0 (AfiflaNNQG; I I I I I_ I_ I_ HIHHHIHI I i I if mtjt‘j;jij‘fjk’fiijijiutjftjfii\\t ‘ LIBRARY Michigan State ; Univonlty This is to certify that the dissertation entitled COMPETENCIES AND CONDITIONS CONSIDERED IMPORTANT IN A MANAGEMENT-DEVELOPMENT PARTNERSHIP BETWEEN BUSINESS AND EDUCATION presented by Camille K. Donnelly has been accepted towards fulfillment of the requirements for PhD Educational Administration degree in Date June 4, 1987 MSU is an Affirmative Action/Equal Opportunity Institution 0‘12771 17 1:3 I ‘. MSU LIBRARIES RETURNING MATERIALS: Piace in book drop to remove this checkout from your record. FINES wiii be charged if book is returned after the date stamped beiow. ffifia #61 K07T tfifi?*%§§§ 25_ 12! ~36} K153 300 A179 ante. ____d_, 7 ".5.“ - ,1- . 'f' I; , ‘ ‘ y to»? COMPETENCIES AND CONDITIONS CONSIDERED IMPORTANT IN A MANAGEMENT-DEVELOPMENT PARTNERSHIP BETWEEN BUSINESS AND EDUCATION BY CamiIIe K. DonneIIy A DISSERTATION Submitted to Michigan State University in partiaI fquiIIment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of EducationaI Administration I987 Copyright by CAMILLE K. DONNELLY I987 ABSTRACT COMPETENCIES AND CONDITIONS CONSIDERED IMPORTANT IN A MANAGEMENT-DEVELOPMENT PARTNERSHIP BETWEEN BUSINESS AND EDUCATION By CamiIIe K. DonneIIy As the United States moves from an industriaI-based to an information-based society, there is a: renewed recognition of the interdependence between education and business for the future of our economy. The private sector is currentIy spending an estimated $60 biIIion a year on training of employees with 75% of those efforts in white-coIIar and management training. Since educationaI Ieadership has been identified as a key to exceIIence in schoois, and training is considered the nmst vfideiy used method for improving Ieadership, this research was undertaken to determine the feasibiIity of a partnership effort with business for the development of educationai Ieaders. The purposes of this study were (a) to assess the importance of cempetencies identified 'hi management-deveiopment programs iri business, as competencies rated important. in schooI buiIding administration and (b) to identify the important conditions for a management-deveiopment partnership effort. CamiITe K. DonneIIy Management-development directors of ten corporations in western Michigan were interviewed to identify the competencies in each program. Ther 63 competencies were then consolidated into seven abiIity areas identified by the NationaI Association of Secondary SchooT PrincipaIs. A survey instrument, was designed and InaiTed to a :sampTe of principaTs and superintendents to gather data on the importance of these competencies for schooI-buiiding administration. The research findings indicated that the competencies identified in private-sector management-deveiopment programs were considered important in schooI budeing administration by principaTs and superintendents with no significant difference according to geographic Tocation, size of district, or job titIe. Gender showed the most significant differences with femaTes rating the competencies more important than maIes. Respondents with Tess job experience rated the competencies inghtTy higher than more experienced respondents. MutuaI pIanning of goaIs/objective and participants and presenters from both business and education were the most important conditions. Because a partnership effort as a resource for the deveIopment of‘ educationaT Ieaders. was considered extremer important by the respondents, a statewide effort between business and education for the deveTopment of educationaI Teaders is a possibiIity in Michigan. Dedicated to my daughters, Monica and Stacey, whose encouragement, Tove, patience, and joy never faTtered--even when I did. ATso to my mother, HeTen, whose support, Tove, and personaT accompTishments have been an inspiration to me. ACKNOWLEDGMENTS Writing a dissertation is a ToneTy odyssey. Many individuaTs heTped me to compTete my journey. Dr. Howard Hickey as my academic advisor and dissertation chairperson provided encouragement, advice, and support at every stage. His avaiTabiTity, genuine concern for my progress, and consistent warmth were immeasurabTe. His patience with my struggTes was amazing. Dr. Cass HeiTman and Dr. Cass Gentry gave generousTy of their time and energy in ways unparaTTeTed for committee members. Each of them aTways provided the inspiration needed to produce a quaTity study. Without them my efforts woqu have been far Tess. Their beTief in what I was doing increased my own. Dr. Keith Groty and Dr. PhiTTip RunkeT aTso generousTy served as committee members. Keith’s pragmatic approach and enthusiasm in aTT phases of my program heTped me to keep the perspective necessary to understand the reaT-woer appTications. PhiT was, as he has aTways been for me, a mentor, a confidante, an inspiration, and a friend. During the ToneTiest time of this odyssey, he encouraged and heTped me to be, as weTT as to do. I am indebted to 'the NNNNN NNNNNNN NNNNNN NN NNNNNNNNNNNNN as» No.meNN N No NNNNNNNN No NLNNNN .NNNNNNNN No NNNENNNNNN NNNLNNN N -- N -- NN<2NNNNN N -- N -- N -- NzoNNazNNzoN N -- N N a NNNNN>NNN< N N N NNN .NNNZNZENN N. N .NNNNNNN--NZNNNN NNNNN m NF o N m N :oNuNNNN>N chmoga — WP N NP 0 up ucweaopm>mn ENLooNa N NNINNNNNu=uwxm NN NzNzNNazaz 1 1 . III’II’IIIHI/ . mono; ucN NNNNNU:_LN Sacco; ecN NNNNNU:_LN cmmcoN cam zm_mmwmfiwnmm ueN>NNNNo Np eNNNENuNN vo>cmmno No NNNNENNNN um>cmmnw a mENN No New» No NENN No NENN No NENN No wawcwa NNNNNNN NNNNLNN NNNNLNN Ncaocmaiiliiiiwmwwmwmtu NNNNNNNNNNNNNN No NNN< a NPNaNucha N_NNNN:NLN Noocom NNNNNNNNLQ .oo;um saw: Lowcmm NNNN LNNNNN\N_NNNE Noozom acmucosmpm xuN—Nachoanm No Noc< ;UNN :N ucwam NENN No “smocma 1III111111111111111r1111111111 .zczuw Nuczou xcosomucoz-- III-.11; .— NPQNN IIIIIIII: 55 the instructionaT-Teadership task or roTe. gives way to office mandates (HoweTT, 1981). InstructionaT Teadership TabTe 2 shows the find- ings of Martin and WiTTower’s (1981) study of the types of activities in which high schooT principaTs were engaged, as weTT as the amount of time spent in each activity. TabTe 2.--Findings of Martin and WiTTower’s study of the manageriaT behavior of high schooT principaTs. Number TotaT Average Percentage Type of Activity of Activities Time Durationa of Time UnscheduTed meetings 1,221 4,122 3.4 27.5 ScheduTed meetings 117 2,601 22.2 17.3 Desk work 254 2,394 9.4 16.0 Exchanges 1,355 1,355 1.0 9.0 Tours 88 1,158 13.2 7.7 Phone caTTs 393 868 2.2 5.8 Monitoring 82 828 10.1 5.5 PersonaT 133 767 5.8 5.1 Other 87 914 21.4 4.1 Source: Adapted from W. J. Martin and D. J. WiTTower, "The Manage- riaT Behavior of High SchooT PrincipaTs," Education Administration QuarterTy 17 (Winter 1981): 72. aComputed in minutes. If, as CampbeTT et a1. (1983) suggested, the data convey the reaTity of the principaTship--principa15 must manage their schooTs-- then principaTs shoqu be prepared for management. To be an educationaT Teader ir1 the Eighties is to have experienced frustration with the inadequate education avaiTabTe in traditionaT pre-service programs, reasonabTe to expect our coTTeges and universities to do the job for it is no Tonger 56 aTone. Today’s educationaT Teader must aTso be an educationaT manager. Today’s manager must be prepared to respond to changes in state and federaT mandates, to manage resources, to work miracTes with a shrinking budget, and anaTyze and synthesize an incredibTe amount of data--a11 in an effort to improve the quaTity of education services reTated to increased achievement. (Ranh TurTington, Commissioner of Education, State of FTorida) The Education and Deve10pment of Managers Tomorrow’s vision is today’s work assignment. (Drucker, 1969, p. 290) Training is considered the most wideTy used method for improving Teadership (YukT, 1981). Training for Teadership occurs in the context of the current stage of deveTopment in which the Teader is found and is not meant to be an end in itseTf but a means to an end. The uTtimate purpose of inservice training is; to improve job performance to insure the successfuT accompTishment of the goaTs of the organization (Bass, T981; Landon, T985; YukT, 1981). Training and deveTopment of present schooT administrators has been identified as a key to improving principaT effectiveness. To be successfuT, reTevant technicaT, conceptuaT, and interpersonaT skiTTs need to be deveToped (YukT, 1982). SchooT Teaders are America’s most important executives. With a budget in the biTTions of doTTars and a cTienteTe of more than 46 miTTion students, they manage the singTe most important enterprise in our nation. However, untiT recentTy, the profes- sionaT competence of the administrators who manage this huge enterprise was TargeTy taken for granted. SchooT Teaders received TittTe opportunity and even Tess incentive to acquire basic management skiTTs that, in the private sector, have marked the difference between success and faiTure. Front Tine managers--principa15 and superintendents--are often expected to perform as fuTTy deveToped chief executive officers even though they may have TittTe preparation in the 57 basic management skiTTs considered essentiaT in any effective organization-—inc1uding schooTs and schooT districts. (Patterson, 1983, p. 7) Options need to be found to assist practicing schooT Teaders to improve their daiTy performance, and increased support for inservice training is one way of doing this (Lipham, 1981). SchooTs are not businesses, but schooT administration finds roots in many fiers. Many business concepts can aTso be appTied to improve performance in the schooTs (HoyTes, T985). SchooT Teaders coqu use organizationaT— deveTopment interventions proven usefuT in business organizations for providing feedback and identifying training needs (Bass & Vaughan, T966; Boyatzis, 1982; Nemeroff & Cosentino, 1979). An organization, whether pubTic or private, exists and grows because it provides the community with goods or services the community sees as worthwhiTe. To do this efficientTy, the organization must function at an optimum TeveT of productivity. This TeveT is a direct resuTt of the coTTective effort of aTT emp10yees. Yet. not every' emp10yee works at the TeveT estabTished by the standard of performance for the job he or she hons. SimiTarTy, groups of emp10yees may not consistentTy produce up to standards. When there is a difference or gap between actuaT performance and what is needed (the standard), productivity suffers. Train— ing can reduce if not eTiminate this gap. It does so by changing the behavior of individuaTs--by giving them whatever additionaT specific items of knowTedge, skiTT, or attitude they need to perform up to that standard. Changing behavior, then, is the function of training. The terminaT objective is to heTp achieve the goaTs of the organiza- tion through optimum use of manpower. (Johnson, 1976, p. 2-1) HistoricaT Perspective of Training The need for training in the deveTopment of humankind came with the invention of tooTs, weapons, cTothing, and the other accouterments of civiTization. Humans had the abiTity to pass knowTedge and skiTTs on to others, and the acquisition of knowTedge became a strategic resource. KnowTedge accumuTation for humans began with the Stone Age and ended with the advent of the IndustriaT RevoTution, around 1750 (Steinmetz & Craig, 1976). ‘The year 1750 signaTed the cTose of man’s first period of accumuTation of knowTedge and began a new phase. 1750-1900—-know1edge doubTed T900-T950--know1edge doubTed 1950-1960--know1edge doubTed 1960-1965--know1edge doubTed The acceTerated knowTedge base provided a chaTTenge to the fier of education and training. The astounding architecturaT and masonry accompTishments of the pyramids and ancient tempTes are testimoniaTs to the success of the earTy apprenticeships. Literacy was not a priviTege of the craftsman and peasantry, which meant that aTT skiTTs and knowTedge of ‘the crafts had to be transmitted by direct instruction. As earTy as 2100 B.C., ruTes and procedures for governing apprenticeships were incTuded 'hi the Code (Hi Hammurabi. As recentTy as 1920, apprenticeships were offered as 21 vehicTe for instruction in medicine, Taw, and education. An apprenticeship foTTowed by a passing grade on an exam sufficed to practice Taw (Steinmetz & Craig, 1976). Gudes estabTished quaTity standards of products through quaTity workmanship of peopTe with the same or simiTar interests and were the forerunners of the Tabor unions. By the earTy T9005, vocationaT education was extensive, and in 1917 President Woodrow WiTson signed the Smith-Hughes Act, providing for pubTic money to assist vocationaT training efforts. Since the 19305, vocationaT education has received TegisTative attention, and funding in one form or another has continued in the United States. ShortTy after the Smith-Hughes Act was passed in 1917, the training impetus occurred with the estabTishment of an education and training section of the Emergency FTeet Corporation of the United States Shipping Board to provide ships to Europe. To make the woer safe for democracy, shipyard workers needed to be trained (Steinmetz & Craig, 1976). ATthough the FederaT Board of VocationaT Education deveToped a program of part-time instruction for peopTe who had Teft schooT and gone to work, the Depression years of the T9305 wrecked many internaT training programs as the need for workers was met by the unempToyed. Training in the pubTic sector grew as unempToyed peopTe had too much time on their hands. LocaT, state, and federaT governmentaT agencies appropriated funds for handicraft training whiTe using pubTic schooT faciTities. As the Woer War II crisis emerged, the aged, handi- capped, and women were caTTed on to produce for the war effort, and the importance of transference of skiTTs to unskiTTed workers was essentiaT to the defense effort. The roTe of the supervisor became criticaT, and Job Instructor Training (JIT) was deveToped. At the same time, a tremendous training impetus occurred when the Training I1“ 60 Within Industry Group of the War Production Board was estabTished (Steinmetz & Craig, 1976). Focusing on coTTeges, the Engineering, Science, and Management War Training (ESMWT) program was instituted to meet the need for upgrading workers in coTTege-TeveT subjects. Higher education discovered a new market for their skiTTs by providing a service to war production companies. In many communities in the United States, the ESMWT program became the forerunner of the junior and community coTTeges and aTso infTuenced the conception of time American Management Association (Steinmetz & Craig, 1976). In 1931 Erwin ScheTT and ATfred P. SToan began an experimentaT one—year course at Massachusetts Institute of TechnoTogy for young executives of high potentiaT. By 1938 the course had become the present SToan FeTTowship Program. The United States Office of Education requested that Harvard Business SchooT estabTish the "War Production Retraining Course" for executives returning from war service. In 1943 the» government assumed responsibiTity for this course; this responsibiTity continued untiT 1945, when the course became the Harvard Advanced Management Program (Steinmetz & Craig, 1976). As has aTways been the practice in education, the combination of students and curricuTum provided a need for instructors; hence the birth of the industriaT training director. In 1945 the American Society of Training Directors (ASTD) was formed and her its first annuaT convention in Chicago (Steinmetz & Craig, 1976). 61 Corporate Management Deve10pment in the T9805 Training in the private sector was born in the crisis of a war but has grown to be an essentiaT area in aTT fiers of empTOyment. Corporations are becoming Tike universities of TifeTong Tearning. The costs for these programs are pubTicTy supported in two ways: a 50% write-off as a business expense and a product price increase to the consumer. As an exampTe, IBM annuaTTy spends more than $700 miTTion in emp10yee education (Naisbitt, 1985). In 1935, onTy 3% of major firms had some type of management—deveTopment program. In 1954, 50% of the country’s top 500 companies had management- deveTopment programs. By 1961, 77% of the country’s Targe companies had management-deveTopment programs for their emp10yees (CampbeTT et a1., 1970). Corporate education has impTications for business and industriaT growth whiTe presenting a chaTTenge to the nation’s schooTs. Corporate cTassrooms can be viewed as competitive (spending more than the totaT budget for coTTeges and universities) or as a vitaT contributor to aduTt educationaT opportunities in America. Corporate education is chaTTenging higher education to cTarify and reaffirm its mission and can be viewed as an essentiaT nationaT resource in keeping America competitive in the woer market and a major provider of education for productivity (Boyer, 1985; Eurich, 1985). Innovations and new insights into Tearning are coming from the private sector and are beginning to rivaT the traditionaT roTe of the university. By comparison, the resources aTTocated by the university to educationaT innovation are miniscuTe. Universities are being chaTTenged to take education as seriousTy as BeTT TeTephone takes communication (Reif, 1980). EmpToyees must be abTe to transTate inteTTectuaT information into practicaT reaTities at a far greater pace than has yet been experienced. InstructionaT management of the environment remains a probTem for top executives who are concerned with the productivity of their organizations. IncreasingTy, they wiTT promote and deveTop those managers who wiTT shape the experience and productivity of subordinates, with the manager becoming the PygmaTion (Livingston, T969; Vaughan, 1975). Management deveTopment does not happen as a matter of course and it cannot be Teft to chance. Very few peopTe become first rate managers simpTy because of their experiences for one or a variety of positions. For most peopTe, the deveTopment of manageriaT abiTity is a carefuTTy guided process. (Watson, 1979, p. 2) As knowTedge increases exponentiaTTy, the managers’ environment is changing. Significant changes having a major effect on managers incTude technoTogicaT changes; changes in avaiTabiTity of raw materiaTs; changes in pubTic attitudes and demands; changes in strategies and organizationaT structures; and changes in emp10yees’ vaTues, TifestyTes, and educationaT TeveTs (Eurich, 1985; Naisbitt, 1985; Ross, 1984; Watson, 1978). Crotty (1974), PoweTT and Davis (1973), and Watson (1979) aTT wrote that a major reason for management training is an awareness of 63 individuaT strengths and deveTopmentaT needs. Management deveTopment is seTf—deveTopment and incTudes Tearning experiences both on and off the job, incTuding formaT cTassroom training. Knowing that conceptuaT education aTone is inadequate to produce the desired behavior, effective management deveTopment begins with deciding the essentia1 objectives. Education *within the business organization focuses on appTied Tearning of generic skiTTs and necessary deveTopment issues needed at any TeveT of management (Eastburn, T986). ParadoxicaTTy, most management deveTopment occurs (n1 the job through a series of unstructured and accidentaT processes, Teading to the necessity for focusing on what managers pp and how to heTp them do that weTT (Kotter, 1982; Margerison, 1982; Mintzberg, 1973; Stewart, 1982). Management education and management training Tead to management deveTopment. 'To dichotomize the issue (Hi education and training is not this researcher’s intention; that "graiT" wiTT be Teft to those who wish to search for it. The teaching of knowTedge, skiTTs, and attitudes must not be compartmentaTized between training and education. Management is aTT Tearning experiences both on and off the job that Tead to job effectiveness (Watson, 1979). Crotty (1974) identified five major reasons for the use of management-deveTopment programs: 1. They broaden the manager’s vision and understanding in prep- aration for additionaT responsibiTity. 2. They provide the manager with the information on business theory and practice. 3. They stimuTate a nmre creative and innovative approach to probTem—soTving and decision-making. 64 4. They give the manager the opportunity to discuss ideas and probTems with other business peopTe. 5. They aTTow the manager to refTect upon and assess his or her career deveTopment and work roTe. (p. 84) ATthough management deveTopment is an individuaT process invoTving the interaction of the person, the job, and the environment, management-deveTopment programs shoqu refTect the Tong- range goaTs of the corporation. IndividuaT deveTopment wiTT focus on acquiring new knowTedge, skiTTs, and attitudes to improve present job performance, as weTT as Tooking to the future of the company (Desatnick, T970; Weinberg & KessTer, 1979). Watson (1979) identified the vaTue of' management-deveTopment programs as (a) communicating corporate phiTosophy and poTicies, (b) teaching the cause and effect of specific behaviors aTong with the appropriate diagnostic tooTs for assessing the significance of certain behaviors in specific situations, (c) sharing and comparing thoughts and practices with peers, (d) stimuTating thinking and providing new insights, (e) providing an environment for introspection, and (f) teaching new practices and new skiTTs. ManageriaT training is one of the means for a company to reach its goaTs (McGhee, T961). PoweTT and Davis (1973) surveyed organizations using university management-deveTopment programs and measured the importance of the reasons organizations sent managers to these programs. Their reasons are were as foTTows (p. 85): 65 Reasons for Program Use Broadens the individuaT’s interests or awareness--that is, widens her or his business perspectives Exposes an aTready competent manager to new hypotheses or avenues of management thought Prepares the individuaT for greater responsibiTity but not necessariTy for promotion Provides management training or education to an individuaT who was promoted through technicaT channeTs Permits managers to interact and compare probTems/soTutions with managers in other areas Prepares the individuaT for imminent promotion Provides an opportunity for subordinate deveTopment whiTe the supervisor attends a program Checks competency of potentiaT successor *Maximum score = 8 Minimum score = 1 Average score = 4.5 Importance Index* 6.8 6.3 5.8 4.9 4.8 3.6 2.2 1 .2 Managers are most satisfied with programs that teach them how to cope back on the job, but they aTso have a need to examine ideas and 1983). deaT with data that may move them in opposite directions (Whitsett, Managers do need specific skiTT training, but differences in individuaT perspectives need to be acknowTedged and respected. 66 Spenser (1979) defined six stages in the acquisition of soft- skiTT competencies for professionaT managers and human service jobs: Recognition of the competency Understanding of the competency and how it reTates to manageriaT effectiveness SeTf—assessment or instrumented feedback on the competency Experimentation with demonstrating the competency or demonstrating it at a higher TeveT of effectiveness Practice using the competency AppTication of the competency in job situations and in the context of other characteristics mm 45") N". Boyatzis (1982) emphasized the necessity for stages five and six of the process to use the competency in reaT settings. An organizationaT process of identifying the necessary job competencies wiTT heTp the manager in deveTopmentaT assessment to assist in choosing appropriate training programs and provide the framework for providing guidance for subordinates through mentoring. Education and Deve10pment of SchooT Administrators Training and deveTopment of schooT administrators has been identified as a key to improving principaT effectiveness (Barth & DeaT, 1982; Berman, 1982; Hersey, 1977; Huff, Lake, & SchaaTman, 1982; Manasse, 1985). Despite some weaknesses in the research base (Perkey & Smith, 1983; Rowan, Dwyer, & Bossert, 1982), there are emerging patterns regarding the work patterns and behavior of effective principaTs. EducationaT administrator training at the university setting assumes a more rationaT work setting than actuaTTy exists. WhiTe the principaT’s work consists of brief verbaT encounters with an assortment of peopTe covering a muTtitude of 67 issues, academic-preparation programs often require Tong hours aTone, reading, writing, and pTanning (Bridges, 1977). Preservice training, then, must reaTisticaTTy take into account the nature of the work and work setting of principaTs and attend to the deveTopment of operationaT management skiTTs. (Manasse, 1985, p. 457) When asked what they see as the areas in which they need heTp, principaTs often score themseTves Tow in abiTity to estabTish and maintain human reTationships, teacher evaTuations, pTanning and strategizing, and change agentry (Gonhammer et aT., 1971). KeTTey (1975) reported that the Terre Haute Institute invited 30 principaTs and professors to participate in estabTishing fundamentaTs for preparation programs for educationaT administrators. The principaTs were asked to Tist their probTems, and the professors were to describe how university programs woqu respond. UnexpectedTy, the areas of heTp needed were coping with crisis situations; working with parents, students, and pressure groups; responding to rumors; initiating growth and deveTopment for teachers with tenure when they are resistant to change; responding to deTegated responsibiTities which exceed the TegaT or roTe authority; pTanning for seTf- evaTuation of effectiveness; responding to bargaining units; providing for effective evaTuation and decision making with regard to both personneT and instruction; anaTyzing and coping with poTiticaT reaTities affecting the principaT’s roTe; designing and conducting needs-assessment procedures to identify areas of change and priorities for deveTopment; and finding time to keep up to date with changing TegaT, socia1, and educationaT conditions. Better 68 seTection, training, and deveTopment appear to be the most promising approaches for principaT effectiveness. One of the approaches for training provided by severaT state agencies is the academy. ATthough differing in agenda, curricuTum, and financing, each functions to improve the skiTTs of schooT admin- istrators. Those that have been described as the most sophisticated (Patterson, 1985) and adhere to the fundamentaTs considered important to an outstanding academy (Cunningham, 1981) are the North CaroTina Leadership Academy, the FTorida Academy for SchooT Leaders, the Mary— Tand ProfessionaT Deve10pment Academy, the PennsyTvania Executive Academy, and the South CaroTina Administrators Leadership Academy. The North CaroTina Department of PubTic Instruction sponsored the first academy to estabTish the Business Liaison Program, a partnership for management deveTopment with TocaT businesses. The North CaroTina Leadership Institute for PrincipaTs identified corporations that offer' management-deveTopment programs for their emp10yees that are generic and may have vaTue for managers and Teaders in education (Patterson, 1985). Another exampTe of cooperation in management training was a nationaT symposium her in FTorida in 1981. The directors of five state management-training academies, chief schooT officers, executives from the major nationaT education organizations, and executives from major nationaT corporations met to expTore the roTe of state education agencies in providing management training for schooT Teaders. The viewpoint of the private sector was considered criticaT (Patterson, 1985). 69 Education agencies and organizations, incTuding coTTeges of education, acknowTedge that management deveTopment is important for schooT administrators. Thousands of educators are engaged in management deveTopment, especiaTTy in the areas of budget and finance, TegaT anaTysis, computer Titeracy, time and stress management, and negotiating skiTTs. But the situation today is compounded because the schooT administrator, caught in an economic paradox of simuTtaneous infTation and recession, must respond to a pubTic that wants to cut taxes and governmentaT services, and at the same time respond to demands from schooT emp10yees for higher saTaries and increased benefits. If pubTic schooT administrators are to function successfuTTy in this current situation, they' must master the art of management. (Patterson, 1985, p. 8) Summary of Chapter II Recognition of the interdependence of business and education is not a new phenomenon. The movement from an agrarian society to an industriaT society provided a .systematic process for business to infTuence the education of its present and future workers. Since the beginning of the twentieth century, methods in the management of businesses have aTso been the nethods adopted by Teaders in education. EducationaT theorists continued to use theories and practices of business Teaders as a modeT for educationaT administration. Private-sector infTuence on education has been accompanied by some financiaT support since the eighteenth century. EarTy industri- aTists saw the schooTs as a way to move many workers successfuTTy from the smaTT towns into the cities. The KeTTogg Foundation’s entry into the fier of pubTic schooT administration in 1946 provided more than $9 miTTion during a TS-year period to improve the study of schooT administration. The KeTTogg-funded Cooperative Project in 70 EducationaT Administration is considered the most significant vitaTizing infTuence in the fier of educationaT administration. American business is today pTaying the duaT roTe of educator- activist in this society. WhiTe corporations remain generous in supporting higher education, the connection between the corporate woer and K-12 districts has transTated into Tess than 1% of the totaT schooT budget. ATthough the federaT government Tists approximateTy 55,000 exampTes of different partnership efforts around the country, most are simpTe affiTiations; episodic and Timited projects are the most common. WhiTe most attention has been given to counting the number of schooTs "adopted" by businesses, the maximum payoff wiTT be in the TegisTative and executive chambers that determine how much money wiTT go to schooTs: the need for Teaders to taTk with Teaders. This is a woer of organizations, each of which has a Teader or manager. A weaTth of Titerature that describes what a manager shoqu do confTicts with the observationaT and seTf—report studies of what managers actuaTTy do. Expecting to command and make major decisions that coqu contribute to a change in the cuTture of the organization, managers, instead, discover that time behavioraT skiTTs invoTved in the job require extraordinary patience, endurance, continuous interaction, and compromises. SeveraT researchers have suggested simiTarities in the activity patterns of principaTs and private- sector Inanagers, who have a tendency to become preoccupied with superficiaT activities appTying to both discipTines. 71 Training is considered the most wideTy used method for improving Teadership. Corporations are becoming Tike universities of TifeTong Tearning; more than $60 biTTion doTTars is spent annuaTTy in corporate training. In 1935, onTy 3% of major firms had some type of management-deveTopment program, but in 1961 that number had increased to 77% of the top 500 companies having such a program. As Teaders in the United States and in Michigan Took to ways to remain competitive in the woer economy, the roTe of training and retraining wiTT increase in importance. Leaders have begun to focus their attention on the present and future pooT of workers and how to infTuence the quaTity' of 'that pooT by determining the strategic targets of interdependence. The Titerature refTects a resurgence of support for private-sector and pubTic schooT partnerships to ensure exceTTence in the schooTs. The Titerature aTso refTects the simiTar- ity of tasks and necessary skiTTs for management in business. As Teaders focus their vision on exceTTent schooTs as a vitaT ingredient in a heaTthy economy, a management-deveTopment partnership between business and education may be a key to reaching that vision. CHAPTER III RESEARCH METHODOLOGY AND PROCEDURES The purpose of this study was to attempt to answer the foTTowing major research questions and their subsets: 1. Are the competencies identified in private-sector management- deveTopment programs considered important competencies for schooT- budeing administration by principaTs and superintendents? What, if any, differences are reported as a function of: SchooT district size PrincipaTs or superintendents Age of respondents Gender of respondents ETementary or secondary principaTs Geographic Tocation of district Number of years in current position Number of years in present district TotaT years as a budeing principaT 6.31.0 "hfb 0.0 U9) 2. If given the opportunity to participate in a management- deveTopment partnership effort with the private sector, what condi- tions are identified as important by principaTs and superintendents? What, if any, differences are reported as a function of: SchooT district size PrincipaTs or superintendents Age of respondents Gender of respondents ETementary or secondary principaTs Geographic Tocation of district Number of years in current position Number of years in present district TotaT years as a budeing principaT d-Z'LQ ‘th 0.0 0'9) 72 73 3. Are there any conditions under which directors of private- sector management-deveTopment programs woqu be wiTTing to enter into a partnership effort to assist in the deveTopment of schooT adminis- trators? 4. Do principaTs and superintendents consider it partnership effort with private-sector management-deveTopment programs an important resource for the deveTopment of schooT-budeing adminis- trators? The remainder of this chapter is divided into the foTTowing sections: I. Background Information II. PopuTation One--Management-Deve1opment Directors 1. Deve10pment of the instrument 2. SampTing procedure 3. Data coTTection 4. Treatment of the data III. PopuTation Two-—E1ementary PrincipaTs, Secondary PrincipaTs, and Superintendents of LocaT SchooT Districts 1. DeveTopment of the instrument 2. SampTing procedure 3. Data coTTection 4. Treatment of the data Background Information This research is descriptive in nature. The popuTations for this study were (a) ten management-deveTopment directors of 74 corporations Tocated in western Michigan and (b) a stratified sampTe of aTT eTementary principaTs, secondary principaTs, and superintendents in Michigan. The State of Michigan The state of Michigan was chosen for this study for the foTTowing reasons: 1. By 1990, 48.5% of Michigan’s present schooT administrators wiTT have Teft the administrative ranks (Angus, T986). 2. The Michigan Department of Education in 1985 estabTished the Michigan Partnerships for Education, and in 1986 the Michigan LegisTature aTTocated monies for partnerships between education and the private sector. Management training has been identified as a first-priority activity. 3. LegisTative approvaT of changes in Michigan’s SchooT Code wiTT empower the Michigan Department of Education to estabTish requirements for administrator certification. In the past decade, the peopTe of Michigan have been Tosing confidence in their economic future (Ross, 1984). Michigan’s 17% unempToyment rate during the recession of 1979 to 1982 further weakened Michigan’s confidence ir1'the future. 'H) retooT the industriaT base to compete in the 19905, there wiTT need to be considerabTe innovation in industriaT technoTogy, Tabor skiTTs, Tabor-management reTations, and manageriaT styTes (Ross, 1984). The present Governor of Michigan, James J. BTanchard, has begun a push toward a coordinated state economic strategy incTuding a 75 broad-based effort to upgrade the educationaT system. The theme of "human investment" is expected to be the primary thrust of the Governor’s second term, based on a concern that Michigan is faTTing behind other states in preparing managers and workers for the more compTex factories and offices that are sources of new, high-paying jobs (Grand Rapids Press, 1986). Michigan’s advantage in woer competition is to remain one of the Teading centers in the manufacturing of durabTe goods in a variety of industries: automobiTes, steeT, machinery, office equipment, chemicaTs, pharmaceuticaTs, appTiances, and office furniture. The vision of a prosperous future for Michigan is not in services but as a Teading center of durabTe goods compTex manufacturing (Ross, 1984). Kent County The members of PopuTation One were chosen from private—sector corporations in Kent County, one of Michigan’s high-growth areas. PopuTation expansion in Kent County in the Tast decade was 8%, refTecting aTmost doubTe the statewide growth rate. The city of Grand Rapids is the second Targest in the state; it has a popuTation of 181,843, and the greater metropoTitan area has a p0pu1ation of 601,680 (U.S. Department of Commerce, 1980). In terms of providing emp10yment for its residents, Kent County is considered seTf— sufficient; Tess than 5% commute to other areas for work (BaTT, 1986). 76 IndustriaT emp10yment in the area is diversified; one-third of the industry' jobs are in manufacturing. Because the automobiTe industry pTays a much smaTTer roTe in Kent County’s manufacturing base when compared to the state (Ross, 1984), the Kent County area has not experienced strong cycTicaT emp10yment shifts. The major manufacturing operations in the area incTude fabricated metaTs, furniture, noneTectricaT machinery, and automobiTe components. The furniture industry has continued to expand at rapid rates with TittTe effect from economic cycTes, giving the area a major stabiTizing factor. WhoTesaTe and retaiT trade; services; and finance, insurance, and reaT estate have experienced a 40% expansion since 1970 (BaTT, 1986). The advantage that the industry mix provides to this area is eXpected to hon Tong-term. Wage and saTary jobs are expected to increase more than 24%. Strong growth is projected in the manufacturing sector, with substantiaT gains in chemicaTs, fabricated metaTs, and furniture. Advances of more than 30% in services, whoTesaTe trade, and retaiT trade are projected to Tead the expansion in private nonmanufacturing (BaTT, 1986). RefTecting the strong industry growth trends, occupationaT emp10yment in the Kent County area is projected to increase more than twice as fast as the rest of the state. Above-average rates are expected for groups of saTes, service, professionaT, and cTericaT workers. ManageriaT, craft, operative, and Taborer occupations wiTT experience a beTow-average expansion rate but wiTT remain quite strong compared to the rest of the state between 1980 and 1990. The 77 Grand Rapids area recorded a 38% increase in jobs between 1970 and 1983, a growth rate comparabTe to those of some of the fastest- growing SunbeTt states (Rohan, 1984). PopuTation 0ne--Management-Deve1opment Directors Deve10pment of the Instrument After investigating a number of ways to coTTect the initiaT data, the researcher decided to use an unstructured interview survey for the foTTowing reasons. Interview surveys typicaTTy attain a higher response rate than maiT surveys, the interviewer can probe for answers and minimize the "no answer" re5ponses, questionnaire items are Tess confusing, and materiaT can be cTarified to obtain reTevant responses. After estabTishing rapport and trust, data that subjects might not give on a questionnaire can be obtained (Babbie, 1973; Gay, 1976). The primary function of the interview guide (Appendix A) was to identify the competencies addressed in nmnagement-deveTopment programs and the wiTTingness of management—deveTopment directors to enter into a partnership effort in the deveTopment of schooT adminis- trators. The generaT categories of identified competencies incTuded The abiTity to pTan and organize work The abiTity to work with and Tead others The abiTity to anaTyze probTems and make decisions The abiTity to communicate oraTTy and in writing The abiTity to perceive the needs and concerns of others The abiTity to perform under pressure 0101-wa4 78 These abiTities were identified by the Assessment Center Project of the NationaT Association of Secondary SchooT PrincipaTs (NASSP). A second category, "Other," was added by this researcher. The NASSP’s Assessment Center was initiated in 1975 to heTp identify and deveTop potentiaTTy strong budeing administrators and was provided design assistance by a speciaT committee of the American PsychoTogicaT Association (Hersey, 1982). Among those who assisted with the project were industriaT psychoTogists, Thomas JewswaTd from R. R. DonneTTy and Sons and JoeT L. Moses of American TeTephone and TeTegraph. The 12 dimensions that constitute the competencies refTected in the six categoricaT abiTities needed by successfuT schooT administrators are aTso Tisted in the 33 manageriaT dimensions that are common in assessment centers in industry and organizations (Thornton & Byham, 1982). The vaTidation study of the NASSP Assessment Center Project (Schmitt, Noe, Meritty, FitzgeraTd, & Jorgensen, 1982) determined that the Assessment Center process is a vaTid predictor of the job success of administrative personneT in an educationaT setting. Research in industry and government continues to show the vaTidity, reTiabiTity, and utiTity of the Assessment Center process (Cascio & Siney, 1979; Thornton & Byham, 1983). The foTTowing questions were asked to determine respondents’ wiTTingness to enter into a partnership effort that woqu assist with the deveTopment of schooT administrators: ~ Mgg~_4--__ ., , ,-,N 79 1. Are there any conditions under which you woqu be wiTTing to enter into a partnership effort in the deveTopment of schooT administrators? 2. Are there any benefits this corporation woqu derive from a management-deveTopment partnership1 with pubTic education? PTease describe. The demographic questions were asked to obtain information about the number of emp10yees, the number of years a management—deveTopment program had been avaiTabTe in the corporation, the titTe of the interviewee and the Tength of time in this position, and the reTa- tionship of the program to the corporation. The instrument was submitted to a paneT of eXperts to determine face vaTidity. The paneT comprised a university professor, a sociaT science researcher, two directors of human resource units ir1 Targe corporations, and a training and deveTOpment speciaTist iri a smaTT business. This paneT found the inventory to be face vaTid. SampTing Procedure Criteria for a corporation to be incTuded in this study were deveToped by a paneT of experts, incTuding the director of human resources of a major industry, the director of education and training for a major automotive industry, a university professor, a member of the Michigan Department of Education, and a marketing director for a smaTT management consuTting firm. These criteria were: (a) Tocation in Michigan for a minimum of three years, (b) a minimum of 1,000 emp10yees, (c) an equaT opportunity emp10yer, (d) an identified 80 director of management education and deveTopment who had been in that position for at Teast two years, (e) a management-deveTopment program in effect for at Teast three years, (f) scheduTed training for manag- ers that occurs in Michigan, (9) visibiTity in the fier as determined by members of the West Michigan Association for Training and Deve10pment, and (h) wiTTingness to participate in the study. Each corporation was to represent one of five of the nine major industry cTassifications in the Standard IndustriaT CTassification Mapppl (1972)--manufacturing; whoTesaTe; services; retaiT; and finance, insurance, and reaT estate--based on the Teading emp10yment patterns and the amount of money spent on emp10yee training (CarnevaTe, 1986). The County Business Patterns (U.S. Department of Commerce, 1980) Tisted the Teading emp10yment patterns in Michigan and Kent County as foTTows: Kent County Michigan 1. Manufacturing 37% 34% 2. Service 23% 24% 3. RetaiT 20% 21% 4. WhoTesaTe 8% 6% 5. Finance, insurance, reaT estate 5 6 Characteristics of PopuTation One Seventeen businesses in the Kent County area met the criterion of a minimum of 1,000 emp10yees (nine manufacturing and eight nonmanufacturing) and represented the five chosen industriaT cTassifications (ReqionaT Manufacturers Directory, 1985). OnTy 8 of the 17 met aTT of the estabTished criteria. VisibiTity in the fier 81 Ted to the seTection of’ two more corporations that, on further investigation, did meet aTT of the criteria. Ten corporations were chosen for this study. Manufacturing firms. Five of the industries seTected were manufacturing firms. Michigan has one of the Targest manufacturing workforces in the nation; 34% of the workforce is emp10yed in manufacturing. Thirty-seven percent of the workforce in Kent County is emp10yed by manufacturing firms (U.S. Department of Commerce, 1980). ATthough by 1995 the nationaT rate of industriaT emp10yment wiTT decrease to 19% (Pearson, 1987), Michigan is expected to remain at approximateTy' 31%. (Hodkinson, 1987). There are two criticaT components to Michigan’s economy: (a) the economic base that produces goods and services exported from the state and brings new money into the state and (b) the TocaT market economy that simpTy recircuTates money within the state. LocaT market activities compete with one another for the income uTtimateTy brought into Michigan by the industries in the economic base. The uTtimate sources of jobs in Michigan are those in the state’s economic base (Ross, 1984). Description of Corporation A—-manufacturing: Corporation A empToys 120,000 peopTe aTT over the woer, with headquarters in PennsyTvania and :1 business unit Tocated ir1 Kent County. A management-deveTopment program has been in pTace 40 to 50 years. The interviewee’s titTe was Manager of EmpToyee ReTations. This person had been the. director of management-deveTopment programs for 12 years. 82 In 1986, Corporation A marked 100 years of product exceTTence and achievement, with saTes and earnings at an aTT-time high. The business units focus on severaT strategic markets, diverse areas in which this corporation has earned a strong position by its proven technoTogicaT abiTities. The principaT markets invoTve: ETectronics: Corporation A is an innovator in both the commerciaT and defense eTectronics markets and is committed to achieving the highest standards of quaTity through the creative inteTTigence of speciaTized personneT and advanced manufacturing technoTogy. TechnoTogicaT advances in printed circuit boards, computer networks for monitoring and controTTing process systems, and radar systems for the nation’s air traffic controT network are haTTmarks of this corporation. ETectricaT energy market: Corporation A has been in the forefront of this market, providing utiTities and other customers with a fuTT spectrum of products and services to generate, controT, measure, and direct the fTow of eTectricity. Construction market: Products incTude an array of eTectricaT apparatus that makes this corporation one of the most experienced eTectricaT-equipment suppTiers serving the construction market. Broadcasting market: SateTTite communications centers are the naturaT outgrowth of the corporation’s record of firsts, incTuding the first commerciaTTy Ticensed radio station, radio newsrooms, Tive concerts, AM stereo, woer series broadcasts, and 111 broadcasts of NFL footbaTT. 83 Finance market: Corporation A has a commerciaT-services group encompassing asset-based financing services and incTudes the fixed- asset financing, Teasing, corporate finance, inventory financing, and receivabTes financing, as weTT as a capitaT financing group composed of reaT-estate-reTated financing and investor-note portfoTios. Description of Corporation B-1manufacturing: In 1986, Corporation B ceTebrated its twenty-seventh year in business. Beginning in 1959 with one product and the business headquartered in the owners’ homes, this corporation is stiTT headquartered in Kent County. It has 7,000 emp10yees and six 1ni11ion square feet.‘wor1dwide in 'five regionaT centers. Three hundred products and 2,000 cataTog items are son in 44 countries and territories. What was once a one-product business deveToped into a Tirme of products spanning eight businesses, incTuding home care, heaTth and fitness, commerciaT, personaT care, home—tech, cataTog, services, and education businesses. The network-marketing concept boasts one miTTion distributors who can provide their customers with many products, incTuding Taundry detergent, cTothing, cosmetics, VCR’s, heaTth products, TegaT network, traveT services, automobiTes, teTephone services, sateTTite dishes, encycTopedias, teTephone service, and many other products and services too numerous to mention. A11 of this may be charged by the approved customer to a revoTving charge account supported through the financiaT services offered. A. miTTion-doTTar research and deveTopment center insures the corporation standards supported by the satisfaction guarantee. Corporation [3 has aTso initiated contract 84 packaging with other manufacturing firms in the United States and Canada. The interviewee has been the Manager of Human Resource Deve10pment for ten years. The corporation has had a management- deveTopment program in pTace for 15 years. Description (Hi Corporation C--manufacturing: Corporation C, founded in 1954, produces sophisticated aircraft systems, incTuding fTight-controT systems, weapon-management systems, fTight-management systems, navigation systems, and fTight data recorders; generaT aviation aircraft; and remoteTy piToted vehicTes. The company aTso manufactures automotive products for originaT—equipment manufactur- ers, primariTy seating and air-suspension systems, and for the repTacement market, incTuding windshiers. In addition, Corporation C produces materiaT-handTing systems for manufacturing and distribution faciTities, boats and handguns for the recreationaT market, and furniture components. There are 29,000 emp10yees corporation~wide, 2,200 of them in the Grand Rapids area. In 1986, Corporation C disposed of six businesses as they withdrew from the heating and air-conditioning, pre-engineered, metaT budeing, machine tooT, expendabTe cutting tooT, and data terminaT markets. This resuTted in a 25% reduction in the company. ATthough the aerospace industry remains depressed, Corpora-tion C has maintained its Teadership roTe in a variety of aerospace discipTines, especiaTTy in the retrofit avionics market for miTitary aircraft. Rapid technoTogicaT change and the high cost of new 85 aircraft have made this market highTy attractive to governments throughout the woer. Expansion of its roTe in two segments of the automotive industry--seating products and auto gTass--has resuTted in Corporation C’s becoming the Targest independent suppTier of seat frames and fuTTy trimmed seats to GeneraT Motors and Ford. The program is designed for the deTivery of seats onTy a few hours before they are to be instaTTed (Just-in—Time). Description of Corporation D--manufacturing: Corporation D is a major automotive manufacturer, controTTing 40% of the totaT combined United States car and truck saTes in 1985. The company reported a gain of 12% in the market of foreign countries. This giant corpora- tion empToys 891,000 emp10yees throughout the woer. The Teaders of Corporation D report the strategies for the future of the corporation incTude maintaining Teadership in the auto- motive market, remaining a significant force in reTated key indus- tries, continuing as 21 high-technoTogy enterprise, and recording a profit. To support these strategies, in the past two years the corporation has purchased the woer’s Targest and most technicaTTy advanced computer-service company, the expert in deveToping software that controTs automated manufacturing systems. In addition, Corporation 0 purchased the company considered the expert in the integration of sateTTite communications, in microeTectronics, and in systems engineering. These acquisitions add a dimension of diversification to this corporation, but the key is the additionaT systems integration to remain competitive in the woer market. 86 The interviewee was the Superintendent of Education and Training for a pTant Tocated in Kent County, but he provides information for both this pTant and corporation-wide management deveTopment. ‘This particuTar faciTity emp10ys 2,000 peopTe. Description of Corporation E--manufacturing: FoTTowing the hardwood forests westward as they were cut down in the East, the United States furniture industry moved from New EngTand to Grand Rapids, Michigan, approximateTy 100 years ago. For 50 years, every quaTity furniture maker was Tocated 'h1 that city. However, residentiaT-furniture factories have for the most part moved to North CaroTina. StiTT headquartered in Grand Rapids is Corporation E, the nation’s Teading manufacturer of office furniture (MichaeTs, 1985). Corporation E began in 1912 in Grand Rapids, Michigan, as a manufacturer of fireproof steeT safes. That first year they emp10yed 15 peopTe, and saTes totaTed $13,000. Today, Corporation E emp10ys 13,000 peopTe at 20 sites in nine countries around the woer. SaTes in 1984 exceeded $1 biTTion. This corporation has Ted the $6.5 biTTion office furniture industry since 1968. From 1974 to 1984, it grew at an average annuaT rate of 17.5%, compared to 14.4% for the industry as a whoTe; it maintains a soTid 20% market share. Around the turn of the century, before the company was started, office workers constituted 18% of the workforce in the United States. In 1986, office workers constituted 55% of the workforce, and that figure is projected to be 60% by 1990. 87 In addition to the steeT desks and fiTing cabinets that were its earTy major projects, this corporation manufactures wood desks and accessories, systems furniture, seating, and office Tighting products. It aTso deveTops computer software programs that aid in the pTanning and management of office environments. They back their products with a strong research and deveTopment effort that, over the years, has incTudedthe first acoustics and Tighting Taboratories in the industry, the first nationaT opinion research on office workers’ attitudes and productivity (through Louis Harris & Associates), and an innovative software program for designing and visuaTizing office Tighting. Their titTe now incTudes "The Office Environment Company." As the authors of The Hundred Best Companies to Work for in America (Levering et aT., 1985) pointed out, [Corporation E] maintains that growth rate and Teadership position by consistentTy turning out products of the highest quaTity and by empToying a dedicated team of peopTe to design, manufacture, and seTT those products. [Corporation E] works hard to keep an experienced and motivated staff: 88 percent of the peopTe who worked for the company in 1975 were stiTT with them ten years Tater. Twenty percent of job openings at Corporation E are aTTocated to minority groups, but the other 80% go to peopTe recommended by current emp10yees. So many workers recommend chderen, reTatives, and friends for jobs that today onTy emp10yees with at Teast 18 years of seniority are aTTowed to sponsor new emp10yees. Many "new" emp10yees are the second or third generation to work at Corpora- tion E. The corporation takes great pride in the fact that since the founding of the company in 1912, there has not been a work st0ppage 88 due to Tabor probTems. There has never been a union at Corporation E. Yet the average factory worker’s compensation in 1984 was $31,000, 20% higher than the regionaT mean and better even than the auto-industry average in its best times. Han of the wages come from bonuses and incentives (Berman, 1985). DiscipTine and efficiency are trademarks of this company. A soTid 96.5% of aTT shipments that Teave the factory are received on scheduTe even though 12,000 different products are produced-—the Targest Tine in the industry. MichaeTs (1985) wrote: If ever a company marched to its own drummer, this one does--and in perfect step. . . . It pays wages and benefits considerabTy above average, demands discipTine both from its emp10yees and its deaTers, remains reTentTessTy private and undiversified and aTmost never borrows money. In an age when management by quar- terTy resuTts is aTT too common, here is a company that seems to see its business as an organic whoTe rather than as the sum of a coTumn of numbers. . . . [This company] gives readers 21 rare gTimpse into a company that ought to be--but isn’t-~studied carefuTTy in our august management schooTs. The interviewee was the Director of Human Resources and had her this position for six years. The corporation has had a management- deveTopment program for more than ten years. Nonmanufacturinq firms. WhiTe manufacturing firms across the nation have seen a decTine in the number of jobs avaiTabTe, the non- manufacturing services have become the fastest-growing segment of the American economy. Jobs in nonmanufacturing are eXpected to cTimb to approximateTy 80% of the workforce by 1995 (Bureau of Labor Statis- tics, 1980). In 1980, 66% of the workers in Michigan and 63% of the workers in Kent County were emp10yed in nonmanufacturing jobs (U.S. 89 Department of Commerce, 1980). The nonmanufacturing categories represented in this study are service; retaiT; whoTesaTe; and finance, insurance, and reaT estate. In 1980, workers in ‘these categories represented 57% of the workers in Michigan and 56% of the workers in Kent County (U.S. Department of Commerce, 1980). Most of the service industries did not meet the criteria for the number of emp10yees. ATthough the four area hospitaTs were contacted, none was avaiTabTe to participate. The service industry seTected for this research was a member of a fast-food chain. As many as two-thirds of the high schooT juniors and seniors in the United States hon part-time jobs, and most of these are in the fast- food industry. For many students, a job in fast foods is their introduction to the job market (Etzioni, 1986). Two corporations are represented in the finance, insurance, and reaT estate category. Description of Cprporation F--service: Corporation F is a franchise of a nationaT fast-food chain that has 4,000 restaurants in the United States and approximateTy 700 restaurants in 26 other coun- tries around the woer. TotaT saTes woerwide are in excess of $4.5 biTTion. The TocaT owner Taunched the first restaurant in 1967. Corporation F empToys 1,200 peopTe at 23 restaurants in Grand Rapids, Wyoming, Grand Haven, HoTTand, Kentwood, GreenviTTe, Traverse City, Petoskey, and GayTord. The most recent addition is a spacious 162- seat restaurant in downtown Grand Rapids. 90 The annuaT shopping Tist for this corporation incTudes 1,750,000 pounds of hamburger,100,000 pounds of chicken, 150,000 pounds of Tettuce, 1,750,000 pounds (H: potatoes, and 10,000,000 buns. ApproximateTy six miTTion beverages are dispensed yearTy. Corporation F provides chde-care service to emp10yees who need it. An educationaT benefit worth up to $2,500 per emp10yee for coTTege tuition and expenses is an outright gift for education and need not be repaid. In providing service to the community, Corporation F donated more than $42,000 in food and soft drinks to support schooT, civic, and charitabTe groups. The owner of this corporation demonstrated a continued commitment to the community by donating a parceT of Tand vaTued at $400,000 to a TocaT coTTege to provide needed student parking. The interviewee had the titTe of Senior District Manager and had her that position for five ,years. 'The corporation has had a management—deveTopment program for 15 years. Description of Corporation G-—retaiT: Corporation (3 began in 1934 with a singTe famiTy owned store in GreenviTTe, Michigan. StiTT "famiTy owned," the corporation has grown to incTude 74 stores in Michigan, Ohio, and Kentucky, empToying 28,000 associates. RefTecting this rapid growth, the transportation fTeet numbers 84 tractors and 454 traiTers, with drivers traveTing more than 6,800,000 miTes. WhiTe the first store was 1,470 square feet, most stores today range from 60,000 to 248,000 square feet. Distribution 91 center compTexes are Tocated in Michigan at Grand Rapids and Lansing, as weTT as in Cincinnati, Ohio. Since 1975, nearTy 5,000 items have been researched and deveToped by the Private LabeT/QuaTity Assurance Department. Services within the stores have muTtipTied to keep pace with an ever- changing, increasingTy compTex society. Pharmacies, fuTT—service meat counters, one-hour photo Tabs, and buTk foods have been added to pTease shoppers. Licensed operations now incTude foot cTinics, dentaT cTinics, insurance offices, traveT agencies, shoe repairs, and tax services. The interviewee had the titTe of Manager of EmpToyee Training and had her that job for four years. The corporation has had a management-deveTopment program for 52 years. Description of Corporation H--whoTesaTec Corporation H was organized in Michigan in 1917 at a meeting of 100 independent food retaiTers. Faced with growing competition from nationaT chain stores, the TocaT grocers agreed to at cooperative purchasing pTan. By pooTing resources, the independent grocers coqu buy commodities for Tess, then pass the Tower prices aTong to the customer. In 1950, the corporation estabTished its first whoTTy owned subsidiary--a cash-and~carry operation designed to serve the needs of smaTT retaiTers whose voTume does not warrant buying in Targe quanti- ties. Beginning with onTy a boxcar of sugar, the company’s products now incTude 6,000 grocery items, meat, frozen foods, dairy products, produce, heaTth and beauty aids, hosiery, cTothing, housewares, toys, 92 toweTs and sheets, sewing needs, automotive» equipment, eTectricaT suppTies, hardware, tooTs, paint, stationery, and schooT suppTies. Corporation H has warehouses that serve aTT of Michigan and northern Ohio. The corporation emp10ys 1,800 peopTe but considers 25,000 emp10yees in 475 member supermarkets part of the corporate team. In 1975 the corporate members were rated first in Michigan retaiT food saTes. The interviewee her the titTe of Director of Human Resource Services and had been in that position for nine years. The corpora- tion has had a management-deveTopment program for 25 years. Description of Corporation I--finance. Corporation I is a bank honing company with principaT markets in Michigan. Grand Rapids is the Targest market for its financiaT services. The corporation hons aTT of the outstanding stock of 19 banks and two nonbanking subsidiaries. This corporation and its subsidiaries are engaged in the business of commerciaT banking and other cToseTy reTated activities. The services offered cover aTT phases of' commerciaT banking and 'fiduciary services, incTuding personaT and commerciaT checking accounts, savings and time deposit accounts, automated transaction machine services, personaT and business Toans, equipment Teasing, bank credit cards, money transfer services, safe deposit faciTities, cash management and computer services, reaT estate financing, corporate and personaT trust services, internationaT banking, investment services, and securities brokerage services. The principaT source of revenue is interest and fees on Toans, with Grand 93 Rapids accounting for 56.2% of totaT deposits and 44.8% of totaT Toans. The corporation and its subsidiaries serve their markets through 152 offices Tocated in and within 25 miTes of these communities. State TegisTation permitting regionaT interstate banking was passed in 1985. Effective January 1, 1986, Michigan bank honing companies are permitted to acquire banks in ITTinois, Indiana, Minnesota, Ohio, and Wisconsin if these states have enacted reciprocaT TegisTation. The TegisTation aTso permits the consoTidation of banks in Michigan on a statewide basis, which wiTT contribute to expansion. The United States Banker (JuTy 1986) ranked the top 100 bank honing companies. They were divided into two categories: money center banks, with 10 banks, and regionaT banks, with the other 90. Corporation I was ranked the number-one regionaT bank in overaTT performance, with an asset rank of 92 of the totaT 100. This corporation empToys approximateTy 3,000 emp10yees and remains visibTe in the fier for its corporate citizenship. The interviewee was the Vice-President of Training and Deve10pment and had been in that position for three years. The corporation has had a management-deveTopment program for 25 years. Description of Corporation J--insurance: Corporation J is a honing company for a group of corporations that provide insurance products and services to those who own, buy, seTT, manufacture, and finance mobiTe homes, recreationaT vehicTes, automobiTes, and homes. Hr 94 Since it was founded in 1952, the corporation has seen steady growth, estabTishing a tradition of Teadership and innovation in the insurance industry. The corporation’s operations are conducted through the foTTowing business segments: property and casuaTty insurance, Tife insurance, private mortgage insurance, and other operations incTuding financing for purchasers of mobiTe homes. The principaT markets served are the mobiTe home and recreationaT vehicTe markets, except for private mortgage insurance, which serves the residentiaT mortgage market. SaTes of property and casuaTty and Tife insurance are nude through deaTer—agents, at the point of saTe of mobiTe homes, recreationaT vehicTes, and automobiTes, through inde- pendent agents, and financiaT institutions. Private mortgage insur- ance is 501d by the corporation to mortgage Tenders. The interviewee her the titTe of Assistant Vice-President for Training and DeveTopment and had her that position for 13 years. The corporation has had a management-deveTopment program for 16 years. CoTTection of Data The researcher served as the onTy interviewer for PopuTation One. An appointment was made with each of the interviewees. Each was interviewed at his worksite. The interview guide (Appendix A) served as the interview instrument. A tape recorder, as weTT as paper and pen, was used to record the information. Each interview Tasted approximateTy one hour. OnTy one interview was canceTed and 95 needed tx> be rescheduTed. Data appearing 'hi the preceding description of the sampTe were provided by each corporation. Treatment of the Data The competencies in the ten management-deveTOpment programs were identified and grouped into the seven categories by each interviewee. The competencies in each category were anaTyzed for simiTarities and consoTidated into 63 competencies: ABILITY TO PLAN AND ORGANIZE WORK Set goaTs Identify criticaT eTements and objectives EstabTish change and transition strategies AccompTish tasks effectiveTy DeTegate tasks/responsibiTities PTan effective meetings Manage time effectiveTy ABILITY TO WORK WITH AND LEAD OTHERS Identify appropriate Teadership styTe Appraise staff performance Improve staff performance Mentor staff ImpTement discipTinary action Identify appropriate Teadership behavior Bude teams for working together UtiTize power and infTuence Improve reTationships with peers Improve reTationships with bosses Improve reTationships with subordinates ImpTement Tabor agreements DeveTop a career pTan Bude trust with staff Recruit and seTect new emp10yees Motivate staff ABILITY TO ANALYZE PROBLEMS AND MAKE DECISIONS Write accurate probTem statements AnaTyze data AnaTyze performance probTems ProbTem-soTve as a group ProbTem-soTve individuaTTy 96 Make appropriate decisions Monitor resuTts Anticipate probTems AnaTyze job skiTTs ABILITY TO COMMUNICATE ORALLY AND IN WRITING Improve interpersonaT skiTTs Conduct effective meetings Be assertive Present ideas skiTTfuTTy for the appropriate audience Conduct effective interviews Speak skiTTfuTTy on the teTephone Communicate effectiveTy in writing ETiminate barriers to communicate ABILITY TO PERCEIVE THE NEEDS AND CONCERNS OF OTHERS Conduct a needs anaTysis Recognize, reward, and support appropriate behavior Enhance seTf—esteem Increase acceptance for change EstabTish quaTity and productivity improvement circTes ABILITY TO PERFORM UNDER PRESSURE Confront effectiveTy Negotiate successfuTTy ETiminate seTf-defeating behaviors Minimize reTationship tension Manage stress effectiveTy HandTe grievances OTHER (NOT IDENTIFIED IN THE ABOVE SIX ABILITY CATEGORIES) DeveTop a budget Speed read DeveTop new manager orientation AppTy computer technoTogy Understand data-processing Maintain faciTities and equipment Construct a pTan for retirement ImpTement poTicies Locate appr0priate educationaT research Interpret educationaT research SeTect and appTy appropriate instructionaT design modeT SeTect and appTy appropriate instructionaT design appTications 97 The demographic information coTTected from the ten corporations is reported in the foTTowing paragraphs. Nine management-deveTopment programs were corporation-wide, and four were mandatory for manageriaT emp10yees. Seven corporations tied the management-deveTopment program to the performance appraisaT, and eight had a formaT career-deveTopment pTan for their emp10yees; the management-deveTopment program was part of that pTan. When asked what percentage of nmnagement-training programs were conducted in- house, the responses were: 95%--2, 90%--3, 85%--T, 75%-~1, 50%--T, 15%-—1, most--1. Each interviewee was asked the conditions for entering into a partnership effort to assist in the deveTopment of schooT administra— tors; aTT responses were recorded. The conditions were: a definite timetabTe, cTear directions and move quickTy, outcome based, had to fit the corporate phiTosophy, not detract from the target group of corporate emp10yees, access 1x1 the students and educators, cTear mission, mutuaT pTanning, Tocated convenientTy, bTessing from supe- riors. to participate, cTear understanding of the time and money needed, entertain anything. When asked what wouId be the benefits to the corporation, the responses were: a contribution to the schooTs, a better appreciation of education, pubTic reTations, may be abTe to adapt some methods for internaT use, more knowTedge about the educationaT sector, a need to understand the schooTs, want to infTuence the goaTs of education, gair1 a better knowTedge about teaching skiTTs, share faciTities, deveTop in schooT emp10yees an awareness of the Tabor market, 98 demonstrate good citizenship, exposure to students, understanding of the issues facing education, heTp students and staff have a better knowTedge of career opportunities, infTuence curricuTum, sociaT responsibiTity, and heTp produce a better product. PopuTation Two--E1ementarv PrincipaTs. Secondary PrincipaTs. and Superintendents Deve10pment of the Instrument The researcher investigated a number of ways to coTTect the data. She decided to use a maiTed, seTf—administered questionnaire because (a) the expense of printing and distributing questionnaires to Targe numbers of peopTe is considerabTy Tess than that of interviewing simiTar numbers, (b) data can be coTTected from a Targe sampTe in a short period of time, (c) a Targer geographic area can be covered, and (d) the questionnaires can be given to many peopTe simuTtaneousTy and provide data that can be easiTy tabuTated, anaTyzed, and interpreted (Babbie, 1973; Berdie, 1974; Gay, 1976). The survey instrument (Appendix E) was designed to gather information on the importance of competencies identified in private- sector management-deveTopment programs as competencies aTso important for schooT budeing administrators. The instrument was aTso designed to gather data on the importance of seTected conditions for the participation in a management-deveTopment partnership effort. The 63 competencies identified by directors of management- deveTopment programs (if ten corporations were incTuded and 99 categorized into the six NASSP .Assessment. Center Project abiTity categories: The abiTity to pTan and organize work The abiTity to work with and Tead others The abiTity to anaTyze probTems and make decisions The abiTity to communicate oraTTy and in writing The abiTity to perceive the needs and concerns of others The abiTity to perform under pressure OTMhWN-H The researcher then added a seventh category, "Other," to refTect those competencies that were not incTuded in the preceding six abiTity categories. The questionnaire for PopuTation Two incTuded eight conditions for participating in a management-deveTopment partnership effort with the private sector. Respondents were asked to rate the importance of each condition. These eight conditions had been suggested by a five- person paneT of experts that incTuded a university professor in educationaT administration, the director of a human resources division of a Targe corporation, the superintendent of a TocaT schooT district; an eTementary schooT principaT, and a secondary schooT principaT. The conditions incTuded in the inventory were Items 64 through 71 and were as foTTows: 64. MutuaT pTanning of the goaTs and objectives 65. Location of the training 66. Participants from both business and education 67. Presenters from both business and education 68. Cost 69. Academic credit 70. Outcome based 71. Other conditions (pTease specify) The Tast two questions in the inventory were: 100 72. If the above conditions were met, woqu you be wiTTing to be invoTved in a management—deveTopment partnership with the private sector? 73. PTease rate the importance of a partnership effort with private—sector management-deveTopment programs as a resource for the deveTopment of schooT budeing administrators. The demographic data portion of the questionnaire asked for (a) job titTe, (b) number of years in present position, (c) number of years in current district, (d) totaT years as a schooT budeing principaT, (e) age, and (f) gender. Information on schooT district size and Tocation was gathered by the researcher and was not sought in the inventory. The instrument was submitted to a paneT of eXperts to determine its face vaTidity. The paneT comprised two university professors, the superintendent of a TocaT schooT district, an eTementary schooT principaT, a secondary schooT principaT, and an expert in evaTuation and measurement. This paneT found the inventory to be vaTid. The instrument was piTot tested by giving it to ten persons in positions simiTar to those of the study participants. These individuaTs were asked for their comments ("1 the questionnaire, as weTT as the cover Tetter and endorsement Tetters, to insure that there were no difficuTties in interpretation due to wording or format. ATT ten persons reported having no difficuTty with the instrument. 101 SampTing Procedures: Characteristics of PopuTation Two The popuTation for this study was approximateTy 1,800 eTementary principaTs, 1,000 secondary principaTs, and 500 superintendents in pubTic schooTs in Michigan. A stratified sampTing of geographic Tocation and size that was deveToped through a joint effort of the Michigan Department of Education and the SociaT Research Center of the University of Michigan was used to determine the TocaT schooT districts for the sampTe of eTementary and secondary schooT principaTs. Both organizations do extensive survey research and have proven this process to be vaTid and reTiabTe. The researcher added three districts in the Upper PeninsuTa to the sampTe. ETementary and secondary schooT principaTs from the previousTy identified 67 schooT districts constituted the potentiaT popuTation for principaTs. A random seTection of 200 eTementary schooT princi- paTs and T99 secondary principaTs from this stratified sampTe pooT became the popuTation of principaTs for this study. One hundred fifty-one superintendents were incTuded in the study. A stratified seTection process based on geographic Tocation and size was used in seTecting the superintendents. The previousTy described sampTing procedure used in seTecting principaTs produced the names of onTy 67 superintendents, so the sampTe was increased using the same methods and procedures, which stressed the importance of geographic Tocation and district size. Determination of district size for the sampTe. The variabTe of size was based on the cTass size of schooT districts, which is 102 determined by the Michigan SchooT Code of 1976 as prepared by the LegisTative Service Bureau in June 1984. The SchooT Code categorizes cTass sizes as foTTows: CTass T--at Teast 120,000 students CTass 2--at Teast 30,000 students but fewer than 120,000 CTass 3-—at Teast 2,400 students but fewer than 30,000 CTass 4--at Teast 75 students but fewer than 2,400 CTass 5--under 75 students There is onTy one schooT district in CTass 1, representing 12% of the students in Michigan. Three districts are in CTass 2 and represent 6% of the students. CTass 3 has 24% of the districts and represents 63% of the students. CTass 4 has 75% of the schooT districts and represents onTy 26% of the students. For the purposes of this research, the foTTowing three cate- gories were formed: Category 2 incTuded CTasses 1 and 2, Category 3 incTuded CTass 3, and Category 4 incTuded CTasses 4 and 5. The sampTe popuTation was as foTTows: Category 2 had 50 eTementary prin- cipaTs, 50 secondary principaTs, and 4 superintendents. Category 3 had 100 eTementary principaTs, 99 secondary principaTs, and 73 super- intendents. Category 4 had 50 eTementary principaTs, 50 secondary principaTs, and 74 superintendents. Determination of .geographic Tocation for the sampTe. The geographic boundaries for this study were based ("1 the information reported to the Michigan Department of Education by Hodgkinson in 1987. His study refTected that 80% of the p0pu1ation in Michigan Tive in the urban corridor bounded by Newaygo in the northwest, the FTint area in the northeast, Benton Harbor in the southwest, and Detroit in the Southeast. Using the geographic indicators of 103 Hodgkinson’s report, the study popuTation was divided into three areas: (a) northern, (b) western, and (c) eastern. Appendix F contains a detaiTed map. Data CoTTection The questionnaire (Appendix B) with a cover Tetter (Appendix C), two endorsement Tetters (Appendices D and E), and a stamped and addressed return enveTope was maiTed on March 3, 1987. The question- naires were coded 'to aTTow for a foTTow-up maiTing. After three weeks (March 24, 1987), the initiaT maiTing had yiered 281 responses, for a response rate of 50%. Because the response from size category 2 was onTy 40 individuaTs or 14% of the totaT respondents, a second maiTing was sent to secondary principaTs in one of those districts. No additionaT responses were received. The initiaT 281 respondents became the sampTe for the anaTysis of data. Treatment of the Data Dependent and independent variabTes. The dependent variabTes in this study were (a) the 63 competencies (arranged in seven cate- gories) identified in the ten private—sector management-deveTopment programs, (b) the eight questions concerning conditions for a partnership effort, and (c) the two questions concerning wiTTingness to participate in and importance of a partnership effort. The inde- pendent variabTes were the eight demographic items. AnaTysis procedures. For Research Question 1 (Are the competencies identified in private-sector management-deveTopment 104 programs considered important competencies for schooT budeing administration tn! principaTs and superintendents?), the foTTowing procedures were used: A mean was tabuTated for each frequency to determine its overaTT importance in schooT budeing administration. The competencies were then rank ordered for the three respondent groups: superintendents, eTementary principaTs, and secondary principaTs. Because the competencies were categorized into seven scaTes, a reTiabiTity anaTysis was conducted for the items in those categories. ReTiabiTity is a measurement concept that represents the consistency with which an instrument measures the same performance (H' behavior (Jaeger, 1983). The Cronbach anha procedure was used as it is appTicabTe for an attitude instrument in which an item requires a response on a five-point scaTe (Jaeger, 1983). To address the subsets of Question 1, which concerned the demographic items of schooT district size, job titTe, age, gender, Tocation, years in position, years: in district, and {years as a principaT, frequency and percentage tabTes were created. "CorreTationaT research invoTves coTTecting data 'Hi order to determine whether and to what degree a reTationship exists between two or more quantifiabTe variabTes" (Gay, 1976, p. 142). Two variabTes are reTated if knowing the vaTue of one variabTe teTTs something about the vaTue of the other variabTe. The researcher appTied the Pearson correTation coefficient measure, the most commonTy used measure of correTation (Norussis, 1986). The correTation was then squared to determine what proportion of the variabiTity in the dependent variabTe was expTained by the regression (Babbie, 1983). One-way anaTysis of variance (ANOVA) was appTied to determine if there was a statisticaTTy significant difference between means at the .05 TeveT of significance (Jaeger, 1983; Norussis, 1986). For those variabTes on which the F-ratio was determined to be significant, a muTtipTe comparison technique was used. The Scheffe test for muTti- pTe comparisons was chosen for this research because it does not require that aTT comparisons be pTanned in advance. RegardTess of the number of "mans compared, the Scheffe test adjusts; the anha stays the same and does not become infTated (Gay, 1976; Winer, T971). Two-way ANOVA was appTied to measure the degree of infTuence of job titTe and Tocation on the dependent variabTes. No statisticaTTy significant difference was found at the .05 TeveT. A two-taiTed t-test was appTied to compare actuaT mean differ- ences with differences expected by chance, with gender, foTTowed by a chi-square procedure with cross-tabuTations. A chi-square anaTysis of conditions by demographics was appTied to address the second research question (If given the opportunity to participate in a nenagement-deveTopment partnership effort with the private sector, what conditions are identified as important by principaTs and superintendents?) and its subsets. Chi-square is £1 nonparametric test of significance that is appropriate when the variabTes are categoricaT or are in the form of frequency counts occurring III at Teast two echusive categories. .A chi—square test 106 can be used to determine whether the observed frequencies are significantTy different from the expected frequencies (Babbie, 1983; Gay, 1976; Jaeger, 1983). Spmmarv Of Chapter III The purpose Of this study was to answer four major research questions: 1. Are the competencies identified in private-sector management-deveTopment programs considered important competencies for schooT-budeing administration by principaTs and superintendents? 2. If given the Opportunity to participate in a management- deveTopment partnership effort with the private sector, what condi- tions are identified as important by principaTs and superintendents? 3. Are there any conditions under which directors of private- sector management-deveTopment programs woqu be wiTTing to enter into a partnership effort to assist in the deveTopment of schooT adminis— trators? 4. DO principaTs and superintendents consider a partnership effort with private-sector management-deveTopment programs an important resource for the deveTopment Of schooT-budeing adminis- trators? The research is descriptive in nature. The study participants were (a) ten management-deveTopment directors Of corporations Tocated in western Michigan; and (b) a stratified sampTe of eTementary principaTs, secondary principaTs, and superintendents in Michigan. 107 Kent County was chosen as the Tocation for PopuTation One for severaT reasons: PopuTation expansion in Kent County in the Tast decade was 8%, aTmost doubTe the statewide growth rate. The city Of Grand Rapids is the second Targest in the state; the greater metro- poTitan area has a popuTation Of 601,680. Wage and saTary jobs are expected to increase by more than 24% in the next decade. A150, the area recorded a 38% increase in jobs between 1970 and 1983, a growth rate comparabTe to 'those of some Of the fastest-growing SunbeTt states. A paneT of experts deveToped the foTTowing criteria for a business to be incTuded in PopuTation One: (a) Tocation in Michigan a minimum of three years, (b) a minimum Of 1,000 emp10yees, (c) an equaT opportunity emp10yer, (d) an identified director of management deveTopment who had been in that position for at Teast two years, (e) a management-deveTopment program in pTace for at Teast three years, (f) training that occurs in Michigan, (9) visibiTity in the fier, and (h) wiTTingness to participate in the study. Each Of the ten corporations chosen was to represent one of five Of the nine major industry cTassifications: manufacturing; whoTesaTe; services; retaiT; and finance, insurance, and reaT estate. Because 37% Of the workforce in Kent County is emp10yed in manufacturing, five manufacturing firms were seTected. As nonmanufacturing businesses represent 56% Of the workforce in Kent County, five nonmanufacturing firms were aTso seTected. An unstructured interview was deveToped for PopuTation One, and another paneT of experts determined that it had face vaTidity. The 108 researcher was the onTy interviewer for the ten corporations. Each interview Tasted approximateTy one hour. OnTy one was canceTed and rescheduTed. The competencies in the management-deveTopment programs were identified and grouped into seven categories by each interviewee. The competencies were then anaTyzed for simiTarities by a paneT of experts and consoTidated irnx> 63 competencies. Responses to demographic items, conditions for entering into a partnership effort, and benefits to the corporation from a partnership arrangement were recorded. PopuTation Two comprised eTementary principaTs, secondary principaTs, and superintendents. A survey instrument incTuding the 63 competencies was deveToped and was judged by a paneT of experts tO have face vaTidity. The instrument was piTot tested by ten persons in job situations simiTar to those Of the study sampTe. A11 ten had no difficuTties with the instrument. A sampTe stratified for district size and Tocation, composed of 200 eTementary principaTs, T99 secondary principaTs, and 151 superintendents, was the pOpuTation pooT. The questionnaire, aTong with a cover Tetter, two endorsement Tetters, and a stamped return enveTope, was maiTed earTy in March 1987. This initiaT maiTing yiered 281 responses, a return rate of 50%. An additionaT maiTing was sent to secondary principaTs in a CTass 2 district, but no additionaT responses were received. 109 Data-anaTysis procedures incTuded frequency counts and neans, rank order, Cronbach’s anha for reTiabiTity Of the categories, Pearson product-moment correTation coefficients, one-way and two-way ANOVA, Scheffe test for muTtipTe comparisons, two-taiTed t-test, and chi-square with cross-tabuTations. CHAPTER IV RESULTS OF THE DATA ANALYSIS Introduction The chapter contains the resuTts of the anaTyses of data coTTected in this study. In the beTief that the study findings wiTT be heTpfuT to practitioners in both education and business, an attempt was made to simpTify the interpretation (Hi the data. SimpTification was not meant to detract from the quaTity of the study, but rather to make it more meaningfuT and usefuT. Four major areas Of concern were: 1. TO determine if the competencies in business-management deveTopment programs were considered important competencies for schooT budeing administration by principaTs and superintendents. 2. TO determine which conditions were considered important by principaTs and superintendents for wiTTingness to enter into a management-deveTopment partnership with business. 3. TO determine the conditions under which directors Of management-deveTopment programs in business woqu be wiTTing to enter into a partnership effort to assist in the deveTopment Of schooT administrators. 4. To determine the importance of: a partnership effort with private-sector management-deveTopment programs as a resource for the 110 111 deveTopment of schooT-budeing administrators according to principaTs and superintendents. The resuTts are addressed for each of the four areas Of concern, to answer the major research questions and their subsets. Questionnaires Received Questionnaires were maiTed to 550 individuaTs in a stratified (by district size and Tocation) sampTe Of principaTs and superintend- ents. Of the 550 questionnaires sent, 281 were returned, for a response rate of 51%. Data from aTT of the questionnaires were anaTyzed. After the anaTysis began, six additionaT questionnaires were received; they were not incTuded in the study. Characteristics Of the Respondents The participants were asked to answer six demographic questions: 1. Your present job titTe 2. How many years have you been in in your present position? 3. How many years have you been in this district? 4. How many years totaT have you been or were you once a budeing principaT? 5. What is your age? 6. What is your gender? The researcher coTTected district-size data from the Michigan Department Of Education and divided the sampTe into three geographic areas, based on demographics provided in Hodgkinson’s 1987 study. Hodgkinson determined that 80% Of the Michigan pOpuTation Tive in the 112 southern region Of the state. The responses to the demographic items are discussed in the foTTowing paragraphs. Job TitTe Ninety-eight Of the respondents (35%) were eTementary principaTs, 87 (31%) were secondary principaTs, and 85 (30%) were superintendents. ETeven (4%) respondents gave other job titTes. The responses are categorized according to job titTe in TabTe 3. TabTe 3.--Job titTes of respondents. % Of Job TitTe SampTe Number Of Response Respondent Size Respondents Rate SampTe ETementary principaT 200 98 49% 35% Secondary principaT 199 87 44% 31% Superintendent 151 85 56% o 30% o Other 0 11 8%} 64A 4%} 34‘ TotaT 550 281 51% 100% Because the questionnaires had been coTor coded as weTT as numericaTTy coded, which the category "Other" was indicated had been it was easiTy determined that questionnaires in sent to superintendents and compTeted by members Of centraT Office staff. Thus 96 responses were received from superintendents, a response rate of 64%. 113 Location Location was divided into three areas: eastern Michigan, western Michigan, and northern Michigan, which incTuded the northern Tower peninsuTa and the entire upper peninsuTa (Appendix F). Of the 281 respondents, 98 (34.9%) were Tocated in the eastern section, 100 (35.6%) were Tocated in the western section, and 83 (29.5%) were Tocated in the northern section. District Size District size was divided into three cTasses representing the number Of K—12 students enrOTTed in the district, based on the Michi- gan SchooT Code of 1976. The SchooT Code cTassification is as fOT- Tows: CTass 1—-at Teast 120,000 students CTass 2--at Teast 30,000 but fewer than 120,000 students CTass 3--at Teast 2,400 but fewer than 30,000 students CTass 4--at Teast 75 but fewer than 2,400 students CTass 5--under 75 students As expTained in Chapter III, for the purposes of this study, CTasses T and 2 were combined and assigned the designation of CTass 2, CTass 3 remained the same, and CTasses 4 and 5 were combined and assigned the designation of CTass 4. Of the responses received, 40 (14.2%) were from CTass 2, 131 (46.6%) were from CTass 3, and 110 (39.1%) were from CTass 4. Number Of Years in Present Position The number Of years in present position ranged from Tess than one year to 28 years. The mode or most frequentTy occurring response was one year, with a frequency of 37. The nedian was five years, 114 which means that one-han of the respondents had had five years or Tess in their present positions. The intervaTs estabTished for this variabTe were: INTERVAL PERCENT 0- 2 years 23.1% 3- 5 years 27.1% 6-11 years 24.5% 12-28 years 25.3% Number of Years in This District The number of years in the district ranged from Tess than one year to 39 years, with the mode Of 18 respondents answering one year. Sixteen respondents answered 20 years. The intervaTs created fOr this category were: INTERVAL PERCENT 0- 7 years 23.9% 8-16 years 27.2% 17-24 years 24.6% 25-39 years 24.3% Number Of Years as a Budeing PrincipaT The number Of years as a.tnfi1ding principaT ranged from Tess than one year to 30 years. The mode was two, with a mean Of eight years. The intervaT scaTe devised for this category was: INTERVAL PERCENT 0- 3 22.5% 4- 8 27.5% 9-15 25.7% 16-30 24.3% 115 Aga The ages of the respondents ranged from 32 years to 65 years, with a 33-year spread. The mode was 40 years (17 respondents), foTTowed by 16 respondents for both 43 and 55 years. The mean was 48 years. The intervaTs created for this category were: INTERVAL PERCENT 32—41 23.8% 42.48 27.4% 49~53 23.5% 54-65 25.6% Gender Forty-one (14.6%) Of the respondents were femaTe, and 240 (85.4%) were maTe. Research Question 1: Ratings Of Competencies The researcher’s intention was to determine whether the management-deveTopment competencies identified were considered important for schooT-budeing administration. 'The rating choices were as foTTows: extremeTy important very important important somewhat important not important de-hU'l II II II II II A mean was tabuTated for each frequency to determine its overaTT importance in schooT-budeing administration. The criterion for the competency' to be considered "important for schooT budeing administration" was a rating Of 5 (extremeTy important), 4 (very important), or 3 (important). A rating Of 2 (somewhat important) or 116 1 (not important) was not incTuded in the tabuTation 0f the mean to reach a concTusion regarding overaTT importance Of the competency. The same procedure was used to rank the conditions for a partnership with business. The totaT percentage Of respondents for each competency is Tisted in Appendix G. A150 in Appendix G is a breakdown Of the percentages for each Of the five possibTe ratings for each competency. Fifty-six (89%) Of the competencies were given a rating of 3, 4, or 5 by at Teast 80% Of the respondents. Fifty-one Of the 63 competencies (81%) were given a rating of 3, 4, or 5 by at Teast 90% Of the respondents, and onTy 7 (11%) Of the 63 competencies were given a rating Of 3, 4, or 5 by Tess than 80% Of the respondents. The competencies were then rank ordered for each Of the three respondent categories: superintendents, eTementary principaTs, and secondary principaTs. The rankings are shown in TabTe 4. ReTiabiTity A reTiabiTity anaTysis for the items in the seven categories was performed. The categories used to group the competencies were described in Chapter III as the abiTities identified by the NASSP for competence in schooT-budeing administration. The categories are: AbiTity to pTan and organize work AbiTity to work with and Tead others AbiTity to anaTyze probTems and make decisions AbiTity to communicate oraTTy and in writing AbiTity to perceive the needs and concerns Of others AbiTity to perform under pressure mU'I-CIWN—J The researcher added a seventh category, "Other," for purposes Of this study. 117 TabTe 4.-—Rankings Of competencies by three respondent groups. Superin- ETementary Secondary Competency tendents PrincipaTs PrincipaTs 21. Bude trust with staff 1 T 1 23. Motivate staff 2 4 2 29. Make appropriate decisions 3 2 4 10. Improve staff performance 4 3 1. Set goaTs 5 7 8 7. Manage time effectiveTy 6 5 5 4. AccompTish tasks effectiveTy 7 8 7 2. Identify criticaT eTements and Objectives 8 12 T3 9. Appraise staff performance 9 6 9 31. Anticipate probTems 10 TT 11 40. ETiminate barriers to communication 11 13 12 T4. Bude teams for working together 12 17 20 5. DeTegate tasks/respon- sibiTities 13 23 T7 42. Recognize, reward, and support appropriate behavior 14 14 6 39. Communicate effectiveTy in writing 15 16 15 46. Confront effectiveTy 16 T9 T9 22. Recruit and seTect new emp10yees T7 22 10 118 TabTe 4.--Continued. Superin- ETementary Secondary Competency tendents PrincipaTs PrincipaTs 50. Manage stress effectiveTy 18 9 T4 30. Monitor resuTts 19 26 28 48. ETiminate seTf—defeating behaviors 20 18 27 36. Present ideas skiTTfuTTy for the appropriate audience 21 10 16 59. ImpTement poTicies 22 27 23 33. Improve interpersonaT skiTTs 23 24 25 3. EstabTish change and transition strategies 24 34 29 47. Negotiate successfuTTy 25 36 31 6. PTan effective meetings 26 15 24 44. Increase acceptance for change 27 29 35 26. AnaTyze performance probTems 28 31 32 43. Enhance seTf—esteem 29 30 18 18. Improve reTationships with subordinates 30 35 30 49. Minimize reTationship tension 31 21 22 34. Conduct effective meetings 32 20 26 27. ProbTem-soTve as a group 33 28 38 37. Conduct effective interviews 34 33 21 T9. ImpTement Tabor agreements 35 51 49 25. AnaTyze data 36 41 34 119 TabTe 4.--Continued. Superin- ETementary Secondary Competency tendents PrincipaTs PrincipaTs 28. ProbTem-soTve individuaTTy 37 25 33 13. Identify appropriate Teader- ship behavior 38 37 44 8. Identify appropriate Teader- ship styTe 39 32 35 52. DeveTOp a budget 40 49 45 16. Improve reTationships with peers 4T 45 46 11. Mentor staff 42 4O 39 32. AnaTyze job skiTTs 43 46 40 63. SeTect and appTy appropriate instructionaT design appTi- 44 43 52 cations 12. ImpTement discipTinary action 45 39 42 51. HandTe grievances 46 47 48 62. SeTect and appTy appropriate instructionaT design appTi- 47 44 50 cations 24. Write accurate probTem- statements 48 52 47 38. Speak skiTTfuTTy 0n the teTephone 49 38 37 T7. Improve reTationships with bosses 50 50 53 35. Be assertive 51 42 41 TabTe 4.--Continued. 120 Superin- ETementary Secondary Competency tendents PrincipaTs PrincipaTs 57. Maintain faciTities and equipment 52 48 43 61. Interpret educationaT research 53 53 51 60. Locate appropriate educa- tionaT research 54 55 56 41. Conduct a needs anaTysis 55 54 54 15. UtiTize power and infTuence 56 57 58 55. AppTy computer technoTogy 57 58 57 45. EstabTish quaTity and pro- ductivity improvement 58 56 55 circTes 20. DeveTOp a career pTan 59 59 60 56. Understand data-processing 60 63 59 54. DeveTop new manager orientation 61 61 61 53. Speed-read 62 62 63 58. Construct a pTan for retirement 63 60 62 121 ReTiabiTity is a measurement concept that represents the con- sistency with which an instrument measures the same performance or behavior (Jaeger, T983). Cronbach’s anha was used 11) assess the internaT-consistency reTiabiTity (Hi the competencies 'hi each category. The Cronbach procedure uses measurement data coTTected on a singTe occasion and is simiTar to the anha method Of the Kuder- Richardson FormuTa 20 but does not have to be scored with either zero or one. This addition makes the Cronbach anha appTicabTe for attitude instruments in which each item requires a response on a five—point scaTe (Jaeger, 1983). ReTiabiTity is expressed numericaTTy, usuaTTy as a coefficient, with a high coefficient indicating high reTiabiTity. If a test were perfectTy reTiabTe, the coefficient woqu be 1.00. PerfectTy reTiabTe measurement instruments are impossibTe to find, but some standardized achievement tests have reTiabiTities around 0.95 (Gay, 1976; Jaeger, 1983). ResuTts Of the reTiabiTity anaTysis on the items Of the seven categories are shown in TabTe 5. TabTe 5.--Re1iabi1ity ratings for abiTity categories. Category Standardized Item ATpha AbiTity to pTan and organize work .7565 AbiTity to work with and Tead others .8665 AbiTity to anaTyze probTems and make decisions .8469 AbiTity to communicate oraTTy .8266 and in writing AbiTity to perceive the needs of others .7366 AbiTity to perform under pressure .8282 Other .8665 122 Given that the standardized item anha for each category was an acceptabTe TeveT, the scaTes were considered reTiabTe and became the dependent variabTes. Competencies then were no Tonger Tooked at individuaTTy for the remainder of the anaTyses but were considered as a member Of the assigned scaTe. The dependent variabTes were: AbiTity to pTan and organize work AbiTity to work with and Tead others AbiTity to anaTyze probTems and make decisions AbiTity to communicate oraTTy and in writing AbiTity to perceive the needs Of others AbiTity to perform under pressure Other The independent variabTes addressed the subset question, "What if any differences are a resuTt 0f . . . Tocation size of schooT district job titTe years in the district years in present job totaT years as a budeing principaT age gender" The Pearson product-moment correTation coefficient, the most commonTy used measure of correTation (Norussis, 1986), was used to determine whether a reTationship existed between twO variabTes. The Pearson technique measures onTy the strength Of a Tinear reTationship. Having determined the reTationship between the independent and dependent variabTes, the vaTue Of each correTation coefficient was squared to determine what proportion of the variabiTity in the dependent variabTe is expTained by the regression (Babbie, 1983). A correTation Tess than .30 is considered smaTT 123 (Norussis, 1986). The Targest coefficient in this study was .2291; therefore, no correTation was found to be statisticaTTy significant. One-way ANOVA was appTied to determine if there was a statis- ticaTTy significant difference between the means Of the dependent and independent variabTes at the anha = .05 significance TeveT. The resuTts Of the ANOVA are as foTTows (aTso see TabTe 7): 1. Job titTe--NO statisticaTTy significant difference was found at the .05 TeveT for any category. 2. Years in present position--No statisticaTTy significant difference was found at the .05 TeveT for any category. 3. Years in the district--A. statisticaTTy significant differ— ence was found for the category Of Other (F = .0215, df == 3, p < .05). 4. TotaT years as a budeing principaT--A statisticaTTy sig— nificant difference was found for the categories of AbiTity to work with and Tead others (F = .0234, df = 3, p < .05), AbiTity to perform under pressure (F = .0234, df = 3, p < .05), and Other (F = .0131, df = 3, p < .05). 5. Age-~A statisticaTTy significant difference was found for the categories of AbiTity to work with and Tead others (F = .0104, df = 3, p < .05); AbiTity to anaTyze probTems and make decisions (F = .0268, df = 3, p < .05), and Other (F = .0012, df = 3, p < .05). 6. Gender--A statisticaTTy significant difference was reported for the categories Of AbiTity to pTan and organize work (F = .0047, df = T, p < .05); AbiTity to anaTyze probTems and make decisions (F = .0482, df = T, p < .05); AbiTity to communicate oraTTy and in writing 124 (F = .0263, df = 1, p < .05); and AbiTity to perceive the needs and concerns of others (F = .0318, df = 1, p < .05). 7. Location--A statisticaTTy significant difference was found for the category of Other (F = .0304, df = 2, p < .05). 8. Size--A statisticaTTy significant difference was reported for the categories of AbiTity to pTan and organize work (F = .0270, df = 2, p < .05) and AbiTity to communicate oraTTy and in writing (F = .0486, df = 2, p < .05). For the variabTe of gender, a two-taiTed t-test was used to compare actuaT mean differences with differences expected by chance. The resuTts of the t-test are shown in TabTe 6. TabTe 6.--Resu1ts Of the t-test for gender. 2—TaiTed Gender Category Mean t-VaTue df Prob. F PTan and 4.4077 M organize 4.2005 2°85 278 0.005 F AnaTyze and 4.0944 M decide 3.9298 1.98 277 0.048 N Commun1cate 3:;233 2.23 277 0.026 F Perceive needs 3.9561 M and concerns 3.7495 2'16 277 0.032 For those variabTes, except gender, for which the F-ratio was found to be significant at the .05 TeveT, a muTtipTe comparison 125 technique was used. The Scheffe test for muTtipTe comparisons was chosen for this research. RegardTess Of the number Of means compared, the Scheffe test adjusts, with the anha staying the same and not becoming infTated (Gay, 1976; Winer, 1971). The resuTts of the Scheffe test for muTtipTe comparisons are presented in TabTe 7. A two-way ANOVA was used to measure the degree Of infTuence of job titTe and Tocation on the dependent variabTes. NO statisticaTTy significant difference was found at the .05 TeveT. Research Question 2: Conditions The second major concern in this study was to determine which conditions were considered important for a wiTTingness to enter into a management-deveTopment partnership with business. The dependent variabTes Of conditions are: MutuaT pTanning of the goaTs and objectives Location of the training Participants from both business and education Presenters from both business and education Cost Academic credit Outcome-based A chi-square anaTysis Of the dependent variabTes (conditions) and the independent variabTes (demographic characteristics Of respondents) was used for Conditions and its subsets. Chi-square is a nonparametric test of significance that is appropriate when the» variabTes are categoricaT or are in the form Of frequency counts occurring ir1.at Teast two echusive categories. A chi-square test can be used to determine whether the Observed frequencies are significantTy different from the expected frequencies (Babbie, T983; 12E5 .NN>NN NN. NNN NN NNNUNNNNNNN. 4NNNN.NHN NNNLN .NNNN.NuN NNNLN NNNN.NuN NNNNN NNNN.enN NNNLN NNNN .NNNN.N1N NNNLN NNNNN.NuN NNNLN aNNNN.NuN NNNLN mmmm.mnm azocu :oNNNOON NNNNN.NNN NNNNN 4NNNN.NHN NNNCN 4NNNN.NHN NNNLN 4NNNN.NHN NNNNN NNNN.NHN NNNNN NNNN.NHN NNNNN NNNN.NHN NNNNN NNNNN.NHN NNNNN NNNN.NnN NNNNN NNNN.NHN NNNLN NNN NNNNN.NHN NNNNN 4NNNN.NHN NNNLN INNNN.N1N NaoLN *NNNN.NHN NNNNN NNNNN.NTN NNNNN .NNNN.NHN NNNNN NNNN.NuN NNNNN NNNN.NHN NNNLN NNNN.NHN NNNNN NNNNNNNLN NNNN.NHN NNNNN NNNN.NuN NNNLN NNNN.NHN NNNLN NNNNNNNN NN 4NNNN.N1N NNNNN 4NNNN.N1N NNNLN NNNNN.NHN NNNLN NLNNN NNNNN 4NNNN.NHN NNNNN NNNN.NuN NNNLN mnmm.mu~ azocw uuwcuNNc mg» Noupm.mum asoco cw NNNN> :oNuNNoa NNZNNNNNNN Nz NNZNNNNNNN Nz__Nco Nymdnwca UNNN ecm NNNCNoco ELONNNN m>wmocma mumowcsseou NN>_N:< saw: xcoz UCN :NNN NUNSNNNNOENQ ”NN NNNNNNN .NONNNNNN> No NcoNNNNQEoo NNQNN_3211.N NNNNN 127 Gay, T976; Jaeger, 1983). A cross-cTassification tabTe was constructed for each variabTe t0 cTarify any differences that may have occurred. The resuTts for each of the conditions are discussed in the foTTowing paragraphs. MutuaT pTanning Of the goaTs and objectives was rated important by 97% Of the respondents. StatisticaTTy significant (.05 TeveT) differences were found for this condition as a function Of both age (x2 = 22.579, df = 9, F = .0072) and Tocation (x2 = 13.533, df = 6, F = .0050). The cross-tabuTation resuTts for mutuaT pTanning by age and by Tocation are shown in TabTes 8 and 9, respectiveTy. TabTe 8.--Cross-tabu1ati0n resuTts: mutuaT pTanning by age. Age Rating 32-41 42-48 49-53 54—65 Important 22.4% 0 17.2% 12.5% Very important 41.8 46.8 45.3 37.5 ExtremeTy important 32.8 50.6 37.5 45.8 TotaT 97.0 97.4 100.0 95.8 128 TabTe 9.--Cross-tabu1ati0n resuTts: mutuaT pTanning by Tocation. Location Rating Eastern Western Northern Important .10 .07 .22 Very important .35 .54 .39 ExtremeTy important .53 .35 .39 TotaT .98 .96 1.00 Location of the training was rated important by 77% Of the respondents. A statisticaTTy significant (.05 TeveT) difference was found for this condition as a function Of totaT years as a budeing principaT (x2 = 22.778, df = 12, F = .0297). (See TabTe 1o.) TabTe 10.--Cross-tabu1ation resuTts: Tocation Of training by number Of years as budeing principaT. Years as a Budeing PrincipaT Percentage of Responsesa 0- 3 years 74% 4- 8 years 72% 9-15 years 87% 16-30 years 16% a5 = extremeTy important 4 = very important 3 = important Participants from both business and education was rated important by 95% of the respondents. N0 statisticaTTy significant 129 difference was found for this condition as a fUnction Of any demo- graphic variabTe. Presenters frpm both business and education was rated important by 94% Of the respondents. N0 statisticaTTy significant difference was found for this condition as a function of any demographic variabTe. m was rated important by 94% of the respondents. NO statisticaTTy significant difference was found for this condition as a function of any demographic variabTe. Academic credit was rated important by 50% Of the respondents. A statisticaTTy significant (.05 TeveT) difference was found for this condition as a function Of years in the district (X2 = 27.135, df = 12, F = .0074) and district size (x2 = 18.226, df = 8, F = .0196). (See TabTes 11 and 12.) TabTe 11.--Cross-tabu1ation resuTts: Academic credit by years in the district. Years in District Percentage Of Responsesa 0- 7 years 61% 8-16 years 38% 17-24 years 51% 25—39 years 52% a5 = extremeTy important 4 = very important 3 = important I30 TabTe 12.--Cr0ss-tabu1ation resuTts: academic credit by district size. District Size Percentage Of Responses3 2 65% 3 41% 4 55% a5 = extremeTy important 4 = very important 3 = important Outcome-based was rated important by 89% 0f the respondents. A statisticaTTy significant (.05 TeveT) difference was found for this condition as a function of age (X = 21.433, df = 12, F = .0444) (see TabTe 13) and 0f Tocation (x2 = 27.714, df = a, F = .0005). In the eastern region, 40% Of the respondents rated outcome-based extremeTy important, whereas onTy 14% of the respondents in the western and northern regions rated it extremeTy important. TabTe 13.—-Cross-tabu1ation resuTts: outcome—based by age. Age Percentage Of Responsesa 32-41 years 84% 42-48 years 95% 49—53 years 95% 54-65 years 91% a5 = extremeTy important 4 = very important 3 = important 131 The order of importance of the six conditions is shown in TabTe 14. TabTe T4.--Ratings of conditions. Condition Percentage Of Responsesa MutuaT pTanning Of goaTs and Objectives 97% Participants from business and education 95% Presenters from business and education 94% Outcome-based 89% Cost 84% Location 77% Academic credit 50% a5 = extremeTy important 4 = very important 3 = important Concerning wiTTingness to be invoTved in a management- deveTopment partnership effort, the responses were as foTTows: Yes-- 72%, Uncertain--23%, No--6%. Research Question 3 The directors of the ten corporations Tisted the foTTowing conditions under which they woqu be wiTTing to enter into a partner- ship effort tO assist in the deveTopment 0f schOOT administrators 132 (aTT responses were recorded by the frequency from highest to Towest). (See TabTe 15.) TabTe 15.--Partnership conditions cited by corporation respondents. Condition Frequency of ReSponse A timetabTe 10 CTear mission 10 MutuaT pTanning 10 Outcome-based Access to students and educators CTear directions CTear understanding of the time and money needed Agreement with corporate phiTosophy Not detract from corporation emp10yees BTessing from superiors Convenient Tocation Entertain anything Speedy Researcthuestion 4 When asked to rate the importance of a partnership effort as a resource for the deveTopment 0f schooT-budeing administrators, 90% of the respondents rated this important; n0 statisticaTTy significant difference was found by demographic variabTes. Summary Of Chapter IV Chapter IV presented an anaTysis and discussion Of the data that were coTTected to answer the four research questions and their subsets. The demographic data coTTected 0n the respondents incTuded size of the district, Tocation of the district, jOb titTe, years in 133 present position, years in present district, totaT years as a budeing principaT, age, and gender. The respondent group incTuded 98 eTementary principaTs, 87 secondary principaTs, 85 superintendents, and 11 categorized as "other." Ninety-eight respondents were Tocated in the eastern section of the state, 100 in the western section, and 83 in the northern section. District size was divided into three cTassifications; forty respondents were in CTass 2, 131 in CTass 3, and 110 in CTass 4. Years in the present position ranged from Tess than one year to 28 years. The quartiTe intervaTs were 0-2 years, 3-5 years, 6-11 years, and 12-28 years. Years in the district ranged from Tess than one year to 39 years; the mode of 18 respondents answered one year, foTTowed by a frequency of 16 respondents answering 20 years. The quartiTes for this category were 0-7 years, 8-16 years, 17-24 years, and 25-39 years. Years as a budeing principaT ranged from Tess than one year to 30 years, with a mode of two and a mean of eight. The quartiTes were 0-3 years, 4-8 years, 9-15 years, and 16-30 years. Respondents’ ages ranged from 32 to 65 years. The mean was 48 years. The quartiTes estabTished were 32-41 years, 42-48 years, 49-53 years, and 54-65 years. Forty-one respondents were femaTe, and 240 were maTe. The researcher’s intention was to determine if the management— deveTopment competencies identified in businesses were considered important. for schooT-budeing administration. The rating choices were: 134 extremeTy important very important important somewhat important not important de-bU'l II II II II II 'R) be considered "important for schooT-budeing administration," a tabuTation of the mean for each competency incTuded the choices of 3, 4, and 5. Eighty-nine percent (56) of the competencies were given a rating of 3, 4, or 5 by at Teast 80% of the respondents. Eighty-one percent (51) of the competencies were given a rating of 3, 4, or 5 by at Teast 90% of the re5pondents. OnTy seven of the competencies were given a rating of 3, 4, or 5 by Tess than 80% of the respondents. Rankings of the competencies were simiTar for superintendents and eTementary and secondary principaTs. Cronbach’s anha was used to assess the internaT consistency reTiabiTity of the competencies in each of the categories, and the seven categories were considered reTiabTe. The Pearson product-moment correTation coefficient measure was used to determine if a reTationship existed between the dependent variabTes of categories of competencies and the independent demographic variabTes. 'The correTation coefficient was squared to determine what proportion of the variabiTity was expTained by regression. The Targest vaTue of the coefficient in this study was .2291; therefore, no correTation was found. A one—way ANOVA was appTied to determine if there was a statisticaTTy significant difference between means Of the dependent and independent variabTes at the.05 TeveT. A statisticaTTy 135 significant difference was found in severaT categories. Gender, for instance, showed a significant difference in four categories. A two- taiTed t-test was appTied to compare the means. A chi-square was then used to see where the difference occurred. FemaTes rated the competencies as more important than did the maTes. The Scheffe test was used for muTtipTe comparisons of variabTes for those showing asignificant difference. The Targest spread of a mean difference was in the demographic categories of age and "other," with Group T’s mean = 3.177 and Group 4’s mean = 3.540. A two-way ANOVA was used to measure the degree of job titTe and Tocation (n1 the dependent variabTes. N0 statisticaTTy significant difference was found at the .05 TeveT. The second major concern in this study was to determine which conditions were considered important for a wiTTingness to enter into a management—deveTopment partnership with business. A mean rating was tabuTated for each condition. A chi-square anaTysis of the dependent variabTes (conditions) and the independent variabTes (demographics) was appTied to determine whether any statisticaTTy significant differences coqu be found at the .05 TeveT. The foTTowing resuTts emerged: MutuaT pTanning of goaTs and objectives was rated important by 97% of the respondents and showed a statisticaTTy significant difference by age and Tocation. Location of the training was rated important by 77% of the respondents, with a statisticaTTy significant difference by totaT years as a budeing principaT. Participants from both business and education was rated 136 as important by 95% of the respondents, with no statisticaTTy significant difference present for demographic variabTes. Presenters from both business and education was rated important by 94% of the respondents, with no significant difference reported. Cost was rated important by 94% of the respondents, with no statisticaTTy significant difference found. Academic credit was rated important by 50% of the respondents, with a statisticaTTy significant difference found for years in the district and size. Outcome-based was rated important by 89% of the respondents, with a statisticaTTy significant difference by age and Tocation. I Concerning the wiTTingness to be invoTved in a management— deveTopment partnership effort, the responses were as foTTows: Yes-— 72%, No--6%, and Uncertain--22%. The directors of the ten corporations Tisted the foTTowing conditions under which they woqu be wiTing to enter into a partnership effort to assist in the deveTopment of schooT administrators (every response was recorded): a timetabTe, cTear directions, outcome-based, agreement with corporate phiTosophy, speedy, not detract from corporate emp10yees, access to students and educators, cTear mission, mutuaT pTanning, convenient Tocation, bTessing from superiors, cTear understanding of the time and money needed, and entertain anything. When asked to rate the importance of a partnership effort as a resource for the deveTopment of schooT-budeing administrators, 90% 137 of the respondents gave a rating of 3, 4, or 5. No statisticaTTy significant difference was found by demographic variabTes. CHAPTER V SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS Summary The purposes of the study were (a) to assess the importance of competencies identified 'hi management-deveTopment programs in business as competencies rated important in schooT-budeing administration and (b) to identify the important conditions for a management-deveTopment partnership effort. Answers to the foTTowing research questions were sought: 1. Are the competencies identified in private-sector management—deveTOpment programs considered important competencies for schooT-budeing administration by principaTs and superintendents? What, if any, differences are reported as a function of: a. SchooT district size b. PrincipaTs or superintendents c. Age of respondents d. Gender of respondents e. ETementary or secondary principaTs f. Geographic Tocation of district 9. Number of years in current position h. Number of years in present district 1. TotaT years as a budeing principaT 2. If given the opportunity to participate in a management- deveTopment partnership effort with the private sector, what condi- tions are identified as important by principaTs and superintendents? 138 139 What, if any, differences are reported as a function of: SchooT district size PrincipaTs or superintendents Age of respondents Gender of respondents ETementary or secondary principaTs Geographic Tocation of district Number of years in current position Number of years in present district TotaT years as a budeing principaT -I-='(0 "th 0.0 0"!” 3. Are there any conditions under which directors of private- sector management-deveTopment programs woqu be wiTTing to enter into a partnership effort to assist in the deveTopment of schooT adminis- trators? 4. Do principaTs and superintendents consider at partnership effort with private-sector management-deveTopment programs an important resource for the deveTopment of schooT-budeing adminis— trators? The research methodoTogy and procedures incTuded: T. DeveToping and estabTishing face vaTidation of the interview guide. 2. EstabTishing criteria for the sampTe of ten corporations to be incTuded in PopuTation One. 13. Interviewing Inanagement-deveTOpment directors of' the ten corporations chosen as PopuTation One and Tisting the identified competencies in each management-deveTopment program. 4. AnaTyzing the identified competencies for simiTarities and consoTidating into 63 competencies in seven categories by a paneT of experts. 140 5. Constructing the survey instrument designed to gather data on the importance of the competencies identified in the management- deveTopment programs of businesses as competencies aTso considered important for schooT-budeing administration. 6. Submitting the instrument to a paneT of experts to determine face vaTidity. 7. PiTot testing the instrument, cover Tetter, and two endorsement Tetters with ten peopTe in job situations simiTar to those of the popuTation to be sampTed. 8. SeTecting the sampTe of 200 eTementary principaTs, 199 secondary principaTs, and 151 superintendents. 9. Determining the variabTes for size and geographic Tocation in the sampTe. 10. MaiTing the questionnaires (Appendix B) with a cover Tetter (Appendix C) and two endorsement Tetters (Appendices D and E) with a stamped return enveTope on March 3, 1987. 11. Waiting anxiousTy for the data to be returned. 12. TabuTating and coding the data in preparation for statisti- caT anaTyses. 13. AppTying the statisticaT procedures of: frequency comparisons, incTuding the mean for each competency and quartiTe for appropriate independent variabTes; Cronbach’s anha reTiabiTity ratings for the seven categories; Pearson product-moment correTation coefficient and a regression anaTysis, a one-way ANOVA, for aTT eight demographic ‘variabTes and categories of' competencies; the Scheffe test for muTtipTe comparisons; a two-taiTed t-test for gender; a 141 two-way ANOVA for the demographic variabTes of job titTe and Tocation; chi-square and cross-tabuTations for the dependent variabTes of conditions with the eight demographic variabTes. T4. DeveToping the concTusions and recommendations for this study. Research Findings The research findings indicated that the competencies identified in management—deveTopment programs in businesses were considered important in schooT-budeing administration. Fifty-six of the 63 competencies were rated as important by 80% of the respondents. Ratings of the competencies. were simiTar for superintendents and eTementary and secondary principaTs. NO Tinear correTation was found for the variabTes. Gender showed the most significant difference. In more than han of the categories, femaTes rated the competencies of more importance than did maTes. In the Scheffe test for muTtipTe comparisons of variabTes showing a statisticaTTy significant differ- ence, the Targest spread of a mean difference was in the independent variabTe of age and the dependent category, other. Group 1’s mean was 3.1773, and Group 4’s mean was 3.5400. NO statisticaTTy significant difference was found at the .05 TeveT for job titTe and Tocation on the dependent variabTes. The ratings of conditions that were important were: mutuaT pTanning of goaTs and objectives (97%), participants from both business and education (95%), presenters from both business and 142 education (94%), outcome-based (89%), cost (84%), Tocation (77%), and credit (50%). Seventy-two percent of the participants responded “Yes" to wiTTingness to be invoTved in a management-deveTopment partnership effort. Twenty-two percent were uncertain, and 6% responded "NO." When asked to rate the importance of a partnership effort as a resource for the deveTopment of schooT—budeing administrators, 90% of the respondents rated a 3, 4, or 5, with no statisticaTTy significant difference by demographic variabTes. The directors of the ten corporations »Tisted the foTTowing conditions under which they woqu be wiTTing to enter into a partnership effort to assist in the deveTopment of schooT administrators (frequency of responses is given in parentheses): a timetabTe (10), cTear mission (10), mutuaT pTanning (10), outcome- based (8), access to students and educators (8), cTear directions (6), cTear understanding of the time and money needed (6), agreement with corporate phiTosophy (5), not detract from corporation emp10yees (2), bTessing from superiors (2), convenient Tocation (T), entertain anything (1), and speedy (1). Competencies T. Competencies identified in private-sector management— deveTopment programs were considered important for schooT—budeing administration. 2. Superintendents and principaTs agreed on the importance of the competencies. 143 3. Ranking of the competencies was simiTar for superintendents, eTementary principaTs, and secondary principaTs. 4. EducationaT Teaders in a11 geographic Tocations of the state agreed on the importance of the competencies. 5. The size of the district was a factor onTy in that CTass 3 administrators rated pTanning and communicating sTightTy higher than did those in CTass 4. 6. The number of years in the district and the number of years in the present position accounted for no difference. 7. When age and totaT years were considered as factors, the youngest respondents and those with the fewest years as budeing principaTs considered the competencies Tess important than those who were the onest and had the most years as budeing principaTs. 8. FemaTes considered the competencies more important than did maTes in more than han the categories and may respond favorabTy to the private sector as a resource repTacement for the traditionaT university programs now avaiTabTe. Conditions for a Partnership Effort 9. MutuaT pTanning of the goaTs and Objectives was considered the most important condition. Respondents from the eastern region considered it extremeTy important, those from the western region rated it very important, and participants from the northern region had a spTit decision. Respondents between the ages of 42 and 48 considered this more important than did any other age group. 144 10. Having participants and presenters from both business and education was important to respondents, with no demographic differ— ences. 11. The condition of outcome-based was considered Teast important by the youngest group. 12. Cost was a consideration, regardTess of the demographics, and Tocation of the training was unimportant to those with the most years as budeing principaTs. 13. Academic credit was important to onTy han of the respondents. Those with the fewest years in the district rated it more important than did the other respondents. WiTTingness to Enter Into a Partnership 14. Most respondents woqu be wiTTing to enter into a partner- ship effort. Very few said "No," and some needed more information. 15. Directors of corporate management-deveTopment programs woqu be wiTTing to enter into a partnership effort with conditions simiTar to those expressed as important by educators. Importance of a Partnership Effort 16. A partnership effort as a resource for the deveTopment of schooT-budeing administrators was seen as important by nearTy 90% of the administrators, with no difference by any demographic variabTe. ConcTusions Based on the research findings, the researcher drew the foTTowing three concTusions: 145 1. A statewide effort to use private-sector management- deveTopment programs as a resource for the deveTopment of educationaT Teaders is a possibiTity in Michigan. ETementary and secondary principaTs in a11 geographic areas and in aTT sizes of TocaT schooT districts are wiTTing to enter into a training effort with businesses. Superintendents, who often are the gatekeepers for district in-service needs, wiTT support such an effort. Competencies considered important for managers in business are aTso considered important for principaTs throughout a11 identified competency areas. 2. Conditions for a successfuT partnership effort between business and education in the deveTopment of educationaT Teaders wiTT need to begin with mutuaT pTanning of program goaTs and objectives. This is especiaTTy necessary for educators in the eastern region of the state. Attention to the earTy pTanning of such an effort is considered to be more important to success than either the Tocation or cost of training experiences. Participants and presenters shoqu be from both business and education. Academic credit need not be a primary factor in a partnership training effort. The members of the partnership representing business consider a cTear mission statement and a timetabTe of events as necessary for participation Of members of the business community. 3. The two primary target groups for a management-deveTopment partnership shoqu incTude femaTe principaTs and aTT principaTs with fewer than four years of administrative experience. 146 FemaTes may more cTearTy recognize the need for the manageriaT aspect of the Teadership roTe. Use of business as a resource for the deveTopment of femaTes in educationaT Teadership roTes may conceivabTy Tead to an increase in the number of femaTes in higher administrative positions. FemaTes may aTso respond more favorabTy to the private sector as a resource repTacement for the traditionaT programs now avaiTabTe to them as they rated the competencies identified in the private sector as more important than did their maTe coTTeagues. Because the youngest and Teast experienced educationaT Teaders rated the identified competencies Tess important than did oner and more experienced Teaders, another initiaT target group may be administrators with fewer than four years of experience in the principaTship. OTder and more experienced administrators may have recognized the nature of the work and work setting of schooT managers. The Tonger one is in a manageriaT position, the reaTity of manageriaT work may be recognized as very different from the rhetoric proposed by academicians. Support from the private sector for the Teast experienced principaTs may require more initiaT pTanning, but the deveTopment of operationaT management skiTTs earTy ir1 a career may Tead to a Tong-term higher TeveT of productivity and exceTTence in the schooTs. Recommendations Based on the findings and concTusions presented in this study, the foTTowing recommendations are made: 147 Recommendations for Service 1. An aTTiance of private—sector businesses shoqu provide a working framework for the estabTishment of a Teadership-deveTopment partnership center for the continued training Of Teaders in both education and business. 2. Two target groups shoqu be the initiaT participants for this center: (a) principaTs with fewer than four years of experience and (b) femaTe principaTs. 3. The Michigan Department of Education shoqu estabTish a priority for management—deveTopment partnership efforts and provide both expertise and funding to refTect that priority. 4. State departments of education shoqu assume a proactive roTe in the coordination of educationaT Teadership training and partnership efforts with the private sector. Combined human and financiaT support may produce a synergistic effect that is heTpfuT to TocaT schooT districts. 5. Boards of education shoqu recognize the simiTarity of skiTTs and job functions of managers in education to those of managers in business and adjust hiring practices to refTect these simiTarities. 6. State departments of education, in estabTishing administrative certification codes, shoqu recognize the business community as an aTternative to universities or professionaT organizations for the continuing deveTopment of educationaT Teaders. 7. Leaders in business and education, in estabTishing management-deveTopment partnerships, shoqu incTude (a) mutuaT 148 pTanning of goaTs and objectives, (b) participants and presenters from both business and education, (c) seminars and training sessions with a noncredit option, and (d) training sessions offered statewide with minimaT consideration to Tocation. 8. University and coTTege educationaT administration programs shoqu provide an aTternative to the present academic program by permitting the use of business resources for compTetion of certain credits toward an advanced degree. 9. Mentors from the ranks of more experienced Teaders shoqu be sought for principaTs with fewer than four years of experience. Recommendations for Further Research 10. RepTication of this research for PopuTation One shoqu occur with corporations throughout Michigan, as weTT as with smaTTer businesses. 11. Further research shoqu be conducted that focuses on the variabTe of gender and the importance of the private-sector competencies and partnership effort. 12. A foTTow—up study shoqu be undertaken with those who did not respond in this investigation, to see if there is a difference in responses. 13. This study shoqu be repTicated in a state other than Michigan. 14. This study shoqu be repTicated to see if these are skiTTs needed by centraT office staff and superintendents. 149 15. Members of TocaT schooT district boards of education shoqu be surveyed to compare their responses with those in this study. RefTections This study, in effect, refTects an effort of Teaders in both business and education. As Often occurs with research, this study began with a beTief—-that the management skiTTs important for managers in business are aTso important for schooT budeing principaTs; therefore, private-sector management-deveTopment programs coqu be considered a resource for the deveTopment of educationaT Teaders. The Inovement from a beTief statement to a dissertation required the support of key individuaTs in education and business. The cooperation and Openness of members of the business community were cruciaT. The trust exhibited in sharing program curricuTa and corporate information was criticaT to the core of this study. Time was spent in deveToping a ‘trusting reTationship and expTaining how this study might eventuaTTy be heTpfuT to the business community. The researcher gained a renewed respect for the necessity of estabTishing a historicaT perspective for a study. PTanning for a future aTTiance shoqu aTways incTude a mapping of the past to understand how one proceeded to the present. Recognizing that the present educationaT system was born within corporations as a response to the shift from an agrarian society to an industriaT society may heTp to pTan the roTe of business to support education in the shift from an industriaT society to one that is information based. 150 In any management-deveTopment partnership effort, an awareness of previous research on the nature of manageriaT work in both education and business is essentiaT to the deveTopment of operationaT management skiTTs. The dichotomy between being a Teader or a manager serves onTy the theoretician or author of a best—seTTing book; it does TittTe to heTp in the day-tO-day administration of a schooT budeing. The WHEN of exhibiting Teadership or management skiTTs shoqu be the centraT issue. The researcher observed a Tanguage barrier between education and business. The skiTT of speaking conversationaT business was heTpfuT in this study. The words were mostTy the same for business and education, but the meanings were Often very different. Interpreting in either a process or outcome mode proved heTpfuT. An "interpreter" may be a criticaT factor in initiating any partnership effort that truTy invoTves both sides. A cTear definition of a partnership must refTect the interdependence of the partners with opportunities, risks, and future gains for each. As the workforce in the United States is presentTy invoTved in a paradigm shift, schooT Teaders need assistance in transTating the needs of the future workaace into skiTTs for future workers. Partnership efforts across the nation are growing, and the opportunity for a management-deveTopment partnership effort in Michigan appears to exist. The competencies and conditions identified in this study coqu be the basis for such an effort. Those invoTved in the mutuaT pTanning of a partnership effort wiTT 151 need to think gTobaTTy and not become mired in the parochiaTism of territoriaT imperatives, ego enhancement, and the buddy system. A weTT-pTanned, mutuaTTy beneficiaT effort may address the needed interdependence of business and education in 10ca1 communities and uTtimateTy be heTpfuT to the entire state in regaining the competitive edge in the woer economy. APPENDICES APPENDIX A INTERVIEW GUIDE 152 INTERVIEW GUIDE TeTT me about your position titTe Tength of time in this position job description How Tong has this corporation had a management-deveTopment program? Number of emp10yees: 50- 99 1,000—2,499 TOO-499 2,500-9,999 500-999 10,000+ Describe the structure of the management-deveTopment program and its reTationship to the corporation: corporate-wide mandatory performance appraisaT affirmative action career deveTopment Percentage in-house -th 0.0 0'0) What competencies/skiTTs in the management—deveTopment program address the abiTity to: a. pTan and organize work work with and Tead others anaTyze probTems and make decisions communicate oraTTy and in writing perceive the needs and concerns of others perform under pressure other L0-hf'D0.00" Are there any conditions under which you woqu be wiTTing to enter into a partnership effort in the deveTopment of schooT administrators? Are there any benefits this corporation woqu derive from a Eanagement—deveTOpment partnership with pubTic education? PTease escribe. . . . APPENDIX 8 COVER LETTER 153 CAMILLE K. DONNELLY 854 Lakeside SE Grand Rapids, Michigan 49506 (616) 247—8368 Dear COTTeague: In 1984, I expTored through the Michigan Institute for Educa— tionaT Management, a possibTe roTe of private sector assistance in the deveTopment of educationaT Teaders. As a resuTt the Business and Education Managers CoTTaborative was estabTished as a component of the Leadership Academy. As the originator of the Business and Education Managers CoTTab- orative and a consuTtant for the partnership efforts in TocaT schooT districts, I am conducting a study to determine if the competencies identified in private sector management deveTopment programs are rated as competencies needed in schooT budeing administration. To gather information about management practices in business that may be reTevant to educationaT institutions, I interviewed the Management Deve10pment Directors in ten major corporations in Michi- gan and with that information, I deveToped the foTTowing question- naire. The information from this study wiTT be incTuded in my disserta- tion as weTT as provide additionaT information for the partnership effort of the Michigan Department of Education and Teadership deveT- opment activities of the Leadership Academy. Whether used for future partnership effort pTanning or reporting in the dissertation, a11 information wiTT be treated confidentiaTTy. To this end, individuaT respondents and organizations wiTT not be identified; onTy aggregate data wiTT be used. Coding is used onTy to identify nonrespondents. If you are interested in the information coTTected in this study, I wiTT be gTad to send you a summary of the resuTts. PTease indicate your interest on the survey return form. PTease take a few Ininutes to compTete and maiT the encTosed survey questionnaire. Your prompt response is needed and appreciated. If you have any questions/concerns pTease phone me at 517-353—8900 or 616-247—8368. SincereTy, - (:IgpayrnitiLINN.‘;;.-u u +4 +2 u r- : C C 44 C C OJ (U “3 f5 f6 1'0 (C Competency E t t t E t t L 0 >3 0 0 CU O O 6—1 D. L D. C. E t; 4—1 Q % 3E §E .5 8E 2E Total 3,4,5 5 4 3 2 ABILITY TO PLAN AND ORGANIZE WORK Develop the competency to: 1. set goals 100 50 42 8 0 0 2. identify critical elements and objectives 100 39 47 13 0 O 3. establish change and transition strategies 99 22 54 24 l 0 4. accomplish tasks effectively 100 46 43 ll 0 0 5. delegate tasks/responsibilities 99 30 54 14 l 0 6. plan effective meetings 99 28 50 20 l 0 7. manage time effectively 100 52 36 10 0 0 ABILITY TO WORK WITH AND LEAD OTHERS Develop the competency to: 8. identify appropriate leadership style 95 21 49 25 5 0 9. appraise staff performance 100 45 46 9 0 O 10. improve staff performance 100 57 38 5 0 0 11. mentor staff 94 15 47 32 0 0 12. implement disciplinary action 93 16 41 36 4 0 13. identify appropriate leadership behavior 95 16 47 32 4 0 l4. build teams for working together 97 36 43 18 2 l 15. utilize power and influence 75 11 26 37 21 4 16. improve relationships with peers 91 15 39 35 8 1 l7. Improve relationships with bosses 90 10 36 44 8 1 18. improve relationships with subordinates 100 25 45 27 3 0 19. implement labor agreements 87 20. develop a career plan 72 5 25 42 21 5 v 164 >~,4—| +3 u 44 4.: v—C C C +3: C WK! 4U 46 (0'0 (5 E+—> u 4: .:u +3 (UL L L 35- L Competency 33 8 3’8. 8 g 8. u 8. % die :5 e 82 £5 Total 3,4,5 5 4 3 2 l 22. recruit and select new employees 97 42 36 19 2 0 23. motivate staff 100 62 33 5 O 0 ANALYZE PROBLEMS AND MAKE DECISIONS Develop the competency to: 24. write accurate problem statements 90 ll 40 39 10 O 25. analyze data 96 18 50 28 4 0 26. analyze performance problems 100 22 50 28 0 0 27. problem solve as a group 98 22 46 30 2 0 28. problem solve individually 98 21 51 26 2 0 29. make appropriate decisions 100 60 34 6 0 O 30. monitor results 100 26 53 21 0 O 31. anticipate problems 100 43 43 14 0 O 32. analyze job skills 96 14 43 39 4 0 ABILITY TO COMMUNICATE ORALLY AND IN HRITING Develop the competency to: 33. improve interpersonal skills 100 28 48 24 0 0 34. conduct effective meetings 99 23 54 22 0 0 35. be assertive 99 12 47 36 4 l 36. present ideas skillfully for the approp- riate audience 100 33 54 13 O O 37. conduct effective interviews 97 23 50 24 4 0 38. speak skillfully on the telephone 96 16 42 38 4 0 39. communicate effectively in writing lOO 34 50 16 0 O 100 41 44 15 0 0 40. eliminate barriers to communication V 165 >,+> u u 4.: +4 r—E C C MI: E 2.3 .8 .3 .2.8 3 Competency 3 S >,8 8 5 8 S % t2? 8% S 8% ‘52 Total “J” >H 'T ”1'“ 2" 3,4,5 5 4 3 2 l ABILITY TO PERCEIVE THE NEEDS AND CONCERNS 0F OTHERS Develop the competency to: 41. conduct a needs analysis 87 10 35 42 12 1 42. recognize, reward, and support appropriate behavior 99 39 48 12 l 0 43. enhance self-esteem 96 28 49 19 4 0 44. increase acceptance for change 99 24 51 24 l O 45. establish quality and productivity improve- ment circles 80 11 29 4O 17 3 ABILITY TO PERFORM UNDER PRESSURE Develop the competency to: 46. confront effectively 98 32 49 17 2 0 47. negotiate successfully 94 28 44 22 6 0 48. eliminate self-defeating behaviors 99 29 50 20 1 O 49. minimize relationship tension 97 27 48 22 3 O 50. manage stress effectively 99 4O 41 18 1 O 51. handle grievances 88 15 4O 33 12 O OTHER (NOT IDENTIFIED IN THE ABOVE SIX ABILITY CATEGORIES) Develop the competency to: 52. develop a budget 91 19 42 30 8 1 53. speed read 62 4 17 41 28 10 54. develop new manager orientation 66 4 20 42 27 7 55. apply computer technology 77 8 28 41 21 2 56. understand data processing 68 8 19 41 25 7 89 16 36 36 10 1 57. maintain facilities and equipment v >44; 44 u u .9 Be g 55: 29% % Eu 44 u 5.4-: 4—3 Competency E S >.S 8 5 8 8 % 13% 25%— E 82’ 8% TMfl M” >H ” W” 2” 3,4,5 5 4 3 2 1 59. implement policies 98 30 46 22 2 O 60. locate appropriate educational research 82 10 32 4O 17 l 61. interpret educational research 85 13 35 37 15 O 62. select and apply appropriate instructional design models 9O 13 43 34 10 O 63. select and apply appropriate instructional design applications 90 14 4O 36 10 0 Ratings of Conditions (in percent) >544 44 +4 u 4.: r—C E C H: C (1qu (U (U (Um «1‘ ea u 44 :4.) u QJL L L 3L 5. Condition 338. 3‘8 8 ES. 448 3.5 £5 E SE Z°E Total 3,4,5 5 4 3 2 l 64. Mutual planning of the goals and objectives 98 43 43 12 2 ‘ 65. Location of the training 77 8 26 43 19 4 66. Participants from both business and education 95 37 35 23 4 l 67. Presenters from both business and education 95 35 4O 20 4 1 68. Cost 84 14 26 44 15 1 69. Academic credit 50 6 13 31 28 22 70. Outcome based 92 24 30 29 7 1 Importance of a partnership effort with private— sector management-development programs as a resource for the development of school 90 18 47 25 8 2 building administrators APPENDIX G RATINGS 0F COMPETENCIES AND CONDITIONS 7 APPENDIX H PERMISSION LETTER FROM UNIVERSITY COMMITTEE ON RESEARCH INVOLVING HUMAN SUBJECTS V 167 MICHIGAN STATE UNIVERSITY UNIVERSITY COMMITTEE ON “SEARCH INVOLVING EAST LANSING ' MICHIGAN 0 {MN-l0“ HUMAN SUBJECTS (UCRIHS) 253 ADMINISWA‘ITON BUILDING ”Piusuu March 3, 1987 1 . Ms. Camille K. Donnelly 854 Lakeside SE Grand Rapids, Michigan 49506 Dear Ms. Donnelly: Subject: Proposal Entitled, "Competencies Delivered in Private Sector Management Development Programs that are Competencies Needed in School Building Administration and the Implications for Delivery of Management Development Activities in a Partnership Effort Between Busi ness and qucari on" UCRIHS' review of the above referenced project has now been completed. I am pleased to advise that the rights and welfare of the human subjects appear to be adequately protected and the Committee, therefore, approved this project at its meeting on March 2, 1987. You are reminded that UCRIHS approval is valid for one calendar year. If you plan to continue this project beyond one year, please make provisions for obtaining appropriate UCRIHS approval prior to March 2, 1988. Any changes in procedures involving human subjects must be reviewed by the UCRIHS prior to initiation of the change. 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