)V153I_J RETURNING MATERIALS: Place in book drop to LIBRARJES remove this checkout from w your record. FINES will be charged if book is returned after the date stamped be10w. MANAGEMENT SKILLS PERCEIVED NECESSARY FOR DIRECTORS OF ADMINISTRATIVE INFORMATION SYSTEMS IN UNIVERSITY AND BUSINESS SETTINGS by Janet Marcelene Parisian A DISSERTATION Submitted to Michigan State University In partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Administration and Curriculum 1984 ABSTRACT MANAGEMENT SKILLS PERCEIVED NECESSARY FOR DIRECTORS OF ADMINISTRATIVE INFORMATION SYSTEMS IN UNIVERSITY AND BUSINESS SETTINGS By Janet Marcelene Parisian The primary purpose of this study was to determine those management skills perceived to be necessary for direct— ing university Administrative Information Systems (AIS) units. The researcher surveyed two groups: the AIS directors in the Big Ten Universities and, for comparison purposes, their counterparts from the business sector in the greater Lansing, Michigan, area. A three-part questionnaire contain- ing a list of 99 management skills, two Likert rating scales and seven questions about background information was used. The skills clustered into six groups: people, systems, compu- ters, organizations, models and society. Respondents rated each skill on its perceived importance (ideal scores) to the role of AIS director and then rated themselves on the same skills (real scores). Major findings included: (1) There were no significant differences between the perceptions of university and business AIS directors on skill importance. Both groups perceived skills related to people, society and organizations as being important to the set, while skills related to systems, computers and models were Janet Marcelene Parisian less important relative to the six clusters. (2) Both groups rated themselves highest in the performance of skills related to people. (3) In comparing perceptions of ideal and real performance, university directors rated ideal performance significantly greater than real on people and society skills. Business directors rated real performance on systems and computer skills as significantly greater than ideal performance. To Dick Featherstone . . . Teacher, Friend and Mentor ACKNOWLEDGEMENTS I would be remiss if I did not acknowledge the assis- tance of so many who contributed to making this research project what it is. First of all, thanks are extended to the members of my committee: Dr. Norm Bell, dissertation director, Dr. Sam Moore, committee chairperson, Dr. Dick Featherstone and Dr. Howard Hickey. Their continued support and guidance during the research phase and, indeed, throughout my doctoral pro- gram are deeply appreciated. I am grateful to Dr. Izak Benbasat of the University of British Columbia for sharing the "EDP Skill Survey" with me. Copying the skills contained within the survey is by permis- sion of the Association for Computing Machinery. Thanks also are extended to those MSU faculty members who assisted in refining the questionnaire used in this study--Dr. Larry Lezotte, Dr. Don Freeman, Dr. Cas Gentry and Dr. Bill Rosenthal. For eliciting the participation of AIS directors from businesses in the greater Lansing area, Dr. Ed Harden de- serves heartfelt thanks. Special "thank you's" are extended to two women who have provided me with continual encouragement, support and friendship. Dr. Marylee Davis Opened opportunities to me in Administrative Data Processing at MSU. And Ms. Dorothy Hopkin, Director of ADP, is chiefly responsible for pointing me towards a career at the University. For their faith in my ability and for so much more, I owe them thanks. Finally, and most importantly, a big thanks to Justin Kestenbaum, my best friend and husband-to—be, for the un- failing support, encouragement, editorial assistance and patience he provided over the course of this endeavor. East Lansing May 1984 ii TABLE OF CONTENTS CHAPTER I: THE PROBLEM Statement of the Problem and Purpose of Importance of the Study . . . . . Research Questions . . . . Definition of Terms . . . . Assumptions of the Study . Limitations of the Study . Organization of the Study CHAPTER II: REVIEW OF THE LITERATURE Introduction . . . . . . . . Management . . . . . . . . Definition of Management . Management Functions . . . Skills Defined . . . . . . Administrative Information Syste The Role of Information . . . . . The Role of Data Processing . . . The Role of AIS/MIS . . . The Impact on Universities . The Institutional Need . . . . AIS Management Skills . . . . . General Research . . . . . . . . . University-related Research . HIS CHAPTER III: METHODOLOGY Introduction . . . . . Population and Sample. . . . . . Instrumentation . . . . . . . . . Skills List . . . . . . . . . Researcher's Adaptation . . . Contribution of Consultants . Evaluation of the Instrument . Data Collection . . . . . . . . . . . Method of Analysis . . . . . . . . . CHAPTER IV: ANALYSIS OF DATA Introduction . . . . . . . . . . . . Demographic Profile . . . . . . . . . Descriptive and Statistical Analyses Research Question One . . . . . . Research Question Two . . . . . . Research Question Three . . . . . Research Question Four . . . . . Research Question Five . . . . . . iii the Study \JO‘UIUIJ-‘Nv—I 10 ll 12 15 16 16 17 19 20 22 23 25 28 29 3O 30 31 32 32 33 34 39 39 44 45 47 49 49 54 Research Question Six Research Question Seven Research Question Eight CHAPTER V: SUMMARY Introduction . . Findings and Conclusions Descriptive Profile Descriptive and Statistical Analyses Conclusions . Implications . . Implication One Implication Two Implication Three Recommendations . ENDNOTES . . . . . . . APPENDIX A: APPENDIX B: APPENDIX C: SURVEY PACKET APPENDIX D: TABLE 4.6 APPENDIX E: TABLE 4.8 APPENDIX F: TABLE 4.11 APPENDIX G: TABLE 4.16 SELECTED BIBLIOGRAPHY SKILLS BY CLUSTERS SURVEY INSTRUMENT MATERIALS iv 55 6O 61 65 66 66 67 72 74 74 75 76 77 79 8O 89 103 107 121 135 149 163 TABLE TABLE TABLE TABLE TABLE TABLE TABLE TABLE TABLE TABLE TABLE TABLE TABLE TABLE TABLE TABLE 4.1: 4.2: 4.3: 4.4: 4.5: 4.6: 4.7 4.8: 4.9 4.10: 4.11: 4.12: 4.13: 4.14: 4.15: 4.16: LIST OF TABLES Length of Time in Current Position . . . . . Source of Technical Training . . . . . . . . Highest Level of Formal Education . . . . . Major Area of Study . . . . . . . . . . . . How Present Position Was Obtained . . . . . Skill Importance (Ideal Scores) as Perceived by University AIS Directors [Appendix D] . . Clustered Ideal Scores for University AIS Directors . . . . . . . . . . . . . . . Skill Importance (Ideal Scores) as Perceived by Business AIS Directors [Appendix E] . . . Clustered Ideal Scores for Business AIS Directors . . . . . . . . . . . . . . . Comparision of University and Business Responses on Ideal Scores by Cluster . . . . Self Ratings (Real Scores) of University AIS Directors [Appendix F] . . . . . . . . . Number and Percentages of Selection of "Not Applicable" on Self Ratings (Real Scores) of University AIS Directors . . . . . . . . Mean and Rank by Cluster of "Not Applicable" Choice on Self Rating of University AIS Directors 0 O O C C O O C C C O O O C O C C Clustered Real Scores for University AIS Directors 0 O O O O O O O O O O O O O 0 Comparison of Ideal and Real Cluster Scores for University AIS Directors . . . . . . . . Self Ratings (Real Scores) of Business AIS Directors [Appendix G] . . . . . . . . . .40 .41 .42 .43 .44 107 46 121 48 50 135 52 53 54 56 149 TABLE TABLE TABLE TABLE TABLE 4.17: 4.18 4.19: 4.20: 4.21: Number and Percentages of Selection of "Not Applicable" on Self Ratings (Real Scores) of Business AIS Directors . . . . . Mean and Rank by Cluster of "Not Applicable" Choice on Self Rating of Business AIS Directors . . . . . . . . . . . . . Clustered Real Scores for Business AIS Directors . . . . . . . . . . . Comparison of Ideal and Real Cluster Scores for Business AIS Directors . . . . . Comparison of University and Business Responses on Real Scores by Cluster vi 58 59 6O 62 64 CHAPTER I THE PROBLEM Statement of the Problem and Purpose of the Study The computer revolution has begun—-it is no longer a high-technology dream of the future. Computer usage is growing at an astounding rate, devouring raw data faster than the human mind can possibly conceive of it, and accord- ing to Gillespie and Dicaro (1981), quickly becoming "a catalyst for accelerating the nation's transition to an information economy." (p. 1) Nowhere is this more evident than on university campuses, those microcosms of society, complete with resident communities, big-business enter— prises and a host of support services. The computer revolution has transformed university life. Gillespie and Dicaro described a recent study in which it was found that over 90 percent of higher education institutions use the computer for instruction, research and administration, with over half of all current expenditures allocated for administrative services. But merely having computers does not solve all problems. Topping (1978) con- tends that even though "systems development is a critical ingredient in prOper information flow, it is not a substi- tute for good management." (p. 136) This situation creates an unanticipated problem. A whole new range of experts from programmers to administra- tors of information systems has come into being and is called upon to demonstrate an array of skills which are not entirely defined. In this study, the researcher focused on the skills necessary to fulfill the role of overseeing the complex tasks involved in computerizing many aspects of university operations. A source of data for defining such skills is those individuals who practice this profession. The researcher surveyed a select group of directors and administrators of information systems in institutions of higher education, namely, the Big Ten universities. Using a questionnaire, the researcher assessed and compared their perceptions of skills necessary to fulfill the role of Administrative Information Systems (AIS) director. In addi- tion, the respondents rated their own performance on these same skills in order for the researcher to determine what relationships exist between real and ideal performance. Finally, their responses were compared with the responses of non-university AIS directors to see how they differed, if at all. Importance of the Study In conducting a review of the literature, the resear- cher found nothing that related directly to the topic, i.e., management skills of directors of Administrative Information Systems in university settings. Most research dealt with business uses of computing services, especially hardware and software applications. What little there was devoted to university applications was divided into academic or administrative computing, focusing on software, Management Information Systems (MIS) or executive management's use of data processing. A manual search of Datamation for the period 1973 to 1983 uncovered thirty potentially useful articles dealing with management and data processing. One source eventually led the researcher to a skills list which formed the basis for developing a survey instrument. A manual search of Educational Administration Abstracts for the period 1967—1982, and Dissertation Abstracts for 1863—1982, yielded five potentially useful articles, four on generic management skills and one on electronic data proces— sing centers. A manual ERIC (Educational Resources Information Cen- ter) search (1969-1982) yielded fifty-nine potentially use- ful documents while a computerized search of CIJE (Current Index to Journals in Education) produced ninety-seven cita- tions, of which thirty—seven had potential use. The ERIC and CIJE references focused on management, management skills or data processing. The researcher could find no references to even a single study of management skills necessary for directors of university data processing. A telephone conversation with Charles R. Thomas, Execu- tive Director of CAUSE, a national organization for AIS professionals in higher education, reinforced this finding. Mr. Thomas stated that to his knowledge no work has yet been undertaken concerning the role of management in Administra- 1 tive Information Systems at the university level. The findings of this study, then, could have potential benefits for --the AIS profession in general —-the AIS professional in higher education -—the personnel officer who hires and/or evaluates AIS professionals --the body of knowledge relating to the science of administrative computing applications. Research Questions The major research questions considered were these: 1. Which management skills do university AIS directors perceive as important to the role of an AIS director? Which management skills do business AIS directors per- ceive as important to the role of an AIS director? How do the perceptions of university and business AIS directors differ, if at all, on the importance of management skills to the role of an AIS director? How do university AIS directors rate themselves on the performance of these management skills? Is there any difference in the university AIS directors perceptions of ideal and real performance, i.e., their ratings of perceived importance compared to selfratings? How do business AIS directors rate themselves on performance of these same management skills? Is there any difference in the business AIS directors' perceptions of ideal and real performance? How do the perceptions of university AIS directors differ, if at all, from the perceptions of their busi— ness counterparts on real performance? Definition of Terms Administrative Information Systems ([AIS], also known as Management Information Systems [MIS] or Administrative Data Processing [ADP]): A term that describes that part of computing activities that focuses on business or administra- tive applications for decision making, with particular em- phasis placed on computerized rather than manual methods. 218.123i An academic and athletic consortium of ten midwestern universities; also known as the Western Confer- ence. Members include Michigan State University, Northwes- tern University, Ohio State University, Purdue University, the University of Illinois, the University of Iowa, the University of Indiana, the University of Michigan, the Uni- versity of Minnesota, and the University of Wisconsin. Director of AIS; The person whose sole or primary responsibility is coordination and control of all aspects of AIS. Management Skills: Activities related to the perfor— mance of a managerial role. Assumptions of the Study The first assumption was that AIS directors could and would express their honest and considered opinions when invited to participate in the study. The second assumption was that important relationships do exist between perceived importance of selected management skills and the performance of those skills. The third assumption was that the survey instrument did accurately assess the perceptions of the groups. The fourth assumption was that the respondents under- stood the survey items and were able to respond in a mean— ingful way. Limitations of the Study The first limitation was that the study was limited to two select groups: AIS directors at the Big Ten Universities and their counterparts from the business sector in the greater Lansing, Michigan, area. The second limitation was that the researcher sought to define perceptions of AIS directors, but not their subordi- nate managers or other staff members. The third limitation was that emphasis was placed on performance of management skills as evidenced only in the role of director of AIS. The performance of subordinates was not evaluated. The fourth limitation was that the data were gathered by a questionnaire designed in part by the researcher. Organization of the Study This study consists of five chapters. Chapter I pre- sents a Statement of the Problem and Purpose of the Study; the potential importance of the study; the research questions under investigation; a definition of terms; and the limitations and assumptions of the study. Chapter II contains a Review of the Literature as it pertains to the nature of this study. It is divided into three parts. The first examines the definition and role of management in general terms, as well as skills necessary for effective management. The second part considers the function of Administrative Information Systems in general and as it relates to practices in higher education. The last part investigates those management skills defined as necessary in directing AIS in general and specific to university settings. Chapter III describes the methodology of the research. It contains an Introduction to the Chapter, discussions of the population, the instrumentation, and data collection, as well as the methods of data analysis. Chapter IV provides a descriptive profile of the respondents and analysis of the data as it flows from each research question. Chapter V contains a summary of the findings along with conclusions and recommendations based on this study. CHAPTER II REVIEW OF THE LITERATURE Introduction The researcher undertook a thorough review of relevant literature and research studies pertaining to management skills necessary for directing Administrative Information Systems. Searches were made of Educational Administration AbstractsJL Disssertation Abstracts, the current Index to Journals ig_Education, the Educational Resources Information Center (ERIC) materials and other publications relating to information systems management. The researcher could find no previous studies which defined management skills neces- sary for university AIS directors. Related research has been conducted in non-university settings and is cited in this chapter. This review represents a selective rather than an ex- haustive summary of the literature, based upon contributions made in three areas related to the subject under study. The first section pertains to management skills in general. It contains a definition and discussion of the role of manage- ment as well as identification of management skills. The second part considers Administrative Information Systems in general and as it applies to higher education. The third part summarizes the literature of management skills necessary for directing an AIS department in general and indirectly in higher education. Management A review of the literature related to management would be incomplete without mention of the early formulators of management theory. Ahrens and Bryson (1983) summarize the history of administrative thought by describing its three periods of development. The first, from 1910 to 1930, was concerned with production and organizational achievement. Its spokesmen were Frederick Taylor, the "father of scienti- fic management," and Henri Fayol. While the former focused his attention on workers and the latter on managers, "both felt that the success or failure of an enterprise was due to the traits or characteristics of the manager-entrepreneur- leader." (p. 3) The second period, between 1930 and 1950, focused on concern for people, as represented in the works of Mary Parker Follett and Elton Mayo. Both found scientific management theory inadequate and chose to stress the role of individual satisfaction along with interpersonal skills and human relations as a means to greater productivi- ty. The third period, from 1950 to the present, deals with the interrelationship between production and people as a behavioral science. A major contributor was Chester Barnard (1938) with his concepts of effectiveness and efficiency. As he explains: Effectiveness is systems oriented and has to do with the achievement of organizational goals. Efficiency, on the other hand, is person-oriented and has to do with the feeling of satisfaction a worker derives from membership in an organization. (p. 14) 10 Definition of Management Recent definitions of management reflect Barnard's theories on the linkage between organizational goals and the individual. Most of the literature defines management as the process of achieving organizational goals or objectives by working with and through the efforts of other people (Hersey and Blanchard, 1972; McCarthy, 1978; Morgan, 1973; Sanders, 1970). Morgan (1973) classifies managers by the level or position they occupy. Top management implements the overall objectives of the organization. Middle manage— ment is responsible for a department or division, and first— line management enforces policies and procedures through the efforts of the workers. According to MacKenzie (1969), managers deal with three elements--ideas, things and people—-through conceptual thinking, administration and leadership. From this, MacKen- zie differentiates between three facets of management: a "manager" achieves organizational objectives through others; an "administrator" manages the details of executive affairs; 3 "leader" influences others to accomplish desired objec- tives. Although the definitions of manager and leader are similar, there is a clear distinction for Welte (1978). "The essence of management is coordination, while the essence of leadership is followship. . . . A person can be a good 'manager' but a bad 'leader,' or vice versa." (p. 630) Jucius, Deitzer, and Schlender (1973) go further: "Ideally, managership should be equated with leadership . . . [which] implies followship." (p. 18) 11 Management Functions Much has been written about the role or function of management. Clemens (1981) outlines ten roles for managers. Three "interpersonal" roles portray the manager as figure- head, liaison and leader. Three "informational" roles represent the monitor, disseminator and spokesperson. Fi- nally, four "decisional" roles find the manager acting as entrepreneur, disturbance handler, resource allocator and negotiator. These roles all interrelate since "in his interpersonal roles the manager develops relationships which allow him, in his informational roles, to gather and distribute information on which he can base choices in his decisional roles." (p. 127) In most of the literature there is agreement in defin- ing the functions of management. Masterson (1960) and Sanders (1970) both equate management with planning, organ- izing, staffing and controlling. Koontz and O'Donnell (1978), MacKenzie (1969), Morgan (1973), Rue and Byars (1977) and Welte (1978) reiterate these four and add direc- ting or motivating as a fifth. Millett (1962) and Hungate (1964) describe variations on these five functions. For example, the former lists decision-making rather than plan- ning, while omitting organizing and staffing. But both writers also add evaluating as a necessary managerial func- tion. Koontz and O'Donnell (1978) caution that if one defines managerial behavior by its functions, "the essentials of management should not be taken to mean that managers 12 systematically plan, then organize, then staff, lead and control." (p. 25) Indeed, as Clemens (1981) explains, mana- gerial work is characterized by "brevity, variety, and frag- mentation" (p. 126), rather than by strict scheduling of five or more basic activities. Yet managerial behavior is not solely defined by its functions. Sprunger and Berquist (1978) indicate that individual characteristics of the mana- ger, including intelligence, aptitudes, skills and inter- ests, also determine behavior. Going one step further, Welte (1978) and Terry (1972) contend that organizational effectiveness is in part a function of the knowledge, abili- ty and skills of managers. Skills Defined A skill as "an acquired, a learned, rather than an intrinsic quality." (Jucius, Deitzer and Schlender, 1973, p. 20) One writer (Terry, 1972) views management skills as akin to an art, since management is both an art and a science. Science includes knowledge about management appli- cations while art is the skillful application of this know— ledge that brings about results and goal achievement. Mann's Trilogy of Skills (1965) defines the types of skills required for managers and supervisers. These are: human relations skills, technical skills and administrative skills. The human relations skills deal with the ability to work with and through others and include a knowledge of the principles of human behavior, motivation and interpersonal relations. Technical skill is the ability and knowledge one has in a specific technical field. Administrative skills 13 refer to decision making ability based on an understanding of organizational objectives. These last include management functions as defined above. In a study to determine what differentiates effective from ineffective university leaders, Skipper and Hoffman (1978) found seven administrative skills common to effective managers. The single most important variable was judgment, followed by knowledge about one's position. Of lesser im- portance, but still significant were planning ability, organization and management, leadership, human relations and quality of performance. Morgan (1973) lists five fac— tors common to managerial development: technical knowledge, understanding both the management process and human rela- tions, and development of both supervisory skills and management techniques. One could add to these lists two "critical skills" proposed by Sanders (1970): tolerance for uncertainty and ambiguity coupled with the ability to con— front and manage conflict and advocacy. There are two recurring themes in the literature which relate to management skills. The first is that technical skills are not as important as human relations skills and the second is that management behaviors and, thus, skills are generic, i.e., they hold true across various professions and technical subjects. In support of the first theme, Terry (1972) states that "basically the role of the manage- ment member [in an organization] does not require special- ized technical expertness." (p. 13) Indeed, Hersey and Blanchard (1972) report that a survey conducted by the 14 American Management Associates in 1966 found that "the most important single skill of an executive is his ability to get along with people . . . [which was] rated more vital than intelligence, decisiveness, knowledge, or job skills." (p. 7) And as early as 1969, Filley and House recognized that as management's role becomes more standardized through the use of computers and other technical systems, human rela— tions skills become increasingly important for managers. The concept of universality of management behaviors is evident in the works of Cooper (1981), Stalcup and Wilson (1981), Sprunger and Berquist (1978), Koontz and O'Donnell (1964) and Stodgill, Goode and Day (1963). Cooper repre— sents this thinking: These behaviors which are reflective of a set of lear— ned, general leadership competencies flow across and between all fields of endeavor demonstrating the uni- versality of administrative tasks and functions. (p. 13) In his own synthesis of many studies, Morgan (1973) found nineteen qualifications generally considered common to all successful managers. The first ten are clearly management skills, listed as ability to: Analyze Communicate ideas Organize Plan Inspire others Gather and interpret information Instruct others Solve problems and make decisions Influence others individually and in groups Recognize individual strengths and weaknesses OOCDVO‘UI-L‘LONH H Thus far in this review of the literature, the researcher has defined management, discussed its functions 15 and identified generic management skills. Before considering the skills specific to directors of AIS either in business or university settings, it is appropriate first to examine the nature and role of Administrative or Manage— ment Information Systems. Administrative Information Systems According to Solomon and Weingart (1966), "a computer is any system that can accept information, process it, and produce meaningful results." (p. 7) What distinguishes today's electronic computer devices from earlier data han— dling equipment is "its ability to store data and the means of manipulating the data (programs) and to carry out a series of operations on the data on demand." (Ward, 1969, p. 163) Computers are best used for routine record keeping, assisting management in decision making and providing simu- lations and projections to compute optimal alternatives. With regard to the second use,'Chachra and Heterick (1981) assert that "for planners and managers the computer embodies the most significant research and application tool for the support of the decision making process ever possessed." (p. 20) Computers should be viewed as powerful tools to aid but not replace management (Terry, 1972), for the manager must still supply judgment and interpret data to fit specific individual cases. Caffrey (1967) and Stewart (1971) con- sider the computer's role significant in forcing or sti- mulating managers to review their objectives and work meth— ods, and perhaps to develop new ways of looking at and 16 solving problems. IEE.§2£E.2£ Information No discussion about computers is complete without an examination of the role information plays in the decision making process. Ward (1969) considers the field of informa— tion processing and control to be the area having the great— est impact on management organization. Nichols (1970) writes that "information has meaning only when associated with the decision to be made." (p. 32) As the types of decisions vary, the information needs vary also, according to Sanders (1970). He sees four purposes for which managers need information: first, to establish, evaluate and adjust goals; second, to develop plans and standards and to initiate action; third, to measure actual performance and to take appro— priate action when performance varies from standards; and fourth, to assess achievements." (p. 9) Sanders also expresses information needs in terms of the managerial functions of planning, organizing, staffing and controlling: In summary, . . . quality information in the hands of those who can effectively use it will support good decisions; good decisions will lead to effective performance of managerial functions; and effectual functional performance will lead to successful attainment of organizational goals. (pp. 7-8) The Role of Data Processing The department responsible for computer—supported in— formation processing within an organization was originally, and in some places still is, called "Data Processing," "Administrative Date Processing" or more simply, "DP." This nomenclature reflects the fact that the computer is the 17 first and only tool to give management an integrated data processing system (Ward, 1969) in which "information is the output produced by manipulating input data." (Sanders, 1970, p. 3) Sanders also distinguishes data from information for DP purposes: Data, then, are facts or informational raw materials, but they are not management information except in a constricted and detailed sense. Data are independent entities and are unlimited in number. The purpose of data processing is to bring order to them and place them in proper perspective so that meaningful manage- rial information may be produced. The primary dis— tinction between data and information, therefore, is that while all information consists of data, not all data produce specific and meaningful information which will enable managers to plan, Operate, and control their business activities. (p. 4) Kriegbaum (1982) sees data processing as "the oppor- tunity to increase productivity and control costs in a people-oriented enterprise" (p. 23) by allowing management to do things they could not otherwise do. DP applications most often include accounts receivable and payable, payroll processing, inventory control, production scheduling and monitoring, cost analysis and general ledger accounting (Solomon and Weingart, 1966). Ihg_§glg of AIS/MIS When emphasis switches from data input to systematized information output, DP is referred to as "Administrative (or Management) Information Systems," also known as AIS or MIS. Jucius, Deitzer and Schlender (1973) aptly define both M18 and systems: Management Information Systems are basically networks of data processing procedures developed and integrated, within the organization, to provide management, at various levels, with necessary information for 18 subsequent decision making. A system is simply a set of interrelated and integrated parts or subsystems. (p. 66) Or as Solomon and Weingart (1966) prefer to define systems: ". . . a survey of the forest before the trees are examined in any detail." (p. 4) For them, in thinking systems rela— tionships among functions emerge. And from relationships emerge related operations which contribute toward achieving company goals. Nichols (1970) agrees and considers this the primary purpose of MIS. As significant relationships are exposed, MIS "will decrease uncertainty in organizational decision-making with a corresponding increase in the utili— zation of organization resources." (p. 30) Topping (1978) considers MIS a survival technique, one that "hinges on the ability of an organization to process information." (p. 130) In spite of strong arguments made for adapting a Man- agement Information Systems approach, "it should be obvious, but does not always seem to be, that there is not and cannot be such a thing as the MIS." (Penrod and Wasileski, 1980, p. 9) In other words, there is no one MIS solution. Different systems will be designed to provide similar or different types of information needed for administrative decision making. Generally, there are three major kinds of informa- tion systems. Logistic Information Systems deal with the physical flow of goods and materials through an organ- ization. Financial IS is concerned with the flow of dollars and budgetary control. Personnel IS refers to the flow of information about the people who work for the organization (Jucius, Deitzer and Schlender, 1973). 19 The Impact on Universities According to Weldon and Gray (1978), "the age of compu- ters has had a significant impact on the administration of all large organizations [and] . . . higher education is no exception." (p. 825) The history of computer uses in higher education parallels that in business and industry. Thomas (1980) chronicles the first three decades. In the 19403, registrars and business officers used punch card equipment and ledger card machines for record keeping tasks. In the 19505 and 1960s, academic units also adapted computers to use in scientific research. By the early 1960s, many col- leges and universities had converted to second generation machines using magnetic tape storage and handling techni- ques. By the middle 19603, third generation systems were installed in many institutions, making more sophisticated administrative applications possible. Penrod and McManus (1981) continue the history. The 1970s brought faster machines and "an organizational matur- ing process . . . DP developed into Management Information Systems." (p. 44) DP managers became Directors of Computer Services, reporting to the vice president of administration, an executive vice president, or perhaps the president. In the 1980s, systems planning and Information Resources and Systems departments came into their own. The Computer Ser- vices unit became one of many reporting to a vice president. Presently, "Decision Support Systems (DSS) are . . . in vogue." (p. 44) 20 According to inventories taken in 1966-67 and 1969-70, American institutions and/or campuses of higher education increased in number by 27 percent, while the number of computer installations increased 115 percent (Alcorn, 1980). Gillespie and Dicaro (1981) note that a later inventory (1976-77) found that over 90 percent of all post-secondary institutions had access to computer services, either through their own systems or through others via terminal. They also point out that "the fastest growing segment of computing in higher education is not instruction, not research, but ad- ministration.' (p. 3) Gross (1981) contributes that an average of 2.5 percent of the total annual operating expen— ses in higher education goes to computing services and that administrative services nationally is a $2 billion business! The Institutional Need At first, the management technology used in computer application environments was not widely accepted by educa— tional institutions (Donald, 1979). But this attitude is changing, in part because many administrative responsibilities are management- type decisions, and the use of administrative computing systems as information systems will show that there is little difference in the manager/administrator process. (p. 17) Also contributing to this change are two newly evolved administrative perspectives. Higher education adminstrators now recognize that beyond its intrinsic value, information "should be treated as another major institutional resource." (Robinson, 1981, p. 6) Also, these administrators in higher education are being forced to act in an anticipatory rather 21 than a reactive, mode of management, which has increased the demand for effective and efficient information systems (Mishra and Cannon, 1980). In the literature higher education administrators are seen as having many pressing needs which compel them to think in AIS terms. Neiheisel (1981) indicates that pres- sure exists to meet "their own need and demand for informa- tion . . . [coupled with] the need to streamline programs, modernize administrative processes and make more efficient use of resources." (p. 19) Caffrey (1967) cites the pressure of rising costs, increasing demands for more and better data from boards of regents, state and federal agencies, foundations and from planning and fiscal agencies, combined with the generally increased complexity of management problems. (p. 218) Much has been written about the various potential and actual uses of AIS for a university, ranging from "pedes— trian yet massive tasks such as student registration" (Caf- frey, 1967, p. 217) to institutional research for decision making purposes (Neiheisel, 1981). But Mishra and Gannon (1980) offer the most comprehensive list: Ideally an integrated data base management information system in academia could I) provide timely information; 2) generate feedback from various constituencies; 3)aid in the allocation of resources; 4) help in the selec- tion of decision options; 5)generate diverse but tailor-made plans and programs in the various areas of institutional administration; 6) generate feedback for review of policies or procedures; 7) provide basic information about the development of large scale insti- tutional information systems; 8) provide modeling or simulation techniques as management tools; and 9)pro- vide information nodes for anticipatory management of the institution on an upscale targeted basis. (p. 19) Thus far in this review, the literature concerning management functions and skills and the important part 22 played by Administrative Information Systems in university and non-university settings has been summarized. The section which follows examines the literature concerning those management skills necessary for AIS managers and directors in the performance of their tasks. AIS Management Skills Bartol and Martin (1982), in their own review of the literature, found that "research has largely ignored the specific role of the information systems manager . . . [but] that much of the general management and personnel literature is applicable to the data processing area." (PD. 51, 53) Some writers find that the attributes or skills needed by AIS directors are "unclear" (Rockart, Ball and Bullen, 1982), or "somewhat‘nebulous" (Dorfman, Gish and Bendyna, 1977). The former group credit this fact to the newness of the AIS function. In spite of this, attempts have been made to define AIS management skills. Cooper (1981) emphasizes that "the information explosion of the last decades . . has created a proportionate demand . . . for highly skilled, and effective organizational leadership." (p. 1) Bartol and Martin (1982) and Ahrens and Bryson (1981) concluded from the available data that people skills are of strong impor- tance for AIS administrators. A more comprehensive skills list is offered by Rockart, Ball and Bullen (1982, pp. 5- 6): --a business orientation --considerable technological understanding 23 --political, organizational and communications skills -—experience in overall business management -—ability to manage technical experts --human resource management skills --ability to plan for the short and long term -—sensitivity to human, organizational and social impacts of technology. (pp. 5-6) General Research In some studies AIS skills have been defined, but not for management functions. For example, Alloway (1980), during his association with the Center for Information Sys- tems Research at the Sloan School for Management (Massachu— setts Institute of Technology), identified sixteen technical and user-oriented skills for systems analysts. Jahnig (1975), acting as consultant for the Chase Manhattan Bank, developed a "skills glossary" defining fifty technical skills for analysts and programmers. However, there are indications in the literature that research relating to management skills for AIS directors has indeed been conducted. Dorfman, Gish and Bendyna (1975) describe a study in which a questionnaire was sent to senior AIS executives in 300 international corporations, educa— tional institutions and government agencies asking them about themselves and their jobs. People skills were found to be primary for these managers and "technical functions [had] become secondary." (p. 10) In fact, the managers rated as least prominent their skills in operations re— search, linear programming and statistics. Also in 1975, 24 Elliott surveyed the managers of four midwestern corporations on their perceptions of qualities required for the effective performance of their roles. In rank order of importance, the most frequent answers were: —-ability to relate to others; --capacity to deal logically with different problems; --skill in planning, organizing and controlling the work of the department; --willingness to take responsibility for sometimes unpopular decisions; -—willingness to understand and employ new techniques; --capacity to cope with new situations; ——ability to relate to the specialist staff; --sufficient technical knowledge of equipment and systems; --knowledge about the business operations of the firm; and --discretion and tact when dealing with users of systems. (p. 66) Bartol and Martin (1982) report that Nolan (1979) found technical skills to be important in the early stages of an AIS director's career. But they concluded from the litera- ture that as one progresses in the profession, other skills became more important. These included knowledge of the organization, awareness of how information enhances decision making, understanding of user needs and group dynamics and leadership skills. In another study, researchers at Arthur Young and 25 Company (1982) surveyed 330 Michigan AIS directors or chief information officers from corporations, government, hospi- tals and universities. With a 43 percent response rate, the Young researchers found that AIS executives rated "two qual- ifications as essential . . . for their position" (p. 7): communication skills ranked first, followed by prior AIS management experience. Ranked as least important was cur- rent hardware—software knowledge. University-related Research The researcher in the introduction to this chapter stated that no previous studies could be found which define management skills necessary for a university AIS director. However, two significant research projects were identified which were based upon a skills list generated by a universi— ty curriculum committee. It is this skills list which eventually served as the basis for development of the ques— tionnaire used in this study. In 1972 the ACM Curriculum Committee on Computer Educa- tion for Management identified 111 skills requisite for graduate professional AIS programs (ACM, 1972). These sug- gested skills were grouped into six clusters: people, mo- dels, systems, computers, organizations and society. The following year, the MIS Research Center at the University of Minnesota decided to test the ACM assumptions and recommen- dations (Henry, Dickson and LaSalle, 1973). The 111 skills were reclustered into seven groups, the original six plus "performance" skills. The skills in each cluster were then divided into "generalist" and "specialist" clusters. Since 26 the MISRC researchers found that performance skills could not be classified as either generalist or specialist, they remained a separate cluster. After pilot testing, the re- sulting survey instrument was given to managers, analysts, programmers and users at fourteen Twin City firms. Each was asked to rate a specific employee as to the degree of skill he/she appeared to possess and to rate the usefulness of that skill for that position. In the findings, employees and managers ranked the ACM clusters in descending order of importance as: (1) people, (2) systems, (3) organizations, (4) computers, (5) society and (6) models. In addition, generalist skills were ranked ahead of specialist skills. Benbasat, Dexter and Mantha (1980) took issue with one of the MISRC conclusions, namely, that "specialist skills would continue to be in demand in small to medium size data processing organizations." (p. 22) Benbasat and his col- leagues felt there was insufficient empirical evidence to support this claim since the MISRC had only surveyed more mature, large organizations. They proposed to replicate the study, this time to distinguish required skills as perceived by organizations with various levels of maturity. In developing their "EDP Skills Survey," Benbasat, Dexter and Mantha decided not to include the performance skills from the MISRC study because, as they observed, "these performance skills were so essential for their tasks that the respondents consistently gave them a high useful- ness rating." (p. 24) The questionnaire was sent to participating organizations from the Pacific Northwest DPMA 27 locals. Thirty-five companies (66 percent) returned the instrument. Based on the findings, AIS managers and systems analysts perceived generalist skills as more useful than specialist skills, regardless of organizational maturity levels. The researchers now possessed empirical evidence that the ACM recommendations had over emphasized the techni- cal aspects of AIS in curriculum development. People, or- ganizational and societal skills deserved more emphasis than specialist skills. In 1982, the ACM revised its skills list to reflect changes in AIS importance, technological advances and im- proved AIS analysis and development processes (Nunamaker, Cougar and Davis, 1982). The 111 skills were reduced to thirty-seven, due to integration of the management skills; writing, communication and behavioral skills were inte- grated into organizational concepts and concerns. The six original clusters remained intact. In this review of the literature related to management skills necessary for directing AIS departments, the re— searcher has summarized findings in three select areas. The first considered definitions of management and management skills; the second examined the role of Administrative Information Systems; and the third summarized management skills necessary for AIS directors and managers. The impor- tance of the ACM skills to this study will become evident in the next chapter when the development of the survey instru- ment is discussed. CHAPTER III METHODOLOGY Introduction The researcher's major purpose in this study was to assess those management skills necessary to the role of director of Administrative Information Systems (AIS) as perceived by university AIS directors. This was accom- plished by using a "Managerial Profile for Administrative Information Systems," a questionnaire adapted by the re- searcher from a survey developed by Benbasat, Dexter and Mantha (1980). In addition to assessing perceptions of nec- essary ("ideal") skills, respondents rated their own perfor- mances ("real" skills) so that the researcher could examine relationships that might exist between the "ideal" and "real" skills. The questionnaire was also administered to a group of business AIS directors to determine if differences existed between the two groups. In this chapter, the researcher will discuss in detail the methodology employed in this study. Included are a listing of the research questions, description of the re- search population and sample, the questionnaire development process, data collection techniques and the method of data analysis. The major research questions to be considered are these: 1. Which management skills do university AIS directors perceive as important to the role of an AIS director? 28 29 2. Which management skills do business AIS directors perceive as important to the role of an AIS director? 3. How do the perceptions of university and business AIS directors differ, if at all, on the importance of management skills to the role of an AIS director? 4. How do university AIS directors rate themselves on the performance of these management skills? 5. Is there any difference in the university AIS direc- tors' perceptions of ideal and real performance, i.e., their ratings of perceived importance compared to self ratings? 6. How do business AIS directors rate themselves on performance of these same management skills? 7. Is there any difference in the business AIS directors' perceptions of ideal and real performance? 8. How do the perceptions of university AIS directors differ from the perceptions of their business counter- parts, if at all, on real performance? Population and Sample The researcher chose for this study to survey a dis- crete population, namely, the Administrative Information Systems or Data Processing Directors in the Big Ten Univer- sities. The survey packet was mailed to all ten directors, with a return rate of 90 percent. These nine represented those who agreed to participate in the study. The researcher also went to the private sector to compare its responses with those of the directors from the 30 educational institutions. Since the survey was relatively lengthy, the researcher wished to limit this latter group to the immediate geographic area. Hence, if the return rate was judged to be low, non-respondents could be uncovered and their participation encouraged. The researcher enlisted the aid of Dr. Edgar Harden, President of Story, Incorporated, and a former president of Michigan State University in seeking major corporations in the greater Lansing area that had mainframe capability and data-processing staffing. Dr. Harden identified six compa— nies that met these criteria. The survey packet was sent to these six, with a return rate of 100 percent. Instrumentation According to Moser (1958), one of the main methods of data collection is the mailed questionnaire. Such a survey provides "a way of studying social conditions, relation— ships, and behaviour." (p. 2) For purposes of this study, a questionnaire was formulated from three sources: the "EDP Skill Survey" developed by Benbasat, Dexter and Mantha (1980), the researcher's adaptation of the material to fit the design and audience of this study and the advice of consultants. Contributions from each of these is discussed below. Skills List As discussed in the previous chapter, in 1972 the Association for Computing Machinery published the recommendations of its Curriculum Committee on Computer E: 31 Education for Management (ACM, 1972). This report outlined the need for professional AIS programs and listed 111 know- ledges and abilities considered necessary for AIS special- ists to function effectively. These abilities were grouped into six clusters: people, models, systems, computers, organizations and society. In a 1973 study conducted at the University of Minnesota, these skills were empirically tested by administering a survey to AIS practitioners to determine which skills they possessed and which were con- sidered useful. This survey selected and grouped 97 skills into six skill clusters based on the ACM recommendations (Henry, Dickson and La Salle, 1973). In 1980, Benbasat, Dexter and Mantha revised the survey to include 99 skills, still based on the ACM recommendations, and attempted to determine which skills were required by organizations of varying maturity levels. The 99 skills maintained the same clusters as the 1972 study. (See Appendix A.) Researcher's Adaptation The researcher found the Mantha survey not suitable for direct application in this study. The list of 99 skills remained unchanged, but two new Likert rating scales and a checklist on demographic information were added. Likert scales can prove useful in determining opinion, for "instead of learning simply whether or not a respondent is favorably inclined toward [something] . . . one gets a measure of the strength of his attitude." (Moser, 1958, p. 46) The resulting "Managerial Profile for Administrative Information Systems" contained three parts. (See Appendix B.) 32 In Part One, "Skill Importance," using a five-point Likert scale, the respondents were asked to rank the relative per- ceived importance of each skill to the role of an AIS direc- tor. In Part Two, "Self Rating," using the same skills list, a five-point Likert scale, and a "Not Applicable" option, respondents were asked to rate each item based upon perceptions of their own level of ability. In Part Three, "Background Information," respondents provided information on employment, education and technical training. The re— sponses to this section may provide a useful profile of the respondents as a group. Contributions of Consultants Q The researcher worked closely with Dr. Lawrence Le- zotte, Professor of Educational Psychology at Michigan State University, in constructing the format of the questionnaire. His extensive experience in testing and measurement and program evaluation proved useful in developing and refining the instrument. Dr. Donald Freeman, Professor of Teacher Education at Michigan State University, provided assistance in developing the ratings scales of Parts One and Two. Evaluation of the Instrument The questionnaire was both pilot tested and reviewed by a "panel of experts." Pilot testing offers the opportunity H to "try the instrument with the kind of respondents antici- pated in the main survey. (Moser, 1958) In this case, the pilot testing involved two AIS directors in academia and a director of academic data processing programs. The panel of experts asked to review the program, given their 33 professsional experience, were deemed qualified to judge the face validity of the "Managerial Profile for AIS." These reviewers were Dr. William Rosenthal, Office of Planning and Budget, and Dr. Cas Gentry, Professor of Educational Systems Development and Instructor of Computer Applications in Edu- cation, both of Michigan State University. The task of both groups was to examine the question- naire critically and make comments and suggestions to im— prove both the content and clarity of the instrument. The results of the pilot testing were incorporated into the version given to the panel of experts. The final version of the questionnaire contained the collective suggestions of both groups. Data Collection The Big Ten AIS directors received a packet (See Appen- dix C) in Spring 1983 which contained: 1. A letter from Ms. Dorothy Hopkin, Director of Admini- strative Data Processing, Michigan State University, elici- ting support for the project;3 2. A cover letter from the researcher which explained the study and contained an assurance of confidentiality; 3. A copy of the questionnaire, "Managerial Profile for Administrative Information Systems;" and 4. A stamped envelope with the researcher's return ad- dress on it. The researcher asked that the questionnaire be returned within five working days. Within two weeks, eight of the 34 ten questionnaires had been returned. The Big Ten AIS directors were then telephoned by the researcher to solicit 100 percent participation. One director apologized for the delay and sent the material within two days. Another director communicated indirectly that he would not complete the ques— tionnaire. Hence, the return rate was 90 percent. Concurrent with the data collection process for the university directors, the questionnaire packet was sent to six Lansing area chief executive officers from the business sector identified by Dr. Harden. These administrators were asked to convey the material to their AIS directors for completion. A letter of support from Dr. Harden, similar to the Hopkin letter, and instructions from the researcher, were included. (See Appendix C.) Within two weeks, all six business AIS directors had responded. Method of Analysis In the next chapter, data analysis using methods from SPSS: Statistical Package for the Social Sciences (Nie gt El: 1975) will flow from each research question: 1. Which management skills do university AIS directors perceive as important to the role of an AIS director? This question deals with ideal scores. For descrip- tive purposes, the means and standard deviations were calculated across each of the 99 items and reported in tabular form. Also, for statistical analysis, the means and standard deviations for each of the six cluster scores were reported in rank 35 order. 2. Which management skills do business AIS directors perceive as important to the role of an AIS director? This question is similar to the first and was treated in the same manner. 3. How do the perceptions of university and business AIS directors differ, if at all, on the importance of management skills to the role of an AIS director? Here the researcher was interested not so much in each individual skill as with the six skill clusters. Six independent t—tests were run, using the ideal scale scores (means) from both sets of directors. T- tests were chosen because they are "the parametric test most frequently employed to compare two related samples" (Hill and Kerber, 1967, p. 324), in this case, the ideal scores of university and business AIS direc- tors. The researcher tested if 3) H1 : MEANS (univ) é MEANS (bus) or b) H : MEANS (univ) = MEANS (bus) 0 where "univ" represents university directors and "bus" represents business directors. Since the hypotheses involve equality, rather than directionality, this is a two-tailed test. To determine the significance (alpha) level, one turns to Nie g£_al, 1975 for advice: The specific value of the significance level chosen is based on the seriousness of the Type I error (rejecting [the null hypothesis] when it is true) as opposed to Type II error (accepting [the null hypothesis] when it 36 is false). . . If Type II error has the worse conse- quence, the significance level could be raised, e.g., .10. (p. 268) In this particular instance, a confidence level of alpha = .10 was used. In a two—tailed test, alpha is divided in half, each half becoming the rejection zone for each end of the normal distribution curve. Since alpha = .10, each end has a rejection zone of .05. In other words, the probability of rejecting the null hypothesis when it is true is .05. 4. How do university AIS directors rate themselves on performance of these management skills? This question deals with real scores. Descriptive analysis was conducted in the same manner as in Question 1 above, i.e., the mean and standard deviation across each of the 99 items. For statistical analysis, scale (cluster) scores were based on the five-point rating scale, i.e., excluding the "Not Applicable" option. In addition, the percentage of those respondents who indicate "Not Applicable" was reported as a separate issue. 5. Is there any difference in the university AIS direc- tors' perceptions of ideal and real performance, i.e., their ratings of perceived importance compared to self-ratings? Six matched pairs t-tests were run, one for each cluster, using the university directors' ideal and real scores. The researcher tested if 6. 37 a) H : MEANS (ideal) > MEANS (real) 1 or b) HO : MEANS (ideal) g MEANS (real) This is a one-tailed test, since directionality is involved, i.e., testing for a "greater than" or "less than or equal to" relationship. A confidence level of alpha = .05 was used. The region of rejection is now contained in only one end of the normal distribu- tion curve. How do business AIS directors rate themselves on performance of these same management skills? This question deals with real scores and was treated as in Question 4 above. 7. Is there any difference in the business directors' perceptions of ideal and real performance? This question was analyzed in the same manner as Question 5 above. 8. How do the perceptions of university AIS directors differ from the perceptions of their business counterparts, if at all, on real performance? This question is similar to Question 3 above. Six independent t-tests were run, only this time the researcher tested if a) H 1. MEANS (univ) < MEANS (bus) or b) H o MEANS (univ) Z MEANS (bus) Given that the business AIS directors work in the private sector, the researcher hypothesized that they 38 are called upon to perform at a higher standard than their university counterparts, and this would be reflected in their responses. Alpha = .05 in this one- tailed test. The researcher reported all p values obtained, indepen- dent of the alpha levels set. All findings are reported in tabular form. Data from the questionnaire were transferred to coding sheets and keyed into a computer. Raw data were converted into numeric codes for each response to each item. Data were segregated into ideal scores (based on respondents' perceptions of the importance of the skills) and real scores (based on respondents' self-rating of performance). In Chapter IV which follows, the researcher will des- cribe the respondents as a group based on the background information provided in the questionnaire and will report the findings from analyses of the data. Chapter V will summarize the findings, draw conclusions, and propose recom- mendations for further study. CHAPTER IV ANALYSIS OF DATA Introduction This chapter will be divided into two major sections. The first will present a demographic profile of the respon- dents based on their answers to seven items in Part Three, "Background Information," of the questionnaire. The second part of this chapter will analyze responses to Part One, "Skill Importance," and Part Two, "Self-Rating," in light of the eight research questions which were raised at the outset of this investigation. Taking each question in turn, the researcher will reiterate the analysis process as des- cribed in Chapter III and present the findings in tabular form. Demographic Profile To determine the type of individuals surveyed and their backgrounds, a series of seven demographic variables were included in the questionnaire. Each will be considered separately. Question i asked respondents to indicate their current positions from among three choices: director of AIS, assis- tant director or other. Based upon the responses, all university participants were AIS directors at the time they completed the survey while five of the six business respon- dents were directors and the last an assistant director. On 39 40 this item, the university respondents were extremely homoge- neous. (For purposes of this study, the title "director" will be used to signify all fifteen respondents, including the one assistant director.) Question 3 focused on the length of time the respon- dents have held their current positions, using a five—point forced—choice scale. The results for both groups are pro- vided in Table 4.1. TABLE 4.1: LENGTH OF TIME IN CURRENT POSITION Big_lg. Business Time Options n Z n z Less than 1 year 0 0.0 1 16.7 1 to 3 years 33.3 33.3 4 to 6 years 0.0 33.3 6 to 10 years 33.3 16.7 More than 10 years 33.3 0.0 variety of responses. A review of this table reveals that both groups had a It is interesting to note that 50.0 percent of the business directors have held their positions no more than three years, while 66.6 percent of the uni- versity directors have held their positions for six years or more 0 as much of a tenured, Thus it appears that the business people do not have education. non-moving situation as is the case in Question 3 asked respondents how they obtained their 41 technical training, based on five choices. The directors were asked to check all that applied, which resulted in twenty-one responses from university people and seventeen from business. Results are contained in Table 4.2. TABLE 4.2: SOURCE OF TECHNICAL TRAINING Big 19 Business Opt1ons n Z n 2 Formal college program 4 44.4 5 83.3 On-the-job experience 8 88.9 5 83.3 Being a former user of 5 55.6 2 33.3 information systems services Professional development 3 33.3 4 66.7 training program Other 1 11.1 1 16.7 Here it is interesting to note that in both the univer- sity and business groups, all but one person in each group listed on-the-job experience as a source of training. While all but one of the business directors (83.3 percent) also credit formal college programs, less than half (44.4 per- cent) of the university directors obtained technical train— ing in this way. Business directors appear to participate in more professional development training programs (66.7 percent) than do university directors (33.3 percent), yet a larger percentage of the latter (55.6 percent) learned their skills by being former users of information systems services. Question 4 was included as a check by the researcher to 42 verify that the color-coded questionnaires were completed by the proper groups. Business directors all indicated on a blueécolored survey that they work in a business setting, while university AIS directors all indicated on an ivory- colored survey that they work in a university setting. Question 2 asked respondents to indicate their highest level of formal education, based on a six-choice field. The results are found in Table 4.3. TABLE 4.3: HIGHEST LEVEL OF FORMAL EDUCATION Big IQ Business Opt1ons n % n % High school diploma 0 0.0 O 0.0 Post secondary vocational/ O 0.0 O 0.0 technical certificate Associate's degree 0 0.0 1 16.7 Bachelor's degree 3 33.3 4 66.7 Master's degree 6 66.7 1 16.7 Doctoral degree 0 0.0 0 0.0 It appears from looking at Table 4.3 that attainment of a Master's degree is more frequent among university direc- tors (66.7 percent), whereas the Bachelor's degree is more common among the business directors (66.7 percent). Question §_was an open-ended question that asked re— spondents to indicate their major areas of study at the high- est educational level obtained. Table 4.4 lists the results. 43 TABLE 4.4: MAJOR AREA OF STUDY Big 1_ Business n* Z n Z QQEBEQQZEEQ-"m'"mm—"m"3-76:6“---""E-"SSTS Business Administration 2 20.0 1 16.7 Marketing 2 20.0 0 0.0 Accounting 1 10.0 0 0.0 Economics 1 10.0 0 0.0 Engineering 1 10.0 0 0.0 Finance 0 0.0 1 16.7 Policy Administration 0 0.0 1 16.7 No response 0 0.0 1 16.7 *n=lO; reflects one double major in marketing and accounting According to the table, mathematics is the major field of study for both groups--30.0 percent for the university group and 33.3 percent for the business group. Question 1 asked how the AIS directors obtained their present positions, based on a six-choice field. Responses are summarized in Table 4.5. A significant finding from this table shows that while one-third of the university directors moved up from assist- ant director, none of the business directors did so. In summary, based on responses to Part Three, "Back- ground Information," a profile of both groups is discernible. The average university AIS director has held his/her posi- tion six or more years, obtained technical skills from 44 TABLE 4.5: HOW PRESENT POSITION WAS OBTAINED Big 1_ Business Options n Z n Z Moving up from Assistant 3 33.3 0 0.0 Director Moving up from Manager 2 22.2 2 33.3 Making a lateral move from 1 11.1 2 33.3 another institution Working my way up within 1 11.1 1 16.7 the organization Hiring in upon graduation 1 11.1 0 0.0 from college Other 1 11.1 1 16.7 No Response 0 0.0 O 0.0 on—the-job experience, has a Master's degree in mathematics, and obtained his/her position by moving up from assistant director. The average business AIS director has held his/her position between one and six years, also obtained technical skills from on-the-job experience, has a Bach- elor's degree in mathematics, and either moved up from manager or made a lateral move from another institution. Descriptive and Statistical Analyses The following is an analysis of the findings of Part One, "Skill Importance," and Part Two, "Self Rating," as derived from the eight research study questions. The format of this section is to restate each research question, to reiterate the analysis process and to present the findings. 45 RESEARCH QUESTION ONE WHICH MANAGEMENT SKILLS DO UNIVERSITY AIS DIRECTORS PERCEIVE AS IMPORTANT TO THE ROLE OF AN AIS DIRECTOR? This question deals with ideal scores, i.e., respon- dents' perceptions of which skills ideally relate to the role of a director of Administrative Information Systems. For descriptive purposes, the mean and standard deviation across each of the 99 items is reported in tabular form. For statistical analysis, the mean and standard deviation for each of the six cluster scores is also reported. To consider the descriptive analysis, the researcher developed a frequency distribution with summary statistics, including means, standard deviation, frequency of responses to each item and percentages. Results of this analysis are presented in Table 4.6 in Appendix D. For purposes of reading this table, "Rank" represents ranking from high to low, i.e., the highest mean received the lowest ranking. "Skill importance" was rated on a five-point scale from "crucial" to "not important." For the sake of this study, a skill is considered important if the average response equals " "very important," or or exceeds 3.0, i.e., "important, "crucial." A review of this table shows that among univer- sity directors, there were 35 skills (35 percent of the 99 skills) considered important. Looking specifically at the listing, the researcher found that "ability to gain the confidence and support of others in work relationships" (item 37) and "knowledge of institutional policy and lines 46 of authority and responsibility" (item 66) are considered most important. Considered least important are: "ability to program in assembly language" (item 15), "ability to pro- gram in scientific or algorithmic languages" (item 43), "ability to program in simulation languages" (item 45), "knowledge of sorting techniques" (item 74) and "knowledge of differential calculus and optimization" (item 80). The researcher was concerned not only with looking at each individual item but also with collapsed scale scores. These were derived by totalling the number of items within each cluster, obtaining an overall score and dividing this by the number of items within the score. This mean scale (or cluster) score allows for comparison across items. Table 4.7 summarizes these clustered scores, based on responses to ideal skill importance. TABLE 4.7: CLUSTERED IDEAL SCORES FOR UNIVERSITY AIS DIRECTORS Cluster Mean Standard Deviation Rank People 3.96 0.56 1 Systems 2.19 0.63 4 Computers 1.54 0.56 5 Organizations 3.12 0.59 3 Models 1.41 0.40 6 Society 3.38 0.53 2 In reviewing this table, it should be noted that human relations skills took priority over technical skills. The university AIS directors perceived skills related to people, 47 society, and organizations as being important to the set (mean greater than or equal to 3.0) compared with skills related to systems, computers, and models, which were rated less than important (mean less than 3.0) to the set. RESEARCH QUESTION TWO WHICH MANAGEMENT SKILLS DO BUSINESS AIS DIRECTORS PERCEIVE AS IMPORTANT TO THE ROLE OF AN AIS DIRECTOR? This question is similar to the first research question and is treated in the same manner. In this instance, re- sponses of business AIS directors are examined. In Table 4.8 in Appendix E, the researcher reports the mean, standard deviation, frequency of response to each item and percen- tages for the 99 survey items. Business directors considered 33 of the 99 skills to be important, i.e., ratings equaled or exceeded a mean of 3.0. In a four-way tie for the most important skill, the business directors chose one of the items also deemed highly impor- tant by university directors, i.e., "ability to communicate and interact with non-computer oriented people" (item 2). Business directors also perceived "ability to identify in an on-going organizational situation the key issues and prob- lems of a given functional area" (item 1), "ability to grasp the facts and feelings of what is spoken" (item 12) and "ability to gain the confidence and support of others in work relationships" (item 37) as most important skills for AIS directors. Not only were these skills considered 48 important but also no respondent marked these items on the negative side of the continuum, i.e., "somewhat important" or "not important." Thus the group was homogeneous in its perception of these skills. Considered least important by business directors were items 78 and 80, "knowledge of matrix algebra" and "know- ledge of differential calculus and optimization." This latter item was also perceived as least important by univer- sity directors. Business directors were unanimous in rating "knowledge of matrix algebra" as "not important." TABLE 4.9: CLUSTERED IDEAL SCORES FOR BUSINESS AIS DIRECTORS Cluster Mean Standard Deviation Rank People 3.93 0.54 1 Systems 2.43 0.55 4 Computers 1.78 0.45 5 Organizations 3.40 0.28 2 Models 1.40 0.39 6 Society 3.33 0.37 3 Table 4.9, which summarizes clustered ideal scores for business directors, shows a pattern similar to that of university directors in Table 4.7. Business directors per— ceive as important within the set people, society and organizational skills (mean equal to or less than 3.0), whereas skills related to systems, computers and models are perceived as less than important (mean less than 3.0) to the SEC. 49 RESEARCH QUESTION THREE HOW DO PERCEPTIONS 0F UNIVERSITY AND BUSINESS AIS DIRECTORS DIFFER, IF AT ALL, ON THE IMPORTANCE OF MANAGEMENT SKILLS TO THE ROLE OF AN AIS DIRECTOR? Six independent t-tests were run, using the ideal scale scores from both sets of directors. The researcher wished to test if H : MEANS (univ) = MEANS (bus) or H : MEANS (univ) # MEANS (bus) 1 with alpha at .10 level. A review of Table 4.10 reveals that there were no significant differences in the means of the cluster scores. Hence the researcher does not accept the notion of there being a significant difference between the groups and considers that they are homogeneous with regard to the ratings of the clusters. Stated another way, the researcher retains the null hypothesis of no difference. RESEARCH QUESTION FOUR HOW DO UNIVERSITY AIS DIRECTORS RATE THEMSELVES ON PERFORMANCE OF THESE MANAGEMENT SKILLS? This question is similar to Research Question One but the focus is on real rather than ideal scores, i.e., respon— dents rating themselves on perceived actual ability. As in Research Question One, the researcher reports the mean and standard deviation across each of the 99 items (Table 4.11 TABLE 4.10: RESPONSES 0N IDEAL SCORES BY CLUSTER Cluster People University Business Systems University Business Computers University Business Organizations University Business Models University Business Society University Business Degrees of Freedom Alpha = .10 50 COMPARISON OF UNIVERSITY AND BUSINESS = 13 Standard Deviation 0.56 '1". Value .08 .77 .86 .07 .05 .18 2-tail Probability 0.940 0.454 0.403 0.306 0.958 0.861 51 in Appendix F), as well as for each cluster score (Table 4.14). On the questionnaire, "Self-Rating" consisted of a five-point scale of "superior," "excellent," "very good," "average" and "below average," plus an option of "not appli- cable." The percentage of respondents choosing this last category is reported as a separate issue in Tables 4.12 and 4.13. The percentages reported in Table 4.11 reflect total actual responses (excluding "not applicables") for each item. Upon examination of Table 4.11, the researcher found that university directors rate themselves highest first on "ability to grasp the facts and feelings of what is spoken" (item 12), second on "ability to describe and identify individual and group behavior" (item 18), third on "know- ledge of institutional policy and lines of authority and responsibility" (item 66) and fourth both on "ability to communicate and interact with non—computer oriented people" (item 2) and "ability to gain the confidence and support of others in work relationships" (item 37). It should be noted that in the ratings of skill importance on Table 4.6, uni- versity directors perceived items 37 and 66 to be most important. The university group rated themselves lowest in "ability to program in simulation languages" (item 45), "knowledge of search techniques" (item 65) and "knowledge of 'inner workings' of compilers, interpreters, and other translators" (item 92). In Table 4.6, item 45 was perceived by university directors as one of five least important skills for AIS directors. -—---------------q NI—‘i—‘Hl—‘Hl—Ib—OH t—II—a OOWVO‘U‘IL‘WN HOOCDNO‘Ul-L‘UJNH MN NH 23 25 26 27 28 29 30 31 32 33 * #=item number TABLE 4.12: LnN-l-‘U‘lF-‘F-‘O‘F-‘J-‘OC‘ ObOO‘OJ-‘C‘UUIUIO O-l-‘NUJNNwl-‘I—‘OO O OJ-‘ONO-I-‘VO‘O‘O‘O OJ-‘NWNNWHHOO O\ 0‘ boHHxlv—IJ-‘OV 22:2 NUMBER AND PERCENTAGES 0F SELECTION OF "NOT APPLICABLE" 0N SELF RATINGS (REAL SCORES) OF 52 UNIVERSITY AIS DIRECTORS* OC‘UJO-L‘F-‘NNLfibb wOUIO‘O‘Ot-‘O‘NOO‘ WO‘WMNJ-‘t-dool-‘O OF-‘V-‘J-‘HNOLOUI-b-L‘ ONbO‘ONNWONm NLnHNNt—IOO‘L‘bt—t N N ONL‘VONNWONO‘ N N on—II—IbHNOLnO‘J-‘b 11: O O‘HNNHONL‘L‘H 53 Having considered the self-ratings of Table 4.11, the researcher wanted to examine the frequency of selecting "not applicable" as a separate issue. Table 4.12 summarizes the number and percentages of "not applicables' for university directors. A look at this table reveals that in twenty—one instan— ces (21 percent), "not applicable" was not selected, i.e., all university respondents rated themselves somewhere on the five-point scale. Also, for thirteen items (13 percent) all university directors selected "not applicable." No consis- tent patterns are discernible by examining Table 4.12. It is only when considered as clusters that discernible pat- terns emerge. Table 4.13 lists the collapsed mean and rank by clusters of "not applicable" selection. It is signifi- cant to note that, with respect to the six skill clusters, those related to people and society had highest applicabili- ty to the university directors, whereas clearly computer skills are least applicable to university AIS directors. TABLE 4.13: MEAN AND RANK BY CLUSTER 0F "NOT APPLICABLE" CHOICE 0N SELF RATING OF UNIVERSITY AIS DIRECTORS Cluster Mean Rank People 0 0 1 Systems 2.5 4 Computers 4.3 6 Organizations 1.2 3 Models 3.6 5 Society 0.0 1 54 The last data to be considered by the researcher in Research Question Four are the collapsed mean and standard deviation for each cluster score, based on perceived skill ability. These findings appear in Table 4.14. TABLE 4.14: CLUSTERED REAL SCORES FOR UNIVERSITY AIS DIRECTORS Cluster Mean Standard Deviation Rank People 3 44 0.71 1 Systems 2.66 0.55 4 Computers 1.80 0.73 5 Organizations 3.00 0.64 2 Models 1.53 0.64 6 Society 2.73 0.54 3 A glance at this table reveals that university direc- tors rated themselves highest on people skills, followed in order by organizations, society, systems, computers and models. The group rated itself on people skills between "excellent" and "very good," organization skills as "very good" and society skills as somewhat less than "very good" but above "average." The university directors also rate themselves as above "average" on systems skills, but between "average" and "below average" on skills related to computers and models. RESEARCH QUESTION FIVE IS THERE ANY DIFFERENCE IN THE UNIVERSITY AIS DIRECTORS' PERCEPTIONS OF IDEAL AND REAL PERFORMANCE, I.E., THEIR 55 RATINGS 0F PERCEIVED IMPORTANCE COMPARED TO SELF-RATINGS? For this question, the researcher ran six matched pairs dependent t-tests, one for each cluster, using the respon- dents' ideal and real scores. The researcher wanted to test if H : MEANS (ideal) g MEANS (real) 0 or H : MEANS (ideal) > MEANS (real) 1 with an alpha level of .05. Table 4.15 summarizes the results. In reviewing the table, the researcher found sig- nificant differences in the variables peOple and society. In both instances the ideal cluster mean was greater than the real cluster mean. Thus the researcher fails to retain the null hypothesis as it relates to people and society skills as perceived by university AIS directors. Further- more, the researcher found no significant differences be— tween ideal and real means for the variables--systems, computers, organizations and models. Thus, the researcher retains the null hypothesis as it relates to these four skill areas. RESEARCH QUESTION SIX HOW DO BUSINESS AIS DIRECTORS RATE THEMSELVES ON PERFORMANCE OF THESE SAME MANAGEMENT SKILLS? This question is similar to Research Question Four relating to real scores, except in this case responses of TABLE 4.15: Real Systems Ideal Real Computers Ideal Real Organizations Ideal Real Models Ideal Real Society Ideal Real Alpha = .05 Degree of Freedom 2 8 2.19 2.66 1.80 3.12 3.00 1.41 1.53 3.38 2.73 0.71 0.63 0.55 0.56 0.73 0.59 0.64 0.40 0.64 0.53 0.54 *Significant at .05 level 56 Mean Diff .51 .47 .26 .12 .12 .64 St of Dev Diff .50 .78 .63 .75 .57 .49 COMPARISON OF IDEAL AND REAL CLUSTER SCORES FOR UNIVERSITY AIS DIRECTORS .04 .79 .22 .49 .64 .99 0.016* 0.111 0.256 0.637 0.541 0.004* 57 business directors rather than university directors are examined. Once again the researcher reports the means and standard deviations across each of the 99 items, the fre— quency of selecting "not applicable" by item and by cluster, and the mean and standard deviation for each cluster score. Table 4.16 in Appendix G contains a summary of self- ratings of business directors on each of the 99 items. In reviewing the table, the researcher found that business AIS directors rated themselves highest in "ability to prepare clear and useful documentation" (item 14). It should be noted that although four respondents rated themselves either "excellent" or "superior" on this item, two (33.3 percent) of the business participants chose "not applicable." A similar situation appears in the three next highest ratings: "ability to use direct and random file techniques" (item 13; three responding), "ability to use sort and utility pack— ages" (item 19; three responding), and "ability to program in file-oriented languages" (item 23; three responding). The business directors rated themselves lowest on five items: "ability to formulate and solve simple management science type models" (item 35; 2 respondents), "ability to formulate and solve complex simulation models" (item 36; 2 respondents), "ability to develop (design and implement) data bases using a generalized data base management system" (item 44; 2 respondents), "ability to program in simulation languages" (item 45; one respondent) and "knowledge of 'inner workings' of compilers, interpreters, and other translators" (item 92; one respondent). 58 TABLE 4.17: NUMBER AND PERCENTAGES 0F SELECTION OF "NOT APPLICABLE" ON SELF RATINGS (REAL SCORES) OF BUSINESS AIS DIRECTORS* # n Z # n Z # n Z .................. F““""“”"“”"‘T""""‘“"“"'“ 1 O 0.0 34 O 0.0 67 1 16.7 2 O 0.0 35 4 66.7 68 O 0.0 3 0 0.0 36 4 66.7 69 0 0.0 4 1 16.7 37 0 0.0 70 5 83.3 5 2 33.3 38 0 0.0 71 1 16.7 6 1 16.7 39 3 50.0 72 0 0.0 7 0 0.0 40 0 0.0 73 0 0.0 8 1 16.7 41 3 50.0 74 4 66.7 9 2 33.3 42 3 50.0 75 4 66.7 10 3 50.0 43 4 66.7 76 0 0.0 11 1 16.7 44 4 66.7 77 O 0.0 12 0 0.0 45 5 83.3 78 5 83.3 13 3 50.0 46 0 0.0 79 4 66.7 14 2 33.3 47 1 16.7 80 4 66.7 15 3 50.0 48 3 50.0 81 1 16.7 16 3 50.0 49 1 16.7 82 0 0.0 17 1 16.7 50 3 50.0 83 1 16.7 18 O 0.0 51 3 50.0 84 0 0.0 19 3 50.0 52 5 83.3 85 2 33.3 20 O 0.0 53 3 50.0 86 0 0.0 21 2 33.3 54 0 0.0 87 0 0.0. 22 0 0.0 55 3 50.0 88 0 0.0 23 3 50.0 56 3 50.0 89 1 16.7 24 0 0.0 57 3 50.0 90 5 83.3 25 3 50.0 58 3 50.0 91 3 50.0 26 3 50.0 59 1 16.7 92 5 83.3 27 3 50.0 60 2 33.3 93 0 0.0 28 1 16.7 61 0 0.0 94 1 16.7 29 O 0.0 62 2 33.3 95 0 0.0 30 3 50.0 63 0 0.0 96 1 16.7 31 3 50.0 64 3 50.0 97 2 33.3 32 0 0.0 65 2 33.3 98 2 33.3 33 1 16.7 66 0 0.0 I 99 1 16.7 * #=item number 59 In light of the findings in Table 4.16, clearly an examination of the frequency of selecting "not applicable" is necessary. Table 4.17 summarizes these data. Looking at the table, the researcher discovered that for thirty-three (33.3 percent) of the ninety-nine items, "not applicable" was not selected, i.e., all the business respondents chose to rate themselves at some point on the continuum from "superior" to "below average." Furthermore, on no item did all six respondents opt for "not applicable." Discernible patterns emerge when the data are grouped by clusters. Table 4.18 shows the mean and rank by cluster of "not applicable" selection by business AIS directors. The researcher noted that with respect to the six skill clusters respondents rated themselves higher on human relations skills, i.e., society, people and organizations, than they did on technical skills, i.e., systems, computers and models. TABLE 4.18: MEAN AND RANK BY CLUSTER OF "NOT APPLICABLE" CHOICE ON SELF RATING OF BUSINESS AIS DIRECTORS Cluster Mean Rank People 0.33 2 Systems 1.44 4 Computers 2.54 5 Organizations 0.47 3 Models 3.60 6 Society 0.00 1 60 Finally, the researcher summarized the collapsed mean and standard deviation for each cluster score based on business directors perceived ability in Table 4.19. TABLE 4.19: CLUSTERED REAL SCORES FOR BUSINESS AIS DIRECTORS Cluster Mean Standard Deviation Rank People 3 67 0.39 1 Systems 3.50 0.47 3 Computers 3.02 0.59 5 Organizations 3.52 0.26 2 Models 2.13 1.25 6 Society 3.05 0.50 4 An examination of Table 4.19 reveals that business directors rated themselves highest on people skills, followed closely by organizations, systems, society and computer skills. Each of these clustered mean scores fell between "very good" and "excellent" on the rating scale. Business directors rated themselves lowest on models skills, between "average" and "very good." None of the clustered means fell below "average" for this group. RESEARCH QUESTION SEVEN IS THERE ANY DIFFERENCE IN THE BUSINESS AIS DIRECTORS' PERCEPTIONS OF IDEAL AND REAL PERFORMANCE? To respond to this question, the researcher ran six matched pairs dependent t—tests, one for each cluster, using 61 the ideal and real scores of the business directors. The researcher wanted to test if H : MEANS (ideal) g MEANS (real) 0 H : MEANS (ideal) > MEANS (real) 1 with alpha equal to .05. Table 4.20 contains the findings. Observable differences are apparent in the variables systems and computers at the .05 level, yet in the opposite direction from that hypothesized. Therefore, the researcher must retain the null hypothesis for these two skill areas. There are no significant differences in the clustered means of the four remaining variables. Hence the researcher must retain the null hypothesis in these four categories as well. RESEARCH QUESTION EIGHT HOW DO THE PERCEPTIONS OF UNIVERSITY AIS DIRECTORS DIFFER FROM THE PERCEPTIONS OF THEIR BUSINESS COUNTERPARTS, IF AT ALL, ON REAL PERFORMANCE? As in Research Question Three, the researcher ran six independent t-tests, using the ideal and real cluster scores from both sets of directors. The researcher wanted to test if H : MEANS (univ) 3 MEANS (bus) or H MEANS (univ) < MEANS (bus) 62 TABLE 4-20: COMPARISON OF IDEAL AND REAL CLUSTER SCORES FOR BUSINESS AIS DIRECTORS Mean St Dev t p Scale Mean St Dev Diff of Diff Value Value People Ideal 3.93 0.54 0.27 0.33 1.96 0.107 Real 3.67 0.39 Systems Ideal 2.43 0.55 -1.07 0.61 —4.31 0.008* Real 3.50 0.47 Computers Ideal 1.78 0.45 -1.23 0.54 —5.60 0.003* Real 3.02 0.59 Organizations Ideal 3.40 0.28 —0.12 0.43 -0.67 0.532 Real 3.52 0.26. Models Ideal 1.40 0.39 -0.73 0.92 —1.94 0.110 Real 2 13 1 25 Society Ideal 3.33 0.37 0.28 0.39 1.77 0.137 Real 3.05 0.50 Alpha = .05 Degree of Freedom = 5 * significant at .05 level 63 with an alpha of .05. Findings are contained in Table 4.21. There are observable differences in the means of the cluster scores for people, organizations, models and socie- ty skills, but not to the level of statistical significance. However, for systems and computers skills, there is signifi— cant difference at the .05 level. In both these latter instances, the means of the business directors were greater than the means of the university directors. Thus for the clusters: people, organizations, models and society, the researcher retains the null hypothesis and concludes that the groups are homogeneous in these skill areas. Fur- thermore, the researcher fails to retain the null hypothesis as it relates to perceptions of university and business directors on systems and computer skills self-ratings. In this chapter, the researcher has presented a demog- raphic profile of the respondents as well as descriptive and statistical analyses of data collected from each research question. The next chapter will summarize the findings and conclusions, discuss implications and offer recommendations for further research. 64 TABLE 4.21: COMPARISON OF UNIVERSITY AND BUSINESS RESPONSES ON REAL SCORES BY CLUSTER Standard T— 2-tail Cluster Mean Deviation Value Probability People University 3.44 0.71 -0.70 0.498 Business 3.67 0.39 Systems University 2.66 0.55 -3.10 0.009* Business 3.50 0.47 Computers University 1.80 0.73 -3.39 0.005* Business 3.02 0.59 Organizations University 3.00 0.64 -1.85 0.088 Business 3.52 0.26 Models University 1.53 0.64 -1.23 0.239 Business 2.13 1.25 Society University 2.73 0.54 -1.15 0.270 Business 3.05 0.50 Degree of Freedom 13 Alpha = .05 *=significant at .05 level CHAPTER V SUMMARY Introduction This chapter consists of three parts. The first section summarizes the findings and conclusions which emerged from this study. The second part discusses implications based upon the findings. The last part offers recommendations relative to the research methodology used in this investiga- tion, as well as potential areas for additional research. The primary purpose of this study was to determine management skills perceived necessary for directing Adminis- trative Information Systems units at the university level. Interest in this topic arose from the researcher's exper- iences while a graduate assistant in Administrative Data Processing at Michigan State University. In conducting a review of the literature, the researcher could find no evidence of previous research which directly related to the topic. This project was undertaken with the hope that the findings would have potential benefit for the AIS management professional and the body of knowledge relating to AIS applications in higher education. The researcher chose to survey two groups: the AIS directors in the Big Ten Universities and, for comparison purposes, their counterparts from the business sector in the greater Lansing, Michigan, area. Using a three-part ques— tionnaire containing a list of 99 management skills, two 65 66 Likert rating scales, and seven questions about their back grounds, respondents (1) assessed the relative perceived importance of management skills necessary to fulfill their roles as AIS directors; (2) rated their own performance on these same skills; and (3) provided demographic data on their employment, education and technical training. Findings and Conclusions The results of this study are presented in two summary sections below. First is a descriptive profile of the participants, based upon responses to the third part of the questionnaire, "Background Information." Following this is a summary of the findings and conclusions based upon des- criptive and statistical analyses of the data relating to the eight research questions of this study. Descriptive Profile The profile that emerged of the university AIS directors who completed the survey depicted a person who has held his/her position six or more years, obtained technical training from on-the-job experience, holds a Master's degree in mathematics, and achieved his/her position by moving up from the rank of assistant AIS director. The average business AIS director has held his/her posi— tion between one and six years, obtained technical training from on-the—job experience, has a Bachelor's degree in math- ematics, and either moved up from the position of AIS mana- ger or made a lateral move from another company. 67 Descriptive and Statistical Analyses 1. WHICH MANAGEMENT SKILLS D0 UNIVERSITY AIS DIRECTORS PERCEIVE AS IMPORTANT TO THE ROLE OF AN AIS DIRECTOR? Among university AIS directors, there were 35 skills which were considered important, based upon a mean response of 3.0 or higher. Considered most important, i.e., tied for first place, were: Item 37: Ability to gain the support and confidence of others in work relationships. Item 37: Knowledge of institutional policy and lines of authority and responsibility. Five skills were considered least important within the set: Item 15: Ability to program in assembly language. Item 43: Ability to program in scientific or algorithmic languages. Item 45: Ability to program in simulation languages. Item 74: Knowledge of sorting techniques. Item 80: Knowledge of differential calculus and optimization. When one examined the collapsed scale scores from each of the six skill clusters, one found that human relations skills rated higher that technical skills. With regard £2. the six clusters, the university AIS directors perceived skills related £2 people, sociepy and organizations pg being important;J while skills related £3 systems, computers and models were perceived pg being less than important t the set. 68 2. WHICH MANAGEMENT SKILLS DO BUSINESS AIS DIRECTORS PERCEIVE AS IMPORTANT TO THE ROLE OF AIS DIRECTOR? Business directors considered 33 of the 99 skills to be important. Tied for the position of most important skill within the set were: Item 1: Ability to identify in an on—going organizational situation the key issues and problems of a given functional area. Item 2: Ability to communicate and interact with non- computer oriented people. Item 12: Ability to grasp the facts and feelings of what is spoken. Item 37: Ability to gain the confidence and support of others in work relationships. Considered least important in the set were: Item 78: Knowledge of matrix algebra. Item 80: Knowledge of differential calculus and optimization. Based upon collapsed scale scores for the six skill clusters, business AIS directors perceived people, society and organization skills as important, while skills related £2 systems, computers and models were perceived pg less than important 12 the set. 3. HOW DO PERCEPTIONS OF UNIVERSITY AND BUSINESS AIS DIRECTORS DIFFER, IF AT ALL, ON THE IMPORTANCE OF MANAGEMENT SKILLS TO THE ROLE OF AN AIS DIRECTOR? Although 69 there were observed differences in the means of the clustered scores, the researcher found ngSignificant difference between the perceptions pf university and busi— ness AIS directors 22 skill importance. 4. HOW DO UNIVERSITY AIS DIRECTORS RATE THEMSELVES ON PERFORMANCE OF THESE MANAGEMENT SKILLS? University AIS directors rated themselves highest (in rank order) on: Item 12: Item 18: Item 66: and tied for Item 2: Item 37: Ability to grasp the facts and feelings of what is spoken. Ability to describe and identify individual and group behavior. Knowledge of institutional policy and lines of authority and responsibility. fourth place: Ability to communicate and interact with non- computer oriented people. Ability to gain the confidence and support of others in work relationships. This same group rated itself lowest on: Item 45: Item 65: Item 92: When the Ability to program in simulation languages. Knowledge of search techniques. Knowledge of "inner workings" of compilers, interpreters and other translators. clustered means of real scores were considered, one found that university AIS directors rated themselves highest 23 people skills, followed in rank order by 70 organizations, society, systems, computers and models. The researcher also examined the frequency of selecting "not applicable" as a separate item in self-ratings. In 21 instances, "not applicable" was not selected, i.e., all university respondents rated themselves somewhere on the five-point scale. For 13 items, all university directors selected "not applicable." When "not applicables" were considered as clustered means, it became apparent that within the six clusters, people and society skills had highest applicability £2 the university directorsi while computer skills were least applicable. 5. IS THERE ANY DIFFERENCE IN THE UNIVERSITY AIS DIRECTORS' PERCEPTIONS 0F IDEAL AND REAL PERFORMANCE, I.E., THEIR RATINGS OF PERCEIVED IMPORTANCE COMPARED TO SELF— RATINGS? Significant differences were found ip the ratings 3: people and sociepy skills. In both instances, university AIS directors rated ideal performance greater than real performance. There were no significant differences between ideal and real means for the skills related to systems, computers, organizations and models. 6. HOW DO BUSINESS AIS DIRECTORS RATE THEMSELVES ON PERFORMANCE OF THESE SAME MANAGEMENT SKILLS? Business AIS directors rated themselves highest (in rank order) on: 71 Item 14: Ability to prepare clear and useful documentation. Item 13: Ability to use direct and random file techniques. Item 19: Ability to use sort and utility packages. Item 23: Ability to program in file-oriented languages. They rated themselves lowest (five-way tie) on: Item 35: Ability to formulate and solve simple management science type models. Item 36: Ability to formulate and solve complex simulation models. Item 44: Ability to develop (design and implement) data bases using a generalized data base management system. Item 45: Ability to program in simulation languages. Item 92: Knowledge of "inner workings" of compilers, interpreters and other translators. Upon examining the clustered means of real scores, one found that business AIS directors rated themselves highest 22 people skills, followed in rank order by organizations, systems, society, computers and models. When considering the frequency of selecting "not applic- able," there were 33 cases in which "not applicable" was not selected, i.e., all the business respondents chose to rate themselves somewhere on the continuum between "superior" and "below average." On no item did all business respondents h H - N I! - H C: oose not applicable. When not applicables were czlustered by skill area, one found that business directors 72 rated society, people and organization skills as more applicable £2 their role than systems, computers and models. 7. IS THERE ANY DIFFERENCE IN THE BUSINESS AIS DIRECTORS' PERCEPTIONS OF IDEAL AND REAL PERFORMANCE? Significant differences existed for the variables systems and computers, but not lg the direction the researcher hypothesized. 12 both cases, the real clustered means was greater than the ideal clustered means. For the other four skill areas, there were no significant differences between ideal and real performance. 8. HOW DO THE PERCEPTIONS OF UNIVERSITY AIS DIRECTORS DIFFER, IF AT ALL, FROM THE PERCEPTIONS OF THEIR BUSI- NESS COUNTERPARTS 0N REAL PERFORMANCE? There were significant differences between the percep- ‘tions pf universipy and business AIS directors pp perfor- mance of skills related £2 systems and computers. 12 both cases, the means pf the business directors were higher than those pf the university directors. There were no signifi- cant differences for the remaining skills: people, organiza- tions, models and society. Conclusions 1. Based on the findings of research questions one, two and three, both university and business AIS directors have similar perceptions with regard to those skills considered necessary for the performance of their role. Within the six skill clusters rated, human relations skills 73 were viewed as more important to the role of an AIS director than technical skills. 2. Based on the findings of research questions four and six, both university and business AIS directors have similar perceptions about the skill area in which they perform best and which has the highest applicability to their role. Both groups rated themselves highest on people skills, and felt this cluster had highest applicability to them. 3. Based on the findings of research question eight, business directors perceive their performance on systems and computer skills differently than do university directors on these same skills. In both cases, business directors rated themselves significantly higher than do university directors. 4. Based on the findings of research questions one, four and five, with regard to people and society skills, university directors are not consistent in their perspec- tives of ideal and real performance. In both instances, they rated perceived importance as significantly greater than real performance. 5. Based on the findings of research questions two, six and seven, with regard to systems and computer skills, business directors are not consistent in their perceptions of ideal and real performance. In both these instances, they rated their performance as significantly greater than ideal performance. 74 Implications The major intent of this research was to determine those management skills perceived necessary by university AIS directors in the performance of their role. The findings are consistent with the literature relating to AIS manage- ment skills in general: university AIS directors perceive human relations skills as more important to their role than technical skills. This finding is further supported by comparison of responses to the same survey questionnaire by a group of business AIS directors. They also perceived human relations skills as important, while technical skills were perceived as less than important. Indeed, there were no significant differences between the perceptions of both groups with regard to skill importance. Implication One The major finding of this research study may reflect upon the type of person who rises to management positions in AIS. Given the rapid changes in computer technology, the administrator leaves technical skills to middle managers, analysts and programmers and concentrates on personnel, policy and public relations functions. Consequently, the more the administrator "administers," the more he/she falls behind on current technological advances or conversely rises in human skills. Another noteworthy finding relates to differences be- tween perceptions of ideal and real skills by the two parti— cipating groups. University directors rated ideal people 75 and society skills as significantly greater in importance than their self ratings in these areas. At the same time, their reported means on real skills for systems, computers and models were greater than the means for ideal skills, but not at a statistically significant level. By comparison, for business directors, the ideal means for people and society skills were greater than the real means, but not significantly. Yet the real means for computer and systems skills were greater than the ideal at a statistically significant level. Implication Two If both university and business directors rated ideal skills related to people and society greater than real skill performance, but only the university group achieved a stat- istical level of significance, perhaps this reflects upon their environment. An academic setting may inspire one to strive ever for the ideal, a goal which when almost achieved continues to exceed one's grasp. The business directors may be more practical, knowing that job security equates with performance in profit making enterprises. This latter situation also may explain why business directors' self ratings were higher than ideal performance on computer and systems skills to a statistically significant degree. Given the profit motive, business AIS directors may feel the need to be more prepared in technical areas than their university counterparts. In the demographic profile two-thirds of the university 76 AIS directors reported that they had held their current positions six years or more, while more than one-half of business respondents have held their current positions three years or less. Implication Three Less seniority may mean that business directors must operate at a higher level of ability in the competitive world in order to maintain their positions. Lacking the need for that competitive edge, the university community may appear as a more stable, or even stagnant environment. The importance of this research lies in the description it provides of a select group of AIS professionals. It is a small but potentially significant contribution to the body of literature pertaining to university AIS directors, where previously none existed. Perhaps it speaks most directly to those currently pursuing technical training, that if they aspire to become AIS administrators, it may be to their advantage to develop their human relations skills in prep- aration for that day. The findings of this study are not generalizable to all Big Ten AIS directors nor to the entire population of busi- ness AIS directors. The choice of a non-random sample and the fact that one Big Ten director chose not to cooperate in the investigation make this a limited study. If another researcher chose to replicate or extend this study, he/she would profit from selecting larger, randomized samples from 77 the university and business sectors. This study has been further limited by the choice Of survey instrument. Self reports assume that the respondents can discern and are telling the truth, but there is no guarantee (Cronbach, 1949). The responses collected on the questionnaire may be self-serving, especially if the respon— dents perceive themselves as uniquely qualified in their professional role. Rating scales which list personal or work characteristics call for subjective responses, which leaves findings open to question (Moser, 1958). The re- sponses reflect only perceptions of what is, not what actu— ally exists. In this case, perceptions do not necessarily equate with performance. Another limitation Of this particular study is that differential responses may be attributable to different functions or purposes in business and educational settings. University AIS directors may perceive their role as more than "information crunchers." Rather than providing infor- mation for decision makers, they may view themselves as a part Of the decision making group. Recommendations For others who share an interest in researching AIS management in higher education, this researcher recommends that other Options be explored. For example, one might use larger, randomized groups, as suggested above or investigate the effects of different variables upon the results. For instance, might one expect that responses would differ among 78 post—secondary institutions of varying size or institutional mission? Or does the sex of the respondent, the campus location of the AIS unit or the size of AIS staff managed make a difference? Also, one might choose to examine the communication channels of university and business AIS direc- tors. In other words, to whom do AIS directors report? Might university AIS directors have more access to their president than do business directors to their chief execu— tive Officer? Findings from such research may support the suggestion made above that university AIS directors view themselves as decision makers rather than data transmitters. Finally, the AIS professional can be a valuable resource in defining needs for undergraduate and graduate training programs, as well as professional development curricula. If the computer revolution has given way to a dynamic techno— logical explosion, then the need for competently trained AIS managers will continue to grow in the future. A common career pattern will be that Of a manager- statesman who functions equally at ease heading a pri- vate corporation, a major foundation, a university, or a governmental agency. . . . Managerial skill will be transferable and . . . experience will be relevant across most organizational lines. [This] will be a [person] of all organizations and will manage with confidence and in detail. (Terry, 1972, p. 653.) 79 ENDNOTES 1. On November 11, 1982, the researcher talked with Charles Thomas via telephone concerning her intended research topic. Mr. Thomas was very excited at the thought that someone would wish to undertake such a project, because, in his words, "no work with management has been done" and anything would be useful for practitioners. CAUSE is a nationwide organization for professionals engaged in development, use, and management of information systems in higher education, with headquarters in Boulder, Colorado. 2. In a telephone conversation with Mr. Stanley Schrayer, Manager Of Data Processing for Chase Manhattan, the resear- cher learned that this study was intended to be one of a series related to AIS and that Jahnig had hoped to add management skills and banking skills studies to the program. Unfortunately, these plans never materialized. 3. The researcher served as a graduate assistant to MSU's Administrative Data Processing Department during the period in which the research was conducted. Ms. Hopkin was approached to enlist the support of the other Big Ten direc— tors, but had no knowledge of the contents of the question- naire prior to its distribution to both populations. APPENDIX A SKILLS BY CLUSTERS 80 APPENDIX A SKILLS CLUSTER: PEOPLE Ability to . . . 2. 12. 18. 22. 24. 34. 37. 50. 54. Communicate and interact with non-computer-oriented people. Grasp the facts and feelings Of what is being spoken. Describe and identify individual and group behavior (e.g., describe and identify working relationships among people in the organizational environment). Predict alternative behavior of individuals and groups (e.g., predict individuals' reactions to operating changes). Effect change in work relationships. Recognize and remove personality problems which inter- fere with job completion. Gain the confidence and support of others in work relationships. Interview others. Recognize, understand and communicate the meaning a particular event has for you. 81 APPENDIX A SKILLS CLUSTER: SYSTEMS Ability to . . . 11. 14. 16. 21. 25. 28. 38. 40. 47. 55. 56. 57. 58. 59. Analyze and determine costs and benefits of projects (AIS) to users. Analyze and evaluate different software packages. Consult the literature to select the most appropriate data base management system for a set of applications. Develop the major alternatives in specifying an infor- mation processing system, including data files and communication structures. Make "rough cut" feasibility evaluations of proposed new techniques or applications of current technology. Prepare clear and useful documentation (programs and procedures within programs, systems, etc.). Design logical data bases (determine data types, record types, relationships between data items, etc.). Prepare effective user documentation for either a por- tion or all of a system. Analyze programs outlined by systems analysts for de— tailed design and construction. View, describe, and define any situation as a system. Perform economic analyses (cost/benefit studies) Of prOposed resource commitments for a project. Calculate cost/performance trade-offs in a system. Evaluate system performance and make adjustments to system after implementation. Design and use decision tables. Design and use flowcharts (systems and programs). Design and use run and grid charts. Design and use I/O layouts. Specify, given information needs and sources, several alternative sets of information to meet needs. 82 APPENDIX A 60. Design software and hardware configurations. 62. Present in writing a detailed description of part of a project. Knowledge of . . . . 63. "Outside" computer services (consultants, software, vendors, application packages). 68. The means to ensure the security and integrity of programs and data during and after program implementa- tion. 84. Project planning and control tools. 87. Sources for updating knowledge of technology. 99. General systems theory (Open/closed systems, feedback concept,etc.). 83 APPENDIX A SKILLS LIST: COMPUTERS Ability to . . 10. 13. 15. 19. 23. 27. 30. 33. 39. 41. 43. 44. 45. 48. 51. 52. 53. Analyze and evaluate programming languages for selecting most appropriate language for a given prob- lem. Analyze and evaluate different hardware configurations. Use program testing aids (special debugging packages, traces, etc.) Use direct and random file techniques. Program in assembly languages. Use sort and utility packages. Program in file-dash oriented languages (COBOL, RPG). Use sequential and index sequential file techniques. Write detailed program specifications. Analyze communication systems (estimate line and ter- minal requirements, volum and message length, queues, etc. Create, maintain, and interrogate files. Prepare sample data for programs and test runs. Program in scientific or algorithmic languages (FOR— TRAN, APL). Develop (design and implement) data bases using a generalized data base management system (IMS, TOTAL, IDS). Program in simulation languages (GPSS, SIMULA, SIM— SCRIPT). Convert existing programs from one system to another (language to language, computer to computer). Revise existing programs (including debugging and re- finement). Use interactive debugging facilities (available on time—sharing systems). Develop structured (modular) programs. 84 APPENDIX A Knowledge of . . . 65. 67. 71. 72. 74. 75. 81. 83. 85. 89. 90. 91. 92. 94. 95. 96. Search techniques (sequential, binary, directory). Operating systems (scheduling algorithms, memory and facility management, etc.). Performance evaluation techniques (simulation packages, hardware and software monitors). Existing communications facilities (line type, ex- changes, utilities). Sorting techniques (bubble, tree, etc.). Multilinked data structures (trees, networks, hierar- chies, etc.). Time-share operating systems (concepts and facilities). Characteristics of auxiliary storage devices (tape, disk, drum). Job control languages (coding and techniques). I/O devices (types available, general market character- istics). Microprogramming. Multiprogramming and multiprocessing. "Inner workings" of compilers, interpreters, and other translators. Minicomputers and microcomputers. Communication access methods and their general features to support terminal/teleprocessing applications. Structured programming concepts and implication on systems development. 85 APPENDIX A SKILLS CLUSTER: ORGANIZATIONS Ability to . . . 1. Identify in an on-going organizational situation the key issues and problems of a given fuctional area. 3. Gather data and prepare long-range information systems plans. 17. Develop specifications for a major information system, addressing a given organizational need, and determine the breakdown into manual and computer-based parts. 29. Develop positive and negative impacts of a specified information system on specified parts of the organization. 31. Specify elements and relationships of information in various functional segments. 32. Manage a computer based systems project (team organiza- tion, cost controls, etc.). 42. Gather information systematically within an organiza- tion, given specified information needs and/or speci- fied information flows. 46. Identify possible short term and long term effects of a specified action on organizational goals. 49. Apply the "system viewpoint" in depth within the organ- izational structure. 61. Present in writing a summary Of a project for manage- ment action (suitable to serve as a basis for decision making). Knowledge of . . . 66. Institutional policy and lines of authority and respon- sibility. 69. The centralization/decentralization issue and its im- plications on the AIS function as well as on the whole organization. 76. Data gathering techniques (interviews, Observation, sampling, etc.). 77. Accounting practices and procedures. 82. 86. 88. 86 APPENDIX A The function of purposeful organizational structure and major alternatives for that structure. Computer operations management (scheduling, data entry, computer security, etc.). Computer personnel management (incentive systems, leadership styles, performance measurement, etc.). 87 APPENDIX A SKILLS CLUSTER: MODELS Ability to . 26. Recognize the appropriate management science (Operations research) model for situations commonly encountered. 35. Formulate and solve simple management science type models (linear programming, dynamic programming, queuing, etc.). 36. Formulate and solve complex simulation models. Knowledge of . . . 64. Inventory control models. 70. Fundamentals of probability theory. 78. Matrix algebra. 79. Queuing theory. 80. Differential calculus and optimization. 97. Elementary statistics. 98. Set theory. 88 APPENDIX A SKILLS CLUSTER: SOCIETY Ability to 20. Evaluate the social consequences Of a proposed system. Knowledge of . . 73. The privacy isssue and its implications on data banks (both public and private). 93. The impact of computers on organization, as well as clerical and managerial positions. APPENDIX B SURVEY INSTRUMENT 89 MANAGERIAL PROFILE FOR ADMINISTRATIVE INFORMATION SYSTEMS (AIS) APPENDIX B 90 APPENDIX B The MANAGERIAL PROFILE FOR ADMINISTRATIVE INFORMATION SYSTEMS (AIS) is designed to aid in assessing those skills perceived necessary for directing administrative information systems departments in university and business settings. The MANAGERIAL PROFILE consists of three parts: PART ONE: RATING SKILL IMPORTANCE PART TWO: RATING SELF PERFORMANCE PART THREE: BACKGROUND INFORMATION Please read the directions for each section carefully, then proceed as directed. The entire survey should take less than one hour to complete. When you have completed the survey, please return in the pre- addresed stamped envelope enclosed. DO not write your name nor the name of your institution on the survey or the return envelope. Please keep the entire questionnaire intact; do not detach the pages. PLEASE RETURN THE MANAGERIAL PROFILE WITHIN FIVE DAYS. 91 APPENDIX B PART ONE: RATING SKILL IMPORTANCE The AIS instrument begins on the next page. You will find a list of management skills written as abilities (1-62) and knowledges (63-99) and presented between two scales. The scale on the left will be used in Part One. Your task is to assess the perceived importance of each Of these skills to the role of an AIS director. The importance of each skill to the position should be assessed without reference to your own capabilities. (The scale on the right will be used in Part Two.) DIRECTIONS: On the left side of each page you are to circle your response to each item based on a 5—point scale. Please circle only one choice per item and do not skip any items. SKILL IMPORTANCE is based on the following scale: 5 This skill is crucial in the performance of the role of director of AIS. 4 This skill is very important in the performance of the role of director of AIS. 3 This skill is important in the performance of the role of director of AIS. 2 This skill is somewhat important in the performance of the role of director of AIS. 1 This skill is not important in the performance of the role of director of AIS. Now please turn to the next page and complete this part of the MANAGERIAL PROFILE. REMEMBER TO CIRCLE YOUR CHOICES ON THE LEFT SIDE OF EACH PAGE. 92 APPENDIX 8 PART ONE: PART TND: SKILL IMPORTANCE SELF RATING MANAGEMENT SKILLS 5 Crucial 5 Superior 4 Very Important 4 Excellent 3 Important 3 Very Good 2 Somewhat Important 2 Average 1 Not Important 1 Below Average 8 Not Applicable Ability to . . . S 4 3 2 1 1. Identify in an on-going organizational situation 5 4 3 2 1 the key issues and problems of a given functional area. S 4 3 2 1 2. Communicate and interact with non-computer- S 4 3 2 1 8 oriented people. 5 4 3 2 1 3. Gather data and prepare long-range information 5 4 3 2 1 systems plans. 5 4 3 2 1 4. Analyze and determine costs and benefits of pro- 5 4 3 2 1 jects (AIS) to users. 5 4 3 2 1 5. Analyze and evaluate programming languages for S 4 3 2 1 8 selecting most appropriate language for a given problem. 5 4 3 2 1 6. Analyze and evaluate different software packages. 5 4 3 2 1 S 4 3 2 1 7. Analyze and evaluate different hardware config- 5 4 3 2 1 8 urations. 5 4 3 2 1 B. Consult the literature to select the most approp- 5 4 3 2 1 8 riate data base management system for a set of applications. 5 4 3 2 1 9. Develop the major alternatives in specifying an S 4 3 2 1 8 information processing system, including data files and communication structures. 5 4 3 2 1 10. Use program testing aids (special debugging pack- 5 4 3 2 1 8 ages, traces, etc.) 5 4 3 2 1 11. Make "rough cut" feasibility evaluations of pro- 5 4 3 2 1 8 posed new techniques or applications of current technology. 5 4 3 2 1 12. Grasp the facts and feelings of what is being 5 4 3 2 1 8 spoken. S 4 3 2 1 13. Use direct and random file techniques. 5 4 3 2 1 8 93 PART ONE: SKILL IMPORTANCE MANAGEMENT SKILLS Crucial Very Important Important Somewhat Important Not Important dNUbU‘ APPENDIX 8 PART TWO: SELF RATING Superior Excellent Very Good Average Below Average ‘10me 8 Not Applicable Ability to . . . S 4 3 2 1 14. Prepare clear and useful documentation (pro- grams and procedures within programs, sys- tems, etc.). 5 4 3 2 1 15. Program in assembly languages. 5 4 3 2 1 16. Design logical data bases (determine date types, record types, relationships between data items, etc.). 5 4 3 2 1 17. Develop specifications for a major information system, addressing a given organizational need, and determine the breakdown into manual and computer-based parts. 5 4 3 2 1 18. Describe and identify individual and group behavior (e.g., describe and identify working relationships among people in the organiza- tional environment). 5 4 3 2 1 19. Use sort and utility packages. 5 4 3 2 1 20. Evaluate the social consequences Of a pro- posed system. 5 4 3 2 1 21. Prepare effective user documentation for either a portion or all of a system. 5 4 3 2 1 22. Predict alternative behavior of individuals and groups (e.g., predict individuals' reac- tions to operating changes). 5 4 3 2 1 23. Program in file-oriented languages (COBOL, RPG). 5 4 3 2 1 24. Effect change in work relationships. 5 4 3 2 1 25. Analyze programs outlined by systems anal- ysts for detailed design and construction. 94 APPENDIX 8 PART ONE: PART Two: SKILL IFPORTANCE SELF RATING MANAGEMENT SKILLS S Crucial 5 Superior 4 Very Important 4 Excellent 3 Important 3 Very Good 2 Somewhat Important 2 Average 1 Not Important 1 Below Average 8 Not Applicable Ability to . . . S 4 3 2 1 25. Recognize the appropriate management science 5 4 3 2 1 (Operations research) model for situations commonly encountered. 5 4 3 2 1 27. Use sequential and index sequential file 5 4 3 2 1 techniques. 5 4 3 2 1 28. View, describe, and define any situation 5 4 3 2 1 as a system. 5 4 3 2 1 29. Develop positive and negative impacts of S 4 3 2 1 a specified information system on specified parts of the organization. 5 4 3 2 1 30. write detailed program specifications. 5 4 3 2 1 5 4 3 2 1 31. Specify elements and relationships of infor- S 4 3 2 1 mation in various functional segments. 5 4 3 2 1 32. Manage a computer based systems project 5 4 3 2 1 (team organization, cost controls, etc.). 5 4 3 2 1 33. Analyze communication systems (estimate 5 4 3 2 1 line and terminal requirements, volume and message length, queues, etc.). 5 4 3 2 1 34. Recognize and remove personality problems 5 4 3 2 1 which interfere with job completion. 5 4 3 2 1 3S. Formulate and solve simple management 5 4 3 2 1 science type models (linear programming, dynamic programming, queuing, etc.). 5 4 3 2 1 36. Formulate and solve complex simulation 5 4 3 2 1 models. 5 4 3 2 1 37. Gain the confidence and support of others 5 4 3 2 1 in work relationships. 95 PART ONE: SKILL IMPORTANCE MANAGEMENT SKILLS Crucial Very Important Important Somewhat Important Not Important dNUbU’T APPENDIX 8 PART TMO: SELF RATING Superior Excellent Very Good Average Below Average dNUJ-‘UI 8 Not Applicable Ability to . . . 5 4 3 2 1 3B. Perform economic analyses (cost/benefit studies) Of proposed resource commitments for a project. 5 4 3 2 1 39. Create, maintain, and interrogate files. 5 4 3 2 1 40. Calculate cost/performance trade-Offs in a system. S 4 3 2 1 41. Prepare sample data for programs and test runs. 5 4 3 2 1 42. Gather information systematically within an organization, given specified information needs and/or specified information flows. 5 4 3 2 1 43. Program in scientific or algorithmic lan- guages (FORTRAN, APL). 5 4 3 2 1 44. Develop (design and implement) data bases using a generalized data base management system (IMS, TOTAL, I05). 5 4 3 2 1 45. Program in simulation languages (GPSS, SIMULA, SIMSCRIPT). 5 4 3 2 1 46. Identify possible short term and long term effects of a specified action on organiza- tional goals. 5 4 3 2 1 4?. Evaluate system performance and make adjust- ments to system after implementation. 5 4 3 2 1 48. Convert existing programs from one system to another (language to language, computer to computer). 5 4 3 2 1 49. Apply the "system viewpoint" in depth within the organizational structure. 5 4 3 2 1 50. Interview others. PART ONE: SKILL IMPORTANCE Crucial Very Important Important Somewhat Important Not Important dNUfi‘U‘I MANAGEMENT SKILLS APPENDIX 8 PART TWO: SELF RATING Superior Excellent Very Good Average Below Average dNUbU’I 8 Not Applicable Ability to . . . 5 4 3 2 1 51. Revise existing programs (including debugging and refinement). Use interactive debugging facilities (available on time-sharing systems). Develop structured (modular) programs. Recognize, understand and communicate the meaning a particular event has for you. Design and use decision tables. Design and use flowcharts (systems and programs). Design and use run and grid charts. Design and use I/O layouts. Specify, given information needs and sources, several alternative sets of information to meet needs. Design software and hardware configurations. Present in writing a summary of a project for management action (suitable to serve as a basis for decision making). Present in writing a detailed description of part of a project. 5 4 3 2 1 97 APPENDIX 8 PART ONE: PART TUO: SKILL IMPORTANCE SELF RATING MANAGEMENT SKILLS 5 Crucial 5 Superior 4 Very Important 4 Excellent 3 Important 3 Very Good 2 Somewhat Important 2 Average 1 Not Important 1 Below Average 8 Not Applicable Knowledge of . . . 5 4 3 2 1 63. "Outside" computer services (consultants, soft- 5 4 3 2 1 ware, vendors, application packages). 5 4 3 2 1 64. Inventory control models. 5 4 3 2 1 S 4 3 2 1 65. Search techniques (sequential, binary, S 4 3 2 1 directory). 5 4 3 2 1 56. Institutional policy and lines of authority and S 4 3 2 1 responsibility. 5 4 3 2 1 67. Operating systems (scheduling algorithms, memory 5 4 3 2 1 and facility management, etc.). 5 4 3 2 1 68. The means to ensure the security and integrity of S 4 3 2 1 programs and data during and after program implementation. 5 4 3 2 1 69. The centralization/decentralization issue and its 5 4 3 2 1 implications on the AIS function as well as on the whole organization. 5 4 3 2 1 70. Fundamentals of probability theory. 5 4 3 2 1 S 4 3 2 1 71. Performance evaluation techniques (simulation 5 4 3 2 1 packages, hardware and software monitors). 5 4 3 2 1 72. Existing cannmications facilities (line tYPe. S 4 3 2 1 exchanges, utilities). 5 4 3 2 1 73. The privacy isssue and its implications on data 5 4 3 2 1 banks (both public and private). 5 4 3 2 1 74. Sorting techniques (bubble, tree, etc.). 5 4 3 2 1 5 4 3 2 1 75. Multilinked data structures (trees, networks, 5 4 3 2 1 hierarchies, etc.). 5 4 3 2 1 76. Data gathering techniques (interviews, observa- S 4 3 2 1 tion, sanpling, etc.). PART ONE: SKILL IFPORTANCE Crucial Very Important Important Somewhat Important Not Important ‘NUJ—‘U‘l MANAGEMENT SKILLS APPENDIX 8 PART TMO: SELF RATING Superior Excellent Very Good Average Below Average dNUbUT 8 Not Applicable Knowledge of . . . S 4 3 2 1 77. 5 4 3 2 1 78. 5 4 3 2 1 87. S 4 3 2 1 92. Accounting practices and procedures. Matrix algebra. Queuing theory. Differential calculus and optimization. Time-share operating systems (concepts and facilities). The function of purposeful organizational struc- ture and major alternatives for that structure. Characteristics of auxiliary storage devices (tape, disk, drum). Project planning and control tools. Job control languages (coding and techniques). Computer operations management (scheduling, data entry, computer security, etc.). Sources for updating knowledge Of technology. Computer personnel management (incentive systems, leadership styles, performance measurement, etc.). I/O devices (types available, general market characteristics). Microprogramming. Multiprogramming and multiprocessing. "Inner workings" of compilers, interpreters, and other translators. The impact of computers on organization, as well as clerical and managerial positions. 99 APPENDIX 8 PART ONE: PART TWO: SKILL IMPORTANCE SELF RATING MANAGEMENT SKILLS 5 Crucial 5 Superior 4 Very Important 4 Excellent 3 Important 3 Very Good 2 Somewhat Important 2 Average 1 Not Important 1 Below Average 8 Not Applicable Knowledge of . . . S 4 3 2 1 94. Minicomputers and microcomputers. S 4 3 2 1 8 5 4 3 2 1 95. Communication access methods and their general 5 4 3 2 1 8 features to support terminal/teleprocessing applications. 5 4 3 2 1 96. Structured programming concepts and implication 5 4 3 2 1 O on systems development. 5 4 3 2 1 97. Elementary statistics. 5 4 3 2 1 8 5 4 3 2 1 98. Set theory. 5 4 3 2 1 8 S 4 3 2 1 99. General systems theory (open/closed systems, 5 4 3 2 1 8 feedback concept,etc.). End of PART ONE. End of PART TUO. GO to next page. Go to PART THREE. (PART Two) 100 APPENDIX B PART TWO: RATING SELF PERFORMANCE In this section you will rate the same items, only this time the focus changes. You are to rate each item based upon your perception of your own level pf ability. Ability should be assessed without reference to the importance of each skill to the position of director of AIS. DIRECTIONS: 0n the right side of each page you are to circle your response to each item on the basis of a 6—point scale. Please circle only one choice per item and do not skip any items. SELF RATING is based on the following descriptions: 5 Your performance is superior in this area. You are able to adapt to virtually all situations and/or perform at an exceptionally high level nearly all the time. 4 Your performance is excellent in this area. You are able to adapt to nearly all situations and/or almost always perform at a high level. 3 Your performance is very gpod in this area. You are able to handle nearly all situations and/or perform at a relatively high level. 2 Your performance is average in this area. You are able to handle only routine situations and usually generate results. 1 Your performance is below average in this area. You are able to handle only very simple situations requiring this ability. 8 This skill is not applicable to a director's performance. Now please return to the first page of skills and complete this part of the MANAGERIAL PROFILE. IREMEMBER TO CIRCLE YOUR CHOICES ON THE RIGHT SIDE OF EACH PAGE. 101 APPENDIX B PART THREE: BACKGROUND INFORMATION The responses to this section will provide a profile of respondents as a group. DIRECTIONS: Read each item and place a check in front of the response which best describes you. Choose only one response to each item, unless otherwise indicated. 1. My present position is director of A18 assistant director other (specify): 2. I have held my present position less than one year _____1 to 3 years 4 to 6 years 6 to 10 years more than 10 years. 3. I Obtained my technical training from (check all that apply) formal college program on—the-job experience being a former user of information systems services professional development training program Other (specify): 4. I work in a university setting business setting 102 APPENDIX B 5. My highest level of formal education is _____high school diploma post-secondary vocational/technical certificate associate's degree bachelor's degree master's degree doctoral degree 6. My major area of study at the highest level attained above was: 7. I Obtained my present position by moving up from assistant director moving up from manager making a lateral move from another institution working my way up within the organization hiring in upon graduation from college other (specify) APPENDIX C SURVEY PACKET MATERIALS 103 APPENDIX C MICHIGAN STATE UNIVERSITY ADMINISTRATIVE D-‘s'IA PROCESSING - 2 ADMINISTRATION BUILDING EAST LANSING MICHIGAN 4882-1-10-1o 1.517; 353-4420 May 14, 1983 Dear Enclosed are the materials from Jan Parisian, a graduate assistant in our Department, who is working on her doctoral research. As I mentioned to you at oar last Big 10 Directors Conference, she is investigating those management skills we perceive necessary for our role. I strongly encourage your participation in this project as the findings could have significant impact on our profession. Sincerely, Dorothy J. Hopkin Director DJH/jrs Enclosure MSU is an Affirmative Action/Equal Opponunily Institution 104 APPENDIX C 226 Collingwood Drive East Lansing, MI 48823 May 14, 1983 Dear : I am a doctoral student at Michigan State University, majoring In university administration with a cognate in computer applications. My dissertation will assess those management skills perceived necessary by directors Of Administrative Information Systems/Data Processing in the performance of their roles. Although the focus Is on AIS directors working in a university setting, I will compare findings from this group with their counterparts in the business world to determine how they differ, If at all. I have chosen to limit my university sample group to the AIS directors In the Big 10, hence the reason I am writing to you. Would you complete the enclosed questionnaire, "Managerial Profile for Administrative Information Systems?" Your responses will assist me In achieving my educational goal and can contribute to the existing body of knowledge surrounding the AIS profession. Be assured that the data collected and its analysis will be treated with complete confidentiality, i.e., neither respondents' names nor the names of their respective institutions will be identified directly in reporting the results. Results will be summarized In statistical form. Thank you for consenting to participate in this study. Please return the questionnaire in the enclosed envelope within five days. Respectfully. Jan M. Parisian Enclosure 105 June 6, 1983 Address Dear I would appreciate it immensely if you would take a few moments to look over the enclosed materials from Ms. Jan Parisian, a doctoral student in University Administration at Michigan State University. Although the focus of her dissertation is "Management Skills Necessary for Administrative Infor- mation Systems as Perceived by Directors of 'AIS in the Big 10 Universities,” she needs your assistance in comparing the findings from this group with their counterparts in the business world. It should be a most interesting study. I would sincerely appreciate it if you would support this study by having the appropriate person complete the questionnaire. We will make the results of the study known to those who participate. Cordially, Edgar L. Harden President ELH:clp Enclosures APPENDIX C 106 APPENDIX C 226 Collingwood Drive East Lansing, MI 48823 June 10, 1983 Dear I mm a doctoral student at Michigan State University, majoring in university administration with a cognate in computer applications. My dissertation will assess those management skills perceived necessary by Directors of Administrative Information Systems/Data Processing in the performance of their roles. Although the focus is on AIS directors working in a university setting, I will compare findings from this group with their counterparts in the business world to determine how they differ, if at all. Upon Dr. Barden's recommendation, I am sending my questionnaire to six businessmen in the area, including yourself. Would you pass this material on to your AIS director and have him/her complete the questionnaire? The responses will assist me in achieving my educa- tional goal and can contribute to the existing body of knowledge surrounding the AIS profession. Be assured that the data collected and its analysis will be treated with complete confidentiality, i.e., neither respondents' names nor the names of their respective institutions will be identified directly in reporting out the results. Results will be summarized in statistical form. Thank you for consenting to participate in this study. Since this sample group is so small, I am hoping that you do complete the questionnaire and return it to me in the enclosed envelope within five days. Respectfully, Jan M. Parisian Enclosures APPENDIX D TABLE 4.6: SKILL IMPORTANCE (IDEAL SCORES) AS PERCEIVED BY UNIVERSITY AIS DIRECTORS AIUPEDUDI)( D 107 pcmnHoaeHuNH xcmmum coauma>mo unmucmumuom cams": acmauoaeH aozqu acmuaoaeH pmcamsomuHm acmouoaeHnH ucmauoaeH >um>um> Haauauuuu .mcoaamu: > ON DN.F NN.n F.FF F P.PF P m.nn n n.mm m P.FP P Imamcoo mumabumc ucmummmwo m»m=am>m Dam m~>am¢< .> 2 an mm.o ee.N F.P. F q.aq a N.NN n ...F F 0.0 o .mmmmxuaa mamaueom ocmumccau mnmaam>m new m~>amc< .m .Emaooum cm>wm a How momamcma mumwumouaam umoe mcwuomamm 2 pm pm.o No.e m.mm m N.NN N N.NN N o.o o o.o o soc mwomamcma ocaesaaoona mamaam>m new m~>amc< .m .mumm: 0» Achv macaw 2 an NN.P am.N N.NN N N.NN N N.NN N n.nn n o.o o -ona no mnaemcmn new mumou measumamo new m~>am¢< .e .mcaaa memumxm > we n..F mm.n o.o o N.NN N N.NN N N.NN n N.NN N coaumEuocca mocmn.ocom mumamua new «one "ocean .n .mauoma nmacmauo > n em.o nm.c 0.0 o 0.0 o N.NN N N.NN m m.mm m uumuzasooncoc suds uomumaca new manowcseeou .m .mmum Hmcowuozm cm>wm a mo memanoum ucm mmammfi xmx on» > m mm.o mm.n o.o o 0.0 o q.qq a N.NN N n.nm n coaamauam HmcoaumNNcmmao ocaoo.co cm ca xcaucmuH .P . . . on Nuaaanq NH m cm s u 2 n z n z u z a 2 mame H2 Hm H H: u «mquhhHmmm>sz >m om>Huumma m< Ammmoum Aqonv uuzam>uH> amauaauuu O A 03” amp—um» nmxm .memumoum canvas mmuaomooum new mango 2 mm nn.— mm.F N.NN N F.FF P o.o o.o o P.P. P -ouav coaamocmsaooo Nahum: new Human muuamua .c. 2 Fa Pp.o nn.. m.p~ a F..P P ..Fp o.o o o.o o .mmaaacsomu mafia sauces new nomuao mm: .nF .cmxomm > m ma.o FF.e 0.0 o o.o o N.NN e.eq a N.NN n mcamn mm “on; co mmcaamme new mange ms» amuse .NF .xooaoccomu pcmuuau mo mcowpmuwauam no mmaaficcumu 3m: among 2 mN am.o mp.N o.o o n.mn n m.mm F.FF P 0.0 o -oua no mcoaumaam>m Newmanammmc gpau gonna: men: .F. A.uum .mmumua .mmom 2 Fe .N.o mn.F m.p~ N F.P. F _.FF 0.0 o o.o o -xuma mcaomapmo Nmaomamv mums mcaumm» anemone mm: .op .mmuapomuum cowumuficaeeoo new mmaau mama mCMUJHQCfi .Emamxm mcammmooua cowumsuouCH 2 as oo.— oo.N e.ee q ~.FF F q.qe o.o o o.o o cm ocfimcwumum ca mm>mumcamuam nouns may noamsmo .m .mcowumowanmm do now a no; Emumxm acmemmmcme mmmn anon mama“ 2 mm mm.o mp.F q.qq a n.nn n N.NN o.o o 0.9 o .aoanum smog on» aumamm on muaaoumuwa an» “Hancou .m . . . o» >aaaan< NH m cm s R z u z u u z n 2 mmem Hz Hm H> u ”mmthqm A.u.ucouv m.e ummmo numucmumuom cmmzus ucmuuomEHuH acmuuanH >um>uH> Hmwoauuuu .Emumxm m mo Ham no couuuom m 2 pm Nn.P hw.w >.wm N.NN N 0.0 o o.o o F.9F F umcufim no» cowumucmsaoom “mm: m>aaomuum mumamua .PN .Emumxm woman 2 wN hp.w mm.N N.NN 0.0 o c.c< c n.mm n 0.0 o noun m m0 mmocmacmmcou Hmwoom on» mumaam>u .DN 2 Nm pm.o NN.F m.mm 0.0 o «.9. F o.o o o.o o .mmomxona momma»: new Snow mm: .m. .Aucmecouw>cm Hmcowu ummficmouo may a“ manomm mcosm mmwzmco«umamu mcwxuos >mancmbw ncm mnfiuommo ..m.mv nod>mcmn > m om.o FF.Q 0.0 o.o o N.FF P >.mw m N.NN N manna ncm amatw>wnca xmflucmnw ucm maauummo .mp .munmn nmmmnnumpmmsoo Dem Hmacme one“ caouxmmun on» mCHEvamu ocm .ummc Hmcowummacmmuo cm>wm m mafimmmuunm .Emumxm 2 we mF.— oo.N <.qq N.NN N N.NN N F.FP P o.o o cadumsuoucd nonme m mom mendamUHmfiumam moam>mo .vw .A.o»m .memuH mama cmmaumn mawcmcofiumamu .mmnxu Duoomu .mmnxu 2 Fa FN.D mm.e m.>~ F..F F F.FF F o.o o o.o a mean measumumov mmmmo moan managed coammo .m_ 2 cm mn.o F... m.mm P.PF F 0.0 o o.o o o.o o .mmmaamcaH >Naemmmm ca assuage .m. . . . a» Nuaaaoq NH m am a u u z m z a z m 2 mmem Hz Hm H H> u «mothzm A.n.acouv m.e mamee Ad?PEmfl)I){‘D 111) neneeeeeHuNH xenmum eo22n2>me nannenemuom enmenz newneoeeH nozqu neeenoeeH eneaneomuHm newneoeeHuH newneoeeH >em2nm> 2n2uaeuuu .Emumxm m mm 2 en 2N.2 en.N n.nn 2.22 2 n.nm N.NN o.o e eofinnneam 2cm meaemn nem .ne2eonmn .2m22 .mN .mmaefieeomn 2 Ne en.e NN.2 m.mm o.o o 2.22 e.o 2.0 o mHNe NnNnemnemm xmneN nee anaeemaemm mm: .eN .nmumucaoocm >HcoEEou mcowummuwm no» Hmooe Azuummmmu mcowumummov 2 em me.o mm.2 n.mn 2.22 e N.NN e.o o.o o muemwum nememonene men2eeoeeen we» m~2eooomm .nN .cowuomuumcou ocm common nmaampmo no» mum» 2 22 2e.o nn.2 n.22 2.22 2 2.22 o.o 0.0 o -Hnen memnmam 2e nmeeanao meneoeee m~22ne< .mN 2 2 8.2 2.... 2.22 0.2 o nip. n.mm ed n 632382228 48... e2 Semen. none: .eN .282 2 Ne ee.o NN.2 n.2e N.NN N o.e o.e e.e o .aemeov mmmnnmena nonemaennmflae e2 enemeee .nN .Ammocmzo mafiumumao on meow» uommu .mam:mw>fiuca uowmmun ..m.mv museum ham 2 m2 no.2 em.m o.o 2.22 2 m.nm n.nn N.NN N m2n=n2>2ne2 en eoaeneme me2eneem22n 202nmee .NN . . . on 2n222ne NH m cm 2 2 m 2 u u u 2 mmem 22 mm 22 o ”mu222ee 2.n.2eouv n.n mame2 APPENDIX D 111. 2enueoee2 222u22 nemnuoee2u22 xenmum e22222>m2 newne222u22 enmsue penneer2 nnesmeo2u22 acmuuomeHuH 2enneoee2 2em2u22 2e2uae2u2 .A.opm .mcwzmau .mcHEEmumoum oasmcxu .mcwssmumoua 2mmcwav mamnoe max» mucmaom 2 22 22.2 22.2 2.22 2.22 2 2.22 2 2.2 2 2.2 2 nememmnene 222222 22222 new 222222222 .22 .eo2nn2eeoo 222 e222 mnm2nmee2 eo2ea 2 2 22.2 22.2 2.2 2.2 2 N.NN N 2.22 2 2.22 2 22222222 2222neomeme maneme nee m~2e2oumm .22 .A.upm .mmnmaa .nuocmH mommmms ncm menao> .macmemuwnwmu Ammaeumu ucm mafia 2 22 22.2 22.2 2.22 2.22 2 2.2 2 2.22 2 2.22 2 222222222 mem2222 ee2nno2eaeeoo m~22ee< .22 .A.uum .maouacou umoo .coaumnwcmouo Emmuv 2 2N 22.2 22.N 2.22 N.NN N 2.22.2 N.NN N 2.2 2 2222222 2222222 nomnn 22222222 2 m2nens .N2 .mucmeomm Hmcoauucam macaum: ca coaums 2 22 22.2 22.2 2.22 N.NN N N.NN N 2.2 2 2.2 2 -no2e2 2o me2e2ee2nn2me nee mnemem2m 2220222 .22 2 22 22.2 22.2 2.22 2.2 2 2.2 2 2.22 2 2.2 2 .meo2nnn222nmem 2222222 nm22nnmn 22222 .22 .cofium~wcmmuo on» we 222mm nmauaomam co Emumxm cowumenomcw Dmfiuwomnm m 2 22 N2.2 22.N 2.22 2.2 2 2.22 2 2.22 2 2.2 2 2n 22022E2 2222222e new 22222222 2222222 .2N . . . on 2222222 N2 2 22 2 2 u 2 a 2 2 2 2 2 22222 22 22 2 22 2 22222222 2.n.2e222 2.2 22222 APPENDIX D .112 newneoee2u22 xenmum e22222>m2 nannenn2u22 e222": ucmu20052 uozqu 200220052 umcameomuHm acmauomsHuH ucmuuomeH >2m>u2> Hmwoauuuu .23022 0022m520202 moamaumam 20\0cm mums: 0022m520202 umauwomam cm>Hm .coaumNHcmmuo 2 we N2.2 oo.N 2.22 N.NN N N.NN 2.22 0.0 cm 025223 222m022mem2222 :02u0520202 autumn .N2 .2002 2 N2 22.2 NN.2 2.22 2.2 2 2.22 2.2 2.2 2222 new 22222222 222 nnnn 222222 2222222 .22 .Emumxm z mN 2m.o mv.N 2.22 N.NN N 2.22 N.NN o.o m :2 m2monmnmuu mocmeuomum0\umoo mumanoamu .02 2 22 22.2 22.2 2.22 2.22 2 2.22 2.2 2.2 .22222 222222222e2 nen .e222e2ne .222222 .22 .uomhoum m 202 mucmEufieEou muumommu 00200020 20 Ammaoapm 2 «N mo.2 22.n 2.22 2.22 2 n.mn 2.22 o.o ufimmcm0\umoov mmmxamcm masocoom enomumm .mn .mawcmcowumamu x203 cw > 2 n>.o 22.2 0.0 0.0 o 2.22 n.nn m.mm 220220 20 2200032 0:0 m000022000 on» camu .hn .mamooe 2 No «2.0 NN.2 2.22 N.NN N 0.0 0.0 0.0 0022m22522 xmamsoo 02202 ncm mumaaeuou .wn . . . 0» 222220: 22 2 22 2 2 2 2 2 2 2 22222 Hz Hm H> «mosz 113 222222222 222222 222222222222 222222 222222222 22222222222 2222»: 222222222 22222222222 20222005Hu2 202220052 >22>u2> 2220:2uuu .220200222 2200222~202020 202 2 22 22.2 22.2 2.22 2 2.22 N 2.22 2.22 2 2.22 2 222222 22222 22 2222222222 2222222 222 22222 .22 .222200500 02 22200500 .20200022 02 22200022v 2202002 02 2 22 22.2 22.2 2.22 2 2.22 2 2.2 2.2 2 2.2 2 222222 222 2222 22222222 222222x2 2222222 .22 .00222202522052 22222 522222 02 22025 2 22 22.2 22.2 2.22 2 2.22 2 2.22 2.2 2 2.22 2 -222222 2222 222 22222222222 222222 22222222 .22 .2220@ 220022 -22202220 00 002202 022220202 2 20 2202222 2 2 22.2 22.2 2.2 2 2.2 2 2.22 2.22 2 2.22 2 2222 2222 222 2222 22222 22222222 22222222 .22 .2222222222 .222222 2 22 22.2 22.2 2.22 2 2.22 2 2.2 2.2 2 2.2 2 .22222 222222222 2222222222 22 2222222 .22 .2222 .22222 .2222 222222 2025202025 2220 2220 02222222020 2 @022: 2 22 22.2 22.2 2.22 2 2.22 2 2.22 2.2 2 2.2 2 22222 2222 2222222222 222 2222222 2222222 .22 .2222 .22222222 222222 2 22 22.2 22.2 2.22 2 2.22 2 2.2 2.2 2 2.2 2 .222 22222222222 22 2222222222 22 2222222 .22 . . . 22 2222222 22 2 22 2 u 2 a 2 a a 2 u 2 22222 22 22 22 2 22222222 2.2.22222 2.2 22222 APPENDIX D 114 acmuuoasHuwH 1cmmum comumfi>mo numucmpmnom cams": acmuuoasH uozqu ucmuuoaeH unnameomuHm acmuuoaeHnH acmauoasH >um>uH> Hmflosuuuu 2 mm Po.. ac." m.pp F.PP F o.o F.9F o.o .muaoxmfl o\H mm: uco cmfimmo .mm 2 Pp om.o nn.P u.mm n.mn m o.o o.o o.o .muumzu uwuo new can was new cmflmmo .pm .Ameumouu 2 no mp.o mm.— m.mm n.nn n F.FP o.o o.o new memgm>mv maumcoaofiu mm: new cmammo .mm 2 pm P>.o um.w q.¢c c.qc a v.9. o.o o.o .mmanm» cofimaomu mm: new cmfimmo .mm .30» go» mm: ucm>m umaaowuuma m acacmme > a no.0 -.q 0.0 o.o o N.NN n.nn q.a¢ mg» mumUficaesou new unnumumuc: .mNHcmoumm .qm 2 P5 Fu.o nn.. m.p~ ..FP F ..F. o.o o.o .memuooua Aguaaoosv umuauuauum ao~m>mo .nm .Amsmum>m mcaumcmnmewu co 2 mm .o.. «a._ m.p~ ..FF F 0.0 ..FP o.o magmaflm>mv mmfluflfiflumm ocflooaomu m>apumumacfi mm: .mm .Aucmewcwumu was 2 Pp oo.. nm.. m.mm 0.9 o o.o F..P o.o mafimoanmu mcfiuaaucfiv msmuooua ocapmaxm mmfi>mm .Pm > p, ~q.. qq.n F... N.NN N o.o a.qq N.NN .mumcuo amfi>umucH .om . . . o» >ua~an< «H m om z m g z * u u JJme Hz Hm H> ”mquhum>uH> Hafiuauuuu .uumnoun m mo 2 mm pm.o mN.P m.mm P.?. P n.nm o.o o o.o o »uma .0 cofiuufiuommu umflfimpmo m mafiafiua ca acmmmuu .Nm .Amcaxms cowmfiumu no» mamas m mm m>umm on maomufiamv cowuum acmswomcms > n? Nm.. Na.n P... o.o o n.nm N.NN N n.nn m Now pomfloua a No Numsszm a mcfiufiua ca acmmmua .Fm z .n om.. N¢.N m.mn P.._ . N.NN N.NN N F.F. . .mcofiumunowucou mumsuum; new mgmauuom cmwmmo .om .mbmmc gums cu coaumsuomca mo mumm m>aumcuwuam Hmum>mm 2 mm NF.. mm.N n.nn P..P F c.qq P..P . o.o o .mmuuaom new mama: coflumsuomcfl cm>dm .NNNumam .mm . . . 0» xufiaflnq NH m cm s u a z n n z a 2 JJme Hz Hm H> u “mqupqm A.n.»couv w.q Nqup fiUEPEHflDIXII) 1116 acmuuousH aozqu acmuuoaeHan xCNmum coaumw>mo oumncmpmnom cams": ucmuuanH uncamsomuHm ucmuuanHuH acmauanH >um>uH> Hmaoauuuu 2 mm mm.o qq.F m.mm m c.qq a o.o o.o o o.o o .xuomzu Npflafinmnoua No mau»cmsuoc:u .oN .cowum~wcmmuo macs: m2» co mm Ham; mm cofiuucau mH< ms» co mcowumoaanEa > m mo.. mm.n 0.0 o F.9F F N.NN n.nn n n.nn n my“ new mammfi coHuaNHHmuncmomO\coflum~Naauacmu as» .mw .cofiuaucmemdnew Emuooua umumm ucm mcwusu memo new meuuooun 2 an mn.F qq.N N.NN N e.qq a F.PF ..FF F F.PP . No Nufiuomucfl can >ufiuaumm mg» muamcm o» menus as» .mw .A.opm .ucmewmmcms xuwaaumm new 2 mm mo.P mp." m.mm m N.NN N F.FF _.F. F o.o o >Hoems .mszufiuomam acaazomcomv msmpmxm mcwuaumno .Nw .xuwawnwmcoammu > P NN.o qq.e o.o o o.o o F.F_ m.nm n m.mm m new Nufiuozpsm No mmCNH new NUNHoa HmcofiuapfiamcH .mm .Axu0pomufiu z Nm um.o NN.F ..FF P o.o o m.mm o.o o o.o o .xumcfin .Hmfipcmaummv mmaaficcom» coummm .mm 2 mm nu.o mm.F m.mm m n.nn n F.PF 0.0 o o.o o .mamoos Houucoo >uo»cm>cH .ew .Ammmmxumn cowumuwaaam .muoucm> .muma > 0N mm.o NN.n 0.0 o P.PP F N.@@ ..PP F P._F P -pbom .mucmuaamcouv mmuw>uom “maaaeoo gmowmpaog .nm . . . B manage. NH m cm s u z N z x g z a 2 AJme Hz Hm H: u ”mquhmo numocmumuom cams": acmuuoueH uoanz ucmuuanH uncameomnHm acmuuanHuH acmuuanH Num>uH> Hmwoauuuu 2 mm pm.o NN.F m.mm o.o o N.NN o.o 0.0 .>uomcu newsman .mu 2 mm >m.o NN.F m.mm 0.0 o N.NN 0.0 0.9 .ounmoao xwuuw: .mN 2 on nN.o cc.m N.NN n.nn n m.mm o.o o.o .mmuzomuoua new mmowuumun ocaucaoou< .NN .A.uum .mcaaaemm .cowu z «a mN.o HH.N N.NN q.qq q n.mn o.o 0.0 -m>ummno .mamH>HchHv mmsochomH mcHHmzumm mama .mN .A.uum .mmficoumumfiz 2 FN FN.D mn.P m.~p N.NN P N.NN 0.0 o.o .mxuoaumc .mmmuuv mmuauoaupm mama umxcwaauaaz .mw 2 gm nn.o HH.H N.NN H.HH H o.o 0.0 o.o .H.u»m .mmu» .mHnnaoV mmachzumH mchuom .qN .Hmua>Hua ucm OHHnan caonv mxcmn > mp om.o mm.m 0.0 0.0 o N.@@ n.nm o.o numb co mcowumowaaea muu new mammmw >uo>aun mch .nu .Ammwuwaap: .mmmcmnoxm z om mv.o mm.F n.nn q.cq a N.NN o.o o.o .mn>u mcHHv mmwuwaaomm mcoaumoflczssou mafiuquu .NN .Amuouacoe mumapuom ncm mumauumz .mmmmxumn 2 we nm.o N~.N N.NN n.nn n q.¢q o.o 0.0 cowumaaswmv mmaawccomu cofiumaam>m mocmsuouuma .rp . . . no moumasocx NH m am a a x z u a a HHme Hz Hm H: «mothwumcumuam nouns new mus» N m. nN.H Nm.n N.NN 0.0 o N.NN q.qq N.NN -oauum HmcoHNNNHcmmuo HaNmmoauaq No coHuucsN mzN .Nm .HmmHHHHHuuN 2 mm no.0 NN.H N.NQ n.nm n N.NN o.o o.o new muamocouv msmHmNm mcHHmumao mumcm.meaH .Nm 2 am nm.o NN.H N.NN N.NN N 0.0 o.o o.o .coHNNNHeHaao new maHaono HaHucmHmNNHo .om . . . No mmumaaocx NH m cm s N u z a N N Ndem Hz Hm HN u ”mquNmu msmumxm co 2 N2 no.0 NN.N N.NN N n.nn n 2.22 0.0 0 0.0 0 coHooUNHaeN 0:2 monoucou ochsouooun nououuauoo .oo .mcofiumuwauno mcnmmmuouamamu\amcnsumu agonnsm on mmuaummm 2 22 NN.N NN.N 2.22 2 N.NN N n.nn N.NN N 0.0 0 Houocoo “Noon 0:2 moocooe mmmuoo cONNoUNcassoo .oo 2 on No.0 nn.N N.NN N N.NN N o.oo 0.0 0 0.0 0 .mumoaaeououuNs 0:2 mumpaasooNch .2o .mcowpfimoa Howummmcme Dam Hmuwumau mm N o oN.0 oo.n 0.0 0 0.0 0 n.nn 2.22 2 N.NN N HHos mo .coHNoNNcoouo :0 ouooaasoo No NuogeN o2N .no .muoumamcmuu umcpo 2 No 22.0 NN.N o.NN N N.NN N 0.0 0.0 0 0.0 0 0:2 .ouooouauoocH .oumHNasoo No goocquoa BEH= .No 2 No No.0 NN.N o.oo o 0.0 0 N.NN 0.0 0 0.0 0 .NCHomooounNNHas 0:2 ocheouoounHuHaz .No 2 No 22.0 NN.N o.NN N N.NN N 0.0 0.0 0 0.0 0 .ocNEsouoounouoNz .0o .Amuwumfiumpumumcu 2 N2 No.0 NN.N N.NN N 2.22 2 N.NN N.NN N 0.0 0 Noxuos Houocoo .oHooHNoNo monNov mouHNoo 0\H .oo . . . No $anch NH o 0o 2 n 2 u 2 a u 2 N 2 00H2o H2 Ho HN «oozHN2o N.0.Ncoov o.2 o0o2N IUPPEHHDI)( D 120 NcouuoaeHuNH xcmouo coHNoNNmo nuoocououoo coma": pcmuuoaeH noanz acmuuanH unnameomuHm acmuuonEHuH acoNNOQEH Num>uH> Hmwuzuuuu .A.oum.unmucoo xumnommm no nN.0 oo.N o.oo o n.nn n N.NN 0.0 0 0.0 0 .oeonNm 0om0H0\coaov Nuoocu memumNm Houmcmo .oo 2o nn.0 NN.N o.oo o N.NN N 0.0 0.0 0 0.0 0 .Nuooca Noo .oo . . . No mmumasocx m 0o 0. u z a z u a z u z .3on H2 Ho H HN 0 .oozHNoo H.0.Ncoov o.2 ooooN APPENDIX E TABLE 4.8: SKILL IMPORTANCE (IDEAL SCORES) AS PERCEIVED BY BUSINESS AIS DIRECTORS APPENDIX E 121. NcoouoaeHuNH xcoouo coHNoNNoo nuancopou0o coma": pcouuoaeH Noanz NcoauoasH unnameoouHo ocoNNoasHuH NcopuoasH NumNuHN HoHuauouo .mcowumu: 2 2n NN.N no.N 0.0 0 0.0m n n.nn 0.0 N.oN -oNNcou ouoanuos NcoumNNHo ouoaHon 0:2 mNNHoco .N 2 2n NN.N no.N N.oN N N.oN N n.nn n.nn 0.0 .ooooxooo muoapoom NcouoooHn ouooH2>m 002 mNNHoco .o .Emanoua cm>nm a How mmmnmcma mumduaouaum umoe mcnvomamm 2 oo oN.0 no.N n.nn N 0.0m n N.oN 0.0 0.0 goo mooooocoH ocHseouooua ouoaHon 0:2 oNNHoco .o .mumm: on AmHnm o No msmaooun new mmammw me ms» N N 8.0 0o.2 0.0 0 0.0 0 0.0 0.0m 0.0m 83203.... 53223503 0500.8 cm 5 3353 .N . . . 0» N2HHH02 NH o 0o 2 N 2 a 2 N N N 40H2o H2 Ho HN ”oozHNoo oo0N0ooH0 oH2 ooozHooo No ooNHooooa o2 Nooo00o 0m0 ououcooouoo some": acouuoaeH unnameoouHo acoNuoquuH acmuuanH >um>uH> Hanoauuuu .A.oum .memumNm .mswumoua cane“; mmuaomooua new 2 no oo.N 00.N 0.0o n.nn N 0.0 0.0 0 N.oN N oeouoouqv coHNoNcosaoou Hoooma 00o HooHo muoooaa .2N 2 No No.0 nn.N n.no 0.0 0 N.oN 0.0 0 0.0 0 .omochzooN oHNN gonzo“ 0:2 NuouHu mm: .nN .cmxoam N N oo.0 0o.2 0.0 0.0 0 0.0 0.0m n 0.0m n ocHoo mH No2; No mocNHmoN 0:2 mouoN m2» noouo .NN .>mo~occumu acmuuao No mconuoofiaaam no mmsunczomu 3m: ummoa N 0n N2.N 00.n .N.oN N.oN N n.nn N.oN N N.oN N noun No ocoHuaaHNNo NNNHHonooN 22:0 2000“: oxoz .NN A.oum .mmomu» .mmmm 2 no No.0 No.N 0.0m n.nn N N.oN 0.0 0 0.0 0 -2022 ocNooaomu HoHoonov ouHo ocNNmmN souooua moo .0N .mwuauguum cowumuwrnd—BDU tam mud“..— oamu manuaaucw .Emamxm mcwmmmuoua COHNNEAONCA 2 no No.0 No.N 0.0m n.nn N N.oN 0.0 0 0.0 0 :2 ocNNNNuoam 0H omNHNocuouHo “onus on» aonNmo .o .mconumuwaanw we now o no» swamNm acmemomcme moon anon macaw 2 n2 nN.N 0o.N N.oN 0.0m n 0.0 n.nn N 0.0 0 ugouoao Nooe o2» NooHoo 0» ouaaouoNHH m2» NHamcoo .o . . . o» NNHHHoo NH 2 0o 2 a u 2 a N 2 u 2 40H2o H2 Ho H2 0 ”oozHNoo N.0.Ncoov o.2 ooooN APPENDIX E .123 NcBHoEHnNH {mono 2033260 EmacBouoo 0821.. 203805 ~02qu 208.805 NfiamsouHo acofiooeHuH NcotoEH NuoNuHN HoHBGuo .Emumxm a mo an» no cowuuoa a 2 mm NN.N no.N o.om n n.nn N 0.0 >.wN N 0.0 o umcufim HON cowpoucmesoou Hmm: m>duumuum mumqmua .NN .EmumNm nmmou > mm mm.o nn.n o.o o 0.0 o N.@@ n.nn N 0.0 a noun o No mmucmscmmcoo HoHoom on» muoaau>m .DN 2 2N 2o.0 0o.N N.oo 2 N.oN N N.oN 0.0 0 0.0 0 .809.qu NNHHHN: 0:2 .tom om: .oN .Aucmscou«>cm Hosea» um~wcmmuo m5» cw manomu mcosm muwcmconumdmu ocwxuoa Nuwucmuw Dam mnfiuummn ..m.mv uoa>mcmn N 9 2o.0 0o.n 0.0 0 N.oN N N.oN N.oo 2 0.0 0 0:80 0:2 H3539: NNNNcBH 0:2 828.20 .oN .mauma ummmnnumuansoo ucm Honcoe oucn csouxomuo on» measumamo new .ummc Hocowumnncmouo cm>Ho a ocwmmmunum .EmpmNm 2 on NN.N No.N N.oN N n.nn N N.oN n.nn N 0.0 0 832.585 Someone 2333383 03260 .NN .A.uum .msmud mama cmmSNmn mnwcmcowumamu .meNa nucomu .mmnxu 2 mm NN.N 00.N 0.0m n w.mN N N.mN N.wN N o.o o mumu maneumamov mmmmn upon Hounmoa cmnmmo .mN 2 No No.0 nn.N n.no o 0.0 0 N.oN 0.0 0 0.0 0 .ooooacoH 32.33 55280 .oN . . . 0» >aaawn¢ NH m om E u z m z u u z u 2 JJme Hz Hm H: «mquh.wN N n.nn N.wN N 0.0 o cowuonuwm Nam mcwmmu new .moNuummu Namfi> .NN .mmscwccomu 2 mm Nm.o um.N 9.0m n.nn N >.mN o.o o 0.0 o mam» Hmfiucmaumm xmucN ucm Hmflucmacmm mm: .NN .umumpcsoucm Nacoesou mcowuoauwm uoN Hmooe Azuummmmu mcowumumaov 2 no 0N.N 00.N 0.0m 0.0 0 0.0m 0.0 0 0.0 0 oucmHom Nameoomcoe oNoNuaouaao o2» NNHcooomo .oN .cowuuauamcoo ucm cofimmn Dmaamumu new mum» 2 mm No.0 vw.N o.om n.nn N >.mN o.o o 0.0 o uawco memumxm Np nmcaauao mannmoua mNNHoc< .mN > NN mw.o mm.n 0.0 0.0 o n.nn 9.0m n >.wN N .mawnmcowumamu x903 cw mucosa vomumu .2N .Noao 2 no No.0 Nw.N 0.9m n.nn N >.wN 0.0 o o.o o .JDmouv mmomaocma umucmuuoamaau cw Emumoua .NN .Ammocmcu ocwuoumao o» mead» uummu .mam:u«>wncw uuwumua ..m.mv maaouo ucm N mN 2o.0 om.n 0.0 N.wN N >.wN >.ww 2 o.o o mamsoa>wucw No uoa>acmn m>Nnocumuao uowtmua .NN . . . 0» N2NHN02 NH 2 0o 2 N N 2 N N 2 N 2 00H2o Hz Hm H: u «mmzHNo0 uuoocoNou0o coo212 NcouuoaeH NocsoeoouHo acmuuouEHuH acouuoaeH NumNuHN HoNuauouo .A.u»m .mcwzmna .mcflssmumoun oasmc>u .mcwesmnmoua ummcHHv mdmuos max» mucmwom 2 No No.0 nn.N N.No n.nn N 0.0 0.0 0 0.0 0 Ncoeooocoe oHaeHm oaHoo 0:2 ouoHasuou .on 60339000 no.N 5N3 mumuumuca 2033 N o oo.0 00.2 0.0 0.0 0 n.nn n.nn N n.nn N oEoHooua NNHHocoouma o>osmu 0:2 oNNcooooo .2n .A.o:m .mmamau .cumcma mmmmmme new msaao> .mucmemuaaamu Hmcwsumu 0cm mafia 2 o2 No.0 nn.N N.oN n.nn N 0.0m 0.0 0 0.0 0 mpmeaumov memNmNm :oHNoochssoo oNNHmco .nn .A.oum .maouucoo umou .cowumNNcmmuo Emmuv N NN n0.N nn.n 0.0 N.oN N 0.00 N.oN N N.oN N Noonouo meonNo among umuaasoo o mooco2 .Nn .mucmemmm Hmcowuocam maowum> an cowume 2 no No.0 No.N 0.0m n.nn N N.oN 0.0 0 0.0 0 -NoNcH No mchmcoHNoHou 0:2 macoeoHo NNHooao .Nn 2 oo No.N no.N 0.0m n.nn N 0.0 N.oN N 0.0 0 .mcoNNNUHNHumam smuooua anHoNoo mqus .0n .cowuoNHcmmuo mg» we wanna umfimfiomam co EmNmNm coanmenomcw nmfimwumam m N NN oN.0 NN.n 0.0 N.oN N 0.0m n.nn N 0.0 0 No muumaeH oNHNoooc 0:2 mNNNHmoa aon>o0 .oN . . . 0» NNHHN0< NH 0 0o 2 N N 2 N N 2 N 2 00H2o H2 Ho H0 0 No02HN2o N.u.ucoov o.2 ooooN APPENDIX E 1126 NcoauoasHuNH xcoouo coHuoH>m0 uuoucoNou0o coo2n2 NcopuoaeH Nozqu NcopuoasH nocaosoouHo NcouuoaeHuH NcoauoasH NumNuHN HoHoauouo .msoam couumsnomca umwuwumum u0\ucm mama: CONNNEQDNCN umNNNomnm cm>wo .coaumNNcuouo 2 oo oo.0 no.N 0.0m N.oN N n.nn 0.0 0.0 :2 chpHa NHHooHuasonNm cOHNQEHoNcN H~2N20 .N2 .95..— 2 2N 2o.0 0o.N N.oo N.oN N N.oN 0.0 0.0 Now» 0:2 oeouooua HON oaon oHoeom ouonoua .N2 .Emnmxm 2 n2 oo.0 0o.N 0.0 0.0m n 0.0o 0.0 0.0 o 2H oNNononouu mucoeaoNuo0NNoou maoHauNoo .02 2 2N 2o.0 0o.N N.oo N.oN N N.oN 0.0 0.0 .ooHHN oaooouumNcH 0:2 .cNoucNos .opoouo .on .Nomnoun m NON mucmeufieeoo mouaommu ummoaoun No Ammwoaum N NN oN.0 NN.n 0.0 N.oN N 0.0m n.nn 0.0 NHNocoDNNmooV mmoNHaco UHsocooo suuNuoo .on .mawcmcoaaoamn xuoa ca N N 8.0 0o.2 0.0 0.0 0 0.0 0.0m 0.0m 2220 No 08008 0:2 8:835". m5 520 .Nn .mamnoe 2 No No.0 nn.N N.No n.nn N 0.0 0.0 0.0 coNNoHast measou oNHoo 0:2 oNoHasuou .on . . . 0» NNHHHno NH 2 0o 2 N N 2 N N N 00H2o H2 Ho HN NoozHN2o N.0.Ncoov o.2 oJoNN APPENDIX E 127 NcopgoaeH Nozqu 2:2NN022HHNH 2222u2 acmuuanH unnameomnHm ucmuuoaeHuH coaumw>mo uumncmumuom some": acmuuanH >um>uH> Hmwuauunu .muauoauum HmCONNQNNcmmHo m2» 2 on n0.N No.N N.oN N.oN N 0.0m n N.oN N 0.0 0 2H22N3 22020 2H aucHoaaoNN soumng 22» NH222 .o2 .Aumunnsoo o» umuaueoo .momaocma on mmmaocmav uncuoca o» 2 2N 2o.0 0o.N N.No N.oN N N.oN N 0.0 0 0.0 0 sonNm 2:0 2022 22220020 ocHNmeo 2222200 .o2 .cowumucmemaasw umuum EmumNm o» mucms 2 o2 NN.N nn.N n.nn N.oN N n.nn N N.oN N 0.0 0 -220n02 2222 0:2 22:22uoNN22 sonNm 2220H2>o .N2 .mamom Hosea» umNNcmmuo co cowuom umfiuwomam o No muummmm N o No.0 nn.2 0.0 0.0 0 0.0 0 N.No 2 n.nn N 2am» 0:0H 0:2 2pm» 22222 oHnNoooa NNHNcmoH .o2 .NN2H20o2Ho .2002Ho 2 no N2.0 NN.N n.no N.oN N 0.0 0 0.0 0 0.0 0 .ooaov 2202:002H coH22H02am 0H 22u0022 .o2 .No0H .02N0N .o2Hv smNon acmemmocme mmmn numb cmuaamumcmm m mcwm: 2 No No.0 nn.N N.No n.nn N 0.0 0 0.0 0 0.0 0 22222 2222 NacosoHaeN 0:2 cononv 00H2>20 .22 .322 £22202; 220230 2 no N2.0 NN.N n.no N.oN N 0.0 0 0.0 0 0.0 0 .22H uHecuNHooH2 Ho uNNHNcmHoo 2N eouooua .n2 . . . 0» NNHHH02 NH 2 0o 2 N N 2 N 2 N 2 N 2 04H2o H2 Ho H H2 0 NoozHN22 N.o.Ncoov o.2 o0o2N APPENDIX E .128 22222222H2NH 222222 222222220 22222222200 2222“: 22222222H 2222H2 22222222H 222222222Ho 22222222HuH 22222222H N22NuHN 222222020 2 No No.0 nn.N N.No n.nn N 0.0 0.0 0.0 .2222N2H 0\H 222 222 202220 .oo 2 2N 22.0 0o.N 0.00 0.02 n 0.0 0.0 0.0 .222222 2220 222 222 222 222 202220 .No .Amemumoua 2 no No.0 No.N 0.00 n.nn N N.oN 0.0 0.0 222 22222N2v 2222222222 222 222 202220 .02 2 2N 2o.0 0o.N N.No N.oN N N.oN 0.0 0.0 .222222 22222222 222 222 202220 .20 .30» HON mm: ucm>m umaaowuumn m chcmmE N oN 2o.0 0o.n 0.0 0.0 0 N.No N.oN N.oN 222 22222222222 222 2222222222 .222202222 .20 2 no n0.N N2.N N.No 0.0 0 n.nn 0.0 0.0 .22220222 N22222oev 2222222222 2222220 .no .Amemumxm mcaumzmumENN co 2 n0 N2.0 NN.N n.no N.oN N 0.0 0.0 0.0 222222222V 2222222222 022002222 22222222222 220 .No .22222222222 222 2 2N 2o.0 0o.N N.No N.oN N N.oN 0.0 0.0 022002222 0222222222 22220222 022222N2 222222 .No N nN No.0 No.n 0.0 0.0 0 n.nn N.No 0.0 .222222 22222222H .02 . . . o2 N222222 NH 2 00 2 N N 2 N N N 22on H2 H2 H2 NoozHN22 N.2.22oov o.2 o2o2N APPENDIX E .129 22222222H 2222H2 venuuanHuwH xcmmum coaumw>mo uumucmumuom coma": ucwfiogH umcagomuHm accuuoganH ucopuanH Num>nH> 2220:2uuu .Numnoua a No 2 0o 0o.N NN.N 0.00 N.oN N N.oN 0.0 0 N.oN N 2222 No 22222222222 22222222 2 0222222 22 2222222 .No .Amcwxms cONmaomu you wanna 2 mm m>umm on mdnmufiamv coaaum newsmmmcme N 2 No.0 nn.2 0.0 0.0 0 N.oN n.nn N 0.02 n 222 2222222 2 No N222222 2 0222222 22 2222222 .No 2 0o o0.0 NN.N n.nn N.oN N 0.02 0.0 0 0.0 0 .22222222022222 22222222 222 22222222 202220 .02 .mummc umme o» cowumeuomcw No 22mm m>wumcumudm Hmum>mm 2 0n n0.N No.N N.oN N.oN N 0.02 N.oN N 0.0 0 .2222222 222 22222 22222222222 22220 .NN2222o .00 . . . 22 N222222 NH 2 0o 2 N N 2 N N 2 N 2 22H22 H2 H2 H2 0 ”oozHN22 2.2.22202 o.2 o2o2N APPENDIX E 2130 222222222 222222 222222222222 222222 222222220 22222222202 2222": 222222222 22222222222 22222222222 222222222 2222222 222222020 2 No Nm.o nn.N n.nm m 0.0 o N.mN N o.o o 0.0 0 .220222 22222323022 20 maoucmemucau .oN .c022m~2camuo 22033 2:» :0 mm 2223 22 cowuucau mH< 252 cc 2:0222922352 > m mm.o 00.2 9.0 o 0.0 o n.nn N n.nn N n.nn N 222 new 2:222 c0222~22222cmomn\c0222~Nauuacmu mzN .mm .coaumvcmEmNaEN Emuooua 22222 new 0:223u sumo ucm 25220022 > mN cm.o om.n 0.0 o 0.0 o h.@@ 2 N.wN N >.mN N No >22ummuc2 new 22223222 2:2 muamcm 92 means ch .mm .A.oum .ucmsmmmcme 22222022 van 2 02 22.0 n0.N 2.22 N 0.02 n 2.2N N 0.0 0 0.0 0 222222 .2222222022 02222222222 2222222 022222220 .22 .quHNDchoammu 22 NN 00.0 22.2 0.0 0 0.0 0 0.02.2 2.2: N 2.22 .2. 222 222222222 22 22222 222 222222 2222222222222 .22 .AxuouumHND 2 22 20.0 22.N 0.02 n 2.22 N 2.2N N 0.0 0 0.0 0 .222222 .22222222222 2222222222 222222 .22 2 mm No.0 Nw.N o.om n n.nn N N.mN N 0.0 o 0.0 o .222002 Houucoo Nuopcm>cH .cm .Ammmmxuma cowumowaanm .muoocm: .muma > NN NN.N nn.n 0.0 o n.nn N N.mN N n.nn N N.mN N numom .mucmvaamcouv 2222:222 umuaasou 20222230: .nm 0 o o 0 $0 $8ng NH m cm 2 u z N z N 2 u z u z 22Nxm Hz Hm H H> u «mquNcm 2.2.22202 0.2 22022 APPENDIX E 13]. acmuuoaeH uozqu acmuuoaeHNNH ucmuuoaeH unnameomnHm xcmmum cONumN>mo oumucmumuom cums“: ucmuuoaeHuH acouuoaeH >um>uH> Hmwuauuuu 2 mm 56 t; n.nm E: P as o 0.0 o 05 a $82» @588 .Q. 2 mm oo.o oo.F o.oo_ o.o o o.o o o.o o o.o o .aunmmNm xduuo: .NN > on ow.P oo.n o.o n.nn N o.om n o.o o N.NP F .mmusomuoua can mmuauomua ocNgcaouoa .NN .A.oum .mcaaaemm .coa» > NN mN.o Np.n 9.0 N.NP F o.om n n.nn N o.o o -m>ummno .mamfl>umacflv mmachcumu ocaumggmm mama .nN .73..» .mmwfiumumwz z Nm Nmé mm; v.8 n.nn N o.o 0 ea o 0.0 o .mxuoaumc .mmmbv 833:3» 38 Bytfifiaé .2. 2 Na Nm.o nn.P N.NN n.nn N 0.9 o 0.0 o o.o o .A.o»m .mmu» .mapoanv mmauflccom» ocfluuom .cp 4963.3 o8 333 58v 9:8 > on mm.o oo.n o.o n.nn N n.nn N n.nn N o.o o mama co mcoNNNUNHasN muw new mammmfi Nua>dua mph .NN .Ammwuwaau: .mmmcmcoxm > NN no.. nn.n 0.0 N.NP P o.om n N.mP P N.@. P .ma>» chNv mmfiufiafiomu macauaoficaesou mcfiumfixu .NN .Amuouflcoe mumsuuom ucm mumabumc .mmomxuma 2 ma am.o om.N N.NP N.@. P N.NN a o.o o o.o o cowumN=Eva mmauficcom» cofiumaam>m mocmeuouuma .NN . . . we mmumaaocx NH m om : m u 2 u z m 2 u 2 ANme Hz Hm H H> u «mquhqm A.u.ucouv m.q u4mqp APPENDIX E 132 pcmuuoaeHuNH xcmmum cofiumfi>m0 uumucmamu90 cmmzns £93,895 ”~02qu ucmuuoEH uméameomuHm pcmuuoaeHuH acmuuogm >um>nH> Hmwuduuu OAOBQ 3:95.938... mocmsuomumn £33m nEmumbmmH > 0 0N.0 N..9 0.0 9.9 0 0.0. 0.90 0.00 N .memumNm m>ducmuch 9999909999 chcomuma 99999990 .00 > 0? 00.0 00.0 9.9 5.0? P v.0, 0.00 0.0 0 .Nmofloccom» No mommasocx 99N9m99: ~99 mmuuaom .00 4.3m £3.58». $3950 £55 33 z 90 9N.9 00.N 0.0 0.00 N 0.00 0.0? 0.0 0 .mcfiaaomcomv 0999999999 mcofiuaumao “muaasou .90 z 00 90.0 00.F p.09 0.0, F 0.0. 0.0 0.0 0 .Ammauficcuma new chnouv mmmmaocmN Houucou 090 .00 » NN N0.0 00.0 0.0 v.0? P 0.99 0.00 0.9 9 .mHoou Nouucoo 9:0 ochcmau pomfioua .90 .958 £30 .830 2 90 00.0 N—.N 0.0, 0.00 9 9.0 0.0? 0.0 0 mmuw>m9 momuoum Numfiaflxam No mafiumflumuomumnu .00 .8335.» ans» .8» mmfiumcumfim genus ban was» > 0, Nm.9 N0.9 0.0 9.0 0 0.00 0.00 0.9 9 -uauum choNNNNHcomuo Nagmmoauaa No coauucau och .N0 .Ammflufiaflumb z 00 0N.0 90., 0.00 0.00 n 0.0F 0.0 0.9 0 9:9 mpnmocouv memymxm ocflumumao mumnm.meah .P0 2 00 09.0 90., 0.99. 0.0 0 0.0 0.0 9.0 0 .cowumNNefiaao 9:9 mudguamo Nmfiucmumuufi0 .90 . . . «6 mmumaasx NH 9 0m 9 a a z u 0 m z 00me Hz 90 H0 ”092Hh90 A.9.»co0v 0.9 9009h AJWPERUDI){ E 2133 999999999999 999999 999999990 99999999909 999999 999999999 992992 999999999 99999999999 99999999999 999999999 9999999 999999090 2 99 99.0 99.9 9.99 N 9.99 9 9.99 9 0.0 0 9.0 9 .9999999999 9999999999 .99 .acmEQOHm>mu memumxm co 2 99 99.9 99.N 9.99 9 9.99 9 0.09 9 9.99 9 9.9 9 99999999999 999 99999999 99999999999 9999999999 .99 .990999099999 mcwmmmuouamHmu\9mcweump 9909939 on mmnapmmu 2 99 99.0 99.N 0.0 0 9.99 9 9.99 9 0.0 0 0.0 0 9999999 99999 999 9999999 999999 9999999999990 .99 9 09 00.9 00.9 9.0 0 0.0 9 0.009 9 9.0 0 0.0 0 .99999999999999 999 9999999999999 .99 .990999909 HmMQmOmcmE new 99099990 mm 9 99 99.9 99.9 0.0 0 9.99 9 9.99 9 0.09 9 9.99 9 9999 99 .999999999999 99 999999999 99 999999 999 .99 .muoumamcmuu 99:90 2 99 99.0 99.9 9.99 9 9.99 9 9.0 0 9.0 0 0.9 0 999 .999999999999 .999999999 99 999999999 999999 .N9 2 99 N9.0 99.9 9.09 9 9.99 N 9.99 9 9.0 0 0.0 0 99999989999999 999 99999999899992 .5 2 N9 N9.0 99.9 9.99 9 9.99 N 9.9 0 9.0 0 9.0 9 .9999999999999999 .09 .99099999mpucumcu 2 99 N9.0 99.N 9.99 9 9.99 N 0.09 9 0.0 9 0.9 0 999999 9999999 .999999999 999999 9999999 0\9 .99 . . . 90 mmumaaocx 99 9 09 9 u 2 9 2 9 2 9 2 u 2 99999 92 99 9 99 99929999 9.9.99999 9.9 99999 [APPWHNDIJC E 134 acupuanHuwH xcmmnm c09999>mo nuancm9muom cams": 999990959 umcamsomnHm ucmauanHuH 999999999 992992 999990959 >9m>na> 9999:9uuu .A.o»m.9nmucou xumoommm 2 99 99.9 99.9 9.9 9 9.99 9 9.99 9 9.99 N 9.9 9 .9999999 999999\99999 999999 9999999 9999999 .99 2 N9 N9.9 99.9 9.99 9 9.99 N 9.9 9 9.9 9 9.9 9 .999999 999 .99 . . . 99 999999999 99 9 99 9 9 2 9 2 9 2 9 2 9 2 99999 92 99 99 0 99929999 9.9.99999 9.9 99999 APPENDIX F TABLE 4.11: SELF RATINGS (REAL SCORES) OF UNIVERSITY AIS DIRECTORS JAPFHHNDID( F 135 xcmmnm coaumflamo numucmumuom camsfia mmmcoammm Annapumk mowum>< soammucm mowum>um>um> acmHHmoxmuu NOfiumnamum .mCOAumu: mp Nm.o oo.n p o.o o w.mN N N.Nq m.mN N o.o -mfibcoo mumauum; acmumuufiu mumaam>m new m~>floc< .p mm mq.o mN.N N o.o o c.PN m m.mN o.o o o.o .mmomxoan mumsuuom acmumuufiu mamaam>m new m~>amc< .m .Emanoua cm>am a no» momamcma mumauaouaam umos mcwaomamm mm Fe.o NF.N m o.o o n.no m N.@. o.o o o.o no; mmmaamcmfl mcwesmumoua mumaam>m new m~>~ac< .m .mumm: on AmHaa¢< .c .mcman msmumxm mN «m.o NN.N m o.o o m.un n m.pm o.mN N o.o cONSNEHoucN mmcmu.mcoH mumuwua new sumo umcamu .n .mauoma umucmwuo c mm.o mm.n m 0.0 a ..PP P n.nn q.qq q P.PF -Nmunaeoo.coc saws uomumacd new mamoficassou .N .mmum HNCOfluunu cm>wm m we memanoua new mmammw >mx mg» m Fo.F eq.n m o.o o N.NN N N.NN q.qq a ..FP coauaaufim HmcofiuuNHcmmuo mcwom.co cm a“ >NaucmuH .P . . . o» >aaawo< m cm 2 mp x z u 2 u u 2 a AJme ¢m < o> N m ”mothqm mmohuumHo mH< >hHmmu>Hzn no Amumoum 4mo numucmumuom cams": mmmcoammm amuOPum» mom~m>< soammuum>uu> acmaamuxmuu nowumnzmum GRUB” amp—m“ umxm .msmumoun canvas mmuzumooun new msmum mN om.o mN.N a 0.0 o.mN o.mN o.o o.o o -ogav cofiumpcmesoou Haumma can ummau oumampa .ep Fe mm.o om.N a o.o 0.0m 0.0m o.o o.o o .mmauficsom» mfifih sauna“ new “pagan mm: .nF .cmxoum P so." oo.e m o.o 9.9? F.FP q.ea n.nn n mcwmn ma umca mo mmcwammm vcm muomu ms» ammuu .NF .xooaoccom» acmuuao mo mcowumowflaam no mmacaczomu 3m: ummoa NN 85 mQN m as NNN %$ t: ad a -8a3nggfiaxfidfigflgfiofiaémfiz.3 A.oum .mmumu» .mmom mm Pu.o oo.N m o.oN o.om o.oN o.o o.o o -xoma mcfimoanmo Hmflooamv moan mcfipmm» emumoua mm: .0? .mmunuoanum couumowczssoo ucm mmawm mama ocwuaaocfi .Emumxm mcwmmmuoua coaumEQOucw mm mq.o mN.N N 0.0 Q.FN N.NN o.o o.o o co mcfixufiumam ca mmaanmcumpam “cums on» aoam>mo .m .mcoaumuaaaam mo amm u now emumxm ucmEmONCNE mmmn aunt mumwu Nm Nm.o pm.N m o.o o.om n.nn N.mp o.o o -uouaam “mos mg» uumamm a» muagaumufla ms» adamcou .m . . . on >uw~wn< m B a E m n a u u z 4.5m mo Unmucm»muom cams": mmmcoammm anachnmp momum>< 3oammuum>uu> acmHHmuanu uoaumaamum .Emumzm a mo Ham no codauoa m mm mm.o nn.N m o.o o n.no n o.oN F o.o~ 0.0 o umcuam no» cowpmucmesoou umm: m>Huummum muaamua .FN .Emumxm ummon me nu.o qq.N m P.9P F n.nn n m.mm m o.o 0.0 o toga a mo mmucmaammcoo amfioom ms» muaaam>u .ON mm oo.P 0o.N n n.nn P n.nn P n.nn F 0.0 9.0 o .mmmaxooa >uwafi»: new uuom mm: .m« .Aucmecouw>cm HNCON» umNHcmouo us» ca mauomn macaw mawcmcodumamu ocaxuos xmwpcmnfi new mnauummn ..m.mv now>mcmn N wm.o mp.m m o.o o F.FF F N.NN N c.qe N.NN N nacho new Hmnufi>uuca xuwacmnfi ucm magaummo .mw .mpuma ummmnuumpaaeoo new Hmncms one“ caouxmmun may mcHEumumu new .nmmc HmcowuNNHcmmuo cm>wm m mafimmmunom .Emumxm wN no.0 om.N m o.o o o.oc N o.oq N o.oN o.o o cowumeuomcw “ohms a no» mcoHuaoumwuoam aoam>mo .pp .A.oum .memvw mama cmmsumn maflcmcofiumamu .mmuxa vacuum .mmnxu Nn mo.N pm.N n n.nn ? n.nn F o.o o o.o n.nn v mean ocfisumumuv mmmao mama HMUHNOH cmfimmo .m. mm mm.o mN.F a o.om N o.mN P o.mN _ o.o 0.0 o .mmomaocma >Hnemmmm a“ sauooua .mp . . . o» Nuwafing m cm 2 mb a z n z x z x u z 44me «m c u> u m «mquh< soammncm ewmzus mmwum>um>nm> uemHHmoxmnu uowquUmum .smumxm w mw nN mm.o nn.N m 0.0 0.0m a m.NP m.wn 0.0 o eowuwauwm xew meflemn new .mnauummn .3m«> .oN .mmaaweeum» mm mm.P nn.N n n.nn n.nn F 0.0 n.nn o.o o mafiu Hwfiaemaamm xmnefi new wauemaumm mm: .uN .nmumueaouem xaeoesoo menauwnuwm no; Hmnoe Aeouwmmmu meowuwumaov «m am.o om.P m o.om o.om q o.o o.o o.o o mocmwum acmemowcwe wuwaunouaaw mg» mNNcmoomm .mN .eOHaoauumeoo new emfimmn nmaawumn no» mum» ma mw.o oq.N m c.0N o.oN P o.ow o.o o.o o -chw memumxm >9 omcaauao mewuwoua mNNchc .mN mF mw.o Pp.n m o.o N.NN N «.nn n.nn o.o o .mawemeowuwamu xuoa eH mmeweo uomemu .oN .Auam Nn mm.F Nw.N n n.nn o.o o n.nn n.nn o.o o .nomouv mmmwaocwfl wmucmfiuo-mawe ca ewuoopa .nN .Ammmeweu mewuwumao on meow» uowmu .maw:na>anew uuwnmua ..m.mv mnzoum new m nF.F nn.n m 0.: N.NN N n.nn N.NN N.NN N mennfi>finea mo uow>wemn m>Huweumun unwnmuu .NN . . . o» >uw~wn< N em a me u x z n u u 2 JJme wo nwwnewnmuom mowum>< aoammuqm mmwum>um>uw> ewwen: nemHHmuxmuu Hoaumnsmum .A.opm .mewnmac .mefieewumonn uwswexn .mefisewumoua uwmewav mamnoe mn>u moemdum me nn.n nn.n m n.oN n.nn w o.o o.n o.n n newswowewe wfleer weaow new wnwaaewoe .mm .eownwaeeoo non ewwa wwwewwwefl euwea F. mo.w NN.N m n.o n.nn n N.NN n.nn ..PF F wewanowe >nfiflweownwe w>oewe new wwwemouwe .nn .A.uum .mmamna .eumema mmwmmme new msaao> .maeoemuwaamu Hwewsumu new mefia we 09.? nn.N w n.o n.nn n o.o o.mN o.n o wnwefiuwwv wewwwxw eofinwuweaeeou wwxawee .nn .A.o»m .maouueoo “moo .eowuwnaewmun swmuv mN nn.n nn.N N n.o n.wN N F.Nm n.wP o.n o newnowe wewnwxw nwwwn gunneeou w wowew: .Nn .muememmm Hweowuoeam maowuw> ea cowawe Fm nn.n nN.N m n.nN n.nn N n.nn 0.0 0.0 n -eoeefi no wefieweowwwdwu new wuewewaw Nefiuwew .Pn mm nN.F nN.N w o.mN n.nn N o.o o.mN n.o o .weofinwuaewuwew ewwmnee nwawwnwn mafia; .on .eowuwnwewmuo we» no muuwn nmwuwomam eo emumxm eowpwEHOmefi nmwuaomam w we ne.o nn.n w n.n n.mN N n.nn o.mN o.o o no wuuweew w>wuwowe new w>wnwwoe eoaw>wo .mN . . . on NHNHNne m cm s eh m u z m a a 2 nonm em e u> N m «mquhee A.n.weouv .P.w “Amen APPENDIX F ‘140 xeweue eoowww>wo newnewwmuem ewwzu: momeoommm Hwaohum» mmwum>< soammuum>uo> nemHHmoxunu uofiumoomnm .msoau eowuwsuouew nmwmwuoom uoxnew mnmoe eowpweuowew nmmmwuoom em>fim .eowawnuewmuo we mm.o om.N m 0.0 o.om n 0.0m 0.0 o.o o ew canvas >Hawuaawemum>m eowuwsuoueu umeuwu .Nn .meou mm mm.o mN.N n o.mN o.mN P o.om o.o 0.: o ammo new mewumouo Noe wuwn maosww muwomuo .Pn .anm>m mm nm.o um.N p o.o m.Nn n F.>m 0.0 o.o o w ea memoumnwuu ooeweuouumo\umou onwaouawu .on mp mq.o om.P m o.o~ 0.0m a o.o o.o 0.0 o .mmaau ouwmouumuew new .ewwuewwe .muwmuu .mn .uuonouo w now muemeuwesoo mouoommu nomooouo mo Amofinoum or mm.o mp.n m o.o m.>n n m.NF o.om o.o o pwmmemo\umoov mmmxawew owsoeooo enouumo .nn .mofiemeowuwamu xuoa ea w wo.P nn.n m o.n F... P n.nn N.NN N.NN N wwwene no unneeaw new wuewnweeou wen eowu .Nn .mamnos mm mm.o um.F n n.nn u.mm N o.o 0.0 o.o o eowowa:2«m xmaosoo m>Hom new mowaoeuou .wn . . . n» xnwflfine m em s we a a z x n a z oonm m m “mquhwe nwwnewwmuom ewwzue womeoommm kuoNumN mmwum>< scammuzm mmwum>um>no> newflamoxwum nowuoosmum .ouauoouum Hweoduwnuewouo we» Fm no.N nn.N w o.mN N n.mN N m.Nn n m.NF o.o o eaenas enewn e2 ewewoeawfi> ewnwxwe we» Nance .mw .Auouoosou o» uwuoosou .mmwamewa ou mmwomewav umeuoew o» ww no.2 nn.N n n.nn N n.nn F n.nn N o.2 o.o o ewanw wen sown wewwmoee oefiwwwxw nwweeou .wn .eoauwpemsmaoew “ovum sopmxm o» mueme mm mN.o Nm.N N o.o o N.Nm w N.NN N m.wp o.n o -nwnnnw wxwe new wuewewoewwe ewuwNw wnwaaw>w .Nw .wawom Hweofiw anHewouo eo eowuuw noamauoom w mo muoomuo m2 wN.o NN.N m o.n o N.NN N n.nn w n.nn o.2 o eww» need new ewww uwnew wanwwwoe NewwewnH .nn .ANeHeomeHm .2422Hm Nm nn.n NN.N n N.Nn N n.nn N 0.2 o o.n o.n n .mmeov wwmwnmewa eoflnwaaefiw ea ewwoowe .mw .AmeH .neNnN .meHv ewuwNw nemeoowewe mmwo wuwn nmNHkumemo w mean: «m nn.n nn.2 w n.nn N n.nn N o.o o 0.0 0.0 o wwwwn wwwn Awewewaeed new emwwwnv eoaw>mo .on .33 .EESb mwowam wn nn.2 no.N m n.nn N n.nn N n.nn N o.n n.o o .ewH uweewfiwomflw no woeflwewfiuw ea ewwmowe .nn . . . on N2HHND< 2 8 2 E a 2 a 2 N 2 u a 2 35m em 2 u> w m «mquNee A.n.neouv NN.2 womeN APPENDIX F 142 xeweue eowwwfi>wo nuwnewwmuom ewwene momeoommm Hwaopumh mowuo>< aoaomuum>uu> nemaamoxunu uofiuooomum .w NN.N nn.N w n.mN o.mN o.mN o.mN 2.0 n .wuznswa n\H was new eowwwo .nn Fm nn.n on.. m n.nn n.nn o.o 0.0 n.o o .wnwweo nfiwm new e:H mm: new emwmwo .Nm .AmeumoQo Nw nn.n nN.N m n.0N n.nn n.nn 9.0 0.0 a new wemwwva wwwweusoae ww: new emwwwo .nm mm mN.n NN.N n N.w2 n.nn n.nn o.e n.o o .wwanw» eowwwown ww: new emwmwo .mm .on» no» mwe uem>w uwdnuauuwo w mefiewme n nn.n ww.n m o.n N.NN n.nn n.nn N.NN P we» wnwoweneeoo new newnwwwne: .wwwemouwe .wm mm mm.o nN.N a 0.0m o.mN o.mN n.n o.o o .wewwoowe Awwannoev nwwnnoawuw eoaw>wo .nm .Amemum2m mewuwemumeuu eo mm nn.n nn.N m 0.0 N.@@ n.nn o.2 o.o o anwHNwwwv wwwwfiawowe oewomnnwn w>fiwownwnew own .Nm .Aueoemewumu new we no.2 no.N n n.nn n.nn n.nn n.n o.o o mewooanwn oefinaauewv wewwmoae mewwwwxw www>we ..m 22 no.N NN.N m n.o n.nn N.NN n.nn N.NN N .wwwewo aww>wwueH .om . . . on Nowawne m em : 2N u u u n a 2 24me em on u m ”mquNee A.n.weouv N_.w wowwN APPENDIX F 143 xewene eoanN>we nwwnewwmuem ewwenz momeoommm kuopump mmwwm>< aonmuum>uu> nemaamoxmum uofiumoomum .uomnouo w mo nN nn.n nn.N m 9.2 n.nn N n.nn N n.0N N n.o o wwwe No eofineflwowwn ananwn w oeNNNwa eN newwwue .Nn .Aoewxwe eoamwomn you mflmwo w mw m>umm on maowuwomv eowuuw ueosmmwewe n. nn.n mN.n w n.o n.mN N o.mN N n.nn w o.n o Hoe wowfiowe w No Nwweenw w mewwwwa e2 uewwwwe .Nn we NN.o nn.N N n.wN w.wN N N.Nm w o.o o n.n n .weowuwwamwweoo wwwsnuwe new wwwsneow emfiwwo .nn .mnmoe poms o» eowuwsuouew mo mama mofiuweumuaw kumoom nn NN.2 Nm.N N 0.0 N.Nm w n.wN N m.wN N o.o o .wwowaow new wnwwe eownwewonefl ewsflm .anowem .mm . . . on NowHwne 2 am 2 mN u a 2 a 2 m 2 u 2 oonm em 2 m2 w m ”mquNee A. n.neouv N..w wnmwN AUIPEDHDIXlI? 144 xewmnm eowuww>mo nuwnewumuom ewmzne momeoommm kuopumh omwum>< soammuum>uo> uemaamoxmnm nowuooomnm wN Pw.o nn.N w N.wp N n.nn m n.o o o.n o o.o n .Nwowew Nwwawnwwowe No wawnewewnene .nN .eoauwNHewmuo oaoea we» :0 mw Hams mw cowaoeom mH< we» eo meouuwowaoea w nN.N ww.n m o.o n N.NN N n.nn n N.NN N N.NN N wow new wawww eownwwwawwwewuwn\eofiww~«wawewu weN .mw .Swuwuememaoea swumouo umumw new meauon wuwn new mewumouo mm mw.o NN.N N o.n o «.NN m w.wN N n.o o o.o o no anwowwew new anwaoww wen wwawew on wewwe weN .nn .A.uum .pememmwewe xuflaaowm new mw nn.n mN.. w n.nm N n.mN N n.mN F o.o o o.o o Nweewe .weenwwooflw oeafianwewwv wewwwNw meanwwwen .Nn .anflwnwweoewww n no.N NN.N m n.n n N.NN N n.nn n n.nn n N.NN N new anwoepaw No wweNH new Nowaoe HweofinaawnweH .nn .Axuoaoouwn Na nn.n nn.2 n N.nn N n.nn P n.o o 0.9 o o.o o .Nwwewe .Hwfiwewsewwv wwneweeow» eowwwm .mn em nn.n nn.N w n.nn n n.nm n 0.0 n o.n o 0.0 o .wawnoe Howneoo Nwowew>eH .nn .Ammmwxowo eoHuwofloow .muoneg .muw... wN nn.n NN.N m o.o o w.ww w n.nn n N.NN N n.o o -weom .wnewwaaweouv wwuw>www wwnaeeou ewnwwuaoe .nn 0 o o 0 $0 $BH§¥ N am 2 eN a 2 u 2 a 2 a 2 m 2 oonm em 2 on w m ”mozHNee A.n.weouv .N.w unmeN I «I - J“L\ FF-€ k _C<.—. 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Nw.P we.» w N.NN N N.NN N N.NN F e.ee e w.e w -eeeew Hweewewwwewwee Heeemeeeee we eeweeeew weN .Nw .Awwwewawewe we we.e no.N e N.eF P N.ee e N.eN N w.e w w.w w new weeeeeeev eewewNw wefiewewee eewew.eeNN .Nw we we.w no.N w w.w w w.we— w w.e w w.e w e.w w .eewewwweweee new weaeeawe waeeeeweewe ..w . . . we $8382 m om E mp u 2 R 2 u z a 2 a z ngxm «m < o> u m «mquhc soammuqm mmwum>um>un> nemaamoxunu uofiumoomnm we we.e no.N w e.NN N e.wN e e.NN N o.w w e.w w .weNewNwwww Nuweeweeae .Nw .uemeooam>mn meoamxm eo we Nw.w no.N N e.wN N w.Ne w e.wN N e.e w w.w e eeNeweNHeEN new wneweeee eeNeeweweee neeeeeeeew .ew .meoauwowaoow oewmmooouomamu\aweNENmu uncooom o» mwuauwmm we we.e wN.N N e.wN N N.Ne w e.wN N w.w w e.w w kueeww efieee new wneeeee wweeew eerweNeeeeee .ww ee en.w nN.N w e.e w e.Nw N e.NN N e.e e e.e e .weweeeeeeeeeNe new wueeeeeeeNeNz .ww .meowuwmoo wauomwewe new Hwowumao mw NN Nw.w NN.N w e.w w n.nn w N.NN N e.we e e.w w Haws ww .eeNewNNewwee ee weeeeeeee Ne NeweeN eeN .ww .euouwamewuu umevo Nw we.e nn.N w N.ee N n.nn N w.e e w.e e w.w e new .eeeeweeweeea .wewHNeeee we ewweNxeee weeeHe .Nw wN ew.w ww.N e e.ww N e.we N e.wN N e.e w w.w w .werweeeueNeaee new wefleewuweueNeaee .Nw wN ww.w ww.N e e.ww N w.ew N e.wN N e.w e w.w w .weNEEwwweweeeeNs .ww .Awodpmfiuwuuwuweu we ee.e nN.N w e.NN N e.Ne e e.wN N e.e w e.w w ewxewe Hweweew .wflewafiwew wweNev wwefiewn e\H .ww . . . we wenwaaeex e we 2 wN a 2 w 2 u 2 n 2 a 2 none 2w e2 e «eezHNew “.w.weeen PN.w unm¢h AUPPEHHDIXII? 148 xewmnm coauww>mo nuwnewumuom ewes"... memeoommm kuoNumN mmwuo>< aoammuum>un> NemHHmoxunu Nowumoomum .A.oum.uomueoo xowonmmu we wN.w Ne.N N N.Ne e e.wN N e.wN e.e w.w e .wewewNw neweae\eeeev Nwewee wewewNw Nweeeee .ww ew we.w eN.N w e.wN N e.wN w e.w w.e e.w w .Neeeee New .ww . . . No oonmasoex e we 2 wN a 2 u 2 N e a 2 nonw «w e e> e e weezHNew N.n.neeev NN.e eewwN APPENDIX C TABLE 4.16: SELF RATINGS (REAL SCORES) OF BUSINESSS AIS DIRECTORS -39" APPENDIX G 1459 xewwuw eeNewflwww newneweeuwe ewes": momeooemm awuopnmN oowum>< scammnum>un> nemaamoxmnu Hownmoomum .meowuwuo Nm NN.N nn.n n n.n n.nn N N.nN N n.nn N.nN umwmeoo muwanuwe uemumumfin muwoaw>w new oNNHwec .N NN nn.n nn.n m n.n n.n n n.nn N n.nn n.ON .emmwxowo muwsumom uemumNNHn muwoaw>w new meHwe¢ .n .Emaoouo em>wm w uom omwomewa muwwuoouoow amos oefiuomamw Nw we.w ww.N w w.w w.we N w.we N w.w w.w wee wwwwwwewa weNEEweweee eeweawww new ewNNwew .e .mumm: o» AmHm eN Nw.w Ne.w e w.w w.w w w.we w n.nn N.eN eeNeweweNeN ewewe.weea wwwewwe new wewn eeeewe .w .maoomo nopemwuo m No.0 NN.w n 0.0 o o.o n n.o o n.nn N.nN numuooeouueoe spas nowumuew new muwoweoeeon .N .wouw Hweowuoom eo>wo w No memanouo new mmommfi xmx we» we ew.w we.w e w.w w w.w w N.ee e N.eN N.eN eeNeweer NweeflewwNewwee weNew.ee ew eN NefieeenH .N . . . on xuwawnq om s mN a 2 u z u z n a nonm «m < n> m ”mnzHN< aoammuzm mownm>nm>un> nemaaouxuun nonnooamum .A.uuo .wsou nw>m .mewnmono enenns mononmoono new newnm N we.w we.w w w.w w.w w w.w w.we N w.we -eeen eenewweeeeeen newewe new nwene wwweeee .wN N eN.N nn.n w w.w w.w w n.nn w.w w N.ee .wweeneeeew wnnw eenewH new newnnn wen .wN .emxoom N ww.w ww.w e w.w w.w w n.nn n.nn N n.nn wenwe en wwee we wwenneww new wweww wee ewwne .NN .>moaoeeom» nemnnno wo meonuwonaoow no mononeeom» 3m: nmmoo N ww.N ww.w w w.w w.w w w.ww w.wN N w.ww -eee we weennwenwww Nunnnenwwww ewee eweewe mew: .NN A.unm .mmownn .womw eN we.w Ne.w w w.w w.w w n.nn N.ee N w.w -xewe wenwweewn nwneeewn wnnw wennwee eweweee we: .wN .mmnnuoonnm eonuwuneoesoo new mounw wnwn mennoaoen .Emumxm menmmooono eonqunowen Ne ew.w eN.w w w.w w.wN N w.wN w.we N w.w ew wenwwneeew en wwwneweeewnw eenwe wee eenewew .w .meonuwonnoow wo now w now smnmNm nemeomwews mmwn wuwn onwnn NN «w.w ww.w e w.w w.ww N w.ww w.wN N w.w .eeeeew wwee we» newnew en ewewwewwnn we» aneweew .w . . . en wwnnnee we a wN n 2 u 2 u 2 n 2 n 2 wwnxe we e ww e e ”weanew N.n.weewv eN.w ewweN APPENDIX C 151 mmmeoomom kuoNnmN xewmnm eonuwn>mo nnwnewnmunm mowno>< 3o~omnno>nn> nemaamoxuum noanooamum ewwene .Ewumxm w wo Haw no eonnnoo w nN nm.n mN.n w 9.0 0.0 n e.wN N e.wN n 0.0 n nonunm now eowuwnemsnoon now: o>wuoowww mnwomno .NN .Eoum>w nmmoo eN ww.w ww.N e w.w w.we w N.eN N w.we N w.w w -eee w we wweeewewweee nwneew we» wnwwnwwe .wN N nN.N nn.n m o.n 0.0 n n.nn N 0.0 n N.nn N .mmmwxowo xnwawno new unom om: .mN .Auemeeonn>em Hweofin annewmno men ea oaoomo meoew moncmeonuwamn mewxnoa wwwuemnw new onnnommn ..o.mv now>weoo nN Nm.o Nn.n n n.n 0.0 o n.nn N N.nn w n.n o ozonm new Hwonn>finea NwNnemnn new mnwnomwo .nN .munwo nmwwnunmaaosoo new Hwoewe onew esonxwmnn we» mewsnwnmn new .nmme HweowanHewmno em>Nm w menmmmnnnw .emnwxm Nw ee.w we.w e w.w w.w w w.we N w.we w w.w w eennweeewen eewwe w new weenwwenwneeew eeneeww .NN .A.onm .msmnw wuwn emmanmn mowemeonnwamn .ewowu nnoomn .wwo>u Ne ww.N ww.N w w.w n.nn N w.we N w.we N w.w w wwwn eenewwwwnv wwwwe wewn nwenwen ewnwww .eN ww ww.N Ne.N w w.we w.we N w.w w w.w w w.we N .wwwwewewn Nneeewww en ewewene .eN . . . en nannnee wwszN N2N2N2N2 jnxe «m < n> u m wwnzHN< soawmunw>un> ewwzn: newHHwoxunu noNnmnomum .Eonwxw w ww Nw ee.w ww.N e w.w w.w w w.ww w.we w w.w w eenwwwwnw New wenwwn new .wenewwwn .awnw .wN .wwoowenow» N ww.N ww.w w w.w w.w w n.nn w.we N w.we N wnnw nwnneweeww anen new nwnweweeww we: .NN .nwnwneoooew waeoesoo weonuwonnm now Hence Neunwomwn meonnwnooov ww we.w Ne.N w w.w w.we N N.ee w.w w w.w w weewnew newewwwewe wwwnneeneew wen wwneweeww .wN .eonnoonumeoo new emwmmn noanwnmn now mum» Ne we.w nn.n n w.w w.w w N.ee w.we N w.w w -nwew wewanw ne nwennnwe wewwwene wwanee .wN Ne Nw.w nn.n e w.w w.w w N.ee w.we N w.w w .weneweenwwnww xnea en wwewee wewwwe .wN .Neew N eN.N nn.n w w.w w.w w w.we w.w w N.ee N .wwwwwv wwwwwwewn nwwewnwe-wnnw en ewwwene .wN , .Awwoeweo mennwnwoo on meow» nowwn .wawonn>nnea nownwno ..m.wv mononm new Ne Nw.w nn.n e w.w N.eN N w.we w.we w w.w w wNwwnnwnnen we nenwwewe wenwwenwenw wennwne .NN . . . en annnee e we a wN N N 2 N N 2 N 2 wwnNe we e ww e e ”weanee N.n.weewn eN.w wwwew APPENDIX C 153 wmweoaemm HwnoNumN xcmmum cowumfiNmo anbcwpmuom mmwnw>< soammucm wmwnm>nw>un> ewwsnz newanwuxunn nonnwoomum Adam .oeaowoo .oenEwnmono unewin .meNEEwnmono nwoenav wawnoe wow» wueonow ee Ne.N ww.N N w.we w.w w w.we w.w w w.w w newewwwewe wneEnw wwnew new wwwwweeew .ee .eonnmaoeoo non saws wnmwnwnen zones we ww.N ww.N e w.w N.eN N n.nn w.we N N.eN N wewneeee Nennweewewe wweewe new wwneweeww .ww .A.onw .moowoo .eumemH mmwwwwe new weoao> .muemsmnanown Hwenenmu new mean we Ne.N ww.N e w.we w.w w w.we w.w w w.wN N wwwenewwn wewewNw eennweneeeeee wwwnwee .ww .A.Bm .waonneou nmoo .eonnwnnewmno Emmi eN Nw.w we.w e w.w w.w w N.eN w.we e w.w w eewwene wewwwNe nwewe nweeeeee w wwwews .Nw .wuewemww Hweowuoeow woonnw> en eowuws eN we.w Nw.w w w.w w.w w w.we N.ee N w.w w -wewew we weneweenewnww new weewewnw anewee .Nw eN ee.w Nw.w e w.w w.w w w.we N.ee N w.w w .weenwwenwnewee ewnwene annwewn wenne .ww .eoNuwnnewono we» wo eunwo nwnwnuoow eo Eonmwm eonnwenowen nwawnooom w Ne Nw.w nn.n e w.w w.w w N.ee w.we N w.w w we weeween wenewwwe new wenenwee eenwwww .wN . . . en Nennnee e we : eN N N 2 N N 2 N 2 ennxe we e we e e wewznwwe N.n.eeewn eN.w eweew APPENDIX C 154 mmweoaemm HwnoNnmN wewwuw eenewneww newneweeuwe omwnw>< aoflmmnnm>un> neoaamoxmuu nonnmoomnm .waoaw eonnwEnoweN nmnwnomow no\new mnmwe eonnwenowen nonwaumom em>Nm .eonnwnnewmno Ne ee.w nn.n e w.w w.w w N.ee w.we N w.w ew eneena NnnwenewewewNw eenewenewen nweewe .Nw .95..— Ne ee.w Nw.w e w.w w.w w N.ee w.we N w.w ewwe new wewewene new wewn wneeww wnwewne .Nw .smnwwm ee eN.w NN.N e w.w N.eN N w.we w.we N w.w w en wwweuwnwne weeweeewwweNNwee wewneenww .ww Ne ww.N ww.N e w.w w.we N w.we w.we N w.w .ewnnw wwwwennween new .enweenwe .wewwew .ww .nuonono w now wuemsuwseoo munoommn nmwooono wo Amownanm eN we.w ww.N e w.w w.w w w.we N.eN N w.we nnwwewe\eweev ewwanew eneeeeew enewewe .ww .enweweonuwawn xnos en eN Nw.w Nw.w e w.w w.w w N.eN w.we e w.w wwweee we eneeeew new weewnnweee we» enww .Nn .wamnoe ee Nw.N ww.N N w.we w.w w w.we w.w w w.w eenewneenw aneeee wenee new wewneeeew .ee . . . en Nennnew e we a wN N N 2 N N 2 N wenwe we w we w weeznwww N.n.eeewn eN.w ewewN APPENDIX C i155 womeoomwm HwNONumN mmwnw>< soawmnwm xewmum eonnwn>wo nnwnewnmunm mmwnwoquc noon >nm>un> ewwwnz newaamoxnun nonnwoomum .mnononnnw Hweownwnnewono we» we ee.w ww.N e w.w w.ww N w.we n w.w w.w w eneena eeewn en weeneeewnw ewewNwe wee Nneew .ww .Anmuoosoo an nwuooeoo .mowomewa on mownmewav noeuoew on we ww.w Ne.N w w.w w.we N N.ee w.w w.w w ewewNw wee eenw weweweee weneenxw neweeew .ww .eonnwuemsmNoEn nonww annexe on enema we wN.N ww.N e w.wN w.ww N w.ww w.wN w.w w -eewwnw wwwe new weeweeewewe eweeww wewenwwe .Nw .wawom Hweonu uwNnewono eo eonuuw nonwwowoe w wo muumwww Ne Nw.w ww.w e w.w w.w w N.ee w.we w.w w sewn ween new sewn eneee wneneeee aneewnn .ew .NwenwweEHe .wwwsne ee ww.w ww.N N w.w w.wwN N w.w w.w w.w w .eeewv wwwwewewn eenewn32ne en ewnwene .ew .Newn .wwNwN .eEHV ewewNw nemewmwewe wewn wnwn anwHwnoewm w mene: ee ww.w ww.N N w.w w.wwN N w.w w.w w.w w ewewe wewn NeewewneeN new ewnwwnv eenweww .ww . Sew .2wwNwwwv wwwwew ww NN.N ww.w N w.w w.we N w.w w.w w.we N .ewN unseeneewnw we enwneewnee en ewewene .ww . . . en Nennnew w we : wN N N 2 N N N 2 wenxe we w ew e weeznwww N.n.eeewv eN.w ewewN AflfPEDHDIXIC; .156 eweeouewm HwnoNumN wewwuw eenewnwww newneweeuwe ewes": wownw>< soamnunw>un> newaamoxnun nonnmoomum eN ww.w Nw.w e w.w w.w w.we N.ee N w.w w .eeeern w\n we: new ewnwww .we eN ee.w Ne.e e w.w w.w w.we N.ee N w.w w .wewwee nnww new ewe we: new ewnwww .Ne .Awswnmono eN Ne.N Ne.N e n.nn w.w w.w w.w w N.ee N new eewewwen wenweeaenw wee new ewnwww .ee Ne ww.N ww.w e w.w w.we w.we w.we N w.w w .wwnewe eenenewn we: new ewnwww .ee .30» now ewe nem>w nwanonnnwo w menewme eN Nw.w ww.w e w.w w.w N.eN w.we e w.w w wee weweneeeeee new newewnwne: .wwneweeww .we eN eN.N Ne.N e w.w w.w N.ee ww.w w w.we N .eewnwene annwneen nwneeeenee eenweww .we .Awswne>w mennwewumen» :0 N ww.w ww.w N w.w w.w w.w w.wwN N w.w w wnewnnwewn wwnennneww wenwwwewn weneeweween we: .Ne .Auewemenwwn new N ww.N ww.w e w.w w.w w.we w.we N w.we N wenwwwewn wenneneenV eewnwene weneenxw wwnwww .Ne Ne Nw.w ww.w e w.w w.we N.ee w.w w w.w w .weweee ewnwewwen .we . . . en Nnnnnew w we a wN N N N N 2 N 2 wnnxe we we e e weeznwww N.n.eeewv eN.w ewewN AUWPEIHIIXLC; 157 wwweoowmm proNumN xewmum eonnwn>wo nnwnewnmucm wownm>< soamnunw>un> neoaamuxnum nonnwoumum ewwene .nomnono w wo ww ww.N ww.w w w.w w.eN N w.w w.eN e w.w w nnwe we eennennewwn nwnnwnwn w wennnna en newewne .Ne .Amenst eonmnumn now enewo w ew w>nww on wanwnnomv eonnuw newswowews e Nw.w NN.w e w.w w.w w w.w w.we e N.eN N new newwene w we wnweeee w wennnna en newwwne .Ne wN ww.w eN.w w w.w w.w w w.we w.eN N w.eN N .eeennwnewnweee wnwannwe new wnwaewew ewnwww .we .enwme Nome on eonuwenowen wo enow w>nnwenwnaw Hwnm>mw ww ww.w ww.w e w.w w.wN N w.wN w.we e w.w w .wweneee new wnwwe eennwenewen ewwnw .wwnewee .we . . . en Nnnnnew e we a wN N N 2 N N 2 N 2 wnnxe we w e> e e wewznwww A.n.neewv eN.w weeww APPENDIX G 158 wewwuw eennwnwww nnwnewneuwe ewwwnw mmmeoommm HwnoNumN wownm>< soawmuwm wmwnm>nw>un> newaawuxnnn noanoomum Nn nn.n nn.n N o.n o 0.0 o n.nnN N o.n n n.n n .Nnowen Nunannwnono wo wawuemewneow .oN .eoannnewono wanna we» eo ww Haws ww eonnueow mH< we» eo eeonnwoNHoEn nN nn.N Nw.w n n.n n N.nN N w.wN N n.nn n N.nN N mun new women eonnwnnnwnnewumn\eonnwnnawnneou weN .mn .eonnwuemeonoEn Ewnmono nwnww new mennon wuwn new mewnoono mN nn.n nn.n n o.n n n.n o n.nn n N.nN N n.nn N wo wnnnownen new wannooww we» wnowew on mewme weN .nn .A.ono .nemeomwews Nunanuww new Ne Nw.N ww.w e w.w w w.we e w.w w w.wN N w.wN N nneewe .eeennnewnw wennwnweewv weenwww wenewnwew .Ne .wnnnnenweeewwn eN ww.w ww.w e w.w w w.w w w.we e N.eN N w.we N new wnnneenew we wwenn new Nonnee nweennennnwen .ee .anonomnnn Ne ww.w eN.w w w.w w w.eN N w.eN N w.we N w.w w .wnwene .nwnneweewwn eweeneeeen eenwwe .ee Nm nn.n nn.N n 0.0 o N.nn N n.nn N n.n n n.o n .wawnoe Honneoo wnonew>eH .nn .Awwmwxowo eonnwonaoow .wnonew: .wnwa mN Nw.n nn.N n n.n o N.nN N n.nn m 0.0 n 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ewenewn wewnenw enwnnnxew we wenewnnwnewnwew .we .wnnaoannm awe» now wm>nnwenmuaw nowwe new onon ee eN.w NN.w e w.w N.eN N w.we w.we N w.w -eenew nweennwwnewene newweeenee we eeneeeew weN .Nw .Nwwnnnnneww we ww.w eN.N e w.wN w.ww N w.ww w.w w w.w new eneweeeev weenwew eennwnwee wnwewquNN .Nw Ne Nw.N ww.w N w.w w.we N w.w w.we N w.w .eennwwneneee new wenwenwe nwnnewnwwwnw .we . . . wo omnwaaoex w we 2 en N N 2 N N 2 N wenxe we w we e weeznwww N.n.neewn eN.w eeeww APPENDIX C 161. ewmeoommm HwnoNumN xewmum connww>mo nnwnewumuom wmwnm>< soawmuwm wmwnwewuw eww2u2 noon >no>nn> neoaawoxmun nownooomum Ne eN.N eN.N w w.eN N w.we N w.w w w.eN N w.w w .eennwnnwnw enwnewewne .Ne .nemeooam>wn msouwxm eo Nw Ne.N ww.w e w.w w w.ww N w.w w w.wN N w.ww N eennwenne2n new weeweeee eeneewneene nwnwneenne .ee .weonnwonnoow meneewUOnomeN\HweHEnmn nnooonw on emnonwww we Nw.w , Ne.N e w.w w w.we w w.ww N N.eN N w.w w nwnwewe nnwen new eneenwe ewweew eennweneeeeee .ee we ew.w eN.N e w.w w w.we w w.wN N w.w w w.w w .enwnweeeeenene new enweeeeeenen2 .we .weonuneoo Hwnnwmwewe new kunnmao ww ww ww.w ww.w e w.w w N.eN N N.eN N N.ee w w.w w nnwe ew .eennwwnewene ee wnwneeeee we neween weN .we .mnouwamewno nmeno ee ww.w ww.N N w.w w w.wwN N w.w w w.w w w.w w new .wnwewnenwnen .enwnneeee we eweenwnee nweene .Ne Ne ww.w ww.w w w.w w w.w w N.ee N w.ww N w.w w .eeneeweenennnwe new eeneewneenennnw2 .Ne Ne ww.w ww.w N w.w w w.w w w.wwN N w.w w w.w w .eeneewneeneenen2 .we .Aeonnmnnmnownweo eN ew.w ww.N e w.w w w.wN N w.we w w.w w w.w w newnwe nwnwewe .wnewnnwew wweeev ewenewn w\n .ee . . . wo monoaaoex e we 2 wN N 2 N 2 N 2 N 2 N 2 wenee we w we e weeznwww N.n.eeewn eN.w eeewN APPENDIX C 2162 eweeooewm HwnoNumN wewwuw eennwneww nnwnewneuwe mmwnw>< nonmnuwm wmwnw>nm>un> eww2n2 Newaawoxnuu nonnwoomum .N.uuw.nowueou xuwnnmmw ew ww.N ww.w e w.w w w.ww N w.w w w.ww N w.wN N .eeweeew nweene\eween enewen weenwew nwnwewe .ee Ne eN.N we.N w w.eN N w.eN N w.eN N w.eN N w.w w .enewee new .we . . . we wenwneeew e 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