutions as a
frequently overlooked and very valuable source. They con-
cluded that the best preparation for a career in retailing
was a college education, involvement in extra—curricular
activities during college, work experience during college,
and participation in a formalized retail training program
for executive trainees.

There have been a number of studies specifically
conducted with the purpose of obtaining from retail execu—
tives insight into desirable retail education at the col—
lege level. The findings are reviewed to provide back—
ground on the perceptions of retailers toward formalized
educational programs.

50 in a study of ten large retailing estab—

Gillespie,
lishments in the New York metropolitan area, found that
only 7 of 86 basic college courses were considered by 50
per cent or more of the executives interviewed to be

essential for potential retailing executives. The seven

courses were: human relations, human relations in

 

50Karen R. Gillespie, "Education for Potential
Retailing Executives,” Journal of Business Education,
Vol. 35 (January, 1960), p. 187.

 

 

 

 

38

retailing, human relations in business, speech, business
English, English composition, and economics. Both parti—
cipation in extra—curricular activities and work experi—
ence during school years were considered desirable by over
90 per cent of the executives interviewed.

I In a study of the perceptions of retailers toward
retail education in California state colleges, Hampton51
found that retailers tended to favor "practical" on—the—
job training as the soundest method of developing execu—
tive talent and had little, if any, faith in collegiate
retailing programs. An interesting finding concerned the
surprisingly little communication or contact between the
retailer in the field and the retail educator in the
classroom.

52 investigation of the career patterns

Jefferson's
and formal education of 200 limited price variety store
managers revealed that only 40 per cent of the managers
had more than a high school education. Of significance
was the fact that four out of five of the managers

received their first occupational experience in some

phase of retailing and distribution.

 

51Robert E. Hampton, ”Perceptions of Retailers and
Retail Educators toward Retail Education in the Cali—
fornia State Colleges,” Journal of Business Education,
Vol. 37, (October, 1962), p.114.

 

52Robert W. Jefferson, ”A Study of the Career
Patterns and Formal Education of Selected Managers of
Illinois” (unpublished Master's thesis, State College of
Iowa, 1963).

 

39

A number of studies of rank and file and super—.
visory positions in retailing have been conducted to pro—
vide guidelines for the development of distributive edu-
cation programs at the high school level. A recent study

by Ertel53

identified twelve major tasks performed by
merchandising employees working in three standard indus-
trial classifications of retail establishments. The
twelve major task categories were selling, stockkeeping,
checkstand Operation, receiving and marking merchandise,
delivery, keeping records, computing, display, advertising,
buying, pricing, and merchandise control. The findings
indicated clusters of knowledge necessary for successful
employment in the merchandising function in retailing by
non—supervisory employees and by supervisors. Ertel
found that "substantial percentages of supervisors regu—
larly perform all the activities of non-supervisors,"
activities in the major tasks of keeping accounts and
records, planning and arranging interior displays, buying
merchandise for resale, pricing, and controlling merchan—
dise. One conclusion reached in the study concerned the
inconsistency between the type of tasks performed in the
merchandising division of the general merchandise retail

stores and distributive education curricula. The data

 

53Kenneth A. Ertel, "Identification of Major Tasks
Performed by Merchandising Employees Working in Three
Standard Industrial Classifications of Retail Establish—
ments" (unpublished Ph.D. dissertation, Washington State
University, 1967).

 

HO

suggested a new approach in selecting the content and
in developing distributive education curricula.

5“ engaged in a study of entry and career

Crawford
jobs for high school distributive education students.
The investigation was an analysis of jobs in department
stores, variety stores, food stores, restaurants, service
stations, wholesale organizations, and hotels and motels.
Competencies needed to perform the critical tasks in the
various distributive jobs were organized into nine areas:
advertising, communications, display, human relations,
mathematics, merchandising, operations and management,
product and/or service technology, and selling. Mrs.
Crawford found many tasks that were common to a number
of the rank and file jobs.

James J. Bliss, Executive Vice President of the
National Retail Merchants Association, reporting on a

55 states

staff study of the role of the middle manager,
that the functions of this broad managerial group are
continually changing because of the dynamic nature of the

retailing profession. New executive responsibilities

are being assumed by middle managers because of the

 

5“Lucy C. Crawford, A Competency Pattern Approach
to Curriculum Construction in Distributive Teacher Edu—
cation. Final Report of Research Project, U.S.O.E.
Grant No. OE—6—85—OAA, Vols.I, II, III, and IV, Virginia
Polytechnic Institue, Blacksburg, 1967.

55James J. Bliss, "The Future of Middle Management
in Retailing," Stores (New York: National Retail Mer-
chants Association, February and March, 1967).

t

 

Al

introduction of the computer and electronic data pro—
cessing, the expansion of branch operations, the competi—
tive profit squeeze, and organizational growth. Bliss
states that:

Retailing will have to recruit and develop more

executive talent in the next five years than

it has in the past two decades. . . . The real

secret of future success for a store will depend

on improved utilization of people. Middle manage—

ment in retailing offers one of the last frontiers

for stores to improve their profit performance and
to get an edge on competition.

Summary

The literature revealed that one very important
role of the post—secondary institution was to provide
vocational training for students who do not plan to
continue their formal education in a senior college.

It was further indicated that the primary goal of post—
secondary distributive education is to offer vocationally
oriented programs in distribution for persons who have
completed or left high school and who are available for
full—time study in preparation for entering the labor
market.

The research concerned with the non—retailing
middle manager in business and industry placed this level
of management between top management and first—line
supervision. The duties of the middle manager were
specified as those which implement and supplement the

objectives, policies, and plans of top management, acting

   

 

M2

as top management's contact with individuals at the rank
and file level. There have been several studies focus-
ing attention on specific retail management titles such
as buyer and department head and a number of studies
which have investigated the duties of rank and file and

supervisory retail employees.

 

 

 

CHAPTER III ’

PROCEDURES FOR THE STUDY

 

The initial section of this chapter is devoted to a
discussion of research techniques used in job analysis
studies. After that discussion, the five phases of the
research procedure used in this study are examined in
greater detail.

Research Techniques Used in
Other Studies

 

There are many research methods which have been used
to determine the occupational demands of jobs. Most of the

various research techniques were examined prior to select—

 

ing the method used in this investigation. Ward, in com—
menting upon this problem states that,
No one method of determining course content can be
offered as a cure-all; but in successful terminal
courses, objectives and content are determined by
means of analyses—~occupational and job analyses
for occupational training and life—activity analyses
for general education.5
Several research methods have been used to analyze

the activities of personnel in management and rank and file

positions. Examples are: (1) work sampling, (2) the

 

56Ward, op. cit., p. A5.

43

 

AA

shadow technique, (3) case history, (A) card sort, (5)
Q-sort, (6) critical incidents, (7) personal interview,
(8) questionnaire, and (9) a combination of personal
interview and questionnaire. Research using each of these
methods will be described briefly.

57

Johnson used work sampling, a technique consisting
of a random sampling of observations, to classify and
analyze management activities of a limited number of food
production managers performing at the middle management
level. This technique was found to be quite appropriate
for determining the objectives of a professional education
curricula.

Routson,58 analyzing the performance of sales person—
nel in department stores, used the shadow technique, a
method similar to work sampling. In this study, sales
clerks were observed for several days during a seven—week
period. The findings provided data which can be useful in
training sales clerks. This technique is useful when
studying one type of position, e.g. a sales clerk, but can
not be used when attempting to analyze the activities of 15

different positions in four types of firms.

 

57Johnson, 0 . cit.

58Jack C. Routson, "An Observational Analysis of
Functional Performance of Retail Sales Personnel"
(unpublished Ph.D. dissertation, University of Illinois,
196“).

 

“-

 

 

A5

Wald,59 investigating the characteristics of execu—
tives and trends in those characteristics, used the case
history method to study a limited number of executives.

A profile of the business executive is extracted from inten—
sive interviewing and testing and is useful in determining
the needs of future business leaders. This method is very
adaptable to the study of top management people, since at
that level basic management and administrative skills are
quite similar. However, management personnel at lower
levels, although needing basic administrative and super—
visory skills, tend also to need specialized knowledge for
their particular area. It would be prohibitive to use the
case study method to study the wide range of differentiated
positions found at the middle management level.

Clark,6O in determining vocational competencies needed
for employment in the agricultural—chemical industry in
Michigan, used a personal interview-card sort technique.
The interviewee was told by the interviewer to place cards,
colored according to job function and containing specific
job competencies in compartments of a box partitioned
according to a scale value. The mean of the ratings was

used in determining instructional content.

 

59Robert M. Wald, "Who Will Be the New Managers?"
The Iron Age, October 5, 1967.

6OMaynard Christensen and Raymond M. Clark,
Vocational Competencies Needed for Em lo ment in the
Agricultural—Chemical Industry in Michigan {East Lansing:

Michigan State University, 1967).

 

 

 

A6

61

Schill and Arnold, in developing curricula content
to prepare students for employment in six technical occupa—
tions, used a modified Q—sort technique. A group of cards
was developed to represent the content of courses taken by
technicians in preparing for various jobs. The respondent
first sorted the cards into three piles (those closely
related to job performance, those somewhat related, and
those totally unrelated), and secondly then forced the
"related" and "somewhat related" piles into the left end
of a normal distribution. A core curricula was developed
after analysis of all responses.

Flanagan,62 one of the pioneers in the use of the
critical incident method, has conducted many job analyses
with this technique. The approach consists of a set of
procedures for collecting direct observations of specific
behavior. Initially, the researcher obtains the general
aim of an activity expressed in terms to which most
authorities would agree. After plans are developed for
collecting factual incidents regarding the activity, a
record of specific behaviors is made by those in the best
position to make the necessary observations and evaluations.

Then the data is collected, tabulated, analyzed, and

 

61William John Schill and Joseph Paul Arnold,
Curricula Content for Six Technologies (Urbana: University
of Illinois, 1965).

62John C. Flanagan, ”The Critical Incident Technique,"
Psychological Bulletin, Vol. 51, No° A (July, 195“).

 

47

interpreted. The result is a formulation of the critical
requirements of an activity and a basis on which inferences
can be made as to requirements in terms of aptitudes,
training, and other characteristics.

A survey of industrial technicians by Brandon63

made use of a personal interview—survey questionnaire in
several Michigan communities to provide data for educa—
tional planning at the post—secondary level. Ozzello,6u

in a study of accounting technicians, used a similar
research technique. Using this method, Ozzello established
a criteria that can be used to assist in the evaluation of

65 also used a personal inter-

accounting programs. Ertel
view and structured questionnaire to identify major tasks
performed by retailing rank and file employees.

Mahoney, Jerdee, and Carroll66 developed a question—

naire for measuring management performance after analyzing

managerial assignments at all levels, in all functions,

 

63George L. Brandon, Twin Cities Technicians (East
Lansing: Michigan State University Press, 1958).

 

6“Lawrence M. Ozzello, ”An Analysis of Accounting
Type Activities Performed by Technical Accountants in
Firms Manufacturing Durable Goods with Implications for
Evaluation of Post—High School Terminal Accounting Pro—
grams" (unpublished Ph.D. dissertation, Michigan State
University, 1967).

65Ertel, op. cit.

66Thomas A. Mahoney, Thomas H. Jerdee, and Stephen
J. Carroll, Development of Managerial Performance—-A
Research Approach (Monograph C. 9, Cincinnati: South
Western Publishing Co., 1963).

 

 

 

A8

and in various sizes of firms. The Mahoney questionnaire
consists of a brief check list of management duties and
responsibilities which can be administered by mail.

Hemphill67

and the Educational Testing Service, in
a study of the dimensions of executive positions, also
used a questionnaire to analyze the work of 93 executives
in five firms. The executives were selected from three
levels and five functional areas of business. Hemphill's
approach was considerably modified and adapted to serve
as a framework for this study.

In summary, there are many research methods which
have been successfully used to provide data on which to
base curriculum decisions. A careful analysis of each of
these research methods led to the conclusion that a well—
developed questionnaire, together with selected personal
interviews, would be the approach best suited to accomplish
the goals of this study.

The five major divisions of this study are as follows:

Phase I. Determination of population and sample,

Phase II. Development of research instruments,

Phase III. Interviewing and data collection,

Phase IV. Analysis of data,

Phase V. Preparation of a taxonomy of retail
management activities.

 

67John K. Hemphill, Dimensions of Executive Positions
(Columbus, Ohio: Bureau of Business Research, Ohio State
University, 1960).

 

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49

Figure l is a flow chart depicting the five phases and
indicates the 25 procedural steps and dates taken in com—
pleting the study.

Phase I. Determination of Population
and Sample

The retail trade industry is the nation's second
largest industry. According to the 1963 Census of Business,
retail trade in the United States amounted to
$244,201,777,000, or 42% of the Gross National Product
(583.9 billion) for 1963. In order to facilitate data
collection in the retail industry, the Census Bureau
divides retailers into eleven Standard Industrial Classifi—
cations. The eleven classifications of retailing, their
sales, and percentage of sales to total retail sales are
indicated in Table l.

The Standard Industrial Classification Major Group
53 "Retail Trade-—Genera1 Merchandise" was selected for
purposes of this study because preliminary investigation
indicated that a good proportion of post—secondary retail
mid—management students enter positions within this group.
The General Merchandise Group (Table 2) reported sales in
1963 of $30 billion, which represented 12.3 per cent of
total retail sales. The general merchandise group also
made a substantial increase in percentage of retail sales

between the census of 1958 and 1963.

 

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51

TABLE l.-—Retail sales by kind of business, 1963.

 

 

 

% Total
Kind of Business Sales ($1,000) Retail
Sales
General Merchandise $ 30,002,764 12.3
Group Stores
Lumber, Building Material, 14,605,836 6.0
Hardware, Farm Equipment
Stores
Food Stores 57,079,186 23.4
Automotive Dealers 45,376,290 18.6
Gasoline Service Stations 17,759,917 7.3
Apparel, Accessory Stores 14,039,979 5.7
Furniture, Home Furnish— 10,925,843 4.5
ings, Equipment Stores
Eating, Drinking Places 18,412,414 7.5
Drug Stores, Proprietary 8,486,682 3.5
Stores
Other Retail Stores 21,309,222 8.7
Non—Store Retailers 6,203,644 2.5
TOTAL $244,201,777 100%

 

TABLE 2.——Sales, general merchandise group, S.I.C. 53, 1963

 

 

% Sales % Total
S I C Kind of Sales within Retail
’ ' Business ($1,000) Gen. Mdse. Sales
Group
531 Department Stores $20,537,280 68 8.4
533 Variety Stores 4,538,345 15 1.9
539 Misc. Gen. Mdse.
Stores 4,927,139 17 2.0

 

TOTAL, General
Merchandise Group $30,002,764 100% 12.3%

 

 

52

Since S.I.C. Group 531, Department Stores, represents
68 per cent of sales within the General Merchandise Group,
it was necessary to subdivide Department Stores to provide
proper representation of that group. The three major types
of stores within the broad classification of Department
Stores are indicated in Table 3, together with their per—

centage of total Department Store sales.

TABLE 3.——Estimated sales, department stores, S.I.C. 531,
1963.

 

 

% Total
Kind of Store (£31883) Department
’ Store Sales
Traditional Department
Stores $ 5,125,000 25
Department Store Chains 10,250,000 50
Discount Stores 5,125,000 25
TOTAL $20,500,000 100%

 

The estimated percentage of General Merchandise
Group Sales made by each of the four major classifications
within that group is shown in Table 4.

The U.S. Bureau of the Census indicates that there
are only 20 multi—unit retail organizations with 101 or
more establishments, yet these 20 account for 37.4

per cent of total General Merchandise Group Sales.68

 

68U.S. Bureau of the Census, op. cit.

 

 

53

TABLE 4.—-Percentage sales by four major retail classifica—

 

 

 

tions.

Per Cent of General

Kind of Business Merchandise Group
Sales
Traditional Department Stores 20
Department Store Chains 45
Discount Stores 20
Variety Stores 15
TOTAL 100%

 

Weiss, in a study of general trends in mass retailing,
states that in 1966 "Sears, Wards, Penney, Woolworth,
Grant——just these five——controlled an unbelievable 30% of
general merchandise volume at retail. By 1975, these
five giants alone will control 40% of general merchandise
volume (and in some classifications, these figures will be
still higher)."69 Weiss goes on to state that "There may
be 1,200 to 1,400 traditional department stores. However,
the 100 largest department stores account for well over 80%
of total department stores volume."7O
One of the basic concerns of the study was adequate

representation of the General Merchandise Group and of the

 

69E. B. Weiss, Retail Trends that Will Shape
Tomorrow's Marketing (New York: Doyle Dan Bernback, Inc.
19 7), p» .

7OIbid., p. 25.

 

3

  

. :- .1913331353 '

 

54

classifications within that group. To satisfy this concern,
a list was compiled of leading retail firms within the four
classifications. A telephone call was made to the senior
personnel executive in each organization, explaining the
study and requesting the firm's cooperation. Fifteen firms,
representing the population being investigated, agreed to
participate in the study.

The fifteen firms included in the study represent a
variety of sizes and organizational types, and range in
size from about $20 million to over $2 billion in annual
sales.

Phase II: Development of Research
Instruments

Two research instruments were used in this study.

One instrument, "Retail Management Survey" (Appendix B),
was a questionnaire completed by middle managers; the
second instrument, "Structured Retail Executive Inter—
view" (Appendix C), was used by the researcher in per-

sonally interviewing retail executives.

Retail Management Survey

The primary research instrument was a questionnaire
containing 202 statements that describe activities per—
formed by a wide range of management personnel. Statements
were selected from available literature on the nature of
the management function, interviews with retailers, observa—

tions of retail management personnel, examination of job

    

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55

descriptions furnished by retail organizations, a review
of lesson plans and textbooks on retailing and retailing
management, and interviews and consultations with retail
and marketing educators. The questionnaire was developed
to ascertain the crucialness of each activity to job
success and the frequency of performance of each activity.
The activities were grouped according to the six compe—
tencies in marketing and distribution established by the

U. 3. Office of Education71

(Appendix D). The six com—
petencies were:

1. Selling. The closely related activities and
understandings involved in waiting on customers,
acquainting them with available goods, influ—
encing buying decisions, and providing required
services.

2. Sales Promotion. The closely related activities
and understandings which include advertising,
display, public relations, and coordination of
media with personal selling, all of which induce
customers to come to the store and which assist

in the advertising and sale of goods.

 

71Edwin L. Nelson, "A Conceptual Framework for
Curriculums in Distributive Education," Research Paper
(Washington, D.C.: Distribution and Marketing Occupa—
tions, State Vocational Services, Division of Vocational
and Technical Education, U. S. Office of Education),
October, 1963.

 

5.1"?

3

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56

Buying. The closely related activities and
understandings involved in securing goods for
resale.
Operations. The closely related activities and
understandings which support the selling, sales
promotion, buying, and market research functions,
which include such items as transportation,
storage, credit, customer services, protection,
and reporting.
Market Research. The closely related activities
and understandings which require investigation of
the market environment in which the sale of goods
takes place and match the goods to the market in
which they are to be sold.
Managerial. The managerial competency was cate-
gorized into five sub—areas:
1. Planning. Deterniming what needs to be
done in a priority order, who will do it,
and when and where it will be done.
2. Directing. Overseeing the performance of
work.
3. Coordinating. Working with other units of
the organization and the group in assembling
personnel and other resources to accomplish

planned objectives.

 

57

4. Controlling. Establishing standards of
performance, measuring performance, and
correcting any deviations.

5. Innovating. Introducing new ideas and
insuring successful change.

The development of this instrument was accomplished

in four stages:

1. An initial pilot test of the Retail Management
Survey was conducted in order to insure that all
possible activities were included and to deter—
mine the adequacy of the proposed questionnaire
format. The test was administered to management
personnel in Michigan retail firms. Revisions
were made as necessary.

2. A second pilot test of the Retail Management
Survey was conducted in an attempt to further
rework, combine, or delete, and refine the state—
ments and to insure that the instructions could
easily be followed. Revisions were made as
necessary.

3. A jury of experts consisting of selected manage—
ment personnel (Appendix E) from the Michigan
area reviewed the questionnaire after the second

pilot test. Revisions were made as necessary.

58

4. The final instrument was pre—tested by a small
sample of management personnel72 in Michigan
prior to its use in the study. The primary pur—
pose of the pre-test was to obtain the average
length of time necessary to complete the
questionnaire.

Structured Retail Executive
Interview

The second research instrument was prepared in the
form of a structured interview to be used in personal meet—
ings with retail executives. The purpose of the personal
interview was: (1) to obtain insight into the management
hierarchy and functional areas of employment in the firm
and secure a representative sample of management personnel
to whom the "Retail Management Survey" would be administered;
(2) to secure expert opinion concerning the definition and
criteria of middle management used by the firm and the
retail trade industry; and (3) to provide the researcher
with general background information about the beliefs of
executives concerning the educational needs of middle
managers. The instrument covered three major topics:

1. An analysis of the definition of middle manage-
ment, management levels, and functional areas

of employment.

 

72Five middle management employees in the Lansing
area completed the questionnaire in an average time of 30
minutes.

59

2. The skills and abilities presently needed by
middle managers.

3. The skills and abilities that will be needed
by middle managers in the future.

Phase III. Interviewing and Data
Collection

 

During the initial stages of the study, a letter
explaining the study in detail, together with the "Retail
Middle Manager Survey Questionnaire" (Appendix A), was
mailed to the 15 participating firms. The purpose of this
questionnaire, which had been pre-tested in Michigan, was
to derive the total number of management personnel in their
organization, levels of management within their firm, and
the functional areas in which middle managers are employed.
Response to this questionnaire indicated the difficulty on
the part of executives toward discretely ranking management
personnel in a hierarchy according to job function and
management level. Although some questions were unable to
be answered, the questionnaire established a rapport with
executives from each firm and set the tone for the nature
of the study and a personal visit and interview to follow.

A personal visit was made to the home office of the
fifteen participating retail firms. The two major tasks

accomplished during each visit are described below:

 

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60

Interviews with Executives

 

One or more executives from each firm was interviewed
by the researcher using the "Structured Retail Executive
Interview."

Selection of Middle Managers to
QpEpAete the Questionnaire

Prior to the personal visit, firms responded by mail
to the "Retail Middle Manager Survey" questionnaire
(Appendix A) mailed to them, indicating the total number
of management personnel in their firm. During the personal
visit, the researcher obtained a proportional sample of
middle managers in each organization according to function
and management level. The organizational sampling plan is
listed in Table 5.

The sampling plan for each of the 15 individual
firms is shown in Table 6. The hierarchy of management
levels on which the individual firm sampling plan was
based is presented in Table 7. The levels were determined
by requesting from each firm the total number of merchan—
dising and Operations management personnel at the various
levels in the firm from the point at which a post—
secondary student would enter to just below the corporate
staff.

Criteria used in selecting middle managers were:

(1) the individual must have occupied his position for a

minimum of one year, (2) displayed an ability to succeed

61

TABLE 5.-— Organizational sampling plan.*

 

Merchandising Percentage
giggnggs and Operations Sample 0
Management Population

 

I. S.I.C. Group No. 5311, Department Stores

 

Traditional Department Stores
(referred to hereafter as TDS):

TDS—l 1,644 64 4
TDS-2 551 36 6
TDS—3 298 30 10
TDS-4 199 15 7
TDS-S 55 13 23
TOTAL TDS 2,747 158 5%

Discount Department Stores
(referred to as DS):

 

 

DS—l 1,372 51 3

DS-2 587 32 5

DS-3 454 27 6

DS—4 286 39 13

TOTAL DS 2,699 149 5%
Chain Department Stores

(referred to as CDS):

CDS—l 7,227 121 l

CDS-2 2,246 113 5

CDS—3 582 54 9

TOTAL CDS 10,055 288 “3%

 

II. S.I.C. Group No. 5311, Limited Price Variety Stores

 

 

VS—l 1,237 26 2
VS—2 487 49 10
VS—3 313 31 10
TOTAL VS 2,037 106 5%

 

TOTALS, All Kinds of Businesses:
17,538 701 4%

 

*

A code was used in order to keep company information
confidential. The dissertation committee has a list of the
participating firms.

 

62

i
TABLE 6.7—Individual firm sampling plan.

 

 

 

 

 

 

 

 

 

 

 

Percentage
Level Population Sample 0-
Population ‘
I. Traditional Department Stores (TDS)

TDS—l
4 44 3 7
3 300 13 4
2 650 28 4
l 650 20 3
TOTALS . 1,644 64 4%
TBS—2
4 36 5 l4
3 170 12 . 7
2 180 10 5
l 165 9 5
TOTALS 551 36 6%
”3‘3 14 3 21

90 8 9
2 122 16 13
l 2 3 4
TOTALS 298 30 10%
TBS-4
4 10 2 20
3 69 b 7
2 6; 6 9
l ‘ 55 2 3
TOTALS 199 15 7%
TBS—5
4 5 2 40
3 4 4 50
2 l7 4 23
1 25 3 12
TOTALS 55 13 24%

II. Discount Department Stores (BS)

DS—l:
4 22 l 4
3 125 7 5
2 240 28 12
l 985 15 1
TOTALS 1,372 51 4%
08—2:
4 25 2 8
3 101 .4 u
2 111 6 5
l , 350 20 5
TOTALS 587 32 5%
DS—3
4 6 3 50
3 “A 3 7
2 14 3 21
1 160 13 4

TOTALS 454 27 6%

 

 

 

.63

TABLE 6.r-Continued.

 

 

 

 

 

 

 

 

 

Percentage
Level Population Sample 0
Population

DSe4

4 21 6 28

3 115 - 17 14

2 150 l

1 (Not sampled because not considered management by the firm)

TOTALS 286 39 13%
III. Chain Department Stores (CDS)

CDS-l:

3 1,662 25 1

2 1,139 42 3

1 4,426 54 1

TOTALS 7,227 121 1%

CDS—2:

4 40 4 8

3 i,100 6? 5

2 1,;00 7 4

1 (Not samplel because not considered management by the firm)

TOTALS 2,346 113 5%

ODS—3:

4 ’Z 2 9

3 117 12 10

2 l. 17 ll

1 291 23 8

TOTALS 582 54 9%
IV. Variety Stores (VS)

VS—l:

3 530 16 3

2 .07 7 2

l 400 3 1

TOTALS 1,237 26 2%

VS—2:

3 307 33 9

2 180 16 9

1 (Not sampled because not considered part of management)

TOTALS 487 49- 10%

VS—3:

4 36 1 2

3 77 2O 3O

2 200 10 5

1 (Not sampled because not considered part of management)

TOTALS 313 31 10%

 

*The stratificl sampling figures for each firm that participated in the
study. Four management levels were determined by the researcher with help from
executives in each firm, the population at each level computed, and the sample
selected. Table 7 presents typical titles which describe positions at the four
management levels.

 

 

 

 

"._....

 

 

 

 

 

 

64

TABLE 7.——Leve1s of management.

 

Level Position Title.or Function

 

4 Traditional Department Store Merchandise Manager
Senior Executive
Division or District Manager (overseeing several stores)

3 Store Manager of a chain store
Buyer
Operations position at third level

2 Assistant Store Manager of a chain store
Assistant Buyer
Department Manager of a traditional department store's
branch store
Operations position at second level

1 Department Manager of a chain store
Assistant to a Buyer
Assistant to a Department Manager of a traditional
department store
Operations position at first level

 

in that position, and (3) been considered promotable by the
firm. Geographic location of employment was considered in
order to obtain a representative nation—wide sample.

A letter from a designated executive in the firm was
mailed with the questionnaire to each middle manager
selected (Appendix F). The instructions requested that the
questionnaire be returned in an enclosed envelope to the
Retail Management Project officer at Michigan State Univer—

sity.73 The respondent was also asked to acknowledge to

 

73The office facilities, as well as staff and financial
assistance, were provided by the Michigan State University
Research and Development Program in Vocational—Technical
Education directed by Dr. Peter G. Haines. One of the

 

\ ‘ _ '_ I u .33
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u
: . _-
‘ I
l
x
7
l
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65

the company executive that he completed and returned the
questionnaire to Michigan State University. Each par-
ticipating organization followed up management personnel
who had not completed and mailed their questionnaire
within a specified period of time.

A sample of 846 management personnel were mailed
questionnaires. As the questionnaires were received by the
researcher, they were checked for completeness. There were
39 questionnaires on which respondents had failed to answer
fifteen or more questions, or had misread the directions
and only partially completed the questionnaire. The ques—
tionnaire was returned to the respondent with a letter
(Appendix G) requesting that he complete the questionnaire
and return it to the Retail Management Project office.
Thirty—five of the 39 questionnaires were eventually re—
turned and included in the sample. Altogether, a total
of 701 respondents, from 48 of the 50 states, returned
usuable questionnaires. This represented an 83 per cent
return of questionnaires distributed and was four per cent
of the total population of 17,538 investigated. Forty—two
per cent of the respondents were located in the East
North Central States of Ohio, Michigan, Indiana, Wisconsin,
and Illinois. Every region in the United States was

represented.

 

functions of this program is to sponsor studies concerned
with curriculum development in vocational and technical

education.

 

66

Phase IV: Analysis of Data

The responses to the management questionnaire were
coded on the questionnaire and transferred to punch cards.
The cards were coded according to retail classification,
organization, management level, and functional area of
employment. Tabulations and appropriate statistical
calculations were performed by the Control Data "3600"
computer of the Computer Institute for Social Science
Research at Michigan State University.

Computer print—outs provided the total response to
each activity and a break—down of responses according to
type of firm, level of management, and functional area of
employment. Data from the computer print—outs needed to
meet the objectives of the study were placed in the
following four major tables:

Table 9 Marketing Activities in Ten Competency Areas
and Ranked According to Crucialness to
Success on the Job: N = 701.
Table 11 Marketing Activities in Ten Competency Areas
and Ranked According to Crucialness to
Success on the Job by Four Types of Firms:
N = 701.
Table 13 Marketing Activities in Ten Competency Areas
and Ranked According to Crucialness to
Success on the Job by Four Levels of
Management: N = 701.
Table 15 Marketing Activities in Ten Competency Areas
and Ranked According to Crucialness to

Success on the Job by Two Functional Areas
of Employment: N = 701.

 

67

Each of the tables was analyzed to ascertain whether
there were clusters of activities performed by all middle
managers and also according to type of firm, level of
management, and functional area of employment. In addition,
a rank ordering of the 202 activities from one to 202
according to crucialness to success on the job was made in
order to consider all marketing and distribution activities
in total (Appendix H).

Three null hypotheses were tested with the chi—square
statistic to assist in determining variations from the norm
within types of firm, levels of management, and functional
areas of employment. A rejection level at the .05 level of
significance was used. Chi—square was used to test the
null hypotheses:

1. "No significant difference exists in the propor—
tion of retail middle managers performing an
activity when compared by type of firm."

2. "No significant difference exists in the propor-
tion of retail middle managers performing an
activity when compared by level of management."

3. ”No significant difference exists in the propor—
tion of retail middle managers performing an
activity when compared by level of management."

In order to benefit from the experience and knowledge
of executives in the retail trade industry, a conference

to discuss the data in the tables was arranged in New York

 

 

68

City with representatives from firms similar to those in
the study (Appendix 1). Prior to the conference, an
explanation of the study was made to each executive and a
copy of each of the four major tables was mailed to him.
During the conference session, each table was analyzed and
discussed and various points of View were presented by

executives representing four types of firms.

Phase V: Preparation of a Taxonomy of

Retail Middle Management Activities

A taxonomy of retail middle management activities was
prepared for use in post—secondary institutions. The
taxonomy was based upon an analysis of the activities of
middle managers in a wide range of multi—unit merchandising
organizations and interviews and conferences with retail
executives concerning mid—management skills and abilities
needed at present and in the future. The taxonomy consists
of a classification of activities by major marketing and
distribution competency areas ranked according to their
relative importance, with indication provided of deviation
from the norm according to type of firm or level of manage-
ment. The format was planned to assist post—secondary
personnel in initiating and assessing "mid—management"

programs.

 

CHAPTER IV

THE FINDINGS, PART I: ANALYSIS OF

ACTIVITIES OF MIDDLE MANAGERS

The problem of this study was to establish on an
empirical basis the duties of retail middle managers on
which more accurate decisions can be made prior to initiat—
ing or revising curriculum content in post—secondary middle
management education programs. The 701 middle managers in
the study represented four types of retail firms, four
levels of management, and two functional areas of employment.
Each of these variables was analyzed according to marketing
activities in ten competency areas. The four major analyses
were:

1. In—Total Response. The composite response of all

701 middle managers to each activity (Table 9).

2. Type of Firm. Response based upon four types

of firms: Traditional Department Store, Discount

Department Store, Chain Store, and Variety

Store (Table 11).

3. Level of Management. Response based upon four

levels of management (Table 13).

69

 

 
 
 

70

4. Functional Area. Response based upon the
functional areas of operations and merchandising

(Table 15).

Profile of Respondents

 

The profile of respondents, taken from answers to
questions posed on the last page of the Retail Management
Survey (Appendix A), provides insight into the background
of the 701 retail middle managers who participated in this
study. The responses, shown in Table 8, provide data on
age and sex, education, retail experience, and job descrip—

tion.

Age and Sex

Eighty—seven per cent of the respondents were male;
91, or 13 per cent of the 701 respondents were female. This
relatively low percentage of women in middle management
positions is probably indicative of the type of stores
investigated. The average age of the respondents was 35;
80 per cent of the respondents were age 44 or less. The
data indicates that it takes several years for an individual

to move into the average middle management position.

Education

It was apparent that the minimum educational require—
ment for the mid—managers was a high school diploma. A
third (234) reported high school as the highest educational

level completed; 18 per cent (129) as completing less than

JET-'10

s
.' :‘I ‘-

.I

    
 
 

 

 

71

two years of college, 18 per cent (126) stated that they
had completed at least two years of college—level study.
Over one—fourth (187) of all the middle managers had earned
a college degree.

The great majority of managers (71%) took a college
preparation, or general academic educational program in
high school; yet 55 per cent (239) of those attending
college majored in business. Approximately one-fourth
(158) of the managers who attended college took a liberal
arts program with majors in fields such as history,
psychology and English. Fifteen of the respondents earned
degrees in the field of education.

Surprisingly almost one—half of the middle managers
reported taking no retailing courses beyond the high school
level. Over 27 per cent took between one and three courses
and 24 per cent took four or more courses in an institu—

tion beyond high school.

Retail Experience

By and large, the respondents were an experienced
group with an average of close to 11 years in supervisory
or management positions. Eighty—seven per cent (616) of
all respondents reported having three or more years of
supervisory or management responsibilityu However, 35
per cent (247) of the respondents entered retailing in a
supervisory or management capacity, never serving in a

rank and file retail position while 65 per cent (454) had

 

72

served in a rank and file capacity for one or more years.
Twenty-two per cent (157) served in a rank and file position
for at least one year prior to promotion to management

responsibility.

Job Description

 

The managers work an average of 50 hours per week.
Seventy-one per cent (500) work a range of 41 to 56 hours
per week. Several respondents indicated that they counted
only store hours in their work total and not the time spent
at home on office work, reading trade publications and
keeping abreast of retail developments.

The sample for this study consisted of personnel
almost evenly divided between the two functions of mer—
chandising and operations. Job titles most frequently
listed were Store Manager, Department Manager, Assistant
Store Manager, Buyer and Assistant Buyer.

Common and Identifiable Activities
of Middle Managers

 

 

The first question asked in accomplishing the objec-
tives of the study was: Do middle management positions
have a common and identifiable cluster of activities that
are crucial to success on the job, or is each position
unique? Table 9 presents the composite response of 701
retail middle managers to 202 activities according to 10
competency areas. Because of the length of the table,

all discussion follows it.

73

TABLE 8.——Composite profile of mid-management respondents. N =

 

Question

Frequency

*
Per Cent

 

1. Sex
Male
Female
TOTAL

2. Age

Under 25

25-29

30-34

35—44

45-‘4

55-64

65 and Over

No Response
TOTAL

Pflegln A:; = %{1.’1 'iénlr‘s
II. 1:. = 1(1. 6 Ytanr's

3. Highest Edujaticnal
Less

Hig".

Level Gimp.e1e1
I'l’lvrl‘r1 331g}: L‘:\.:A:J.)l

A' least . y r: .
V ., ‘ . g _’ I 0- ‘ ',_—_I ‘) I r.‘ .~4 1;. '.I 1
.11 [Lillrion oi - . J*.JI I )o “lei: -111»
Butfllel.ar'.3 Ikegzw:e
Donn: eruhlate .Hully
G!“1:iu;itt Degree
NV» [if-:LJpIJIlLSC

TOTAL

" . ' - ... 4‘ . L"
w. Lduwltlwnal ll-g.1w .1nan .n AlgH
" 111“i_7,t‘ [I‘C‘p 1!":7 - ' Y 1'1.I‘I"il
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Iisirloutive [4.gr‘. L
1:11‘:
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W. hddcutluflll trigrwm wavn :n C llvge

1.1 k.’:1"11 211:1 S
Business
NU MHJUI'
Other
bid HOT. Attend C’vllr‘gt:
No Response
TOTAL
t. Ewtuillng Courses liken in 1h
III/He
’1—';
9—1;
lF-LV
16—;0
21 or more
It. Rosyulnse
TOTAL

T1 . ‘ I .. -
AWAJ ii: l~« ‘.i.’n"".

“‘09

e
ltution

“317., Lt! Yule i )

Institution Beyond H.:

w

) n

610
91
701

87
170
120
181
102

36

2
__3_
701

l—"\.)
.30”. euro
D-QKQKO I?“

..4
b >._r
v .—

-~_\

'—1

.2

87%
13
Woo

12%
24
17
26
15
5

997

3%

18
14

F—‘
O
0 LA; LA) R) Ltd P.) M
O

 

figure r<dnl~i I

 

 

TABLE 8;——Continued. '74

 

~Question . Frequency Per Cent

 

7. Years in Retailing as an Employee Having no
Supervisory-or Management Responsibility
None .

 

2‘17 35$
1 year - 157 22
2 years 101 1A
3 years 57 8 _
A years 30 A‘
5 years 27 A
6 or more years 68 TD_
No Response ' 1A 2
TOTAL ' . 701 992
Mean Years as Rank and
File Employee = 1.8
S.D. = 2.1
8. Years in Retailing Having Supervisory
or Management Responsibility
Under 2 years 85 12%
3-6 years 19A 28%
7-10 years 1A3 20
11-15 years 105 15
16-20 years ‘ 67 10
21-25 years 60 9
26—30 years 17 2
31—35 years 17 2
36 or more years 10 1
No Response 3 0
TOTAL 701 992
Mean Years in Management = 10.9
S. D. = 8.A
9. Length of Average Work Week During Year
Under A0 hours 2 0%
A0 hours 83 12
Al—AA hours 112 16
A5-A8 hours 137 20
A9—52 hours 131 19
53—56 hours 120 17 ‘
57—60 hours 63 9
61—6A hours 28 A
65 or more hours 19 3
No Response 6 1
TOTAL 701 100
Mean Work Week = A9.7
S. D. = 6.8
10. Primary Function of Position
Operations 392 56%
Merchandising 309 AA
AL 701 1002

H
1.:

Official Title
Department Manager, Department Head, Division Manager,
Supervisor, et al. of a unit or branch store

(lowest level of supervisor) 151 21%
Assistant to a Buyer, Assistant Department Manager

(of a traditional department store) 9 1
Operations positions at lst. level of managemen

(e.g. Stock Supervisor, Area Manager, et. a1. 13 2
Assistant Store Manager 1A7 21
Assistant Buyer, Associate Buyer A1 6
Department Manager (2nd level of supervision) 26 A
Operations position at 2nd level of management
_ (e. . Delivery and Warehouse Supervisor, et. a1. 26 A
Chain Merchandiser l3 2
Buyer Al 6
Store Manager 182 26
Operations positions at 3rd level of management 18 2
Assistant Merchandising Manager 2 0
District or Division Manager 12 2
Merchandise Manager 12 2
Senior Executives 8 1

TOTAL 701 100

 

 

75

The responses in Table 9 are from retail management
personnel in more than twenty—five positions, in four types
of firms, and at four levels of management. Using the 50
per cent level as a criterion, meaning that 50 per cent or
more of all respondents found the activity to be crucial,
128 activities (or 63%) were found to be crucial to success
on the job by 701 retail middle managers. The responses
provide evidence that many activities are common to a wide
range of positions and indicate that some activities are
unique to certain management positions. In other words,
there is a common and identifiable cluster of activities
that are crucial to the success of retail middle managers.

The second question of the study was related to the
first one, namely: If there is a cluster of identifiable
activities common to all middle management positions, what
are these activities, how crucial are they to success on
the job, and with what frequency are they performed? In
answering this question, the responses of the managers were
analyzed according to the ten competency categories

described earlier.

Selling Competency

The 11 top—ranked Selling activities are customer—
oriented dealings. It is quite natural that the most
crucial activities in the Selling competency area relate
specifically to customers. Of interest is the fact that

the initial three activities relate primarily to

 

 

 

 

 

           

 

 

 

 

 

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82

satisfying customers, a defensive—type tactic, and that
actual selling to customers is ranked ninth out of 19
activities.

It is apparent that sales clerks and rank and file.
employees are charged with the prime responsibility of
selling, with management personnel serving as a backstop
to handle customer complaints and insure customer satis-
faction. The selling activities of least cruciality to
managers are routine tasks normally performed by rank and
file employees, e.g. operating a cash register, writing a
sales slip, and wrapping and packing merchandise, However,
the very fact that such routine activities appear crucial
to over 20 per cent of the managers provides an indication
that management personnel are called upon to perform many

rank and file tasks.

Sales Promotion Competency

Ninety per cent of all respondents regard "Presenting
the firm in a favorable image" as crucial to their success.
The Sales Promotion clusters of display location and adver-
tising are ranked above the 50 per cent cruciality level.
In all, ten of the 22 Sales Promotion activities were

ranked fifty per cent or above in cruciality to success.

Buying Competency

The most crucial Buying activity was "Determining

appropriate quantities to order." It was ranked 81 per

 

83

cent crucial by all 701 respondents. Twenty—one of the 3“
buying activities were seen as crucial to the success of
50 per cent or more of the mid—managers.

Two activities directly related to Buying are
economic—type activities: "Using the law of supply and
demand in ordering merchandise" (73% crucial) and "Using
federal and state regulatory laws in decision-making"
(51% crucial).

The importance of making decisions becomes evident
when Buying activities are analyzed. Judgments must be
made as to appropriate quantities of merchandise to order
(81% crucial), when to take markdowns (80% crucial), how
much markdown to take (77% crucial), determining styles to
order (66% crucial), buying to meet customer demand (72%
crucial), and determining timing of merchandise purchases
(6H% crucial).

Activities such as "Selecting buying sources" (24%
crucial), "Negotiating with vendors about terms and
discounts" (23% crucial), and ”Attending vendors' shows
or visiting markets to buy" (19% crucial) are not ranked
high. This is because they are, in multi—unit firms,
usually performed by specialists in the regional or home

office.

Operations Competency

Safeguarding merchandise and knowing current stock

positions are the two major elements in the Operations

84

competency. The prevention of shrinkage, the retail term
applied to merchandise that is unaccounted for, i.e.,
stolen, mispriced, damaged, etc. was found to be crucial

to 82 per cent of the respondents. The cluster of
activities related to inventory—taking, i.e., supervising
77 per cent, conducting 77 per cent and maintaining
inventories 74 per cent, all rank very high in contributing
to the success of management personnel.

Although inventory matters are crucial, it was
reported that only 2“ per cent of the respondents found
that analyzing computer print—outs to determine inventory
was crucial. However, the figure is important for two
reasons. First, 21 per cent reported analyzing computer
print—outs, 10 per cent reported that although they don't
actually analyze print—outs they must know how to analyze
them. Secondly, when computer print—outs were made
available to mid—managers, in nearly every case, analysis
of the print-out to determine inventory status was crucial.
Sixty seven per cent stated that they don't analyze print—
outs at all, indicating that the application of data
processing to inventory—taking is not wide—Spread in
retailing, and other methods of inventory—taking, i.e.,
actual stock count, unit record, et a1. continue to be
very important methods of inventory control.

Several clerical—type tasks are also reported as

activities of great importance. Activities such as

85

"Recording stock count information" 61 per cent, "Checking
condition of merchandise received" 61 per cent, "Keeping
files of invoices and purchase orders" 57 per cent,
"Organizing perimeter (reserve) stock" 56 per cent, and
"Maintaining and using a unit control system” 55 per cent,
although basically routine in nature, all contribute to the

success of the retail management person.

Market Research Competency

The market research function is a vital part of the
mid—manager‘s job. ”Determining consumer demand" and
"Recognizing fashion influences and trends" rank very high
(80%) and attention is given to these activities on a daily
basis by over 50 per cent of the respondents. An activity
linking both of the above, "Keeping informed of public
opinion" is also ranked quite high (75%).

A second cluster of activities relate to competition
and involve shopping local competitors and determining
their strengths and weaknesses. Forecasting sales and
future events provides a third major cluster of market

research activities.

Managerial——Plannino Competency
The planning function is an important one for managers.

In knowing what to plan, however, managers must follow

the instructions of their supervisors. Following instruc—

tions received the highest cruciality rating of all 202

activities—-99% view it as crucial.

 

 

86

Thirteen of the 15 planning activities were seen as
more than 50 per cent crucial by the 701 managers. In 11
of the activities (those ranked from 2 to 13) a decision
had to be made by the manager. Decision—making appears to
be a key to successful planning with problem—solving and

logical thinking an integral part of the process.

Manageria1——Directing Competency

 

One of the very important duties of the mid—managers
is directing others. In this phase of management, the
human relations aspect becomes all important. Supervising,
communicating ideas, motivating, delegating, following up,
and disciplining employees are all activities in which the
manager functions in a face—to—face relationship with his
subordinates. These activities are not only highly crucial,
but are also performed on a daily basis in the great
majority of cases.

Even though the Personnel Departments of most firms
handle tasks such as interviewing, training, and discharg—
ing employees, approximately one—half the managers
indicated their involvement in these activities. Getting
the job done through others is a very important retail
management competency needed by students who aspire to

management positions.

 

87

Manageria1——Coordinating Competency

 

It is common knowledge that teamwork is a vital
aspect of employees in a retail organization. Very high
marks were given to the activities of exchanging informa—
tion with superiors, subordinates, and equals in the firm.
Although much coordination takes place on a daily basis,

a good one—quarter of coordinating efforts take place

weekly.

Manageria1——Controlling Competency

 

Retailers are very ”figure—oriented." Cost of goods,
operating and selling expenses, profits, losses, markups,
markdown, and stock turnover are several of the measures
used by managers to control the funds or goods committed to
them. The analysis of financial data and the decisions made
based upon the analysis contribute heavily to the success of

the mid—managers.

Managerial——Innovatingrgpmpetency

The managers appear to be an innovative group con—
tunually searching for (95%) and adopting ideas (88%)
which will improve their effectiveness and performance on
the job.
Summary of Crucialness
of Activities

Table 10 provides a summary of the cruciality of

middle management activities according to competency area.

 

88

TABLE lO.-—Level of cruciality of activities of all middle
managers according to competency area.

 

Level of Cruciality

 

 

Competency Area Nugggilof 0—24 25—49 50—74 75-89 9D-100
Activities % % % % %
Selling 19 3 9 6 1 0
Sales Promotion 22 2 10 '9 0 1
Buying 34 6 7 18 3 0
Operations 35 4 14 13 4 0
Market Research 14 l 4 6 3 O
Managerial:
Planning 15 O 2 6 5 2
Directing 23 O 3 9 4 7
Coordinating 11 O 1 5 4 1
Controlling 25 1 6 ll 6 1
Innovating __4_ _g_ _l_ __1_ _m_ _l_
TOTALS 202 17 57 84 31 13

 

Of the 128 activities found to be "core crucial" (activities
crucial to 50 per cent or more of the middle managers),

44 (34%) of the activities were reported as 75 per cent or
more crucial. Of the 44, 32 were managerial—type activi-
ties. Twelve managerial-type activities were reported
crucial by 90 per cent or more of the mid—managers.

Finally, a rank ordering of all 202 activities from one to

89’

202 according to crucialness to success on the job (Appendix
H) indicated that 19 of the 20 top—ranked activities were in

the Managerial competency area. ’

Variations in Activities of Middle Managers
in Different Types of Firms

 

 

The third question asked in accomplishing the objec-
tives of the study was: Do activities of middle managers
differ between retail organization classifications? If

so, what are the differences? Are they major differences?

 

In answering this question, responses were categor—
ized according to the four types of retail organizations
investigated (Table 11). The four retail organizations
and the number of respondents in each organization are as
follows:

Traditional (independent)

Department Stores (TDS) 158
Discount Stores (D8) 149
Chain Stores (CS) 288
Variety Stores (VS) 106

TOTAL 701

The null hypothesis, "No significant difference
exists in the proportion of middle managers performing the
activity when compared by types of firm" was established
for each of the 202 activities. When each of the activities
was tested by Chi—Square for the null hypothesis, 180 of
the 202 activities were rejected at the .05 level of
significance. This test reported a difference in the mid—
managers' responses and indicated that activities of middle

managers do differ according to type of firm.

 

 

 

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96

In order to show variations between types of firms,
whenever mid—managers in one type of firm Judged an
activity as 10 per cent or less crucial than the average
cruciality of all firms, the percentage was indicated by
parentheses. Whenever mid—managers in one type of firm
Judged an activity as 10 per cent or more crucial than the
average cruciality of all firms, the percentage was
bracketed.

Mid—managers in traditional department stores gener-
ally viewed most activities as less crucial than the
average of all mid—managers while the variety store people
indicated most activities as more crucial than the average
of all middle managers. The retail executives that met in
a post—survey conference (Appendix I) confirmed this find—
ing and indicated that a considerable difference existed
between the traditional department store and the other
three types of firms. In most cases, the traditional store
is much larger and self—contained and, therefore, the
traditional store mid—manager tends to specialize in a
specific area. Because of specialization, mid—managers in
traditional department stores have fewer activities to
perform, hence, fewer activities to view as crucial to their
job success. At the other end of the continuum, the mid—
manager in a variety store organization, usually involved
in a smaller operation, is a generalist with a great many

activities and responsibilities, most of which are viewed

 

97

as crucial to his success. An example is illustrated in
the activity "Trimming store windows" in which only three
per cent of traditional department store people indicate i
this activity as crucial to their success, whereas 55 per ‘
cent of the variety store mid—managers believe this
activity to be crucial.

The Variety Store mid—managers' responses were
closer to the Discount and Chain management responses and
provide evidence that a difference exists between the
traditional department store and the other three types of
firms. The responses of mid—managers in Discount and Chain
organizations tended to be quite similar and closer to the
average responses from all firms.

Table 12 is a summary of the data appearing in Table
ll and indicates, according to a quartile level of compe—
tency, where each of 202 activities were ranked by middle
managers in the four types of firms. Figure 2, on the
other hand, provides a graphic summary of the manner in
which mid—managers in the different firms responded. The
traditional department store manager clearly views many
activities as less crucial to his success than middle
managers in the other three firms. The Discount and Chain
organization mid—managers tend to judge activities
similarly while the Variety Store mid—managers report the

greatest number of activities crucial to them.

 

   

 

 

D8

CS

VS

 

=~x

. e-_ ‘
lesdPromdtibn

Buying
Operations
Market Research
Managerial:
Planning
Directing
Coordinating
Controlling
Innovating
TOTALS

Selling
Sales Promotion
Buying
Operations
Market Research
Managerial:
Planning
Directing
Coordinating
Controlling
1nnovating
TOTALS

Selling
Sales Promotion
Buying
Operations
Market Research
Managerial:
Planning
Directing
Coordinating
Controlling
Innovating
TOTALS

Selling
Sales Pramotion
Buying
Operations
Market Research
Managerial:
Planning
Directing
Coordinating
Controlling
Innovating
TOTALS

GRAND TOTAL

 

 

    

 

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5 11 1
u 211 6 o
111 12 8 1
1 7 6 o

D

1 5 6 3
1 8‘ 6 8
o o 8 3
0 15 6 h
._2 ._l ._l ._3
33 95 52 22
‘1 6 8 1
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5 9 16 11
11 12 13 5
l 6 u 3
l 5 1| 7
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0 0 1 10
g 6 13 6

1 o
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3 9 8 2
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1 u 5 u
o o 8 7
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19 "F3 73 ‘62
2 7 7 3
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3 8 7 16
u 8 12 11
0 11 5 5
0 1 3 11
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o 1 5 5
0 5 5 15
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10 39 “BE ‘35
79 237 262 230

 

 

 

Number of Activities

99

Traditional Department Stores
Chain Store

Discount Store

Variety Store

102” DS

0
(I)
II II II II

96-

T S

90--
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78..
72'-
66 -
60'
54..
18»
112--
36 '
304-
21 -
18 -

12‘

 

6»

 

 

0—2u% 25—19% 50—71% 75—100%
Per Cent Activities Reported Crucial

Figure 2.-—Cruciality of 202 marketing activities report—
ed by four types of firms.

 

100

In the competencies of Selling, Sales Promotion,
and Operations, the Discount and Chain organization mid-
managers reflected scant differences in their responses.
However, in Buying and Market Research competencies, the
mid—managers in Chain organizations indicated that these
activities were more crucial to them. In this respect,
the mid—managers in the Chain organizations tended to
respond more like the managers in Variety organizations
than Discount firms.

Analyzing the 78 Managerial activities which were
divided into the five sub—competencies of Planning, Direct—
ing, Coordinating, Controlling, and Innovating, the Chi
Square test indicated that there was a significant difference
in 60 of the 78 activities. The activities that were

similar were general in nature such as following instruc—

tions, establishing standards, evaluating proposals, com—
municating ideas, motivating employees, delegating respon—
sibilities, keeping supervisors informed, collecting
information and preparing reports, and searching for ways
and adopting ideas to improve performance.

The traditional department store middle managers
viewed 38 of the 78 Managerial activities as 10 per cent
or less crucial than the average of all middle managers.
On the other hand, the Variety Store managers viewed 20 of
the 78 Managerial activities as 10 per cent or more crucial

to their job success. In summarizing the Managerial

'7

I);

1mm

 

lOl

competency, the Discount and Chain organization middle
managers tended to respond the same; the Variety Store mid—
manager responded similarly, only reporting a higher degree
of cruciality for most activities. The traditional depart—
ment store manager viewed all Managerial activities as less
crucial than the average to his success.

Variations in Activities of Middle
Managers in Different Levels

of Management

The fourth question asked in accomplishing the
objectives of the study was: Do the activities of middle
managers differ at various management levels? If so, what
are the differences? Are they major differences?

Preliminary research early in the study indicated
that it was extremely difficult to rank middle managers and,
therefore, classify them according to discrete levels.
Neither salary or title nor any other criteria could be
used to properly distribute middle managers into discrete
grades or classes. However, discussions with retail
executives indicated that a rough attempt could be made to
classify mid—managers into one of four hierarchial levels.
With this in mind, and for purposes of the study, all
retail middle managers were judged to be in one of four
management levels:

I. The first level, the lowest management level
and located immediately above rank and file

employees, consisted of positions such as the

 

102

Department Manager of a chain store, Assistant
to a Buyer, and Receiving Manager.

2. The second level of management consisted of mid-
management positions such as Assistant Store
Manager of a chain store, Assistant Buyer,
Department Manager of a traditional department
store's branch store, and Warehouse Supervisor.

3. The third level of management consisted of Store
Managers, Buyers, and management personnel in
Operations positions at an equivalent level.

A. The fourth level, the highest level of middle
management, consisted of persons positioned
immediately below corporate executives. Examples
of the fourth level are traditional department
store Merchandise Managers and Division or
District Managers responsible for several stores.

The four levels of management and the number of

respondents at each level were as follows:

Level A 33
Level 3 247
Level 2 2H7
Level 1 174

TOTAL 701

Table 13 provides the responses of middle managers
according to the four levels of management. As would be
expected, the responses differ from level to level. For
the most part, mid—managers at Level I, the lowest level,

tended to judge rank and file—type activities as more

 

   

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109

crucial to their success than did mid-managers at higher
levels. Conversely, management—type activities were
judged by mid-managers at higher levels as more crucial to
their success.

The null hypothesis, "No significant difference exists
in the proportion of middle managers performing the activity
when compared by levels of management" was established for
each of the 202 activities. When each of the activities was
tested by Chi—Square for the null hypothesis, 159 of the
202 activities were rejected at the .05 level of signifi—
cance. This test reported a difference in the mid—managers'
responses and indicated that activities of middle managers
do differ at various management levels.

To show variations between levels of management,
whenever mid—managers at one level of management judged
an activity as lO per cent or less crucial than the average
cruciality of all levels, the percentage was indicated by
parentheses. Whenever mid-managers at one level of manage—
ment judged an activity as lO per cent or more crucial than
the average cruciality of all levels, the percentage was
bracketed.

The significant difference between the activities of
four levels of management clearly indicates four levels.
But, the question then becomes, "are the four levels
equally discrete in each of the ten major competency areas?"

As Table 1” demonstrates, for some competencies the levels

 

 

 

110

are very discrete. For other competencies, however, the
four levels actually collapse into but two or three levels,
e.g., in the Selling competency the responses of mid-
managers in Levels 2 and 3 are very similar.

In the Selling Competency area, there was a marked
contrast between the first and fourth levels with mid—
managers at Level 1, the lowest level, indicating that
selling activities were very crucial to their success.
Sixteen of 19 selling activities received the highest cru—
ciality rating from Level 1; 12 of the 19 activities were
judged "core crucial" by Level 1 (50 per cent or more of the
mid—managers considered the activity crucial). In contrast,
Level 4 gave selling activities the lowest cruciality
rating with only one activity ranked "core crucial."

Levels 2 and 3 ranked selling activities with the same
degree of cruciality, each with the same seven activities
reported by 50 per cent or more of the mid—managers to be
crucial to job success, and both were closer to Level 1
in their responses than Level H.

Sales Promotion activities that require planning,
evaluating, and approving are less crucial for managers
operating at Level 1 and more crucial for managers at
Level 3. Such activities require higher level decisions
than can be made at Level 1. Level 3, including Buyers
and Store Managers, scored Sales Promotion activities more

crucial for their level than any other level. One—half of

1211

 

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112

the Sales Promotion activities are least crucial to Level 4
(highest level); they are most tasks actually performed by
and crucial to, managers at lower levels.

Buying activities are not as crucial to mid—managers
at Levels 1 and M. They are most crucial to persons at
Level 3 which include such positions as Buyer and Store
Manager. However, it should be noted that Level 1 reported
30 of the 3“ Buying activities as being 25 per cent or more
crucial to their job success, indicating that the Buying
Competency is an important one for even the lowest level
of management.

Operations activities are most crucial for mid—
managers operating at Level 3. Twenty per cent (7) of the
activities were judged to be 10 per cent or more crucial
to Level 3 than any other level. Two activities highly
rated by Level 3 and which distinguish Level 3 from the
other levels are "Meeting local, state, and federal laws,"
and ”Keeping proper payroll control." Level 2 followed
Level 3 in rating Operations activities as crucial. Fif—
teen of the 3“ Operations activities were reported by Level
1 as 50 per cent or more crucial to their success.

The Market Research function is more of a responsi—
bility for Levels 3 and u. However, there is a subtle
difference in the exact nature of the activities at these
levels. Level 3 is much more concerned with "Determining

consumer demand” (86%), ”Recognizing fashion influences and

   

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113

trends" (85%), and "Forecasting sales for a future period"
(76%), all fairly specific activities related to the sales
of a department or store operation. Level 4, on the other
hand, reports "Keeping informed of public opinion" (82%),
"Forecasting future trends or events" (76%), and "Assessing
events that may affect the firm" (73%), activities of a
more general nature affecting the entire organization, as
responsibilities that are most crucial.

-Although Level 1 generally scored Market Research
activities as less crucial than Levels 3 and D, it should
be noted that Level 1 rated one-half of the Market Research
activities (7 out of l“) as 50 per cent or more crucial to
their job success.

The Managerial Competency was divided into the five
sub—competencies of Planning, Directing, Coordinating,
Controlling, and Innovating. On the whole, activities
within the managerial competency become more crucial to
job success as the mid—manager moves from Level 1 to
Level 4.

Levels 2, 3, and 4 are much closer together in their
judging of Managerial activities than Level 1. Mid—
managers at Level 1 generally viewed managerial activities
as less crucial——29 of the 78 activities were scored by
them as 10 per cent or less crucial than the average. On
the other hand, mid—managers at Level A scored 30 of the

78 activities as 10 per cent or more crucial to their job

 

11”

success. Level 3 reported 16 of the 78 managerial
activities as 10 per cent or more crucial.

Figure 3 graphically indicates the importance of Man-
agerial activities by levels of management. The key find-
ing to note is in the cruciality range of 75—100 per cent——
Level 4 reports N6 activities in this range; Level 3, 41
activities; Level 2, 29 activities; and Level 1, 25
activities. It can be clearly seen that managerial
activities, although generally most crucial to Level 4, the
highest level, are also very crucial to mid-managers at
Level 1.

Variations in Activities of Middle

Managers in Different Functional
Areas of the Firm

 

 

The fifth question asked in accomplishing the objec—
tives of the study was: Do the activities of middle managers
in merchandising positions differ from the activities of
middle managers in operations positions? If so, what are
the differences? Are they major differences?

There are five basic functional positions within a
retail firm: (1) merchandising, (2) operations, (3) sales
promotion, (U) control, and (5) personnel. This study
analyzed the activities of personnel performing the func—
tions of merchandising and operations. These two functions
represent approximately 80 per cent of the supervisory and

middle management positions in retail organizations.

 

Number of Activities

115

521
Management %
h8-L Levels: 3

A
440
uo-_
36m“
32“
28 ..

 

214 +
2o-*

16*?

 

 

4L

o-2u% 25—u9% 50—74% 75-100%

Per Cent Activities Reported Crucial

Figure 3.-—Cruciality of 78 managerial activities
reported by four levels of management.

 

116

In order to answer this question, all middle managers
in the study had to be placed in either a "merchandising"
or "operations" category. It was very difficult placing
some middle managers in discrete "merchandising" or
"operations" categories since in several cases, job titles
and functions of positions varied depending upon the firm
and its organizational strategy. In one firm, a store
manager might be considered in "merchandising" while in

another firm the store manager might be classified under

 

"operations." Responses according to the functional areas
of "merchandising" and "operations," therefore, should be
analyzed with this fact in mind. There were 392 middle
managers classified in the operations function and 309 in
merchandising (Table 15).

The null hypothesis, ”No significant difference
exists in the proportion of middle managers performing the
activity when compared by functional area of employment"
was established for each of the 202 activities. When
each of the activities was tested by Chi—Square for the
null hypothesis, 87 of the 202 activities were rejected
at the .05 level of significance. This test reported a
difference in the mid—managers' responses and indicated
that activities of middle managers do differ according to
functional area of employment.

In order to show variations between functional areas,

whenever mid—managers in one functional area judged an

 

  

 

 

 

 

 

 

 

 

 

 

 

15.--Marketing activities in ten competency areas and ranked according to 7cruiialness to
success on the Job by two functional areas of employment: N =
w
2 3 Function
0 d 0
5E é Operations N-392 MDS'O "-309
3 3 3 Activity g g
E 5 -- H 2 3% >. H 23% >.
04: m m -o s o m m o 5 o m
x 0 as H DE: C: rd n=§
% o x o o o
5 o i‘. E ‘6 ‘s a. 8 E ‘6'; a) 5
go o 0 2mm J; o zmm 9
Selling
1 78 Handling customer complaints 78 21 72 78 10 78
2 70 Insuring customer satisfaction after transaction 7h 29 57 66 19 58
3 6H Interpreting store policies to customers 66 20 68 60 1“ 67
h 62 Greeting customers 66 ll 76 57 1“ 65
5 58' Explaining technical and sales features of
merchandise (“7) 30 “3 [72] 1“ 7"
6 57 Approving customer returns and allowances 57 31 N9 58 11 72
7 55' Providing comfort and convenience services to
customers 63 29 50 (nu) 19 “l
8 “9' Processing customer returns and allowances NS 51 32 55 27 53
9 ”8 Selling to customers on the floor A7 #1 N0 “8 25 53
10 45 Completing customer sales transactions “5 51 25 UN 32 38
11 N3 Approving customer checks “0 28 56 N6 7 71
12 40 Recording sales on unit control records 6 N1 13 Q3 37 21
13 36* Demonstrating merchandise 30 39 19 ”l 19 39
1“ 31' Recording non—cash transacticns (e.g., 9.“.h.
harge) '5 “9 1h 25 26 19
15 29 Operating a :ash register 50 6M 18 28 uu 36
16 27 Writing sales slips £5 52 16 30 35 31
17 21 Wrapping and packing merchuniise 2? ha 13 17 23 19
18 19* Confirming customer delivery dates 17 32 6 21 18 13
19 16 Preparing delivery ‘.ickets l? 35 5 13 20 8
Sales Promotion
1 90 Pre esenting the i‘irm in a ilvorlble imagv- 90 I 9; 88 3 93
2 73 Determining merchandise dis pigll locnt.; n 73 12 76 2 1H 67
3 71 Coordinating advert s'ng w; th merrhu..ii:~ display 69 1, 60 73 12 78
u 67 Planning or 1evisir.g 1cpaztn.cnt or :zcrh 11y.Ji [U 5 76 63 15 61
5 67 Planning and scheduling primdtinnai and special
events snles 69 19 PS 63 21 50
6 62 Evaluating eifec tlveness of :.dvcrtlscmrn!s 6h 15 66 58 17 61
7 61 Planning advertising progr:1m;.1nd schvinlus 61 2 M9 60 30 “1
8 59 Cooxdinating adverlisir .g wi h prrsnnal lLing 57 .s 5? 62 16 57
9 58 Deciding what merchandise is to be livvrtised 50 21 50 57 21 H8
10 50 Approving advertising proofs U“ 8“ “l 55 15 56
11 “7 Preparing merchandise fol' display U3 Al 21 5 27 5O
12 45' Requesting display and sign SerVi (32) 27 37 [61] 18 7h
13 "3* Submitting merchandise i‘ac ts: :1nd rough <-opy or
advertisements 35 22 30 50 1H H7
1“ “3 Selecting themes for iisplays ND “6 “3 N6 22 H9
15 H2 Working with home office uL sales promrtion
planning um 11 36 37 18 29
16 39 Keeping records or merchandise on iispliy ”0 P 29 39 25 MO
17 35 Selecting fixture: for mer hundise displays 29 P 35 38 18 35
18 33* Using adverti: ing: ‘ 37 36 2 28 3O 19
19 33 Checking merchandise returi-ci to stock from
display 29 “1 25 38 22 52
20 5 Trimming show cases 2“ u“ 12 25 25 21
21 20* Trimming store windowr 95 3‘ 12 13 13 5
22 8 Preparing information for public relatigns
i ll 6 6 8 N
1All figures sn-wn u: purcenixrns ELI r .lei L :lz nearest whole.

 

 

 

118

TABLE 15.——Continued.

 

 

 

 

 

 

 

m Function
0 w
15 a! 8 Operations N=392 MDSG. N=309
c8 3
r1< m
5.33 3 Activity a 2’
o e m u c o.p c
n o H H c m 3 h H4 2 m 3 h
o p m m o s o m N o 3 o m
o H -H a): : H4 0 z e
x a o o x o o M m
E: E :‘S S p a c: :1 424-) t:
w o n n o 3 m o n :3: o 0
mo 0 O 2mm O 0 2mm 9
Buying
1 81 Determining appropriate quantities to order 78 2U 60 85 8 81
2 80* Deciding when to take markdowns 76 13 68 85 13 58
3 77* Deciding how much markdown to take 72 15 67 8U 1U 76
U 73 Using the law of supply and demand in ordering
merchanidse 72 1U 6U 77 8 73
5 72 Buying to meet consumer demand 71 18 56 72 10 U8
6 69 Using purchase order and requisition forms 65 29 U8 76 6 8U
7 66 Determining styles to order 6U 22 50 69 9 U3
8 66* Determining shrinkage loss 75 18 62 (56) 31 33
9 65 Following vendors' or company suggested retail
prices 62 15 63 68 ll 69
10 65 Buying merchandise for special promotions 67 15 5O 63 15 59
ll 65* Working with buying office 58 lU U6 73 6 76
12 6U Determining timing of merchandise purchases 63 12 56 65 ll 58
13 61* Ordering merchandise from central warehouse 68 50 3U 5U 23 U6
1U 60 Maintaining buying records 57 39 28 6U 21 61
15 58 Estimating markdowns for a month or season 61 19 U9 55 25 U0
16 56 Figuring markon 55 30 U0 58 25 U8
l7 5U Determining markups 5U 2 U2 5U 31 38
18 53* Working with home office or division on buying U6 11 U3 61 9 56
19 53 Computing "open to buy" 56 35 28 U7 27 27
2O 51* Using federal and state regulatory laws in
decisionemaking [62] 17 57 (37) 2O 28
21 51 Communicating with vendors about adjustments or
returns U6 35 33 58 20 U6
22 U7 Determining prices for individual items U6 19 36 U8 20 3U
23 U6* Scheduling the buying shipment date: 39 23 28 55 16 U9
2U U5* Dealing with vendors' salesmen (35) 1U 52 [57] 8 70
25 U2* Establishing price lines for department 35 21 23 51 20 U0
26 39* Providing information to be submitted to data
processing 37 28 27 U1 13 36
27 39* Using vendors' reorder procedures 36 3 26 U1 12 U1
28 3U* Buying from wholesalers U3 15 29 28 10 53
29 2U Ordering from catalogs 21 21 16 28 8 33
3O 2U* Selecting buying sources 18 19 12 32 18 27
31 23* Negotiating with vendors about terms and discounts 15 17 7 [36] 15 25
32 22* Requesting datings from vendors or home office 15 2O 12 3O 1U 21
33 19* Attending vendors' shows or visiting markets
y < 6) 10 10 [36] 6 U3
3U 9 Determining trade—in prices 8 9 5 9 6 9
Operations
1 82* Developing and applying measures to prevent
store shrinkage 88 U 86 7U 16 66
2 77 Supervising inventory—taking 80 1U 76 7U 12 77
3 77 Conducting a physical inventory 78 21 66 76 22 66
U 77* Insuring store or department cleanliness 82 19 76 7O 17 71
5 7U Maintaining a perpetual or basic stock inventory 71 33 U6 79 19 6U
6 68* Meeting local, state and federal laws [78] 15 77 (56) 19 53
7 67 Establishing basic stock count schedules and
reorder plans 66 26 U7 67 21 55
8 66* Using a telephone 58 3 93 7k 1 99
9 63* Keeping proper payroll control r86] 2 68 (3U) 23 21
10 61 Checking condition of merchandise received 58 U9 3U 6U 27 58
11 61 Recording stock count information 58 60 2O 67 37 U8
12 59* Watching for and preventing accident hazards 67 7 89 U9 ll 70
13 58* Insuring adherence to store credit policies 6U 20 58 5O 19 50
14 57 Keeping files of invoices and purchase orders 57 6U 15 58 UU 3U
15 56 Organizing perimeter (reserve) stock 5U 38 U3 59 2U 62

 

 

 

119

TABLE ]5.-~Continued.

 

 

 

 

 

 

 

 

o 2 Functions
‘1 (u
u d o
e 2 2 Operations N=392 MDSG. N=309
~+¢ m
’4 >a 0 Activit ‘” 9’
3 g u y ciu c z 01:: s
a o H ~4_ : m 3 a r1 c m 3 h
o p m w o 3 o m m o d o m
o H H a): c H :3: n
x Q. 0 U K 0 0 M O
c E 3 E. ‘8 ‘5 a; 8 E ‘3 ‘5 a) 8
£8 5 0 2mm 9 0 2mm 9
16 55* Maintaining and using a unit control system U7 33 25 [68] 23 5U
17 53* Receiving, checking, and marking merchandise 61 60 18 (U3) U3 22
18 UU* Requisitioning supplies, equipment, or fixtures 52 39 51 (33) 25 U7
19 UU Scheduling inventories UU 15 3U U5 27 U0
20 U2“ Insuring preventative maintenance of equipment
and fixtures [551 27 5” (2“) 15 26
21 39 Working with a code system in marking merchandise 38 37 30 O 2U 38
22 37* Controlling perishable goods [U9] 28 U1 (22) 11 19
23 37 Using the retail price accounting system 38 28 2U 36 19 30
2U 35* Scheduling repairs on customer or store mdse. 37 U1 27 32 18 38
25 32 Preparing price tickets 39 56 9 28 38 15
26 31 Reporting sales by the split-ticket system 28 37 12 3U 2U 29
27 30* Insuring proper lighting and heating or cooling [U0] 31 U8 (1U) 1U 16
28 27* Insuring prompt service in customer lunch area [UU] 2U 3U ( 7) 6 6
29 26* Inspecting lunch area for cleanliness [U1] 19 59 ( 9) 13 15
3O 25* Operating an adding machine 20 31 U6 31 13 63
31 25 Controlling warehouse stockkeeping functions 30 57 19 20 68 13
32 2U Analyzing computer print—outs to determine ‘
inventory content 22 10 19 25 9 21
33 20* Scheduling and controlling delivery to
customers 23 37 12 15 2U 29
3U 16* Using professional and local shopping services l9 13 21 11 11 10
35 8 Using a typewriter 8 l9 1U 8 16 1U
Market Research
1 8O Determining consumer Jemand 77 16 69 8U 1U 77
2 80 Recognizing fashion influences and trends 77 17 7O 8U 11 79
3 5 Keeping informed of public opinion 71 1U 76 78 15 78
U 70 Determining strengths and weaknesses of
competitors 72 10 75 69 13 71
5 70 Shopping local competitors 66 1U 70 7U 10 81
6 65 Forecasting sales for a future period 68 20 61 62 21 50
7 59 Forecasting future trenls or events 55 17 U8 62 20 U8
8 56 Searching for new items and lines 52 l0 5O 61 10 59
9 53* Obtaining market information from buying or
home office U5 13 U5 62 10 62
10 U8 Assessing events that may affect the firm U9 1U U9 UU 18 38
11 U0* Reading trade publications 31 U 88 U8 2 87
12 36* Using data processing information to forecast '
29 17 20 UU 1U 33
13 35 Assessing socio—eccnomic trends in the community 38 17 33 31 19 25
1U 1U* Assessing proposed retail legislation 16 28 1U 11 17 5
Managerial——Planning
1 99 Following instructions from superiors 99 0 99 98 O 99
2 91 Reading company memorandums and reports 9U 1 97 87 2 96
3 87 Establishing procedures to accomplish goals 90 6 88 83 9 79
U 82 Determining the goals of a department or area 85 13 80 80 22 68
5 80 Determining responsibilities of employees 8 12 86 75 15 73
6 79 Establishing standards for the department or area 78 12 7U 78 13 73
7 75* Planning for the future from current operations
2 7 79 67 1U 59
8 7U Evaluating proposals and suggestions 76 7 8U 70 9 73
9 72* Determining priorities 76 8 78 65 6 6U
10 65* Preparing budgets [82] 21 66 (UU) 23 28
11 59* Determining a sales budget for a season [70] 2U 56 (U5) 27 28
12 52* Determining expenses for a season [70] 17 61 (30) 22 18
13 50 Deciding action to take based upon data
processing information U9 9 U5 50 1U U1
1U UU* Determining finances necessary to accomplish
sales budget 52 19 37 35 18 23
15 35* Establishing an advertising budget U2 19 33 (23) 19 12

 

 

 

TABLE 15.——Continued.

 

 

 

 

 

 

 

 

 

 

m .
g 3 Functions
p a 0
e8 3 operations N=392 MDSG. N=309
*1< m
S 2 3 Activity g g
E 8 r4 H 2;: g a H 2'8 g h
0:: 3 :2 as: m :3 as: °°
.24 D. o o ‘ :4 a) 0 h: w
c E a : v.9 : d u.» c
m o a p o 3 o o p o d o 0
mo 0 0 2mm a 0 2mm Q
Managerial-—Directing
l 98 Making proper, timely decisions 99 l 98 97 1 97
2 97* Supervising employees 99 l 98 9U 3 95
3 95 Communicating ideas to others 96 1 98 92 1 97
U 9U Delegating responsibilities to others 96 0 98 93 2 96
5 9U Motivating employees 97 1 97 91 3 92
6 93 Assigning work to be done by others 95 1 96 91 2 9U
7 91* Keeping employees' morale hi h 95 l 97 86 5 88
8 89 Insuring that employees comply with their
assignments 92 8 88 8U 5 87
9 81* Instructing employees on store policies and
procedures 87 12 86 7U 15 76
10 77* Handling employee complaints 86 8 89 (65) 16 66
11 76* Using "on—the—job" training method 83 1U 78 70 ll 29
12 7U* Evaluating employees' progress 81 8 87 66 13 71
13 7U* Disciplining employees 81 12 81 (63) 15 60
IU 73* Teaching salespeople new merchandise information 68 27 55 80 12 77
15 69 Training new salespeople 71 U2 U2 66 21 58
16 55* Hiring employees [72] 35 52 (39) 2” 23
17 55* Using training aids and equipment 2 20 6U (U5) 17 36
18 55* Training new non— selling employees [67] U7 39 (38) 20 31 l
19 53* Promoting employees [69] 16 65 (30) 27 2O
2O 51* Interviewing job applicants [62] 29 61 (3U) 21 30 i
21 U7* Discharging employees [59] 23 56 (31) 29 21 ‘
22 U2* Counseling employees on their personal problems 50 12 68 (30) 15 36
23 32* Recommending employees for transfe. 36 19 U6 2U 16 26
Managerial-—Coordinating
l 90 Keeping superiors informed 86 2 96 93 l 98
2 89 Exchanging information with superiors in the firm 86 l 9U 92 2 97
3 79 Exchanging information with subordinates in the
firm 79 2 93 77 1 91
U 79* Organizing a department or store's effort 85 6 85 72 7 71
5 75 Communicating with other departments or areas 78 U 90 71 U 88
6 71 Seeking cooperation of other departments or areas 73 7 77 67 7 80
7 7O Conducting meetings 7U 8 93 6U 15 68
8 70 Expediting proper merchandise handling 72 32 56 67 25 57
9 67 Exchanging information with equals in the
organization 62 8 86 71 U 88
10 66 Reporting on employees' traits and abilities
to superiors 69 6 83 6O 5 82
11 U9* Arranging meetings I 52 10 68 U 17 U9
Manageria1——Controlling
l 92 Handlingt responsibilities that cannot be ,
dele ega ed 9U 2 95 91 2 9U
2 85 Comparing operations with past performance or
expectations 88 3 91 83 6 86
3 85 Insuring accuracy in paperwork . 8U 17 75 85 9 83
U 81 Analyzing sales figure 85 5 86 13 78
5 77* Evaluating performance of subordinates 85 5 12 (67) 13 76
6 77 Collecting information and preparing reports 79 26 66 7U 9 79
7 75* Controlling operating expenses [91] 9 85 (5U) 20 U0
8 70* Controlling selling expenses [8U] 10 77 (5U) 21 U2
9 69 Working with percentages, fractions, and decimals 69 13 78 69 11 7U
10 69* Controlling the finances of a department or area 77 62 (59) 20 U5
ll 66* Training employees to be accurate in sales
transactions 75 35 53 (56) 21 52
12 6U* Analyzing operating costs [80] 1U 73 (U5) 25 31
13 6U* Analyzing a retail profit and 1053 statement [75] 16 69 (51) 26 39
1U 62* Analyzing selling costs [72] 13 66 (50) 22 U0
15 62 Maintaining "open to buy” records 61 37 31 59 27 35

 

 

 

 

 

 

 

 

 

TABLE l5.-—Continued.
m
g 3 Functions
UN 0
o o
n h :
~4< m Operations N=392 MDSG. N=309
p a o' m g
85: u AetiVity a)» x: 2 on:
M o H H c m 3 h H c m 3 h
04: m m o 5 o m m o a o m
o H a 95:: H (a: c
x m o o - x o o a o
c E 5 a u u C a pin a
m o h a o s m o h o 5 o 0
mt) o L) z m m D o Zlntfl c
16 60 Calculating stock turnover 6U 27 UU (U3) 22 52
17 55* Taking part in making store polio U 11 60 (U3) 20 3U
18 50 Analyzing information provided by data processing U9 ll 51 52 10 U3
19 U7* Checking and reporting on cash registers 56 U7 3U (37) 23 39
20 U5* Approving requests that deviate from normal
procedures U9 10 67 39 15 50
21 UU Using business mathematical formulas U3 16 U3 U5 11 55
22 39* Adding columns of figures by hand (20) 15 U6 [U9] 10 69
23 33 Analyzing charts and graphs 3U 12 35 30 15 28
2U 33 Dictating letters or repo ts 3U 8 U0 29 12 U0
25 32 Using ratios to determine deviation from _
standards 30 1U 28 3U 13 29
Managerial—-Innovating
l 95 Searching for ways to make my position more
effective 9U 2 97 96 l 97
2 88 Adopting ideas to improve performance 90 U 92 85 U 89
3 7O Seeking ways to eliminate paperwork 72 12 75 69 8 72
U UU Improving department or area operation by use
UU 6 6U U1 8 53

*
The null hypothesis,
managers performing the activity when compared by functional area of employment,

of innovation

rejected at the .05 level

II

"No significant difference exists in the proportion of mid—
was

 

122

activity as 10 per cent or less crucial than the average
cruciality of both areas, the percentage was indicated by
parentheses. Whenever mid-managers in one functional area
Judged an activity as 10 per cent or more crucial than the
average cruciality of both areas, the percentage was
bracketed.

In the Selling, Sales Promotion, and Market Research
Competency areas, the responses of mid—managers in merchan—
dising and operations functions tended to be quite similar-
with the slight difference being one of emphasis. The mer—
chandising mid—manager was more concerned with merchandise,
e.g., "Explaining technical and sales features of merchan—
dise," "Approving customer returns and allowances,"
"Demonstrating merchandise," ”Coordinating advertising with

personal selling,"

"Requesting display and sign services,"
and "Submitting merchandise facts and rough copy of adver—
tisements," the operations mid—manager more concerned with
operations—type activities, e.g. ”Greeting customers,"
"Providing comfort and convenience services to customers,”
"Planning or revising department or store layout."
Merchandising mid—managers View the Market Research

activities of ”Determining consumer demand,"

”Recognizing
fashion influences and trends," and "Shopping local com-
petitors" as slightly more crucial to them while on the

other hand, Operations mid—managers are somewhat more con—

cerned with local store matters such as ”Determining

 

 

123

strengths and weaknesses of competitors," "Forecasting
sales for a future period."

The difference in cruciality of activities is espe—
cially apparent in the Buying, Operations, and Market
Research Competencies. The Merchandising mid-manager
Views Buying activities as more crucial to his job
success, with activities such as "Determining appropriate

quantities to order," "Deciding when and how much markdown

 

to take," "Working with home office of division on buying,"
and "Communicating with vendors" scored the highest. How-
ever, the Operations mid-manager is also involved in
Buying and he views 19 of 34 activities as 50 per cent or
more crucial to his success.

A marked difference was found in the Operations com—
petency where clear—cut operating activities such as
"Developing and applying measures to prevent store shrink—
age," "Insuring department or store cleanliness," "Meeting
local, state and federal laws," "Keeping proper payroll
control," and "Insuring preventative maintenance of
equipment and fixtures" were more crucial to "Operations"
mid-managers. Also, to again point out the overlapping
nature of the job functions, it should be noted that Mer—
chandising mid—managers reported in of the 3“ Operations
activities as 50 per cent or more crucial to them.

The Operations middle managers distinctly viewed the

Managerial Competency as more crucial to their success,

 

124

reporting 13 out of 78 managerial activities as 10 per cent
or more crucial than the average of both functional areas.
Figure 3 presents a graphic illustration of this differ-
ence. This finding was expected since the Merchandising
mid-manager, generally considered a specialist, is primarily
involved with product-related activities rather than per-
sonnel and accounting-type functions. On the other hand,
the Operations mid—manager, charged with the responsibility
of supporting the merchandising function, is more concerned
with managerial activities such as preparing budgets,
determining and controlling operating and selling expenses,
analyzing operating and selling costs and retail profit

and loss statements, and hiring, training, promoting, and
discharging employees.

The Merchandising middle managers' responses provide
evidence that they also must have management and supervisory
skills, for while the Operations mid—manager reported 67 of
the 78 managerial activities as 50 per cent or more crucial,
the Merchandising mid-manager judged 53 of the 78 as

crucial to his success.

Hierarchy of Middle Management Positions

 

The sixth question asked in accomplishing the objec-
tives of the study was: Are middle management positions in
retail organizations discretely organized into levels, or

are the positions overlapping and continuous?

 

 

I
.
.
' I
I
I
i
.
l
. . l
' I
I l
u
I
I
i
I
.

ria- . ‘
u’, n I ‘H w. .—
m“ m: 5:153:31,

.101 fir-.313;ng I' .1»!qu :33: “w 1‘
> '.E' :Lili;..‘? 8.514 gflibfil'f ‘1 .

i‘:waé53 ,g‘

L
5.
s

l ’-
v I“)
C 0

~.. ,- r'lli _"Il-E"

:

. v-
n.
v

 

 

Number of Activities

52 --
us --

an“
no '
36 ~-
32 -
28‘
my
20'
16 "

l2“

 

125

M = Merchandise

0 = Operations

 

0—2u% 25—u9% 50—71% 75—100%
Per Cent Activities Reported Crucial

Figure H.——Cruciality of 78 managerial activities

reported by functional area.

 

a
'i’

;:Prrif

 

126

The answer to this question was derived from personal
interviews with retail executives and an analysis of the
mid—manager survey. The evidence is quite clear that
retail management positions are not organized in discrete
levels, but are overlapping and continuous. Only one
executive of the more than 40 interviewed indicated other-
wise. That executive held a top-level position in a small
traditional department store where management positions
were easily defined and differentiated.

The retail executives agreed that there was no cri—
teria by which you could judge the level at which a mid—
manager operated. Although the easiest level to distinguish
might be considered the lowest management level (Level 1),
agreement could not be reached by all firms as to whether
the first level could be truly considered management. A
position such as Department Manager in a chain organization
is often viewed as the first level of management. However,
in many cases, the salary and responsibilities of Depart—
ment Managers vary greatly, with some Department Managers
actually serving as an Assistant Store Manager, and others
earning considerably more than individuals at higher
management levels.

The finding that levels of management overlap should
not be interpreted to mean that a given retail organization
does not have a hierarchy of management. Each firm sur—

veyed had an established promotion policy and a definite

     
  
  

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127

hierarchical management ladder. Quite often, lateral move—
ment is a promotion in the management hierarchy. In
several organizations, an individual initially promoted to
store manager is given one of the firm‘s smaller stores to
manage. After a period of several years, if the individual
has performed satisfactorily and can assume greater
responsibility, he is made manager of a larger store. This
same procedure may be repeated four or five times until the
individual is managing one of the firm's high—volume stores.
In this sequence, even though the individual's title
remained the same, each move was a promotion and a step

up the management ladder: The same illustration can be
used for Department Managers who, although they keep their
title, move to departments with greater sales volumes and
staff.

The previously reported analysis of middle manager
activities at different levels of management indicated that
it was difficult to distinguish between levels. For
purposes of this study, all retail middle managers were
placed in one of four management levels. Using a con—
sistent selection procedure to place personnel at four
discrete levels, it becomes possible, because of the wide
range of positions and responsibilities, to distinguish
between the responses of the upper and lower levels. The
analysis indicated that mid-managers at the lowest level

(Level 1) tended to judge rank and file—type activities

 
 
 

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128

most crucial while, on the other hand, the middle managers
at higher levels, especially the highest level (Level A),
judged the management—type activities as being most crucial
for them.

Executives' Belief Concerning
Mid—Management Education

 

 

In addition to the responses of 701 middle managers,
the writer interviewed retail executives in 20 multi—unit
retail organizations to secure opinions concerning the
educational needs of middle managers. The following para—
graphs summarize these beliefs:

1. There are great opportunities in the retail trade
industry available to the post-secondary graduate. The
large retail firms are actively seeking these students for
employment in supervisory and management positions. In
addition to thenmny job entry positions, there are a wide
range of post—entry positions which provide both horizontal
and vertical job mobility and provide for the career
development of management personnel.

2. The executives reported overwhelming preference
for graduates with retail experience. The two major
reasons given were: first, the graduate is considered
"screened" i.e., he knows both the advantages and disad-
vantages of retailing and, therefore, he is more likely to
remain in retailing than the graduate with no experience;

secondly, the graduate enters the profession equipped with

 

129

a practical as well as a theoretical understanding of
retailing. Management trainee turnover among individuals
who have had prior exposure to retailing was reported to
be considerably less than those who have had no previous
experience. Teachers can be of service to the student and
retail profession by discussing not only the glamorous
features of retailing but also its negative aspects such
as work on weekends, long hours, willingness to relocate,
customer orientation, et al.

3. The executives strongly believe that the student
should not learn routine rank and file activities in the
classroom, but rather on the job. They are in unanimous
agreement that the cooperative program with supervised
work experience is a necessary and vital part of the post—
secondary mid-management curriculum.

A. Since many mid—managers have too narrow a View
of the retail profession in the opinion of the executives,
it was agreed that the mid-manager's post—secondary educa—
tional experience should be broadening. They feel that
the mid—manager receives excellent training in rank and
file—type activities with the firm and, therefore, he
should acquire basic concepts of retailing while in school.
Post—secondary institutions should not provide highly
Specialized training to prospective middle managers since
in all likelihood they will not remain highly specialized

once they join a large retail firm.

 
           
 

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130

5. The use of computers and allied electronic equip—
ment is being accelerated by all large retail organizations.
The growing use of computers in these organizations will
increase the role of middle managers instead of diminishing
their importance. The executivesbelieve thatany "mid—
management" program should include at least one course in
data processing so that students will gain an understanding
and appreciation of the inherent capabilities of the
computer.

6. In multi—unit general merchandising firms, the
primary buying function is accomplished in the home or
regional office. The growth of retail organizations has
encouraged the creation of highly specialized merchandising
positions in headquarter locations. This has meant that
the number of operating positions in a firm has increased
at a greater rate than merchandising positions and, there—
fore, more operating personnel with administrative and
managerial skills are needed.

7. Post—secondary institutions should emphasize
training in attitudes since the proper attitude toward
one's job, fellow employees, and desire to learn are
vital to the success of middle managers. The retail
executives indicated that technical competence has not
been the overriding factor in the success or failure of
middle managers. An entrepreneurial attitude toward
"making money” is of greater importance than "A‘s" on a

report card.

131

8. The biggest weakness of middle managers is their
inability to manage. This deficiency results in the failure
of more middle managers than any other reason. Additional
glaring weaknesses are the inability to handle administra—
tive detail, poor planning and organizing of time and work,
an inability to delegate work, and an inability to teach
and develop subordinates.

9. The most crucial skill needed by the middle mana—
ger is the ability to supervise and manage. Since this
skill is so critical, the executives believe that consider—
able time should be devoted to insuring that post—secondary
students acquire this ability. In addition to managerial
ability, the two outstanding qualities needed by the mid—
manager are the ability to think (analyze) and to deal
with people (human relations).

10. Post—secondary educational institutions should
insure that students understand and appreciate the fact
that our private enterprise system is the cornerstone of
American democracy. To be successful in retailing, the
middle manager must, of necessity, understand the "profit"

concept.

 

CHAPTER V

THE FINDINGS, PART II: TAXONOMY OF

RETAIL MANAGEMENT ACTIVITIES

Introduction
One of the purposes of this study was to establish
a taxonomy of marketing and distribution activities per—
formed by retail mid—managers. According to Webster's

Third New International Dictionary, a taxonomy is "the

 

systematic distinguishing, ordering, and naming of type

groups within a subject field."7u

The taxonomy of retail
management activities ranks activities in order of cru—
ciality to success according to major competency areas and
depicts similarities and differences in cruciality between
types of retail organizations, levels of management, and
functional area of employment. The taxonomy could be used
as a basis on which more accurate decisions might be made
prior to initiating or revising curriculum content in post—
secondary middle management education programs. The

Taxonomy of Retail Management Activities is presented in

Table 16.

 

7uPhilip B. Gove (ed.), Webster's Third New Inter—
national Dictionary (Springfield, Mass.: G. & C. Merriam
Company, 1968).

 

 

132

 

 

 

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139

Explanation of Taxongmy

All activities are grouped into the ten competency
areas of Selling, Sales Promotion, Buying, Operations,
Market Research and Managerial. The Managerial competency
is divided into the sub—competency areas of Planning,
Directing, Coordinating, Controlling, and Innovating. The
activities within a competency area are ranked in order of
cruciality to success according to the composite response
of all 70l mid—managers. The ten columns that follow the
composite response represent the four types of firms, four
levels of managment, and two functional areas of employment
being analyzed.

In order to provide a scale to determine the similar—
ity or differences in activities among firms, management
levels, and job functions, a criterion had to be developed.
The criterion established for this study assumed that when—
ever the response to an activity by one type of firm, level
of management, or functional area ranked more or less than
10 per cent crucial from the composite response of all 701
mid-managers, there was a substantial difference which
should be noted. For purposes of this study, if the
activity was ranked as less than 10 per cent crucial, a
minus sign "—” was placed in the appropriate column. If
the activity was ranked as more than 10 per cent crucial,

a plus sign "+" was placed in the appropriate column.

 

1A0

An additional criterion was established to provide a
core of mid-management activities which would receive
serious consideration by curriculum planners. These
activities, called "core crucial" activities, were those
rated as crucial to job success by 50 per cent or more of

the 701 retail mid—managers.

Analysis of Taxonomy

 

There were 128 activities which were rated as "core
crucial," representing 63 per cent of the 202 activities
analyzed. Exactly one~half of these "core crucial"
activities were found in the Managerial competency area.
The other half were spread among the Selling, Sales
Promotion, Buying, Operations, and Market Research compe-
tencies.

Figure 5 presents a graphic representation of the
64 core non—managerial activities and the 64 core managerial
activities. The major factor to be noted is the very high
percentage of managerial activities found 50 per cent or
more crucial to success. The response of all 701 mid-
managers indicated that 85 per cent of the managerial
activities listed in the questionnaire were core activi—
ties, whereas only 52 per cent of the 124 non—managerial
activities were judged as core activities. This finding,
indicating the importance of supervisory and managerial
skills to the middle manager, was corroborated in inter—

views with retail executives responsible for mid—management

 

141

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142

development. Most of the executives indicated that the
greatest weakness of middle managers was their inability
to manage.

Of the 128 activities ranked as "core crucial"
(crucial to the success of 50 per cent or more of the mid—
managers), 50 per cent (64 activities) were managerial and,
therefore, by definition were not rank and file activities.
Of the remaining 50 per cent (6A Marketing activities),
approximately 56 per cent or 23 activities were judged to
be rank and file—type activities. Figure 6 presents a
graphic comparison of the "core crucial" Marketing activities
according to rank—and—file type and management—type
activities.

Some of the rank-and-file type ”core crucial"
activities followed by their cruciality percentages are:
”Greeting Customers” (62%), ”Presenting the Firm in a
Favorable Image" (90%), "Using Purchase Order and Requisi—
tion Forms” (69%), "Conducting a Physical Inventory" (77%),
"Checking Condition of Merchandise Received" (61%), and
"Recognizing Fashion Influences and Trends" (80%). The
fact that so many rank-and—file activities are "core
crucial" provides evidence that management personnel are
called upon to perform many routine tasks, which are
Crucial to their success on the job. It becomes an educa—
tional decision, however, as to how to best provide training

for students in such tasks. The retail executives were in

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general agreement that such routine activities should not
be taught in school but rather learned on the job by the
student.

Table 17, presenting the "core crucial" activities
according to competency area, lists only the 128 activi—
ties reported to be crucial to job success by 50 per cent

or more of the retail middle managers.

     
 

v.5 625i Im- at send-Isa:

   

145

TABLE 17.—-"Core crucial" activities of retail middle

managers.*

 

Selling

78% Handling customer complaints

70 Insuring customer satisfaction after transaction

64 Interpreting store policies to customers

62 Greeting customers

58 Explaining technical and sales features of merchandise

57 Approving customer returns and allowances

55 Providing comfort and convenience service to customers

Sales Promotion

90% Presenting the firm in a favorable image

73 Determining merchandise display location

71 Coordinating advertising with merchandise display

67 Planning & scheduling promotional & special sales events

62 Evaluating effectiveness of advertisements

61 Planning advertising programs and schedules

59 Coordinating advertising with personal selling

58 Deciding what merchandise is to be advertised

50 Approving advertising proofs

Buying

81% Determining appropriate quantities to order

80 Deciding when to take markdowns

77 Deciding how much markdown to take

73 Using the law of supply and demand in ordering
merchandise

72 Buying to meet consumer demand

69 Using purchase order and requisition forms

66 Determining styles to order

66 Determining shrinkage loss

65 Following vendors or company suggested retail prices

65 Buying merchandise for special promotions

65 Working with buying office

64 Determining timing of merchandise pruchases

61 Ordering merchandise from central warehouse

60 Maintaining buying records

58 Estimating markdowns for a month or a season

56 Figuring markon

54 Determining markups

53 Working with home office or division on buying

53 Computing "open to buy"

51 Using federal and state regulatory laws in decision—
making

51 Communicating with vendors about adjustments or returns

 

*
"Core crucial" activities are those reported crucial to

job success by 50 per cent or more retail middle managers.

 

3:€:":1.':L‘
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146

TABLE 17.—-Continued.

 

Operations
82% Developing and applying measures to prevent store

77
77
77
74
68
67

66
63
61

shrinkage
Supervising inventory—taking
Conducting a physical inventory
Insuring store or department cleanliness
Maintaining a perpetual or basic stock inventory
Meeting local, state and federal laws
Establishing basic stock count schedules and reorder
plans
Using a telephone
Keeping proper payroll control
Checking condition of merchandise received
Recording stock count information
Watching for and preventing accident hazards
Insuring adherence to store credit policies
Keeping files of invoices and purchase orders
Organizing a perimeter (reserve) stock
Maintaining and using a unit control system
Receiving, checking, and marking merchandise

Market Research

80%

Determining consumer demand

Recognizing fashion influences and trends

Keeping informed of public opinion

Determining strengths and weaknesses of competitors
Shopping local competitors

Forecasting sales for a future period

Forecasting future trends or events

Searching for new items and lines

Obtaining market information from buying or home office

Manageria1——Plannino

Following instructions from superiors

Reading company memorandums and reports

Establishing procedures to accomplish goals

Determining the goals of a department or area

Determining responsibilities of employees

Establishing standards for the department or area

Planning for the future from current operations data

Evaluating proposals and suggestions

Determining priorities

Preparing budgets

Determining a sales budget for a season

Determining expenses for a season

Deciding action to take based on data processing
information

 

 

147

TABLE l7.——Continued.

 

Managerial--Directing

Making proper, timely decisions

Supervising employees

Communicating ideas to others

Delegating responsibilities to others

Motivating employees

Assigning work to be done by others

Keeping employees' morale high

Insuring that employees comply with their assignments
Instructing employees on store policies and procedures
Handling employee complaints

Using "on-the-job" training methods

Evaluating employees' progress

Disciplining employees

Teaching salespeople new merchandise information
Training new salespeople

Hiring employees

Using training aids and equipment

Training new non—selling employees

Promoting employees

Interviewing job applicants

Manageria1——Coordinating

 

Keeping superiors informed

Exchanging information with superiors in the firm

Exchanging information with subordinates in the firm

Organizing a department's or store's effort

Communicating with other departments or areas

Seeking cooperation of other departments or areas

Conducting meetings

Expediting proper merchandise handling

Exchanging information with equals in the organization

Reporting on employee's traits and abilities to
superiors

Managerial——Controlling

 

92%
85

Handling responsibilities that cannot be delegated

Comparing operations with past performance or expecta—
tions

Insuring accuracy in paperwork

Analyzing sales figures

Evaluating performance of subordinates

Collecting information and preparing reports

Controlling operating expenses

Controlling selling expenses

Working with percentages, fractions and decimals

Controlling the finances of a department or area

Training employees to be accurate in sales transactions

 

 

148

TABLE l7.-—Continued.

 

Managerial——Controlling (continued)

 

64 Analyzing operating costs

64 Analyzing a retail profit and loss statement

62 Analyzing selling costs

62 Maintaining "open to buy" records

60 Calculating stock turnover

55 Taking part in making store policy

50 Analyzing information provided by data processing

Manageria1—-Innovating

 

95% Searching for ways to make my position more effective
88 Adopting ideas to improve performance
70 Seeking ways to eliminate paperwork

 

 

 

CHAPTER VI

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
AND IMPLICATIONS FOR CURRICULUM

DEVELOPMENT AND INSTRUCTION

Purpose of the Study

 

This study was an analysis of marketing activities
performed by retailing mid—managers. The purpose of the
study was to derive a taxonomy of job activities that could
be employed in appraising the appropriateness of "mid—
management" courses in post—secondary institutions. The
specific objectives of the study were the following:

1. Establish a list of common and identifiable
marketing and distribution activities performed
by a wide range of retail middle managers.

2. Determine if activities of middle managers
differ between retail organizations, and their
differences, if any.

3. Determine if activities of middle managers
differ at various levels of management, and
their differences, if any.

4. Determine if activities of middle managers
differ according to functional area of employment,

and their differences, if any.

 

150

Determine if there exists a discrete hierarchy

of middle management positions or if the positions
are overlapping and continuous?

Translate the data describing job activities into
a taxonomy that post—secondary curriculum planners
and teachers can use in assessing or developing
the retailing courses in their mid—management

programs.

Need for the Study

 

The basic need for this study evolved from a considera—

tion of the following economic and educational conditions

in our society as they relate to post—secondary "mid—

management" programs:

1.

The changing structure of our labor force and
the continual upgrading of manpower skills
required in our economy.

The continued expansion of the retail trade
industry and concomitant requirement for
greater numbers of middle management personnel.
The demand for retail management personnel
reflected in the rapid growth of post-secondary
programs to train students for these positions.
Current employers tend to prefer students enter—
ing the labor market to be older and to possess
a greater degree of occupational preparation in

their specific field.

 

 

151

5. There have been very few research studies con-
cerned with the post—secondary terminal mid-
management program.

6. Educational instructors and leaders, prospective
students, and the general public need to be
alerted to current information about marketing
functions and activities that could be performed
by prospective graduates of a two-year post-
secondary educational institution.

7. Post—secondary mid—management programs need to

be adapted to the present job market.

Assumptions of the Study

For the purpose of this study, it was assumed that
there are certain similar activities performed by a wide
range of retailing management personnel and that these
activities are important to successful job performance.
Further, that the knowledge of these activities can be the
basis for deriving instructional objectives leading to the
development of more efficient, effective, and relevant
post—secondary mid—management programs.

Additional assumptions established were that the
middle manager was located organizationally between rank
and file employees and corporate officers, that there were
four levels of retail management which could be identified,

and that activities performed by mid—managers are

 

152

essentially the same regardless of the size of community in

which they are employed.

Limitations of the Study

The study was limited to an analysis of the activi—
ties performed by retail management personnel occupying
merchandising and operations positions in Standard Indus-
trial Classification Group No. 531 Department Stores and
SIC Group No. 533 Variety Stores. The study was further
limited to include only those employees who met the follow—
ing criteria:

1. The middle manager was employed on a full—time
basis and had occupied his position for one
full year.

2. The individual had displayed an ability to
succeed in that position.

3. The employee was considered promotable by the

firm.

Procedures for the Study

 

The study was conducted in five phases: (1) deter-
mination of population and sample, (2) development of
research instruments, (3) interviewing and data collection,
(4) analysis of data, and (5) preparation of a taxonomy of

retail middle management activities.

 

 

Phase I. Determination of,
Population and Sample

 

The retail trade industry is divided into 11 Standard
Industrial Classifications by the United States Census
Bureau. Major Group 53 "Retail Trade—-Genera1 Merchandise"
was selected for investigation because a good proportion
of post—secondary retail mid—management students enter
positions within this group. The group consists of Tradi-
tional Department Stores, Department Store Chains, Discount
Stores, and Variety Stores and accounts for approximately
$25 billion dollars in annual sales with over one—half of
this volume generated by large multi—unit organizations.
Fifteen firms, ranging in size from about $20 million to
over $2 billion in annual sales, and representative of
firms in this group were selected and agreed to participate
in this study.

Phase II. Development of
Research Instruments

Two research instruments were used in this study.

The Retail Management Survey (Appendix B) was a question—
naire containing 202 statements that describe activities
performed by a wide range of management personnel. The
questionnaire was developed to ascertain the crucialness
of each activity to job success and frequency of perform—
ance of each activity. The activities, scrambled in order
of appearance in the questionnaire, were grouped into the

major competency areas of selling, sales promotion, buying,

 

154

operations, market research, and management. Two pilot
tests, a jury of experts review, and a pre-test were con—
ducted prior to administering the instrument to the sample.
The Structured Retail Executive Interview (Appendix C) was
a questionnaire used by the researcher in personal meetings
with retail executives. The purpose of the interview was
to gain insight into the retail management hierarchy,
secure expert opinion concerning definitions and criteria
used by firms in the retail trade industry, and to gain
background information related to the study.

Phase III. Interviewing and
Data Collection

 

A personal visit was made to the home office of the
15 participating retail firms. At each firm, one or more
executives was interviewed and a proportional sample of
mid—managers selected from various levels of management and
functional area of employment. The individual selected
occupied his position for at least one year, displayed an
ability to succeed in that position, and was considered
promotable by the firm.

Questionnaires, together with postage—paid return
envelopes and a letter from the firm explaining the study
were mailed by each firm to a total sample of 846 middle
managers. Altogether, 701 respondents returned usable
questionnaires. This represented an 83% return of ques—

tionnaires distributed and 4% of the total population of

 

 
  

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155

17,538 investigated. Responses were received from mid—
.managers in 48 of the 50 states. Forty—two per cent of
the respondents were located in the East North Central

States of Ohio, Michigan, Indiana, Wisconsin, and Illinois.

Phase IV. Analysis of Data

The responses on each questionnaire were coded and
transferred to punch cards. Tabulation and statistical
computations were performed by the computer of The Computer
Institute for Social Science at Michigan State University.
Computer print—outs provided a rank order listing of
activities by all respondents, by levels of management,
by functional area of employment, by retail classification,
and by major competency areas. Total responses to each
activity, the relationships between frequency of perfor—
mance and crucialness to job success, significant differ-
ences between management levels, functional areas of
employment, retail classification, and major competency
areas were also computed. Four major analyses of the
data were: (1) In-Total Response of all 701 mid-managers
to each activity, (2) Response based upon type of firm,
(3) Response based upon level of management, and (4) Re—

sponse based upon functional area of employment.

 

156

Phase V. Preparation of a
Taxonomy of Retail Middle
Management Activities

A taxonomy of retail middle management activities
was prepared for use in post—secondary institutions and
was based upon an analysis of the activities of middle
managers in a wide range of multi-unit general merchandis—
ing organizations and interviews with retail executives
concerning mid—management skills and abilities needed at
present and in the future. The taxonomy consists of a
classification of activities by major marketing and distri-
bution competency areas ranked according to their relative
importance, their crucialness to success on the job, and
frequency of performance. The format was planned to

assist post—secondary personnel in initiating and assessing

"mid—management" programs.

Findings
All findings in the study relate to retail middle
managers occupying merchandising and operations positions
in 15 general merchandising firms. The firms, all multi—
unit organizations, represent four classifications of

retail organizations.

Profile of Mid—Mana ers

The average age of the 610 male and 91 females par—
tiCipating in the study was 35. Over 97 per cent of the
respondents completed high school, with close to 50 per

indicatiuig completion of at least two years of college.

   

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157

Over one-fourth of the mid—managers held college degrees,
generally earned in.a business curricula. Approximately
one-half of the respondents reported that they had never
taken a retailing course in an.institution beyond the high-
school level.

While 35 per cent of the middle managers entered
retailing in a supervisory or management capacity and
reported that they never held a rank and file position,

22 per cent worked in rank and file positions for at least

 

one year prior to promotion to management. Eighty-seven
per cent of all respondents had three or more years of
management experience.

The mid-managers, responding from 48 states, were
evenly divided among the job functions of merchandising
and operations and reported working an average of 50 hours
per week.

Common and Identifiable Activities
of Middle Managers

1. The 11 tOp—ranked Selling activities, although
customer—oriented, relate to satisfying customers, not
actually selling to them. Direct customer sales efforts
are made by rank and file employees with mid-managers
serving;as a backup to handle complaints and insure
customer~satisfaction.

2. The Sales Promotion clusters of display location

and adVertising were both ranked "core-crucial" (crucial

 

 

158

to the success of over 50 per cent of the middle managers).
Both clusters involve activities based upon judgments that
must be made by the mid—manager. However, the actual
activities, e.g. window display, preparation of advertise—
ments, are performed by specialists in the firm.

3. Decision-making, a responsibility which is a
vital component of the managerial competency, is clearly
illustrated in the crucial Buying judgments that must be
made by mid—managers. Key decisions concerning what to
buy, how much, and when, are all activities reported very
crucial to success in the Buying competency.

4. The two major clusters of activities in the
Operations competency reported crucial to middle managers
were the safeguarding of merchandise and the knowledge of
current stock positions. Several clerical—type tasks such
as checking merchandise, keeping files, and organizing
stock, although basically rank and file activities and
supervised by the mid—manager, were also reported as con-
tributing to his job success.

5. In the Market Research competency area, three
clusters of activities were found to be crucial to the 701
mid-managers: (1) knowledge of the consumer and his
demands, (2) knowledge of one's competitors, and (3) fore—
casting sales and future events.

6. The activities in the competency areas of Selling

and Operations were usually performed on a daily basis.

 

159

The Managerial, Sales Promotion, Buying, and Market
Research activities were usually accomplished on a daily
and/or weekly basis.

7. The activity which received the highest cruciality
rating of all 202 activities was "Following instructions
from superiors" which was rated crucial to success by 99
per cent of the mid—managers.

8. The Managerial competency was reported as the
most crucial of all competency areas. Sixty-four out of 78
managerial activities were judged "core-crucial" (crucial
to the job success of 50 per cent or more mid—managers).
The activities that cluster around supervision, decision-
making, problem-solving, communicating, human relations,
analysis, and innovation were found to be most crucial to
the success of mid-managers.

Variations in Activities of
Middle Managers in Different
Types of Firms

1. The null hypotheSis, "No significant difference
exists in the proportion of middle managers performing
the activity when compared by type of firm," was rejected
at the .05 level of significance. Therefore, the
activities of middle managers do differ depending upon
the type firm in which they are employed.

2. A major difference exists between activities

performed by middle managers in traditional department

 

 

160

stores when compared to middle managers in discount, chain,
and variety organizations.

3. The middle manager in a traditional department
store is more of a specialist with fewer activities to per-
form than mid—managers in discount, chain, and variety
stores. Traditional department store mid—managers viewed
most activities as less crucial than the average of all
respondents.

4. The middle manager in a variety organization is
more of a generalist with a great number of activities to
perform. The variety store mid—manager indicated most
activities as more crucial than the average of all respon-
dents.

5. The responses of discount and chain store middle
managers to activities in all competency areas were quite
similar.

6. No significant difference was found between mid—
managers in the four retail classifications in respect to
22 general activities such as following instructions,
establishing standards, evaluating proposals, motivating
employees, and collecting information and preparing reports.

Variations in Activities of
Middle Managers in Different

 

Levels of Management
1. The null hypothesis, "No significant difference
exists in the proportion of middle managers performing the

activity when compared by level of management," was

 

 

 

161

rejected at the .05 level of significance. Therefore, the
activities of middle managers do differ depending upon the
level of management in which they are employed.

2. Routine rank and file marketing and distribution
activities were found to be more crucial to lower levels of
management whereas managerial—type activities were found
to be more crucial to the higher levels of middle manage—
ment.

3. Of the four levels of management (Level 1 being
the lowest):

A. Level 1 reports that Selling activities are
most crucial to their success and more
crucial to them than to any other level;
the competencies of Planning and Controlling
received the lowest cruciality rating from
Level 1.

B- Level 2 reported Sales Promotion, Buying,
and Operations activities as most crucial to
their success. On the whole, their View of
the crucialness of activities was between
that of Level 1 and Level 3.

O. Level 3 reported Sales Promotion, Buying,
Operations, and Directing activities as most
crucial to their success. No other level
reported these competency areas as being so

crucial.

 

 

162

D. Level 4 mid-managers (the highest level)
reported Managerial activities as the most
crucial tasks they performed. The Managerial
competency also received the highest ranking
from Level 4 when compared with the other
levels. On the other hand, Level 4 provided
the lowest rating for the activities concerned
with Selling, Sales Promotion, Buying, and

Operations.

 

Variation in Activities of
Middle Managers in Different
Functional Areas of the Firm

 

 

1. Job titles and functions of positions vary depend-
ing upon the type of firm and its organizational strategy.
Also, merchandising and operations functions tend to overlap
creating a situation in which it is often very difficult to
clearly distinguish between merchandising and operations
positions.

2. The null hypothesis, "No significant difference
exists in the proportion of middle managers performing the
activity when compared by functional area of employment,"
was rejected at the .05 level of significance. Therefore,
the activities of middle managers do differ depending
upon the functional area in which they work.

3. The greatest difference between Merchandising
and Operations mid-managers was found in the Buying,

Operations, and Managerial competencies. The Merchandising

 

163

mid—manager viewed Buying as most crucial; the Operations
mid-manager reported Operations and Managerial activities
as most crucial.

4. The responses of Merchandising and Operations
mid—managers in the Selling, Sales Promotion, and Market
Research competency areas tended to be quite similar. The
slight difference was one of emphasis with the Merchandising
mid-manager more concerned with product-related activities
whereas the Operations mid—manager was more concerned
with merchandising—support activities.

Hierarchy of Middle Management
Positions

 

l. The level ”middle management,” defined for pur—
poses of this study as all management from first—line
management up to but not including the corporate level,
actually does exist in retail firms. However, the term
is generally not used by firms when referring to the wide
range of positions included within the definition just
described.

2. Although retail executives reported that middle
management positions are not organized in discrete levels
but are overlapping and continuous, each firm had developed
its own system for placing individuals on a management
hierarchy.

3. From the retail executive's viewpoint, the gradu—

ate of a two-year "mid—management" program is generally

 

 

164

considered a mangement trainee with potential to rise to
the highest management level. This contrasts with pro-
fessional educators in post—secondary institutions who use
the term "mid—management" to describe career retail
management programs.

Taxonomy of Retail Management
Activities

 

1. Of the 202 activities in the questionnaire, 128
(63%) of them were rated as "core crucial," meaning that
they were judged crucial to job success by 50 per cent or
more of all mid—managers.

2. One—half of the 128 "core crucial" activities
(64 activities) were activities in the managerial competency
area.

3. Eighty—five per cent of all managerial activities

in the questionnaire were "core crucial,"

whereas 52 per
cent of all non—managerial activities were reported "core
crucial.”

4. Twenty—three rank and file—type activities were
found to be ”core crucial.”

Executives' Belief Concerning
Mid-Management Education

 

1. There are many supervisory and management posi—
tions presently available and the demand for personnel to
fill such positions will be even greater in the years

ahead. The large retail firms are actively seeking

 

165

post-secondary students for employment in these supervisory
and management positions. Students with retailing experi-
ence are preferred since they are familiar with both the
advantages and disadvantages of retailing. Management
trainee turnover is considerably less among individuals

who have had retail work experience.

2. The executives believe that rank and file activi—
ties should be learned on the job, preferably in a super—
vised cooperative program. They feel strongly that post—
secondary educational institutions should not teach rank
and file activities or provide highly specialized training,
but rather provide a broad education in subjects such as
psychology, sociology, and communications which will better
equip the student for responsibilities beyond initial job
entry positions.

3. The growing use of computers in large multi—unit
organizations will not lessen, but instead increase the
importance of middle management personnel.

4. The number of operating positions has increased
at a greater rate than merchandising positions and, there—
fore, more operating personnel with administrative and
managerial skills are needed.

5. The biggest weakness of many middle managers is
an inability to manage. This weakness is also the most
crucial skill needed by them. Additional glaring weak—

nesses are an inability to handle administrative detail,

     
 

  
 

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-:'«.=i. iii-=3: '..ItII: -*I;.‘-.'.-:I ”'..':f :"I‘I'IJ-
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166

lack of planning and organizing, an inability to delegate

work, and an inability to teach and develop subordinates.

Conclusions

1. There are a set of common and identifiable
activities crucial to the success of retail middle managers
in different types of firms, by levels of management, and
by job functions. This identifiable set of activities can
be used as the basis for "mid—management" curriculum
development.

2. Mid-managers cope with a wide range of activities
in fulfilling the requirements of their positions. It
follows then, that the education of post—secondary students
for such positions should be broad enough to encompass the
activities found most crucial to the success of middle
managers. The Taxonomy of Retail Management Activities can
be useful in establishing teaching priorities and deter-
mining the breadth of training desired.

3. The successful middle manager needs technical
as well as managerial skills. The technical skill is of
greatest importance at the lowest level of middle manage—
ment. However, the managerial skill is also very important
to the lowest level of middle management, for it is at this
level that the number of contacts between managers and
subordinates is greatest.

4. Because there are significant differences between

the activities performed by middle managers in traditional

 

 

167

(independent) department stores and mid—managers in dis-
count, chain, and variety stores, "mid-management" curricula
should not be based on the traditional department store 1
model. The major differences between types of firms should
be considered when developing a "mid-management" curriculum
and providing individualized instruction for students
planning careers in one type of firm.

5. Retail middle management positions are difficult
to classify since they are not organized into discrete
levels of management. However, four levels of management
were identified in this study, and knowledge of the crucial
activities of each level should be considered when planning
for the career development of students.

6. Many rank and file activities found to be crucial
to the success of the middle manager operating at the lowest
management level are activities performed most frequently
in the student's first job. Therefore, the higher the
degree of competency by the "mid-management" graduate in
performing these activities, the greater the chances of
his initial success on the job.

7. Curriculum planners should carefully evaluate
the level of competency of students enrolled in their
programs. Those students without rank and file experience
should be exposed to such activities prior to entry into

management trainee positions. Many of these activities

 

168

can best be learned on the Job in a cooperative program
between the school and a firm.

8. Although there were differences between
activities performed by mid—managers in Merchandising and
Operations functions, there were sufficient similarities
to indicate that graduates of "mid—management" programs
need to be proficient in both functions.

9. The managerial competency, judged to be the most
crucial of all competency areas by the middle managers and
confirmed by executive belief, should receive primary
instructional emphasis in a "mid—management" curricula.
The expansion of retail organizations and the accelerating
use of computers as a management tool indicates that
retailing is becoming more of a science and less of an art.
Since operating positions are increasing in importance
relative to merchandising positions, the demands for
persons with administrative and managerial skills are
increasing.

10. Since retail firms are seeking post—secondary
”mid—management” students for management positions and the
demand for qualified graduates exceeds the supply, "mid—
management" curriculum planners and instructors should
assess the local and regional needs of retail organizations
in cooperation with other area institutions and personnel
executives from retail firms to insure that these needs

can be met.

 

169

Recommendations and Implications
for Curriculungevelopment

 

The following recommendations and implications for
curriculum development have been derived from the findings
and conclusions of this study.

1. The Taxonomy of Retail Management Activities,
presenting a list of common and identifiable marketing and
distribution activities performed by a wide range of middle
managers should be used by curriculum planners in apprais-
ing the appropriateness of mid—management courses and in
determining teaching priorities and instructional activities
in post—secondary institutions.

2. Since rank and file activities were so crucial to
the lowest level of middle management, the level at which
the post—secondary graduate enters, it is recommended that
students secure at least one term of rank and file retail
work experience before graduation. The recommended arrange—
ment is a cooperative program between the institution and
retail firms. Cooperative education provides the student
with valuable first—hand retail experience tied to classroom
instruction and equips him with practical as well as
theoretical understandings of retailing activities.

3. Although many rankand file activities were found
to be crucial to the success of middle managers, it is not
necessary that they be taught in school. However, the
teaching of certain concepts may actually require that an

activity be performed so that students can learn to

 

 

 

 

170

appreciate its overall importance to the success of the
retail middle manager. As an example, 70 per cent of the
mid-managers at Level 1 (lowest level) indicated that
"Using purchase orders and requisition forms" was crucial
to their success. For this activity, the crucial concept
to be learned is the understanding of why this seemingly.
routine activity is so important and its relationship to
the flow of paperwork in the business operation.

4. Since significant differences exist in activities
performed by mid-managers in different types of firms and
functions, each student's career objective should be deter—
mined early in his course of study and an instructional
strategy developed to prepare him for initial job entry
and career objectives. The strategy should provide for
individualized instruction and make use of projects and
special activities related to the student's career choice.

5. This investigation indicated that a successful
middle manager performs a Wide range of activities from
those that are highly conceptual to those that are skill—
oriented. It seems likely, therefore, that instructors
should develop and use varied instructional techniques in
order to insure that students achieve competency in all
activities found "core crucial” to the success of the
mid—manager.

6. This study indicated that job entry positions of
post—secondary graduates can be identified, and that

various management levels do exist. It is recommended

  

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171

that further research be conducted with the goal of
developing career ladders for post-secondary "mid-
management" students.

7. Because activities and reSponsibilities of retail
mid-managers are continuously changing as newer merchan-
dising and operations techniques emerge, post-secondary
"mid-management" instructors should work closely with
employers so that the instructors will be kept abreast of
these changes.

8. If faculty are to be consistent with executive
belief, post—secondary educational institutions should pro—
vide training in supervisory and management skills,
psychology, sociology, human relations, communications,
and other courses which broaden the educational background
of the prOSpective mid—manager. The institutions should
also establish in-service, refresher, or up—dating courses
for mid—managers and management trainees in retail firms
with a View toward widening the perspective of these
individuals and enhancing their career development.

9. The review of current literature which indicated
the pressing need for qualified middle managers was con—
firmed in interviews with retail executives. Since retail
firms are seeking prOSpective managerial talent from post—
secondary institutions, the opportunity exists to expand
and establish more "mid—management" programs in these

institutions.

  

-.wbkm‘=-.~nxé ram-

 

172

10. There is a need for studies similar to the
present investigation in other retailing and distributive
occupations such as food retailing, insurance, banking,
wholesaling, and manufacturing to identify clusters of
concepts common to a wide range of distributive occupations.

ll. There is need for a study of the job mobility
patterns of graduates of post—secondary mid—management
programs. This study should be made to determine if
graduates of this program advance into management positions
at an earlier age or a greater rate than the general popu—
lation of retail store employees.

12. Since the retail executives that were interviewed
indicated that the attitudes of middle managers were a
primary factor in determining their success, there is need
for research to learn more about the attitudes that con-

tribute to a successful mid—manager.

 

   

BIBLIOGRAPHY

 

 

 

BIBLIOGRAPHY

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Blocker, Clyde E., Plummer, Robert H.; and Richardson,
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Bloom, Benjamin S., et al. Taxonomy of Educational Objec—
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Dale, Ernest. Management: Theory and Practice. New
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Ferguson, George A. Statistical Analysis in Psychology
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Harris, Norman C. Technical Education in the Junior Col—

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1
174

 

175

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McLarney, William J. Management Training: Costs and
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Mason, Ralph E., and Haines, Peter G. Cooperative Occu—
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Nelson, Henry, ed. The Public Junior College, The
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Niles, Mary C. Middle Management: The Job of the Junior
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Pfiffner, John M., and Sherwood, Frank P. Administrative
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Smith, A. B., ed. Competitive Distribution in a Free
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Smith, G. Kerry, ed. Higher Education in an Age of
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Staudt, Thomas, A., and Taylor, Donald A. A Managerial
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Venn, Grant. Man, Education, and Work: Post—Secondary
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Ward, Phebe. Terminal Education in the Junior College.
New York: Harper and Brothers Publishers, 19H7.

     

"lg‘fif'; d: '5.

:".'-Jt1- ' n:-

176

Articles, Periodicals, and Monographs

Bingham, Wheelock H., and Yunich, David L. "Retail Reor-
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1965).

Bliss, James J. "The Future of Middle Management in
Retailing." Stores (February—March, 1967).

Davis, Keith. ”Management Brain—Power Needs for the
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Flanigan, John C. "The Critical Incident Technique."
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Garber, Harold S. ”Failure at the Academic Level."

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Haines, Peter G., and Toothman, Rex C. ”Post—High School
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Hampton, Robert E. "Perceptions of Retailers and Retail
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vol. 37 (October, 1962).

Luter, Robert R. ”Building D.E. Curriculum for the Junior
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Mahoney, Thomas A.; Jerdee, Thomas H., and Carroll,
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South—Western Publishing Co., 1963.

Straul, Robert M. "How Department Heads Spend Their
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Wald, Robert M. "Who Will Be the New Managers?" The
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Weiss, E. B. Retail Trends that Will Shape Tomorrow's
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Brandon, George L. Twin Cities Technicians. East Lansing,
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Washington, D.C.: United States Office of Education,
1967.

 

Crawford, Lucy C. A Competency Pattern Approach to Curri—
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Virginia Polytechnic Institute, 1967.

 

Christensen, Maynard, and Clark, Raymond M. Vocational
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Distributive Education Unit. Statistical Data, Distri—
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Distributive Education Unit. Task Force II, Post—High
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October, 1963.

Hemphill, John K. Dimensions of Executive Positions.
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Ohio State University, 1960.

Nelson, Edwin L. A Conceptual Framework for Curricu—
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Distribution and Marketing Occupations, Division
of Vocational and Technical Education, U. S.
Office of Education, 1963.

Niederpruem, Marion A., and Plant, George. Developing
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Quirk, Cathleen, and Sheehan, Carol, eds. Research in
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~.(-— ' -
._...L. ¢'-5f¥35"!:‘
- D

._ ‘..'-9%."?- -‘-

 

178

Shill, William John, and Arnold, Joseph Paul. Curricula
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U. S. Bureau of the Census. Census of Business, 1963,
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U. S. Department of Health, Education, and Welfare.
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Unpublished Material

 

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sity of Wisconsin, 1959.

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179

Jefferson, Robert W. "A Study of the Career Patterns and
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, Curt. "Career Anchorage Points of Middle Managers."
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1

 

 

 

 

APPENDICES

181

 

 

 

APPENDIX A

RETAIL MIDDLE MANAGER SURVEY

182

 

 

APPENDIX A

MICHIGAN STATE UNIVERSITY
Research Project in Middle Management
115 Erickson, College of Education, East Lansing, Michigan

RETAIL MIDDLE MANAGER SURVEY

This survey represents the first step in a study of
middle managers in retailing. Later, based upon the results
of this survey, an analysis will be made of the activities of
a wide range of middle managers. The ultimate purpose of this
project is to secure data that will help teachers and curricu—
lum planners in junior and community colleges develop realis—
tic retail programs. We believe that this study will result
in more efficient and effective training of young people and,
therefore, will be of great benefit to you in producing stu—
dents better equipped to work for your organization. Your
cooperation is greatly appreciated.

TENTATIVE CRITERIA

The term middle management is a catchall phrase which is
defined in many ways by many people. Because middle managers
occupy various levels in the management pyramid, we are divid—
ing middle management into three levels for the purpose of
this study. The three levels have been designated as Lower
Middle Management, Middle Middle Management, and Upper Middle
Management.

 

 

Shown below are tentative criteria for describing these
three levels. NOTE: because of the wide range of middle
management positions, there is bound to be a duplication and
overlapping of titles, responsibilities, and salary between
levels. All possible titles have not been included.

Position Level Description
Lower Middle Titles: Consists of positions with the follow—
Management ing typical titles: Assistant Buyer;

Sales Supervisor; Non—selling Super—
visor; Department Manager; Assistant
Store Manager; Management Trainee.

Responsibility: These are positions at the first level
of supervision. They are commonly
referred to as beginning or trainee
management positions.

Salary: Basic salary range: $A,500 to $8,000.

Middle Middle Titles: Consists of positions with the follow—

Management ing typical titles: Store Manager;
Assistant Division Manager; Assistant
Regional Manager; Department Manager;
Staff Assistant; Department Head; Buyer.

Responsibility: These are positions at a second or pos—
sible third level of supervision.

Salary: Basic salary range: $7,000 to $14,000.

183

 

 

 

 

 

18A

Upper Middle Titles: Consists of positions with the follow—

Management ing typical titles: Regional Manager;
Assistant Divisional Manager; Assistant
Merchandise Manager; Department Head;
Buyer.

Responsibility: These positions are within the upper
echelon of middle management and
immediately below top management.

Salary: Basic salary range: $10,000 to $25,000.

NOTE: It would be helpful if you would glance at the remain—
der of the survey at this time.

QUESTION 1 Please define middle management according to your
firm's definition. In your definition, indicate the upper,
middle and lower boundaries of middle management. (For
example, you might state that the upper boundary is defined
by those positions immediately beneath the vice—presidential
level and the lower boundary as beginning with supervisory
positions.) Please write your answer on the back page of
the survey.

REVISED CRITERIA

After examining the tentative criteria and defining middle
management according to your firm's policies:

 

[::j I agree with the tentative
(please check one) criteria or
[::j I agree partly, but suggest the

following changes

Position Level Dgscription
Lower Middle
Management

Middle Middle
Management

Upper Middle
Management

 

 

 

l85
**************************************************************

QUESTION 2 Are middle management positions discretely and
distinctly organized into three levels or are the positions
overlapping and continuous?

The three levels are discrete and

(please check one) distinct
or
The three levels are continuous and
overlapping
**************************************************************
QUESTION 3 :1 Based on the tentative criteria
(please check one) or

[::]Based on the tentative criteria plus
the changes I have suggested,

The number of middle managers in our (entire) organization is
as follows:

Lower Middle Managers [:::::::::::]
Middle Middle Managers l:|

Upper Middle Managers

TOTAL :::|

**************************************************************

 

QUESTION A [:lsased on the tentative criteria
(please check one) or
[::]Based on the tentative criteria plus
the changes I have suggested,

The number of middle managers functioning in the areas of
merchandising and operations in our (entire) organization is
as follows:

(NOTE: If there is a question as to where to classify some
middle managers, please classify them in the area
in which they spend the greatest percentage of
their time.)

Merchandising [:::::::]
.......... I:!

All Other Areas

(i.e., Sales Promo— [::::::::]

tion, Personnel &
Control)

 

TOTAL [:1

**************************************************************

 

 

186

QUESTION 5 C::]Based on the tentative criteria
(please check one) or
[::]Based on the tentative criteria plus
the changes I have suggested,

The number of middle managers functioning in the areas of

merchandising and operations according to level of management

is as follows:

(NOTE: The figures and totals should be the same as those
in Questions 3 and

 

evel unctlon Merchandising Operations All Other Total

Lower Middle Mgmt

 

 

Middle Middle Mgmt

 

Upper Middle Mgmt

 

 

 

 

 

 

TOTAL

 

 

**************************************************************

QUESTION 6 The number of persons employed in our (entire)
organization is as follows:

Top Management (:1
Middle Management ::]
Rank and File |:

TOTAL :

**************************************************************

 

 

 

 

Company Name Telephone
Street Address City State
Name of Person Reporting

Title

 

**************************************************************

ADDITIONAL COMMENTS If you have any additional comments
about the criteria or definition of middle management,
please feel free to write them on the back of one of the
survey pages.

Thank you very much for taking the time to complete
this form.

 

John H. Carmichael

  

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APPENDIX B

RETAIL MANAGEMENT SURVEY QUESTIONNAIRE

187

 

{.1 .‘J‘. 1‘! 1“]

INSTRUCTIONS:

RETAIL MANAGEMENT SURVEY

115 ERICKSON, MICHIGAN STATE UNIVERSITY, EAST LANSING, MICHIGAN

Listed below are brief descriptions of activities that may or may not be a part of your position.
Please follow the Instructions as you judge each activity.

Place a checkmark in either Column A, B, or C.

If you check Column A, go on to the next activity.

If you check either Column B or C, place a checkmark in Column D.

Four examples are provided for your assistance.

 

ACTIVITY

 

 

(C)
DONE BY ME ON THE AVERAGE
(AI‘LEAST)

 

 

Daily “'

l

 

 

I

I

(D)
CRUCIAL
T0

SUCCESS
IN MY

POSITION

 

 

YES] NO

 

Mmrvz>><m

Operating a cash register .............
Disciplining subordinates .............
Trimming store windows ...............

Buying from wholesalers ..............

DUDE]
SUSIE]
DUDE]
[SIDED

DBL—ID

DEED
[SIDES

 

«v p—-

Reading company memorandums and reports ......
Determining merchandise di3play locations .....

Selecting buying sources ..............

 

Scheduling inventories ...............
Requesting datings from vendors or home office . . . .

Keeping superiors informed .............

 

Determining consumer demand ............
Organizing perimeter (reserve) stock ........

Determining markups ................

 

Motivating employees ................
Analyzing information provided by data processing. . .

Greeting customers .................

 

Insuring store or department cleanliness ......

Selling to customers on the floor .........

Determining the goals of a department or area

 

Searching for ways to make my position more effective.

DDDDDDDDDDDDDDDD

Coovright «3 1968

DDDDUDDDDDDDDDDD

DDUDDDUDDDUDDDUDDDUUD
DDSDDDSDDDSDDDSDDDSDD
DDKDDDZDUDZDDDZDDDZDD
DDwDEIDmEIDDWDDDWEJDDmDD
DDEDD>DDD>DDD>DDD>DEI

DDDDDUDDDDDDDDDD
DDDDDDDDDDDDDDDD

 

 

 

ACTIVITY

 

 

(C)
DONE BY ME ON THE AVERAGE

(AT LEAST)

 

 

DaIIy

 

Weekly

 

Month! Senlon- nullly
Illy

 

(D) ‘7
CRUCIAL .
T0
SUCCESS
INMY
POSITION

 

-<
(*1
m
2
O

 

 

 

 

 

 

 

 

 

 

 

 

 

l7. Ordering merchandise from central warehouse ..... D D D D D D D D D
18. Handling employee complaints ............. D D D D D D D D D
19. Inspecting lunch area for cleanliness ........ D D D D D D D D D
20. Selecting themes for diSplays ............ D D D D D D D D D
21. Analyzing sales figures ............... [:1 D D 1:] Cl D D 1:] El
22. Attending vendors' shows or visiting markets to buy D D D D D D D D D
23. Operating a cash register .............. D D D D D D D D D
24. Evaluating performance of subordinates ........ D D D D D D D D D
25. Assessing proposed retail legislation ........ D D D D D D D D D
26. Controlling selling expenses ............. D D D D D D D D D
27. Controlling perishable goods ............. D D D D D D D D D
28. Determining shrinkage loss .............. D D D D D D D D D
29. Planning for the future from current operations data . D D D D D D D D D
30. Recording stock count information .......... D D D D D D D D D
31 Assigning work to be done by others ......... D D D D D D D D D
32 Planning advertising programs and schedules ..... D D D D D D D D D’"
33 Forecasting sales for a future period ........ D D D D D D D D D‘
34. Ordering from catalogs ................ D D D D D D D D DJ:
35. Supervising inventory-taking ............. D D D D D D D D DJ}
36. Processing customer returns and allowances ...... D D D D D D D D m
37. Communicating with other departments or areas D D D D D D D D D
38. Determining appropriate quantities to order ..... D D D D D D D D D .
39. preparing nag... .................. [:1 D [:1 D E] 1:] [:1 El D"
40. Working with percentages, fractions, and decimals D D D D D D D D [:l
41. Insuring adherence to store credit policies ..... D D D D D D D D [j
42. Requesting display and sign services ......... D D D D D D D D D
43. Collecting information and preparing reports ..... D D D 1w: D [‘S_'] D D D
44. Providing information to be submitted to data processing D D D D D D D D D
45. Preparing delivery tickets .............. D D D D D D D D D“
46. Using vendors' reorder procedures .......... D D D D D D D D D 1
47. Controlling warehouse stockkeeping, functions ..... D D D D D D D D El-l
48. Reading trade publications .............. D D D D D D D D Us
49. Meeting local, state, and federal laws ........ D D D D D D D D CH
50. interviewing job applicants ............. D D D D D D D

 

 

13

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Z.

 

 

 

Discharging employees ................
Analyzing selling costs ...............

Demonstrating merchandise ..............

(A) $1- DONE BY ME 09THE AVERAGE CRISIaAL

ACTIVITY gOoNTE 113331wa (AT LEAST) success

3}: $115211, D-Hy many msmm, selefismmnuany P5§1¥¥0N

KNOW YES} NO

. 51 Analyzing a retail profit and loss statement ..... El [:1 E] I] [:I E] 1:] E] El
I 52 Figuring markon ................... [:1 D [:1 E] [:1 El El E] [:1
53 Instructing employees on store policies and procedures [I D I; I; lg] 1;] I; 1:] I:

. 54 Buying merchandise for special promotions ...... C] D E] C] [:1 1:1 1:] D E]
55 Using a telephone .................. D [:1 [:1 El 1:] El 1:] E] [:1

56. Keeping files of invoices and purchase orders 1:] I] I; 1%] lg] lg] I; E] C]

. 57 Making proper, timely decisions ........... E] E] [:1 I] [j [I D 1:] [:1
58. Controlling the finances of a department or area . . . D E] [:1 E] I] [:1 D 1:] El

59. Using advertising mats ................ [:I [:l LEI L9 [__M_| I; 1;] I] D

60. Completing customer sales transactions ........ D E] 1:] E] D E] 1:] D D

61 Keeping informed of public opinion .......... [:1 D D [:1 E] [:I E] 1:] 1:]
62. Deciding how much markdown to take .......... D [:I D [W] IQ D [7;] E] D
63. Establishing procedures to accomplish goals ..... D D D D D D D D D
‘64. Using nominal-ob" training method .......... D [:1 [:1 D [:1 [1 D D [j
65 Using ratios to determine deviation from standards . . D D D D D D 1;] D E}
66. Conducting a physical inventory ........... D D D D D D [:1 D [:1
67 Determining trade-in prices ............. D D D D D D D D D
68. Trimming show cases ................. D D D D D D D D D
69. Expediting proper merchandise handling ........ D D D D D D D D D
70. Recognizing fashion influences and trends ...... D D D D D D D D D
71. Communicating with vendors about adjustments or returns D D D D D D D D D
72. Using the retail price accounting system ....... D D E] E] E] D D D D
'3 Following instructions from superiors ........ D D D [:I E] [:I E] E] 1:}
'4, Supervising employees ................ D D D D D D I; [:l D
5. Handling customer complaints ............. D D D D D D D D [:l
6. Determining a sales budget for a season ....... D D E] D D E] E] D D
7_ Arranging meetings .................. D D D I; D D I; D D
8, Assessing events that may affect the firm ...... D D D D D D D D [:I
9_ Using the law of supply or demand in ordering merchandise |:l 1:] [:I E] E] E] D D D
3_ Keeping proper payroll control ............ CI [:1 LE] g] I; D 1;] El [:1
L checking merchandise returned to stock from display CI El [:1 [j E] E] D D [I
D D I] E] D D D 1:] D

D D s 9 e e I; D D

I] D D [:1 E] D [:1 D [:1

 

/

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(B) (C) (D)

geoT 310%: DONE BY {WAETOLNE'XlS-I'Il? AVERAGE CRI'i‘gIAI; ‘1‘

ACTIVITY DONE By Mg SUCCESS L:

3‘; 3%ng if pggggm

KNOW ES N0 _‘

85 Maintaining and using a unit control system ..... D I] [:1 I] D E] E] E] [:I ‘
86. Scheduling the buying shipment dates ......... E] E} E] [:1 E] [:1 D E] [:I
87. Using data processing information to forecast sales [:1 [:1 I; i; [M] g] 1;] E] D
88. Exchanging information with equals in the organization E] Cl C! [:1 E] E] D D D
89. Training new salespeople ............... D D 1:] 13 Cl E] El 1:] D
90. Providing comfort and convenience services to customers E] El [9 f; I; I; 1;] El [:1
91. Requisitioning supplies, equipment, or fixtures E] D E] D [:1 E] D E El
92. Evaluating effectiveness of advertisements ...... D D D E] E] D D D E]
93. Dealing with vendors' salesmen ........... E] D g I; lg lg] Q B D
94. Taking part in making store policy .......... D D D I] D E] Cl C} D
95. Keeping employees' morale high ............ D D E] E] E] El 1:] 1:] E]
96. Determining strengths and weaknesses of competitors E] I] 1%] [9 [El g] [7:] E] D
97. Scheduling repairs on customer or store merchandise El [:1 E] E} D E] I] El I]
98. Buying to meet consumer demand ............ D I] [:I E] [:I I] E] D [:1
99 Evaluating employees' progress ............ [:1 1:] lg] I; I; I; I; 1:] [:1
100 Determining expenses for a season .......... E! E] I] E] E] D E] [I D
101 Establishing price lines for department ....... [:1 1:] C] [I] Cl C] 1:] 1:] D
102 Determining responsibilities of employees ...... El [:1 I; I; I; I; [At] 1:] [:1
103 Approving customer checks .............. E] E] D D E] I] D 1:] Cl
104 Working with buying office .............. E] Cl C] 1:] E] El El I] [:1
105 Operating an adding machine ............. Cl C] LEI 1%] lg] I; I; D D
106 Searching for new items and lines .......... E] E] D E] E] [:1 1:] D D
107 Handling responsibilities that cannot be delegated . . [:1 [:1 El 1:] D D D D D
108 Deciding what merchandise is to be advertised [:1 E] g] [9 EM] [El I; D D
109 Seeking ways to eliminate paperwork ......... [:1 E] [:1 [:1 D E] D D D
110 Insuring proper lighting and heating or cooling [:1 C] D E] El [:1 [:1 D D
111. Determining styles to order ............. E] 1:] I; I; I; I; I; [:1 C]
112 Training employees to be accurate in sales transactions C] E] D E! E] D D E] D
113. Interpreting store policies to customers ....... D 1:] D E] E] El 1:] D D
114. Organizing a department or store's effort ...... 1:! D g I; g] lg lg] D D
115. Selecting fixtures for merchandise displays ..... 1:! E] D 1:] D D D D D
116. Using business mathematical formulas ......... D D [:1 D D D D E] D
117. Working with a code system in marking merchandise D [:1 [D] g LEI I; I; D D
118. Analyzing operating costs .............. D [:1 D [:1 El [:1 E] D D

 

L__r

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(A) 3T DONE BY ME C(19THE AVERAGE CRSEBIAL

ACTIVITY £003.; 3%? (AT LEAST) suggEss

3;; 313g; i 1,3,1;th

KNOW VEs] NO

119. Writing sales slips ................. I] [:l I] E] E] [:1 D [:1 E]
120. Planning as scheduling promotional & special event sales El [:1 [:1 [:1 I] 1:] 1:] E] El
121. Estimating markdowns for a month or season ...... D D I; I; I; 1; IA] D D
122. Maintaining a perpetual or basic stock inventory . . . D D D [I E] 1:] D E] E]
1123- Teaching salespeople new merchandise information . . . [:1 [:1 E] El [:1 E] 1:] 1:] Cl
is. spsssupp spsspss ss spppsss ............. El El ED] t; I; I; I; [J D
1125 Developing & applying measures to prevent store shrinkageD 1:] I] D 1:] El [:1 1:] El
;126 Using purchase order and requisition forms ...... D D D D D D D D D
1127. Explaining technical as sales features of merchandise . D D D D I; [s] 1;] D D
‘128 Planning or revising department or store layout D D E El D E] D D D
129 Reporting sales by the split-ticket system ...... D D D D D D D D D
130 Counseling employees on their personal problems D D D D D D D D D
131 Watching for and preventing accident hazards D D E] D D D Cl C] D
132. Exchanging information with subordinates in the firm . D D D D D D D D D
133. Keeping records of merchandise on display ...... D D I; I; I; D D D D
134. Buying from wholesalers ............... D D D D D D D D D
135. Scheduling and controlling delivery to customers . . . D D D D D D D D D
13s. maps sppispsps ................... E] El 1;! I; 1;] 15:1 1;] El E1
'137. Calculating stock turnover .............. I] D D D D D D D D
2138. esmssssssspp pssss pp ppssss ............ 1:] E] El E] E] I] 13 D I]
3139- essssspspspp spssssssspp pips psssppsi spnppp . . . . D D [D] I; Q I; g] El El
1140. Preparing merchandise for display .......... D D D D D D D D D
141. Maintaining buying records .............. D D D D D ‘D D D D
Le ssspss-ppp psppp p-ssss ............... El 1:! g I; 1:}; g] 1;] 1:! El
143 miss s pypswsppps .................. 1:1 1:1 1:] [:1 E] E! El 1:: 1:1
Q44 Assessing socio-economic trends in the community . . . D D D D D D D D D
45 Evaluating proposals and suggestions ......... D D I; D g] 1;] D D D
46 Promoting employees ................. D D D D D D D D D
4,7 Controlling operating costs ............. D D D D D D D D D
pp. ssppsppp ....... E! 13 lg 19 g 1;! I; 1:] El
49. Negotiating with vendors about terms or J'lscounts . . . E] E] E] D D D D D D
/30 Establishing standards for the department or area D D D D D D D D D
a 31. conducting meetings ................. D D D D I; D D D D
D D D D D D D D D

checking and reporting on lush I‘l-yl'HLl i'. .......

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(A) NET DONE BY ME 0(ISIDTHE AVERAGE
ACTIVITY 1£100quE 33% (AT LEAST)
3;; 3%ng ,lii.
KNOW

53. Deciding when to take markdowns ........... D D D D D D D l] D
54. Establishing basic stock count schedules & reorder plans D D D D D D D I] [I
55. Checking condition of merchandise received ...... D D D D D D D D l]
56. Approving requests that deviate from normal procedures D D D D D D D D [I
57 Following vendors' or company suggested retail prices D D D D D D D 1:] D
58. Recording non-cash transactions (e.g. C.o.D., charge) D D D D D D D D D
59. Approving advertising proofs ............. D D D D D D D D D
60. Determining timing of merchandise purchases ..... D D D D D D D D D
61 Obtaining market information from buying or home office D D D D D D D D D
62 Determining finances necessary to accomplish sales budgetD D D D D D D D D
63 Analyzing charts and graphs ............. D D D D D D D D D
64. Disciplining employees ................ D D D D D D D D D
65. Using training aids and equipment .......... D D D D D D D D D
66. Preparing information for public relations staff . . . Cl C] D E] D I] D D D
67. Insuring accuracy in paperwork ............ D D D D D D D D D
68. Insuring preventative maintenance of equip or fixtures D D D D D D D LD—
69. Confirming customer delivery dates .......... D D D D D D D D D ‘
70. Working with home office or division on buying . . . . D D D D D D D D D
71. Trimming store windows ................ D D D D D D D D D 3
72. Insuring prompt service in customer lunch area . . . . D D D D D D D D D
73. Establishing an advertising budget .......... D D D D D D D D D
74. Seeking cooperation of other departments or areas D D D E] D D 1:] ELL—L
75. Maintaining "open to buy" records .......... D D D D D D D D D
76. Wrapping and packing merchandise ........... D D D D D D D D D
77. Presenting the firm in a favorable image ....... D D D D D D D D U
78. Determining priorities ................ D D D D D D D D D
79. Insuring that employees comply with their assignments D D D D D D D D U
80. Exchanging information with superiors in the firm D D D D D D D D D

J
81. Insuring customer satisfaction after transaction . . . D D D D [:1 D D D D
82 Determining prices for individual items ....... D D D D D D D D D
83. Submitting merchandise facts & rough copy for adv'tments D D D D D D D D D
BA. Receiving, checking, and marking merchandise ..... D D D D D D D D D
85. Shopping local competitors .............. D D D D D D D D D
86. Training new non-selling employees .......... D D D D ID D D D D

 

 

i

 

 

 

 

 

 

 

 

 

 

 

 

(B) (C) (D)
1&3)T NOT DONE BY 24E 0N 1gp) AVERAGE CRUCIAL
DONE AT‘LEA T0
ACTIVITY DONE BY ME SUCCESS
BY BUT! DIMY
ME MUST Dally Weekly Month! 52.51:;n-Annually POSITION
KNOW W
137. Adding columns of figures by hand .......... D D

188. Working with home office on sales promotion planning . E]

189. Using federal & state regulatory laws in decision-making []

 

190. Recommending employees for transfer ......... E]
191. Improving dep't or area operation by use of innovations E]

192. Computing ”open to buy” ............... E]

 

193. Delegating responsibilities to others ........ E]
194. Comparing operations with past performance or expaxatafias E]

195. Deciding action to take based upon data processing info. [1

 

196. Approving customer returns and allowances ......
197. Forecasting future trends or events .........

198. Recording sales on unit control records .......

 

200. Using professional & local shopping services .....

201. Coordinating advertising with merchandise displays . .

 

Daemmmummmumtlauaamcam
Dasmmmammmsmmasmmasmlj
DDzDDDsDDDzDDDsDUDaDD
DDmDDDmDDDwDDDwDDDwDD
Umflmmramarmmmrmamrmm
DDDDDDDDDDDDDDDD
DDDDDDDDDDDDDDDD

DDDDDDDDDDDDDDD

D
D
D
199. Reporting on employees traits & abilities to superiors D
D
D
D

202. Analyzing computer print—outs to determine inventory

Please list any activities that you believe are crucial to success in your position & which did not appear above.
Check columns B, C, D, and E for each activity listed.

D
D

 

 

 

 

:lDDDDD
DUDDDUD

DSDDDSD

DZDDDZDD
DWDDDmDD
D>DDD>DD
DDDDDD
DDDDDD

 

Please feel free to write about activities that you believe are crucial to Success in your position.

Please complutv the additiondl research information on the back page.

\\-\ \ ‘
~

10.

ADDITIONAL RESEARCH INFORMATION

Sex: __Male __Female
Age: __Under 25 __25—29 __30-34 __35—44 __45-54 __55-64 __65 or over
What was the highest educational level you completed?
__Less than high school __Craduate of a 2-year post-high institution
__High school graduate __Bachelor's degree
__Less than 2 years of college __Some graduate study
__At least 2 years of a 4-year college __Craduate degree

When you were in high school, what type of educational program did you take?
__College preparation or general academic
__Business or commercial (bookkeeping, typing, office practice, etc.)
__pistributive education (retailing /merchandising courses w/supervised work experience)
__Other (please specify

If you attended college, what type of educational program did you take?
(Check one and write your major.)
__Liberal Arts (Major
__Business (Major
__No major
__pther (Major

 

 

 

How many retailing courses have you had in an institution beyond high school?
__None __l __2-3 __4-5 __6—8 __9-11 __12-15 __16—20 __21 or more

How many years have you been in retailing as an employee having no supervisory or
management responsibility? (Please count only fully completed years.)
__None __l Year __2 Years __3 Years __4 Years __5 Years __6 or more

How many years have you been in a retailing position having at least some supervisory
or management responsibility? (Please count only fully completed years.)

__Under 1 Year __7—10 Years __26-30 Years
__l-2 Years __11-15 Years __31-35 Years
__3-4 Years __16-20 Years __36-40 Years
__5-6 Years __21-25 Years __41 or more
What is the length of your average work week during the year?
__Under 40 hours __45-48 hours __57-60 hours
__40 hours __49-52 hours __fil—64 hours
__91-44 hours __fi3—56 hours __65 or more

With what primary function is your position directly concerned?

__A store and its operation and not a specific line of goods
Merchandising a line of goods, e.g. ready-to-wear, appliances, hardware, etc.
_—(please Specify the line of goods
__Other (please Specify

 

 

Name

 

Official title

 

Company

 

Address

 

City County

State

 

THANK YOU VERY MUCH FOR YOUR VALUED PARTICIPATION IN THIS STUDY

a_»_-a_~<.u chimneys "»

APPENDIX C

 

STRUCTURED RETAIL EXECUTIVE INTERVIEW

196

 

 

PURPOSE:

APPENDIX C

STRUCTURED RETAIL EXECUTIVE INTERVIEW

1. To obtain insight into the management hier-
archy and functional areas of employment
in the firm and provide a check on the
management matrix used in the sampling.

2. To secure expert Opinion concerning the
definition and criteria of middle manage—
ment used by the firm and the retail trade
industry.

3. To provide the researcher with general back-
ground information about the beliefs of
executives concerning personnel needs.

 

1. Management hierarchy and sampling

 

la.

lb.

Does your firm have a company organizational
chart? Secure a copy if possible.

Examine the levels of management in the firm.

How many persons are employed at the first level
of management? What title designation is given
persons at this level? How many are employed in

a merchandising function? an operations function?
(Continue until all levels of management have

been covered.)

2. Definition and criteria of middle management

2a.

2b.
2c.

2d.

2e.

Is it realistic to divide middle management into
lower middle management, middle management, and
upper middle management?

Are middle management positions discrete or con-
tinuous? (Explain)

What is your reaction to the term middle manage-
ment?

What term or terms would you prefer to use to
describe various management levels in the retail
trade industry? in your firm?

What term is most commonly used by your firm and/
or the retail industry to describe the level we
have called middle management?

197

 

 

 

198

Skills and abilities needed by management personnel

 

3a.

3b.

3c.

3d.

3e.

3f.

38.

3h.

What do you consider the biggest weakness of
middle managers in your firm? (Probe for some
other weaknesses.)

What do you consider to be the biggest strengths
of middle managers in your firm? (Probe for some
other strengths.)

What do you look for when you hire a person for
the 1st level management positions in merchandis—
ing? in operations? for 2nd level management
positions? 3rd level? etc.

What criteria do you use in promoting manage—
ment employees?

What do you expect a junior college (two—year
post—secondary graduate) to know when he enters
your organization?

What subjects or topics do you believe are the
most important for him to know?

What skills and abilities are going to be needed
by middle management personnel five or ten years
from today? (e.g. Probe the impact of the com—
puter and its effect on middle managers.)

Do you find the operations function increasing
in comparison with the merchandising function?
(e.g. Probe the growing specialization in
retailing.)

 

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h.

APPENDIX D

MARKETING AND DISTRIBUTION ACTIVITIES GROUPED

 

ACCORDING TO MAJOR COMPETENCY AREA

199

 

 

SELLING:

(19)

12

811
127

60
119
198
158

23

103

169
90

176
113
181
196

75

APPENDIX D

Retail Management Project
115 Erickson, Michigan State University
East Lansing, Michigan

RETAIL MANAGEMENT SURVEY
[Marketing and Distribution Activities
Grouped According to Major
Competency Areas]

The closely related activities and understandings
involved in waiting on customers, acquainting
them with available goods, influencing buying
decisions, and providing required services.

 

Greeting customers

Selling to customers on the floor

Demonstrating merchandise

Explaining technical & sales features of mer-
chandise

Completing customer sales transactions

Writing sales slips

Recording sales on unit control records

Recording non-cash transactions (e.g., C.O.D.
charge)

Operating a cash register

Approving customer checks

Preparing delivery tickets

Confirming customer delivery dates

Providing comfort and convenience services to
customers

Wrapping and packing merchandise

Interpreting store policies to customers

Insuring customer satisfaction after transaction

Approving customer returns and allowances

Processing customer returns and allowances

Handling customer complaints

200

 

201

SALES PROMOTION: The closely related activities and under-

(22)

20
115
1A0

N

133
81

120
188

68
171
M2
128
166

59
32
108
183

159
92
201

139
177

BUYING:
(3A)

MUG

98
10A
170

17

71

13M

standings which include advertising, display,
public relations, and coordination of media with
personal selling, all of which induce customers
to come to the store and which assist in the
advertising and sales of goods.

Selecting themes for displays

Selecting fixtures for merchandise displays

Preparing merchandise for display

Determining merchandise display locations

Keeping records of merchandise on display

Checking merchandise returned to stock from
display

Planning & scheduling promotional & special
event sales

Working with home office on sales promotion
planning

Trimming show cases

Trimming store windows

Requesting display and sign services

Planning or revising department or store layout

Preparing information for public relations
staff

Using advertising mats

Planning advertising programs and schedules

Deciding what merchandise is to be advertised

Submitting merchandise facts & rough copy for
advertisements

Approving advertising proofs

Evaluating effectiveness of advertisements

Coordinating advertising with merchandise
displays

Coordinating advertising with personal selling

Presenting the firm in a favorable image

The closely related activities and understandings
in securing goods for resale,

Selecting buying sources

Attending vendors' shows or visiting markets to
buy

Buying to meet consumer demand

Ordering from catalogs

Working with buying office

Working with home office or division on buying

Ordering merchandise from central warehouse

Dealing with vendors' salesmen

Communicating with vendors about adjustments or
returns

Buying from wholesalers

 

 

   

      
  

     

. ‘ I
sets a ,. 1 . "“'.
. :-:-=w::.::.‘a.'e 2:». :P. ignite '2‘: fin. .4"
-.1;.' :‘ii is?“ .I‘ 7'5; '.i-I Fm.— -‘.----"afi.:-. NH

:.'.-" '-; .-'-"- :n'é; 3.1-. .

202

Following vendors' or company suggested retail
prices

Determining timing of merchandise purchases

Determining appropriate quantities to order

Determining styles to order

Negotiating with vendors about terms and dis—
counts

Scheduling the buying shipment dates

Using purchase order and requisition forms

Using vendors' reorder procedures

Establishing price lines for department

Determining prices for individual items

Buying merchandise for special promotions

Computing "open to buy"

Maintaining buying records

9 Determining markups

79
189
28

Deciding when to take markdowns

Deciding how much markdown to take

Figuring markon

Estimating markdowns for a month or season

Determining trade—in prices

Requesting datings from vendors or home office

Providing information to be submitted to data
processing

Using the law of supply & demand in ordering
merchandise

Using federal & state regulatory laws in
decision-making

Determining shrinkage loss

OPERATIONS: The closely related activities and under—

(35)

.t

35
66
122

202

standings which support the selling, sales pro—
motion, buying, and market research functions,
which include such items as transportation,
storage, credit, customer services, protection,
& reporting.

Scheduling inventories

Supervising inventory—taking

Conducting a physical inventory

Maintaining a perpetual or basic stock
inventory

Analyzing computer print—outs to determine
inventory content

Using the retail price accounting system

Maintaining and using a unit control system

Recording stock count information

Establishing basic stock count schedules &
reorder plans

Working with a code system in marking merchan-
dise

 

 

 

 

8
18A
56
129
155
135
A7
168

13
19
172
97

1A2
A9
105
1U3
55
125

80
91
110
A1
131
27
200

203

Organizing perimeter (reserve) stock
Receiving, checking, and marking merchandise
Keeping files of invoices and purchase orders
Reporting sales by the split—ticket system
Checking condition of merchandise received
Scheduling and controlling delivery to customers
Controlling warehouse stockkeeping functions
Insuring preventive maintenance of equipment
& fixtures
Insuring store or department cleanliness
Inspecting lunch area for cleanliness
Insuring prompt service in customer lunch area
Scheduling repairs on customer or store mer—
chandise
Preparing price tickets
Meeting local, state and federal laws
Operating an adding machine
Using a typewriter
Using a telephone
Developing & applying measures to prevent store
shrinkage
Keeping proper payroll control
Requisitioning supplies, equipment, or fixtures
Insuring proper lighting and heating or cooling
Insuring adherence to store credit policies
Watching for and preventing accident hazards
Controlling perishable goods
Using professional and local shopping services

MARKET RESEARCH: The closely related activities and under-

(1’4)

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{JUN

87

161
197
185

96

61
114A
106

70

25

standings which require investigation of the
market environment in which the sale of goods
takes place and match the goods to the market
in which they are to be sold.

Determining consumer demand

Forecasting sales for a future period

Using data processing information to forecast
sales

Obtaining market info. from buying or home office

Forecasting future trends or events

Shopping local competitors

Determining strengths and weaknesses of
competitors

Keeping informed of public opinion

Assessing events that may affect the firm

Assessing socio—economic trends in the community

Searching for new items and lines

Recognizing fashion influences and trends

Reading trade publication

Assessing proposed retail legislation

 

 

 

   

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204

MANAGERIAL (78)

PLANNING:
(15)

1
15
178
29

39
76
162

100
173

63
102
150

73
1A5
195

DIRECTING:

(23)

10
50
136
164
82
1A6
190
130

7A

Determining what needs to be done in a priority
order, who will do it, and when and where it
will be done.

Reading company memorandums and reports

Determining the goals of a department or area

Determining priorities

Planning for the future from current operations
data

Preparing budgets

Determining a sales budget for a season

Determining finances necessary to accomplish
sales budget

Determining expenses for a season

Establishing an advertising budget

Establishing procedures to accomplish goals

Determining responsibilities of employees

Establishing standards for the department or
area

Following instructions from superiors

Evaluating proposals and suggestions

Deciding action to take based upon data pro—
cessing information

Overseeing the performance of work.

Motivating employees

Interviewing job applicants

Hiring employees

Disciplining employees

Discharging employees

Promoting employees

Recommending employees for transfer

Counseling employees on their personal problems

Handling employee complaints

Supervising employees

Delegating responsibilities to others

Teaching salespeople new merchandise information

Using ”on—the—job” training method

Using training aids and equipment

Training new salespeople

Training new non—selling employees

Instructing employees on store policies and
procedures

Making proper, timely decisions

Communicating ideas to others

Keeping employees' morale high

Assigning work to be done by others

 

 

 

   
     
  
     

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205

99 Evaluating employees' progress
179 Insuring that employees comply with their
assignments

COORDINATING: Working with other units of the organiza-
(11) tion and the group in assembling personnel and
other resources to accomplish the planned
objectives.

0\

Keeping superiors informed
180 Exchanging information with superiors in the
firm
88 Exchanging information with equals in the
organization
132 Exchanging information with subordinates in the
firm
199 Reporting on employees' traits & abilities to
superiors
114 Organizing a department or store's effort
37 Communicating with other departments or areas
151 Conducting meetings
77 Arranging meetings
17“ Seeking cooperation of other departments or
areas
69 Expediting proper merchandise handling

 

CONTROLLING: Establishing standards of performance,
(25) measuring performance, and correcting any
deviations.

19A Comparing operations with past performance or
expectations
21 Analyzing sales figures
83 Analyzing selling costs
118 Analyzing operating costs
26 Controlling selling expenses
1A7 Controlling operating expenses
58 Controlling the finances of a department or
area
163 Analyzing charts and graphs
175 Maintaining ”open to buy" records
167 Insuring accuracy in paperwork
112 Training employees to be accurate in sales
transactions
137 Calculating stock turnover
A3 Collecting information and preparing reports
107 Handling responsibilities that cannot be
delegated
12A Dictating letters or reports
2A Evaluating performance of subordinates
152 Checking and reporting on cash registers

 

156

911
65

40

187
51
116
11

INNOVATING: Introducing new ideas and insuring success—

16

1118
109
191

206

Approving requests that deviate from normal
procedures

Taking part in making store policy

Using ratios to determine deviation from
standards

Working with percentages, fractions, and
decimals

Adding columns of figures by hand

Analyzing a retail profit and loss statement

Using business mathematical formulas

Analyzing information provided by data pro—
cessing

ful change.

Searching for ways to make my position more
effective

Adopting ideas to improve performance

Seeking ways to eliminate paperwork

Improving department or area operation by use
of innovations

 

 

APPENDIX E

JURY PANEL FOR RETAIL MANAGEMENT

 

SURVEY QUESTIONNAIRE

207

 

 

Mr.

Mr.

Mr.

Mr.

Mr.

Mr.

Mr.

APPENDIX E

Retail Management Survey Questionnaire

JURY PANEL

Edward Ebinger, Store Manager
J. W. Knapp Company, East Lansing, Michigan

 

B. Redfield, Buyer
J. W. Knapp Company, East Lansing, Michigan

Robert Borst, Manager
Meijer Thrifty Acres, Lansing, Michigan

W. C. Schroeder, District Manager
W. T. Grant Company, Lansing, Michigan

Harry Kirk, Assistant to the Operations Vice President
Federal Department Stores, Detroit, Michigan

Virgil Stewart, Personnel Director
Sears Roebuck Company, Lansing, Michigan

A. B. Dusseau, Manager
F. W. Woolworth Company, Lansing, Michigan

C. E. Davis, Store Manager
Arlan's Discount Store, Lansing, Michigan

Samuel Hammond, Assistant Store Manager
W. T. Grant Company, Lansing, Michigan

 

 

APPENDIX E

LETTER ACCOMPANYING RETAIL MANAGEMENT

 

SURVEY QUESTIONNAIRE

209

 

 

 

 

‘..].

APPENDIX F
BLANK RETAIL COMPANY

MEMORANDUM

 

TO: (Name of Management Person)
FROM: (Name of Company Executive)

SUBJECT: Michigan State University Management Study

Enclosed is a copy of a Retail Management Survey Form
prepared by members of a Research Staff at Michigan State
University in cooperation with management personnel from
many retail firms. The survey is part of a national study
to provide information to assist in the development of
retailing education in community and junior colleges
throughout the United States.

Blank Retail Company is vitally interested in
retailing education and'is pleased to be one of several
retailing organizations thought highly enough of to be
selected to participate in this research project. Since
the answers provided in this study will help to shape retail
education instruction in hundreds of colleges throughout the
United States for years to come, we want to have this form
completed by individuals of proven ability and experience.
That's why you were selected from our firm. Your answers,
therefore, are of great value to this study.

 

The form is self-explanatory and will take thirty
minutes to complete. When you have completed the survey
form, please return it to Michigan State University in the
enclosed envelope. All information will be held in strict
confidence.

Because of the limited nation—wide sample, a 100%
response is needed. Therefore, to follow up and assure
Michigan State University in this matter, please detach the
form at the bottom of this page and return it to me when
you have completed and mailed the survey form. Let's try
to have all responses in by
Your prompt response to this request will be greatly
appreciated.

Thank you very much for your participation in this

TO: (Name of Company Executive)
FROM: (Name of Management Person)
I completed and mailed the Retail Management Survey

form to Michigan State University on

 

(date)

 

(signed)

210

     

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APPENDIX G

LETTER RETURNING INCOMPLETED QUESTIONNAIRE

 

T0 RESPONDENTS FOR COMPLETION

 

211

 

APPENDIX G

RETAIL MANAGEMENT PROJECT
115 ERICKSON MICHIGAN STATE UNIVERSITY

East Lansing, Michigan

TO:

FROM: John H. Carmichael, Director
Retail Management Project

 

SUBJECT: Retail Management Survey

Thank you very much for participating in our research
project to improve retail education. The time you spent
completing the questionnaire is greatly appreciated.

The questionnaire is being returned so that you can
place check marks in the boxes that have been circled in
"red.” This information is needed to fully complete the
questionnaire and include it in the study.

Thanks again for your help.

Sincerely,

P.S. A return envelope is enclosed for your convenience.

 

 

APPENDIX H

MARKETING AND DISTRIBUTION ACTIVITIES RANK
ORDERED FROM 1 TO 202 ACCORDING TO
CRUCIALNESS TO SUCCESS ON THE
JOB AS REPORTED BY 701

RETAIL MIDDLE MANAGERS

213

 

 

 

 

 

 

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APPENDIX I

CONFERENCE WITH RETAIL EXECUTIVES T0 ANALYZE
RESULTS OF RETAIL MANAGEMENT SURVEY

220

  

 

 

APPENDIX I

CONFERENCE WITH RETAIL EXECUTIVES

(Participants who met to analyze
the results of the Retail
Management Survey in
New York City,
August 8, 1968)

Bawcom, Richard D., Manager, Field Training
8 H. Kress and Company

Chalifaux, Richard, Personnel Director
Interstate Department Stores

Fraser, John, J., Training Director
Abraham and Straus Department Stores

Harvey, Thomas, College Relations Coordinator
C. Penney Company

Katzer, Jeffrey, Management Development
Interstate Department Stores

McGeorge, R., Director, Management Recruitment and
Placement
W. T. Grant Co.

Zulauf, Addison, Management Training Specialist
C. Penney Company

221

 

 

 

 

 

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