DETERMINING COMPE‘I‘ENEIES FOR INITIAL EMPLOYMENT
IN THE DAIRY FARM EQU‘I-PMEMT BUSINESS

Thesis Ior the» Dawn of Ph. D
MICHIGAN STATE UNIVERSITY

Harrison Gardner
I964

  
     

  

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Michigan State
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This is to certify that the
thesis entitled
DETERMINING COMPETENCIES FOR INITIAL EMPLOYMENT

IN THE DAIRY FARM EQUIPMENT BUSINESS

presented by

Harrison Gardner

has been accepted towards fulfillment
of the requirements for

Ph.D. Education

degree in

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Major professor

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ABSTRACT
DETERMINING COMPETENCIES FOR INITIAL mmmsur
IN THE DAIRY FARM EQUIPMENT BUSINESS
by iiarrison Gardner

Mien-The purpose of this study was to demon-
strate a method .of identifying certain competencies and re-
‘ lated intonation essential to the success of persons who
seek employment in non-farm occupations that provide the
farmer with direct-contact services. This information should
provide a basis for the development of effective training
programs. .

W.--The method utilized to gather occupational
information and translate the information into vocational
Programs was developed in the perspective of a larger, more
inclusive framework. To demonstrate this method, data were
secured relevant to one phase of the non-farm agricultural
industry, the dairy farm equipment business. From a review
of occupational literature and materials provided by members
01' national and state associations of businessmen and farm.
°qu1pment companies in the United States, a list of 129
worker competencies was prepared in the form of a question-
naire. This survey instrument was designed to obtain infor-
mation considered important for the preparation of workers

who, during initial employment, sell, install, or maintain

 

bulk milk

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Harrison Gardner

bulk milk tanks or milking systems. The questionnaire was
completed by a panel of ll persons considered to be author-
ities within or associated with the dairy industry, and a
group of 88 Michigan teachers of vocational agriculture. The
panel members indicated the value and importance of each com-
petency for entrance workers. The teachers indicated which
of the competencies had been taught in All-Day, Ybung farmer,
or Adult Farmer classes during the past year. The responses
of the panel members and teachers were tabulated and compiled
into tables. These tables summarize the percentages of re-
sponses by both the panel members and the teachers to each
of the items in the questionnaire.

Findings and interpretations.--Responses of panel
members indicated that the method demonstrated in this study
was effective in obtaining important information for workers
who seek employment in certain non-farm agricultural occupa-
tions. These occupations provide the farmer with direct-
contact services through the sale, installation, and main-
tenance of bulk milk tanks or milking systems. The method
as demonstrated was effective in providing information that
can be used as a basis for developing training.programs.

. The responses of the panel members provided con-
sistent clusters of competencies around which educational
‘programs can be organized to prepare workers for specific
occupations. Clusters of cognitive and manipulative comp

petencies were identified in the areas of farming, human

Harrison Gardner

relations, salesmanship, and mechanics that are important
for employees who during initial employment sell, install,
or maintain bulk milk tanks or milking systems.

Nearly three-fourths of the 129 competencies were
rated by over 60 per cent of the panel members as having
considerable value for these workers. Over 60 per cent of
the panel members indicated that: (l) slightly over one-half
of the competencies were important for workers who during
initial employment only sell or seli and maintgin the pre-
scribed dairy equipment; (2) slightly less than one-fourth
of the competencies were important for workers who install,
m, or Wain equipment. The clusters
of competencies should provide a basis for the development
of operationally-defined objectives. Instructional programs
‘based on these objectives should contribute to the prepara-
tion of workers for’initial employment.

Responses of teachers indicated that few of the com-
petencies identified by the panel members as those needed
by workers who sell, install,.or maintain bulk milk tanks
or milking systems were being taught as a part of local pro-
grams of vocational agriculture in Michigan. If persons
are to be prepared for initial employment in these occupations
through programs of vocational agriculture, extensive modi-

fication of programs must be made.

DETERMINING COMPETENCIES FOR INITIAL EMPLOYMENT
IN THE DAIRY FARM EQUIPMENT BUSINESS

By

Harrison Gardner

A THESIS

Submitted to
.Michi an State University
in partial fu fillment of the requirements
for the degree of

DOCTOR OF PHILOSOPHY
College of Education

l96h

ACKNOWLEDGMENTS

It is with a profound sense of gratitude that the
author acknowledges those who assisted in the development,of
this study. Sincere appreciation is expressed to Dr. Raymond
M; Clark, Chairman of the researcher's Doctoral Guidance Com-
mittee, for his encouragement and invaluable assistance.

Recognition is also extended to the other members
of the Guidance Committee: Dr. Carl R. Gross, Dr. 0. Donald
IMeaders, Dr. Donald w. Olmsted, and Dr..Edward O. Moe, who
willingly contributed their time and effort in the interest
of this research.

The author wishes to express his gratefulness to the
members of the panel and the Michigan teachers of vocational
agriculture who participated in the study.

Further appreciation is extended to the author's wife,
Jo Ann, for her understanding and continuous encouragement

throughout this study.

ii

Chapter

I.

II.

TABLE or CONTENTS

INTRODUCTION 0 e e e e e e 0
Statement of the Problem .

EDUCATION PROGRAMS . . . . . . . .

The Ideals of American Democracy .
Democracy has a commitment to an
30Ciety e e e e e e e e e e e

NBQd for the Study 0 e e e e e e e e e e e e 0
Plan Of the Study 0 e o e e e e e e e e e e 0
Establishing the framework for the study . .
MBthOd and procedure 0 e e e e e e e e e e 0
88310 Assumptions 0 e e e e e e e e e e e e 0
Limitations Of the Study 0 e e e e e e e e e 0
Definition Of Terms 0 e e e e e e e e e e e 0
Summary 0 e e e e e e e e e e e e e e e e e e

A FRAMEWORK FOR THE ESTABLISHMENT OF VOCATIONAL

O O O O O O
0

Open

Democracy has a commitment to equal member-
Ship in the moral community 0 e e e e 0
Democracy has a commitment to respect indi-
vidual diversity and privacy . . . . . . .
Democracy has a commitment to government by
consent 0 e e e e e e e e e e e e e e e 0
Democracy rests upon an assumption of faith
Democracy is a system which must continu-
OUSly develop e e e e e e e e e e e e e

The Function of Education in a Democracy . . .
The Deve10pment of the American Public Sec-

ondary SChOOl e e e e e e e

The Latin Grammar SChOOI e e e e o e e e e e
The Academy 0 e e e e e e e e e e e e e
Tho American High SChOOl. e e e e e e e e e e
The Establishment of Programs of Vocational
Agriculture 0 e e e e e e e e e e e e e e
The Development of American Agriculture_ . . .
A R6716W’0f Related StUdios e e e e e e e e 0
Survey of leaders in local businesses . . J
Survey of local businesses within an indus-
try. 0 e e e e e e e e e e e e e e e 0

Studies to identify non-farm agricultural
occupations e e e e e e e e e e e e e e 0
Summary 0 e e e e e e e e e e e e e e e e e

A Method of Determining Occupational Competen—

C103 0 e e e e e e e e e e e e e e e e e e 0

iii

Chapter Page

III. SOURCES OF DATA AND METHODS OF PROCEDURES . . 66
Sources of Data 0 e e e e e e o e e e e e e 66
Procedure 0 e e e e e e e e e e e e e e e 66

MBthOd of securing the data 0 e e e e e e 66
Development of the list of competencies . 69
Preparation of the questionnaire . . . . 71-
Selection of the panel members . . . . . 73
Selection of the vocational agriculture
teaChorS e e e e e e e e e e e e e e 7
Return of the questionnaires . . . . . 7
Analy313 of the Data 0 e e e e e e e e e 77

IV. REPORT OF FINDINGS . . . . . . . . . . . . . 79
Need for mechanical manipulative competencies 80

Value rating or panel 0 e e e e e e e 80
Competencies important for installation and
maintenance personnel . . . . . . . . . . 81
Competencies important for sales and main-
tenance personnel . . . . . . . . . . . . 87
Competencies that were taught . . . . . . . 87
Need for mechanical cognitive competencies 90

Value rating or panel 0 e e e e e e e e e e 90
Competencies important for sales or main-

tenance personnel 0 e e e e e e e e e e e 91
Competencies that were taught . . . . . . . 92
Need for manipulative competencies in the

area of salesmanship . e e e e e e e e e 93

Value rating Of panel 0 e e e e e e e e e 0 9h
Competencies important for sales or main-

tenance personnel . . . . . . . . . . . . 95,
Competencies important for only sales per-
sonnel e e e e e e e e e e e e e e e e e 95

Competencies that were taught . . . . . . . 95
Need for cognitive competencies in the area

of salosmaDShip e e e e e e e e e e e e e 95
Value rating 0f panel 0 e e e e e e e e e e 99
Competencies important for sales or main-

tenance Personnel 0 e e e e e e e e e e e 99
Competencies important for only sales per-

sonnel e e e e e e e e e e e e e e e e e 99

Competencies that were taught . . . . . . . 99
Need for msni ative competencies relative

to human re ations e e e e e e e e e e 102
Rating by panel in terms of value and im-

portance for personnel 0 e e e e e e e e 102
Competencies that were taught . . . . . . . 105
Need for cognitive competencies relative to

human relations 0 e e e e e e e e e e e e 105
Valueratingofpanel........... 105

iv

Chapter

Competencies important for sales or main-
tenancepersonnel...........
Competencies that were taught . . . . . .
Need for manipulative competencies in
famingeeeeeeeee eeeee
Rating by panel in terms of value and im-
portance for personnel . . . . . . . .
Competencies that were taught . . . . . .
Need for cognitive competencies in farmé
ng..................
Value rating by panel . . . . . . . . . .
Competencies important for sales or main-
tenance personnel.r..........
Competencies that were taught . . . . . .
Summary of data in Part One of the Ques-
tionnaire...... eeeeeeee
Summary of responses in Part Two of the
questionnaireeeeeeeeeeeeee

v. Sammy, CONCLUSIONS, AND Recommsmnoss . .

Procedure 0 e e e

SummaryofFindings..:.:.......
conc1u51on30000eeeeeeeeeeeo

Recommendations . .

BIBLIOGRAPHY O O o O 0 O O O O O O O O O O O O O O O

APPENDICES

Page
106
106
109

109
110

112
112

112
113

113

130
130
135
139
1A1
IA?

152

Table

l.
2.

3.
A.
5.
6.
7.

8.

LIST OF TABLES

Mechanical manipulative competencies rated as
"Highly Valuable” by 60 per cent or more of
the panel members 0 e e e e e e e e e e e e e

mechanical manipulative competencies rated as
"Highly'Valuable" by less than 60 per cent
of the panel members 0 e e e e e e e e e e 0

Mechanical manipulative competencies rated as
"Highly Valuable" by 60 per cent or more of
the panel members for installgtion or gain-
tegggce personnel e e e e e e e e e e e e e 0

Mechanical manipulative competencies rated as
"Highly‘Valuable" by 60 per cent or more of
the panel members for sgies or maintenagce
personne1 e e e e e e e e e e e e e e e e e 0

Percentage of teachers who taught mechanical
manipulative competencies rated as "Highly
Valuable" by 60 per cent or more of the panel
members for sales or maintenance personnel .

Mechanical cognitive com tencies rated as

"Highly‘Valuable" by 6 r cent or more of
the panel members for gaggg, ingtgllgtion,

and maintenance personne e e e e o e e e 0

Mechanical cognitive competencies rated as
"Highly'Valuable" by 60 r cent or more of
the panel members for saies or saies and

maintenancepersonnel............

Mechanical cognitive competencies rated as
"Highly Valuable" by less than 60 per cent
of the panel members . . . .‘. . . . . . . .

Manipulative competencies in the area of sales-
manship rated as "Highly Valuable" by 60 per
cent or more of the panel members for sales
or maintenancg personnel ; . . . . . . . . .

vi

Page

82

84

85.

88

9l

92

93

9h

96

Table - Page

10. Percentage of teachers who taught manipulative
competencies in the area of salesmanship
rated as "Highly Valuable" by 60 per cent or
more of the panel members for sales or main- .
tegiancepersonnel.............. 97

11. Cognitive competencies in the area of sales—
manship and their rating by the panel members 100

12. Cognitive competencies in the area of sales-
manship rated as "Highly Valuable" by 60 per
cent or more of the panel members for sales
or maintenggce personnel . . . . . . . . . . 101

13. Percentage of teachers who taught cognitive
competencies in the area of salesmanship .
rated as "Highly Valuable" by 60 per cent or
more of the panel members . . . . . . . . . . 103

1A. Manipulative competencies in the area of human
re ations and their rating by panel members . 104

15. Cognitive competencies in the area of human re-
- lations rated "Highly Valuable" by 60 per
cent or more of the panel members for gaigg
or maintemce personnel . . . . . . . . . . 107

16. Percentage of teachers who taught cognitive
competencies in farming rated as "Highly
Valuable" by 60 per cent or more of the panel
members for sales personnel . . . . . . . . . 11h

17. Summary of responses to the Check List by panel
members and teaCherS e e e e e e e e e e e e 115

18. Items in the Check List by sections, rated as
"Highly Valuable" by 60 r cent or more of
the panel members for sfies or maintenance
personnel..................119

19. Items in the Check List by sections, rated as
"Highly Valuable" by 60 per cent or more of

the panel members for instgiiation or gaig;
tengcepersonnel..............125

20. The t of formal education recommended by the
pane members for entry workers . . . . . . . 128

21. The extent to which entry employees should work
without assistance during the first six months
ofemployment................129

vii

Appendix

A}

B.

C.

D.

Table
22.

23.

2h.

25.

LIST OF APPENDICES

Letter sent to secure resource materials . . .
Letter sent to prospective panel members . . .
Covering letter enc osed with the questionnaire
Sent to panel members 0 e e e e e e e e e 0
Covering letter enclosed with the questionnaire
OOOBaCherseeeeeeeeeeeeeeee
Followbup letter sent to teachers who had not
returned the QuOStionnaire e e e e e e e e e

Questionnaire forms for panel members . . . .
Questionnaire forms for teachers . . . . . . .

Listiof persons who completed a trial question-
nare...................
Names and addresses of panel members . . . . .
List of names of teachers who were mailed a
questionnaire oeeeeeeeeeeeeee

Qualifications of the panel members . . . . .

List of Michigan counties from which teachers

of vocational agriculture submitted data for
thBStUdyeeeeeeeeeeeeeeeee

‘Mechanical manipulative competencies in Section
I of the Check List and their ratings by the
panelmembers................

Mechanical manipulative competencies rated as
"Highly‘Valuable" by 60%per cent or more of
theiganel members, with a scattered personnel
ratg...................

Percent e of teachers who taught mechanical
manip ative competencies rated as "Highly
Vaigable" by 60 per cent or more of the panel
meers..................

Percentage of teachers who taught mechanical
manipulative competencies rated as "Highly
Valuable" by 60 per cent or more of the panel
membeis for i t 1 tion or maintenance per-
some eeeeeeeeeeeeeeeeee

viii

Page

15k
155

156

157
158
160
180
198
199
200

208

209

211

216

217

221

Appendix

Table

25.

26.

27.

28.

29.

‘ 3o.

31.

32.

33-

3h-

Percenta e of teachers who taught mechanical
manip ative competencies rated as ”Highly

Valuable" by 60 per cent or more of the panel

members for instailation or maintenaace per-
sonneleeeeeeeeeeeeeeeeee

iMechanical cognitive competencies and their
ratings by panel members 0 e e e e e e e 0

Percentage of teachers who taught mechanical
cognitive com etencies rated as ”Highly
Valuable" by 0 per cent or more of the
panel members for sales and aaintenaace per-

SOMOIeeeeeeeeeeeeeeeeee

'Manipulative competencies in the area of sales-

manship and their ratings by panel members

Cognitive cqmpetencies in the area of human
relations and their rating by the panel
memberSOeeeeeeeeeeeeeeee

Percentage of teachers who taught cognitive
competencies in the area of human relations
rated as "Highly Valuable" by 60 per cent
or more of the panel members for aales and

aaiaaaaaaaa personnel . . . . . . . . . .

Cognitive competencies in the area of human
relations rated as "Highly‘Valuable" by
less than 60 per cent of the panel members

'Manipulative competencies in farming and
their rating by panel members, in descend-
ing order by the value rating . . . . . .

Percentage of teachers who taught manipulative
competencies in farming rated as ”Highly
Valuable" by 60 per cent or more of the
panel members for saies personnel . . . .

Cognitive competencies in farming and their
rating by panel members . . . . . . . . .

Page

221

223

225

226

228

231

233

23k

236

238

CHAPTER I
INTRODUCTION

we are living in a dynamic and revolutionary age.
The changes which are occurring have been classified as
social, political, economic, philosOphical, and technical.
Classification in itself is not significant; however, the
societal effects of these changes in patterns of living and
thinking are crucial. Today's educator must provide leader-
ship in accepting,the challenge of\socia1 dynamism.by plan-
ning and implementing programs which will help prepare man
to participate actively and effectively in a rapidly chang-
ing society.

These social and technical changes have greatly
affected agriculture and related educational programs. The
history of American agriculture shows that it has undergone
tremendous changes. It has expanded from self-sufficient
farming to a multi-billion dollar industry which includes
farming, the provision of supplies and technical services
to the farmer, and the processing and.marketing of farm prod-
ucts. .Modern agriculture is characterized by complex.ma-
chinery, equipment and technology.

Many of the functions once performed by the farmer
are provided now as services to the farmer by non-farm

-1-

-2-

agricultural workers, many of whom require specia1ized edu-
cation. Educational programs have been developed to meet
the vocational education needs of farmers. These programs
must be modified or new programs established to meet the
needs of farmers and this new group of agricultural workers.

It is the purpose of this chapter to present a
statement of: (l) the problem; (2) the need for the study;
(3) the plan of the study; (A) the basic assumptions which
underlie the study; (5) the limitations of the study; and
(6) the definition of tenms used in the study.

Statement of the Problem

It is the purpose of this study to demonstrate a
method of identifying certain competencies that are essential
to the success of persons who seek employment in non-farm
agrimultural occupations that provide the farmer with direct-
contact services. These competencies should serve as a
basis for the establishment or modification of effective vo-
cational programs to prepare workers for these occupations.

Persons who are employed in non-farm agricultural
occupations must be sufficiently competent to perform the
required functions of that occupation at a prescribed level.
These required competencies must be identified to serve as
a basis for organizing vocational programs of instruction
for the preparation of potential employees. Pertinent occu-
pational data must be secured fromuthe agricultural industry

and translated into vocational courses of instruction.

-3-

In a democratic society, the development of an
effective method of determining the employment needs of in-
dividuals includes more than the establishment of a pro-
cedure for securing occupational information and translating
the information into effective vocational education programs.
The procedure utilized and the resultant vocational education
programs should be put in perspective with a larger, more
extensive frame of reference within which these programs are
developed: the values and purposes to which a democratic
society is committed. Such a method will (1) insure the
continuous improvement of vocational education programs to
meet the needs of individuals andgindustry under new condi-
tions in an ever-changing society, and (2) provide a justi-
fication of the method and of the educational programs.

Need for the Study
Many changes have occurred in agriculture in the
United States since its inception, especially during the
last two decades. The size of the average farm has doubled
while the number of farm Operators has decreased considerably.
The percentage of the labor force employed on farms decreased

from 11.9 per cent in 191.71 to 9.0 per cent in November,
1957.2 '

 

1Department of 8Labor, Monthl Labor Review, LXVI,
number 1 (January, 19h3) . P. 8.

2Department of Labor, Monthly Labor Review, LXXXI,
number 1 (January, 1958), p. 83.

-g-

From 19th to 1959 specialization, technology, and
mechanization have resulted in the following changes: (1)
farm output in terms of production per man hour has more than
doubled;3 (2) the total man hours of labor used for all farm
work has been reduced by over 50 per cent: (3) the number
of milk cows on farms decreased from well over 25 million
to slightly more than 19 million,“ and during the same period
the average production per milk cow increased from h,787 to
6,a38 pounds;5 and (A) the value of farm machines and equip-
ment shipped for use in the United States increased from
slightly over 5A9 million dollars to over 1,700 million
dollars.6 ' '

These developments have been accompanied by the rise
of a new group of agricultural businesses. These businesses
employ specialized workers who perform many of the tasks
formerly done by the farmer. The specialists develop, dis-
tribute, and disseminate information with regard to new ma-
chinery, improved seed, and better feeds. They also sell,
install, and maintain complex farm equipment. The farmer has

 

3United States Department of Agriculture, Aggiculturai
Statiatfiaf, i260 (washington, D. C.: Superintendent 0 cu-
ments, n.te tates Government Printing Office, 1961), p. #65.
“Ibid., p. L93.

SRiQe, Po 3880

6;;;a., p. 451.

-5-
become increasingly dependent upon these specialists for
high quality services. The success or failure of his farm
enterprise can be largely attributed to his managerial abil-
ity and to the competence of these workers.

By the fifth decade of the twentieth century, a sig-
nificant percentage of the labor fofée in the United States
was employed in agriculture. In a recent paper, one agri-
cultural economist stated that 37 per cent of the total labor
force of 64.5 million workers were employed in agricultural
occupations. Of these 23.9 million workers, approximately
one-third were farmers; 25 per cent were engaged in provid-
ing feed, seed, machinery, and equipment to the farmer: and
42 per cent were engaged in the processing and distribution
of farm products.7 These data clearly point up the fact
that by l95h two-thirds of the workers engaged in agriculture
were employed in non-farm agricultural occupations. Six
million were engaged in providing materials and equipment
to the farmer. This is three-fourths the number who were
engaged in farming.

In spite of the increased number of workers employed
in non-farm agricultural occupations, only minor changes

have been made in established vocational agriculture education

7Richard C. Ford, "Agriculture and Its Relationship
to Other Segments of the Economy“ (report of a seminar paper;
washington, D. 6.: Federal Extension Service, United States
Department of Agriculture, 1958), p. 10.

-6-

programs. These programs continue to provide experiences
for youth and adults to enter and advance in farming, but
place little emphasis on preparing persons to enter other
agricultural occupations.

The necessity for determining the educational needs
of these persons has been cited in several recent studies.
Royster implied that an examination must be made of all agri-
cultural occupations to determine the ". . . common needs
for which training might be incorporated into the program of
vocational agriculture."8 The study by Tom, Hill, and Greens9
also emphasized the necessity for determining the common needs
of workers in agricultural occupations through studies of
these areas. In a comprehensive study of former secondary
vocational agriculture students, Sanders10 reported that one
out of five who completed one or more courses of vocational

agriculture entered farming: and six out of 100 entered a

 

8Ralph R. Royster, "Analysis of Non-Farming Agricul-
tural Occupations of Boys Having Training in Vocational Agri-
culture From Selected Counties in Indiana" (unpublished Doc-
tor's dissertation, The University of Missouri, Columbia,

1959), P0 150

9Frederick K. T. Tom, Charles W. Hill, and Kingsley
L. Greene, 1 t i O
'; :ted to - ; .cuis —
report 0 a study; t aca, ew ‘or : “gri tura ~oucation
Egziaion, Rural Education Department, Cornell University,

10

w. H. Sanders, "Followbup of Students of Vocational
Agziculture in South Carolina, 1955-1960" (report of a study;
B cksbur , Virginia: Department of Agricultural Education,
Virginia olytechnic Institute, 1955). (Mimeographed.)

 
     

-7-
farm-related occupation. Another recent study11 indicated
that of 4,826 individuals who had studied vocational agri-
culture in high school, 17 per cent were in full-time farming,
15 per cent were farming part-time, and 10 per cent were em-
ployed in non-farm agricultural occupations in 1960.

Finally, Sutherland and Thompson,12 in a survey of
327 agricultural businesses in California, reported that one
out of five persons employed needed agricultural training.
They recommended that further studies of these businesses
be made.

These studies clearly support the necessity for
determining the educational needs of persons who seek employ-
ment in non-farm agricultural occupations. '

Traditionally, vocational education programs in agri-
culture have been based on a survey of the leading farming
businesses in a community. New programs were established or
existing programs were modified to meet the needs of the
fanning business or the individuals employed by farmers. But .

is this the best procedure?

 

1J‘Mississippi State Board for Vocational Education,
Occuoation-l Status of Former St dents of Vocational A; cul-
t s: n ‘W'-' reporto astuy: acson Wss-
issippi: ‘ocatio : 'gr cultural Education, 961), p. 8.

12S. S. Sutherland and 0. E. Thompson, The Tr inin
ch,-red b' workar‘ in A;r cultural Busines: - d Indust 1 In
STEEa report 0 a study; acramento, = orn a:. - -
‘ornia State Department of Education, 1957), p. 8.

-3-

Some educators feel that established vocational agri-
culture programs should be held strictly to preparation for
farming. Others believe that these programs in the local
public schools should be modified to include instruction to
prepare persons for employment in agricultural businesses,
including farming. In support of this belief,‘Wiegers,13
in a recent study, concluded,

assess: 3:221:33 asaztizyizrstsm
5332‘313’331‘3 5232131135 3.3322332 ifitafifiifi;
the farming occupations, but in the non-farm agri-
cultural occupations.1h

He also developed a series of questions and issues
which should be resolved through research and discussion.
One question as stated was, "Upon what foundations should
the program.of instruction be built?"15 Other writers have
asked this and similar questions. Should the educational
needs of employees be determined by surveying local business
establishments or the leaders in the industry? Should re-
searchers continusously examine business, industry and estab-
lished educational programs, and recommend modification of

these programs?

 

13George W. Wiegers, "Our New Role in Vocational Agri-
culture" (a report to the Tennessee Vocational Agriculture
Teachers at the Joint Conference of Teachers of Vocational
Education, University of Tennessee, Knoxville, June 5, 1962).

1"Ibid., p. 21.
15Ibid., P0 22.

-9-

These questions must be given careful consideration.
It is necessary to devise a satisfactory method of determin-
ing and meeting the occupational needs of individuals. This
method, when adapted to vocational agriculture programs, must
be placed in perspective within the larger framework of
democracy.

Such a framework will provide the limitations within
which key issues and questions can be discussed. It will
also provide a rationale for (1) a continuous examination of
changes which have occurred and which are occurring in agri-
culture, as they affect the educational needs of potential
workers in agricultural occupations: (2) the method used to
determine these educational.needs: (3) the existence of pub-
lic vocational education programs in agriculture; and (A)

implementing changes in these public educational programs.

Plan of the Study

The first part of this study is concerned with the
establishment of a broad framework of democracy and a method
of determining the educational needs of individuals for em-
ployment in non-farm agricultural occupations. The second
part is concerned with a survey to demonstrate the method
within the established framework.

Establiahing the fraaaagrk far the ataay.--In Chapter
II, a broad framework is established to provide a Justifica-
tion for the establishment and modification of vocational

-10-

programs in agriculture, and to provide a method of deter-
mining the vocational needs of individuals. To establish
this framework several tenets of American democracy are dis-
cussed to provide a frame of reference within which a method
can be justified for determining the educational needs of
workers who seek employment in certain non-farm agricultural
occupations. This framework also provides a rationale for
modifying and establishing vocational agriculture programs.

Secondly, the development of the American secondary
school is briefly outlined to illustrate how a democratic
society expands its social institutions and modifies its
programs to meet the challenge of changing conditions. This
discussion is included to further clarify and establish the
framework which is developed. '

A description of federally subsidized education pro-
grams in vocational agriculture that were established in the
American public schools during the early part of the twentieth
century will be briefly discussed. The purpose of this sec-
tion is to demonstrate that these programs were aimed pri-
marily at meeting the needs of workers in one segment of the
agricultural work force, viz., present and prospective
farmers.

Following this description, a brief history of Ameri-
can agriculture is developed to point out the vast and sig-
nificant changes which have occurred, especially during the
past forty years. Of particular note is the rise of large

-11-
non-farm.agricultural businesses employing persons who serve
the farmer. This discussion points up the need (within the
democratic rationale which is established) for modification
of established programs of vocational agriculture and the
development of new vocational agriculture programs.

Thereafter, a review of significant studies designed
to determine the educational needs of non-farm agricultural
workers is presented. Also in Chapter II, a method is de-
scribed for determining the vocational education needs of
individuals who wish to prepare for entering certain non-
farm.agricultural‘occupations.

Method and procedure.--Chapter III describes the
method and procedure used to secure data relevant to one
phase of the non-farm agricultural industry. The sources
of.data and the procedure utilized to secure the data will
demonstrate a method of identifying competencies that are
essential to the success of persons who seek employment in
certain non-farm agricultural occupations. These competencies
should serve as a basis for organizing effective vocational
Programs to prepare workers for these occupations. In demon-
strating this method, survey instruments were developed,
and specific data were secured to identify the competencies
‘Hhich should be possesSed by persons for initial employment
5th selected occupations which provide direct-contact services
150 the dairy farmer. These services include the sale, instal-
lation, or maintenance of bulk milk tanks or milking systems.

 

-12-

The data for the study were secured by surveying
authorities associated with the American dairy industry.
Data were also secured to determine which of the identified
worker competencies were currently taught by a selected group
of Michigan teachers of vocational agriculture. This pro-
cedure provided a basis for suggesting modification of local
programs of vocational agriculture education to meet the
needs of these workers.

Chapter IV provides a summary of the findings. The
data are organized into tables showing the percentages of-
responses to items in the survey questionnaire. These data
will provide a basis for the development of instruction to
meet the vocational needs of entry workers who sell, install,
or maintain bulk milk tanks or milking systems on the farm.
It should also offer evidence which would support or refute
the method utilized.

Finally, in Chapter V, a summary of the study is re-

ported, together with conclusions and recommendations.

Basic Assumptions

The following assumptions are recognized as basic

to this study:

1. Public educational institutions were established
in the United States to provide educational ex-
periences which would benefit the individual and
society. work is a socially acceptable activity

' ‘

-13-
which is vital to a democratic society. There-
fore, public educational systems should provide
instructional programs which include the prepara-
tion of persons for successful employment.

2. Professional educators are responsible for study-
ing the principal problemareas in contemporary
society and correctly assessing social demands
for changes in educational programs.

3. Social problems and demands must be evaluated in
terms of democracy. Judgments must be made con-
cerning values, policies, and programs which
should be conserved or changed.

a. Changing social conditions and the subsequent
new knowledge which has not yet been fully applied
in professional thinking must be utilized in solv-
ing current social problems and in meeting social

demands for change.

Limitations of the Study

The scope of this study is limited by the follow~

ing:

1. The study is concerned with demonstrating a
method of determiningficertain competencies that
should be possessed by workers, for initial em-
ployment, in certain non-farm agricultural occu-
pations. The study is based on a selected list

-14-
of mechanical, sales, human relations, and farm-
ing competencies that are considered to be essen-
tial to the success of employees who during
initial employment sell, install, or maintain
bulk milk tanks or milking systems.

2. The competencies that are identified in this
study are based on the judgments of persons who
are authorities regarding the American dairy in-
dustry. These competencies should be applicable
to personnel in the United States who are employed
in occupations that sell, install, or maintain
the above-mentioned dairy equipment.

3. The extent to which the identified competencies
are taught in public educational institutions is
determined by surveying a selected group of

Michigan teachers of vocational agriculture.

Definition of Terms
The following are definitions of terms which are
basic to this study:
Fagging.--The phase of agriculture concerned with
production through the management of, or labor on,

a farm.16

16
Sutherland and Thompson, op, cit., pp. ii-iii.

-15-‘
0cogpation.--A job occurring in a number of firms

or establishments, or a group of jobs sufficiently
similar in functions, responsibilities, and working
conditions to warrant similar treatment in personnel
processes.17

Agricultural Occupations.--Occupations in the fol-
lowing three categories: (1) agricultural pro-
duction: these include the actual on-farm produc-
tion of food and fiber, i.e., farming; (2) agricul-
tural business and industry, e.g., the sales and
service of farm equipment and machinery; and (3) ag-
ricultural professions, e.g., forestry, veterinary
medicine, and extension service.18 This study is
primarily concerned with occupations in the second
category for which a college degree is not normally
required.19 Some knowledge of farming, however, is

required in these occupations.20

 

17William H. Stead and W. Earl Masincup, The Occu a-
ti- .1 'erearc_ Pro: 2M_Of th: United States Em.lo~uent Service
1cago: ' . c strat on er ce, ' 3 , p. . .

18HaroldM. Byram, Guidance i? Agricultural Education
(Denville, Illinois: The Interstate rinters and s are,

Inc., 1959), P0 65.

19Norman K. Hoover, A cultural Occu -
tions (Danville Illinois: e nterstate ters an -
Iishers, Inc., l963), p. 5.

20William Henry Kennedy "A Clarification of Relation-
ships Between Farming and Certain Other Agricultural Occupa-
tions with Implications for Guidance and Curriculum Develop-
ment" (unpublished Ed.D. dissertation, Michigan State Univer-
sity, East Lansing, 1958), p. 398.

—16-
gigh Echelon Position.--A position in the upper
portion of the hierarchy of authority within an
industry, a business, an agency, or an educational
institution. A person occupying this position is
cognizant of the strategic aims of the business or
industryzthe is actively concerned with external
relations and internal processes of the business.21
Manipulative Competence.--The operational skills
leading to relatively immediate and concrete ob-
servable results.
nggitive Competence.--The knowledge and understand-
ing out of which responsible judgments concerning

the manipulative aspects of competence can be made.

Summary
In this chapter, a statement of the problem, the
need for, and the soaps and limitations of the study were
presented, together with flhe basic underlying assumptions

and definitions of terms.

leurleigh 13. Gardner and David G. Moore, Human Rel -
't ons n Indu tr (Homewood, Illinois: Richard D. Irwin,
nc., 95 , p. 6.

CHAPTER II

A FRAMEWORK FOR THE ESTABLISHMENT OF VOCATIONAL
EDUCATION PROGRAMS

The purpose of this chapter is to (1) develop a
concept of democracy which provides a basis for the estab-
lishment and modification of vocational programs in agricul-
ture and a method of determining the vocational education
needs of individuals; (2) briefly trace the development of
the American secondary school to illustrate how a society
expands its social institutions and modifies its program to
meet the challenge of democracy; (3) describe the federally
subsidized education programs in vocational agriculture that
were established in the American public schools during the
early part of the twentieth century: (A) discuss the im-
portant changes which have occurred in American agriculture
that demand modification of established vocational agricul-
ture programs: (5) review studies designed to determine the
educational needs of non-farm agricultural workers; and (6)
describe a method of obtaining information important to
individuals who wish to prepare for entering certain non-

farm agricultural occupations.

-17-

-13-

The Ideals of American Democracy
In this section the ideals of democracy which have

contributed to the development of effective, free public
education programs in America are outlined. These basic
tenets serve as a broad social framework. The procedure
used to identify worker competencies leading to the modifi-
cation of public voctional education programs should be
established within this frame of reference.

Deeeegeez hae e commitmegt to ea open eociety.--There
is an inherent conviction in a democracy that men can im-
prove their society if they are provided the facts and are
free ". . . to compare things as they are with.their vision
of things as they ought to be."1 The existing order of
things must be open to continuous examination. Nothing
within a democratic society is exempt from criticism. Within
this commitment all human arrangements are subject to error.
However, democracy provides for a process of continuous
evaluation of all institutions programs, and human needs,
through which errors can be corrected.2

This process is the source of authority in a democ-
racy. In clarifying this concept, Sayers and Madden stated
that:

Q

1The Rockefeller Panel Report, The Power of the Demo-

cretie Idea, Special Studies Progect Report VI {Garden City:
u e y and Company, Inc., 196 ), p. 5.

21bid., p. 5.

-19-
The people of a democracy cooperatively create and,
as they learn from inquiry, recreate the sources of
their authority in the form of such processes. Upon
these methods and procedures they depend for the
determination of policies and programs of action.3 ‘
This asserts that democratic citizens rely on intelligent
inquiry as a source of ideas for the changes which need to
be made in the interest of order and stability.
Democrecy gee e commitment to egeel membeeship in
the moral eegeeeitz.--This belief in a process of continuous
examination suggests another fundamental democratic tenet.
Every man is endowed with equal rights to the full develop-
ment of his capacity. A true.democrat respects every in-
dividual for his integrity, not for his membership in a
given group. He is vitally concerned with human welfare.
He actively seeks the improvement of the material state of
man; the development of each as an independent individual;
and his entrance as a full participant into the enterprises
of his community. For "To believe in democracy is to wish
to help individuals by giving them the.tools to help them-
selves."h
De or c commitm t to res t ind vidu'l
divezeitz eed privecy.--This belief that all men are endowed
3EphraimV. Sayers and ward Madden, Educ tion d the
De c tic F ith (New York: Appleton-CenturyW
hThe Rockefeller Panel Report, 0 cit., p. 6.

 

-20-
with equal rights in the moral community alludes to another
democratic ideal. To be concerned with democracy is to be
concerned with human beings, not in totality, but one by
one. Each individual must exercise his own Judgment and
choose his own basic beliefs. Each must also be Just as
concerned for the freedom of others and the right of others
to think differently.5 Such a commitment demands faith in
the efficacy of human intelligence and good will. Continu-
ous self-discipline and rational behavior are mandatory. '
Behavior cannot be predicated upon impulse in response to
an indeterminate situation. It must result from reflective
thinking, respect for others, and suspended Judgment.

These tenets of democracy imply that the conditions
of occupations and public educational programs should be
continuously evaluated. Knowledgeable representatives of
business and industry should be queried to determine the
competencies needed by individuals seeking employment. Once
this has been accomplished, educational personnel should
indicate which of these competencies are currently included
as a part of the vocational curriculum. The curriculum
should be modified to provide the desired instruction. If
public educational institutions cannot provide suitable

instruction, other agencies must accept this responsibility.

 

5I§1d., p. 7.

-21-
This process is dependent upon the ability of individuals

to scientifically and judiciously determine the employment
needs of persons.

Democrecz hee e ceeeitment to gexernment be con-
eee§,--A society that is committed to the tenets which have
been set forth must provide opportunities for the develop-
ment of individual purposes and abilities. Such a society
will be characterized by mobility, not a fixed uniform
social order. Necessarily, as individuals strive to enhance
their interests, unanimity of agreement regarding the devel-
opment and implementation of public policy will not be
possible. In fact, a lack of complete harmony is expected.
A system of government must be utilized which will settle
disagreements and disputes in a peaceful and harmonious
manner. Government by censent, the political ideal of
democracy, fulfills this used.6

As a political system, democracy demands that con-
flicts and issues must be brought out in the Open and viewed
within a social and legal framework. All public policies
and programs must be subject to public discussion. This
system.rests upon responsibility and accountability.

Any scientific method that is utilized to obtain
occupational information which will serve as a basis for

organizing public educational programs should be developed

 

6leid" p. 8.

-22-
and justified within an acceptable social framework. This
will result in the development of a method that is consistent
with the best current data and also with the best experience
drawn from the past.

Qeeecracy eeets upen en eeeumption of feith.--The
democratic ideals which have been described manifest an
assumption of faith. "The conviction is that the value of
all human arrangements must be measured by what they do to
enhance the life of the individual-~to help him grow in
knowledge, sensitivity, and the mastery of himself and his
destinyz“7

The members of a democracy are committed to pro-
viding each with the basic constructs of economic security
that are essential to the good life. Such a society ". . .
cannot be indifferent to the conditions of its economy, the
development of its technology, or the material possessions
in the hands of its people."8 For these important concerns
are not ends, but means to an end-~the development of the
.individual. All must strive to establish social conditions
in which the individual can utilize his unique interests
and abilities more extensively through his contributions

to that society. A democracy, therefore, judges itself by

 

71b1d0' p. 11.

albide. p. 120

-23..
the character of its members, and by the quality of their
1176309 .

Democr i stem h ch must c nt u us de-
veloe.--American democracy is a testing ground for democratic
ideals. The test is in the power of these ideals to gener-
ate faith, expand social institutions, and modify policies
and programs to achieve greater human progress. As Dr.
Gordon Lee so aptly stated:

Democracy, dedicated as we have seen to the improve-
ment of the conditions of human life and the enhance-
ment of individual happiness, is never content with
the status quo; it is constantly and inherently dis-
satisfied with conditions as they are. . 1 . Democracy
must advance or ceases to be a democracy. 0
American democracy has continuously expanded its social
institutions, and modified programs and policies in the
interest of the development of individual capacities: it
must continue to do so to insure the highest quality of

associated.living.

The Function of Education in a Democracy
Now can a democratic society be assured that human
reason is equal to its charge? How can its citizens be pre-
pared to discharge their duties and accept their responsi-
‘bilities and obligations?

 

9;;1 .

10Gordon 0. Lee, An Int d ction t Educ tion in
¥geegeIgge§;ee (rev.: New York: Molt, RIneEZFE and Winston,
c0, ' 0

AA.

-24-

Social institutions must be established and developed
to meet this charge. If the human individual is the prin-
cipal point of concern, ". . . all the institutions in a
democratic society exist for the purpose of promoting his
growth."11 That is, his growth is promoted through his con-
tributions to society.

The free public school is one of the institutions
in America which was designed to prepare an intelligent
citizenry. The American peOple have become aware that ". . .
in a nation where all citizens have civic responsibilities,
it is necessary for all of the peOple to have an education
for intelligent citizenship.”12 In summing up the respon-
sibility of the school, Bode said ". . . the school is
peculiarly the institution in which democracy becomes con-
scious of itself."13

Extensive educational programs must be developed

° which will provide Opportunity for each individual to ex-

amine problems, programs, and policies through c00perative
inquiry. Through this process, each will develop an under-
standing of how decisions by individuals in small groups

 

11Sayers and Madden, op, cit., p. #29.

12John F. Cramer and George Stephenson Browne, Con-
t:mre.--.e duct 0-: A Como ative Stud of Ntional Stems
ow 'or : ‘arcourt, =race an- o., ' . , p.‘ .

13Boyd H. Bode, D moor c as W of Life (New
York: Macmillan Company, 1955;, p. 9?.

-25-
affect the welfare of others, whereby controversial issues
are settled by intelligent inquiry and each will synthesize
a system of beliefs and values compatible with the American
democratic ideal. Educational programs will also enhance
the development of the individual's interests and capacities,
including occupational competence, in socially acceptable
ways.

The tenets of democracy which are outlined above
clearly provide a justification for the establishment and
modification of public education programs. They also assert
that these organized instructional programs should be open
to continuous evaluation to determine their effectiveness
in meeting the needs of individuals and society. In fact,
within a developing and changing democracy, program and
policy changes should be expected. Further, the method used
to determine these needs must be based on rational and in-
telligent inquiry by those concerned. O

Programs of vocational agriculture are an integral
part of the public school curriculum. They, too, must be
open to continuous examination. They should be based upon
the occupational requirements of agricultural business and
industry to fulfill the interests, capacities, and needs of
the potential agricultural employee and to further agricul-
ture. These occupational requirements must be determined
by a careful study of the conditions and demands of the

agricultural occupations that serve American society. Those

-26..
persons associated with an industry who have the greatest
knowledge about and concern for the occupational needs of
potential workers should provide information to help workers
function more effectively during initial employment.

The basic ideals of dechracy and their implications
for education have been discussed and a framework for the
development of public educational programs has been estab-
lished. A primary concern of this study is to develop a
method of determining the vocational education needs of
individuals through a continuous examination of industry
and public educational programs. A second concern is to
justify the need for modifying these educational programs
within the demands of a developing and changing democratic
society.

Changes in the goods and services provided by an
industry effects changes in the competencies that must be
possessed by employees who provide them. Vocational educa-
tion programs, then, should be established or modified to
provide potential employees with the desired competencies.

In the next part of this chapter a brief descrip-
tion of the development of the American secondary public —-
school will be given to illustrate ‘how institutions and
programs in a democracy demand modification to meet individ-
taal and societal needs. This illustration has implications
JEOr the modification of vocational agriculture courses

Within a changing agricultural industry.

-27-

The Development of the American Public
Secondary School

It was stated earlier that '.American Democracy is
a testing ground for democratic ideals. The test is in the
power of these ideals to generate faith, expand social insti-
tutions, and modify policies and programs to achieve greater
human progress."1“ The challenge of democracy is clearly
‘exemplified in the development of the secondary school in
America.

Th t Gr S ool.--The develOpment of Ameri-
can secondary education is the story of gradual change from
church domination to state control.15 During the Colonial
Period the church was the center of educational interests.
Democratic concerns were focused largely on freedom of wor-
ship and provision for well-prepared community leaders.16
The Latin Grammar School was established to prepare a select
number of boys for entrance to college. The experiences,
such as mastery of Latin and Greek, provided by the Latin
Grammar School and the college prepared the clergy for their

 

“its, p. 23o

lSEllwood P. Cubberley, Eeblic Educetifip in the
Ugiteg Stetee (Cambridge, Massac usetts: oug ton f lin
° 0, I} . p. 120

16

R. Freeman Butts, A Cultural Histo of w tern
Ed t on (New York: McGraw-RIII Book 50., I§c., 15%;),

p. Ah .

-23-
roles as church-state leaders.

The Academ1.--The opening of the frontier broke
down the crystallized colonial way of life, i.e., it became
less parochial and.more secular. Frontier life was marked
by the need to obtain useful and practical knowledge for
survival.17 Scientific thought and method were utilized as
tools to improve man's social and economic conditions.18
It became obvious, then, that the Latin Grammar School with
its limited curriculum and exclusive college-preparatory
aims was inadequate for the needs of American youth. There
was a demand for a more practical institution, less exclu-
sive and less aristocratic in character, and better adapted
in its instruction to the needs of a frontier society.19

The Academy was established as the social institu-
tion to satisy these demands. Preparation for improved
social life was accomplished by a curriculum offering courses
such as agricultural chemistry, mathematics, bookkeeping,
English, and physics.20

17Frederich J. Turner, The Epefitier gs épepécan His-
pfifiliégziogbgtssegggrznfigizellgntoaccougt'of this point. ‘

18William E. Drake, The Americ Schoo tion
(En 0gwood Cliffs, New Jersey: PrentIce-REII, Ific., ISEEJ,

pe

 

19Cubberley, op. cit., p. 112.

zolbzge, p. 2500

-29-

The Amepicep Hige School.--The Industrial Revolution
during the nineteenth centuryfhad a greater impact on the.
total mode of living than any other single event in American
history. The patterns of educational development followed
closely the development of industrialization and.urbaniza-
tion.21 Industrial development increased the productive
capacity of man and his potential standard of living. Edu-
cation was given renewed priority as a means by which man
could acquire greater skill and attain a higher standard of
living. Three influential groups-~business, organized labor,
and national political and educational leaders--who supported
secondary public schools were instrumental in achieving our-
riculum modifications to meet emerging human and democratic
needs. Curricular emphasis was placed upon economic well-
being, improved occupational skills, and understanding the
functioning of sound government. The focus of attention
moved from fundamental mathematics to algebra and geometry;
from astronomy to physics, chemistry and biological sciences;
from rhetoric to literature and modern languages; from
ancient history to civics and economics. Subject areas
which were added by the end of the nineteenth century included
manual training, physical education, home economics, and
agriculture.22

 

21Drake, op. cit., p. 187.
22Ibid., p. 361.

-30-

The early twentieth century was characterized by the
business and industrial corporation, a rapidly growing tech-
nology, heavy concentration of populace in urban areas,
increased social and geographic mobility, emphasis on skilled
labor, power, speed, and rapid change.

Since 1900, the outstanding tendency at the secondary
.level has been that of attempting to provide curricular ex-
periences which are more compatible with the modern needs
of every individual of high school age: experiences which
provide the tools necessary to analyze present and future
situations and to develop the unique interests and capacities
of each individual. To accomplish this, a variety of elec-
tive subject areas,.includhng programs of vocational edu-
cation were offered.

V tio d c tio s of the cu culum.-—

A brief discussion of the aims of vocational education pro-
grams within the democratic framework which was established
earlier will provide a rationale for including these pro-
grams in the public school curriculum.

The aim of vocational education is preparation for
socially useful work. The justification for establishing
vocational education programs as stated earlier in this
chapter is ". . . the members of a democracy are committed
to providing each with the basic constructs of economic

security that are essential for the good life."23 Further,

 

23521., Po 220

-31-

it was stated that a democracy will a. . . strive to estab-
lish social conditions in which the individual can utilize
his unique interests and abilities more extensively through
his contributions to that society."24 In short, work in a
democratic society is a socially acceptable activity which
provides each individual with the basic conditions of economic
security, and with the opportunity to develop his special
interests and capacities. Vocational education programs were
established to assist individuals to achieve these goals.

It should be pointed out that the conditions of
economic security and well-being are not ends in themselves;
neither should the aims of vocational education be limited
to these ends. To assure this, vocational education programs
should be established as an integral part of the total edu-
cation program. These programs should be designed to develop
the competence needed by individuals to enter and make pro-
gress in an occupation on a useful and productive basis, and
to contribute ". . . toward the development of good citizens
by developing their physical, social, civic, cultural, and
economic competencies."25 Hence, effective vocational in-
struction contributes to the development of proficient

workers who are good citizens.

 

2kg. , pe 22.

25American Vocational Association, Definitions of
T rms in V ti al d Practic 1 Arts Education (Washington,
D. 5.: Committee on REsearch and PuSIicatIons, l95h), p.

27.

-32-
Of particular significance and relevance to this
study was the emergence of vocational programs offered by
the public high school and designed to meet the needs of
potential agricultural workers and to improve agriculture.
Since only a fraction of the vocational programs in agri-
culture were established without the aid of federal funds,

only the federally subsidized programs will be described.

The Establishment of Programs of Vocational
Agriculture

Federally subsidized programs of vocational educa-
tion were authorized by the Vocational Act of 1917. As was
stated earlier, the conditions of industrialization, diversi—
fication, and urbanization led to the establishment of vo-
cational subjects in the high school curriculum to provide
needed occupational competencies. With the rise of the
factory, large industries and diversified farming, varying
levels of skill were needed by different industries and
different levels were required within an industry. An in-
creasing number of workers needed a high degree of skill.
- There was also an increased compulsory attendance in school
of large numbers of pupils who were in need of a breadth of
experience, including preparation for employment. Also,
there was a growing concern for the full utilization of

resources, both natural and human.26

 

26WilliamP. Sears Jr., The Roots of Vocational Edu-
cetion (New Yerk: John Wiley and one, c., , p. 2 .

-33-

These demands were so great that in 191A Congress
authorized the President to appoint a Congressional Com-
mission to consider national aid for vocational education.
Prosser and Allen, in commenting upon the Commission's Re-
port, stated: "The two great assets of a nation which
enters into the production of wealth, whether agricultural
or industrial, are natural resources and human labor. The
conservation and full utilization of both of these depend
upon vocational training."27

The report of the Commission led to the passage of
the Vocational Act of 1917, commonly known as the Smith-
Hughes Act. This Act provided funds for paying the salaries
of teachers, supervisors, or directors of agricultural,
trade, home economics, and industrial subjects.28 Under
this Act, policies were established within which local fed-
erally subsidized programs of vocational agriculture could
be deve10ped. The basic policy statement, as outlined in

the Secend epppe; Repert of the Federal Boerd for Vocetione;
Edueepion states:

. . . that the controlling pur ose of such educa-
tion shall be to fit for usef employment; that

such education shall be of less than college grade
and be designed to meet the needs of persons over

 

27Charles A Prosser and Charles R Allen Vocatio l
e e , na

Educetiogsin e Democrecy (New York: AppletoneCentury- ro ts,
Ce, , De 0

28Sears, op. cit., pp. 200-01.

-34-

1A years of age who have entered upon or are pre-
paring to enter upon the work or the farm or of the
farm home.29

In 1918, 15,A53 students were enrolled in these
programs.30 Instruction was provided through All-Day classes
for youth enrolled in public high schools; through Young
Farmer classes for out-of-school youth who were establishing
themselves in farming; and through Adult Farmer classes for
those who were improving their proficiency in farming.31

By 1950, the aim of vocational education in agri-
culture was defined as "To train present and prospective
farmers for proficiency in farming. . . ."32 The major ob-
jectives include the development of the ability to:

1. Make a beginning and advance in farming.
2. Produce farm commodities efficiently.
3. Market farm products advantageously.

29Smith-Hughes Act (Public Law No. 347, Section 10
6Ath Congress, approved February 23, 1917) in Second Annual
Repert of the Faderel Board fop'VocetionE1.EducatIon (Fed-
era oar or ocat on ucat on, as ngton, . C.:
Superintendent of Documents, United States Government Print-
ing Office, 1918), p. 118.

30Department of Health, Education, and welfare, 2;;
;e~t °. Annu:1 Re-crts of Stgte Bo- ds for Vocation-l Educ:-
t on ‘or sca year en-e- une 3', -.2; = at n ‘ .oer
0 -0008-62; Washington, D. C.: Superintendent of Documents,
United States Government Printing Office, 1963), p. 22.

31Department of Health, Education, and Welfare, 5e;
pinietretion of Veeationel Education, op. eit., p. 13.

32Department of Health, Education, and welfare, Edu-
tion b ectives in Vocational A riculture (Monograph
Num er ; ocat on v s on, ce 0 ucation; Hash-
ington, D. C.: Superintendent of Documents, United States
Government Printing Office, 1955), p. 3. -'

-35-
A. Conserve soil and other natural resources.
5. Manage a farm business effectively.
6. Maintain a favorable environment.
7. Participate in rural leadership activities.33
A review of these objectives clearly indicates that
vocational education programs in agriculture were designed
primarily to meet the needs of those individuals who wish
to prepare for or advance in one phase of agriculture, i.e.,
farming. -
Extensive programs of systematic instruction de-
signed to achieve these objectives have been established. A
variety of activities have been developed. Classroom activi-
ties provide Opportunities for All-Day, YOung Farmer, or
Adult Farmer students to discuss farm-related problems.
Classes may be held in the classroom,_on a farm, at a place.
of business, or in any locality within the community that
will enhance effective instruction. The basis for instruc-
tion is the farming programs of the students. These programs
are under the close guidance and supervision of the voca-
tional agriculture teacher.
Farm mechanics activities are an important part of
the instructional program. They include areas, such as farm

shop work, farm power and machinery, farm building construc-

tion and maintenance, rural electrification, and water

33Ibid., p. A.

-36-

management . 3h

In the All-Day program all of the above activities
are organized with a school-sponsored organization, the
Future Farmers Of America, as‘an integral part of the total
vocational agriculture program. The Future Farmers of
America is a national organization designed to develop agri-
cultural leadership, citizenship, and cooperation. A major
goal is to provide an organization within which rural youth
can discuss and define common problems, goals, and needs.35

Since 1918, an ever-increasing number of students
have enrolled in vocational agriculture classes provided
through the local public schools. In that year 15,A53 stu-
dents were enrolled; by 1961, this number had increased to
805,322 students who were enrolled in All-Day, YOung Farmer,
and Adult Farmer classes.36

These programs have served thousands of farm youth
and adults who were preparing to enter and advance in farm-

ing, one phase Of agriculture. However, agriculture has

 

3"Lloyd J. Phipps, H book on T chi Voc t on
A ture (6th ed. rev.; an \ e, ino s: terstate
Printing Co, 1952), pp. 15-200

351ml 1. E. Bender, Raymond M. Clark, and Robert 3.
Ta lor The F A and YOu: YOur Guide to Le rnin (Danville
I igogs: The Interstate Printers and PEEIIsEers, Inc., 1962),
pp. " e '

36Department Of Health, Education, and Welfare, 9;;
e t of Annual Re rts f St to BO d f r V c tion Edu-

cetien, Op, c t., p. 2 .

-37-
changed considerably, especially since the federally subsi-
dized programs of vocational agriculture were first estab-
lished. Thousands of persons are now entering non-farm
agricultural occupations. To be consistent with the demo-
cratic framework, their educational needs must be determined
in terms of new developments in agriculture to adequately
prepare them for these occupations. '

A review of the significant changes which have
occurred in American agriculture will establish the follow-
ing: (1) the farmer today is far more dependent on non-
farm agricultural businesses which provide him with goods
and services that are vital to agricultural production; and
(2) our concept of agriculture is no longer synonymous with,

nor limited to, farming.

The Development of American Agriculture

From the time of America's first white settlement
through the Colonial Period, agriculture was highly primi-
tive. It was limited almost exclusively to self-sufficient
farming. Agrarian life was characterized by independent
isolationism.37

From 1780 to 1900, four primary developments occurred
which resulted in dynamic changes in American agriculture.

‘

372Max Lerner, America s a Civilization: Life and
Thopgpt in the gnited Stetee Todey (New York: Simon and

chuster, , p. .

. -38-
These developments were: (1) the mechanization of farming;
(2) the expansion of farming into the Mississippi Valley
and Great Plains areas; (3) the rapid development of agri-
cultural specialization; and (A) the beginning of scientific
agriculture.38 Crude wooden tools were replaced by the iron
plowehare, steel-surfaced tilling implements, and horse-
drawn planters and reapers. These enabled the farmer to
produce crOps on a large-scale with fewer man hours of labor.
The region between the Ohio River and the Great Lakes, west-
ward into the prairies, was endowed with a warm climate and
adequate rainfall, as well as fine, fertile soil which was
easy to clear and cultivate. These conditions enhanced the
establishment Of large, permanent farms.

During this era of mechanization and westward ex-
pansion, agriculture drifted toward specialization of enter-
prise and the dependence on Off-farm services, and away from
the vestiges Of self-sufficient farming. The degree of
specialization was not nearly so great as now, but a trend
in this direction was evident. This trend was sustained by
the stimulus of business enterprise, the pressure of compe-
tition, and the production of farm machinery. Economic

limitations of self-sufficiency and an ever-increasing demand

8
3 Harold U. Faulkner, American Economic Histo
(5th ed. rev.; New York: Harper and Brothers PEEIIshers,
191.3). p- 225.

 

-39-
for material betterment ushered in a new era Of science
which contributed to the development of a capitalistic so-
ciety. The city and European markets, together with the
abundance of fertile river bottom lands, began to provide
the rural family with a degree of prosperity and the means
to purchase materials and products other than the bare nec-
essities of food and shelter.

The overall effect of these changes was an expansion
of agriculture beyond the limits of farming to include the
non—farm agricultural industry. Financial gains through
the sale of farm products were sufficient to purchase needed
farm machinery, equipment, and supplies. Business establish-
ments sprang up Off the farm, in the cities, to supply the
farmer with many goods and services. Thus, agriculture was
extended to include phases other than production.

Industrial and agricultural mechanization sparked a
steady growth in the volume and speed of mass production.
The machine age also generated new modes of living, think-
ing, and cultural expression.39 Nowhere were these changes
more striking than in agriculture.

By the fifth decade Of the twentieth century, the

nature and scope of farming had been altered considerably.

_‘

39Robin M. Williams, Jr., American Society (New York:
Alfred Ae Knopf, 1957). Pp. 5h2’h3e

-40-
Labor-saving devices had become as prevalent in the farm
business as in the large industrial centers of the United
States.’+0 Farm production per acre and per animal unit in-
creased tremendously, necessitated by bristling appetitive
competition for a world market. Farms increased in size,
many to the magnitude of the corporation. The high cost of
production, together with sagging farm prices received by
the farmers, demanded that those who were to survive must
produce at an unparalleled rate of efficiency.

The modern dairy farm exemplifies the complexities
of the farm business. Cows are milked in milking parlors as
sanitary as the Operating,room in a modern hospital.' The
milk is carried through a glass or stainless steel pipeline
directly to a bulk tank cooler. The temperature is auto-
matically kept at a constant level through the use of sensi-
tive electronic devices. Later, the milk is pumped out Of
the cooler into a refrigerated tank-type truck for delivery
to a milk processing plant. The bulk tank milk cooler and
pipelines are then automatically washed and sterilized.

Utilizing the example of the modern dairy farm, it
becomes apparent that the farmer can no longer be perceived
as an ultra-conservative "backwoodsman" with a nominal edu-

cation who earns only a meager income. The successful

“OCharles A. Beard, Rise Of American Civiliz tion
(New YOrk: The Macmillan CO., I935), pp. 7IE-15,

-41-
farmer is a highly intelligent and perceptive businessman
who is capable Of managing a corporate-sized business: a
critical individual who must possess a number of mechanical,
bookkeeping, and managerial abilities. His welfare and
prosperity are highly dependent upon consumer demand for
his products, governmental regulations, efficient utiliza-
tion of his equipment, and his awareness of the role of
modern technology and science in his farm enterprise.

Due to the complexity of the machinery, equipment,
and technology demanded by the intricacies of modern farm-
ing, many of the functions once performed by farmers are
now provided by non-farm workers who have had training in a
specialized technical area. There is a great need for such
non-farm agricultural specialists. It is necessary to train
personnel to sell, install, and.maintain equipment and ma-
chinery; to analyze soils and recommend types and rates Of
commercial fertilizers; to consider farm management problems
and outline procedures and approved practices which will
increase production per animal unit and per acre; and to aid
the farmer in analyzing problem situations, developing long
and short-term plans, and implementing efficient and effec-
tive business programs.

The technical specialist who provides the farmer
with goods and services must be very proficient in the sell-
ing, installing, and servicing Of the commodity. He must be
as skilled and effective as representatives who deal with

-42-
large non-agricultural industries.

In brief, American agriculture has expanded from
self-sufficient farming to a multi-billion dollar industry
which includes ". . . plant science, soils and conservation,
animal husbandry, insects, machines and equipment, process-
ing and utilizing farm products, economics, the dissemination
of information, and homes.“1

A review of traditional vocational programs in agri-
culture, together with the significant changes which have
occurred in American agriculture, point up a lag in the
development of effective educational programs to meet the
needs of present and prospective farmers, i.e., those who
seek employment in the production phase. However, modern
agriculture embodies much more than farming; it includes
such areas as provision of supplies and technical services
to those who produce farm commodities, as well as the pro-
cessing and marketing of these commodities.

The farm papulace relies more and more on off-the-
farm agricultural industry for technical supplies and complex
machinery and equipment. "In order for these to be effici-
ently introduced, used, and.maintained on farms . . . increased

numbers of trained agricultural business and industry workers

_

Alvnited States Department of Agriculture "After a
Hundred Years," The 1262 Yeggbook of Agficulturg (Washington,
D. 0.: Superintendent of Documents, n te States Govern-

ment Printing Office, 1962), p. x.

x

-h3-
will be required.”“2

Efforts have been made to meet these training needs,
especially during the past ten years. A review of some of
these studies will provide a basis for, and direction to,
this study.

A Review of Related Studies

The purpose of this section of Chapter II is to re-
view selected occupational studies that deal with the deter-
ministion of the educational needs of persons employed in,
as well as those seeking employment in, non-farm agricultural
occupations. Such a review will reflect the methods which
have been utilized to determine these needs.

Survey of lgggers in local bgginesses.--A review of
pertinent literature indicates that three general approaches
have been utilized to gain insight into these vocational
needs. One method, reported by Clark,‘3 Horner,““ and others

was designed to survey persons employed in local business

 

th. R. Harmbrod (ed.), Ngg Dimension; in Public
Sghpo; Educgtion in Aggficulture a report 0 a con erence of
nation 3 gn canoe; n vers ty of Illinois Urbana, Illi-
nois; June l9-22 1962; Danville Illinois: e Interstate '
Printers and Publishers, Inc., 1§62). p. 19.

43Raymondiu. Clark, "Need for Training for Non-Farm
Agricultural Business" (East Lansing, Michigan: Department
0 Teacher Education College of Education, Michigan State
university, 1959). tMimeographed.)

haJames T. Horner, "Responsibility of Teacher Educa-
tors to Youth Entering Non-Farm Agricultural Occupations,"
Th; 0_ --l 0' the Americ . As-oci t on of Te.cher Educ=tors
in time , uy, -. , pp. - .

-M-
establishments within a given geographical area to determine
the skills, abilities and understandings that should be
possessed by present and potential non-farm employees. Train-
ing program for specific industries or businesses could be
developed, based on the identified abilities required within
a business.

Clark‘5 demonstrated a very practical method of
identifying the training needs of workers in non-farm agri-
cultural business in the local community. Data were ob-
tained in forty-five.Michigan communities through the coopera-
tion of local teachers of vocational agriculture and students
enrolled in their advanced high school classes. The students
utilized a prepared instrument as a guide to interview man-
agers and workers employed in all of the non-farm agricultural
businesses indentified in the community.

The purpose of this study was to identify the skills,
abilities and understandings which must be possessed by per-

, sons engaged in these occupations, both agricultural and
non-agricultural, and to determine what experiences could be
offered by the public schools to assist in initial employment
and advancement in the businesses. The data collected could
serve as a basis for establishing programs to train persons

for specific Jobs and.job levels. For example, needed

 

ASClark, o . cit.

-45-
educational experiences could be provided persons who seek
employment in such non-farm agricultural occupations as
bookkeeper or salesman. A

Clark summarized the following conclusions that are
relevant to this study:

1. Managers and workers in these businesses need both
manipulative skills and management abilities in
agriculture.

2. More of them need skills and abilities in areas of
Public Relations and Customer Relations than in
Farming and use of Hand Tools.

3. Managers and workers in non-farm agricultural busi-
ness need training for initial employment and for
advancement in business.

A. There is need for training at both the high school
and at the adult levels.h

Clark also pointed out that the needed training for
employees entering non-farm.agricultural occupations ”. . .
cuts across many of the subject matter areas we commonly
label as 'General' andq'Vocationalinl” He suggested that
_programs should be established including areas such as
agriculture, business, shop, mathematics, and others in one
course of instruction adapted to the needs of prospective
workers. He also listed explicit recommendations for fur-
ther study of non-farm agricultural occupations to determine
what training prospective workers will need for initial em-

ployment in these occupations.“8

#6Ibid., p. 13.

A7Ib1 .

h8IhiQe. pp. lh-lse

-46-

Tom, Hill, and Greene49 utilized a similar method in
New York in 1961. They conducted a study to determine -
whether New York secondary schools should establish vocational
training programs for youth interested in preparing for occu-
pations related to farming. They were concerned with (1) de-
termining the number of employment opportunities in certain
occupations related to farming: and (2) determining the gen-
eral nature, level, and scope of pro-employment training
needed by prospective employees.50

All non-farm agricultural businesses, exclusive of
those not regularly employing new personnel and those hiring
only college graduates, were surveyed in five contiguous
central New Yerk counties. The owners or managers of each
firm were mailed a questionnaire to obtain the desired data;
those who did not respond were interviewed.

Unlike Clark's, this study was concerned with deter-
mining the general nature, level, and scepe of pro-employment
training needed; not specific abilities for specific levels
and job classifications. The following pertinent conclusions

were drawn from this study:

 

“9Frederick K. T. Tom, Charles W. Hill, and Kingsley
L. Greene, Employmgnt Ofipgrtunities in Certain Occupations
Re t d to n n t e acuse cono c re ew' or
report 0 a stu y; t cabe ew' or : g cu tura ucation
P

Eggision, Rural Education artment, Cornell University,

0
5 Igide. p. 3e

-h7-
1. In none of the seventeen occupations studied were
employment Opportunities sufficiently large to
warrant the establishment of specific vocational
training programs by a local school district de-
signed to develop the special skills needed by
employees in the given occupation.
2. A person interested in employment in the related
occupations should have at least a high school
education.51
Other findings of this study also showed that the employment
opportunities were sufficiently large to warrant the estab-
lishment of special vocational programs when the potential
of the five areas studied was combined.

Other studies by Horner,52 Sutherland and Thompson,53
Harris, Tigner, and Hansen,5h and the Staff of the State
Board of Vocational Education of the state of Washington55
utilized a similar method of obtaining data and reached
conclusions which support the develOpment of special voca-
tional training programs for persons employed in non-farm

occupations.

 

Slnige, ppe 19‘20e

52Horner, op, gt" pp. 15-19.

533. s. Sutherland and o. E. Thompson, Th Traini
Reg- red b' wo kars in A;ricu1tur:l Businzss and lndustr~ En
e.iforn ; re rt 0 a stu-y; acramento, a 'orn a: a -
i ornia tate apartment of Education, 1957).

5“Norman C. Harris, Richard Tigner, and Holger Hansen,
Buiingss Jobs in Afgiculture (a survey report; Bakersfield,
a orn a: ocat on - ec ical Education, Bakersfield Col-
lege, 1958).

55washington State Board for Vocational Education

Tr n Need of werkers in Business A ociated th A i-
c ture report 0 a stu y; ympia, as ngton: ocat onal
gric tural Education, 1959).

-ag-

Horner provided a summary of the responses of 800
employers of 22,000 persons working in non-farm agricultural
Jobs in 62 towns throughout Nebraska. His findings, related
to employment, indicated that most farmsrelated businesses
engaged in sales or service activity dealt with implements,
supplies, and feed, and most of the jobs were of the skilled
or semi-skilled type.56 He found that areas in which employees
were deficient included business knowledge, mathematical ability,
salesmanship, and oral communication. Further, his find-
ings indicated that most of the employers believed that the
secondary schools should ". . . provide training in such
areas as occupational safety and health, worker relation-
ships, understanding business opportunities, and typical
business organizations. . . .‘57

Horner listed the following conclusions: .

(l) Employers in farm related occupations are not
assuming the responsibility of educating their em-
ployees; (2) the proportion of workers able to se-
cure unskilled employment is decreasing; (3) the
numbers of skilled, technical, clerical, managerial,
and sales Jobs are increasing, (4) many rural youth
will inevitably enter non-farming agricultural Jobs
and (5) although their farm backgrounds and experi-
ences are valuable, they will require considerable

education to qualify for and advance in satisfactory
employment.53

 

56Horner, op, cit., p. 16.

57ghide, p. 18.

Serid., p. 18.

-59-

Sutherland and Thompson59 reported a study of 327
agricultural businesses employing 2h,305 persons in six
major types of farming areas in California. Findings rele-
vant to this study include the following: (1) The most
common types of businesses employing persons who had had
training in agriculture were those providing sales and
service of agricultural products: (2) the demand for agri-
culturally trained business employees is comparable to the
demand for agriculturally trained farm workers:60 and (3)
high school agriculture appeared to meet the needs of the
skilled and semi-skilled employees of non-farm agricultural
businesses, and Junior college or a four-year college degree
for sales personnel.61

The Bakersfield Study62 utilized the same method of
determining the vocational education needs of non-farm em-
ployees. However, the data were secured to provide a basis
for curriculum development at the Junior college, rather
than at the high school level.

The findings of the study showed that (1) most of
the firms that participated in the study were engaged in the

 

'593utherland and Thompson, op. cit.

6oIbid. , Pe 8e

611big., pp. 31-32.

62Harris, Tigner, and Hansen, op. pi .

-50-

sales and service of farm supplies and equipment;63 (2)
technical assistance on farm problems is a service rendered
by most of these firms: (3) there is an increasing need for
more specialized training in the scientific phases of agri-
culture and agricultural services: (h) "The traditional agri-
culture education programs in high schools and junior col-
leges should be revised and broadened. . . ."6‘ to include
marketing and distribution on a business basis; and (5)
". . . most peOple engaged in the business activities of the
agriculture industry are more effective in their jobs if
they have had a background of education in agriculture,
. . ."65 and specific skills, abilities, and understandings
directly related to their business activities.66

The staff of the State Board for Vocational Educa-
tion of washington State67 developed a study very similar
to Sutherland and Thompson's.68 The findings of the study
showed that educational experiences at the high school level
provide adequate preparation only for the unskilled,

63Me , pe 8e

6‘Ibig., p. 12.

65m1de. p. lite

66.12193: P0 170

67Washington State Board for Vocational Education,
op. git.

68Sutherland and Thompson,'op, pi .

-51-
semi-skilled, and skilled levels of employment in agricul-
tural occupations. Only 39.6 per cent of those interviewed
believed that high school prepared employees for sales work;
over one-fourth of the sales personnel were considered as
having had inadequate preparation.69

The results of this study also indicated that the
areas of business education most needed by employees at all
levels of employment were salesmanship, customer relations
and principles of business operation.70

Several conclusions were stated which are especially
pertinent to this study: 11) Vocational agriculture has a
major responsibility in the training for non-farm agricul-
tural occupations, especially for most of the unskilled,
semi-skilled, and skilled jobs, and for over two—thirds of
the sales group: (2) "Vocational Agriculture should widen
its base . . ."71 to include students who are planning to
enter branches of agriculture other than farming; (3) "igpi;
cu t ed t o t ve ho d b oncern d t

pppppzpppipg_pngpgp§ to train for positions in agricultural
business: . . .‘72 and (h) Sales training, business education,

 

69Washington State Board, op, git., pp. 16-17.

”limo. p. 20. __

7leid., p. 24.

721219,. pp- 24-25.

-52-

agricultural training and farm experience were rated more
highly by employers than mathematics, science, literature,
and foreign languages as needed by business employees.73

Spgyey of locgi pgginegggp within in inguptgz.--A
second method of determining the vocational education needs
of persons who are employed in, or seek employment in, non-
‘ farm agricultural occupations is to survey the owners or
Operators of local businesses representing a total industry,
such as the dairy farm equipment industry. Thompson's7‘
procedure clearly illustrates this method. He made a study
of 286 nurseries (approximately a 10 per cent sample) in
California by interviewingzmanagers; owners, or operators of
these businesses. This method was designed to secure data
that would serve as a basis for planning training programs
for current and potential workers employed in occupations
within the nursery industry.

The results of the study indicated that most of the
nurserymen (1) were dissatisfied with the formal educational
level of their employees;75 (2) recommended a minimum of

high school graduation for all employees except common

h _

731bige, p. 25o

7“O. E. Thompson, Trainin Re uirem nts of work r
in tpp nggpction and Distribution of Nursegf Products (re-
port 0 a study; Sacramento, 1 ornia: C i ornia State
Department of Education, 1957).

75Ibig., p. 19.

-53-
laborers: and (3) recommended Junior college graduation or
a four-year college degree for the supervisor-manager.76
Also, high school graduation was considered adequate for
up to 50 per cent of the skilled employees.77 Training in
special business education courses was recommended for nur-
sery employees, especially in the areas of salesmanship and
merchandising.78 The respondents also indicated a desire to
assist in the development of courses of instruction for
potential employees.79

Stpdigs tp identify non-farm ggrigultprgl occupi-
pipp§.-~A third general method which has been used to gain
insight into the vocational education needs of agricultural
workers was that of surveying former vocational agriculture
students who are employed by non-farm agricultural businesses
and industries to determine the extent to which high school
programs of vocational agriculture are meeting the needs of
these employees; or by studying the nature of occupations
to clarify their relationship to farming to identify those
that may be further studied as non-farm agricultural occu-

pations.

 

761big., pp. 19-20.

77IbEQO’ p. 19.

781b1de , p. 21e
79

Ibzde) Pe 23o

-54-

80 81

Studies by Royster, Blackmon and Dawson, and

Kennedy82 illustrate this general method. Royster83 made

a study of 1,635 former students of vocational agriculture

from twenty-four Indiana high schools. The major purpose of

the study was to determine the basic agricultural skills

needed by students who were enrolled in vocational agricul-

ture and later entered non-farm agricultural occupations.
The graduates engaged in these occupations were in-

terviewed to determine the qualifications needed by begin-

ning employees, suggestions for modifications in high

school vocational programs to prepare the graduates for

entering non-farm agricultural occupations, and the type

and amount of training that is provided by the business

firmSesl.

 

8oRalph R. Royster, "Analysis of Non-Farming Agri-

cultural Occupations in Indiana," Th U ver t of M13 ouri
%%1;§&%E (ColumbiabiMissouri: EducatIon SeFfes I960, Vol.

, or 79, 196

81John H. Blackmon and Cleburn c. Dawson, Need for ‘
Tr: nil; for Non-F.,u a; A; icult r. Occ cat ..3 (report of
a study; Ra ei; , ‘. are .-: ‘ort are na ':partment
of Pub c Instruction, 1961).

82William Henry Kennedy, "A_Clarification of Rela-
tipnshipslBgtween Farming and Certain Other Agricultural"
Occu.atigns with Implications for Guidance and Curriculum
opment" (unpublished Ed. D. dissertation, Michigan State
University, East Lansing, 1958).

83Royster, op, pit,

8
thign p. be

-55-
Stated conclusions relevant to this study include
the following:

1. Generally, it seems that the training in vocational
a culture is inadequate to prepare students com-

p etely for non-farming occupations.

2. It would appear impractical for schools to train
students completely for skills in specific non-
farming agriculUural occupations.

3. Employers in non-farming agricultural concerns pre-
fer employees who have been reared on the farm and
who have had training in vocational agriculture.85

One of the implications for further research stated
that, "There needs to be a study of all agricultural occupa-
tions to find out common needs for which training might be
incorporated in the program of vocational agriculture."86

Blackmon and Dawson87 reported a study in North
Carolina which included a survey of rural senior high school
male students and former vocational agriculture students.
This phase of the study was designed to provide information
concerning occupational choices and training, of persons
seeking employment in non-farm agricultural occupations.

The purpose was to secure evidence concerning the nature and
extent of the need for providing vocational education for

these individuals.88

 

85Ibid., p. 15.

86 _
Royster, op, pit., p. 15.

87Blackmon and Dawson, op. cit.

88Ibid., p. 6.

-56-

To secure this data, seventy-six agriculture teachers
in a nine county area administered a questionnaire to the
graduating senior boys in vocational agriculture classes.
They also furnished a list of former vocational agriculture
students who had either graduated during the previous two
years or would have geaduated if they had not dropped out of
high school. The latter students were sent questionnaires
by mail to be completed and returned.89

As an additional part of this study, these vocational
agriculture teachers administered a questionnaire to agri-
cultural industry and business firms to determine the need
for a training program in agricultural technology.

General conclusions and recommendations pertinent to
this study include the following: (1) Many agricultural
business and industry firms have employees who need additional
technical training, and many of the.firms had no training
program; (2) Technical training should be provided for per-
sons who wish to be employed by agricultural industry and
business firms: (3) Technical training programs for present
and prospective employees of.non-farm agricultural occupa-
tions should be established; (h) Pro-employment training
should be designed to prepare individuals for one or more
jobs, including farm equipment salesman, farm equipment

dealer, farm equipment repair mechanic, diesel tractor mechanic,

 

891bid., p. 7.

-57..
regular tractor mechanic, custom machine Operator and imple-
ment manufacturer; and (5) "Maximum flexibility should be
maintained in such matters as employment of instructors,
student entrance criteria, and use Of facilities . . ."90
to provide a variety Of educational opportunities to meet
the needs Of individuals.

Kennedy91 studied the relationships between farming
and other agricultural Occupations for the purpose Of guid-
ing the development of desirable curricula for training
workers for these occupations.92

The study was designed to develop from a review of
literature a list Of occupations with agricultural connota-
tions. This list was submitted to a jury of experts concerned
with agricultural education for their Opinion as to whether
or>not workers in these occupations need a knowledge Of farm-
ing. A sample of occupations fOr further study was drawn
from this list.93

Twenty-five of these occupations were then studied
in sixty-three communities ianichigan by interviewing employers

and workers of businesses. The interviewees were asked to

901b1g., Pe lle

91Kennedy, Op, pit.

2
9 Ibide, pp. 1-2e

93Ibide, pp. 385-86e

-53-
indicate the degree to which persons employed in these occu-
pations require a knowledge of farming. On this basis, -
these occupations were classified‘as agricultural or non-
agricultural.9h .

Some of the relevant findings were, (1) The effect
of agricultural training on the employability or success of
workers was different for different occupationsz95 (2) Many
occupations previously regarded by some writers to be related
to agriculture, require relatively little knowledge of farm-
ing; and (3) ”The rapidly changing nature of the agricul-
tural economy demands that continued study be made to estab-
lish trends in the requirements of occupations so that some
predictions into the future may be made."96

Studies of this type are designed to establish
criteria as a basis for classifying agricultural occupations.
They help the researcher to identify non-farm agricultural
workers.

§pppgpy.--Three general methods of gaining insight
into the vocational education needs of present and pros-
pective employees of non-farm agricultural occupations, to-

gether with significant and representative studies were

 

9thlde, p. 156e
95Ibig., p. 391.
96ibig., p. to.

-59-

reviewed. Included were those designed to survey several

businesses in local communities, those designed to survey

a sample of businesses within a given industry, and those

concerned with the identification Of non-farm agricultural

occupations for further study.

A Method of Determining Occupational
Competencies

Studies concerned with determining the vocational
education needs of current and prospective employees of
non-farm agricultural occupations have been reviewed. The
purpose Of this section Of the chapter is to describe the
method used in this study to determine certain competencies
that should be possessed by non-farm agricultural workers
who provide the farmer with direct-contact services.

The justification for establishing vocational educa-
tion courses of instruction within a democracy was discussed
earlier in this chapter.97 Both the public secondary schools
and many institutions of higher learning now include voca-
tional courses as a part of their total curricular Offerings.
The justification for including vocational preparation courses
becomes clearer by relating the need for occupational compe-

tence to an acceptable definition of curriculum.

 

97Q£e, p. 31e

-60..

Phenix stated that:

The curriculum is a schedule of proposed instruction

embodying the preferred direction of student develop-

ment. It rests upon and manifests a certain system

€§.Z§133°5a§.‘3§2§ massages; €22 flacfiiflfis

the means by which the aims are achieved, the objec-

tives realized and the purposes fulfilled.98
In a democracy the development of suitable occupational com-
petence by each individual is valued highly; is an integral
part of the "the preferred direction of student development."
If the curriculum is the means by which the aims of a society
are to be achieved, then it ought to include experiences which
provide the individual with the competence necessary for suc-
cessful employment in an occupation.

Since a prime need of an increasing number of persons
is the development of occupational competence necessary to
enter non-farm agricultural occupations, and since this com-
petence is a part of the preferred direction of student de-
velopment, the curriculum Of public educational institutions
ought to include instruction, thekgoals of which are to pre-
pare the individual to enter these occupations. But if these
aims receive little priority by an institution in relation-
ship to other social goals, then, other social institutions

and agencies must accept responsibility for them, i.e., must

 

8
9 Phillip Phenix, P 10 O h of Ed c t on (New IOrk:
Holt, Rinehart and Winston, c.,. 5 , p. 5 .

-61-

provide individuals with the needed competence. If the needed
competencies are too technical or abstract for students en-
rolled in high school or evening courses to understand and
develop, these competencies should be taught at the junior
college or university level. In short, a democratic society
is committed to meeting the Oceupational needs of present
and prospective workers.99

Educational institutions which accept the responsi-
bility for aiding the student to gain occupational competence
must organize courses of instruction, based upon needed and
attainable objectives. TO be effective, these objectives
should be operationally defined and stated in terms of de-
sirable behavior.100

One method of determining the Objectives of a voca-
tional program, such as non-farm agriculture, is to survey
the leaders who are knowledgeable about the occupation. TO
accomplish this, a survey instrument may be used which will
determine the occupational needs of workers in terms that
can be translated into operationally-defined objectives.

An acceptable survey'instrument for this study was
designed to secure this information regarding the manipula-
tive and cognitive competencies yhich should be possessed

 

99££e , p. 31e

100LeeJ. Cronbach, Educ t on P cholo (2d. ed.

rev.; New YOrk: Harcourt, race an or , c., 1962), pp.
52-55-

-62-

by persons who are to be employed in non-farm agricultural
occupations. Each item (competency) in the survey question-
naire was stated in a form that could easily be reduced to
behavioristic terms and defined operationally.

In completing the questionnaires, the leaders in the
occupation indicated the competencies that they considered
important to the worker for occupational success. These
competencies should provide a basis for the development of
operationally-defined Objectives around which instructional
programs can be organized. \ ’

A questionnaire was also submitted to vocational
teachers. It was composed of competencies identical to
those listed in the questionnaire that was submitted to the
occupational authorities. The teachers were asked to deter-
mine the degree tO which the desired competencies were cur-
rently being taught. Discrepancies between desired compe-
tencies and competencies that are currently being taught
were expected to provide a basis for modifying local pro-
grams of vocational agriculture.

Traditionally, vocational agriculture programs have
been based upon the needs of the farming industry as deter-
mined by a survey of the leaders in successful farming enter-
prises Of the community. In light of the changes which have
occurred in agriculture and the speed at which they are
occurring, this procedure must be modified to determine the

potential employee's needs. Today many of the non-farm

-63-

agricultural specialists are not employed by local establish-
ments. Many are employed by huge industries and businesses
which continuously develop and sell, install, and service
new equipment and machinery on the farm. Thus, the size
and scope of the community serviced by a firm has increased
tremendously. Each enterprise must also conduct an inten-
sive program of basic and applied research in an effort to
develop new technology. These technological changes result
in numerous modifications in equipment and services provided.

Earlier it was stated that within a democracy the
citizens are responsible for the continuous evaluation of
all programs, policies, and human needs. It was also stated
that this process must rest upon intelligent, rational in-
quiry as a source of ideas for changes which should be made.

Due to the size and scOpe of the area served, and
complexity of the non-farm agricultural business, the
authorities in successful enterprises are not located in
local establishments. They occupy, instead, high echelon
positions within, or closely associated with an industry,
e.g., the dairy industry. They are in a position to deter-
mine worker competencies through intelligent, rational in-
quiry in view of the growing community size, changing tech-
nology, and the evolving changes in machinery and equipment.
Vocational education programs which are based upon the
judgment of the leaders of an industry probably .111 reflgct

the needs of both current and future employees. Hence,

-6h-
instructional programs that are designed to meet these needs
will not soon become antiquated. '

In summary, public educational institutions were
established in America to achieve a system of values devel-
oped by a democratic society. Curricular experiences are
provided to assist each individual to develop desirable be-
havior. The development of a level of competence for suc-
cessful employment in a socially useful occupation is desir-
able behavior which each should manifest.

An increasing number Of persons are seeking employ—
ment in non-farm agricultural Occupations. Public educa-
tional institutions should provide vocational instruction
based upon operationally-defined Objectives.

The course objectives can be determined by asking
authorities to indicate competencies which are important to
the worker for’occupational success in a business. The
identified competencies should be stated in a form that can
easily be restated in terms of behavioral Objectives. These
Objectives probably can be selected and grouped to provide
the potential employee with effective systematized instruc-
tion in a logical sequence. Public educational institutions
should also be surveyed to determine if existing vocational
education programs provide a part or all of the needed in-
struction.

To demonstrate the method outlined above and to

secure specific occupational data, a study was made of

~65-
non-farm agricultural occupations that employ persons who
sell, install, and maintain bulk milk tanks or milking
systems. These persons provide direct-contact services
to the dairy farmer.

A panel of experts who occupy high echelon positions
and work closely with the dairy equipment industry were
surveyed to identify competencies that should be possessed
by persons for initial employment in these occupations.
Selected Michigan teachers Of vocational agriculture were
also surveyedto determine which of the identified competen-
cies were currently taught in local vocational agriculture
programs. V

The competencies rated as of great value to the
worker could serve_as course objectives. These objectives
would be the core of instruction for persons who seek em-
ployment in the prescribed occupations.

This method can be justified in terms of a demo-
cratic framework and can greatly facilitate the development
Of effective vocational programs to prepare potential

workers for these non-farm agricultural occupations.

CHAPTER III
SOURCE OF DATA AND METHODS OF PROCEDURE

This chapter presents the sources of data and the
methods of procedure utilized in the study to secure the
data. Included is a description of the (1) method Of se-
curing the data; (2) development Of the list of competen-
cies; (3) preparation of the questionnaires: (k) selection
Of the panel members; (5) selection of the vocational agri-

culture teachers; and (6) return of the questionnaires.

Sources of Data

The data provided bygthis study consisted, in part,
Of responses to questionnaires which were mailed to a selec-
ted sample of personnel in high echelon positions in dairy
businesses and associations, and Michigan institutions of
higher learning.

Additional data were provided through the responses
to questionnaires sent to selected Michigan vocational agri-

culture teachers.

Procedure

.Mpthoi§ of secpgipg thg igta.--A panel composed of
qualified persons who occupied positions of leadership in

the American dairy industry and institutions of higher
-66-

-67-
learning were selected. They were asked to indicate the
value Of each of a selected list Of competencies in aiding
workers during initial employment to successfully fulfill
the required functions of certain occupations which provide
direct-contact services to the dairy farmer. These services
include the sale, installation, and maintenance of milking
systems or bulk milk tanks. The panel members were also to
determine the importance of each competency for workers who
perform these functions.

In addition, each member was to provide the follow-
ing: (1) a brief description and title of the entry jobs
for employees who sell, install, and maintain this dairy
equipment; (2) the type and amount of formal education these
entry workers should receive prior to initial employment;
and (3) the extent that theseworkers should perform the
required functions during the first six months of employ-
ment without assistance.

For clarification, "formal education" as used in
this study refers tO the general level and type of formal
instruction that a person has received, i.e., high school,
junior college, Or four-year college. Within this general
type, vocational agriculture or business courses at the
high school or post high school level would be included.

A group of Michigan secondary teachers Of voca-
tional agriculture was also selected for the study. They

were asked to indicate whether or not each Of the competencies

-68-
on the specified list had been taught in their All-Day,
TOung Farmer, or Adult Farmer classes during the past year.
The authenticity of this method of securing valid
opinions has been noted by Hillway:
. . . there are times when opinion may be the best
evidence available. In such cases, care is exercised
to make sure the Opinion iS'qualified and authorita-
tive. Ordinarily, this means the Opinion of one who

is an expert with regard to the matter under consider-
atione 1

In discussing the utilization of Opinion, Good and Scates

relate:
Some types Of questionnaires (for example, the depth
questionnaire) go beyond statistical data and factual
material into the area of attitudes, and hidden moti-
vations. If Opinion is recognized as such and the
results are carefully interpreted, this is a legiti-
mate field Of investigation for the questionnaire, by
way of securing a cross section of thought or attitude.2

Several methods of securing the data were considered.

However, Barr, Davis, and Johnson stated, "The questionnaire

makes possible contact with a large number of persons and

also with many who could not Otherwise be reached."3 In

as much as this study was designed to survey a relatively

large number of teachers of vocational agriculture from a

 

1

Tyrus Hillway, t tion to see rch (Boston:
Houghton Mifflin Company, 5 , p. 2 .
2Carter Good and Douglas Scates Met Od Of R s rch
(New York: Appleton-Crofts, Inc., l95h). Pa 51;.
3Arvil S. Barr, Robert A. Davis and Palmer Johnson,

Ed c t on R 3 ch A rai (New YOrk: J. B. Lippin-
cOtt o., , p. .

-69-

rather large geographical area, as well as to survey a panel
of personnel who held positions in organizations of national
scOpe, the questionnaire was selected as the most efficient
and valid method.

vapiopment of the list of compgtencies.--The first
step in gathering the data for this study was to develop a
list of competencies for the questionnaires. WOrker compe-
tencies to be included in the questionnaire were those that
could be classified as "Mechanical," "Selling," "Human Rela-
tions,” and "Farming." Both cognitive and manipulative
competencies were listed under each of these four areas.

This list was compiled by reviewing occupational
‘literature, including books, periodicals, pamphlets, resource
files, job descriptions and specifications, and training
manuals. A survey letter (see Appendix A) was composed to
secure resource materials for review. The letter specific-
ally requested that the recipient provide job descriptions,
job specifications, and training manuals and materials which
describe competencies of workers directly contacting the
farmer through the sale, installation, and service Of dairy
appliances and equipment. The letter also requested that
the recipient provide the name and addresses of personnel
concerned with the dairy industry who might assist with this
study by providing resource materials or counsel. This
letter was mailed to the president or executive secretary

of 123 state and national associations of businessmen and

-70-
farm equipment companies in the United States. The names
and addresses of the associations and personnel were ob-
tained from the Dirgctogz of National Associations of Busi-
negsmen, 1260.“ This directory lists associations by pro-
ducts and service fields.

Additional names and addresses of farm equipment
firms were gleaned from reputable\agricultural periodicals
and lists supplied by Michigan dairy extension specialists
employed by Michigan State university. '

Seventy-three of the recipients responded to the
survey letter. .Much of the material which was included
with their correspondence was invaluable to the study. Only
a few businesses had developed apparently adequate job
descriptions, specifications, or lists of competencies
needed by persons for initial employment in dairy equipment
and service occupations which provide the farmer with direct-
contact services. Some of the farm.equipment firms requested
the results of the study to supplement their incomplete
training manuals and programs. Every respondent expressed
interest and a willingness to participate in the study.

A list of 129 competencies was developed and cate-

gorized under of the following eight sections:

l'Jay Judkins ed.), Directory of Ngtiongl Asgociationg
of es e l 60 washington, . 0.: uperinten ent of

cuments, ted tates Government Printing Office, 1960).

 

-71-
Section I: Mechanical Competencies (Manipulative)
Section II: ZMechanical Competencies (Cognitive)

Section III: Selling Competencies (Manipulative)
Section IV: Selling Competencies (Cognitive) "

Section V: Coupetincies in Human Relations (Manip-
at ve)

Section VI: Competencies in Human Relations (Cog-
nitive)

Section VII: Farming Competencies (Manipulative)

Section VIII: Farming competencies (cognitive)

In compiling the list, some selection of competencies
‘was made by excluding those which, in the opinion and ex-
perience of the investigator, were merely repetitive of
others which had already been listed. The competencies were
stated in a manner which permitted their reduction to be-
havioristic terms: i.e., easily expressed as operationally
defined objectives.

Preparatign 9f the guestiognaire.--A questionnaire
was prepared to gather data from the panel members and
iMichigan teachers of vocational agriculture. The question-
naire which was submitted to the panel members was divided
into two parts. In Part One, the 129 competencies were
classified and organized into the eight sections described
above in the form of a Check List (see Appendix B).

The panel members were to indicate initially on the

-72-
Check List whether each competency should be required of
employees whose function it is to sell or install or main;
gain milking systems or bulk milk tanks or who perform

t on of th e k r ct on .

Secondly, they were asked to indicate whether each
competency was "Ver V luabl ," "Valuable," of "giggle
Eélug," or of "No Value" in aiding the worker during initial
employment to successfully fulfill the required functions
of the occupation. Space was provided for the respondents
to list additional competencies at the end of each of the
eight sections in Part One of the questionnaire.

In Part Two of the questionnaire, each panel member
was asked to provide the following information: (1) his
position and employing firm; (2) a brief description of the
entry Jobs for workers who sell, install, and maintain dairy
equipment: (3) the type and amount of formal education which
these entry workers should receive prior to initial employ-
ment; and (h) the extent to which these workers should sell,
install, and maintain equipment during the first six months
without assistance (See Appendix B).

The questionnaire was reviewed by personnel in the
Office of Research and Publications, College of Education,
Michigan State University, East Lansing, Michigan. A copy
was also submitted to six persons in.Michigan who were
employed by businesses which sold large quantities of milking
systems and bulk milk tanks or agencies concerned with

‘ -73-
personnel who provide direct-contact services to the dairy
farmer. (See Appendix C.) As a result of their suggestions,
the questionnaire was revised and duplicated for submission
to the selected panel members.

The questionnaire which was submitted to the
selected group of.Michigan teachers of vocational agricul-
ture contained the same Check List of competencies as was
listed in Part One of the questionnaire submitted to the
panel members. The teachers were asked to indicate whether
or not each competency had been taught as a part of the

All-Day or Ibung Farmer or Adult Farmer classes during the
past year. (See Appendix B.)

Selection of the panel members.--A panel of quali-
fied personnel was selected to whom the questionnaire was
submitted. (See Appendix C.) The general qualifications
for a panel member were that he (1) hold a high echelon
position in a business organization or institution of higher
learning: (2) have an understanding of dairy farming and
direct-contact services provided the dairy farmer by non-
farm businesses; and (3) have a concern for the educational
needs of workers in agricultural occupations.

Each selected panel member was invited by letter
to assist in the study. (See Appendix A.) The letter was
followed by a personal telephone call. All of the panel
members expressed their willingness to participate in the
study.

-74-

The qualifications of the panel members to respond
to the questionnaires sent them are given in Appendix D.
One of the men directed research for the Farm Equipment
Institute in Chicago, Illinois: three were national regional
sales representatives of reputable dairy equipment companies;
two were presidents of dairy equipment companies which serve
the farmers geographically located in the lower two-thirds
of Michigan; two were dairy extension specialists serving
the State of Michigan; one was a farm equipment extension
specialist; and two were in agricultural education teacher
preparation and as such were known to have farm experience,
agricultural training, and close contact with agricultural
occupations. ‘

As indicated in Appendix D, six of the men held
high echelon positions in a business or institute, five in
institutions of higher learning; four were directly concerned
with training workers for non-farm agricultural occupations:
eight worked directly or indirectly with workers who provide
the dairy farmer with direct-contact services; and six had
done extensiVe writing and research in the field of agri-
cultural occupations or equipment. All of the panel members
were qualified in at least two of these categories: six of
the eleven were qualified in at least three categories.

Selection of thg vocationgl agriculture tegchers.--
The selected teachers of vocational agriculture in Michigan

who responded to a questionnaire in this study were employed

-75-
by public school systems serving counties having a large
number of dairy farms. Michigan counties characterized by
farming which was predominantly dairy in nature were selected
inasmuch as this area was of the type, size and scope to

(l) render certain that instruction concerned with the dairy
enterprise should be offered as a\part of local vocational
agriculture programs; (2) demonstrate a method of deter-
mining the educational needs of certain non-farm workers;

and (3) serve as a basis for modifying, or establishing
educational programs to meet the needs of agricultural em-
ployees who sell, install, or maintain dairy equipment.

A clarification of "counties having a large number
of dairy farms” is necessay. A Michigan county was classi-
fied as such, and included in this study, 1: (1) thirty
per cent or more of the commercial farms in the county were
classified as "dairy type" farms; (2) there were at least
400 dairy farms in the county; and (3) there were at least
‘,1°’°°° milk cows on commercial farms in the county.

The unite Stat C n of A ultu
was used as the source of these data and definitions. It

was also used to define "dairy type" farm.as follows: A

 

5United States Bureau of Census, United St:t:s Con-us
-‘ A; lture' 1‘ ' Volume I Counties '. "cc ;:o
“as ~ngton, I. .: ‘uper ntenoent o locuments in te-
States Government Printing Office, 1961), pp. 166-167; 182-
186; 197-201.

-76-
dairy farm is one having ". . . a value of sales of dairy
products amounting to 50 per cent or more of the total pro-
ducts sold, . . .' or,

A farm having a value of sales of dairy products
amounting to less than 50 percent of the total
value of farm products sold was classified as a
dairy farm.if--
(a) milk and cream sold accounted for more
than 30 rcent of the total value of pro-
ducts so d and--
(b) milk cows represented 50 percent or more
of total cows and--
(c) the value of milk and cream sold plus the
value of cattle and calves sold amounted to
.50 percent or more of the total value of all
farm products sold.6 .

Twenty-six counties satisfied the requirements outlined.
(See Appendix D.)

Following the selection of these counties, a list
of the names and addresses of all of the teachers of voca-
tional agriculture within these areas was compiled.7 A
total of 130 teachers who were employed by public school
systems within these twenty-six counties were listed. (See
Appendix C.) They comprised the group that was surveyed.

Ret of stionn .--Letters (see Appendix A)

and questionnaires were mailed to the eleven panel members

6
Ibid. , p. XXIV.

7This list was compiled from "Schools and Teachers
of Vocational Agriculture in Michigan" (an official listing;
Lansing, Michigan: Office of Vocational Education, Depart-
ment of Public Instruction, 1961).

-77-
on April 11, 1962. All of the panel members completed and
returned the questionnaire before August 1, 1962. .

Letters (see Appendix A) and questionnaires were
mailed to the 130 selected Michigan teachers of vocational
agrioulture on May 10, 1962. Of the 130 questionnaires
mailed, 60 were returned by July 1, 1962. On July 5, 1962,

a followbup letter (see Appendix A) was mailed to those who
had not returned the questionnaire; 10 additional question-
naires were returned by July 30, 1962. On July 31, 1962,
those teachers who had not returned the questionnaires were
contacted personally at the Annual Michigan Association of
Teachers of Vocational Agriculture Conference at East Lans-
ing, Michigan and encouraged to respond; 22 additional ques-
tionnaires were returned. Of the total replies, four were
unuseable. In each case the teacher of vocational agricul-
ture had left the school system.and the superintendent re-
turned the questionnaire form.

Of a total of 130 questionnaires sent to the teachers,
92, or 70.8 per cent, were returned; and 88, or 67.7 per cent,

were useable.

Analysis of the Data
As each questionnaire was received from a respondent,
it was coded for IBM key punch operators. When all of the
respondents had returned their questionnaires, the data were
tabulated in terms of the number and percentage of responses

for each item within each of the sections in the questionnaire.

-78-‘

These data were then compiled into tables which provide a
summary of the percentage of responses to each item in the
questionnaire by the panel members and by the teachers of
vocational agriculture. The percentages were computed by
dividing the number of responses to an item by the total

number of possible responses. For the panel members, n -
11; for the teachers, n - 88. Other types of statistical
analyses were not utilized because of the small number of

panel members in the group.

CHAPTER IV
REPORT OF FINDINGS

This chapter presents a report of the various com-
petencies recommended by the panel members and taught by
the teachers. It also includes a summary of other data
submitted by the panel members.

The findings of this study are divided into nine
parts. The first eight present the responses of panel mem-
bers and teachers to the eight sections of the Check List,
i.e., Part One of the questionnaire. The last section
presents a summary of the responses of panel members to
Part Two of the instrument.

In each of the first eight sections, a report of the
findings has been summarized in terms of (l) the competen-
cies that received a large percentage of high value ratings
by the panel members: (2) the percentage‘of panel members
indicating which type of workers should possess these highly
rated competencies, i.e., those whose function it is to
ggl; or install or’gaintgig_milking systems or bulk milk
tanks, or an ombin t on of these ctions: (3) the per-
centage of Michigan vocational agriculture teachers who
taught these competencies: and (A) the competencies that
received a small percentage of high value ratings by the

panel members.
-79-

-30-

The panel members were asked to indicate the value
of each competency for workers during initial employment
as: "Very‘Valuable"; "Valuable”; of "Little Value"; or of
"No Value." -In the remainder of this text the percentage
of respondents indicating either "Ver V lu ble" or "gala;

able" have been combined (VV+V) and will be referred to as

” Hi ghl! val-”éble o it

Need for'mechanica; naninulative compatenciea.--
Part One of the questionnaire was developed in the form of

a Check List. Section I of the Check List was designed to
determine the following: (1) the relative value of each of
forty-three manipulative mechanical competencies for suc-
cessful employment; (2) the personnel who should possess
each; and (3) the percentage of teachers who taught each
of these competencies. .

For clarification, manipulative competence was de-
fined as ”The Operational skills leading to relatively im-
mediate and concrete observable results.'1 Each manipulative
competency on the Check List was preceded by the introductory
phrase, "During Initial Employment, the werkers Should be
Able To:."

(1) Value rating of nane1.--Thirty-eight of the
competencies in Section I of the Check List were rated by

 

10:. p. 16.-

-31-
60 per cent or more of the panel members as "Highly Valu-
able' for workers who aall, inatall or E§l22é12.991k milk
tanks or milking systems. In Table 1, these competencies
are listed in descending order of the value rating.

The entire panel (100 per cent) rated the first
twenty-three of these competencies as "Highly Valuable"
for entrance employees. Of the remaining fifteen competen-
cies, thirteen were rated by over 80 per cent of the panel
members as "Highly Valuable" for these workers.

Table 2 lists the five competencies which were --
rated as ”Highly Valuable" by less than 60 per cent of the
panel members. In the Opinion of the panel members, these
were of less value to workers than the other thirty-eight
mechanical manipulative competencies.

The percentage of the panel members indicating which
type of workers should possess the forty-three mechanical
manipulative competencies, i.e., those whose function it
is to aall or install or’naannaan_milking systems or bulk
milk tanks, or comb tion of the e n t one, are
listed in Appendix E, Table 22. Although there was consider-
able agreement among the panel members regarding the value
rating of these competencies, there was less agreement in

regard to the kind of personnel who should possess them.
(2) Conpatencaes impartant for installation and

naantanance nersonnel.--Twenty-seven of the competencies
listed in Table l were checked by 60 per cent or more of

-32-

Table l.--Mechanical manipulative competencies rated as
"Highly Valuable" by 60 per cent or more of the
panel membersa

 

Percentage of Panel
Members Rating)

 

Competencies and Each Item (Nsl
tem Number As (VV4V)
l. Operate simple hand and machine tools

and equipment 100
3. Make electrical connections and install

electrical wiring 100
5. Dismantle, inspect, and clean electrical

equipment 100
6. Check and replace electronic controls 100
9. Dismantle and service thermostatically.

operated valves 100

12. Install equipment, and pipeline and wiring
systems by interpreting sketches, prints,

and verbal engineering instructions 100
13. Lay out a Job from blueprint and select

proper materials 100
16. Cut and thread pipe 100
17. Test vacuum and liquid pipeline for leaks 100
19. measure, cut, and install cast iron, stain-

less steel, plastic and glass pipe 100
21. Install and service vacuum and liquid pumps,

and filtering systems 100
23. Utilize the proper lubricants for pipe,

valves, pumps, and milking equipment 100
21.. Dismantle dairy equipment; clean, inspect,

and replace worn parts 100
25. Locate, adjust, and replace fault valves,

pressure regulators, and contro s 100
26. Determine the equipment required for the

milking parlor 100
27. Determine the equipment required for the

milk house 100
28. Assemble and install standard walk-through, .

tandem, and herringbone milking stalls 100

29. Install and service a pipeline milking s stem
in a milking parlor or stanchion-type lOO

-33-
Table 1.--Continued

 

 

 

 

 

 

 

Percentage of Panel
Members Rating)

 

Com etencies and Each Item (N-
tem Number . As (VV+V)
30. Install pipeline milking system accessory
equipment (wash tank, storage rack, etc.) 100
31. Assemble pipeline system milker units 100
‘32. Recommend the proper cleaning materials for
the milking equipment 100
35. Install, operate, and service.a bulk tank
cooler ? 100

37. Conduct periodic maintenance inspections of
electrical equipment and pipeline milker

systems 100
2. Locate sources of failure; repair or replace

defective parts and wiring 91
A. Install, align, and service electric motors 9l
7. Cut, bend, and fit electrical conduit 91

8. Maintain and use electrical testing equipment 91
10. Install 115 and 230 volt electrical systems

from the service entrance 91
18. Break and make pipe Joints; clean and renew

pipe gasket 91
22. Rebuild pumps 91

3A. Milk a cow preperly“with a mechanical milker 91

39. Recognize the relationship between the cause of
equipment malfunction and effective remedial

action 91
1h. Inspect, clean, and adjust circuit breakers 82
20. Find dimensions of various pipe sizes, types of .

fittings and number of threads on pipe 82
33. Sanitize milking equipment 82
36. Utilize a water hardness kit and an iron test

kit 82
AZ. Measure the unit pressure of liquids 6h
15. Install a building drain 63 -.

_L__

——v—

a(VV+V) - "Very Valuable” plus "Valuable" ("Highly Valuable")

-8bmh

Table 2.--Mechanical manipulative competencies rated as
”Highly Valuable” by less than 60 per cent of the
panel membersa

 

. Percentage of Panel
Members Rating
Competencies and Each Item (N-ll)

 

Item Number As (VV+V)

11. Install three phase circuits 55
38. Solve problems using Newton's law of motion 36
A0. Calculate the components of force 36
Al. Solve problems through the application of

principles of rotational motion 36
A3. Calculate the pressure on immersed plane

surfaces 27

t —— ——— ——

a(war) - "Very Valuable" plus ”Valuable" (”Highly Valuable" ).

the panel members as those which should be possessed by
employees who provide the farmer>with one, or with a combi-
nation of the following services: (1) inatallation; (2)_
maintenance; or (3) inatallation‘and naintenance of milking
systems or bulk milk tanks. These items are listed in Table
3 in descending order of the percentage of panel members
who indicated each as important for personnel who inatall
or maintain or inatall and naintain this dairy equipment.
Referring to Table 3, it will be noted that the
first ten of these items were rated by the entire panel as
important for personnel who perform these functions (I+M#IM).
The next twelve competencies, beginning with Item Number 2,
were rated by 80 to 91 per cent of the panel members as

-35-

Table 3.-4Mechanica1 manipulative competencies rated as
"Highly Valuable" by 60 per cent or more of the
panel members for installation or maintenance

 

 

 

 

 

 

 

personnela
Percentage of Panel
Members Ratin
Each Item (N-lli As
mportant or
Competencies and Personnel Who:
Item Number (VV+V) (I+M+LM)
3. Make electrical connections and in-
stall electrical wiring 100 100
A. Install, align, and service electric
motors 91 100
5. Dismantle, inspect, and clean elec-
trical equipment 100 100
6. Check and replace electronic controls 100 100
7. Cut, bend, and fit electrical conduit 91 100
9. Dismantle and service thermostaticallyb
operated valves 100 100
18. Break and make pipe Joints; clean and -
renew pipe gasket 91 100
19. Measure cut, and install cast iron,
stainless steel, plastic and glass
pipe 100 100
22. Rebuild pumps 91 100

25. Locate, adjust, and replace faulty
valvesi pressure regulators, and
s

centre 100 100
2. Locate sources of failure; repair

or replace defective parts and

wiring 91 91
10. Install 115 and 230 volt electrical

systems from the service entrance 91 91
12. Install equipment and pipeline and

wiring systems 6y interpreting

sketches prints and verbal engi-

neering instruct one 100 91
1A. Inspect, clean, and adjust circuit

breakers 82 91
15. Install a building drain . 63 91

16. Cut and thread pipe , 100 91

 

-86-
Table 3.-—Continued

 

 

 

Percentage of Panel

Members Ratin
Each Item (N=11i As
portant or

Competencies and Personnel Who:
Item Number (VV+V) (I+M+IM)

 

23. Utilize the proper lubricants for
pipe, valves, pumps, and milking

equipment 100 91
8. Maintain and use electrical test-

ing equipment 91 82
21. Install and service vacuum and liquid

pumps, and filtering systems 100 82

28. Assemble and install standard walk-
through, tandem, and herringbone
milking stalls 100 82

30. Install pipeline milking system
accessory equipment (wash tank,

storage rack, etc.) 100 82
35. Install, Operate, and service a
bulk tank cooler 100 82

20. Find dimensions of various pipe
sizes, types of fittings and

number of threads on pipe 82 73
2A. Dismantle dairy equipment; clean;

inspect, and replace worn parts 100 73
29. Install and service a pipeline milk-

ing parlor or stanchion-type barn 100 73
17. Test vacuum and liquid pipeline

systems for leaks 100 6A

37. Conduct periodic maintenance inspec-
tions of electrical equipment and
pipeline milker systems 100 6A

 

3This table should be read as follows: 91 r cent Of the
panel rated Item Number A as 'Highly‘Valua le' (”Very Valu-
able" plus "Valuable," i.e. VV+V). This competency, 'In-
stall, align, and service electric motors,” was rated by
100 per cent of the panel members as important for personnel

who Inat§1 or nt or Install and §gi_nta;i_n (I+M+IM)
bulk mi tanks!%%_5§%§ing systems.

-37..

important to personnel who provide the farmer with these
services. The last five competencies were rated by 60 to
79 per cent of the panel as important to these personnel.

(3) Compatencies impartant for sales or naintenance
naraonnel.--Four of the forty-three mechanical manipulative
competencies listed in Table 1 were checked by 60 per cent
or more of the panel members as those which are important
for employees who aa_1_l_ or w or aell ana maintain
bulk milk tanks or milking systems, as shown in Table A.

There were no logical patterns of grouping within
the data prOvided by the respondents regarding the remain-
ing seven competencies which were checked by over 60 per
cent Of them as ”Highly'Valuable" to employees. These com-
petencies, listed in Appendix E, Table 23, apparently are
believed to be of approximately equal value to employees
who perform any one or a combination of the worker functions.

(A) Compatencies that ware taught.--A summary of
the percentage Of vocational agriculture teachers who taught
the mechanical manipulative competencies that were rated as
"Highly Valuable" by 60 per cent or more of the panel members
is tabulated in Appendix E, Table 2A, in descending order
of the percentage of teachers who taught these in All-Day,
Ibung Farmer, and/or Adult Farmer courses.

It is readily apparent that a very small percentage
Of the.Michigan vocational agriculture teachers provided
training in these mechanical manipulative competencies that

-83..

Table A.-«Mechanica1 manipulative competencies rated as
"Highly'Valuable" by 60 per cent or more of the
panel members for aaaaa or naintenance personnela

 

j

*—

Percentage of Panel

. Members Ratin
Each Item (N-lli As
portant or

 

Competencies and Personnel Who:
Item Number (WW ) (S+M+SM)
26. Determine the equipment required for
the milking parlor 100 6A
27. Determine the equipment required for
the milk house 100 73
33. Sanitize milking equipment 82 73
3A. Milk a cow properly with a mech-

anical milker 91 73

aivvw) - "Very Valuable" plus "Valuable" ("Highly Valuable")
S+M+SM) - Important for Sales, Maintenance, 0P.§§L2§_§£Q
Maintenance personnel

 

were rated as of high value to employees who aall, inatall,
or maintaan dairy equipment. Of the thirty-eight competen-
cies that were rated as "Highly Valuable” and important for
workers during initial employment by 60 per cent or more Of
the panel members, only three were taught by 60 per cent

or more of the eighty-eight teachers located in Michigan
dairy counties. These three competencies included the
following: Item Number 1, "Operate simple hand and machine
tools and equipment"; Item Number 3, "Make electrical con-
nections and install electrical wiring"; and Item Number 16,
"Cut and thread pipe." The percentage of teachers report-
ing that they had taught these competencies was 82 per cent,

-39-
71 per cent, and 63 per cent, respectively. .

Twenty-six of these thirtybeight mechanical manip-
ulative competencies, approximately two-thirds, were re-
ported as having been taught by less than one-third of the
teachers. -

Of the competencies taught by these teachers, only
two were included as a part of the Young Farmer or Adult
Farmer course of instruction by 10 per cent or more of the
teachers. Item Number 1, "Operate simple hand and machine
tools and equipment," and Item Number 33, "Sanitize milking
equipment," were taught by 1A per cent and 10 per cent, re-
spectively, of the teachers as a part Of the Adult Farmer
instruction. None of the competencies were reported as
having been taught as a part Of the YOung Farmer program by
more than 5 per cent of the teachers.

A tabulation of the twenty-seven mechanical manipu-
lative competencies (listed in Table 3) that were rated by
60 per cent or more of the panel members as "Highly Valu-
able“ for persons who (1) inatall; (2) naantain; or (3) in;
atal; ang naintaan the described dairy equipment, and a
comparison of the percentage of teachers who taught each
competency is shown in Appendix E, Table 25. Only two of
these competencies, Item 3 and 16, referred to above, were
taught by 60 per cent or'more of the teachers.

The percentage of teachers who taught the competencies

rated by the panel members as highly important for employees

 

 

 

 

 

 

 

-90-
who (1) aall; (2) naintain; or (3) sell and maintain equip-
ment is shown in Table 5. None of these four competencies
was taught by a large percentage (60 per cent or more) of
teachers.

Need for'nachanacal cognitive competancies.--Sec-
tion II of the Check List was designed to determine the
relative value of each Of fourteen mechanical cognitive com-
petencies for successful employment; the personnel who
should possess each; and the percentage of teachers who
taught each competency.

For clarification, cognitive competence was defined
as, ”The knOwledge and understanding out of which respon-
sible judgments concerning the manipulative aspects of
competence can be made."2 (Each cognitive competency in
the Check List was preceded by the statement, ”During In-
itial Employment the worker Should Know:".

(1) Value rating Of nanel.--These fourteen compe-
tencies and their ratings by the panel members are itemized
in Appendix E, Table 26. The first seven of these compe-
tencies were rated as "Highly Valuable" by 60 per cent or
more of the panel members for entrance employees. They
are listed in Table 6, in descending order of the percentage
of panel members who rated each as "Highly‘Valuable" (VV+V).

 

293., p. 16.

-91-

Table 5.--Percentage of teachers who taught mechanical man-
ipulative competencies rated as "Highly Valuable"
by 60 per cent or more Of the panel members for
sales or naannananaa personnela

W

Percentage of Panel
Members Rating Percentage of Teachers

Each Item (N-ll) Who T u t N888
Competencies as Important for -
and Item Number Personnel Who: Day IF Adult Total
(S+M+SM)

 

3A. Milk a cow preparii
with a mechanic

milker 73 A0 3 8 51
33. Sanitize milking
equipment 73 , 3A 2 10 A6

26. Determine the equip-
ment required for
the milking parlor 6A 24 3 6 33

27. Determine the equip-
ment required for
the milk house 73 2A 2 6 39

a(S+MZ+SIM) - Important for §alaa, Maintenanae, and Salsa and

into ce personnel
All-Day - %aught as a part of All-Da instruction
IF - Taught as a part of Tbun F er instruction
Adult - Taught as a part of Adult Ra er instruction
Total - Sum of percentages under All-Dag, 32, and Adult
or each competency

 

(2) Com ten i 8 im ort t for s les or inten e

 

pensnnnel.--The first six of the competencies listed in
Table 6 were rated by 60 per cent or more of the panel mem-
bers as important for personnel who during initial employ-
ment aaal or sell and maintain bulk milk tanks or milking

systems. These are summarized in Table 7.

-92-

Table 6.--Mechanica1 cO itive competencies rated as "Highly
Valuable" b 0 per cent or more Of the panel mem-
bers for sales, installation or maintenance per-

 

 

 

isonnela
Percentage of Panel
Members Rating
Competencies and Each Item (N-ll)
Item Number As (VV+V)
3. The general sanitary requirements for the
placement Of drains in the milk house 100
2. Equipment requirements for standard milking
parlor layouts 91
A. The air space and ventilation requirements
for the milk house 3 91
l. Prescribed safety practices 91
1A. The principles Of electricity 91
11. The velocity and discharge in the flow of
liquids 73
10. The physical properties of liquids 6A

 

‘—

a(VV+V) - "Very Valuable" plus "Valuable” ("Highly Valuable“).

(3) Compatenaias that wera taugn .—-The percentage

of the.Michigan vocational agriculture teachers who taught
each of these six highly rated competencies is provided in
Appendix E, Table 27. This data shows that with the excep-
tion of Item Number 1, ("During initial employment the
worker should know:") ”Prescribed safety practices," only a
small percentage of teachers taught these competencies as
' a part of All-Day, IOung Farmer, or Adult Farmer instruction.
Sixty-one per cent of the teachers taught Item Number 1.

The remaining seven mechanical cognitive competen-

cies were rated as "Highly'Valdable" by less than 60 per cent

 

u. .r‘ AT)!“¢(\¢JN.W.

. Y)

 

-93 -

Table 7.--Mechanica1 co itive competencies rated as "Highly
Valuable" bi 0 per cent or more of the panel mem-

bers for s s or aalas and naantenance personnela

 

Percentage of Panel

Members Ratin

Each Item (Nclli As

portant or

Competencies and P rsonnel Who:
Item Number (VV+V) (S+SM)

 

 

‘—

3. The general sanitary requirements for
the placement of drains in the milk

house 100 82
2. Equipment requirements for standard

milking parlor layouts 91 82
A. The air space and ventilation require-

ments for the milk house 91 73
1. Prescribed safety practices ‘ 91 73
1A. The principles of electricity 91 6A
11. The velocity and discharge in the flow

of liquids ‘ 73 6A

 

a{VV-I-V - "Very'Valuable" plus ”V luable: s("Highly Valuable").
S+SM - Important for Salea and7or int n e
personnel.

of the panel members for employees who aall, inatall and
naintain bulk milk tanks or milking systems, as indicated
in Table 8.

Need for naninulative cemnatencies in the anea of
aalaanananin.--Section III of the Check List was concerned
with determining the value of fourteen manipulative compe-
tencies in the area of salesmanship to the success of cer-

tain employees, and the percentage of teachers who taught

-91...

Table 8.-~Mechanical cognitive competencies rated as "Highly
Valuable" by less than 60 per cent of the panel

 

 

 

membersa
Percentage Of Panel
Members Rating
Competencies and Each Item (N-ll)
Item Number As (VV+V)
9. The machine elements of mechanics
(lever, wheel and axle, etc.) A6
5. The kinds, forms, and physical preperties
Of matter 36
6. The principles of velocity 36
12. The basic laws of equilibrium 36
13. The principles of impulse and momentum 36
7. The meaning, types and units of force 27
8. The principles of centrifugal force 27

 

a(VV+V‘) - "Very Valuable” plus "Valuable“ ("Highly Valuable")

these competencies. These fourteen items and the ratings by

the panel members are summarized in Appendix E, Table 28
in descending order of their value rating. '

(1) Value rating Of nanel.--All of the competencies,
except Item Number 11, ”Operate a cash register," were rated
as ”Highly Valuable” by over 60 per cent of the panel mem-
bers; seven received a high value rating by the entire panel.
A further analysis of the responses to these items by the
panel members points out that there is considerable agree-
ment regarding the personnel who should possess these com-

petencies.

-95-‘

(2) Competencies important for sales or maintenance
parsonnel.--A compilation of these data, Table 9, indicates
that over 60 per cent of the panel members recommended that
each of these competencies should be possessed by workers
who gall or sell and naintaln bulk milk tanks or milking
systems during initial employment. .

(3) Compatencies impartant for onlz sales personnel.--
A close examination of Table 9 indicates that all of the com-
petencies except Items 1 and 2 were recommended by over 60
per cent of the panel members as important only for aalaa
personnel.

Only a small percentage Of the panel recommended
these competencies as those required by personnel who inatall
equipment. This implies that these personnel have little
need to interact directly with the farmer, nor do they have
the responsibility of promoting the company's product.

(A) Compatenclea tnat were taugn .-—Table 10 provides
a summary of the percentage Of selected Michigan vocational
agriculture teachers who taught each of the thirteen manipu-
lative competencies in the area of salesmanship that were
rated as "Highly Valuable“ by over 60 per cent of the panel
members. None of these competencies was taught by a large
percentage of these teachers.

Need for cognitive competencies in the apea of sales-
nanship.--Section IV Of the Check List, in Part One Of the

questionnaire, was designed to determine the value Of each

-96—

Table 9.-—Manipulative competencies in the area Of salesman-
ship rated as "Highly Valuable" by 60 per cent or
more of the panel members for sales or maintenance
personnela

 

 

Percentage Of Panel
Members Rating

Each Item (N611) As
porrant or

Competencies and Personnel Who:
Item Number (VV+V) S SM (3+SM)

 

l. Continuously build company good-will 100 18 82 100
9. Resolve customer Objections into pur-

chases 100 100 100
10. Close out a sale 100 100 100
13. File reports of present and future
sales conditions 82 91 9 100
:3. Display and demonstrate a product 100 82 9 91
5. Locate and, schedule visits with po-
tential customers ' 100 91 91

(5. Assume an outward appearance which
is in accordance with the customer's
expectation 91 6A 27 91

7’. Determine the customer's real wants
'and needs; appeal to his buying

 

motives 100 91 91
14. Use sales engineering and train-
ing manuals as guides 82 73 18 91
2- Write up a bill of sale and a credit
agreement 100 A6 36 82
4- Utilize a "flip-flOp” chart and
other visual aids 91 73 9 82
8- Become persuasive 82 82 82
12- Fill out depreciation schedules
for equipment 72 73 9 82
\ —_ W
a<
‘TWT¥V) - "Very Valuable" plus "Valuable" ("Highly Valuable")
S 8 Important for Sales personnel

( SML- Important for S513? and Mainten ce personnel
S"-SM) - Important for 351.. an370r Sales and Maintenance
personnel

. -97-
Table lO.--Percentage of teachers who taught manipulative com-
petencies in the area of salesmanship rated as
"Highly Valuable" by 60 per cent or more of the
panel members for sales or maintenance personnel3

 

Percentage Of Panel

Members Rating Percentage Of Teachers
Each Item (N-ll) Who T u ht LN-88)
as Important for XII

 

Competencies and Personnel Who: Day YF Adult Total
Item Number (S+SM)

l. Continuously build

company good-will 100 ll 2 8 21
2. write up a bill Of sale

-and a credit agreement 82 21 1 5 27
3. Display and demonstrate
'~ a product 91 22 l 3 26

5. Locate and schedule
visits with potential
customers 91 8 2 1 ll

6. Assume an outward ap-
pearance which is in
accordance with the
customer's expecta-

tions 91 9 2 2 13
£3. Become persuasive 82 13 2 2 17
JL(). Close out a sale 100 6 l l 8

7’. Determine the customer's
real wants and needs;
appeal to his buying
motives 91 7 2 1 10

11- Use sales engineering
and training manuals
as guides 91 13 2 2 l7

4-- Utilize a "flip-flop"
chart and other

visual aids 82 17 1 3 21
9- Resolve customer Objec-
tions into purchases 100 6 1 l 8

12- Fill out depreciation
schedules for equip-
ment 82 17 2 6 25

- File reports of present
and future sales con-
ditions. 100 7 l l 9

\

-98-
Table 10.--Continued

a(S+SMI) - Important for Sales and Sales and Maintenance
personnel All
All-Da - Taught as a part of -Da instruction
IF . Taught as a part of Youn fiarmer instruction
Adult - Taught as a part of A u t armer instruction
Total - San of percentages under XII-De , Youn F rmer,

and Adult for each competency

-99-

Of eight cognitive competencies in the area of salesmanship
for successful initial employment; the personnel who should
possess each competency; and the percentage of the selected
teachers who taught each competency. An itemized account
of the responses of panel members to these competencies is
shown in Table 11. .

(1) Valua rating Of pane1.--With the exception of
Item Number 2, all of these competencies were rated as
"Highly'Valuable" for entrance workers by over 60 per cent
of the panel members. Slightly over 50 per cent of the
panel members inidicated that employees should understand
Item Number 2, "The attributes of a salesman's personality."

(2) Com etencies i ort t for e or intenance
personnel.--A review of the data in Table 11 clearly shows
that in the opinion Of the panel members, these competen-
cies are important for 3 es, or sales and nalntananae per-
sonnel. A more concise summary of this data, Table 12,
further clarifies the importance Of these cognitive compe-
tencies for workers who aall or aall and nalntaln dairy
equipment during initial employment.

' (3) Com eten es in t for n1 sale I rsonne .--

Four Of these competencies, Numbers 3, 6, 7, and A were rated
by over 60 per cent of the panel members as important only
for palaa personnel.

(A) Competancles that were taugnt.--Of the seven
competencies in Section IV which were rated by 60 per cent

-100-

Table ll.-—Cognitive competencies in the area of salesmanship
and their rating by the panel membersa

 

 

' Percentage of Panel

Members Ratin
Each Item (N-lli As
mportant or

 

 

 

Competencies and Personnel Who:
Item Number (VV+V) S
1. The advantages of the firm's
products and services 100 36 18 A6
3. Typical customer questions 100 73 . 18 9
5. Legal and ethical business conduct 100 55 A5
,6. The basic principles of merchandis-
ing 100 100
7. The types of retail credit that
are utilized by business firms 100 100
8. Federal, state, and local regu- ,3
lations affecting product in-
stallation and use 100 55 A5
A. The kind, quality, cost, and
source of materials used in
equipment which is sold 91 6A 18 18
2. The attributes of a salesman's
personality 55 82
a(VV+V) - "Very Valuable" lus "Valuable" ("Highly‘Valuable")
S - Important for S e personnel

SIM Important for a es In t 1 tion d Mainte ce
personnel

SM.- Important for Salea and Malntenance personnel
NC a NO choice was ma e.

None of the competencies were rated as important for the fol-
lowing personnel:
I - Important for Installation personnel
M.= Important for ntenance personnel
SI 8 Important for S es an nstallation personnel
IM - Important for nsta at on and ten ce personnel

 

 

-101-

Table 12.--Cognitive competencies in the area of salesmanship
rated as "Highly Valuable" by 60 per cent or more
of the apanel members for sales or maintenance per-

 

 

 

sonnela
Percentage of Panel
Members Ratin
Each Item N=ll As
portant or
Competencies and Personnel Who:
Item Number (VV+V) S SM (S+SM)
l. The advantages of the firm's
products and services 100 36 A6 82
3. Typical customer questions 100 73 18 91
5. Legal and ethical business conduct 100 55 A5 100
6. The basic principles of merchanp
dieing 100 100 100
7. The types of retail credit that
are utilized by business firms 100 100 100

8. Federal, state, and local regula-
tions affecting product instal-
lation and use 100 55 A5 100

A. The kind, quality, cost, and
source Of materials used in
equipment which is sold 91 6A 18 82

 

"Very Valuablefi plus "Valuable" ("Highly Valuable")

Important for S les personnel
Important for Ease ad lgintenance personnel
Important for s an or a an and.Malntenance

personnel

a(VV+V)
3

SM
(S+SM)

. ~102-
or more of the panel members as important for employees dur-
ing initial employment, none were taught by a large percentage
of vocational agriculture teachers. This data is summarized
in Table 13. Item Number 7, ("The WOrkers Should Understand:")
“The types Of retail credit that are utilized by business
firms," was taught by the largest percentage Of teachers,
but, this was taught by only 2O per cent as part Of the All-
Day, IOung Farmer, or Adult Farmer instruction.

Need for nanipulative competencies relative to hnnan
relations.--Section V of the Check List was developed to
determine the value Of each Of four manipulative competencies
in the area Of human relations for successful employment; the
personnel who should possess each of these; and the percentage
Of teachers who taught each competency. The responses by
the panel members to this part of the Check List are summarized
in Table 1A.

(1) Ratings bz panel members in terms of value and
inpontanca for pepsonnel.--On1y two items in this section
were rated as "Highly Valuable" by 60 per cent or more Of
(the panel members. Thesecompetencies, Item.Number 3, "Re-
late to fellow employees and employers satisfactorily," and
Item Number A, "Accept changes in business policy and‘pro-
cedure," were recommended as necessary for only S es, or

Sales and Maintenance personnel by 91 and 82 per cent, re-
spectively, of the panel members.

-103-

Table l3.--Percentage Of teachers who taught cognitive com-

petencies in the area of salesmanship rated as
"Highly Valuable" by 60 per cent or more Of the
panel members for Sales or Maintenance personnela

 

w

Percentage of Panel
Members Rating Percentage Of Teachers

Each Item (NBll) Who TaugntLN-88)
as Important for A -

 

Competencies g Personnel Who: Day IF Adult Total

 

and Item Number (S+SM)
5. Legal and ethical busi-

ness conduct 100 9 2 11
6. The basic principles

of merchandising 100 9 l 10
7. The types of retail

8.

3.

1.

credit that are
utilized by busi-
ness firms 100‘ 1A 6 20

Federal, state, and
local regulations
affecting product

installation and use 100 . 6 l 3 10
Typical customer ques-

tions 91 7 2 9
The advantages of the.

firm's products and
services 82 6 1 2 9

The kind, quality, cost,
and source of mater-
ials used in equipment
which is sold 82 . 7 1 8

 

a(S+SM) - Important for Sales and/or Sales and Malntenanpe

personnel

All-Day - Taught as a part of All-Da% instruction

IF - Taught as a part of Aoung armer instruction
1:.

Adult - Taught as a part of armer instruction
Total 8 Sum of percentage under AII-Da , IE: and Adult

or each competency

-104-

Table lA.-~Manipulative competencies in the area of human re-
lations and their rating by panel membersa

 

 

v—fiw

Percentage Of Panel

Members Ratin
Each Item N-ll As .__
mportant or

 

Competencies and Personnel Who:
Item Number ' (VV+V )‘ S 333 SM NC
A. Accept change in business policy
and procedure 91 27 55 18
3. Relate to fellow'employees and
employers satisfactorily 82 27 6A 9

2. Assume the role of the new em-
ployee in a business organi-

 

zation 5A 27 55 18
1. Participate in a group to change

business policy 36 36 9 36 19
a(VV’+V) - "Very Valuable" plus ”Valuable" ("Highly Valuable")

S.

Important for Sales personnel

SIM - Important for esI Installatipn and Maintenance
personnel
SM - Important for Sales and Malntenance personnel

NC - No choice was made

None of the competencies were rated as important for the fol-
lowing personnel:

Important for lgstallation personnel

Important for inten ce personnel

Important for Sales and installation personnel
Important for Insta lation an intenance personnel

I
AM
SI
IM

-105-

(2) Competencies that were taught.--A review of the
responses of teachers to these competencies indicated that
only 16 per cent taught Item Number 3, "Relate to fellow
employees and employers satisfactorily"; 13 per cent taught
_Item Number A, "Accept change in business policy and proce-
dure"; 13 per cent Item Number 1, "Participate in a group
to change business policy"; and 5 per cent taught Item'Number
2, "Assume the role of the new employee in a business organi-
zation." .

Need for cognltive conpetencies relative to huaan
relationa.--Section VI of the Check List was concerned with
identifying the cognitive competencies in the area of human
relations that should be possessed by workers who during
initial employment, sell, install, and maintain bulk milk
tanks or milking systems. The panel members and teachers
were asked to respond to twenty-eight items in this section.
The responses of the panel members are summarized in Appendix
E, Table 29.

(1) Value rating of pane .--Each of the first sixteen
items, Numbers 6 through 18, were rated as "Highly Valuable"
by over 60 per cent of the panel members as competencies
which should be possessed by these entry workers. The re-
maining twelve items were rated by less than 60 per cent
of the panel group as "Highly Valuable" for entry employees,
ranging from 18 to 55 per cent.

~106—

(2) Compatencies important for sales or maintenance
parsannel.-~A review of the personnel rating clearly indi-
cates that in the opinion of the panel members, these human
relations competencies are important for dairy equipment
aalaa, or sales and naintenance personnel. The responses
for the sixteen items rated as "Highly Valuable" by over 60
per cent of the panel are summarized in Table 15. Over 80
per cent of the panel checked each Of these competencies as
important for entry employees who aall, or sell and nalntain
the specified dairy equipment. A closer analysis of this
data shows that over 60 per cent of the panel members rated
all but three of these competencies as important for both
salsa and naintenance employees. Number 13, 18, and 23
were the exceptions rated as important to aales ann mainten-
anaa personnel by only 27 per cent, 55 per cent, and A6 per
cent, respectively, of the panel members. These data indi-
cate that, in the Opinion of the panel members, workers who
provide the farmer with direct-contact services through the
sales and maintenance of the specified dairy equipment should
have an understanding of these sixteen items.

(3) 00 etc o es that were t u .--A summary of the
responses of teachers to these sixteen competencies is re-
ported in Appendix E, Table 30. This data points out that
slightly over one-third of the teachers taught Item Number
1, "The principles of good human relations." Each Of the

remaining competencies was taught by less than 25 per cent

-107-

Tablc 15.--Cognitive competencies in the area of human rela-
tions rated as "Highly Valuable" by 60 per cent or
more of the panel members for sales or maintenance

personnel8

 

 

Competencies and

Percentage Of Panel

Members Ratin
Each Item (N=lli As
portant or

Personnel Who:

 

Item Number (VV+V) S S+S )
6. Row to evaluate the results of
action which has been taken
and make effective adjustments 100 18 73 91
1. The principles of good human re-
1ations 91 9 91 100
2. How to recognize individual dif-
ferences in people 91 36 6A 100
13. Methods which are utilized to
motivate peOple 91 73 27 100
25. What a fair days work andkwages are 91 9 73 82
5. How to distinguish problems which
should be referred to the super-
visor 82 18 6A 82
15. How to accept authority and the
subsequent responsibility in a
democratic business organization 82 27 6A 91
19. The relationship between personality
development and job success 82 27 6A 91
21. Why company philosophy and policy
should be adOpted 82 27 6A 91
23. Current business promotion policies 82 36 A6 82
27. How to complete an application, and
interview for a job 82 91 91
9. The causes of poor human relations 73 18 82 100
20. The need fOr mutual respect for the
rights of managers, supervisors
and employees 73 9 73 82
3. Row to recognize types of relation-
ships among employees as reflected
in attitudes and patterns Of
behavior 6A 27 6A 91

-lO8-
Table 15.--Continued

L‘
. f

‘Percentage of Panel

Members Ratin
Each Item (N=lli As
Important or

Competencies and Personnel Who:
Item Number (VV+V) 3 SM (S+SM)

 

17. The types of relationship which
should exist between a busi-
ness firm and an employee 6A 27 6A 91

18. How to aid in establishing co-
operative relations between
em loyers and employees, as .

 

we 1 as among employees 6A 27 55 82
a(VV+V) - "Very Valuable" plus "Valuable" ("Highly Valuable“)
S - Important for S les personnel
SM - Important for es d ntenance personnel
(S+SM) - Important for S as and or as d inten ce

personnel

-109-
of the teachers as a part of the total program of vocational
agriculture.

The twelve human relations competencies that were
rated as "Highly Valuable" by less than 60 per cent of the
panel members as important to entrance employees, and their
total value ratings are itemized in Appendix E, Table 31.

It is interesting to note that only 5A per cent of the panel
members believed that beginning workers should know "How to
solve problems scientifically" (Item Number A). Also, every
competency was checked as of "Little Value" and "No Value"
by at least 9 per cent Of the respondents.

Nead for manipnlative compatencies in fannlng.--
Section VII of the Check List was designed to determine which
Of certain manipulative farming competencies should be pos-
sessed by employees during initial employment; the value Of
each competency to employees; and the percentage of selected
teachers in the local public schools who had taught them.

The responses to these thirteen items by the panel members
appear in Appendix E, Table 32.

(1) Rating by panel mambers in terms of value and
importance for pansonnel.--All but one item, Number 13, "Sug-
gest changes in the farm crop and soils program to improve
the size and volume of a farm business," were rated as
"Highly Valuable" by over 60 per cent of the panel members
for entrance employees. The data in the table also indicates

that over 60 per cent of the panel members considered these

-110-

twelve competencies important to only sales personnel. These

twelve competencies and the Item Numbers are listed below:

1.

2.

3.
A.

5.
6.

7.

8.

9.

10.

11.

12.

Calculate milk production per cow, price per pound of
milk, and labor requirement per cow.

Determine the net return per dairy cow, per year, to the
farmer.

Plan an improvement program for the dairy herd.

Calculate the cost of installing and using a bulk milk
tank.

Select the proper size bulk milk tank.
Recommend approved milk production practices.

Recommend dairy herd management practices to increase
labor income.

Recommend management practices to control disease in the
dairy herd.

Plan a barn layout and milking system to meet the needs
of the farm. '

Determine the strengths and weaknesses in a specific farm
livestock program.

Plan changes in the dairy program to increase the effici-
ency of the farm business.

Suggest changes in the dairy enterprise to improve the
size and volume of a farm business.

(2) Com tencies t t we e tau h .--The response of

the vocational agriculture teachers to these items are sum-

marized in Appendix E, Table 33. This compilation of data

shows that six of the competencies, Numbers 1, 6, 2, 3, 12,

and 8 were taught by 60 per cent or more Of the vocational

agriculture teachers in All-Day, YOung Farmer, or Adult

Farmer classes.

-111-
These competencies, rated by the panel members as
important to sales personnel, are listed below:

1. Calculate milk production per cow, price per pound of
milk, and labor requirement per cow.

6. Recommend approved milk production practices.

2. Determine the net return per dairy cow, per year, to the
farmer.

3. Plan an improvement program for the dairy herd.

12. Suggest changes in the dairy enterprise to improve the
size and volume Of a farm business.

8. Recommend management practices to control disease in the
dairy hard 0

All of these items can be classified as those directly
related to the management of the farm dairy enterprise. The
two competencies that were taught by the smallest percentage
of teachers, Items A and 5, appear to be important for
present and prospective dairy farmers. However, Item Number
A, "Calculate the cost of installing and using a bulk milk
tank," was taught by only 31 per cent Of the teachers; Number
5, ”Select the proper size bulk milk tank," by only 38 per
cent. Item Number 9, ”Plan a barn layout and milking system
to meet the needs of a farm," is closely related to these
two competencies, and was taught by one-half of the teachers.

The percentage of these manipulative competencies
in farming taught in YOung Farmer classes was almost negli-
gible. None was reported as taught by over three per cent
of the teachers in these classes. Also, none of these

competencies was reported as taught by over 19 per cent Of

~112-

the teachers in Adult Farmer classes.

Need for cognitixe competencies in fannlng.--The
last Section of the Check List (Part One of the questionnaire)
was designed to determine the degree of value of each of five
cognitive competencies in farming for initial employment; the
personnel who should possess each; and the percentage of
teachers who taught each of these competencies.

(1) Value natlng bz panal.--All five of these compe-
tencies were rated as "Highly‘Valuable" by 60 per cent or
more Of the panel members as important to entrance workers
employed in occupations that sell, install, or maintain bulk
milk tanks or milking systems. (See Appendix E, Table 3A.)
HOwever, none was given this rating by over 82 per cent of
the panel members. 8

(2) Com ten in t for s o m i te
papapnnal.--The personnel ratings by the panel members indi-
cate that the first four competencies were recommended by
over 60 per cent Of the panel meMbers for persons who only
gall the specified dairy equipment. These items are listed
below:

1. How to use records of production in the selection Of
breeding stock '

2. The need for providing suitable housing and equipment for
dairy cattle

A. The relationship between the size and volume of the farm
business and farm income

5. The importance of well-kept farm buildings to the dairy
farmer

-1l3-

Their ratings also indicate that the remaining compe-
tency, Item Number 3, "The general construction features of
farm.buildings,' should be understood by employees who aall
aha malntaln bulk milk tanks or milking systems.

. (3) Compatencies that were taught.--A summary of the
response of the teachers to the competencies rated as impor-
tant for sales personnel is shown in Table 16. Two of these
competencies were taught by over 60 per cent of the teachers,
Items 1 and 2. All of these items were taught as a part of
the total vocational agriculture program by at least 50 per
cent of the teachers. However, almost none of the teaChers
included these competencies in the Ibung Farmer instructional
program, and only a small percentage included them as a part
of the Adult Farmer program.

Snnnanz of data ln Papa One of tha gneatlonnalre.--
The responses of the panel members and teachers to the 129
items in Part One of the questionnaire (the Check List) are
summarized in Table 17. Sixty per cent or more of the panel
members indicated that 100 of the total number Of competencies
were "Highly Valuable" (”Very Valuable” or ”Valuable”) to
personnel who, during initial employment, sell, install, or
maintain bulk milk tanks or milking systems. Fortybthree Of
these 100 competencies, were rated as "Highly Valuable” by
the entire group. The percentage Of the total number of
items in each section that were rated "Highly Valuable" by

60 per cent or more of the panel members ranged from seven

-11A-

Table l6.--Percentage of teachers who taught cognitive compe-
tencies in farming rated as "Highly Valuable" b
60 per cent or more of the panel members for sa es
personnela

 

‘—
—w ‘——

Percentage of Panel
Members Rating Percentage of Teachers
Each Item (N- )

Who T u ht iN-88)
as Important for III-

 

Competencies Personnel Who: Day IF Adult Total
and Item Number (VV+V) _§_

 

1. How to use records
of production in

the selection of
breeding stock 82 91 50 13 63

2. The need for provid-
ing suitable hous-
ing and equipment
for dairy cattle 82 73 A3 1 19 63

A. The relationship be-
tween the size and
volume Of the farm
business and farm
income 82 91 A2 15 57

5. The importance Of
well-kept farm
buildings to the
dairy farmer 73 6A 39 ll 50

 

a(VV’+V) - "Very'Valuable" plus "Valuable" ("Highly Valuable")
S - Important for Sa es personnel
All-Day - Taught as a part of All-Da instruction
YO

IF - Taught as a part of Farmer instruction
Adult - Taught as a part of AduIt Farmer instruction

Total - pan of percentages under AII-fiay,‘lz, and Adnlt
or each competency

-115...

.goapusaa>_aanmnm=. :oaaasaes. mafia goanmsams sto>= . .>+>>.m

l I' L
III

 

§NN NN on Na «6 mN me can mNH nausea
m 4 m m m span
. -anoo tmauanum “HHHs
o «H «H H n ma ma opauod
unmade: .maaauom «HHb
ea a on «a H 0H mm. opauaamoo
unoapmaom naasm uH>
N N N N a o>NaaN=mnanz .
. .unoapsaom odes: »>
s N N o N ..m opap
-. -Nawoo .Nunaaom ”
H Ha mu H 5 ma ad wpwuod
-saflauz. mnNNHom “HHH
H o u a a 4A opuoan
twoo .Hmoucmsooz ”HH
N NN 4 n MN mm ms opapmasea
‘ new: .Hwodsonoo: «H
Amwuzw onmssa ‘ + + +ml Honda Honda Jmoamm Ho uaouH naoapoom
coom napom no do m «o mo.moo oudpnm moo hope Hence
uhonomoa no $00 $00 no>ov Hocnoouom can»
uo>o hp voxoono new“

esopH no .oz

 

A>+>T>v 0.5er

 

.wwauzv unease: Honda he ooxommu oaopH no .02

it

enhances» one chooses Hosea hp nude guano on» on noncomooh no humsadmun.ufl

odawa

(3+SM)

SM
(I+M+IM)

~116-
Table l7.--Continued

Important for Sales and Sgles.and Maintenance

Impersonrm}. S l l
portant or a s personne
31'3—

Important for s and Maintenance personnel
Important for InstaIIEtion, fiEIntenance, and.In;
stgllgtiog and figintegggce personnel

-ll7-

out of fourteen (50 per cent), in Section II, to five out of
a possible five (100 per cent), in Section VIII of the Check
List.

Sixty per cent or more of the panel members also indi-
cated the following: (1) Sixty-five competencies were im-
portant to gglgg or sales and mgintengggg personnel; (2)
Thirty-two competencies were important to only gglgg per-
sonnel; (3) Sixteen competencies were important to §312§_§ng
maigtggagce personnel; and (A) Twentyhseven competencies were

important to (1) installation or (2) ggigggggggg or (3) in;
stgllgtion and maintenance personnel during initial employ-

ment.

Feurteen of the sixteen items which are important
for sales and.mgintengnce personnel were cognitive competen-
cies in the area of human relations. The only competencies
checked as important for persons who install dairy equip-
ment during initial employment were those listed in Section
I ('Mbchanical, Manipulative"). Twentybseven of these florty-

three competencies, 62.8 per cent, were rated as important to

(1) installation or (2) maintenance or (3) iggtgllation and
We personnel.

Some competencies were checked in each section of
the Check List by 60 per cent or more of the panel members
as important to galgg or sales and mgigtgggnge personnel.

None of the eighteen manipulative and cognitive
competencies in farming, in Sections VII and VIII, were

-1l8-
checked by 60 per cent or more of the panel members as im-
portant for (1) installation, (2) m inten e, or (3) in;
stallation and maintenancerersonnel. However, sixteen of
these eighteen competencies were indicated as important for
onlngalgg personnel by over 60 per cent of the panel mem-
bers.

The last column in Table 17 shows that only a very
small number of the competencies, eleven of 129, were taught
by 60 per cent or more of the Muchigan teachers of vocational
agriculture; less than 10 per cent of the total number of
competencies., Eight of the twelve items taught were farming
competencies that are directly related to the farm dairy
enterprise.

The results of this survey can be organized to facil-
itate the development of vocational education programs.

Table 18 lists all of the competencies in the Check List
which were,rated by 60 per cent or more of the panel members
as "Highly‘Valuable" ("Very Valuable" or "Valuable") and
important for employees who only sell or sgll gnd maintain

 

bulk milk tanks or’milking systems. Those competencies

which were taught by 60 per cent or more of the Michigan
teachers of vocational agriculture are preceded by the letter
”b.” These 65 items have been listed in numerical sequence
by each section of the Check List. They are the competencies
listed in the questionnaire which, in the Opinion of the
panel members, should he possessed by workers who during

-ll9-

Table 18.--Items in the Check List, by sections, rated as
"Highly'Valuable" by 60 per cent or more of the
panel members for sales or maintenance personnel8

Percentage of Panel
Members Rating
Each Item (N-ll)
As Important for
Competencies and Personnel Who:
Item.Number (S+SM)

fivvvw

I. MECHANICAL. MANIPULATIVE
26. Determine the equipment required for the

milking parlor 6A
27. Determine the equipment required for the

milk house 73
33. Sanitize milking equipment 73

3A. Milk a cow preperly with a mechanical milker 73
II: .MECHAEICAL. COGNITIVE

l.bPrescribed safety practice 73
2. Equipment requirements flor standard milking
parlor layouts 82
3. The general sanitary requirements for the
placement of drains in the milk house 82
A. The air space and ventilation requirements
for the milk house 73
11. The velocity and discharge in the flow of
liquids 6A
1A. The principles of electricity 6A
III: SE ING MANIPULATIVE
l. Continuously build company good-will 100
2. write up a bill of sale and a credit agree-
ment 82
3. Display and demonstrate a product 91
A. Utilize a "flip-flop“ chart and other
visual aids 82
5. Locate and schedule visits with potential
customers 91

6. Assume an outward appearance which is in
accordance with the customer's expectation 9l

-120- ,.
Table l8.--Continued

 

A
_ 17

 

 

Percentage of Panel
Members Rating
Each Item (N-l )

 

Competencies and As Important for
Item Number Personnel who:
(S+SM)
7. Determine the customer's real wants and
needs: appeal to his buying motives 91
8. Become persuasive 82
9. Resolve customer objections into purchases 100
10. Close out a sale 100
12. Fill out depreciation schedules for equip-
ment 82
13. File reports of present and future sales
conditions 100
1A. Use sales engineering and training manuals
as guides 91

IV: SELLING COGNITIVE

l. The advantages of the firm's products and
services 82

3. Typical customer questions 91

A. The kind, quality, cost, and source of ma-
terials used in equipment which is sold 82

5. Legal and ethical business conduct 100
6. The basic principles of merchandising 100
7. The types of retail credit that are utilized
by business firms 100
8. Federal, state and local regulations affect-
ing product installation and use 100

V: EM ELAIIONS. MANIPULATIVE

3. Relate to fellow employees and employers
satisfactorily 91

A. Accept change in business policy and pro-
cedure 82

-l2l-
Table 18.--Continued

 

Percentage of Panel
Members Ratin
Each Item((N-1I)
As Important for
Competencies and Personnel Who:
Item.Number (StSM)

 

VI: HUMAN RELATIONS COGJITIVE

 

l. The principles of good human relations 100
2. How to recognize individual differences in

people 100
3. How to recognize types of relationships

among emp oyees as reflected in attitudes

and patterns of behavior 91
5. How to distinguish problems which should be

referred to the supervisor 82

6. How to evaluate the results of action which
has been taken and make effective adjust-
ments 91

9. The causes of poor human relations 100
13. methods which are utilized to motivate peOple 100

15. How to accept authority and the subsequent re-
sponsibility in a democratic business or-

ganization 91
17. The type of relationship which should exist
between a business firm and an employee 91

18. How to aid in establishing cooperative rela-
tions between employers and employees, as

well as among employees 82
19. The relationship between personality develop-

ment and Job success 91
20. The need for mutual respect for the rights of

managers, supervisors, and employees 82
21. Why company philosOphy and policy should be

adOpted 91
23. Current business promotion policies 82
25. What a fair days work and wages are 82

27. How to complete an application, and interview
for a job 91

-122-
Table 18.--Continued

 

 

 

 

L?—
j

 

Percentage of Panel
Members Rating
Each Item (N-ll)

Competencies and As Important for
Item Number Personnel Who:
(8+SM)

 

VII: FARMING. MANIPULATIVE

l.b Calculate milk production per cow, price per
pound of milk, and labor requirements per

cow 91
2.b Determine the net return per dairy cow, per

year, to the farmer 73
3.b Plan an improvement program for the dairy

herd 100
A. Calculate the cost of installing and using

a milk bulk tank 6A
5. Select the proper size bulk milk tank 100

6.b Recommend approved milk production practices 82
7. Recommend dairy herd management practices to

increase labor income 82
8.b Recommend management practices to control

disease in the dairy herd 6A
9. Plan a barn layout and milking system to

meet the needs of a farm. 82
10. Determine the strengths and weaknesses in a

specific farm livestock program 91
11. Plan changes in the dairy program to increase

the efficiency of the farm business 82

12.b Suggest changes in the dairy enterprise to
improve the size and volume of a farm
business 82

VIII: FARMING, COGNITIVE

1. Row to use records of production in the selec-

tion of breeding stock 91
2. The need for providing suitable housing and
equipment for dairy cattle 73

3. The general construction features of farm
buildings A 100

-123-
Table l8.-—Continued

 

Percentage of Panel
Members Rating
Each Item (N-l )
As Important for
Competencies and Personnel Who:
Item Number (S+SM)

 

A. The relationship between the size and
volume of the farm business and farm

income 91
5. The importance of well-kept farm build-
ings to the dairy farmer 100

 

a($314) - Important for 31.3 as and Wm per-

sonnel

bCompetencies taught by 60 per cent or more of the selected
group of vocational agriculture teachers.

-12g-
initial employment ggll or §211_§ng_ggigggig bulk milk tanks
or milking systems. These competencies, when translated into
behavioral terms, could serve as objectives for vocational
courses of instruction. Perhaps, courses based on these ob-
Jectivesvcould provide potential workers with competencies
identified by the panel members as important for persons who
gg;;_§gg_gaig§§ig bulk milk tanks or'milking systems.

Table 19 lists all of the competencies in the Check
List which were rated by 60 per cent or more of the panel
members as "Highly'Valuable" ("Very Valuable" or "Valuable")
and important for employees who (1) inst ll, (2) w, or
(3) $2§£§;;_ggg433ig§ggg‘the dairy equipment described above.
All twenty-seven of these items are mechanical manipulative
competencies. Only two were taught by 60 per cent or more
of the teachers of vocational agriculture, Item Number 3,
"make electrical connections and install electrical wiring";
and Number 16, ”Cut and thread pipe."

Perhaps, these competencies can be translated into
behavioral objectives of tnstruction designed to prepare
persons for initial employment in occupations that serve
the farmer through the ingtgllgtion or mgintengncg of bulk
milk tanks or milking systems.

8 of s n es to Part of th u tionn re.--
In Part Two of the questionnaire, each panel member was asked
to provide a brief description of the entry Jobs for employees
who sell, install, and maintain dairy equipment; the type

-125-

Table 19.--Items in the Check List, by sections, rated as
"Highly Valuable" by 60 per cent or more of the
panel members for installation or ggigggggngg per-

 

 

sonnela
Percentage of Panel
Members Ratin
Each Item (N=l§)
As Important For
Competencies and Personnel Who:
Item Number (I+M&IM)

 

I. MECEANICAL. MANIPULATIVE

2. Locate sources of failure: repair or replace

defective parts and wiring 91
3.b Make electrical connections and install
electrical wiring 100

A. Install, align, and service electric motors 100
5. Dismantle, inspect, and clean electrical

equipment 100
6. Check and replace electronic controls 100
7. Cut, bend, and fit electrical conduit 100

8. Maintain and use electrical testing equipment 82
9. Dismantle and service thermostaticallya

operated valves 100
10. Install 115 and 230 volt electrical systems
from the service entrance 91

12. Install equipment, and pipeline and wiring
systems By interpreting sketches, prints,

and verb engineering instructions 91
1A. Inspect, clean, and adjust circuit breakers 91
15. Install a building drain 91
16.b Cut and thread pipe 91
17. Test vacuum.and liquid pipeline systems for

leaks 6A
18. Break and make pipe joints; clean and renew

pipe gasket 100
19. Measure, cut, and install cast iron, stain-

less steel, plastic and glass pipe 100

20. Find dimensions of various pipe sizes, types
of fittings and number*pf threads on pipe 73

~126-
Table l9.--Continued

 

“—— — w

Percentage of Panel
Members Rating
Each Item (N811)
As Important For

 

Competencies and Personnel Who:
Item Number (I+M+IM)

21. Install and service vacuum.and liquid pumps,

and filtering systems 82
22. Rebuild pumps‘ 100
23. Utilize the proper lubricants for pipe,

valves, pumps, and milking equipment 91
2A. Dismantle dairy equipment; clean, inspect,

and replace worn parts 73
25. Locate, adjust, and replace faulty valves,

pressure regulators, and controls 100
28. Assemble and install standard walk-through,

tandem, and herringbone milking stalls 82
29. Install and service a pipeline milking parlor

or stanchion-type barn ‘ 73
30. Install pipeline milking system accessory

equipment (wash tank, storage rack, etc.) 82
35. Install, operate, and service a bulk tank

cooler .82

37. Conduct periodic maintenance inspectiOns of
electrical equipment and pipeline milker
systems 6A

 

a(I+M+IM) - Important for Instgggtion, Maintenance, or In;
gtgllgtion an maintenance personneI

bCompetencies taught by 60 per cent or more of the selected
group of vocational agriculture teachers.

-127-
and amount of formal education (defined on p. 67) which
these entry workers should receive prior to initial employ-
ment: and the extent that these workers should sell, install,
and maintain equipment during the first six months without
assistance.

Only three of the panel members provided a descrip-
tion of the entry jobs. They included the following: (1)
"Stockroom or floor clerk; repair department; servicing or
route man; book or record keeper; sales assistant"; (2) ”Work
with experienced men in a territory"; and (3) "Anywhere in
the area of a graduate in the specific field to one who has
natural talents.”

Only one respondent offered a job classification;
"Retail farm.dairy equipment salespinstallation-service-man."

Table 20 summarizes the responses of the panel mem-
bers regarding the type of formal education entry workers
should have. A majority recommended that entry workers com-
plete high school and an apprentice type training course of
instruction. Nearly one-half of the group recommended three
or four years of All-Day vocational agriculture. The re-
maining types of educational experience were recommended by
less than 30 per cent of the panel members.

In discussing the formal educational needs of employees,
the panel members expressed the importance of high school ex-
perience and at least some post high school experience in a
technical school or college. One respondent stated that,

-128-

Table 20.--The type of formal education recommended by the
panel members for entry workers

—. vv— '—
‘T—v ____ *—

Response by
Panel Members (N-ll)

 

Educational Experience Percentage

High school graduate 6A
Vocational agriculture: 3-A years during high

school A5
Vocational business: 2-3 years during high

school 27
Adult education course, business 18
Adult education course, agriculture 27
Apprentice type training course 55
Junior college; two—year technical course 27
College; four-year engineering course 18

"It would depend to a large degree on how technical the
equipment was." Another respondent said, "High school with
emphasis on disciplinary subjects. Technical training in
agriculture: two years for salesmen. High school with some
vocational agriculture: two years of technical training in
engineering and shop for installation and maintenance men.“
Table 21 provides a summary of responses regarding
the extent that these employees should sell, install, and
maintain dairy equipment during the first six months of
employment without assistance. _-
This summary indicates that approximately one-half
of the panel members believe that sales personnel can work

without assistance during the first six months of employment;

-129...

Table 21.-~The extent to which entry employees should work
without assistance during the first six months
of employment

 

*—

Response by Panel Members (N-ll)
Percenta e

 

Entry Employees ten e om. ever 0 oice
Sales personnel 1A5 36 9 9
Installation personnel ’2? 55 9 9
IMaintenance personnel 27 6A 9

 

w. ‘—— .w

over 50 per cent or more'believe that installation and main-
tenance personnel should seldom or never work alone during
this entry period.

In summarizing these data, no well-defined entry
job classification was given for personnel who are employed
in occupations that sell, install, and/or maintain dairy
equipment. Also, in the Opinion of the panel members, these
employees should complete high school and some post high
school training in vocational education courses in business
nor agriculture, apprentice type training, junior college, or
a four-year college. And, during the first six months of
employment, the employees should seldom or never work alone.
This is especially true for installation and maintenance
personnel.

The next chapter presents a summary of the design
and important findings of the study. It also reports the
conclusions of the investigation and recommendations for

further study.

 

('4 (1.1! (II lullllliqu

(“I .i 1!}

CHAPTER v
30mm, CONCLUSIONS, AND RECOWNDATIONS

This chapter summarizes the report of the study,
presents the conclusions drawn from the findings as they
relate to the purpose of the study, and sets forth recommend-
ations for further study beyond the limits of this investi-

gation.

Procedure

This study is designed to demonstrate a method of
identifying certain competencies that are essential to the
success of persons who seek employment in non-farm occupa-
tions that provide the farmer with direct-contact services.
The identified competencies should serve as a basis for the
establishment or modification of vocational education pro-
grams to prepare workers for these occupations.

The method utilized to gather occupational informa-
tion and translate the information into vocational programs
is developed in the perspective of a larger, more inclusive
social framework.

Several tenets of democracy are discussed to estab-

lish a social framework within which a method of obtaining

-13 O-

-131-
occupational information important to employees can be de-
veloped.

A brief review Of the development of the American
secondary school illustrates how a society expands and
modifies its social institutions and programs to meet the
challenge of changing conditions in a democratic society.
This illustration infers that any industry within the Ameri-
can society that is undergoing continuous change should be
examined to determine the new conditions in the industry.
These changes and new conditions should be reflected in the
modification Of vocational programs that are designed to
prepare persons for employment in occupations within the
industry.

A review of the history of the development of Ameri-
can agriculture points out vast and significant changes
which have occurred within this segment of the American
economy. Of particular note is the rise of large non-farm
agricultural occupations employing persons who provide the
farmer with direct-contact.services. These occupations serve
large geographical areas and are characterized by a develop~
ing and changing technology.

The changes that have occurred in agriculture should
be reflected in public educational programs designed to
prepare workers for employment in agricultural occupations.
In 1917, federally subsidized programs in vocational agri-

culture were authorized in the American public schools to

-132-
accomplish this. However, a review of the purposes of these
programs points out that they are aimed primarily at meeting
the occupational needs of only one segment of the agricultural
work force, i.e., present and prospective farmers.

Selected literature is cited to show the current
methods being utilized to determine the vocational needs of
non-farm agricultural employees. Three general methods of
obtaining this information are apparent in the review of
literature. Included are those designed to survey the leaders
in several businesses within local communities; those designed
to survey the leaders in a sample of local business estab-
lishments within a given industry; and those studies concerned
with the identification of non-farm agricultural occupations
for further study.

The method used in this study is developed to obtain
occupational information consistent with the established
social frame of reference. It is proposed that, due to the
changes in technology and the size and sCOpe of these occu-
pations, authorities who hold high level positions within
an agricultural industry or related agency are competent and
willing to provide the desired occupational information. It
is also prOposed that competencies that are identified by
these persons as important for the preparation Of workers
should be translated intooperationally-defined objectives.
These objectives should serve as the basis for the develop-

ment of vocational education programs to prepare workers for

-133-
employment. Further, representatives of public educational
institutions should be competent and willing to indicate
which of the identified competencies are currently taught.
This comparison provides a basis for modifying local voca-
tional education programs.

The data provided by this study to demonstrate the
method consists, in part, of responses to questionnaires by
a panel of authorities within or associated with the dairy
industry. The general qualifications for these panel mem-
bers are that they (1) hold high echelon positions in a busi-
ness organization or institution of higher learning; (2) have
an understanding of dairy farming and direct-contact services
provided the dairy farmer by non-farm businesses: and (3)
have a concern for the educational needs of workers in agri-
cultural occupations. Eleven members were selected to re-
spond to a questionnaire.

This survey instrument completed by the panel mem-
bers is designed to obtain information considered important
for the preparation of workers who, during initial employ-
ment, sell, install, or maintain bulk milk tanks or milking
systems. The data that have been collected include the
following: (1) the value Of certain cognitive and manipula-
tive competencies in aiding workers to successfully fulfill
the functions described above; (2) the importance of the
competencies that receive a high value rating for workers

who sell or ingtgll or mgintain the prescribed dairy equipment,

-13A-
or any combinations of these functions: (3) a brief descrip-
tion of the entry occupation for workers who sell, install,
and maintain dairy equipment; (A) the occupational classi-
fication that should be assigned to persons in these occu-
pations; (5) the amount of supervision these entry workers
should receive during the first six.months of employment;
and (6) the type and amount of formal education they should
receive prior to initial employment.

Additional data are provided through the responses
to questionnaires by a selected group of Michigan vocational
agriculture teachers. All of the Michigan teachers of vo-
cational agriculture are included in the selected group if
they are employed by public school systems serving counties
having a large number of dairy farms. A Michigan county is
classified as such, and included in the study, if (1) thirty
per cent or more of the commercial farms in the county are
classified as dairy type farms; (2) there are at least A00
dairy farms in the county; and (3) there are at least 10,000
milk cows on commercial farms in the county, as reported in
the United Stgtes Census of Agriculture: 1252.1 Twenty-six
counties satisfy these criteria. These areas are served by

130 vocational agriculture teachers.

 

~ 1United States Bureau of Census, United States Census
of A;riculture: 1° ' Volume I Counties art . "c3t

as ngton I. urpe rnten ent O hcuments, n teo tates
Government Printing Office, 1961), p. xxiv. ,

-135-
The questionnaire that was completed by the teachers

is designed to determine which of those competencies identi-
fied by the panel members as important to entry workers have
been taught in AlleDay, Young Farmer, or Adult Farmer Classes
during the past year.

The competencies which are organized into a Check
List (Part I of the questionnaire) were compiled by reviewb
ing occupational literature, including books, periodicals,
pamphlets, resource files, job descriptions and specifica-
tions, andtraining manuals. fThese materials were supplied
or recommended by personnel who hold positions of leadership
in state and national associations of businessmen and farm
equipment companies.. A total of 129 competencies were com-
piled. They are stated in a manner which permits their re-
duction to behavioral terms, i.e., easily expressed as de-
sired changes in the behavior of the student.

The data received from the panel members and the
selected Michigan vocational agriculture teachers are tabu-
lated and compiled into tables. These tables summarize the
percentages of responsesby both the panel members and the

teachers to each of the items in the questionnaire.

Summary of Findings
The persons who qualified as panel members by the
criteria listed in Chapter III provided information that is

considered to be important for the preparation of entry _

-136-
workers employed in occupations that sell, install, or main-
tain bulk milk tanks or milking systems.

Several cognitive and manipulative competencies are
identified as having significant value for these workers, as
evidenced by the following:

1. One-third of the 129 competencies on the Check

List are rated by the entire panel as having
considerable value for workers who during initial
employment sell, install, and/or maintain bulk
milk tanks and/or milking systems.

2. Approximately three-fourths of the competencies
on the Check List are rated by over 60 per cent
of the panel members as having considerable value
for these workers during initial employment.

The panel members also identify specific cognitive
and manipulative competencies as important to workers who
during initial employment provide the farmer with the fol-
lowing direct-contact services: (1) the sales; (2) the in-
stallation; or (3) the maintenance of the prescribed dairy
equipment; or (A) any combination of these services. This
is supported by the following:

1. Slightly over one-half of the competencies are
rated by over 60 per cent of the panel members as
important for workers who during initial employ-
ment onl ell, or sell ggd maintain bulk milk
tanks and/or milking systems.

-137-

2. Slightly less than one-fourth of the competencies
on the Check List are rated by over 60 per cent
of the panel members as important for workers who
only sell this equipment.

3. Approximately one-fifth of the competencies are
rated by over 60 per cent of the panel members as
having considerable value for workers who during
initial employment install, maintain, or inst l
and gaintain the prescribed equipment. All of
the competencies rated as important for these
workers are classified as "Manipulative.Mechani—
cal."

A. The "Selling," "Human Relations," and "Farming"
competencies on the Check List are indicated by
the panel members as not important to persons who
during initial employment instgll bulk milk tanks
and/or milking systems.

Requisite information is provided by the panel mem-
bers regarding the type and amount of formal education (as
defined on page 67) these entry workers should receive prior
to initial employment. In their Opinion, persons who seek
employment in non-farm agricultural occupations that sell,
install, and maintain dairy equipment should complete high
school and acquire some post high school formal education.
Over 60 per cent of the panel members consider the comple-

tion of high school as important for these employees. There

-133-
is no consensus regarding the type of post high school ex-
perience necessary.

The panel members also provide information regarding
the amount of supervision entry workers employed in these
occupations should receive during their initial employment
(period. Over 60 per cent of the panel members indicate that
persons who instgll or maintain the prescribed dairy equip-
ment should seldom or never work without assistance during
the first six months of employment. Forty-five per cent of
the panel members indicate that sales personnel should gftgg
work without assistance during this period.

The panel members do not provide one segment of
information considered to be important for the preparation
Of workers. Few Of the panel members outline an occupational
classification for persons who sell, install, and maintain
dairy equipment. Neither do they provide a description of
the entry occupation for these workers. Apparently, they
do not have this information available.

I The Michigan teachers clearly indicate which of the
competencies On the Check List have been taught as a part
of the local program of vocational agriculture. These com-
petencies can then be compared with those which had been
identified by the panel as of significant value and impor-
tance to employees. A summary of the comparison points out
that only eleven of the identified competencies have been

taught by 60 per cent or more of the teachers as a part of

-139-

the All-Day, YOung Farmer, or Adult Farmer instruction.

Conclusions

The method demonstrated in this study is effective
in obtaining important information for workers who seek em—
ployment in certain non-farm agricultural occupations. These
occupations provide the farmer with direct-contact services
through the sale, installation, and maintenance of bulk milk
tanks or milking systems. The method as demonstrated is
sound in prOviding information that can be used as a basis
for training programs.

The ideal of American democracy used as a basic
frame of reference demands that persons who are well informed
and concerned about an occupation or occupational area should
be competent and willing to provide important information
needed by workers to fulfill the required functions of the .
occupation. Persons who work closely with public educational
programs should be able to identify the competencies that
are currently taught which are considered to be important
to workers.

Further, the social framework that is established
prescribes that under changing conditions, programs and
practices must be continuously examined. This examination
must be based upon intelligent inquiry. Such a process will
lead to any necessary modifications of institutions, policies

or programs, including educational programs.

-140-

Persons who occupy high echelon positions within the
dairy industry, or in agencies closely related to the in-
dustry, should be and are willing and competent to identify
specific competencies of significant value and importance to
'workers who provide the farmer with the above-mentioned
services. They also provide information regarding the type
and amount of formal education needed by these workers prior
to initial employment, as well as the extent to which employees
should work without supervision during the first six months
Of employment. Apparently these authorities do not have in-
formation regarding a title and description of the entry
occupations for workers who are employed by these non-farm
agricultural occupations. :

The responses of the panel members provide consistent
clusters of competencies around which educational programs
may be organized to prepare workers for initial employment
in specific occupations. Clusters of competencies are iden-
tified in the areas of farming, human relations, salesman-

ship, and mechanics that are important for employees who
during initial employment sell; sell andZor pgintain; or

ingtgll gndlor maintain bulk milk tanks or milking systems.

The clusters of cognitive and manipulative compe-
tencies that are identified'as important for persons employed
in specific occupations should provide a basis for the de-
velopment of operationally-defined objectives. Instructional

programs based on these Objectives should contribute to the

-1g1-
preparation Of workers for initial employment.

Persons employed by public educational institutions
should be surveyed to determine which of the competencies
are being taught as a part of the instructional program. In
this study, a survey of teachers of vocational agriculture
shows that few of the competencies identified by the panel
members as those needed by workers who during initial employ-
ment sell, install, or maintain bulk milk tanks or milking
systems are being taught as a part of the vocational agri-
culture program. Thus, if existing local programs of voca-
tional agriculture are to prepare workers for initial employ-
ment, extensive modification of programs must be made. It
is also evident that instruction in vocational-agriculture
provided by Michigan public secondary schools has not been
Of the type to meet the vocational needs of workers in certain
non-farm agricultural occupations.

These results support the thesis that due to the
changing conditions within certain non-farm agricultural
occupations, these occupations should be continuously examined
to determine the educational needs of workers who seek
employment in them. Public educational institutions should
also be continuously evaluated to determine the extent to

which they are providing for these needs.

;Recommendations
Several recommendations for further study beyond

the limitations of this investigation are listed in the-

-1h_2-

following paragraphs.

1.

2.

3.

The method of identifying worker competencies as
a basis for the establishment of vocational pro-
grams that is demonstrated in this study should
be utilized to investigate non-farm agricultural
occupations that have the following character-
istics: (1) serving large geographical areas;
(2) providing the farmer with direct-contact
services; and (3) manifesting a developing and
changing technology. Moreover, the rapidly
changing nature of agriculture demands that a
continuous study be made to identify the voca-
tional competencies needed by persons who are
preparing to enter these occupations.

In developing curricula for training persons for
certain non-farm agricultural occupations, recog-
nition should be given to the specialized nature
of these occupations and to the differences in“
vocational competencies needed. These differ-
ences imply that training programs should be care-
fully adapted to the specific requirements of
each occupation or certain combinations of occu-
pations.

If vocational agriculture curricula are to meet
the educational needs of persons who seek employ-

ment in certain non-farm occupations, the

A.

5.

6.

-143-
instruction should manifest the specialized
characteristics of these occupations and should
provide experiences that can be highly individu-
alized.

It may not be feasible to establish or modify

such vocational agriculture programs Offered by
local public schools in rural areas due to the
specialized nature of the instruction, the diverse
areas of competencies to be taught, and the small
number who might seek employment in each non-farm
agricultural occupation. Studies should be made
to determine the need for area vocational schools
to prepare persons for initial employment in these
non-farm agricultural occupations.

Researchers who are responsible for modifying and
establishing local programs of vocational agri-
culture should endeavor tO integrate or synthesize
data Collected into educational programs according
to some over-all order of unity or consistency.

In other words, programs of vocational agriculture
should be modified or established in reference to
some comprehensive purpose of education, e.g.,
providing the kind of society in which man wants
to live.

Clusters of cognitive and manipulative competencies

are identified as important for workers who sell,

7.

8.

-lAA-
install, or maintain the prescribed dairy equip-
ment. Other competencies may also be important to
these workers; efforts should be made to identify
others that could be added to these.
The only competencies identified for workers who
install dairy equipment are in the area of "Mech-
anical Manipulative." Consequently, persons who
occupy high echelon positions within the dairy
industry, or in agencies and institutions closely
associated with it, should be questioned further
to identify competencies other than "Mechanical
Manipulative" that should be possessed by persons
who install dairy equipment during initial em-
ployment.
The results of this study point out that workers
who sell, install, and maintain bulk milk tanks
or milking systems should possess competencies in
the field of farming, distribution, and trade and
industry. Perhaps training could be provided in
two or more of the following areas at the secondary
or adult level: agricultural education, distribu-
tive education, and/or trade and industrial educa-
tion. Studies should be made to determine the most
effective method of providing vocational education
at the secondary and adult levels for these non-

farm and other agricultural occupations.

9.

10.

ll.

12.

13.

-145-
In this study, eleven of the competencies identi-
fied as important to workers are taught by second-
ary agricultural teachers. Teachers responsible
fer vocational programs in areas other than agri-
culture should be queried to determine whether

or not any of the identified competencies are
currently taught in these areas.

These worker competencies may also be included as
a part of instruction in apprentice type training
programs, or at the junior college level. Studies
should be made to determine which Of the identi-
fied competencies are currently taught.
Authorities in the dairy industry indicate that
persons should complete high school and obtain
some post high school education prior to initial
employment. These leaders should be queried
further to determine in greater detail the formal
educational requirements of potential employees.
Studies should be made to determine a title for
and description of the occupational classifications
for entry workers who sell, install, or maintain
dairy equipment.

The panel members recommend supervision of workers
during the first six months of employment. An in-
vestigation should be made to determine whether

or not systematized instruction should be integrated

-146-
with work experience during the first months of

employment in these occupations.

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States Government Printing Office, 1962.

Reports
American Vocational Association. finitions of Te s n
V t o l d Pr tic s Educat on. as n on,
. .: ommittee on esearc and cations, 95A.

Blackmon, John H., and Dawson, Cleburn 0. Need for T a . n;
f- N- -F:rmin; A; icult a1 0 0 0at ons. 'eport O
a study: :— ei; , North Carolina: orth Carolina
Department of Public Instruction, 1961.

Ford, Richard 0. "Agriculture and Its Relationship to Other
Segments of the Economy." Report of a seminar paper:
Washington, D. 0.: Federal Extension Service, United
States Department of Agriculture, 1958.

Harris, Norman 0., Tigner, Richard, and Hansen, Holger. Baai-
n 3 Job A t . A survey report: Bakers-
ie d, a fornia: ocational-Technical Education,
Bakersfield College, 1958.

Mississippi State Board for Vocational Education. Occu -
tion 1 St tu of F rmer Students of Vocat on I A -
cu ture in so ss p in . Report 0 a stu y:
ac son, as ssippi: ocat onal Agricultural
Education, 1961.

The Rockefeller Panel Report. The Powe o the Democr tic
%aaa. Special Studies Frogect Report . Gar en
ity: Doubleday and CO., c., 1960.
Sanders, W. H. "Follow-Up of Students of Vocational Agricul-
ture in South Carolina, 1955-1960." Report of a
study: Blacksburg, Virginia: Department of Agri-

igltural Education, Virginia Polytechnic Institute,
55-

 

-151-
Sutherland, S. 3., and Thompson, 0. E. The Training Regaired

by WOrkara in Agyacaltural Busiaess and Industry in

Cali ornia. sport O a study: Sacramento, Ca 1-

1grnia: California State Department of Education,
57-

Thompson, 0. E. Training Reguirements of WOrkera $2 thfi Pro-
duction and Distri ution o Nursegy roducts. sport
0 a study: Sacramento, a i ornia: Ca 1 ornia
State Department of Education, 1957.

Tom, Frederick K. T., Hill, Charles W., and Greene, Kingsley
L. Employaent Oppgrtunities in Certain OccuEations
Related to Farming in the Sypacuaa_Economic rea, Naw
YOrk. Report of a study: Ithaca, New Yor : Agri-

cultural Education Division, Rural Education Depart-
ment, Cornell University, 1961. .

Warmbrod, J. R. (ed.). New Dimaaakons in Puglig Sghool
Eaaaation in Aggie ture. report O a co erence
Of nations significance: University of Illinois,
Urbana, Illinois, June 19-22, 1962. Danville,

Illinois: The Interstate Printers and Publishers,
Inc 0 , 19620

Washington State Board for Vocational Education. Tr nin
Nee s of WOrkers in Business A soci ted wit cul-
gaya. Report O a stu y: ymp a, as ngton:

ocational Agricultural Education, 1959.

Wiegers, George W. ”Our NOW’ROIO in Vocational Agriculture."
A report to the Tennessee Vocational Agriculture
Teachers at the Joint Conference of Teachers Of Voca-
tional Education, University of Tennessee, Knoxville,
June 5, 1962.

UnpublishedtMaterial

Clark, Raymond Mt "Need for Training for Non-Farm.Agriqul-
tural Business." Department of Teacher Education,
College of Education, Michigan State University,
East Lansing, 1959. (Mimeographed.)

Kennedy, William Henry. "A Clarification of Relationships
Between Farming and Certain Other Agricultural Occu-
pations with Implications for Guidance and Curriculum
Development.” Unpublished Ed. D. dissertation,
Michigan State university, East Lansing, 1958.

APPENDICES

-152-

APPENDIX A

Letter sent to secure resource materials

Letter sent to prospective panel members

Cover%ng letter enc osed with the questionnaire sent to panel
mem ers

Covering letter enclosed with the questionnaire to teachers

Followbup letter sent to teachers who had not returned the
questionnaire

-153-

-15g-

MICHIGAN STATE UNIVERSITY EAST LANSING

 

COLLEGE OF EDUCATION

July 12, 1961

I am currently engaged in research for my doctoral dissertation at
Michigan State university. It is the purpose of this study to identify
the educational needs of persons for entrance into selected non-farm
commercial occupations.direct1y contacting the farmer through the sale,
installation, and service of dairy appliances and equipment. Will you
please assist me by providing the following materials:

1.

Job descriptions for workers employed in commercial occupations
directly contacting the farmer through the sale, installation,
and service of dairy appliances and equipment.

Job specifications for workers employed in commercial occupations
directly contacting the farmer through the sale, installation, and
service of dairy appliances and equipment.,

Training materials or manuals which are used to train workers
employed in commercial occupations directly contacting the farmer
through the sale, installation, and service of dairy appliances
and equipment.

The names and addresses of representatives of your organization
serving Michigan agriculture who might assist me further by
providing resource materials or counsel.

I would be most appreciative of any data which you could give me that
would aid in completing this study.

very truly yours,

Harrison Gardner

Assistant Instructor
Agricultural Education Services
336 College of Education

-155-

March 10, 1962

Dear Mr. 1 3

I am.current1y engaged in research for my doctoral disserta-
tion at Michigan State University. It is the purpose of
this study to obtain information that is important to per-
sons for entrance into selected non-farm commercial occupa-
tions. These occupations provide the farmer with direct-
contact services through the sale installation, and mainten-
ance of bulk milk tanks and/or miIking systems. A uestion-
naire in the form of a Check List has been develops to aid
me in identifying certain competencies needed by the per-
sonnel described.

The study was designed to secure the opinions of a panel of
knowledgeable personnel in leading dairy equipment insti-
tutes, associations, and companies in the United States, as
'well as dairy and farm equipment specialists at Michigan
State University.

Several persons within the dairy industry have recommended
you as one who is highly qualified to respond to the ques-
tionnaire. I would be most appreciative if you would aid
me in completing this study by filling out a questionnaire.
I will contact you on ,fi» . April .
1962, regarding this matter.

Very truly yours,

Harrison Gardner, Instructor
College of Education

-156-

April 11, 1962

Dear Dre :

Thank you again for consenting to act as a member of the
panel for'my'study of non-farm agricultural occupations.

The Check List is enclosed. I believe it is self-explanatory.
When you have completed the instrument, please return it to
me in the envelope provided.

It is the purpose of this study to obtain information that

is important to persons for entrance into selected non-farm
commercial occu ations directly contacting the farmer through
the sale insta lation, and service of milking systems and
bulk milk tanks. The data gathered will provide invaluable
data which can be utilized as a basis for planning vocational
education programs.

I will, of course, provide each panel member with a summary
of the study.

Sincerely yours,

Harrison Gardner, Instructor
College of Education

-157-

May 10, 1962

Dear Mr. :

When I was teaching vocational agriculture in Marshall, I
aided a number of people by completing questionnaires and "
check lists. However, until now, I\had never fully realized
the value of the service which teachers render to the teach-
ing profession by c00perating in research studies. I must
admit that I am depending upon you to assist me in complet-
ing a StUdYe -

I am.currently engaged in research for my doctoral disserta-
tion at Michigan State University. It is the purpose of

this study to identify certain cognitive and manipulative
competencies that are important to persons for entrance into
selected non-farm commercial occupations. These occupations
provide the farmer with direct-contact services through the
sale installation and maintenance of bulk milk tanks and/or
milking systems. I second purpose is to determine which of
these dentified com tencies were taught by Michigan teachers
of vocational agricu ture during the past year.

As a teacher in the selected group, will you please assist

me by filling out the enclosed Check List? It will require
only a few minutes of your time. Your assistance will en-

able me to accomplish the second purpose mentioned above.

A self-addressed envelope is enclosed for your convenience
in returning the questionnaire.

Very truly yours,

Harrison Gardner, Instructor
College of Education

-158...

July 5, 1962

Dearer. :

With all due apologies to a farm periodical, I would like
to remind you of things to do during the month of July.

Now is the time to:

Hoe
Think
Vacation
Correspond
Dust office
Check records
Say Hi to wife
Make farm visits
Hold an FFA meeting
Build program of work
D0 GAfiQuER'S CHECK LIST
Attend annua con erence
Hold a Young Farmer meeting

I trust that the above gimmick will encourage you to com-
plete the Check List which I mailed to you on May 10, 1962.
Without your help, my study will be incomplete and inconclu-
sive.

If you have misplaced the Check List, please inform me of
such on the enclosed self-addressed postcard, and I will send
you another copy.

Very truly yours,

Harri son Gardner, Instructor
College of Education

APPENDIX B

Questionnaire forms for panel members
Questionnaire toms for teachers

-159-

~160-

CHECK LIST

Part One:

A. This Check List was developed to determine the value of
competencies which should be possessed by persons for
initial emplgymgpp in occupations which provide direct-
contact services to the dairy farmer. These services
include the pplp, installation, and maintenance of pilg-
ing pystems and bulk milk tanks.’

B. Instructions for Completing the Check List:

1. Please read each item carefully and determine whether
or not each competency should be required of workers
who, during initial employment, pgll, install, or
maintain milking systems and/orbulk milk tanks.

2. Place an “S" in the column labeled WOrkep's Function
if the competency should be pgssessed by workers who
SELL milking systems and/or bulk milk tanks.

3. Place an "I" in the column labeled WOrker's Function
if the competency should be possessed by workers who
INSTALL milking systems and/or bulk milk tanks.

A. Place an "M" in the column labeled Worker's Function
if the competency shapld be possessed by workers who
MAINTAIN milking systems and/or bulk milk tanks.

5. If the item should he possessed by workers.who perform
two or three of the functions (Sell, Install,Ԥaintain),

 

place two or three appropriate letters in the column

labeled Worker's Function.

 

 

~161-

-2-
6. Next, determine the xélpg of each competency in aid-
ing the worker during initial employment to success-
fully fulfill the required functions of the occupa-
tion. Place a check mark (\/) in one of the four
columns to the right of each item:
Check (Very Valuablg) . .‘. if the item gives the
the worker a decided ad-
ygppggg in fulfilling the
requirements of the
occupation.

Check (Valuable) . . . . . if the item gives the

 

worker some advantage in
fulfilling the require-

ments of the occupation.

Check (LittlgAValue) . . . if the item gives the

worker little advgptage
in fulfilling the require-

 

ments of the occupation.

Check (No Value) . . if the item may be a

definite asset, but the
worker may not need ppig
particular item in ful-
filling the requirements

of the occupation.
7. Additional competencies which you believe should be

included in the study may be listed in the blank spaces

at the end of each section of the Check List.

-l62-
-3-
0. Definition of Terms:

1. Manipulative Competence: The operational skills
leading to relatively immediate and concrete ob-
servable results.

2. Cogpitive Compgtence: The knowledge and understand—
ing out of which responsible judgments concerning
the manipulative aspects of competence can be made.

D. Examples:
COMPETENCIES

 

WORKER'S
FUNCTION VALUE

 

 

If you can not make a choice,
circle the question number. ' ;

'Mani ulative Com etence: The
operational skiIIs leading to
relatively immediate and con-
crete observable results.

I-INSTALLATION
M—MAINTENANCE
VERY VALUABLE
VALUABLE
LITTLE VALUE

S-SALES
NO VALUE

 

DURING INITIAL EMPLOYMENT, THE
WORKER SHOULD BE ABLE TO:

.M

1. Operate a cash register

 

2. Install a bulk tank cooler

 

HHU’
K

3. Service electric motors

 

. (x,
A. Milk a cow with a mechanical \JI J
milker

 

(5) Install three-phase circuits

 

 

 

 

 

 

 

 

S. I. M.

V.V.

V.
L.V.
N.V.

-l63-

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

WORKER'S
COMPETENCIES FUNCTION VALUE
If you can not make a choice, I
circle the question number. 2 '
o a: a 1 §
Section I: Mechanical Com-eten- E: E m. g;
cies — j 2 5‘ {3‘5
.4 m ~133n>§g
Mani ulative Com etence: the oper- 0:; :5 S ,5: miagg
ational skiIIs Ieading to rela- c: 02" H g, 5‘3ng
tively immediate and concrete ob- co H E ‘ a: 4353,10
servable results. J, .34 2' E g .452
DURING INITIAL EMPLOYMENT, THE 3
WORKER SHOULD BE ABLE TO: g
1. Operate simple hand and ma- 3‘ g
chine tools and equipment 2 i
2. Locate sources of failure; i f
repair or replace defec- k i
tive parts and wiring . ,
T T
3. Make electrical connections ' §
and install electrical i
wiring é
4. Install, align and service
electric motors
S. Dismantle, inspect, and
clean electrical equip-
ment .
6. Check and replace elec- A
tronic controls
7. Cut, bend, and fit elec-
trical conduit
8. Maintain and use electrical
testing equipment
9. Dismantle and service ther-
mostatically operated
valves
10. Install 115 and 230 volt 1
electrical systems from g
the service entrance '
S. I. M. .

VOV.
LIV.
N.V.

 

-l6k-

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

-5-
WORKER'S ‘-
COMPETENCIES FUNCTION i VALUE
____. —<——-—:
If you can not make a choice, 3‘1 g I ;
circle EEE’EEEEEIBE’EEEEEFT' z I z i
Orr: ,E I I
I—Io . IN .
[-02 7CD ID 3
< ,< . A I
32 ID <2 I
m p353 =-lfl;
:n < s4 ;< D;
a S 55 5’ 3 53 i!
.< z: E3 ;>.:: EH :>a
m ha .m a: a »
I l I sm< Hoi
03H: |>> I-JZI
L lJ
DURING INITIAL EMPLOYMENT, THE E I
WORKER SHOULD BE ABLE TO: ~ 3 g
I I I
11. Install three phase circuits ' I g
e._ , 2
12. Install equipment, and pipe- 1 §
line and wiring systems by 2
interpreting sketches, §
prints, and verbal engi- g
neering instructions a“;
13. Lay out a job from blueprint f
and select proper materials ;
1h. Inspect, clean, and adjust i
circuit breakers F
15. Install a building drain
16. Cut and thread pipe
17. Test vacuum and liquid
pipeline systems for
leaks
18. Break and make pipe joints;
clean and renew pipe
gaskets
19. Measure, cut, and install
cast iron, stainless
steel, plastic and
glass pipe
S. I. M.
ease
> .4 z

-165-

-6-
COMPETENCIES
If you cgp pot page g choice,

circle the question number

WORKER'S
FUNCTION

I—INSTALLATION
M-MAINTENANCE

S-SALES

r“

<
a»
t“
E

 

 

VERY VALUABLE

VALUABLE

LITTLE VALUE
N0 VALUE

 

DURING INITIAL EMPLOYMENT, THE
WORKER SHOULD BE ABLE TO:

20. Find dimensions of various
pipe sizes, types of fit-
tings, and number of
threads on pipe

21. Install and service vacuum
and liquid pumps, and
filtering systems

22. Rebuild pumps

23. Utilize the proper lubri-
cants for pipe, valves,
pumps, and milking
equipment

2h. Dismantle dairy equipment;
clean, inspect and re-
place worn parts

25. Locate, adjust, and re-
place faulty valves
pressure regulators,
and controls

26. Determine the equipment re-
required for the milking
parlor

27. Determine the equipment re-
quired for the milk house
28 Assemble and install stan-
dard walk-through, tandem,
and herringbone milking
stalls

 

- _ .._.._...L- "l...“ unau-

 

 

 

‘——'\-

 

 

 

 

 

 

 

 

 

 

~>___.

w~.-;-\s~.

 

 

 

 

 

S. I. M.

V.V.

L.V.

N.V.

-166-

COMPETENCIES

If you can not make a choice,
circle the question number.

WORKER'S

FUNCTION

 

 

S—SALES
I-INSTALLATION
M-MAINTENANCE

VERY VALUABLE

VALUABLE

An—qm. “4v pa - -.-.-. -,....

LITTLE VALUE
N0 VALUE

 

DURING INITIAL EMPLOYMENT THE
WORKER SHOULD BE ABLE TO:

29. Install and service a pipe-
line milking system in a
milking parlor or stanchion-
type barn

30. Install pipeline milking
system accessory equip-
ment (wash tank, storage
rack, etc.)

31. Assemble pipeline system
milker units

32. Recommend the proper clean-
ing materials for the
milking equipment

33. Sanitize milking equipment

3h. Milk a cow properly with a
mechanical milker

35. Install, operate, and ser-
vice a bulk tank cooler

36. Utilize a water hardness
test kit and an iron test
kit

Conduct periodic mainten-'
ance inspections of
electrical equipment and
pipeline milker systems

37

 

 

 

 

 

 

 

 

 

 

 

 

 

_—..__.__, ... _

 

 

S. I. M.

V.V.

V.
L.V.

N.V.

 

-167-
-3-

COMPETENCIES

If you can not make choice,
circle the question number.

WORKER'S
FUNCTION

 

I-INSTALLATION
M-MAINTENANCE

S-SALES

<
:>
I"
£5

 

 

VERY VALUABLE

VALIIA RTE

WWI._._J

LITTLE VALUE

NO VALUE

 

DURING INITIAL EMPLOYMENT, THE
WORKER SHOULD BE ABLE TO:

38. Solve problems using New-
ton's laws of motion

39. Recognize the relationship
. between the cause of

equipment malfunction and

effective remedial action

#0. Calculate the components
of force

a1. Solve problems through the
application of prin-
ciples of rotational
motion

42. Measure the unit pressure
of liquids

43. Calculate the pressure on
immersed plane surfaces

OTHER: (Please list and rate
each competency.)

hh-
L5-
46.

 

 

 

 

 

-.—Lu ‘1'- s.‘ M.-

 

 

 

 

 

 

 

 

 

 

 

 

 

‘s. I. M.

 

V.V.

V.
L.V.
N.V.

-168-
-9-
COMPETENCIES

If you can not make a choice,
circle the question number.

SECTION II: Mechanical Com tencies
(Cognitive)

Cognitive Competence: the knowl-
edge and understanding out of
which responsible judgments con—
cerning the manipulative aspects
of competence can be made.

WORKER'S
FUNCTION

VALUE

 

T
I
1
I
F

S-SALES
I-INSTALLATION
M-MAINTENANCE

VERY VALUABLE

VALUABLE

a-..

A ~._.._....,. .4...-

NO VALUE

LITTLE VALUE

_ a--.“ _..‘. ‘N<<W-__.

 

DURING INITIAL EMPLOYMENT, THE
WORKER SHOULD KNOW:

I. Prescribed safety practices

2. Equipment requirements for
standard milking parlor
layouts

3. The general sanitary require-
ments for the placement of
drains in the milk house

A. The air space and ventilatidh
requirements for the milk
house

5. The kinds, forms, and physical g

properties of matter
6. The principles of velocity

7. The meaning, types and units
of force

8. The principles of centrifugal
force

The mach.ne elements of me-
chanics (lever, wheel and
axle, etc.

\0
e

10. The physical preperties of
liquids

11. The velocity and discharge
in the flow of liquids

 

L_A,

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

S. I. M.

V.V.
V.
L.V.

N.V.

-169-
-10-
COMPETENCIES

If you c n not make a choice,
circle the question number.

WORKER'S
W

N J

I
5

I-INSTALLATION
M-MAINTENANCE

S-SALES

 

VERY VALUABLE

VALUABLE?

LITTLE VALUE
NO VALUE".

 

DURING INITIAL EMPLOYMENT, THE
WORKER SHOULD KNOW:

12. The basic laws of equi-
librium

13. The principles of impulse
and momentum

14. The principles of elec-
tricity

OTHER: (Please list and rate
each competency)

15.

16.

17.

Section III: Sellin Com etencies
(ManipuIative)

Mani ulative Com etence: the

operationEI sEiIls leading to

relatively immediate and con-
crete observable results.
DURING INITIAL EMPLOYMENT, THE
WORKER SHOULD BE ABLE TO:

1. Continuously build company
good-will

2. Write up a bill of sale and
a credit agreement

3. Display and demonstrate a
product

A. Utilize a "flip-flop" chart
and other visual aids

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

S. I. M.

V.V.

V.
L.V.
N.V.

 

-170-

-11-
COMPETENCIES

If you c n not m ke a choice,
circle tRe question numBer.

WORKER'S

0N

FUNCTI

I

S-SALES
I-INSTALLATION
M-MAINTENANCE

<
p
t—I
35

 

 

VERY VALUABLE

VALUABLE

LITTLE VALUE
No VALUE

w

 

DURING INITIAL EMPLOYMENT, THE
WORKER SHOULD BE'ABLE T0:

5. Locate and schedule visits
with potential customers

6. Assume an outward appearance
which is in accordance with
the customer's expectations

7. Determine the customer's real
wants and needs; appeal to
his buying motives

8. Become persuasive

9. Resolve customer objections
into purchase s

10. Close out a sale

11. Operate a cash register

12. Fill out depreciation sched-
ules for equipment

'13. File reports of present
and future sales con-
ditions

1h. Use sales engineering and
training manuals as guides

OTHER: (Please list and rate
eac competency)
15.

16.
17.

“7‘ \Q'. .4 ~

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

S. I.

V.V.

V.
L.V.
N.V.

-171...

-12-

COMPETENCIES
If you can not make a choice,

circle tEe questIon numEer.

WORKER'S
Elm

I

 

S-SALES
I-INSTALLATION
M-MAINTENANCE

<
>
t“
C.‘
t!)

 

»...-.4\.-.4 .4

VERY VALUABLE

VALUABLE

LITTLE VALUE

r.

s :a—oymaA r -.\ vv ~.... o—o—w. “-v—L

N0 VALUE

 

Section IV: Sellin Com etencies
(Cognitive)

Co nitive Com etence: the knowl-

edge and unaerstanding out of

which responsible udgments con-
cerning the manipu ative aspects

of competence can be made.

DURING INITIAL EMPLOYMENT, THE
WORKER SHOULD KNOW:

l. The advantages of the firm's
products and services

2. The attributes of a sales-
man's personality

3. Typical customer questions

c.
O

The kind, quality, cost, and
source of materials used
in equipment which is sold

5. Legal and ethical business
conduct

6. The basic principles of
merchandising

7. The types of retail credit
that are utilized by
business firms

01
0

Federal, state, and local
regulations affecting
product installation and

use
OTHER: (Please list and rate
each competency)
9.
10.
11.

 

~J

~.,-....

.- I ..._... -.—a~._._‘.—....-...—-——-

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

S. I. M.

V.V.

L.V.

N.V.

-172-

-13-
COMPETENCIES

If you can not make a choice,
circle the question number.

Section V: Com etencies in Human
Relations (NEEipuIative)

Mani lative Com tence: the op-

eratIonaI sEiII Ieaaing to rela-

tively immediate and concrete
observable results.

WORKER'S

FUNCTION

I-INSTALLATION

S-SALES
MeMAINTENANCE

VALUE

 

VERY VALUABLE

VALUABLE
LITTLE VALUE
N0 VALUE

 

DURING THE INITIAL EMPLOYMENT, THE
WORKER SHOULD BE ABLE T0:

1. Participate in a group to
change business policy

2. Assume the role of the new
employee in a business
organization

3. Relate to fellow employees
and employers satis-
factorily

a. Accept changes in business
polity and procedure

OTHER: (Please list and rate
each competency)

5.
6.
7.

 

 

 

 

 

 

 

 

 

 

 

 

 

S. I. M.

V.V.
L.V.

N.V.

 

-l73'

-14-

COMPETENCIES

If you c n not make a choice,
circle the question number.

Section VI: Com etencies in
Human ReIations (Cogpitive)

Cogpitive Competence: the knowl-
edge and understanding of which

responsible judgments concerning
the manipulative aspects of com-
petence can be made.

WORKER'S
CTION

FUN

 

S-SALES

I-INSTALLATION
M-MAINTENANCE

VALUE

 

VERY VALUABLE-

VALUABLE

LITTLE VALUE

N0 VALUE

 

DURING INITIAL EMPLOYMENT THE
WORKER SHOULD KNOW:

I. The principles of good human
relations

2. How to recognize individual
differences in people

3. How to recognize types of
relationships among em-
ployees as reflected in
attitudes and patterns
of behavior

A. How to solve problems sci-
entifically

5. How to distinguish problems
which should be referred
to the supervisor

6. How to evaluate the results
of action which has been
taken and make effective
adjustments

The rights and responsi-
bilities of employees and
employers in collective
bargaining

\J
0

8. The characteristics of demo?
cratic and autocratic
supervision

_...’,

- ._ . —4.—4>—<‘- .__._...-__._~._. --_~ ..._ - .. .

 

 

 

-v‘~.‘v—_\-w~.—F -—.~. ..

 

 

 

 

 

 

 

 

 

 

 

 

S.

I. M.

V.V.

V.
L.V.
N.V.

-17h-

-15-
WORKER'S
COMPETENCIES FUNCTION

<
:>
t"
C
(*1

 

_.

If you can not make a choice,
circle the question num er.

--__&I_TTLE_-!51~._I.IEEL;1’

N0 VARUE

I-INSTALLATION
M-MAINTENANCE
VERY VALUABLE

S-SALES
VALUABLE

 

DURING THE INITIAL EMPLOYMENT,
THE WORKER SHOULD KNOW:

9. The causes of poor human
relations

10. How to analyze an individual's
behavior in terms of his own
frame of reference ‘

 

 

 

 

11. The effect of frustration on
attitudes and behavior

 

12. The social dynamics of a work
group

13. Methods which are utilized to
motivate people

14. The causes of fatigue and
boredom

 

 

 

 

-.-.{r_

 

15. How to accept authority and g g
the subsequent responsi- 2 :
bility in a democratic i 3
business organization ?

 

16 How to evaluate worker

competence

17. The type of relationship
which should exist be-
tween a business firm and
an employee

18. How to aid in establishing .
cooperative relations be- 5
tween employers and em-
ployees, as well as
among employees

19. The relationship between t
personality development 1
and job success

 

 

 

 

-*-—-. .“Fw,

 

 

 

 

 

 

 

 

 

S. I. M.

V.V.
V

L.V.

N.V.

-175-

-16;
COMPETENCIES

 

If you can not make a choice,

circle the question number.

woman's
mono»:

 

u...

I-INSTALLATION

M-MAINTENANCE

S-SALES

 

 

VALUE

n' l

* :

2 a
E‘ I

r m:
an Di
<5 .4!
a; '<~
.413 >.c::
<| 1:)
>415»:

L< r<
HQZJE4 >
trip-I E4
.M‘<:F420
':> > rqrz

 

DURING INITIAL EMPLOYMENT, THE
WORKER SHOULD KNOW:

20. The need for mutual respect
for the rights of managers,
supervisors, and employees

21. Why company philosophy and
policy should be adopted

22. The characteristics and func-
tion of the power structure
within a business organiza-
tion

23. Current business promotion
policies

24. The various types of busi-
ness organizations

25. What a fair days work and

' wages are

26. How to evaluate employment
and unemployment benefits

27. How to complete an applica-
~ tion, and interview for a
job
28. How to read and interpret the

Dictionar of Occu ational
Titles

OTHER: (PIease list and rate each
competency)

29.
30.
31.

 

 

 

 

m-«r- n+0» .

 

 

 

”,4 -_.-._..

 

 

 

 

 

 

_.J V.,-.. _. —.

 

 

 

 

 

 

A:v--a—-r

S. I. M.

V.V.

V.
L.V.

N.V.

 

-176-

-17-

WORKER'S
COMPETENCIES FUNCTION

If you can not make a choice, f———-~1
circle the question number. =

Section VII: Farming Competencies 3

pu ative i
Manipu§ative Competence: the oper-E
ation s i eading to relatively;
immediate and concrete observable ‘
results

_-_-A_‘ ,___

 

I-INSTALLATION
M-MAINTENANCE

'sIsALES‘
film”..-

DURING INITIAL EMPLOYMENT, THE
WORKER SHOULD BE ABLE TO:

1. Calculate milk production per
cow, price per pound of milk,
and labor requirements per
cow

2. Determine the net return per
dairy cow, per year, to the
farmer

i

._,g

3. Plan an improvement program
for the dairy herd

 

‘m-‘F 0"
~-~'OC -.-

m
we..-‘ ,‘.... .

 

- «--"-m-——HH— .

VERY VALUABLE "‘-
LITTLE VALUE

. p-p...‘ .9- ,pnw—oow- wot-v-..“

NO VALUE

“0.

;,__.,.__fi.__L-.
JHYALUABLE

-----._“_.- -—-.-'.. ~

 

_.
-., -L .—._...—......__ *CI..-“Q “fi‘.

 

4. Calculate the cost of install-
ing and using a bulk milk
tank

5. Select the proper size bulk
milk tank

I
I
I
’&~O‘-d AWL‘O-Mfl’d*m-*1rt’-~\‘ m. ‘ or ,5; - ‘o' ’0'
i c
a
\

 

 

 

.“ ’\—.‘-v

6. Recommend approved milk pro-
duction practices

7. Recommend dairy herd manage-
ment practices to increase
labor income

'3
l
l
i
A-“ ”a'l ‘D‘p-eJr-"w
'i

 

8. Recommend management practices
to control disease in the
dairy herd ;

‘— —w Iv- mun-Or'A' .C'v s-‘~‘

 

9. Plan a barn layout and milking 1 I
s stem to meet the needs

0 a farm M ~~K-w .,:.I

10. Determine the strengths and
weaknesses in a specific
farm livestock program 1‘

 

J‘LA.

 

 

 

 

 

-177-

-18..

COMPETENCIES

If you can not m ke a choice,
circle the question numEer.

WORKER'S

FUNCTION

S-SALES

I-INSTALLATION
NfNAINIENANQR

<
b
1"
C3
t‘J

 

 

mayhem-E

- >—.-

'1“
l

VALUABLE

LITTLE VALUE
NONYALVE

T..- r -_..F.- _--|.

r

«i.-

 

DURING INITIAL EMPLOYMENT, THE
WORKER SHOULD BE ABLE TO:

11. Plan changes in the dairy
program to increase the
efficiency of the farm
business.

12. Suggest changes in the dairy
enterprise to improve the
size and volume of a fann
business

13. Suggest changes in the farm
crop and soils program to
improve the size and volume
of a farm business

OTHER: (Please list and rate
each competency)

14.
15.
16.

r ‘-..

 

 

.-._~.~... n .-.

 

 

4.... ....~...;. ,__.._,

 

g.-- ~‘s.-.fi.~ “.i

£
,_._-.. _-~..g,-

- IAx-F-‘.~v-~'v

.... a a.» -4...-_u. ....

....~

 

 

 

 

 

 

 

S.

 

I. M.

V.V. ‘

 

V.
L.V.
N.V.

 

-178-

-19-

COMRETENCIES

If you can not mgke a choice.
circle the question number.

Section VIII: Farmin Com-eten—
cies ‘

Coggitive Com etence: the knowl-
edge and understanding out of

which responsible judgments con-
cerning the manipulative aspects
of competence can be made.

WORKER'S

FUNCTION

SJSALES

I-INSTALLATION
M—MAINTENANCE

 

 

,FVERY VALUABLE

 

VALUABLE

.- --. rm... ~ -——..

LITTLE VALUE
no VALUE

 

DURING INITIAL EMPLOYMENT, THE
WORKER SHOULD KNOW:

1. How to use records of produc-
tion in the selection of
breeding stock

2. The need for providing suit-
able housing and equipment
for dairy cattle

3. The general construction
features of farm buildings

A. The relationship between the
size and volume of the
farm business and farm
income

U'I

. The importance of well-kept
farm buildings to the
dairy fanner

OTHER: (Please list and rate

each competency)

7.
8.

 

 

7.“ <.-.-._. “““P““'

 

4---- - -+--

 

 

 

 

 

 

fi-.

1
-i__J~m .

v I
v
..‘—~_-..~. -~u~4M_—i-y- .. r ..

 

 

 

 

 

 

 

S. I. M.

V.V.f

L.V.

N.V.

-179-

PART TWO: GENERAL INFORMATION

A.
B.

C.
D.

E.

F.

G.

H.

Your name (if you wish to state it)

Name of your employing firm, institution, or association

Your position or job title #A___- _A

Give a brief description of the entry occupations for
workers who sell, install, or maintain dairy equipment

What occupational classification should be assigned to
persons in these entry occupations? __=_

How often should a worker who is initially employed in a
firm which seIls, installs, or maintains dairy equipment
perform the following functions alone during the first
six months of his employment? (check below)

Sell equipment Often Seldom __~ Never ___
Install equipment Often __w Seldom Never ___
Maintain equipment Often Seldom Never

What type of formal education should an employee have to
fulfill the requirements of an entry occupation in per-
forming the above functions?

What type of formal education should a worker who is
initially employed in a firm which sells, installs, or
maintains dairy equipment have? (check below)

 

( ) High school graduate ( ) Apprentice type training
course
( ) Vocational agriculture; ( ) Junior college; two
3-4 years during high year technical course
school
( ) Vocational business; 2-3 ( ) College; four year
years during high school engineering course
( ) Adult education course, ( ) Other
business ’—

( ) Adult education course,
agriculture

A.

B.

C.

-l80-

CHECK_LIST

This Check List was developed to determine which of certain

worker competencies were ngghg by Michigan teachers of vo-

cational agriculture during_the past yegg. These compe-
tencies may be important for workers who during initial
employment sell, install, or maintain bulk milk tanks and
milking systems.

Instructionsgfor Completinggthe Check Digt:

1. Please read each item carefully and place a check mark
(V/) in any one or gay combination of the three columns
on the Check List indicating that the competency was
taught during the past year.

a. Check the column labeled All-Day if the competency
was taught as a part of the All-Day vocational agri-
culture program.

b. Check the column labeled Ybung Farmer if the compe-
tency was taught as a part of the Young Farmer program.

c. Check the column labeled Adult Farmer if the compe-
tency was taught as a part of the Adult Farmer program.

2. Ifagfiu hgye not taught a competency, leave the columns
b .

3. If you can not mgke a choice, circle the item number.
Definition of Terms:

1. Man ul t ve Competence: The Operational skills lead-

ing to relatively immediate and concrete observable
results.

2. Cognitive Competence: The knowledge and understanding

out of which responsible judgments concerning the man-
ipulative aspects of competence can be made.

-181-

CONFETENCIES

If you can not makgga choice,
circle the question number.

Section I: Mechggical Com etencies
lThni_uIative)

Mani lative Com tence: the Opera-

tionaI skiIIs Ieading to relatively

immediate and concrete observable
results.

 

 

 

C"

 

 

“W‘— -'
“R

a-”w~.u'—--._.--e - .. -

ALL-DAY
YOUNG FARMER.

ADULT FA

 

— “fi 0.“ V.._-

 

DURING INITIAL EMPLOYMENT, THE WORKER
SHOULD BE ABLE TO:

1. Operate simple hand and machine tools
and equipment

2. Locate sources of failure; repair or
replace defective parts and wiring

3. Make electrical connections and in-
stall electrical wiring

h. Install, align and service electric
motors

5. Dismantle, inspect, and clean
electrical equipment

6. Check and replace electronic controls
7. Cut, bend, and fit electrical conduit

8. Maintain and use electrical testing
equipment

9. Dismantle and service thermostatically
Operated valves

10. Install 115 and 230 volt electrical
systems from the service entrance

_4
”inii

 

 

 

 

 

w- -mfih u..-

 

—. w-~o—-v— _ho—_...

 

 

 

 

 

 

-182-
-3...
COMPETENCIES

If you can not make a choice, circle

A

TAUGHT

 

 

 

 

 

 

the question number. 3 l i

§2¥9=§

i 5‘3 =

icektf

fink”

Eicfsaf

“zeta:

:>:r

3m

A>w<3

DURING INITIAL EMPLOYMENT, THE WORKER . ' ;

SHOULD BE ABLE TO: ;

11. Install three phase circuits 3

12. Install equipment, and pipeline and I :

wiring systems by interpreting ;

sketches, prints, and verbal engi- ;

neering instructions , 3

l3. Lay out a job from blueprint and 2 '

select proper materials 3 '

;—T——1?-"°

1h. Inspect, clean, and adjust circuit E ; :

breakers : Z L“;

15. Install a building drain 1 : g 5

. %~4~4*~f

16. Cut and thread pipe 1 f 3 5

emf-‘1

17. Test vacuum and liquid pipeline ; j 5 3
systems for leaks ; 3 g

18. Break and make pipe joints; clean
and renew pipe gaskets

19. Measure, cut, and install cast
iron, stainless steel, plastic
and glass pipe

_O‘rr .4

 

6......1e“ A... -

2"

%‘l
I
I
I
~.. —----——o—.- ‘v—.. o—v‘v- -"

 

-183-

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

-4-
ITEMS
COMPETENCIES TAUGHT
If you can not make a choice, circle { ‘flml
the qudstion number. E : i
£20110:
EEE‘
E>d m.E:
<£
$0251
aééiai
A<§>4b<§
" ““— D" ‘V I? i
DURING INITIAL EMPLOYMENT, THE WORKER { g i 1
SHOULD BE ABL_E_ TO: A g g
20. Find dimensions of various pipe sizes, 1 i
types of fittings, and number of A g g
threads on pipe . L— i
21. Install and service vacuum and liquid A E {
pumps, and filtering systems 3
22. Rebuild pumps E i
23. Utilize the proper lubricants for pipe, {—I— I If
valves, pumps, and milking equipment § , ,
D? i; ?
2h. Dismantle dairy equipment; clean, in- L 5 i {
spect and replace worn parts ' E i : g
25. Locate, adjust, and replace faulty i i A i
valves pressure regulators, and E j 2 2
controls ? ;"_i_.J
f ‘ :
26. Determine the equipment required for i 2 f
the milking parlor ¥ 3 5
27. Determine the equipment required for f I 3
the milk house 5 i i
28. Assemble and install standard walk- ‘ 5 ;

through, tandem, and herringbone
milking stalls '

 

 

-18h-

 

 

 

-5...
ITEMS
COMPETENCIES TAUGHT
If you can not mgke a choice, circle A I.
the question number. ? !
Ea:%§.
ER
34 4<fi
l»:“‘i£‘0
<r ( 3
C120 36*;
:|-2=h4
338:8
A<E>+kzfi
_j {OJ
DURING INITIAL EMPLOYMENT, THE WORKER i E 3
SHOULD BE ABLE TO: g 3 g
29. Install and service a pipeline milking g g A
system in a milking parlor or stanchion- ; :
type barn ! §
'F—t*f-r
30. Install pipeline milking system accessory ! § 3
equipment (wash tank, storage rack, etc.) i ‘ ;
3l. Assemble pipeline system milker units i
1'
32. Recommend the proper cleaning materials 9
for the milking equipment A _L E
33. Sanitize milking equipment 2
”"1
3A. Milk a cow prOperly with a mechanical . 3
milker ‘ r;lN
( 1
35. Install, operate, and service a bulk ?
tank cooler : ;
36. Utilize a water hardness test kit i i
and an iron test kit . . I .
f—t——r-1
37. Conduct periodic maintenance inspec- 3 ' g

tions Of electrical equipment and
pipeline milker systems

 

 

 

 

 

 

 

 

 

-185-

 

 

 

 

 

 

 

 

 

 

 

 

-6-
ITEMS
COMPETENCIES TAUGHT
If you ggn not make a choicg, circle . wwfififli
the question number. , (
5 a1cri
e ' E33
3 ’4:E§'
i>ncu ed
'<} * g
{$19 53;
LqԤ3:3!
{A 3 Of Q ‘
'4 ‘A >41 < '
S ‘. ;
DURING INITIAL EMPLOYMENT, THE WORKER { ' f
SHOULD BE AB_L___E_ TO: 4. E
38. Solve problems using Newton's laws Of i g i !
motion i 1 ;“fl
39. Recognize the relationship between the I i E
cause Of equipment malfunction and g 1 1
effe ti e r d’ a tio 1
c v eme lal c n 3 ( PM}
40. Calculate the components of force 1 * E
Al. Solve problems through the application 5 1
of principles Of rotational motion ‘ g
42. Measure the unit pressure of liquids l l
1
A3. Calculate the pressure on immersed ? E ’

plane surfaces

 

 

-186-

 

 

 

 

 

 

 

 

 

-7-
ITEMS
COMPETENCIES TAUGHT
If you can notmake a choice, circle i I f I
the question number. i g 3 '
Section II;_ Mechanical Com tencies i gagczi
TCOQitive ; ; g; g;-
Cogfitive Competence: the knowledge and {>4 :5’ a
un erstan ing out o which responsible g5? o H;
judgments concerning the manipulative as- s . E., ,4;
pects of competence can be made {:3 o a;
:d >4 <1
_l, 4 £4 E
t . E
DURING INITIAL EMPLOYMENT, THE WORKER ; ‘
SHOULD KNOW: g
l. Prescribed safety practice 5 g i 3
2. Equipment requirements for standard i g i E
milking parlor layouts 1 g f '
3. The general sanitary requirements for the g E : ‘
placement of drains in the milk house i i
h. The air space and ventilation require- ; E E.*
ments for the milk house i J
5. The kinds, forms, and physical prop- E
erties of matter 3
6. The principles of velocity E
#L-«t—v-q
7. The meaning, types and units of force E
8. The principles of centrifugal force Efi~j'
V_ L
9. The machine elements of mechanics (lever, 2 ?
wheel and axle, etc.). i g
10. The physical prOperties of liquids a :~
11. The velocity and discharge in the flow i 1
Of liquids .___...J.... J

 

 

487-

 

 

-3-
\ITEMS
COMPETENCIES TAUGHT
If you can not make a choice, circle ~ :
the quest on num er. ; g
l!’
g ‘04::
5%
E>4E§H§
{EECDJH
was
Magma
i“ “‘4
i. l_ I. .
DURING INITIAL EMPLOYMENT, THE WORKER ;
SHOULD KNOW: i
f
12. The basic laws of equilibrium E

13. The principles of impulse and momentum

lh. The principles of electricity

Section III: Sellin Com etencies
(Manipulative)

ManiEulative Competence: the operational

s i 3 ea ing to re atively immediate and

concrete observable results.

DURING INITIAL EMPLOYMENT, THE WORKER
SHOULD BE ABLE TO:

1. Continuously build company good-will

2. Write up a bill of sale and a credit
agreement

3. Display and demonstrate a product

A. Utilize a "flip-flop" chart and other
visual aids

 

-188-

 

 

 

 

-9-
ITEMS
COMPETENCIES TAUGHT
If you can not make a choice, circle { r‘?
the question number. i ;
[a:¢z;
IRR
[>4 F251;:
rcc
{caco e.
use
ru<33ca
.< >+-<

 

DURING INITIAL EMPLOYMENT, THE WORKER
SHOULD BE ABLE TO:

5.

6.

7.

8.

9.

10.
11.
12.

13.

lb.

Locate and schedule visits with
potential customers

Assume an outward appearance
which is in accordance with
the customer's expectations

Determine the customer's real
wants and needs; appeal to
his buying motives

Become persuasive

Resolve customer objections
into purchases

Close out a sale
Operate a cash register

Fill out depreciation schedules
for equipment

File reports of present and
future sales conditions

Use sales engineering and
training manuals as guides

 

'— ww—WWL‘.‘

L—w“‘- ~5— fi-wreL—vmfimwmm'on n

 

,.-_ ---\-.-a 1- - ~Or- [mp-a -M"V'“ ‘

 

 

 

 

 

 

 

 

 

 

 

*\ MO9uv—qp-o. v “-and-J." w" w‘au‘r..m-Jn...~. \csm‘p - a-m-‘d -1 -sv-u. w. ‘wnlucvha

 

 

op--

 

-139-
-10-
COMPETENCIES

If you can not make a choice, circle
the question num er.

Section IV: Sellin Com etencies
(Eggnitive)

Co nitive Com etence: the knowledge and
understanding out of which responsible
judgments concerning the manipulative

-aspects of competence can be made.

DURING INITIAL EMPLOYMENT, THE WORKER
SHOULD KNOW:

1.

2.

3.

.1

h.

5.
6.

7.

8.

The advantages of the firm's products
and services

The attributes of a salesman's person-
ality

Typical customer questions

The kind, quality, cost, and source of
materials used in equipment which
is sold

Legal and ethical business conduct

The basic principles of merchandising

The types of retail credit that are
uti ized by business firms

Federal, state, and local regulations
affecting product installation and
use

ITEMS
TAUGHT

I

-'--~- —o~.

w

ALL-DAY

-~-— .mw‘fim *wol\-.‘
-M -§ F’-"~I’-.‘n’ .

YOUNG FARMER

oJ-M.

 

 

ADULT FARMER

-1>———--
r.
L

.-
—- ---. ~——- and

A c '0‘ .0- r‘m .--~".¢dL-‘~ wA“

—.- o .

I-A’O.

-.-—§~’-anmv wt- ‘ -

I!

u—‘Cflfi’o-

Q‘U‘A- .- '

 

”.Hq-‘O' vvuw
.a-A-o ‘0—
. 4L ~o

i

‘ - --
‘”C\ 'l l . ".. .401. . ~ 0
-- -..- -.. . ‘ .

w - Lv—N-.L.. _~-~‘.- _-

~a—

-.--r~ -

 

r-—-.... v..-~ ..

1
I

i

L

i

i
J

 

~o~—--u ofw-O’H"'

 

 

 

-190-

 

 

 

 

 

 

 

 

 

-11-
ITEMS
COMPETENCIES TAUGHT
If you can_not make a choice, circle 3 ’ g
the question number. i g I
Section V: Competencies in Human é (ning
ReIatfons (ManipuIative 1 gi'
Mani ulative Com etence: the opera- 3,. £5,335,
t'i'onaI skiII Ieaging to relatively g3 c, e:
immediate and concrete observable 1' E3”:
results. ‘ :3 023
;<: Mk:
I i I i;
l
DURING THE INITIAL EMPLOYMENT, THE WORKER 1 z
SHOULD BE ABLE TO: 2
l. Participate in a group to change ;
business policy ! t I
2. Assume the role of the new employee in a i 4 I
a business organization i , ‘
WM 1‘

3. Relate to fellow employees and employers
satisfactorily

4. Accept changes in business policy and
procedure

 

 

p—o-oa

 

 

aO-'¢.~.-—'

 

 

 

 

-191...

 

 

 

 

 

-12-
ITEMS

COMPETENCIES TAUGHT

' JESSIE;
If you can not make a choice, circle 3 g j
the quest on num er. i i i
Section.VI: Competencies in Human Relations imwigg
4‘: TCoJ—ggitive) i g E:
' <35 <2

>4 J
Co nitive Com tence: the knowledge and under— a :1:%
standing of wEich responsible judgments con- gulzfi.4i
cerning the manipulative aspects of competence ;j 8} Bf
can be made. ,a: >4;<::
I a J
T' 'T 3

DURING INITIAL EMPLOYMENT, THE WORKER : i ;
SHOULD KNOW: ; ; f g
l. The principles of good human relations g i i E
2. How to recognize individual differences 5 ; E f
in people ; , r 3
T““‘*“fi

3. How to recognize types of relationships ; : '
among employees as reflected in attitudes g 3 ;

and patterns of behavior i g , 3

A. How to solve problems scientifically ?_%__+_%
5. How to distinguish problems which should E f E
be referred to the supervisor f ' '

6. How to evaluate the results of action
which has been taken and make effec-
tive adjustments

7. The rights and responsibilities of em-
ployees and employers in collective
bargaining

8. The characteristics of democratic and

autocratic supervision

r-"'

T

 

 

-

 

" "' ”us-«pn‘

Li

o“.--—.1L—-._
‘5‘.-

 

~192-

 

 

 

 

 

 

 

 

 

 

 

-13-
ITEMS
COMPETENCIES TAUGHT
If you can not make a choice, circle ‘ 1
the question num er. ' l ;
a:me
. EN'
IE!
<:‘<
:gaacn,
CICJE«*
n 2:.4'
sis R:-
‘<;>A<:g
V i
DURING THE INITIAL EMPLOYMENT, THE WORKER s I
SHOULD KNOW: f 5 t
' f : i
9. The causes of poor human relations 3 i z
.u_'-, ,'
10. How to analyze an individual's behavior { I ; i
in terms of his own frame of reference 3 5
,—-1-+~-3.
ll. The effect of frustration on attitudes t I g E
and behavior 3 ; .
12. The social dynamics of a work group i ‘ g
13. Methods which are utilized to motivate ?— Z
peOple 1 g
IA. The causes of fatigue and boredom 1i ; L E
1-{*-+-fi
15. How to accept authority and the subsequent 3 I 3
responsibility in a democratic business a : 1
organization 2 4 5
16. How to evaluate worker competence k 1 : g
17. The type of relationship which should L E *
exist Eetween a business firm and g !
an amp oyee __. a i
I a o‘
18. How to aid in establishing cooperative. ‘
relations between employers and em-
ployees, as well as among employees
19. The relationship between personality

development and job success

 

 

 

 

-l93-
-14-

COMPETENCIES

If you can not makefia choice, circle
the question number.

DURING INITIAL EMPLOYMENT, THE WORKER
SHOULD KNOW:

20.

21.

22.

23.

24.

25.
26.

27.

28.

The need for mutual respect for the rights
of managers, supervisors, and employees

Why company philosophy and policy should
be adOpted

The characteristics and function of the
power structure within a business
organization

Current business promotion policies

The various types of business organi-
zations

What a fair days work and wages are

How to evaluate employment and
unemployment benefits

How to complete an application, and
interview for a job

How to read and interpret the Dic-
tionary of Occupational Titles

 

ITEMS
TAUGHT

TR

W

 

«-dM*-*O-m '5‘“ O U

- s1.” ”m--“o—-'

OUNG FARMER

ALL-DAY
ADULT FA

Y

_a\_~;~.- h'n -

 

 

 

 

 

 

 

 

 

 

L “TM -
[ .
L

 

 

-l9k-
-15-

COMPETENCIES

If you can not make a choice, circle
the question number.

Section VII: Farmin Com etencies
lManipuIative)

Mani lative Competence: the operational
sEiII Ieading to relatively immediate and
concrete observable results

 

ITEMS
TAUGHT

 

,fimr-c'I-m

ADULT FARMER

CF.

 

DURING INITIAL EMPLOYMENT, THE WORKER
_S_ROULD_§E ABLE To:

1. Calculate milk production per cow,
price per pound of milk, and
labor requirement per cow

2. Determine the net return per dairy
cow, per year, to the farmer

3. Plan an improvement program for the
dairy herd

A. Calculate the cost of installing and
using a bulk milk tank

5. Select the proper size bulk milk tank

6. Recommend approved milk production
practices

7. Recommend dairy herd management
practices to increase labor income

8. Recommend management practices to
control disease in the dairy
herd

9. Plan a barn layout and milking
gystem to meet the needs of a
arm

10. Determine the strengths and weak-
nesses in a specific farm live—
stock program

.~fi'&-u~’ ,-

 

w»~__m+~.ALL:DAXmfl_M
...-‘-OL.~_.Y.QUNG, FARMER

.9.-

 

‘r‘w'
‘-
n
UMW‘o‘a’v-Nr‘

v
. o v» ' -'- 1 - --o
.- \Ioo‘. -uo o'v,.
- O n-‘

r-—-"-_‘ on- 9‘. v.
in.
v can. -0 u.‘- . -
’OC~‘I'~‘~-\_‘ ‘-

I~
- .-
No

'fl
- C .'0.. I ‘
Q . u
C -

"~¢."'--“

. ..‘...,~

9609' .1!”-
—o .p-.-g.-

“—-

. ,(‘ ' ‘ I h ,
--
i. a
.‘
u
"‘4‘-” .—

o
--,.

. 5' u ‘- u“. V.,-v. v
a——‘~<-. - -0-
"w - -
“”1“ I.

if";
“I .

 

 

- - v-po-

A‘-.. _l

I

 

-l95-

-16..

COMPETENCIES

If you can not make a choice, circle
the question number.

DURING INITIAL EMPLOYMENT, THE WORKER
SHOULD BE ABLE TO:

11. Plan changes in the dairy program
to increase the efficiency of
the farm business

12. Suggest changes in the dairy enter-
prise to improve the size and
volume of a farm business

13. Suggest changes in the farm crop
and soils program to improve
the size and volume of a farm
business

ITEMS

 

 

TAUGHT

YOUNG FARMER

‘=—~—-— ‘unoa‘a ‘JAoa-1900 +~*~. ‘ MW"”-~.— _w—W ‘
o“ 0* mm _o ‘-w-—.

“ALL-DAY

”I v" «I .x-. ILuo" O

 

‘o-s‘vvfinqrv-y—O“. -..' a \ o.

 

‘...' . ~¢Aqimwflg "

0-“. . ‘~ p, ~—

 

 

 

-l96-

-17-

COMPETENCIES

If you ggn not make_§_choice, circle
the question nufiEer.

Section VIII: Farmin Com tencies
(Cognitive;

Cognitive Competence: the knowledge and
understanding out of which responsible
judgments concerning the manipulative
aspects of competence can be made.

ITEMS
TAUGHT

ALL-DAY

#~-Mpa—- ---‘”

YOUNG FARMER

m .w-o-M

4——

ADULT PARMER

‘H

A. ”—‘\-.

 

DURING INITIAL EMPLOYMENT, THE WORKER
SHOULD KNOW:

I. How to use records of production in the
selection of breeding stock

2. The need for providing suitable housing
and equipment for dairy cattle

3. The general construction features of
farm buildings

A. The relationship between the size and
volume of the farm business and
farm income

5. The importance of well-kept farm
buildings to the dairy farmer

 

 

 

O‘HL_.E

 

o... " 0““-

1”--- ‘

 

 

 

. .m..- r. '-._ .‘M‘OI

 

 

 

 

APPENDIX C

List of persons who completed a trial questionnaire
Names and addresses of panel members
List of names of teachers who were mailed a questionnaire

-l97-

-l98-

List of Persons Who Completed a Trial Questionnaire

Mr. John B. Kazsuh

Milk Sanitarian

Bay County Health Department
Bay City, Michigan

“1‘. Donald Ge Norman
Oakley Hardware
Oakley, Michigan

Mr. Edwin L. Shreve

Milk Sanitarian

Saginaw County Health Department
Saginaw, Michigan

Mr. Charles A. Shuler
Field Supervisor
Borden Dairy

Saginaw, Michigan

Mr. James Szott

Szott-Ballard Farm Equipment Sales
211 South Park

Saginaw, Michigan

Mr. Richard Wentz
Sales Representative
Surge Sales and Service
Chesaning, Michigan

-199-

Names and Addresses of Panel Members

Dr. Robert Aldrich
Extension Expecialist in
Farm.Equipment

Michigan State University
East Lansing, Michigan

Mr. Leon Alger

Sales Representative
Conde Milking Machines
Lapeer, Michigan

Mr. Paul B. Bagrow

Sales Representative
Majonnier Brothers Company
3655 Oakwood

Ann Arobr, Michigan

Dr. Raymond M. Clark

Agricultural Education Services

JMichigan State University
East Lansing, Michigan

Mr. Carl Crosby

Sales Representative
DeLaval Separator Company
830 Prospect

VanWert , Ohio

Ml‘e Ce Le MCkson
Director of Research
Farm Equipment Institute
608 South Dearborn Street
Chicago 5, Illinois

Mr. Mickey McGuire

,Mr. Jack Tanner

Tanner Dairy Equi ment Co.
2611 North Grand ver
Lansing, Michigan

Dr. Guy E. Timmons

Agricu tural Education Services
,Michigan State University

East Lansing, Michigan

McGuire Dairy Equipment Sales, Inc.

A615 North Grand River
Lansing,,Michigan

Dr. D. L. Murray

Extension Specialist in Dairy

MEchigan State University
East Lansing, Michigan

Dr. George E. Parsons

Extension Specialist in Dairy

Michigan State University
East Lansing, Michigan

-200-

List of Names of Teachers Who were Mailed a Questionnaire

(The names are alphabetized according to the schools in which
the vocational agriculture teachers were employed.)

Mr. Douglas Hitchcock

Vocational Agriculture Teacher

Addison High School
Addison, Michigan

Mr. Carroll Hart
Vocational Agriculture
Allegan High School
Allegan,,Michigan

Mr. George Pattulo
Vocational Agriculture
Alment High School
Almont, Michigan

Mr. William Shafer
Vocational Agriculture
Armada High School
Armada, Michigan

Mr. Victor Finch
Vocational Agriculture
Bad Axe High School
Bad Axe, Michigan

Mr. Norman Brown
Vocational Agriculture
Bath High School

Bath, Michigan

Mr. David.MOrey
Vocational Agriculture
Beal City High School
Beal City, Michigan

Mr. RiChard Se Bird
Vocational Agriculture
Balding High School
Belding,4Michigan

Mr. William J. Garvey
Vocational Agriculture
Bellevue High School
Bellevue, Michigan

Teacher

Teacher

Teacher

Teacher

Teacher

Teacher

Teacher

Teacher

Mr. Richard Kent
Vocational Agriculture
Blanchard High School
Blanchard, Michigan

,Mr. Jacob Venema
Vocational Agriculture
Blissfield High School
Blissfield, Michigan

A Mr. Ronald J. FritCh

Vocational Agriculture
Britten High School
Britten, Michigan

Mr. Charles Re Hilton
Vocational Agriculture
Bronson High School
Bronson, Michigan

Mr. Maurice W. Fritch
Vocational Agriculture
Brown City High School
Brown City, Michigan

Mr. Donald Shepard
Vocational Agriculture
Byron High School
Byron, Michigan

JMr. William Harrison
Vocational Agriculture
Caledonia High School
Caledonia, Michigan

,Mr. Paul Pontious
Vocational Agriculture

Teacher

Teacher

Teacher

Teacher

Teacher

Teacher

Teacher

Teacher

Camden-Frontier High School

Camden, MMchigan
Mr. Charles Stewart

Vocational Agriculture Teacher

.Capac High School
fLCapac,nMichigan

-201-

Mr. C. Richard Karelse
Vocational Agriculture Teacher
Care High School

Care, Michigan

Mr. James Starr

Vocational Agriculture Teacher
Carson City High School

Carson City,.Michigan

IMr. Clifton J. Bowers
Vocational Agriculture Teacher
Carsonville High School
Carsonville,,Michigan

Mr. Lyle C. Clarke

Vocational Agriculture Teacher
Cass City High School

Cass City, Michigan

IMr. Larry Herweyer

Vocational Agriculture Teacher
Cedar Springs High School
Cedar Springs, Michigan

Mr. Emery Toensend

Vocational Agriculture Teacher
Cement City High School

Cement City, Michigan

Ml'e Clee Be Ray

Vocational Agriculture Teacher
Charlotte High School
Charlotte, MHchigan

.Mr. Stephen A. Ha den
Vocational Agricu ture Teacher
Chelsea High School

Chelsea, Michigan

Mr. Norman W. Braun

Vocational Agriculture Teacher
Chesaning High School'
Chesaning, Michigan

Mr. John Jansen

Vocational Agriculture Teacher
Clinton High School

Clinton, Michigan

Mr. Harby H. Harris, Jr.
Vocational Agriculture Teacher
Coepersville High School
Coepersville, Michigan

We Dale F e nghtman
Vocational Agriculture Teacher
Cerunna High School

Corunna, Michigan

 

iMr. Edward L. Gregory
Vocational Agriculture Teacher
Creswell-Lexingten High School
Croswell, Michigan

Mr. Garrett Wheaten
Vocational Agriculture Teacher
Dansville High School
Dansville, Michigan

MI'e Te Be P0016
Vocational Agriculture Teacher
Deckerville High School

 

WDeckerville, Michigan

Mr. William M. Dunnavin
Vocational Agriculture Teacher
Dexter High School

Dexter, Michigan

MI'e ROY We wall-13

Vocational Agriculture Teacher
Durand High School

Durand, Michigan

Ml‘e Earl Ce MCKim

Vocational Agriculture Teacher
Eaten Rapids High School
Eaten Rapids, Michigan

Mr. Jerrold Brown

Vocational Agriculture Teacher
Edmore High School

Edmere , Michigan

Mr. F. Dale Kuenzli

Vocational Agriculture Teacher
Elkden-Pigeen-Gay Port High School
Pigeon, Michigan

Mre Blaine Lentz

Vocational Agriculture Teacher
Elsie High School

Elsie, Michigan

Mr. Ronald Nagy

Vocational Agr culture Teacher
Akron Fairgrove High School
Fairgrove , Michigan

-202-

er. William Gleason
Vocational Agriculture Teacher
Fennville High School
Fennville , Michigan

IMr. Harold Elenbaas
Vocational Agriculture Teacher
Fowlerville High School
Fowlerville, Mdchigan

.Mr. Ronald K. Richmond
Vocational Agriculture Teacher
Grand Ledge High School

Grand Ledge, Michigan

Mr. Mogens Jensen

Vocational Agriculture Teacher
Greenville High School
Greenville, Michigan

,Mr. James Johnston

Vocational Agriculture Teacher
Harbor Beach High School
Harbor Beach, Michigan

“re 0101111 Be Anibal

Vocational Agriculture Teacher
Hartland High School

Hartland, Michigan

Mr. Theodore N. Knopf
Vocational Agriculture Teacher
Hastings High School

Hastings, Michigan

”re Elfin Ge Darling
Vocational Agriculture Teacher
Hemlock High School

Hemlock, Mflchigan

Mr. Lloyd A. Morningstar
Vocational Agriculture Teacher
Hillsdale High School
Hillsdale , Michigan

Mre Carrel]. Ae Adler
Vocational Agriculture Teacher
Holland High School

Holland, Michigan

Mr. Henry Noller
Vocational Agriculture
Homer High School
Homer, Michigan

Mr. Roy A. Miller
Vocational Agriculture
Hopkins High School
Hopkins, Michigan

Mr. Merle J. Weaver
Vocational Agriculture
Hewell High School
Howell, Michigan

Mr. Jerry Godfrey
Vocational Agriculture
Hudson High School
Hudson, Michigan

Mre Clafion Ee Praise].
Vocational Agriculture
Imlay City High School
Imlay City, Michigan

Mr. Marvin E. Cress
Vocational Agriculture
Ienia High School
Ionia, Michigan

Teacher

Teacher

Teacher

Teacher

Teacher

Teacher

,Mr. Warren Parsons
Vocational Agriculture
Jackson High School
Jackson, Michigan

Mr. Lawrence Rubeck, Jr.
Vocational Agriculture Teacher
Jackson North West High School
Jackson, Michigan

Mr. David E. Spotts
Vocational Agriculture Teacher
Jenesville High School

J one sville , Michigan

Mr. Ralph White

Vocational Agriculture Teacher
Kent City High School

Kent City, Michigan

Teacher

Mr. Arthur L. Berkey
Vocational Agriculture
Kinds High School
Kinds , Michigan

Mr. Charles E. MuMby
Vocational Agriculture
Kingston High School
Kingston, Michigan

Mr. George Maiville
Vocational Agriculture
Laingsburg High School
Laingsburg, Michigan

.Mr. Ronald K. Stevens
Vocational Agriculture
Lakewood High School

Lake Odessa, Michigan

Mr. Russell J. Johnson
Vocational Agriculture
Lakeview High School
Lakeview, Michigan

Mr. James H. Jessep
Vocational Agriculture
Lapeer High School
Lapeer,tMichigan

Mr. Russell J. Miller
Vocational Agriculture
Leslie High School
Leslie, Michigan

Mr. Keith Avery
Vocational Agriculture
Lowell High School
Lowell, Michigan

{Mr. Theodore Sprangel
Vocational Agriculture
Litchfield High School
Litchfield, Michigan

Mr. Ira E. Jump
Vocational Agriculture
Manchester High School
Manchester, Michigan .

-203-

Teacher

Teacher

Teacher

Teacher

Teacher

Teacher

Teacher

Teacher

Teacher

Teacher

Mr. Stanley Knopf
Vocational Agriculture
,Marlette High School
Marlette , Michigan

Mr. Jack Andersen
Vocational Agriculture
Marshall High School
,Marshall,nMichigan

Teacher

Teacher

,Mr. Carl Rossman
Vocational Agriculture
.Masen High School
Mason, Michigan

Mre Ivan Fe Smith
Vocational Agriculture
JMayville High School
Mayville, Michigan

Mr. Richard L. Barnes
Vocational Agriculture
Merrill High School
,Merrill, Michigan

Mr. Michael J. O'Malley
Vocational Agriculture Teacher
Milan High School

Milan, Michigan

Mr. Jake L. Meachum
Vocational Agriculture Teacher
iMillingten High School
Millingten, Michigan

,Mr. Robert Kirkbride
Vocational Agriculture Teacher
Merenci High School

Morenci , Michigan

Mr. Douglas Perrier
Vocational Agriculture Teacher
Morrice High School

Morrice , Michigan

Teacher

Teacher

Teacher

Mr. Glen Samuelson

Vocational Agriculture Teacher
,Mt. Pleasant High School

.Mt. Pleasant, Michigan

Mr. Russell Keech
Vocational Agriculture
Nashville High School
Nashville, Michigan

Mr. Miroslav Rumi sek
Vocational Agriculture

-2oz.- .

Teacher

Teacher

New Lethrep High School

New LothrOp, Michigan

,Mr. Glen Ruder
Vocational Agriculture

Teacher

North Adams High School

North Adams, Michigan

MI'e Baland Ae 600k
Vocational Agriculture
Okemos High School
Okemes, Michigan

.Mr. Howard Lahring

Vocational Agriculture
Olivet High School
Olivet , Michigan

me Dafld Reed
Vocational Agriculture
Ousted High School
Ousted, Michigan

Mr. Kenneth Baker
Vocational Agriculture
Otsege High School
Otsege, Michigan

Mfe Albert De ACkley
Vocational Agriculture
Ovid Hi School

Ovid, chigan

Mr. Lewis Harper
Vocational Agriculture
Owendale-Gagetewn High
Owendale,,Michigan

Mr. Duane Dalgleish
Vocational Agriculture
Owosse High School
Owosso, Michigan

Mr. James D. Petier
Vocational Agriculture

Perry High School
Perry, Michigan

 

Teacher

Teacher

Teacher

Teacher

Teacher

Teacher
School

Teacher.

Teacher

Mr. Lance Jepson
Vocational Agriculture
Pewamo-Westphalia High
Pewamo, Michigan

“re 013.“ Be Monroe
Vocational Agriculture
Pittsferd High School
Pittsferd, Michigan

Mr. Carl A. Stuewer
Vocational Agriculture
Plainwell High School
Plainwell,.Michigan

Mr. Clayton Daile
Vocational Agric ture

Port Hope High School
Port Hope, Michigan

Ml‘e Clark He Bun.n

Vocational Agriculture
Portland High School
Portland, Michigan

Mr. Oscar J. Fischer
Vocational Agriculture
Quincy High School
Quincy, Michigan

Mr. Donald Leader
Vocational Agriculture
Reading High School
Reading, Michigan

Mr. Earl French
Vocational Agriculture
Reese High School
Reese, Michigan

Mr. Lucien P. Fay
Vocational Agriculture
Romeo High School
Romeo , Michigan

Mr. Fred Bartlett
Vocational Agriculture
Rockford High School
Rockford, Michigan

Mr. Carl D. Nelsen
Vocational Agriculture

St. Charles High School

St. Charles, Michigan

Teacher
School

Teacher

Teacher

Teacher

Teacher

Teacher

Teacher

Teacher

Teacher

Teacher

Teacher

Mr. George Bartew
Vocational Agriculture
St. Clair High School
St. Clair, Michigan

Mk5 John Baker
Vocational Agriculture
St. Johns High School
St. Johns, Michigan

Mr. Alton F. Ealy
Vocational Agriculture
Saline High School
Saline,lMichigan

Mr. Kenneth Mitchell
Vocational Agriculture
Sand Creek High School
Sand Creek, Michigan

Mr. Louis Reuter
Vocational Agriculture
Sandusky High School
Sandusky, Michigan

Mr. Lyle Plewis
Vocational Agriculture
Saranac High School
Saranac, Michigan

Mr. Robert Pangman
Vocational Agriculture
Sebewaing High School
Sebewaing, Michigan

Mr. Paul Simon
Vocational Agriculture
Shepherd Hi h School
Shepherd, chigan

Mr. Douglas Claflin
Vocational Agriculture
Sheridan High School
Sheridan, Michigan

Mr. Don M. McCormack
Vocational Agriculture
South Lyon High School
South Lyon, Michigan

-205-

Teacher

Teacher

Teacher

Teacher

Teacher

Teacher

Mr. Gordon Reyburn
Vocational Agriculture
Sparta High School
Sparta, Michigan

Mr. Joseph W. Ames
Vocational Agriculture
Springpert High School
Springpert , Michi gen

Mr. Glenn Tarrant
Vocational Agriculture
Stanton High School
Stanton, Michigan

,Mr. E. W. Granskog
Vocational Agricu ture
Stephenson High School
Stephenson,lMichigan

Teacher

Teacher

Teacher

Teacher

Mr. Donovan G. Cironkhite

Vocational Agriculture

Steckbridge High School

Stockbridge, Michigan

.Mr. Richard Jones
Vocational Agriculture
Sunfield High School
Sunfield,.Michigan

‘nMr. Paul F. Burns

Teacher

Teacher

Teacher

Teacher

Vocational Agriculture
Tecumseh High School
Tecumseh,,Michigan

Mr. Clarence L. Miller
Vocational Agriculture
Tekensha High School
Tekensha, Michigan

MI‘e RObert LeW'iS
Vocational Agriculture
Ubly High School

Ubly, Michigan

Mr. Kenneth Weirich
Vocational Agriculture
Union City High School
Union City, Michigan

Teacher

Teacher

Teacher

Teacher

Teacher

Teacher

-206-

iMr. Robert Colesteck
Vocational Agriculture Teacher
Unienville High School
Unionville,nMichigan

Mr. Walfred Tollefson
Vocational Agriculture Teacher
Vassar High School

Vassar, Michigan

iMr. Burr Hartenburg
Vocational Agriculture Teacher
Vertmontville High School
Vertmontville,lMichigan

‘Mr. John F. Leech

Vocational Agriculture Teacher
waldren High School

Waldren, Michigan

Mr. Walter C. Search .2
Vocational Agriculture Teacher
Webberville High School
Webberville , Michigan

Mr. Peter Zaldokas

Vocational Agriculture Teacher
Williamsten High School
Williamsten,.Michigan

Mr. Johann Ingold

Vocational Agriculture Teacher
Yale High School

Yale, Michigan

Mr. Herbert L. DeKleine
Vocational Agriculture Teacher
Zeeland High School

Zeeland , Michigan

 

APPENDIX D

Qualifications of the panel members
List of Michigan counties from which teachers of vocational
agriculture submitted data for the study

-207-

-208-

 

 

 

Qualifications of the Panel Members
c u
cc: m a n
3:: 3.. 3 A as
on: +30 H 00.13 mg
means. «4.5) a) 43+:
on o m to sate-gm no
melaegg gm mm o o oo
.pxi .c #1 m o
Member-H w “E nus.- Mg Title
new». on .3 oeeg o
000 so as as: age
a. z.r4 Lean t.§ao e a
es. or: on: Eg m 3498
no: no me ‘H H
o 0.4 .ccava a“: .a a>sti
ova-u 04-3 0:39 to coo-g
m s 1: m :3» as Gad
£=0¢D are psi ungqqa> hiecr
We we ”as a RE LR“
2°39 :3ng o o 02>. o o :4
duo or. gone EHO! no
can»: mqqea n avo.a L.o
ee Odo o m
um‘E veg c.5473 xe>eopc
cu m a“; she: :32
£148 :nq-n-I 0gp 3:39.13 Bren
Aldrich K K K Farm Equipment Extension
specialist
Alger X X National Sales Representa-
tive __
Bagrove X I National Sales Representa-
tive
Clark X X X Professor, Teacher Edu-
cation
Crosby X X National Sales Representa-
tive
Dickson X K X X Director of Research
McGuire X X President, Dairy Equip-
ment Company
Murray X X X Dairy Extension Spe-
. cialist
Parsons X X X Dairy Extension Spe-
cialist
Tanner X X President, Dairy Equip-
ment Company
Timmons X X X Professor, Teacher Edu-

cation

 

List of Michigan Counties from which Teachers of Vocational
Agriculture Submitted Data for the Study

Allegan
Barry
Branch
Calhoun
Clinton
Eaton
Hillsdale
Huron
Ingham
Ionia
Isabella
Jackson

Kent

Lapeer
Lenawee
Livingston
Macomb
Menominee
Mbntcalm
Ottawa —
Saginaw
St. Clair
Sanilac
Shiawassee
Tuscola

washtenaw

APPENDIX E

Table 22 through 3A

-210-

 

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pecan» van paauaosan Bonn ooh m 950 men .MH
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wnduas one oauaoman use .pnmaaasvo Hamuan .NH
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-212f

wages poxaae.aopmha cadaoaum oaoaonn<

 

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-213...

 

 

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neopmhn Hmouhpooao ado» 0mm one «AA HampnnH .oa
nu ma 0 do pacemasao madame» Hmoaupooao on: use camuaflmz..w
so a am am pageaoo Huoauaooao can ecu .eaon .pso .5
mm ma Ha muopoa oaupooao oowphou one .cwuam .aampenm .e
40 m um um wqauwx.vnm apnea o>wpeomoc
oomdmou no Launch nousaamm no moonsoo «peace .N
ma a nu ma 00H naopmbn
.8335 83093 peoamwavo Hmouupooao
no naoapooanaa oocdaopcama eavOHuon peavnoo .bm
mm ma 00H uoaooo gnu»
xdan m oowphom cam .opmhoao .HawumnH .mm
ma mm aw cod paoaaasuo maaaaaa one cow
mamahouma wawqmoao homoho one vnoaaoeom .mm
Em IH. m 27:“ papa—.2 aopH

-214-

hm hm ma ma hm noothsn
madam newness“ no chunmoAa on» upmasoawo .ms

 

om am as m m m om canons Heaoapapou no moaasoasum
mo soupmowamgm on» swaohnp maoanoum obaom .Hs
ma ma ma ma mm on oehom mo mpconomsoo onp.opwazoamo .04
HA 0 um m on on noapoa Ho used e.gopsoz means maoanonm obaom .mm
mm am m on no masseuse omega cons» HampmeH .HH
0 do no \ sauna wawvausn w HampncH .ma
osed om am a a so moasvss no ounmmcua ass: as» nausea: .ms
ms os a mo . pox one»
son“ as new bag unmanned hope: m ouddwpa .em
on ma ms a mo pnoaassuo wasxssa cusssqum .mm
so um 9 mm coda no oceans» no hogan: use umaappam no
momma .nouwn omam msoaum> no naoannoaao weak .om
o mm on mm mpoxmoun panouao washes one .nmoao .pooaunH .sd
E :19. .3252 503”
“on: Amoco pom cam moaoaopomaoo
no pampuoa

 

   

 

sapmm mucosa:

Hosea no owwpaooaom .
E
vodcapnoonu.mu canoe

 

a(vv+v)
S

I
M.
SI
SIM

SM
IM
NC

-215-
Table 22.--Cogtinged

"Very Valuable” plus "Valuable" ("Highly Valuable")
Important for Sales personnel "

Important for nst 1 tion personnel

Important for intenance personnel .

Important for Sa es d nst llation personnel

Important for SgIgs, InstSIIgtIon and.y§integ§gce
personnel

Important for S les Mainten ce personnel
Important for n ta t n Ma nte ce personnel

No choice was made

bThis table should be read as follows: 100 per cent of the
panel members rated Item Number 1 as "Highly Valuable" (VV4V,
i.e., ”Very‘Valuable" plus "Valuable"). This competency,
"Operate simple hand and machine tools and equipment,” was
rated by 55 per cent of the panel members as important for
personnel who sell and maint n (SM) equipment; by #5 per cent
of the panel me ers as important for personnel who install

and maintain (IMJ equipment.

~216-

  

 

 

snow 0 p o a.ma on: ooqono oz I oz
Hoonounom mandamus“. o.. no a” ”on you unweuoan I 2H
oaaonnom oo -copsav u.. no .m you pnmuhomaH qum
Hoscomuoa oo.vcop a” use .oapm q . I em you unmonomaH I ZHm
Hensonnum coapuaawpm , v.“ n” In now unapnoaaH I Hm
Aconcagua o a a- p. w you unwouomau I :
Hosaonhom molwplmalwmpsmlfl how pagoda—H I H
Henaoonom we when pamphoan I m
toasted; Samar; 303.3%? 33 33%?» to? I A???
3 on R a a so @333 no 333cm 3:: as» chemo: .3
ms os m we sax poop
aoha no use pas anaconda noon: m ouaaapa .om
o. hm ma um m do . seduce «@0509
o>nuoomuo one nouuoashama on wave mo
ensue on» nooxpon ndnuqoapwaou on» eudqmooom Ian
ma mm mm ooa pnosnasco wcuxdwa one
you namflhopma meanmoae nomoua one uaoaaooom .NM
3 os a R 8a 3:5 means... 53% 23an 39.32 Am
a ms cs ooa namwhopma nomohm
voodoo use asahaosap.aoam new a psoama .ma
ms mm 00H paoaaasuo
one mdoop endgame use one: added» opwaomo .H
on E E Em E a H m :EE 1 cooasz 33H
«on: Hoaconnom one mowedopomaoo

no once you

 

Hosea no owmpaoonom

Ii III

«weapon Mennonuom veheppwon e no“: .nnooaoa Henna one no ones
00 hp eoanmsam> Hawwm: no copay noaonouomaoo o>auwdsnwnaa Hooaamnoozrn.m~ candy

 

 

 

 

~217-1

Table 2L.--Percentage of teachers who taught mechanical man-
ipulative competencies rated as "Highly Valuable"
by 60 per cent or more of the panel membersa

—— _fi—__ L— —— T 2::
Percentage of Percentage of Teachers

Panel Members AWho TaughtgLN'88)
Ratin
Competencies 5$=lli Day Adult Total
+

and Item Number

 

 

 

l. Operate simple hand and
machine tools and
equipment 100 67 1 1h 82

3. Make electrical connections
and install electrical

wiring 100 65 l S 71
16. Cut and thread pipe 100 56 l 6 63
A. Install, align, and service
electric motors 91 A8 1 3 52
3h. Milk a cow properly with a
mechanica milker 91 40 3 8 51
2. Locate sources of failure;
repair or replace defective
parts and wiring 91 bl 3 5 #9
33. Sanitize milking equipment 82’ 3h 2 10 #6
20. Find dimensions of various pipe
sizes, types of fittings and '
number of threads on pipe 82 40 3 #3
5. Dismantle, inspect, and clean '
electrical equipment 100 35 l 3 39
10. Install 115 and 230 volt
electrical systems from
the service entrance 91 33 5 l 39
18. Break and make pipe Joints;
clean and renew pipe gasket 91 31 2 6 39

32. Recommend the proper clean-
ing materials for the
milking equipment 100 28 5 1 3h

26. Determine the equipment re-
quired for the milking

parlor 100 2h 3 6 33
27. Determine the equipment re-
quired for the milk house 100 24 2 6 32

W

-218-

Table 2h.--Cont;nued

 

 

Percentage of Percentage of Teachers

A Who Tagging; N-88)

Panel Members

 

 

Ratin
Competencies 1N=lli Day IF Adult Total
and Item Number +
7. Cut, bend, and fit elec-
trical conduit 91 28 2 l 31
15. Install a building drain 63 28 1 2 31
13. Lay out a job from blueprint
and select proper ma-
terials 100 22 2 1 25
24. Dismantle dairy equipment;
clean, inspect, and re-
place worn parts 100 17 8 25
8. Maintain and use electrical
testing equipment 91 17 1 3 21
12. Install equipment, and pipe- —
line and wiring systems by
interpreting sketches, ‘
prints, and verbal engi- '
neering instructions 100 15 1 l 17
17. Test vacuum and liquid pipe-
line for leaks 100 10 7 17
23. Utilize the preper lubricants
forpipe, valves, pumps,
and.milking equipment 100 15 l 1 17
6. Check and replace electronic
controls 100 ll 3 2 16
35. Install, Operate, and ser-
vice a bulk tank cooler 100 ll 5 16
lb. Inspect, clean, and adjust
circuit breakers 82 ll 1 3 15
19. Measure, cut, and install
cast iron, stainless steel,
plastic and glass pipe 100 11 2 2 15
31. Assemble pipeline system
milker units 100 ll 1 l 13
28. Assemble and install stand-
ard walk-through, tandem,
and herringbone milking
stalls 100 8 2 1 ll

-219-
Table 2A.--Continued

 

 

Percentage of Percentage of Teachers

Panel Members Who Taught_JN-88)

Ratin
Competencies {NBlli Day IF Adult Total
and Item Number _u+

_— —T ——

36. Utilize a water hardness
kit and an iron test
kit 82 7 2 2 11

37. Conduct periodic mainten- --
ance inspections of elec-
trical equipment and pipe-‘

 

 

line milker systems 100 7. 2 2 ll
9. Dismantle and service

thermostatically-

operated valves 100 5 5 10

25. Locate, adjust, and re-
place faulty valves,
pressure regulators,
and controls 100 2 2 6 10

21. Install and service vacuum
and liquid pumps, and
filtering systems 100 5 1 2 8

29. Install and service a pipe-
line milking system in a
milking parlor or stan-
chion type barn 100 7 1 8

30. Install pipeline milking
system accessory equipment
(wash tank, storage rack,
etc.) 100 7 l 8

39. Recognize the relationship
between the cause of
eguipment malfunction and
e fective remedial action 91 6 2 8

22. Rebuild pumps 91 l l l 3

42. Measure the unit pressure
of liquids 6k 1 l 2

 

 

 

 

~220-
Table 2h.--Continued

a(VV+V) - "Very Valuable" plus "Valuable" ("Highly Valuable")
All-Day - Taught as a part of All-Day instruction
IF . Taught as a part of Ioung Farmer instruction
Adult - Taught as a part of Adult Farmer instruction
Total - Sum of percentages under XII-De , IE, and

_—Idglt for each competency

 

 

 

 

 

watifm H H 03 means 338m .NN
msepmhm msHpopHHH
m N H m Nw use .mgssa uHsuHH use assom> ooH>nem use HHmpmmH .HN
m H b Nm A.opo .xomu smokes» .x:m» sums.
ecosmHsdo hhommooom seesaw wstHda osHHomHa HHmpmsH .0m
m H N mu sumo omhpusoHnosmpm no uoHuma wstHHs
m :H sopohm wstHHa osHHoaHn m oponom use HHmpqu .mN
0H 0 N N 00H mHoupsoe use .nuopm on
essences .mo>Hm> haHsmm oomHaou was .pmsnum apnoea .nN
0H m m 00H eo>Hm>
sunshadeIsHHsoHumpnosuonp eoHenem use oHpqeseHn .0
HH N N 5 so asepmhm uoxHHa esHHomHa use psoaaHsdo
HmoHupooHo no msoHpoommsH couscousHma oHvoHuom pesocoo .hm
HH H N w Nm mHHmpm mstHHa econwsHuues use
€35» smsfissufiez cusses...» 232: one 035$: .3
. 3 N m 3 8s 88 $qu on... 0138
mu .Hoopm mmoHsHmpm .sonH some HHmpmsH use use ensues: .aH
am «H m H HH Hm mnoxmean oHsouHo washes use .smeHe .uooamsH .sH
0H m HH Nm soHooo sump stn m ooHpnem one .oumnomo .HHmpmsH .mm
0H N m HH 00H mHoupsob HmeHspooHo oocHaoh use xoono .0
NH 5 0H so mxmoH you msepmhm ecHHomHa vstHH use assom> some .wH
H438 Sees a» sea £72.: Mooasz so”; one
I “on: Hensomhom meHosouoasoo
ANNIZH.pn s a :3 how essencesH mm
assesses no omensooeom AHWIzv sopH seem
59mm 93952

AIHosmm Ho ommpse hem

 

Hossounom mmmmmummflmm so
mmflmmfiflmmmmm you oneness House on» no ones so somehow cc he :oHnmsHm> hHamHma
me seems moHosoponaoo o>HpmHssHsms HmoHsmnoes pawns» ogs mangoes» «o owmpsoesomnn.mN oHpsa

-222-

Table 25.--Continued

a(I+M.+IM) - Important for Installation, Maintenance, and/or
Inst 11 tion and.fi intenance personnel
All-Day Taught as a part 0? AII-Da instruction

IF - Taught as a part of :Qun Farmer instruction --
Adult a Taught as a part of AguIt Farmer instruction
Total - Sum of percentages under AII-D , IE, and Adult

 

for each competency

-223-

 

 

 

 

 
  

a 0 so m m eN eonou HmmseHspnoo «o oonHosHha one .m
a os we a a m a em ocean no uses: one moses .wsssuoa use .e
m oH on o m on supposes use «masses no uoHseoasse one .ma
0 ea os m m on aseensseseo no axes Osman one .NH
o o os a o o m on aseooaop «o mosseossua one .o
oH on o m m on . pauses
eo nothoaoam Hoonene use .msuoe .nann one .n
a eN mm m os ..oue .eHxs one Heenx
.no>oHv moHnmnoos no mpsosoHo oanosa one .a
o m os us a a so newness no noeseoaosa assesses ose .oa
a os on a ms nu . ”ensues
eo :oHu on» nH ewumnonHu use epHooHe> one .HH
em so a so assesssooso no moaaeoases one .sH
oH me o A Hm suspense spouse oopeuuaoue .H
em a m m on He omson nHHs hon
nanoseanuon noHpmHHpsep use ocean uHe one .s
ea we on so spanned tosses
manHHs cascade» you noneseanvon pnoansuu .N
os m m om 00H enson xHHs one s« msHmuo no useaeoeHa
on» you psoaoaneou ehspHnme Hmnosow one .n
on E r Em! Em Ho 2 H m 27>: i lleongz as;
“on: Honsomuem use moHosouogsoo
no esmpnoa r .1
ms HHIz sane nemm
sHpmm oneness
at, Hosea mo ammunoouon II I» I: ‘4 .s.is Inn

 

 

 

enumesos Hesse en ewsHpmn AHonu one mMHosoponsoo o>Hustoo HmoHssnoo II.oN oHnme

-224-
Table 26.--Continued

"Very Valuable” or "Valuable" ("Highly Valuable")
Important for Sales personnel

Important for Installation personnel

Important for Maintenance personnel

Important for S Ies and Installation personnel
Important for Se es, nsta ation and Maintenance

personnel

Important for Sales and Maintenagce personnel
Important for ngta ation an tenance personnel

No Choice was made 0 item

-225-

Table 27.--Percentage of teachers who taught mechanical cog-
nitive competencies rated as "Highly Valuable" by
60 per cent or more of the panel members for sales
and W personnela

— v v—vv

Percentage of

 

 

Panel.Members Percentage of Teachers
Rating (N-ll) Who TaughtIN-88)
Competencies . -
and Item Number_L__ +V S+ Day IF Adult Total
1. Prescribed safety
practices 91 73 A8 13 61
1A. The principles of
electricity 91 64 3h 3 7 LL

3. The general sanitary
requirements for the
placement of drains
in the milk house 100 82 18 l 6 25

2. Equipment requirements
for standard milking
parlor layouts 91 82 16 2 5 23

A. The air space and ven-
tilation requirements
for the milk house 91 73’ lb 5 6 25

11. The velocity and dis-
charge in the flow
of liquids 73 6h 5 2 5 12

#7

aiVV+V - "Very Valuable" plus "Valuable" é"Hi hly Valuable")
S+SM - Important for .1.” s and W per-
sonnel
- Taught as a part of All-Day instruction
= Taught as a part of Ibun Farmer instruction
Adult = Taught as a part of EEuIt F rmer instruction
Total - Sum of percentages under AII-ng, 12, and Adult
or each competency

All—D§¥

 

 

-226-

 

 

on me
o mH
a on
m
mH
m eN
m m m
a
a
o m
m a on
No
oz m

«on: Honnoouom

nHeom ononsoz
Hosea no owoesoouom

IL

 

 

 

os om noeonou nooe o oeouoao .HH
me we esoseesuo can masseuse» asseoeuossoe sso Hess .me
me No oouHsm oo
oHossms wanHone one wndnoousso ooHoo on: .sH
Ha No osoHeHunoo
ooHoo oases.“ one esooohe no oehomoh oHHm .MH
No No o>Hoososoa osooom .m
so Hm soHeoeeoexo o.po50eose one new: oesounoo
too nH oH nOHn: oenonoommo unozeso no ossoo< .o
me Ho ooHo Hosea»
sense one stage .soeu-sese. a cusses: .s
ooH 00H oHoo o eso oooHo .OH
OCH OCH oooononsm oesH osoHeoonno nosoeoso o>Hooom .m
Ho 00H oopHeoa msHesn ndnoe Hooemo novoon
one ness: Hook o.uosoeoso one oanuoeon .e
Hm 00H oposoeoso
HoHesoeom neHz oeHoH> oHsoonoo use oeoooA .m
No 00H econoum o oeoneonoaou use eonoHa .m
os OOH enoa
noonmo eHuouo o one oHoo no HHHn o as oeHns .N
NH 00H HHHzauoom enoQEOo oHHsn eHosossHesoo .H
nee>es ”mmmumeqsmmmw.

uno ooHonoeomaoo

 

“uh $9803

Hosom en omsHeos nHone one eHnososooHoo no mono one as ooHosoeoesoo o>HeoHsmHsgznn.mN oHnoe

-227-
Table 28.--Continued

“Very Valuable" plus "Valuable" ("Highly Valuable")

Important for S les personnel

Important for Installation personnel

Important for M ntenance personnel

Important for S as and Mainten ce personnel

Important for Sales, Installation.and.Maintenance
personnel

Important for S 1es d.Mainten ce personnel

Important for In talIatIon and Maintenance personnel

No Choice was made 0? Item

.v 0

-228-

Table 29.--Cognitive competencies in the area of human rela-
tions and their rating by the panel membersa

Percentage of fPanel Members
Rating Each Item (N-lll Ag
mportant For
Competencies and Value Personnel Wh '
Item Number WWI) S M SIM SM II?! NC
6. How to evaluate the results of
action which has been taken and

 

 

 

 

make effective adjustments 100 18 9 73

l. The principles of good human
relations 91 9 91

2. How to recognize individual dif-
ferences in peOple 91 36 6A

13. Methods which are utilised to
motivate peOple 91 73 27

25. What a fair days work and wages
are 91 9 73 18

5. How to distinguish prOblems
which should be referred to
the supervisor 82 18 6A 9 9

15. How to accept authority and the f
subsequent responsibility in
a democratic business organi-
zation 82 27 6A 9

19. The relationship between person-
ality development and Job

success 82 27 6h 9
21. Why company philosophy and policy

should be adopted 82 27 6A 9
23. Current business promotion

policies 82 36 L6 18
27. How to complete an application

and interview for a Job 82 91 9
9. The causes of poor human re-

lations 73 18 82

20. The need for mutual respect for
the rights of managers, super-
visors, and employees 73 9 73 18

3. How to recognize types of rela-
tionships among employees as
reflected in attitudes and
patterns of behavior 6h 27 6h 9

-229-

Table 29.--Continued

Percentage of Panel Members

Ratin Each Item_jN=ll As-
Important or

 

 

 

 

Competencies and Value Personnel Who:
Item Number (VV+V) S M SIM SM IM NC

 

w

17. The type of relationship which
should exist between a busi-
ness firm and an employee 64 27 64 9

18. How to aid in establishing co-
operative relations between
employers and employees, as
well as among employees 64 27 55 18

14. The cause of fatigue and boredom 55 36 55 9

10. How to anal ze an individual's
behavior n terms of his own

frame of reference 54 27 9 46 18
4. How to solve problems sci-

entifically 54 18 55 9 18
26. How to evaluate employment

and unemployment benefits 54 9 64 27
12. The social dynamics of a work

group 45 36 46 18
11. The effect of frustration on

attitudes and behavior 45 46 45 9

7. The rights and responsibilities
of employees and employers in
collective bargaining 45 27 64 9

8. The characteristics of demo-
cratic and autocratic

supervision 36 27 55 18
16. How to evaluate worker compe-

tence 36 36 55 9
24. The various types of business

organizations 27 55 27 18

22. The characteristics and function
of the power structure within
a business organization 27 27 46 27

28. How to read and interpret the

Dicti na of Occu ational
TitIes . l8 18 55 27

'2
__J._L

ween—.zm 0"- fl

-230-

Table 29.-~Continued

 

a(VV+V) a "Very Valuable" plus "Valuable" ("Highly Valuable")
S - Important for Sales personnel
M.- Important for ntenance personnel
SIM - Important for a esI nstallation and.Maintenance
personnel
SM - Important for Sales and.Maintenance personnel

IM

Important for IEstEIIgtIon and Maintenance personnel
NC - No Choice was ma 0 0 ‘item

None of the competencies were rated as important for I (In;
stallation)or SI (Sales and Instgllation) personnel.

-231-

Table 30.--Percentage of teachers who taught cognitive compe-
tencies in the area of human relations rated as
"Highly'Valuable" by 60 per cent or more of the
panel members for sgles and maintenance personnel8

 

_Percentage of—
Paneleembers Percentage of Teachers

Rating (N811) Who Taught (N-88)
Competencies -
and Item Numbe; (VV+V, IS+SMI Day IF Adult 'Total

6. How to evaluate the re-
sults of action which
has been taken and
make effective ad-

 

justments 100 91 10 1 1 12
l. The principles of good
human relations 91 100 31 4 35

2. How to recognize indi-
vidual differences

in people 91 100 13 2 15
13. Methods which are uti-

lized to motivate people 91 100 5 3 8
25. What a fair days work

and wages are 91 82 13 2 3 l8

5. How to distinguish prob-
lems which should be
referred to the super-
visor 82 82 10 l 1 12

15. How to accept authority
and the subsequent re-
sponsibility in a demo-
cratic business organi-
zation . 82 91 13 2 15

19. The relationship between
personality development
and Job success 82 91 14 2 l 17

21. Why company philosOphy
and policy should be

adapted 82 91 6 3 9
23. Current business promo-
tion policies 82 82 5 l 6

27. How to complete an appli-
cation, and interview
.for a job 82 91 14 l 7 22

 

Competencies
gnd Item Number _1VV+ D IF Adult Tot l

-232-
Table 30.--Continued

 

 

A _‘ PePcentage 0?

Panel members Percentage of Teachers
Rating (N811) Who Taughtth-BBJ

9. The causes of poor
human relations 73 100 13 3

20. The need for mutual re-
spect for the rights
of managers, super-
visors and employees 73 82 ll 2

3. How to recognize types
of relationships among
employees as reflected
in attitudes and pat-
terns of behavior 64 91 5 l l

17. The types of relation-
ship which should exist
between a business
firm and an employee 64 91 11 l 1

18. How to aid in establish-
ing cooperative rela-
tions between employers
and employees, as well
as among employees 64 82 10 1 l

16

13

13

12

 

a VV+V
S+SM

All-Day
IF
Adult
Total

"Very Valuable" plus "Valuable" ("Highly Valuable")

Important for S313; and Sales and kintemce

T ngsonnel f A1
an t as a part c l-Dgy instruction

Taught as a part of oun Farmer instruction
Taught as a part of AdEIt Parmer instruction

§g%.of percentages under AII-D , IE, and Adult
0

r each competency

 

A;—

-233-

Table 31.--Cognitive competencies in the area of human rela-
tions rated as "Highly Valuable" by less than 60
per cent of the panel membersa

” PercentaEE’o? Pihel

. Members Ratin
Competencies and Egch Item (N-lli As
Item Number __ +
14. The causes of fatigue and

boredom 55 9 46 27 18

10. How to analyze an individual's
behavior in terms of his own

 

 

frame of reference 54 9 45 18 10 10
4. How to solve problems scien-

tifically 54 27 27 27 9 10
26. How to evaluate employment and

unemployment benefits 54 18 36 27 9 10
12. The social dynamics of a work

group #5 45 27 18 10
11. The effect of frustration on

attitudes and behavior 45 9 36 37 18

7. The rights and responsibilities
of employees and employers in
collective bargaining '

8. The characteristics of demo-
cratic autocratic supervision 36 9 27 26 18 10

16. How to evaluate worker compe-

#5 9 36 27 18 10

tence 36 36 46 18
24. The various types of business
organizations 27 9 18 45 18 10

22. The characteristics and function
of the power structure within
a business organization 27 27 36 18 19

28. How to read and interpret the
ction 0 Oc t

it as 18 18 36 27 19

 

a(VV+V) - "Very Valuable” plus "Valuable“ ("Highly Valuable”)
VV - "Very Valuable" to the employee
V - "Valuable" to the employee
LV - Of "Little Value” to the employee
NV - Of "No Value" to the employee
NC - No Choice was made

-234,-

Table 32.-~Manipulative competencies in farming and their rating
by penal members, in descending order by the value
rat ng . "

\

. Percentage o? PaneI
Members Ratin
Each Itam gN-lli As
. portant or
Competencies and Perso o‘
f Item NMer __ jVV+Vl S M SI {81% SM NC

1. Calculate milk production per
cow, price per pound of milk,
and labor requirements per
cow 100 91 9

4. Calculate the cost of instal-
lation and using a bulk

 

 

 

 

milk tank 100 64 36
5. Select the proper size bulk
milk tank 100 100
6. Recommend approved milk
production practices 100 82 18

9. Plan a barn layout and milk-
ing system to meet the
needs of a fan: 100 82 18

2. Determine the net return per
dairy cow, per year to the

farmer 82 64 9 27
3. Plan an improvement program
for the dairy herd 82 100

7. Recommend dairy herd manage-
ment practices to increase
labor income 82 73 9 9 9

10. Determine the strengths and
weaknesses in a specific farm
livestock program 82 91 9

11. Plan changes in the dairy pro-
gram to increase the efficiency
of the farm business 82 82 9 9

12. Suggest changes in the dairy
enterprise to improve the
size and volume of a farm
business 82 82 9 9

-235-

Table 32°“'Q£££l£¥29

,_ Percentage o? PaneI
Members Ratin
Eaah Item gN-lli Aa
portant or

Competencies and Personnel Wh °
_Item Number (VV+V) S M SI 3155 fi NC
8. Recommend management prac-
tices to control disease

in the dairy herd 72 64 18 l8

13. Suggest changes in the farm
crap and soils program to
hmprove the size and volume

 

   
 

of a farm business 55 91 9
a(VV+V) - "Very Valuable" plus "Valuable" ("Highly'Valuable")
S - Important for Mal personnel
M.- Important for 2,1teav-ce personnel
SI - Important for a, a - -
SIM - Important for 3 mm
personnel
SML- Important for §a§aaaaaagflaiaaaaaaaa personnel
NC - No Choice was ma e o tem

None of the com :tencies were rated as important for the fol-
lowing personne
A t

 

personnel

 

-236-

Table 33.-~Percentage of teachers who taught manipulative compe-
tencies in farming rated as "Highly Valuable" by 60
per cigt or more of the panel members for _aal‘aa per-
sense

___A
_—

 

Percentage of:—
Panel Members
Ratin Each Percentage of Teachers
Item N-ll) as Who Taught (N-88)

Important for
Competencies

Personn 1 Who AII-
gd Item Nagber ‘ _lW-WI S Day I: Adalt Total

1. Calculate milk pro-
duction per cow,
price per pound
of milk, and labor
requirement per
cow 100 91 58 l 14 73

4. Calculate the cost
of installing and
using a bulk milk

 

tank 100 64 21 3 7 31
5. Select the pro r 5

size bulk miI;

tank 100 100 28 10 38

6. Recommend approved
milk production
practices 100 82 42 1 17 60

9. Plan a barn layout
and milking system
to meet the needs
of a farm 100 82 ' 39 ll 50

2. Detenmine the not re-
turn per dairy cow,
per year, to the
farmer . 82 64 51 2 15 68

3. Plan an improvement
program for the
dairy herd 82 100 49 l 15 65

7. Recommend dairy herd
management practices

to increase labor
income 82 73 36 18 54

f -237-

Table 33.--Cantinaaa

PTPBrcentage of
Panel Members
Rating Each Percentage of Teachers
Item (Nell) as Who Taught (N-88)
Important for

Competencies Personnel Who III:
and Item Number + . S Day IF Adult Total

10. Determine the strengths
and weaknesses in
a specific farm live-
stock program 82 91 34 16 50

11. Plan changes in the
dairy program to
increase the ef-
ficiency of the
farm.business 82 82 40 19 59

12. Suggest changes in
the dairy enter-
prise to improve
the size and vol-
ume of a farm
business 82 82 43 18 \ 61

8. Recommend management
practices to con-
trol disease in

 

 

  
  
  
 

the dairy herd 72 64 44 l 17 62
a(VV+V) - "Verg'Valuable' plus "Valuable" ("Highly'Valuable")
All-Dag - Tang t as a part of All- instruction

- Taught as a part of r instruction
Adult . Taught as a part of or instruction
Total - S of percentages under - a , IF, and Adult

or each competency

-238-

Table 34.--Cognitive competencies in farming and their rating by
panel membersa

m fl
Percentage of PaneI

Members Ratin .
Each Item (N=lli A?
portant or

Competencies and Personnel Who:
Item Number (VV+V) S

 

 

 

 

1. How to use records of production
in the selection of breeding
stock’ 82 91 9

2. The need for providing suitable
housing and equipment for dairy
cattle 82 73 9 9 9

4. The relationship between the size
and volume of the farm business

and farm income 82 91 9
5. The importance of well-kept farm

buildings to the dairy farmer 73 64 36
3. The general construction features

of farm.buildings 73 55 45

 

‘—

a(VV+V) - "Very Valuable" plus "Valuable" ("Highly‘Valuable")
S - Important for S as personnel
SI - Important for SaIas aad InEtaIIatian personnel
SIM - Important for 3 es st t on d t n ce
personnel
SM - Important for Salaa $d 9.21109935229 personnel
NC - No Choice was ma e o t tan
None of the competencies were rated as important for the fol-

lowing personne
I ' Inst- 11'.

  

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