FUNCTEQNS 0F ENDUSTRY APPROACH 'E'Q CURRICULUM FQR VOCATEONAL EBLfiCAHGN The“: 500 flu Bags-ca of pk. D. MECHEGRN STATE UNIVERSITY Wilkiam E, Gieason 1967 1113111111111 11111111111111 QISQSL 1329117110 1310 1 1 ‘ [University Inasm- This is to certify that the thesis entitled FUNCTIONS CF INDUSTRY APPRCACH TO CURRICULUM FOR VOCATIONAL EDUCATICN presented by William E. Gleason has been accepted towards fulfillment of the requirements for 1311.0. degree in Education f /'7 Z/ //flM////? /:: / Major professor DmeFebruary 7, I967 0-169 ref—32 M Ma. 3£Pfl 1 193? 300119”: ABSTRACT FUNCTIONS OF INDUSTRY APPROACH TO CURRICULUM FOR VOCATIONAL EDUCATION by William E. Gleason Problem: This study develops an approach utiliz- ing the functions of an industry to discern content appro- priate to curriculum development for educational programs preparing workers for an industry: The retail farm machin- ery industry of Michigan was selected as a non-farm agri- cultural related industry appropriate to the purposes of the study. The scope of the study was limited to the "management" and "service" functions of the industry under study. Procedure: The study required two phases. The first phase consisted of an analysis utilizing experts of the industry and of education to develop a taxonomy of technical and personal-social competencies required of work- ers in the industry. The structure and purposes of the industry were clarified and the functions fulfilled by the industry identified. The management and service functions were selected for further analysis. Activities performed in fulfilling each function were identified and the kinds of competencies required to perform related activities were suggested and listed for each function. The activities and William E. Gleason competencies were grouped by relatedness to typical curricu- lum areas to suggest the kind of educational mix included in educational programs serving the industry. The second phase of the study involved refining and verifying the content identified in the initial phase to determine validity and apprOpriateness to curriculum development. A jury of experts rated the activities and competencies according to a four point scale of desirability to establish an index of importance score for each item. The jury of experts was composed of three sub-juries of ten members each. The sub-juries consisted of: (l) managers of retail farm machinery businesses, (2) management person- nel from sales and service positions of the wholesale level of the industry, and (3) educators engaged in researching, designing, or implementing educational programs preparing workers for the industry. The sub-Juries were selected to determine the extent of agreement between three groups significant to the industry under study for the importance of content identified. Techniques of statistical analysis were applied to the data collected in the second phase of the study to assist in the analysis. Findings: The study revealed four functions common to retail farm machinery businesses in Michigan. They were: (1) selling, (2) service, (3) management, and (4) records and accounts. The management and service functions were selected for further analysis. Seventy-five activities were identified for the William E. Gleason management function and seventy-six for the service function. Thirty-five competencies were suggested as essen- tial to the management function and thirty-one for the service function. The activities and competencies identi- fied were grouped under ten typical curriculum areas as follows: (1) records, (2) finance, (3) inventory control, (4) personnel evaluation and supervision, (5) safety, (6) attitudes and habits, (7) advertising, merchandising, and public relations, (8) sales, (9) mechanical service, and (10) agriculture. Activities and competencies for each function were identified for the first eight areas. Mechanical service was unique to the service function. There were no activities classified as agricultural identi- fied for either function although a considerable number of agricultural competencies were found to be desirable for performance of each function. Responses by the Jury of experts revealed a high degree of agreement for the activities and competencies identified by the experts of the industry and of education. Activities and competencies requiring abilities in the personal-social areas tended to be rated equal in importance with technical abilities when considering the range of requirements for workers in the industry. A high degree of agreement was evidenced in the ratings within and between sub-juries. The "functions of industry" approach was found to be.a workable concept for analysis of an industry to dis- cern curriculum content apprOpriate to educational programs. FUNCTIONS OF INDUSTRY APPROACH TO CURRICULUM FOR VOCATIONAL EDUCATION By \ l' William 5% Gleason A THESIS Submitted to Michigan State University In partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY College of Education 1967 / 3/4 4}? A” ACKNOWLEDGEMENTS The sincere appreciation of the author is extend- ed to those persons and organizations whose contributions were essential to the development and successful completion of this study. Appreciation is extended to those persons from industry and from education who provided information and ideas essential to the deveIOpment of the study. Special appreciation is extended to Professor Raymond M. Clark who served as academic and thesis advisor, and to Professors, Carl F. Albrecht, Carl H. Gross, and H. Paul Sweany, members of the guidance committee, for their council and encouragement. A special and sincere appreciation is also extended to my wife Marjorie and to my three sons, Randy, Gary and Donald, without whose forbearance and understanding this study would not have been undertaken. ii ACKNOWLEDGEMEN LIST OF TABLES TABLE OF CONTENTS T8 0 O O O O O O O O O O O O O O O 0 LIST OF F IGURES I O O O O O O O O O O O O O O O O 0 LIST OF APPENDICES C O O O O O O O O O O O C C O 0 Chapter I. INTRODUCTION TO THE STUDY. . . . . . . . . A. B. C. D. E. F. G. H. I. II. BASES A. B. C. D. E. F. G. H. III. PROCED A. B. C. D. The Problem. . . . . . . . . . . . . Background . . . . . . . . . . The "Functions of Industry" Approach Demand for Educational Programs. . . Plan for the Study . . . . .'. . . . Assumptions Underlying the Research. Hypothesis . . . . . . . . . . . . . Definition of Terms. . . . . . . . . Summary and Overview to Impending Sections . . . . . . . . . . . . . FOR THE STUDY 0 O O O O O O O O O C 0 Introduction . . . . . . . . . . Objectives of Education. . . . . . . Need for Balanced Educational Programs . . . . . . . . . . . . . Concern for Vocational Guidance. . . Non-Farm Occupations in Agriculture. The "Functions of Industry" Approach Use of Industrial and Educational Experts. . . . . . . . . . . . . . Summary. . . . . . . . . . . . . . . “RES FOR THE STUDY 0 O O O O O O O 0 Introduction . . . . . . . . . Identifying the Experts. . . . . . . Identifying the Functions of the Industry . . . . . . . . . . . . . Delimiting the Scope of the Study. . iii Page ii —. - _a d—L—s—a—A \0 CD \l'\l\n\.t~ll\)\O-‘-‘b |\)_a- —‘\O [DION \OOML‘ #b‘ \N MO \n p- :- «Pr-l? (Tl-i=- Ui-i-‘ -‘\O Chapter IV. PRESENTATION AND DISCUSSION OF DATA . . Identifying Activities and Competencies. . . . . . Developing the Instrument The Respondents . . . . . Collecting the Data . . . Treatment Of the Data . . Summary . . . . . . . . . Introduction. . . . . . . . . The Model . . . . . . . . . . The Management Function . . . The Service Function. . . . . ApprOpriateness Of the Model. . Testing the Model . . . . . . . c Strengths of the Function Approa h Summary . . . . . . . . . . . . v. SUMMARY, CONCLUSIONS, AND IMPLICATIONS. . A. B. C. D. E. BIBLIOGRAPHY. APPENDICES. Introduction. . . . . . . . . . . . Summary Of Findings . . . . . . . . Conclusions . . . . . . . . . . . Implications for Vocational Educati Suggestions for Further Study . . . iv iii—e... fian-eo 127 LIST OF TABLES Table Page I. Reasons for Discharge or Not Getting Promoted. 7 II. Areas Of Activity and Competency for the "Management" and "Service" Functions in the Retail Farm Machinery Industry Showing the Number of Activities or Competencies for Each Area. . . . . . . . . . . . . . . . . . 73 III. Weighted Mean Scores Of Activity Areas for the Management and Service Functions as Rated by Three Sub-Juries. . . . . . . . . . 98 IV. Weighted Mean Scores of Competency Areas for the Management and Service Functions as Rated by Three Sub-Juries . . . . . . . . 99 V. Weighted Mean Scores and Rank Order Of Activity Areas for the Management and Service Functions as Rated by a Jury Of Experts. 0 O O O O O O O O O O O O O O O O O 102 VI. Weighted Mean Scores and Rank Order Of Competency Areas for the Management and Service Functions as Rated by a Jury of Experts. ,,_ . . . . . . . . . . . . . . . . l0} VII. Mean Scores, Standard Deviation, and Rank Order Of 75 Activities for the Management Function Of the Retail Farm Machinery Industry as Responded to by a Jury Of Experts COmposed Of Three Sub-Juries . . . . 128 VIII. Mean Scores, Standard Deviation, and Rank Order Of 35 Competencies for the Manage- ment Function of the Retail Farm Machinery Industry as Responded to by a Jury of Experts Composed Of Three Sub-Juries . . . . 140 IX. Mean Scores, Standard Deviation, and Rank Order of 76 Activities for the Service Function Of the Retail Farm Machinery Industry as Responded to by a Jury Of Experts Composed Of Three Sub-Juries . . . . 144 X. Mean Scores, Standard Deviation, and Rank Order of 31 Competencies for the Service Function of the Retail Farm Machinery Industry as Responded to by a Jury of Experts Composed of Three Sub-Juries . . . . 152 V LIST OF FIGURES Figure Page 1. Overall Structure of the Farm Machinery IndUStry. O O O O O O O O O O O O O O O 0 O 67 II. Typical Structure Of the Wholesale Unit Farm Machinery Industry . . . . . . . . . . 68 III. Structure of the Retail Farm Machinery Unit . 69 IV. First Cluster of Items by McQuitty Hierarch- ical Classification of Members and Reciprocal Pairs on the Basis of Ratings by a Jury Of Experts. . . . . . . . . . . . 105 V. Third Clustervof Items by McQuitty Hierarchical Classification Of Members and Reciprocal Pairs on the Basis Of Ratings by a Jury Of Experts . . . . . . . 106 VI. Fourth Cluster Of Items by McQuitty Hierarchical Classification Of.Members and Reciprocal Pairs on the Basis of Ratings by a Jury Of Experts . . . . . . . 107 vi LIST OF APPENDICES Appendix Page A. The Jury of Experts. . . . . . . . . . . . . . 128 B. Cover Letter to Retail Managers, Members of SUb-Jury o o o o o o o o o o o o o o o o o e 131 C. Table VII - Mean Scores, Standard Deviation, and Rank Order of 75 Activities for the Management Function Of the Retail Farm Machinery Industry as Responded to by a Jury of Experts Composed Of Three Sub-Jury . 132 C-1. Table VIII - Mean Scores, Standard Deviation and Rank Order of 35 Competencies for the Management Function Of the Retail Farm Machinery Industry as Responded to by a Jury Of Experts Composed Of Three Sub- Juries . . . . . . . . . . . . . . . . . . . 140 C-2. Table IX - Mean Scores, Standard Deviation and Rank Order Of 76 Activities for the Service Function of the Retail Farm Machinery Industry as Responded to by a Jury of Experts Composed of Three Sub- Juries O O O O O O O O O O O O O O 0 O O O O 144 C-3. Table X - Mean Scores, Standard Deviation, and Rank Order Of 31 Competencies for the Service Function of the Retail Farm Machin- ery Industry as Responded to by a Jury Of Experts Composed Of Three Sub-Juries . . . . 152 vii CHAPTER ONE INTRODUCTION TO THE STUDY The Problem The primary focus of this study is one Of utiliz- ing the "functions" of an industry as Opposed to the more traditional use Of the "job titles" to deveIOp a curricular base for educational programs to meet the needs of potential workers in an industry. This study represents an effort to develOp an approach utilizing the functions performed in an industry as a basis for analysis to determine curricular content. The approach includes the identification of the functions performed in an industry, the specific activities carried out in the performance of each function, and the kinds of competencies required by persons who perform the activities of a function. The retail farm machinery indus- try was selected as appropriate for testing the approach and is consistent with the author's background and interests. Background Several thousand years ago man discovered that he could more effectively acquire his needs and wants through the principle Of mechanical advantage. A stick or club increased his reach. A stone hurled was yet another improvement. A forked stick could scratch the surface Of -1- -2- the earth and enable him to more effectively produce plant life. From these feeble beginnings man has continued to ease his lot through the mechanization of his work. This is exemplified as we look at the changes in time requirements needed to produce a bushel Of wheat down through the ages. The age Of human power required 173 minutes to produce a bushel of wheat. The use Of animal power made it possible to increase the size and effective- ness of machines to the extent that 26 minutes were re- quired to produce a bushel Of wheat by 1896. Mechanical power and other technological inovations had reduced this time requirement tO 10 minutes in 1930 and 6 minutes by 1949.1 According to recent estimates a bushel Of wheat can be produced in less than 5 minutes in the l960's. Mechanization is one Of the major contributing factors in the rapid deveIOpment Of agricultural production techniques. Mechanization Of agriculture increased over the years and the farm machinery industry developed to meet the needs of manufacturing, distributing, and servicing mechanized equipment. In the early days manufacturers discovered that farmers preferred to do business locally rather than through some distant factory. Thus, the local farm equipment dealer who assumed the role of purchasing agent for the farmer and representative Of the 1. Farm Equipment Retailers Handbook, National Retail Farm Equipment Association, St. Louis, MO., I953. -3- manufacturer became established. Today a network of retail farm machinery dealerships exists within easy reach Of nearly every farm in the nation. They provide the Contact between the manufacturer and the consumer and fulfill the functions Of sales and service of mechanized equipment in agriculture. These dealerships represent individual busi- nesses unique in many respects and very similar in others. The retail farm machinery industry is one Of many supporting industries in agriculture today. These indus- tries are Often referred to as farm related industries, -related agricultural industries, or agricultural related industries. Whichever term one uses the purpose is to describe those industries which provide service to farmers and those which process, store, transport, and market farm products. The term used to describe these industries is meant to convey the idea that similar kinds Of competency and knowledge are required to carry out their purposes as are required in production farming. Concern for the specific kinds Of knowledge, understanding and competency required Of workers in related agricultural industries has become increasingly evident. The need for more highly trained workers in these industries has demanded the deveIOpment of training programs to meet their manpower needs. For many years man's agricultural technology and his social relations were characterized by relative sim- plicity and stability. Educational forms could be used -4- which identified the student at an early age and provided him with the specific skills needed for success in agri- cultural industries. Witness the lack Of training programs or educational requirements prerequisite to employment or .success in these industries in early years. Mulhern summarizes the early forms Of vocational education in less technical societies. -..skills in the arts and crafts and.all Of these methods of economic activity are transmitted from generation to generation by apprenticlng, as it were, the boys and girls Of the tribe tO their parents and elders, whose activities they learn to imitate. Much Of the education Of prim- itive youth has to do with the economic aspects Of his life, but this particular phase of his education is informal and sometimes unconscious, being determined by the basic physical members and taking the form Of spontaneous rfiaction to environmental conditions. The dangers today Of premature specialization in vocational preparation have been enumerated by psycholo- gists, economists, sociologists,.and industrial.management specialists. The dynamic nature Of today's labor market and the increasing geographic mobility of workers demands the deveIOpment of a high degree Of.adaptability both in the technical areas and in man's personal.social relation- ships. Such adaptability must arise out Of educational programs characterized by high levels Of generalizability. 2. James Mulhern, A History Of Education (2nd ed; New York: The Ronald Press CO., I959) P. 28. -5... Mayo stressed the need for broad "technical and social un- derstanding" for citizens Of modern industrial societies. ...This again implies-a need for greatly improved concepts Of training and.education, and equally improved methods. Routine training sufficed for an "established" society; it cannot fulfill the require- ments Of a worlg_created by modern science auditechnology. The early forms Of vocational.education which stressed.only the develOpment Of the skills and technical abilities are no longer sufficient. The develOpment Of personai social relationships continues to pLay an ever increasing-role for success in life and in the effective- ness Of workers at all levels Of employment. The personal and social aspects of today's world of work including the behaVioral, attitudinal, and adaptability factors play an .especially significant part in the role Of workers in indus- tries which require them tO deal directly with the public. Agricultural related.industries.such as.the retail farm machinery industry, the feed, seed and fertilizer industry, the agricultural chemicals industry, and others require a majority Of their workers to deal with the public as they provide their services to producers. As the total man is involved in the performance Of his job, so must the total man be prepared for fulfill- ing the requirements Of that job. The success or lack Of success which workers experience in jobs has been the focus 7— 3. Elton Mayo, The Social Problems Of an Industrial Civilization (Boston: Harvard University Press,Tl945), P. XIII. -5- of many studies in industries. In.a publication sponsored by the Socony Mobil Oil Company a study by H. C. Hunt is reported which deals with success factors Of employees and illustrates this point. The study results from the can- vassing Of 76 corporations, some among the best known in the entire country, and deals with Office and clerical help Of the organizations in question. The finding of the study (see Table 1) points up the relatively low incidence Of inadequate skills and technical knowledge being given as the reason for lack Of success Of workers in the Office and Clerical field. 0n the other hand, unacceptable character Land behavioral traits seem to appear frequently responsible, accounting for 90% of the causes for discharge and 76% Of the reasons given for lack Of promotion. Similar studies of college graduates in industry support the findings of Hunt's study. It is not meant to infer here that the skills or technical ability Of workers is less important than char- acter traits or behavioral characteristics. The implica- tion is rather one of equal importance and suggests that educational programs have been less successful in preparing workers in areas Of personal social relations than they have in the technical areas. The world Of work and production must not.be. viewed as a set Of bureaucratic hierarchies. .We must learn to view the world Of work realistically. It is a complex interwoven team, composed Of individuals with the multitude -7- TABLE I REASONS FOR DISCHARGE OR NOT GETTING PROMOTED4 Deficiencies Preventing Most Common LACK OF SPECIFIC SKILLS Causes For Discharge Promotion In Shorthand 2.2% 3.2% In Typewriting 1.6% 2.4% In English 1.6% 5.2% In Dictaphone 1.3% 1.6% In Arithmetic 1.3% 3.0% In Office Machines .9% 2.2% In Bookkeeping .6% 1.4% In Spelling .6% 2.7% ID U... Udm In Penmanship .0 10.1; CHARACTER TRAITS Carelessness 14.1% Non-Cooperation ' 10.7% Laziness 10.3% Absence for causes other , than illness 8.5% Dishonesty Attention to Outside things Lack of initiative Lack Of ambition Tardiness Lack of loyalty Lack of courtesy Insufficient care of and improper clothing Self-satisfaction Irresponsibility Unadaptability Absence due to illness d \O O‘\ YOU! \I 10 OK) -‘ *‘dk‘efi. mmmfimm‘oa LN» * \I\OO\I\J‘~I #NW -P'\N U-P'J—‘OOUi—ebl O\O\\l *‘&*‘& *‘fi‘efi‘fi‘o‘fl‘dfl‘fi $19.“ ##034-‘0 UOXON 23% Adapted from a study by H. C. Hunt, Meriden, Conn. :1: 4. Paul w. Boynton, SO You Want A Better JOb,(SOcony Mobil Oil CO., New York, I955 P. . -8- Of likes and needs of the human organism, servicing their respective publics with like needs. We must realistically understand these relationships to understand what commit- ment ought to mean and.to assist in reducing the psychic costs we are now paying in the world of work and .production. The development of abilities and skills in the technical arenas will remain a major focus in educa- tional programs. The behavioral aspects Of the world Of work will be Of equal importance as we develOp abilities tO.more effectively utilize our technology in an increas- ingly complex society. In order to translate these concerns into.appro- priate operationai.terms, curriculum planners must care- fully study the world Of work. It is appropriate to study ,the technical aspects relative to the technical skills and abilities needed by workers in an industry. It is also apprOpriate to examine the myriad Of processes.and products, the.varied organizational patterns, and the.complex social interrationships involved within the industry.and.between the industry and its relevant publicso If we assume that educational programs may pro- perly contribute to: (1) general education, (2).vocational preparation, and (3) vocational guidance, then combined. with the conditions previously described we must conclude that a thorough investigation of the nature Of the world Of work related tO specific industries is in order. It is concern for precisely this problem which -9- has become the central focus of this study. The nature of . the agricultural related industries is not self-evident and as they grow and become more complex it is difficult to graSp.and retain their essence. This study is an attempt to identify the social as well as the technical aspects Of the activities performed and the competencies, required to perform these activities for such an industry, -namely the retail farm machinery industry. The approach used in this study will be referred to as.the "functions Of industry". It is an attempt to analyze an industry to determine educational needs of workers in an industry by identifying specifically the services provided, the functions required to perform the services, the activities carried out to fulfill each func- tion, and.the competencies required to perform the activi- ties Of a function. The "Functions of Industry" Approach The ”functions Of industry” approach as utilized in this study is process oriented as Opposed to job orient- ed in that it is a step by step procedure for analyzing an industry. A job (referring to the work load Of a single worker) may be composed Of portions Of several functions or several jobs may be required to complete a single function. The function is process oriented in that it focuses on the purposes Of the industry rather than upon the activities performed by an individual in.a particular -10.. dealership. The specific activities-performed.by.an indiv- idual vary from one dealership.totanother.as size.of.bus- iness, number Of employees, type of organization, and specialization Of services provided vary from one dealership to another. Regardless Of these variables specific func- tions such as sales, service, and management consistently require the performance Of an identifiable group Of activi- ties tO successfully carry out each function. The areas Of competency required to perform specific activities essential to a function should provide a basis for curric- ulum development Of educational programs to prepare individ- uals for employment in this industry. The function is a logical unit upon which to base the develOpment Of training programs for the following reasons: 1. The function describesmacprocess.requiring the performance Of-a group Of closely related .activities. 2. The performance Of these activities requires the possession of a group of varied .competencies. 3. The function as used in this study is a unit common to all businesses fulfilling the pur- poses Of the retail farm machinery dealership. 4., Possession of the competencies required to perform the activities Of one or more func- tions provides flexibility for the employee -11- and for the.business in terms Of: a. mobility within the industry for the worker. b. upotential for advancement within the industry for the worker. C. flexibility Of worker assignments within a particular business. d. flexibility Of organization within a particular business. The "functions of industry" approach suggests the development Of competency in areas Of activity common to all businesses.fulfilling the same purpose. Specific procedures for utilizing a competency unique to a partic- ular business or group of businesses may require additional training or indoctrination. This.additional training is seen as a responsibility Of the individual or the employer as it deals specifically with a brand or make Of equipment, or a procedure unique to a particular company. The "functions Of industry" approach to curricu- lum content in related agricultural industries suggests an overall view of the industry and advances.a.pcoposed con- struct within which apprOpriate content may be framed. It is grounded in a Clarified view Of appropriate and dominant educational Objectives. It may be fully cognizant Of the social, psychological, political, and technological impli- cations for workers and for educational programs which prepare workers for these industries. -12- remand forggducational Programs Industry personnel.and educators agree that the need exists to develOp more effective educational_programs to prepare workers for related agricultural industries. _This will include up-grading existing programs in addition to develOping new ones. Existing employment Opportunities “are becoming more demanding with respect to both the tech- _ nical and personal social abilities required. New employ- . ment Opportunities being created by increasing technology and expansion combined with the high rate of personnel turn- over are creating a growing demand for new and more highly trained workers in this industry. The expanding technology .Of mechanized agriculture requires increased knowledge and .skill for service and maintenance of equipment. The com- plexity Of the retail farm machinery industry is increasing as the competitive nature Of the industry demands larger more effective units for improved and increased services. The nature Of the customer is changing as newbecomes more economically conscious Of purchasing service and equipment to meet his needs. This in turn has caused an increased concern for human and customer relations abilities Of workers in this industry. Experts agree that these trends can be expected to continue and that the demand for educa- tional programs to prepare more effective workers for this industry will increase as these factors increasingly affect the success of farm machinery retail dealerships. -13- Plan for the Study This study is exploratory and descriptive in nature as opposed to being preScriptive. Its intent is to describe and test a procedure for analyzing an industry with respect to the functions performed. The major purposes include: The purposes will 1. The develOpment of a "functions Of industry" approach for studying an industry which Offers potential for identifying content appropriate to establishing curricula for educational programs preparing personnel for that industry. Testing the approach by applying it to the retail farm machinery industry to determine the extent to which the content identified is appropriate to developing curricula for such programs. procedure to be used to accomplish the.above incorporate the following factors: Analysis of the retail farm machinery indus- try tO depict visually the overall structure Of the industry. Study Of the structure and purposes Of the industry to establish a logical consistent definition Of the functions identified. The use of ”functions" rather than tradition- al "job titles" for identifying activities -14- performed and competencies required. 4. Activities performed and competencies required will be included regardless Of the vocational or general education area which has tradition- ally provided such training. 5. Selected industry and education leaders iden- tified as experts will be used tO identify the functions Of an industry and the activi- ties and competencies required to successfully .perform specific functions within that industry. 6. A team approach consisting Of (a) managers of farm machinery retail dealerships, (b) indus- try experts from the distribution and market- ing phase Of the farm machinery production industry, (c) educational leaders presently engaged.in researching, designing, or implementing training programs for this indus- try, will rate the importance Of.activities and competencies for each function. A secondary Objective of this study will be to test the feasibility Of utilizing the above five factors in combination as a valid procedure for analyzing an industry to identify a curricular base for educational programs pre- paring workers for an industry. To accomplish this objec- tive assistance Of industry and education leaders will be Obtained tO analyze and identify the functions Of the -15- industry. Two functions will be selected for further analysis. The following steps have been established as a consistent procedure for the study. 1. Identification Of thewactivities performed to fulfill the functions selected for further analysis. Identification of the competencies necessary to perform the activities Of the selected functions. Rating the importance Of the activities and competencies by three sub-juries. Assumptions Underlying the Research The following assumptions are basic to the rationale upon which this study is based: 1. Industrial and educational leaders can effectively identify: a. the functions Of an industry b. the activities performed in fulfilling a function c. the kinds Of competencies needed to perform activities Responses by sub-juries composed Of: (a) managers Of retail farm machinery businesses, (b) experts within the industry Charged with the responsibility Of.up2grading retail dealerships, and (c) educational leaders researching, designing, or -15- implementing educational programs for the industry will provide a meaningful index of importance for evaluating the appropriateness of activities and competencies identified. Activities and competencies which receive a mean response above 2.00.On a four point rating scale will be appropriate with re— spect to develOping curricula for educational programs preparing personnel for this industry. Activities and competencies identified can be grouped into areas relating to fields Of traditional subject matter. These areas will suggest the mix Of traditional subject matter areas contributing to educational programs for the industry. The retail farm machinery industry is an apprOpriate industry to test the proposed "functions of industry" approach. Persons with the competencies required to perform the activities Of a.function will be more employable, or more successful, or.both, in the industry to which the activities and competencies apply. The overall view of the retail farm machinery industry held by representatives Of full-line companies is not significantly different than -17- views held.by representatives of short-line companies. Hypothesis The hypothesis of this study is as follows: The response by the three sub-juries will reflect a high extent of agreement for the appropriateness of activities and competencies identified by industry and education leaders. Definition of Terms Most Of the words and concepts used in this research are.familiarand are used in the conventional . manner. The following terms are clarified to delimit the intended understanding. 1. The Farm Machinery Industry: That industry whiCE.manufacturers,‘distributes.and services the mechanized machinery and equipment for farming. 2. .Retail Farm Machinery Industry: Retail machinery and.equipmentudea1ers who sell farm machinery and equipment, parts and service to farmers. 3. Function: A process which requires the per- formance of closely related activities to achieve a desired outcome. It may or may not be identical with a job title or job description. 4. Activity: A specific Operation which con- tributes tO the overall function. 5. Competency: Possession Of theccapacity to adequately comply with the requirements which satisfy a prescribed situation. 6. Training: To make proficient by instruction and practice. -18- 7. .Management Function: A composite of the closely related activities involved in the process of decision making within a business. (Specifically a retail farm machinery business) 8. Service Function: A composite of the closely related activities involved in providing service to customers of a retail farm.machin- ery.husiness-includingoset—up.andcassembly Operations, and providing of parts, service or maintenance of equipment to customers. 9. Understanding: The comprehension of know- ledge regarding specific processes. 10. Ability: Capability to act because of the possession of a capacity gained from know- ledge, skill, or understanding. Mészt'assessemi‘: tuggilaratpziac situations. §ummaryand.0verview to Impending Sections This chapter has established a point of reference for the remainder of the study...It represents an attempt .to establish a.framework within which the remainder of the study will become meaningful. A review Of selected research and theory significant to the rationale of this study is contained in Chapter Two which will clarify the rationale behind the procedures and analysis In Chapters Three and Four. A critique Of the study including-conclusiong, implications and need for further study are contained in Chapter Five. CHAPTER TWO BASES FOR THE STUDY Introduction The primary concern Of this study is to assess the appropriateness Of the "functions of industry" approach to the analysis Of an industry. The analysis includes the identification of the functions of an industry, the activ— ities to be carried out in the performance Of a function, and the kinds of competencies required to perform the activities. The Objective is to provide a means of estab- lishing a taxonomy of technical and personal-social com- petencies required of workers in these industries. The develOpment of the taxonomy should provide a systematic understanding of the relationships between the activities performed in such an industry and the kinds of competencies required by workers. Such a taxonomy will be helpful in determining a curricular framework which will be useful in develOping or up-grading educational programs designed to prepare workers for related agricultural industries. This study derives a base from two distinct areas of concern. First is the assumed responsibility of society for the education Of all persons to contribute responsibly to society morally, socially, and occupationally. Second are the considerations for a method of curriculum -19- -20- develOpment consistent with this assumption for.use in designing educational programs to prepare persons for enter- ing the world of work. This chapter is divided into two sections dealing separately with each of the major concerns which serve as the bases for the study. It is an attempt to clarify some underlying issues, provide a background for the rationale of the study, and to support a point Of view. The chapter isustructured to present a discussion relevant_to the above concerns in the following areas. A. .Educational Responsibilities of Society 1. Educating the total man for moral, social, and occupational contributions to society. 2. The need for a balanced program of general and vocational education for persons entering the world of work. 3. The need for vocational guidance in.prepara- tion for responsible living. 8. Considerations for Vocational Curricula 1. Factors to consider in preparing workers for non-farm agricultural industries. 2. The nature Of the functions of an industry. 3. The expertice essential to curriculum- development via the functions of industry. The nature of the political and economic develop- ment of this country has largely determined the objectives Of the educational system. Industrial and technological -21- develOpment required training for the performance of the skills unique to such a system. It is helpful to review briefly the stresses which education has undergone as re- flected by changing Objectives to meet the changing needs Of the society. Objectives of gducation The onslaught of the mass society in America, the rapid technological develOpment, and the American ideals Of equality and achievement have created untold controversy for educators. The expression if not the fact of education- al objectives have been subjected to a continuous state Of flux and controversy. The Changes that have occurred in 1the nature Of the social, technical, and institutional . quality of American society have.broadened.the scope of educational requirements. Studies of the change occurring in our society by sociologists, economists, philosophers, psychologists, and others represents an attempt to identify and interpret the meaning Of these changes to life in such a setting. These changes and interpretations Of them have had tremendous influence on the structure and objectives of American education. Without alluding in depth to the changes which the American educational objectives and institutions have under- gone since this nation was born, suffice it to say that at- tempts by educators tO interpret and Operationalize the ex- pressed goals Of the society have created a vast array of -22- institutional arrangements for the purpose of education. These arrangements reflect the value placed on education at various levels, for differing purposes, and to meet the variety of goals for various groups in the society.1 The views of the quality of life in society are as diverse as are the arrangements of life in the society. The new society is viewed by some very optimistically and by others pessimistically. This fact is dramatically point- ed.out as one examines the Opposing interpretations express- ed by Shills and Selznick as they attempt to identify and explain the gains and losses of society and of individuals .within society in terms of the institutional arrangements which are developing.2 The controversy continues.but educators must deal with the real world and individuals in it. The very nature of the process of interpreting the meaning and imp- lications for life in a society and developing ways and means of preparing individuals for that life implies a continual striving to up-date as change occurs. Therefore educators have attempted in a broad sense to define the overall purposes of education as the develOpment of rational powers and to acquire, preserve, and disseminate those knowledges which have been develOped and refined by the 1. Seymour Lipset, Ihg First New Nation, (New York: Basic Books, Inc., |963)- ‘2. Philip Olson, editor, America As A Mass Societ , ‘ (London: Collier-Macmillan Limited, I963) PP. 13-47. -23- human intellect, and which interact with man's environment. In other words to develOp rational powers and provide a background against which to apply this power.3 To effectively Operationalize these objectives we must recognize certain aspects regarding the nature of man in his social context. He is a biological organism with capacities which flourish and decline according to natural laws. He is an individual influenced by the norms of his culture. He is a member of society subject to- social organization which influences his choices.11 The .organization of the society in which he exists aside from his work is the same as that in which he works. He will spend approximately equal waking hours in and out of his work and will make choices affecting both aspects of his life at all times. The nature of the choices he makes can be influenced by the educational programs which con- tribute to his develOpment. The world.of work in all its varied forms and preparation for that world of work at all levels is an essential part of life for every individual. Concern must be evident and programs available to provide a general education, an education to prepare for further 3. William J. Micheels, "American Industry Project," Stout State University, Menomonie, Wisconsin. Bulletin 54751, June 1965. 4. Sidney HOok, Education For Modern Man, (New York: Alfred A. Knopf, 19635 PP. 59-60: -24- study, and an education for the immediate world of work at a variety Of levels.5 Need Forgalanced Educational Programs Education Of a practical or vocational nature _has been much maligned since its inception as a public responsibility. Since the develOpment of "The Seven Cardinal Principles of Educationflan objective relative to vocational education has been accepted as a sound principle. .Education which profesSes a vocational nature is still not accepted by many spokesmen.for ”academic education”. Vocational education has suffered greatly because of the _rate of its.acceptance. It has been forced to spend far too much time and resources in defense of its existence. .It has.often been forced to narrow its scope so as not to infringe on the sacred ground of the ”academician".6 In so doing it too Often concentrated on the development of only the technical skills and abilities required and. relegated to others the total responsibility for develOp— ment of the personal social skills which were becoming increasingly important in the non-goods.producing segment of industry. To compliment this many academicians fi/S. James Conant, "Vocational Education and the.aational Need", address delivered to American Vocational Association Convention, Chicago, December 7. I959. 6. Melvin L. Barlow, "The Rationale for Vocational Educa- tion", Vocational Education, The Sixty-Fourth yearbook of the National Society for the Study of Education (Chicago: The University of Chicago Press, I965) PP. 1-18. -25- perceived vocational education as simply develOping the ability to perform the manipulative skills. This often encouraged the directing of the "nonaacademic, the slow learner, the low ability", student toward vocational programs. In many cases the end result constituted the thwarting of the principle Of total education for every individual so liberally expressed in theory. Educational programs designed to train workers for the world of work have suffered immeasurably because Of this situation as have the students of such programs. The view expressed by Theodore M. Greene suggest- ing that liberal and vocational education are "two essen- tial and complimentary aspects of the total preparation of the individual for his total life"7, is becoming an acceptable point of view both within education and industry. To assume that vocational education is not concerned with the social and the psychological aspects of a workers needs is to assume that his world of work has no context. The same holds true for all competencies required of workers at any level. Education must be concerned with the total life of the individual but in the context of his real world 7. Theodore M. Greene, "A Liberal Christian Idealist PhilOSOphy of Education," Modern Philosoohies and Education, Fifty-fourth yearbook of the National Society for the Study of Education, Part I (Chicago: The University of Chicago Press, I965) P. I53. -25- including his world of work whatever that world of work might be. The need for a balanced education for workers at all levels was pointed out by the President's Panel of Consultants for Vocational Education. They stated, "Liberal and Vocational Education are both essential aspects of preparing an individual for living and for earning a living."8 We must recognize that individuals matriculate through one educational program, all aspects of which contribute to his worth as an active member of society. _gncern For Vocational Guidance The previous discussion regarding the concerns of education suggests the responsibilities of all education to vocational guidance for the individual. The thesis advanced by Levenstein,9 Super,10 and Havighurst11 suggests that work, the act itself, the fulfillments associated with it, and the social relationships surrounding it, 8. Benjamin Willis, "Vocational Education in the Years Ahead," extracted from a reprint of an address deliver- ed to A.V.A. Convention, Milwaukee, December 3, I962. 9. Aaron Levenstein, Why Peogle Work: Changing Incentives In a Troubled World,—TNew York: The Crowell-Collier Press, I962. 10. Donald E. Super, The Psychologyof Careers: An Intro- duction to Vocational Development, TNew York: Harper and Brothers, I957). 11. Robert J. Havighurst, DeveIOpmental Tasks and Education, (New York: Longmans, Green and CO., I953). -27- represents one of the most significant develOpmental tasks which the individual faces. The increasing number of occupations, the increasing demands they make on workers, the variety of likes and dislikes inherent to the human organism, differences in abilities of individuals and our improving ability to identify these differences combine to greatly increase the importance of the role of vocational guidance. In addition, factors of both geographic and job mobility are extremely important considerations for voca- tional guidance for individuals. Educational planners must consider all of these factors as new programs are developed. Vocational guidance is of equal importance to employers in industry. Vocational guidance for the individual assists him in understanding his abilities and potential, the kinds of occupational choices available to him and the setting in which each occurs. It also assists him to understand the kinds of social and technical skills required of workers in occupations open to him. Equally important it helps him to understand the mobility open to him if he prepares for a particular occupational field. Horizontal mobility refers to moves from one occupation to another essentially at the same level of skill and responsibility. Vertical mobility reflects the Opportunities for advancement within the occupational field to positions requiring a higher level of skill and additional responsibilities. Geographic mobility, of course, refers to locale or region of -28- employment to which the occupational field is restricted. Occupational mobility covers a multitude of social, psychological, economic, and educational contingencies. Lewin suggests that aspirations, both social and geographic, are reflected in occupational choice with mobility as a major factor.12 Davis suggests that the concepts of success inherent in our work ethic demand that society stimulate the elevation of the level of aspirations of workers.13 As the individual seeks to understand himself and to integrate himself with the larger world of increas— ingly complex technical and social implications it behooves society to provide professional guidance that he may become a more capable contributing member of society. A part of this professional guidance must be included in educational programs preparing workers for an occupation or field of occupations.14 Occupational satisfaction and effective job per- formance are highly dependent on effective vocational guidance. Employers have become increasingly aware of this as they select employees, provide incentive programs, 7f 12. Kurt Lewin, Resolvin Social Conflicts, (New York: Harper and Brothers, I938}, PP. 112-114. 13. Allison Davis, "The Motivation of the Underprivileged Worker" Industry and Society, ed. W. F. Whyte (New York: McGraw-Hill Book CO., I946), PP. 86-91. 14. Harold Byram, Guidance in Agricultural Education. (Danville, Illinois: The Interstate, I959). -29- and generally attempt to reduce personnel turnover as a sound business practice. Vocational guidance is important to the individ- ual in making a wise occupational choice. It is the con- cern of employers as they select employees interested in and capable of performing work assignments. It is impera- tive to educational planners as they develop programs to effectively screen and prepare workers for the varied occupations available in todays world of work. Non-Farm Occupations inAgriculture Vocational education in agriculture and industry has played a significant rdle in the preparation of workers needed in the development of the technology of our society. These programs have achieved many successes in the past. In many cases the rapid social and technical changes in our society have outgrown the ability of these programs to keep pace. The demand for breadth and depth of education for an increasing variety of occupations out-ran the scope of their resources. As times changed the efflorescence of science and technology combined to introduce new eras with respect to satisfying man's wants. Many vocational programs became out-moded, underscoring the need to reexamine curricula that purported to prepare workers for vocational competency. While many of these programs were commendable in their day it became obvious that many of them were not geared to -30- curricula designed to adequately meet the needs of workers in many areas of the modern world of work.15 Many studies have been directed toward identify- ‘ing curriculum content for educational programs designed to train workers for related agricultural industries. Few studies have focused on the overall activities of the indus- try or on the total range of competencies required of workers in an industry. Many studies have focused on identification of competencies of an agricultural nature. They have attempted to identify those areas of the curric- ulum covered in traditional programs training for farm occupations which appeared to be apprOpriate to non-farm 'g agricultural occupations. Beginning in the middle 1950's research studies of this nature were initiated in nearly every state. It is not the purpose here to review such studies in depth but it should be recognized that concern was evidenced for the educational needs of workers enter- ing non-farm agricultural occupations. Early studies have contributed significantly toward an understanding of the nature of the occupations involved in non-farm agricultural industries. Following is a brief overview of the significant findings of those 15. Eli Ginzberg, "Social and Economic Trends," Vocational Education, the Sixty-Fourth Yearbook of the NationaT Society for the Study of Education (Chicago: The University of Chicago Press, 1965), PP. 33-38. -31- studies which help describe the nature of these occupations and to describe significant principles to consider in plan- ning educational programs which will prepare workers for them. The Job title or job description has long served as the framework for analyzing an industry to determine training needs of workers for that industry. Brandon16 noted that the job descriptions used to describe the work of technicians in general were varied and diverse. Many of the industries he studied had not yet attempted to estab- lish a Job description, so diverse were the activities involved. Sutherland and Thompson17 found a diversity of organization and personnel assignments in similar busines- ses within an industry such that job descriptions were mean- ingless even if they were available. snartle18 found that "job titles" were often outdated and ignored by supervisors in making work assignments. It is evident that Job titles or job descriptions which were non-existent, outdated, and ignored would not provide an adequate or logical platform 16. George Brandon, Twin Cities Technicians (East Lansing, Michigan: Michigan State University, I958). 17. Sidney Sutherland and D. Thompson, Training Required by Workers in A ricultural Business and Industry, (Davis, California: University of California, 1957). 18. Carroll Shartle Occu ational Information, Its Develog- ment and Agglication, (Englewood Cliffs, NEw Jersey: Prentice Hall, Inc., I959). -32- from which to analyze such an industry for the purpose of identifying curricular content for educational programs. The myth that agricultural competencies tradition- ally provided for farm workers would suffice for workers in non-farm agricultural related occupations Was exploded by Kennedy.19 He found a high degree of variation from one occupation to another between the kinds of abilities needed by farm workers and those needed by workers in non-farm agricultural related occupations. There was a high degree of similarity for workers in some occupations and no simi- Iarity in others. It no longer seemed feasible to approach the development of educational programs for non-farm agri- cultural related occupations with the assumption that abilities required will necessarily be identical or even similar to those required for agricultural workers in farming. With the high degree of vertical, horizontal, and geographic mobility of our society it is essential that educational programs should not be so restricted in scope that they become a limiting factor in the career develOp- ment of the individual. It has been demonstrated that workers who train for a particular occupation may move 19. Henry Kennedy, "A Classification of Relationships Between Farming and Certain Other Agricultural Occupations With Implications for Guidance and Counseling Curriculum Development,” (Unpublished doctgral dissertation, Michigan State University, -33.. horizontally or vertically within a family of occupations but generally do not move outside that family of occupations. This suggests that interest and aptitude of potential trainees must be considered during the selection process if potential Job satisfaction and success are to be maximized. A strong pre-vocational survey covering the range of work assignments, level of technical ability required and kinds of social relationships to be expected \ in various occupations is also in order.20 Developing educational programs for a family of occupations as diverse as those found in non-farm agricul- tural related industries requires the gathering of relevant information essential to planning. The number of workers needed per-unit of time in an occupation, the level of technical and social abilities required for Specific occu- pations, the similarity of abilities needed in closely re- lated occupations, the geographic area from which the trainees are to be drawn, and the number of occupations for which the program wiIl prepare workers are all essential data to planners. Research and experience indicates that educational programs should involve training for a family of closely related agricultural occupations. This will 2 allow breadth of career develOpment for individuals. 20. Donald Super and John Crites, AppraisingTVocational Fitness, (New York: Harper and Row, Inc., I9627. 21. Harold Byram, Guidance in Ag:icultural_§dgcation, (Danville, Illinois: The Interstate, I959). -34- It may be essential to plan programs of a specia- lized nature on a broad geographic base to maintain enroll- ments sufficiently large to provide a range of vocational 22 On the other hand the broad choice by individuals. fields approach to vocational preparation may be applied to provide training for a range of occupations. The focus here should be on concepts applicable to a broad range of occupations where such concepts can be identified. Even here specialized treatment of selected content appropriate only to specific occupations may be required in some cases. A combination of broadly applicable concepts and specific specialized content structured to efficiently and effec- tively provide training for a family of occupations presents a sound approach. The concept of "educational mix" as discussed by Taylor,23 was identified and utilized by Clark24 in a pilot project in Michigan. Such a concept is a significant contribution to vocational education. The concept identi- fies the competencies required in an occupation and relies V— 22. Chester Swanson and John Kramer, "Vocational Education Beyond High School", Vocational_§gucation, The Sixty- Fourth Yearbook of the National Society for the Study of Education, (Chicago: The University of Chicago Press, I965), PP. 168-185. 23. Robert Taylor, "Off Farm Programs: Search for Solid Base” merican Vocational Journal 41:2 (February 1966): L—PP. 31-37. ’ ’ 24. Raymond Clark, "Training for Off-Farm Occupations", East Lansing, Michigan: Michigan State University, May, 1963. (Mimeograph) -135... on structuring the program to allow these competencies to be developed by the program or department with the greatest potential and resource in that particular area. Competen- cies which can best be taught in agriculture will be iden- tified and taught in programs designed to teach that com- petency while competencies of a business, distributive, or mechanical nature will be taught by programs designed to teach them. The educational mix appropriate to different occupations will vary as will the structure of programs to prepare for them. This concept has proven workable in programs of higher education for years. As specia- lization increases the use of educational mix must be expanded. It is essential that broad studies to determine the range and specificity of competencies required for specific occupations in non-farm agricultural related industries be conducted to determine the specific educa- tional mix required. The "Functions of Industry" Approach The term "function" as used in this research denotes a normal process which requires the performance of closely related activities to achieve a desired outcome. Every industry has, as its reason for being, the achieve- ment of desired outcomes. In theory the desired outcome is to provide a particular product or service to a particular segment of society. In practice the process often gives rise to a need for an additional product or service. The concept of the services rendered by the industry is -36- broadened and additional reasons for existence of that industry are defined. Each of the products or services rendered by an industry requires the performance of a cluster of closely related activities which can be class- ified as a function.25 The concept of function is not new to the indus- trial world. The term has long been used to describe industrial processes. It is based on the thesis that activities may be classified on a functional basis irres- pective of the particular product or service that is involved. This functional pattern can be seen more clearly when one views the productive process from the product backward toward its initial conception. Drucker suggested this as he observed. It is not the size of the Operation or even its variety that creates the difficulty but precisely the kind of integration which makes a product in the modern industrial process. In itself this process is one of the greatest and most creative achievements of the human mind, a concept of great daring and a feat of synthesis and ordering. BUt the whole concept, the whole product, the whole order, can be put together only by starting out from the final product. 5 25. Farm & Power Equipment Retailers Handbook, National Farm & Power Equipment Dealers Association, St. Louis, Missouri, I964. Section I, PP. 1-21. 26. Peter F. Drucker, The New Society, (New York: Harper and Bros., 1950) P. I80. -37.. The ”functions of industry" concept asserts that the processes involved in industry are the embodiment of a group of more or less universal processes. These processes, described here as functions, take on a wide variety of forms as they are applied in different industries, at different levels, and under the pressure of differing organizational forms and purposes. The end result in each case however is the accomplishment of an end product whether it be ex- pressed as goods or services. The Association of Consulting Management Engineer827 has suggested that there exists a common body of fundamental knowledge required to serve effectively as a professional management consultant. They further suggest that this same body of knowledge to a greater or lesser degree is essential to managers of business or industry depending on the level at which they work. This body of knowledge is centered around a "function" structure of specialized activities which are seen as the specialized components of the management function. They suggest the following areas basic to getting the job done. 1. Research and DeveIOpment 2. Production 3. Marketing 27. Association Planning Committee, Common Body of Know- led e Re uired b Professional Management Consultants, (Association of Consulting Management Engineers, Inc. N. 17., N. v. .1957). -38- 4. Finance and Control Three additional areas influencing the climate in which the job is accomplished follow. 5. Personnel 6. External Relations 7. Secretarial and legal Functions are seen as logicaj sub-divisions of these activity areas. Operational knowledge and under- standing of the inter-relationships of these areas and functions and the Specific activities involved in carrying out these functions is the essence of the common body of knowledge of which they speak. They suggest that the actual process of management is a three step procedure consisting of the following. 1. Establish objectives 2. Direct the attainment of objectives 3. Measure results The elements of managing consist of performing the following nine activities in chronological order with the 10th and 11th affecting the quality and continuity throughout. 1. Gather information . Synthesize information Plan Decide . Organize outrun) O . Communicate -39- 7. Motivate 8. Direct, guide, or counsel 9. Measure, evaluate, and control 10. Develop people 11. Promote innovation The Association of Consulting Management Engineers are now in the process of attempting to define specific areas of competency based on this common body of knowledge which one must possess to effectively discharge the manage- ment function. The concept of function as a process which is com- pleted by the performance of a group of activities which in turn require a specific set of competencies, advanced by the Association is consistent with the approach utilized in this study. The approach suggested by Face, Plug, and Swanson28 in their conceptual approach to the study of American industry relies on the develOpment of a structure composed of underlying concepts for which specific skills or abilities may be required. They suggest that the defin- ition of a function is the minds way of finding unity in variety. It is dependent upon the perceptions of the senses of man. They are suggesting that the definition of 28. Wesley L. Face, Eugene R. Flug, and Robert Swanson, "A Conceptual Approach to the Study of American Industry", American Vocational Journal, Vol. 40:3 (March I965) PP. T5-17. T— -40- a functional approach as a means for analyzing and des- cribing the industrial process serves as a basis for devel- oping curricular content for specific educational programs and guide lines for preparing teachers to handle these programs. Clark,29 long a proponent of a more realistic approach than the job title or job description for deter- mining curricular content, utilized a similar definition of function in analyzing the feed industry. He utilized the term function to denote a specific area of activity. He identified competencies required to perform the function but did not identify the specific activities performed in fulfilling the function. It is the authors contention that identifying specific activities assists in identifying in behavioral terms the competencies required, and provides a better understanding of the behavioral implications of the function under study. Use of Industrial ang_§gucational Experts The "functions of industry" approach to analysis of an industry demands a knowledge and understanding of the purposes, procedures, and organizational forms utilized in that industry. It requires an understanding of the social setting and the personal social relationships inherent in 29. Raymond Clark, yocational Competencies Needed for Employment in the Feed Industry, East Lansing, Michigan: Michigan State University, January, 1965 (Mimeographed) -41- fulfilling the purposes of the industry in such a setting. This knowledge and understanding is to be found in those persons intimately involved in broad implementation of the purposes of the industry and those researching, designing and implementing educational programs to prepare workers for specific occupational areas within that industry. The definition of industry and education experts of this study specifically identifies such persons. Sand3O suggests that the responsibility for iden- tifying curricular content required in programs of occupa- tional preparation be shared jointly by leaders of educa- tion and industry. Bruner}1 indicates the necessity of involving those persons actively engaged in and studying the areas involved. Evans32 further suggests that the content for such programs be based on those activities of concern to peOple working in the industry involved. A continuing contact with such personnel is essential to minimize obsolescence of curricular content. Clark33 utilized this concept and found it 30. Die Sand, §phools for the Sixties, (Washington, D.C.: National Education AssocTat on . 31. Jerome Bruner, The Process of Education, (Cambridge, Mass., Harvard University Press, I968}. 32. Rupert Evans, "Industry and the Content of Industrial Education", School Sho , Vol. XXI (April, 1962), P. 29. 33. Raymond Clark, ibid 29. -42- satisfactory in determining curricular content for the feed industry. He found both industry experts and educational experts enthusiastic and capable of identifying and verify- ing such content. Summary This chapter has discussed the educational reapon- sibilities of society and some important considerations in develOping curricula for vocational programs to meet such reSponsibilities. Objectives of education in today's society reflect the views of that society. These views demand that educa- tion for life be provided for individuals from all segments of society. They demand occupational as well as general education for persons entering the world of work at what- ever level they may choose. This education should include a balance between the development of technical competencies and competencies of a personal social nature required in all areas of todays life. Vocational guidance must be considered an important service to every individual to insure reasonable success in his world of work and to max- imize his potential contributions to the occupational field which he may enter. I Occupational information to provide curricular content for educational programs which will prepare workers for non-farm agricultural industries is needed. The trad- itional approaches to such studies utilizing job titles or -43- job descriptions are not sufficient. The function approach is designed to identify specific functions of an industry, activities required to fulfill functions, and competencies required to perform the activities. This is a logical, consistent approach for studies designed to identify a taxonomy of competencies as a basis for educational pro- grams to serve these industries. Studies previously conducted of these industries suggests that educational programs be designed to provide preparation for a family of closely related occupations. They suggest that an educational mix will be required. This mix will require that curricular content be drawn from a variety of subject matter areas. Preparation for specific competencies will draw from whatever program or subject matter area is most appropriate. In this manner all areas of education and all levels of education will contribute to the develOpment of the individual. Persons identified as experts from industry and education can determine the technical and personal social competencies on which a taxonomy of competencies can be based. The continued use of such experts as programs are Operationalized and implemented is imperative to mini- mize obsolescence of content in such programs. CHAPTER THREE PROCEDURES FOR THE STUDY Introduction The problem to be studied consists of structuring an approach utilizing the functions of an industry for the analysis of a related agricultural industry. The purpose of the analysis is to identify curricular content appro- priate to educational programs preparing workers for the industry. This section of the report is designed to convey to the reader the accomplishments required in planning and implementing the procedures used in developing the study. The study consists of two distinct phases. The first phase consists of an analysis of the retail farm machinery industry to identify and define the functions and activities performed and the competencies needed. The second phase of the study consists of refining and verifying the content identified in the initial phase to determine its validity and appropriateness as curricular content for educational programs preparing personnel for the industry. This chapter presents the procedures of the study consistent with the phases involved. The structure of the "functions of industry” approach which emerged for the analysis of the industry to identify and define the functions, activities, and -44- -45- competencies required the use of three basic sources of data. The sources included were: (1) the literature of the industry and education, (2) persons identified as experts of industry and education, and (3) personal obser- vation of the on going activity of selected businesses of the retail farm machinery industry of Michigan. The steps involved in the initial phase of the study are listed here and discussed in the first sections of this chapter. 1. Identifying the experts of the industry and education. 2. Clarifying the structure and purposes of the industry. 3. Delimiting the scope of the study. 4. Identifying the activities and competencies required to fulfill the functions analyzed. The later sections of this chapter deal with the procedures involved in refining and verifying the functions, activities, and competencies identified as a means of assessing their validity and appropriateness. The steps involved in the assessment are as follows: 1. Developing and refining the instrument 2. Identifying the respondents 3. Collecting the data 4. Treatment of the data -45- Identifyingfithe Experts The retail farm machinery industry of Michigan was selected as a non-farm agricultural related industry appropriate to the concerns of this study. The rationale of the study suggested that an analysis of an industry would reveal specific functions common to all businesses within the industry. It was thought that the functions of this industry would exist without regard to variables such as size of business, number of employees, and type of area served. The belief was that, once the functions were identified, the activities to be performed in fulfilling the functions could be identified and they in turn would assist in identifying the kinds of competencies required to perform the activities. It was further thought that a unique strategy for such an analysis to identify the common functions of the industry would be to enlist the assistance of industry and education experts capable of 'insight and an overall view of the industry. The expertise needed from industry was found at the manufacturer's wholesale level of the industry. Over ninety percent of the retail farm machinery dealers in Michigan represent one or more of the following major line farm equipment manufacturers (1) Allis Chalmers, (2) Case, (3) Ford, (4) International Harvester, (5) John Deere, (6) Massey Fergusen, and (7) Oliver. Each of these manu- facturers maintain wholesale service branches in Michigan to service retail dealers representing them. The three -47- basic concerns which each Of these wholesale service units have in servicing retail dealers who represent them are: (1) assist the retail dealer to establish and maintain a competitive business operation, (2) provide in-service training and information in regard tO sales and service Of his line Of equipment, and (3) to assist the manufacturer in distribution Of equipment to dealers and relay problems encountered in using the equipment to the manufacturer. Each wholesale service unit therefore maintains a specia- list tO manage sales and to manage service. These individ- uals work closely with dealers representing their respec- tive companies. In most cases sales and service management are separate positions. When the volume Of business is small one person handles both positions and if volume warrants several persons may share similar positions. The sales manager and the service manager positions were iden- tified as experts regarding the structure, purpose, and organization Of the retail operations. The persons filling these positions are responsible to assist retail dealers, representing their company, in developing retail sales and service units consistent with the most effective and efficient techniques that can be identified. These persons are responsible for periodic evaluation Of each retail unit including analysis Of the total Operation, suggesting improvements, evaluating the implementation Of suggested improvements, and recommending the continuation or with- drawl Of the company franchise tO that dealership. This -48— responsibility and the breadth and depth Of understanding of the retail Operations Of persons filling these positions provides a rationale for their selection as experts for the purpose of this study. International Harvester has a position titled educational director with the responsibility Of directing in-service training for retail dealer personnel. This position was determined to Offer the breadth, depth, and involvement necessary to provide the understanding Of the industry desired Of persons serving as experts. The sales managers and service managers Of the major line equipment companies, the education director Of corresponding companies, where such positions could be identified, and the executive secretary Of the Michigan Retail Farm Equipment Dealers Association served as indus- try experts. They contributed tO the identification and definition Of the functions and activities Of the industry and the competencies required tO perform them. In addition to industry experts assistance was given by education experts engaged in the research, design, and implementation Of educational programs in Michigan preparing workers for the farm machinery industry. The education experts identified were from the Agricultural Education and Agricultural Engineering Staff Of Michigan State University. -49- Identifying_the Functions of the Industry The Director of the Farm Equipment Sales and Service Training Program at Michigan State University and the Executive Secretary Of the Michigan Retail Farm Equip- ment Dealers Association identified the persons who served as experts regarding the retail farm machinery industry. Initial contacts were made with the experts Of the industry in September of 1963. Persons were contacted from each of the major line equipment companies. The persons who were solicited tO serve as experts were very agreeable and each in turn indicated a willingness to contribute where it was felt he could be Of assistance. Several sessions were held with various experts for the purpose Of investigating alternative approaches to the problem. The "functions Of industry" approach was pro- posed tO them and they were asked to consider the functions required to fulfill the purposes Of the retail farm mach- inery industry. It was agreed that functions Of the indus- try could be identified which adequately describe the essen- tial aspects Of this industry. .It was decided that iden- tifying the structure Of the overall industry would suggest such functions. In nO instance was the approach rejected as being unsound and even though other approaches were dis- cussed in each case it was agreed that they were less sound and less realistic than the suggested "functions Of industry" approach. The focus Of the analysis at this point was to -50- establish a greater depth Of understanding of the retail Operations Of the industry and the relationships between the retail, wholesale, and manufacturing Operations as they are reflected at the retail level. TO accomplish this goal ten half-day sessions were spent Observing first hand the Operations Of selected retail farm machinery dealerships. These dealerships were selected on the basis Of a cross section Of the companies represented and their proximity to East Lansing, Michigan. The Observations consisted Of informal unstructured conversations and Observation Of personnel in the dealerships. The personnel included: (1) mechanics, (2) parts men, (3) managers, (4) set-up men, and (5) salesmen. In addition to the Observations in dealerships five days were spent in attendance Of manufac- turer sponsored training sessions for retail personnel. Two days were spent at a session dealing with management Of the service shOp, parts Operation, and sales Operation spondored by International Harvester in Lansing, Michigan. The session dealt with the economic aspects involved in prices charged to customers for the purchase Of service, parts, and equipment. Sessions were included dealing with the reasons behind profit and loss of various dealership Operations. Attendance included managers, mechanics, parts men, and salesmen. A three day training session sponsored by John Deere in Lansing dealing exclusively with the in— iservice training Of dealership mechanics was also attended. This session was designed to up-date the knowledge and -51- skill required to service new or improved equipment Of the manufacturer. Attendance at these sessions served to greatly increase the authors understanding Of the structure Of the industry, concerns Of personnel in the industry, and speci- fic activities performed by personnel in various positions within the dealership. The initial series Of interviews with the experts, attendance at in-service schools, Observations Of the retail Operations, review Of manufacturers literature in- cluding Operations manuals, and a review Of retail indus- try periodicals contributed greatly to increased under- standing Of the functional structure Of the industry. These activities were basic to identifying a functional structure Of the retail farm machinery dealerships in Michigan. Delimiting the SCOpe Of the Study As the analysis Of the industry proceeded it be- came necessary tO limit the scope Of the study. It was decided tO dO this by selecting two Of the four functions which were identified as common throughout the industry. Prior to proceeding with the identification Of activities and competencies it is necessary at this point tO define precisely the functions of the industry. Based on the clarification Of the structure and purposes Of the industry as discussed in the last section it was agreed -52- that four basic functions could be defined for the industry. The functions of the retail farm machinery industry were identified and defined as follows: '1. Management: A composite Of the related activities involved in the process of decision making within a business. 2. Office: A composite of the related activities involved in the performance Of internal record keeping, accounting, filing, and secretarial duties required tO maintain an accurate flow Of the total Operations Of a business. 3. Sglgs: A composite Of the related activities involved in acquiring a product and redistributing that product to a satisfied customer at a profit. 4. Service: A composite of the related activities involved in providing service to customers Of a retail farm machinery business, including set-up and assembly operations, and prOviding Of parts, service, repair, or maintenance of equipment for customers. The management and the service functions were selected for further analysis to identify the activities of the functions and competencies required to perform the activities as an apprOpriate method Of identifying -53- substantive content for educational programs. Identifying Activities and Competencies The identification Of the activities performed in fulfilling the management and service functions was initi- ally facilitated through engaging in the discussions, ob- servations, and review Of materials. The lists Of activ- ities thus develOped were submitted to the experts in education and industry for additions and deletions. The experts were contacted and appointments scheduled to pro— vide Opportunity to discuss and review informally the act- ivities performed as related to each function. The sessions were at the convenience Of the participating experts. Each session lasted a minimum of one hour with the longest being six hours. A total Of twenty Of these sessions were held over a period of six months from January to July Of 1964. The experts were asked tO concentrate on one function at a time as defined previously. They were re- quested tO add and delete activities from the list and to identify their reason for each addition or deletion. The activities were categorized and grouped to identify areas Of activity. Based on these areas Of activity the experts were asked tO suggest competencies which might be required to perform the activities identified in each area. In addition to the competencies suggested in activity areas one additional area Of competency was identified as essen- tial to fulfilling each function. Eight activity areas -54- were identified as being essential to both the management and to the service functions. The mechanical service activity area was seen as essential to the service function. Competencies were required in each area where activities were performed. Agriculture was identified as an area where competencies were needed although nO agricultural activities were identified for performance. The process Of submitting the activities and com- petencies to the experts for revision continued until no further additions or deletions were suggested. The process now became one Of attempting to eliminate duplications, rewording activities and competencies tO convey specific meaning, and tO make each as mutually exclusive as possible. TO accomplish this task the assistance Of graduate students in Agricultural Education and seminars in Agricultural Education in the fall Of 1964 and winter Of 1965 were solicited. The final listing Of activities performed and competencies required to fulfill the management and service functions was completed in February Of 1965. The number Of activities and competencies identified in each area is summarized in Table II, page 73. Develoging the Instrument The list Of activities and competencies identified by the experts and refined with the assistance Of the experts became the subStance Of the instrument submitted to the jury Of experts. The reSponses of the jury Of experts -55... was to serve as a measure Of the appropriateness Of the activities and competencies identified for curricular con- tent Of educational programs. The jury Of experts included three sub-juries each Of whom had a definite interest and commitment to the farm machinery industry. Two Of the sub- juries were from the farm machinery industry and the third from education. Agreement among the sub-juries for the substantive content Of educational programs preparing per- sonnel for the farm machinery industry was considered important. To verify the extent Of agreement among the sub-juries, for activities and competencies Of the manage- ment and service functions, the following four point rating scale was selected. 1. Least Desirable 2. Desirable 3. Very Desirable 4. Essential Since each activity and competency was identified by persons selected as experts, and was not eliminated by the experts as they scrutinized the items, it was felt that each item had some degree of desirability. For this reason the scale did not suggest that an item might be totally undesirable. The four pdint scale was selected to reduce the central response tendency Of respondents. It was felt that the three degrees Of desirability plus the essential category would distinguish differences of reSponses for the items rated. -55- The technique by which responses were elicited was as follows. Each activity and competency was typed on a separate card. The cards were color coded by area Of activity and competency. Each card was identified with the number Of the item in the upper right hand corner and a designation in the lower right hand corner to identify the appropriate function and to distinguish between aqtivity and competency. This latter designation was as follows. MA - Management Function Activity MC - Management Function COmpetency SA - Service Function Activity SC - Service Function Competency A small metal box with four pockets labeled with respect tO identifying the rating scale was develOped. The respondents were required to place the card describing. an activity or competency in the apprOpriate pocket. The instrument was tested tO determine the time required to complete the response tO 217 items and the extent to which the instructions and rating scale conveyed the intended meaning. It was administered to six graduate students in Agricultural Education and Agricultural Engineering for this purpose. The instructions and the scale seemed tO satisfactorily convey the intended meaning. An hour and one half was found tO be sufficient time for reSpondents, however most were able to finish in one hour. -57- The Resppndents The respondents consisted Of three sub-juries Of ten persons each, identified as having expertise in terms Of an overall understanding of the retail farm machinery industry. The sub-juries were identified as (1) industry experts, (2) educators, and (3) managers Of retail farm machinery dealerships. Sub-juries one and two consisted Of persons previously identified as experts Of industry and education whose assistance was essential in identifying the activities and competencies to be rated. Sub-jury three consisted of ten managers of retail farm machinery dealer- ships who were presently cooperating with the placement training phase Of the Farm Equipment Sales and Service Training Program conducted by the Agricultural Engineering Department Of Michigan State University. These persons were selected with the assistance Of the director Of this training program. Managers represented a variety Of major full—line manufacturers, size Of businesses, types of areas serviced, and organizational arrangements for retail farm machinery dealerships. Ten persons were identified for each Of the three sub-juries composing the jury Of experts. The managers Of sub-jury three were informed of the study and Of their selection as potential respondents by correspondence from the director Of the M.S.U. Farm Equipment Sales and Service Training Program. This was followed within one week by -58- a personal telephone conversation by the author tO further explain the purpose Of the study, the contribution request- ed Of them, and to set up an appointment at their convenience. Appointments were made with persons from groups one and two by personal contact or by telephone. All persons in groups one and two were previously involved in develOping the instrument and no further introduction to the purpose Of the study or tO the author was necessary. The total number Of respondents was thirty. ggllecting the Data All interviews with the jury of experts were conducted from February 22 to April 15, I966. The interr- views were conducted at the time and place selected by the interviewee. Techniques Of establishing rapport and inter- viewing as described by Kahn and Cannell1 were utilized in so far as feasible as dictated by the individual situation. The purposes Of the study were briefly reviewed, an under- standing Of the "functions Of industry" approach was devel- Oped, the terms "activity" and ”competency" were defined as used in the study, and the technique Of responding was discussed. A deliberate attempt to use terminology deemed appropriate tO the individual and the setting was made and 1. Robert Kahn and Charles Cannell, The Dynamics Of Interviewing, Theory, Technigues, and Cases, (New York: John Wiley and Sons, Inc., I957 . -59... therefore differences did exist from the University profes- sors Office to the backroom Of the rural dealership. An honest attempt to convey a consistent understanding of the concepts involved was attempted in this framework. The respondent was asked to place the card in the pocket Of the box which best described the relationship Of the item to the rating scale. In the case Of activities the respondent was asked to place the item in the slot best describing his Opinion Of the importance Of that activity to the performance of the function. In the case Of compe- tencies he was asked to place the item in the slot which in his Opinion best described the importance Of possessing this competency to the ability to perform related activities necessary to the function. The reSpondent was handed only those items dealing with one activity area at a time. As he completed the cards in each activity area the next area was identified verbally and the cards made available.- When all activities for a function were completed the direction card relative to competencies for that function was revealed and the process repeated. When the interview was completed the box was closed with the cards in place. The ratings by each reSpondent were recorded on,a form for a permanent record Of his reaponse. This data was then transferred to a data coding form preparatory to being punched On machine cards for analysis. -50- Treatment Of the Data The data collected consisted Of the Opinions Of a jury Of experts with respect to the appropriateness Of activities performed and competencies needed to fulfill the management and the service functions Of the retail farm machinery industry. The jury of experts contained three (3) sub-juries of ten (10) persons each for a total Of thirty (30) respondents. There were seventy-five (75) activities for the management function and seventy-six.(76) for the service function. Thirty-five (35) competencies were rated for the management function and thirty-one (31) for the service function.‘ A total Of two hundred and seventeen (217) items were rated by the jury Of experts. Treatment Of the data was designed tO determine the following: 1. Significant differences in the responses Of the three sub-juries. 2. Significant differences in the responses within each sub-jury. 3. The rank.order of activities and Of competen- cies for the respective functions as rated by the jury Of experts. 4. The importance Of each item as rated by the jury Of experts. ..5. The extent that areas Of activity and com- petency common to both the management.and service functions differ in importance as -61- rated by the jury of experts. 6. Whether or not the activities and competencies would cluster differently on the basis Of-EQSU ponses by the jury Of experts than the clusters established Of traditional subject matter areas. Consultation was held with consultants in the Bureau of Education Research,'COllege Of Education, Michigan State University with respect to apprOpriate statistical treatment of data relative to the measures desired. Calculations of the Chi-square statistic,_ Kruskal-Wallis one way analysis, percentages, means, and standard deviation were derived by computer.* The reaponses by area Of activity were submitted to an analysis Of variance and calculation Of group means through a hand method. The McQuitty Hierarchical Classification of Reciprocal Pairs was used to accomplish number 6 above.** This test classifies by typal analysis. Each item is grouped with the item whose response it is most like at the first level. The items grouped at second level then repre- sent a reciprocal pair Of items, or an item with a * The computations were performed by the 3600 computer Of the Computer Institute for Social Science Research through the "Act" program available at the institute, Michigan State University. ** Identical tO above with "Program Hi-Class" -62.. reciprocal pair, or an item with another item. In each advanced level items grouped represent combinations of reciprocal pairs Of items, and other combinations Of items as indicated in Ievei one and two. The classification-con- tinues by selecting reciprocal pairs from every matrix at every level Of classification until the classification is completed.2 Summary This chapter has served to set forth the proced- ures employed in conducting the study. The-first phases Of the study required an analysis tO determine the struc- ture Of the industry, define the functions performed, identify the activities carried out tO fulfill a function, and suggest the kinds Of competencies required by personnel. The second phase Of the study was designed to validate-the content revealed in the initial phase. The procedures for the initial phase included the methods and details Of-iden- tifying and utilizing experts Of education and industry, clarifying the structure Of the industry, limiting the sc0pe Of the study, and the analysis to identify activities and competencies Of selected functions. The procedures Of the second phase included the techniques Of refining the 2. Louis McQuitty, "Capabilities and Improvements Of Linkage Analysis as a Clustering Method", Educational and Psychological Measurement, 29:3 (Falla-T95E). PP. 01" 5 o -53- instrument, selecting respondents, collecting the data, and plans for the treatment Of the data. The following chapter serves tO present the finding Of the analysis and the extent tO which they were found tO be apprOpriate.for curriculum develOpment. CHAPTER FOUR PRESENTATION AND DISCUSSION OF DATA Introduction The objectives Of this study assume that there is a diversified body of knowledge requisite tO the develop- ment Of an industry. This body Of knowledge continues to enlarge and develop in complexity as the industry and the society which it serves expand in complexity. The complex- ity Of the society and Of the industry will be interwoven and interdependent. A body Of knowledge out Of which a framework or structure Of industry emerges must in turn possess a framework which can be organized and expressed in terms Of.the.concepts.involved. An understanding Of the structure Of the industry and the identification and clarification Of the concepts involved can enhance the ability Of teachers to teach and learners tO learn. Structure and concepts involved here create abstractions for the human mind, they may not be immediately and directly comprehended until classification Of identifiable characteristics have been attempted. There are undoubtedly a number Of approaches to developing such a classification. This study represents one such attempt. The terms, "function", "activity", and "compe- tency", as defined on page l7 are vital to the descriptive -54- -65- framework of the farm machinery industry develOped in-tbis study. These terms are useful to the extent that concepts have dimension and exist at varying levels Of complexity. The terms are meant to describe an increasingly specific range Of human involvement required to carry out the over- all purposes Of the industry. The term function is meant to convey a conceptualization of a particular set Of re- lated human involvements. The term activity is an attempt to conceptualize specific Operations required during this involvement. The term competency is an attempt to concep- tualize a set Of understandings, skills and abilities essential for effectively coping with each involvement required. The grouping by activity areas relates to traditional understandings of subject areas and suggests the "mix" Of traditional curriculum areas Of education involved in the overall preparation for performance Of a function. The significance Of this study lies not in the Objective statistical treatment Of the data but rather in the apprOpriateness of the abstract conceptualization Of the descriptive framework developed. This chapter deals with the data from this point Of view. The Model The model utilized to develop a conceptual frame- work for the retail farm machinery industry Of Michigan is a "functions Of industry" approach. It can be noted from -55- the definition Of the term function on page 17 and the functional structure depicted in figures I, II, and III that this approach differs from the job analysis.- While the job analysis focuses on the Operations performed by a worker in a particular assignment the function focuses on the involvement required to fulfill an industrial goal common to all businesses within an industry. The function may include Operations sufficiently varied to require the competencies possessed by several persons. Persons employ- ed in the industry may perform Operations in one or more functions. The function is not descriptive Of the Opera- tions performed by one person in one job. The ”functions Of industry" approach as utilized in this study required the develOpment of an overall view Of the functional structure Of the industry as an initial step. The overall structure Of the industry with its established components is presented in figure I. An intricate system Of communications exists between the com- ponents for feed-in and feed-back systems Of relevant information.- Certain positions in the structure are keys in the system for establishing trends and motivating changes regarding.the services needed by the publics Of the industry and appropriate means Of providing them. Three such positions are found at the wholesale level (see figure II). The positions include the sales manager, service managers, and dealer develOpment managers. Each of these positions requires direct contact with the private \ / I.//I \\\\\\_\=z \ / ///,ul\\\ \‘\\\\ [I \ / \\/A‘ [\P\/ \ / \ \\/\ /\\/\ /\/I I \ \\\ / \\\ II \\ III I b\u\ /\ /’\ I [L adm_p_wcm>_c3_ __m_ucoesoo_ __m:n_>_ucH_ _>v_mcw>_c3_ co_ao:noca umpomcpcoo mc_mec_mcm mLmezwomeacmz ucm cm_mmo wusvoca . 7 ,w pcmucmawvcH cucmmwmm puznoca 03F aemzo mam mmcck meco mom mc_czyumvscmz mcv_mmm_oc; mco_pmo__n3m; _co_wmommm@ _LOmemmm_ _w:o_pm_mm u__n3a _ me___eaam zcwwsucH aemc_cum2 ELmu asp $0 mcavuscvm __mLm>o H mmnw~m -68- a_cmcm_mmo ..mvmm mwm>_ca .moou /’ \ I I! \\ ///’// / I / I \ co_HOEOEa III. II 1: fl. wm_wm lu. /l. - - - . - _ - - . . H. a " wcmEn_:am mocm_zocx «cmEa_:aw - _m_cpm:nc~ mvcma uuauoca Ecmu _ - - . _ pcmEaO_o>mo pcoEmeamo pcmEmeqmo ucoEucmaoo pcmEuLmamo acmeLmamo Lo.moo u_umLo mucoumm xuoum mo_mm mu_>cum ..mpmm pcmEmmmcmz wamaucH acmc_£um2 ELmu w_c: m.mmm_oc; any mo H_c3 HH mmnwmu mcayuscpm .mu_a>h -59- mucouom _ mu_>me _ co_¢a_oomm< mam—moo Haws-335w .ll 1 I III l. l l TIT lllllllllllllll seed __aaam . wcoEmmmcmz a-eace_eeo _-aaem mwm>_La .muou H_c: xcmc_cum2 Edda __mpmm any yo mczvuacpm HHH wmnoau it nucmcm m_mmo_oc; new Loczpummacmz .-70- retail dealership and exerts some control over the struc- ture established at the retail level. Persons filling such positions were identified as experts for the purpose of assisting in the analysis Of the retail unit. The functional structure Of the retail farm machinery industry is presented in figure III. The pur- poses Of the retail unit in society were defined in the analysis as follows: 1. The distribution of farm machinery and equip- ment from the manufacturer to the consumer in an effective, efficient manner consistent with the free enterprise system Of society. (The selling function) 2. Servicing the farm machinery and equipment distributed including the providing Of parts, repair, and maintenance. (The service function) The selling and service functions adequately describe and account for the existence of the retail farm machinery industry. The process Of accomplishing the selling and service functions effectively and efficiently demand further activity. 3. The systematic bringing together Of the resources and the process Of allocating priorities for application Of resources to accomplish the selling and service functions is described as the decision making process. -71- (The management function) 4. The necessity for keeping track of the trans- actions involved in allocating and applying resources requisite to accomplishing the selling and service functions requires a systematic communication and record keeping system. (The records and accounts function) Four functions were identified for the retail farm machinery industry as follows: 1. Selling 2. Service 3. Management 4. Records and accounts For the purpose of establishing parameters for this study the management and service functions were selected to develOp in detail these sections Of the model. The specific activities involved in the perfor- mance Of the management and the service function were grouped under "activity areas". (See Table II) The activity areas identified were identical for the management and the service function with the exception of the area Of "mechanical service" which was unique to the service function. The activity areas identified were as follows: 1. Records . Finance Inventory Control #Um . Personnel.EvaIuation and Supervision -72- 5. Safety 6. Attitudes and Habits 7. Advertising, Merchandising and Public Relations 8. Sales 9. Mechanical Service The nature of the specific activities involved in each activity area are considerably different for the management and the service functions. For example the records activities of the management function consisted of develOping and supervising the implementation Of record systems for various purposes. The record activities for the service function required the application Of forms essential to the implementation Of the records system. In a like manner the competencies required to perform the activities Of the management function suggest the need for a greater depth Of understanding than for the service function. The management function requires sufficient understanding tO develOp and Operationalize a system Of records for the dealership while the service function requires the use Of some Of the components Of the system developed. Competencies for each function were grouped under the same set Of headings as the activities for each function. The term competency is defined as the possession of capacity to adequately comply with the requirements which satisfy a prescribed situation. The capacity may-be -73- an on mm mm m_meoe fl. .1 q l. 83-323 .0- s em oo_>me _du_cmcum2 .m P n m m mm_dm .m n NF n or mco_wm_mm u__n:a ccm mc_m_ucmzucm2 .mc_m_¢em>u< .w m w m o mu_nmx ncm mmn3v_up< .m m a F a 333 .m m a d m— co_m_>cmaaw ocm co_wma.m>w .mccowcma .a F a a w _oEucoo acoacm>c~ .n m o n we oocmc_m .w m m m m vaoumm .- xucmpmasoo xw_>_uu< xocmumano >p_>_po< co_pu::u mu_>cmm co_woc:m wcmEmmmcmz mmmc< zucmuoaeoo ucm xv.>.yu< ~Fo< m0 mwmzaz wIP GZHBOIm >mhmDozH >mmz~Io<§ 2mmwmz oz< :hzw2w0ozwhmmsoo oz< >bH>Hho< no m_yum mu_>me .mu_cmcume o: co_¢uc:u mu_>cmm m co_puc3m pcoammmCSE 2 mm.n om.m w—.n smu_>me .muwcmzumz .m sn.n dm.n on.n w>.m nn.m mo.n mm_mm .w mm.n om.n .o.m mo.m -m.n mo.n ace-ea_dm e-_aaa ace ae-a_aceedeaz .ac-a-eea>u< .s mm.n mm.n om.m nF.n m¢.m nm.n mw_nmr ncm mou:u_ap< .m on.n sm.m e_.n mm.m mn.n mo.n ashram .m om.n m—.m mo.n so.n mm.m _..m co_m_>cma:m ccm co_um3.m>m .mccomcma .¢ mm.n m_.n m_.m ow.m mm.m om.n _oLecoo acoeed>eH .n m¢.m mo.n no.m mo.m m_.n Fo.m mucmcwu .m m¢.n m¢.m #P.m mm.m w—.n om.m mucoumm .— m 2 m 2 m 2 weapmuzcu vcmEmomcmz wcmmmcmz mmL< xa_>_wu< xewmzucH a_zmcm_mmo mummadimnw wwmxh >m omemwm oz< hzuzmwhH>Hho< no mwmoow zcmw .mu_cm:ums oz i * mmHmDfiimDm wmmxh >m Duhmwm oz< sz2w0ozwkwa200 mo mmmoom zH w4mcom i m co_¢oc:u ycoEmmmcm2 i 2 nn.m. mm.m mn.m mm.m mm.m sm.m mesa-:e-Lm< .o. om.n nw.n mn.n *mu_>cmm .mu_cmcum2 .m om.m om.n om.n mo.n oo.n om.n wm_mm .m nm.m mm.m n—.n mn.n on.m m¢.n-wco_wm_mm u__n:a ncm mc_m_ucmcucm2 .mc_m_ucm>n< .h nm.n n_.n n¢.n mm.m mm.m om.n as_aa: sea adage-aaa .e o-.n o-.nw o_.w o-.n on.n om.n system .m om.m mo.n mm.m mm.n mm.m o¢.m co.m_>cma3m ucm co.um:_m>w .mccomcmd .¢ oo.n mn.n om.N oo.n om.n No.n _ocwcoo xcoucm>cn .n mm.m mn.n no.n om.n mm.n sn.n mocmc_u .m mm.n m~.n o¢.n 0:.n n©.m m—.n mucoumm .. m 2 m 2 m 2 mcovmuzum newsmomcm2 mcmumcd2 mmL< xocmuanoo zcumaucm a_:mcw_mmo -100- in Table V reveals the area of attitudes and.habits.with the highest rank order for both the management.and service function. This is an indication Of the importance Of.the non-technical aspects Of an industry.which.requires.per- sonnel tO deal with the public. ,‘It is-surprising tO note that the area of mechan- ical service is ranked lowest for the service.function. This indicates the importance Of the breadth Of.invOlvement in activities essential to the performance Of the service function aside from the technical abilities required to fulfill the function. The same trend can be noted in the low ranking Of the areas of finance, inventory control, and sales for the management function. Those areas requiring the application Of subjective criteria in the decision making process are consistently ranked higher than are those areas requiring specific Objective application Of technical knowledge. Analysis of the mean-scores.and.rank.Order by items as summarized.in-Appendix.c tends tO-bear-Out-this generalization in.regard to both the management-and service function. A comparison Of-the rank order Of-competency areas to be.developed.for the management and service func~ tions as shown in Table VI reveals.a slightly.different picture,~ A priority Of.areas of competency-based on the rank order places at.the tOp.the-develOpment of.ability in the area Of records.. It should be.noted however.that -101- personal relationships reflected in the area Of attitudes and habits is.again.high on the.priority.list as revealed by a second place ranking for both functions. It is interesting tO note that the area of agricultural competency was placed lowest in priority for both the management and service functions. This.area-dealt with the develOpment of an understanding Of the implications Of the machinery and equipment sold and serviced to the mechanization Of agriculture. It should be noted however that the need for agricultural competencies was suggested even though there were no agricultural activities identi- fied for either the management or the service function. The area Of sales is ranked high for the service function with respect to both activities and competencies. The implication again reveals the significance Of effective relations with customers for service function personnel in fulfilling the purposes Of the industry. The area Of mechanical.service is-ranked-highly for the service function when.develOpment Of-competency.is concerned.. The importance of developing technical skill for performance Of function becomes apparent in terms Of ability tO diagnose and repair mechanical malfunctions as a service function requirement. MgQuittyHierarchical.Classification — Attempts to cluster items on-the basis Of.responses by the jury through the use Of McQuitty Hierarchical-Classification system were futile. This system builds a hierarchy of co_wuc:m wcoEmmmcmE may Low um_m_ucmu_ mam; mo_p_>_uom mo_>com .mo_cmcume oz 1 t mmeaxw no >ij < >m Duhmww oz< kzm2mwPH>HFU< m0 mmomo xz UJmu< .w - F¢.n _ mn.m ea-ae: ace manna-ae< .m n sm.n o so.n madden .n MW w mp.n n op.n co_m_>emo:m one co_vm3_m>m .mccomcma .# .u n nm.n m so.n -oencoo xeoaee>cH .n w Nmen h doem mucmc_m .N ¢ “Nam ¢ woem mULoumm .F couco cmm2 condo cmm2 xcmm xemm ade< >e_>_eu< co_puc:u co_vuc:u ou_>me. ucwemmmcmz -103- co_wuc3e ucmEmmmcmE one Low um_m_vcou_ mLo; mo_ucmuooeou mo.>cmm .mu.cmnoms oz i t. m ms.m . m m~.m dens-au_ea< .o- n.m nm.n emu_>Ldm .mu_cmcuaz .m n.n nn.n n s_.m ma_mm .m w m_.n m nm.n mcozpw_mm o__n:a ucm mc_m_ucmLOLm2 .mc_m_pcm>o< .5 m mn.n m mn.n mw_nmr ucm moo:u.wu< .m m nm.n s nm.n aeaeem .m m um.m o mm.n co_m_>cmo:m.ocm co.wm3_m>m _occomLma .¢ s no.n m m-.m -oeaeoo aeohce>ca .n o no.n n mn.m mocha-u .N F nn.n _ n¢.m mucoomm .— Lmoco cmm2 Looco cam2 xcmMI. xcmm- co_uuc:m cMHHMdeIIII moc< zocmvmoEoo mu_>me - wcmEmmmcm2 NIP mom m mem37 < >m owhmwm oz< hzw2w0ozwhma2mo mo mwomo x2H umnm: m _m>m4 -106- wwcqum we zen: m >9 wmc_wwm Lo m_mmm mcp co mc_ma yo co_amu_m_mmm_o .mu.cocmcm_1 >«u.:ouz.xn mEmuH mo umpw3_o nL_zF A > meGHm .muoca_omm ncm mcmnamz ion _m>m4 -1o7- // A / 1’ ./L/ / /‘ _o>m4 mycwaxm mo xcnn d >9 mmc_pmm yo m.mmm one co mc_ma co co_umu_c_mmm_o .mooLa_omm new mcmaEmz .mu_cucmcm_: zwpwaooz >9 mEmuH yo Lm¢m3_u nucaou H> umnwmu -108- Strengths of the Function Approach The "functions of industry" approach presents a valid technique for analyzing an industry with respect to identifying information relevant to curriculum for educa- tional programs preparing personnel for an industry. It develops a picture which helps to visualize the processes, procedures and organizational forms of the industry and in addition spells out the purposes of the industry. The picture of the industry assists in visualizing the social setting of the industry and its relationship to personnel in the industry. The functions describe broad areas of closely allied activity required to fulfill the purposes of the industry. The activities identified by function specify the nature of the work to be performed by persons fulfilling a function. Activities further specify the personal commitment required to meet the moral and social obligations expected of persons employed in the industry. Competencies specify the knowledges, understandings, skills and abilities to be developed by persons preparing for employment in the industry. The "functions of industry" approach concentrates on total involvement required to meet the purposes of the industry. It does not focus on a single area of tradition- al subject matter content. It identifies the nature of the contributions expected from the various traditional subject matter areas contributing to the curriculum of educational programs preparing personnel for the industry. -109- The function provides a descriptive unit which offers the potential for identifying similarities between industries and groups of industries. Such a unit is needed to optimize the potential of future educational programs as attempts are made to generalize regarding content common to the needs of persons preparing for different Occupations. Summary This chapter clarifies the model of the "functions of industry" approach develOped in this study. It presents the findings with respect to the activities to be performed and the kind of competencies needed to fulfill the manage- ment and service functions Of the retail farm machinery industry. It suggests the areas from which content is to be drawn for educational programs, preparing persons for the management and service functions. Finally it presents data relevant to assessing the validity of the model developed and identifies some strengths of the approach. The final chapter is a review of the approach, the findings and implications of the approach, and areas where further study is in order. CHAPTER FIVE SUMMARY, CONCLUSIONS, AND IMPLICATIONS Introduction The purpose of this study was to test the "functions of industry" approach for apprOpriateness as a tool for analyzing an industry to discern substantive curricular content. The "functions of industry" approach as used in this study incorporates the following steps. (1) Determine the purposes of the industry as a basis for identifying the essential functions to be performed in fulfilling the purposes. (2) Identify the activities which must be performed to fulfill each function. (3) Iden- tify the kinds of competencies required of persons who will perform the activities of a function. (4) Group the activities and competencies into appropriate areas to indicate the educational mix required in programs designed to prepare personnel for the industry. (5) Select a "jury of experts" to verify the appropriateness of the substantive content identified. The retail farm machinery industry was selected as an appropriate off-farm agricultural service industry to test the approach. The assistance of persons from the industry and from education with a high degree of under- standing and insight into the overall industry was obtained. -110- -111- These persons assisted in the analysis of the industry to determine purposes, functions, activities, and competencies. A jury of experts containing three subfjuries of ten members each rated the activities and competencies according to a four point scale of importance. The three sub-juries represented: (1) the farm machinery manufacturing and distribution industry, (2) managers of retail farm machin- ery businesses, and (3) educators. Four functions were identified and the management and_service functions were selected for analysis with respect to identifying activities and competencies. The responses from the experts in the analysis and from the jury members in rating items was accomplished through personal discussions and interviews. The ratings by jury members was accomplished with a card sort method as described in Chapter Three. Data obtained from the jury ratings were placed on machine cards and calculations regarding chi-square, the Kruskal-Wallis one way analysis, percentages, item means, and standard deviations were computed on the 0.0.0. 3600 computer. The groupings by area of activity, calculation of group means, and analysis of variance of responses to groups of items by sub-juries were calculated by hand. Summary of Findings The purposes of the retail farm machinery indus- try were identified in functional terms as selling and -112- service of farm machinery and equipment.' Two additional functions, management and record keeping, were identified as essential to accomplish the purposes of selling and service effectively and efficiently. Analysis of the management and service functions revealed 75 activities to be performed in fulfilling the management function and 76 activities for the service function. Further analysis revealed 35 competencies needed to perform the activities of the management function and 31 competencies to perform the activities of the service function. Grouping the activities and competencies by area revealed eight areas common to the management and service function where activities were performed and competencies needed. They were as follows: 1. Records . Finance . Inventory Control 2 3 4. Personnel Evaluation and Supervision 5. Safety 6. Attitudes and Habits 7. Advertising, Merchandising and Public Relations 8. Sales Area 9, Mechanical Service, is unique to the service function in both activities and competencies. Area 10, Agriculture, is common to both functions but only in -113- terms of competencies needed, since activities of an agri- cultural nature were not identified for either function. Analysis of the data obtained by the ratings from the jury of experts revealed a lack of significant differ- ences in the responses of the three sub-juries for the activities and competencies rated. ,Analysis of responses to items grouped by area similarly revealed a lack of signifi— cant differences in the responses by sub-jury. A rank order of items by activities of a function and competencies of a function showed the highest items by rank to be more or less equally distributed over the content areas identified. A rank ordering of group means by content areas suggests that activities and competencies related to attitudes, personal traits, and human relations to be rated slightly higher than are technical abilities. Ratings by the jury of experts tended to substantiate the impor- tance of the activities and competencies identified for the management and service functions of the retailearm machin- ery industry. Conclusions The following conclusions are drawn regarding the apprOpriateness of the "functions of industry" approach, the framework resulting from the approach, and the analysis of the responses by the jury of experts. 13 The "functions of industry” approach is a valid tool for analyzing the farm machinery 50 -114- industry to identify_the body of knowledge necessary to effective development of curric- ula for educational programs serving the industry. Analysis by industry function provides a broader more accurate description of the body of knowledge for curriculum develOpment than does the job analysis or the job description. Identification of activities and competencies of a function presents a picture of all areas of involvement required to fulfill the function.l__ The activities and competencies of a function suggest the mix of traditional subject matter fields contributing to educational programs preparing persons for the performance of a function. There are knowledges, understandings, skills, and abilities common to both the management and service functions. There are common traditional subject matter fields included in the educational mix for both the manage- ment and service functions. The management function requires a higher level of conceptual understanding in most areas than does the service function. -115... 7. The social and technical aspects seem to be equally important to persons fulfilling the management and service functions of the retail farm machinery industry. 8. The use of experts of industry and education to identify and verify functions, activities, and competencies for an industry is apprOpriate. Implications For Vocational_§gucation 1. The results of occupational analysis through the "functions of industry" approach supports the need for a strong background of general education. The nature of definitions applied to vocational education implies that it is complementary to education of a general nature declared to be essential to all persons. Vocational education at its best will be occupational preparation which includes an understanding of the implications of the occupation in the context of social values and human relationships. A strong general educational background is essential in developing understanding and ability in the area of social values and human relationships for the world of work. General education provides a foundation for the development of technical abilities required in all occupations. General and vocational education must Work together to develOp a consciousness of social, moral, and technological responsi- bilities of persons qualifying for the world of work. -116- 2. The "functions of industry" approach utilizing experts from industry is a satisfactory method for identify- ing the nature of the adaptability required of workers in an industry. Rapid increases in technology with its changing demands modifying the nature of occupations, places emphasis on the need for occupational adaptability of persons in the world of work. Sound programs of general and vocational education must lay a foundation for the develOpment of this adaptability. 3. Comparisons of functions common to more than one industry and activities common to multiple functions can be readily accomplished through the "functions of indus- try" approach. Rapid increases in the number of occupations of concern to vocational education demands the identifica- tion of areas of skill, ability, and understanding common to occupations or groups of occupations.’ A workable method of identifying common areas is available in this approach. It assumes the existence of a body of knowledge which can be identified and classified on the basis of functions to be carried out and activities performed. Identification of generalizable knowledge applicable to groups of occupations will be invaluable in developing broad comprehensive pro- grams of vocational education. This will increase the effectiveness and efficiency which can be achieved with limited resources. The limited resources and wide diversity of interests, which exist at the secondary level, demand -117- programs of vocational education focusing on the develop- ment of skills, abilities, and knowledge, generalizable to a broad range of occupations. This will not negate the value of specialized programs at the secondary level if interest and resources are such that efficiency and effectiveness can be achieved. If sound programs of comprehensive vocational education at the secondary level imply the need for more specialized programs at post-secondary levels, then the de- velOpment of such programs should consider: (1) the related- ness of occupational areas included, (2) the mix of tradi- tional curriculum areas required, (3) the geographic area to be served with respect to numbers of students required and number of positions available in the industry, and (4) the level of competence to be developed. 4. The "functions of industry" approach will identify the highly specialized knowledges, understandings, skills, and abilities unique to specific functions or industries. Vocational education programs to meet such needs will range from those with a broad base serving multiple occupational areas to those specializing in the preparation for one occupation. Highly specialized know- ledges, skills, and abilities unique to a particular employing company should be expected to be the responsi- bility of that company. The "functions of industry" approach should prove helpful in identifying information 1' -118- essential to the develOpment of such programs with respect to the uniqueness of requirement within occupations and occupational areas. 5. The results of occupational analysis through the Ffunctions of industryfi approach are applicable to programs of teacher education. Teacher training programs in vocational education must reflect the type of programs anticipated at the secondary and post secondary level. The extent to which knowledge that is generalizable for groups of occupations is identified and programs are devel- oped on this basis will determine the kinds of education teachers need. Teacherscapable of fostering an under- standing and commitment to the social, moral, and technol- ogical responsibilities of workers will be needed at all levels. Teachers with broad comprehensive understandings of principles underlying basic processes of industry and the ability to relate them to a multitude of settings in the world of work will be essential. This type of teacher will be necessary for broadly based programs serving diverse occupational interest areas. Teachers with special- ized areas of competence capable of high level performance in the technical areas to be taught for specific occupations will be equally essential. This type of teacher will be essential to more specialized programs serving specific occupational interests. Programs designed to train teachers for all areas of vocational education must recognize the —ii9- necessity for achieving a balance of theory and application both in the technical and pedagogical arenas. The data collected through the study of industry on a functional basis will assist in identifying specific skills, abilities, understandings, and knowledges needed by teachers in various situations. 6. The results of this study imply the need for both general and specialized vocational preparation for the management and the service functions. It is highly probable that similar results will be obtained as other functions and other industries are studied. Vocational education programs preparing persons to perform such functions must provide flexibility to meet the needs of workers in a variety of areas. Vocational education must concentrate on developing sound educational programs capable of realistic- ally preparing persons to perform adequately in the world of work. Such programs may not be designed specifically to serve the disadvantaged with respect to compensating for cultural, economic, or mental deficiences resulting in society. They will not be remedial programs nor should they be construed as programs to solve the problems of academic or societal drop-outs. Vocational education has neither the resources nor the ability to solve such problEms by its self. However vocational education must be prepared to c00perate in serving disadvantaged youth where programs can be developed to do so effectively. -120- Students who are most successful at negotiating the traditional educational system are recognized as college bound youth. They are counseled away from voca- tional education. Students who tend to be less successful in traditional academic education tend to be the students of vocational programs. There are two implications here for vocational education if it is to provide strong pro- grams of occupational preparation. One is to assist in develOping_programs at all levels appropriate to recogniz- ing and developing students who are to enter vocational programs. The second is to be competitive for students who have the desired background. 7. This study reveals that the management func- tion required a higher level of education in the technical areas than the service function. In order to provide for advancement of personnel from the service to the manage- ment function area, educational programs should provide for continuous educational development. Vocational education should guard against allowing their programs to become dead-end with respect to the occupational career develOp- ment of individuals. 8. Guidance persons Should be provided with up- to-date information regarding the requirements of occupa- tions and occupational areas as such data becomes available. Occupational requirements are changing and new programs are being develOped to meet their needs. Increasing the -121- understanding of guidance personnel with respect to.such data will prove helpful as they counsel persons seeking to prepare for entering these programs. 9. Persons holding high positions in industry W are qualified, capable, and interested in assisting educa- tors to identify the knowledges, skills, abilities, and understandings needed at various levels in the industry. Educators researching, designing, or implementing education- al programs to prepare personnel for an industry should seek out and utilize industry experts as they develop.and up-date curricula for such programs. §gggestions for Further Study 1. Studies of additional industries utilizing the functions of industry approach as develOped in this study are needed to clarify the extent to which functions, activities of a function, and competencies required by a function are similar for more than one industry. 2. Additional study should be concerned with identifying speCific substantive curricular content and experiences to be contributed by various traditional sub- ject fields based on the findings of studies utilizing the "functions of industry" approach. -122- 3. Comparison of the findings for a variety of functions of industry are needed to identify knowledges, understandings, skills, and abilities which are generaliz- able for multiple occupations and groups of occupations. 4. Research is needed to determine the extent and nature of occupational experience appropriate to prospective teachers of the technical areas for new and emerging.occupations. BIBLIOGRAPHY Primary Sources Books Association Planning Committee, Common Body of Know- ledge Required by Professional Mana ement Consultants,7(Association of Consulting Manage- ment Engineers, Inc. N.Y, N.Y., I957). Bulletins Brandon, George, "Twin Cities Technicians", (East Lansgng, Michigan: Michigan State University, 1958 . Clark, Raymond, "Training for Off-Farm.0ccupations”, East Lansing, Michigan: Michigan State University, May l963 (Mimeograph). Clark, Raymond, "Vocational Competencies Needed for Employment in the Feed Industry", East Lansing, Michigan: Michigan State University, January 1965 (Mimeograph). Micheels, William J.,"American Industry Project", Stout State University, Menomonie, Wisconsin, Bulletin 5475i, June I965. Sutherland, Sidney and Thompson, 0.,"Training Required by Workers in Agricultural Business and Industry", (Davis, California: University of California, I957). Unpublished Materials Kennedy, Henry, "A Classification of Relationships Between Farming and Certain.0ther Agricultural Occupations With Implications for Guidance and Curriculum Development", (Unpublished doctoral dissertation, Michigan State University, I959). -i23- Books 424- §econdary Sources _ Farm E.ui ment Retailers Handbook, (National’Retail Farm Equipment Association, St. Louis, MO., I953). Farm & Power Eguigment Retailers Handbook, (National Farm & Power Equipment Dealers Association, St. Louis, Missouri, I964). Boynton, Paul W., 80 You Want A Better Job, (Socony Mobile Oil CO., New York, I955 . Bruner, Jerome, The Process of Education, (Cambridge, Mass. : Harvard University Press, I962). Byram, Harold, Guidance In Agricultural Education, (Danville, Illinois: The Interstate, I959). Drucker, Peter F. The New Societ , (New York: Harper and Bros., I950). Havighurst, Robert J.,Develogmental Tasks and gducation, New York: Longmans, Green and CO., 1953 . Hook, Sidney, Education For Modern Man (New York: Alfred A. Knapf, I963): Kahn, Robert and Cannell, Charles, The Dynamics of Interviewing, Theory, Techniguesy and Gas s, (New York: John Wiley and Sons, Inc., I957). Levenstein, Aaron, Why Peop e Work: Changing Incen- tives in a Troubled Wor_g, (New York: The Crowell- Collier Press, l9 Lewin, Kurt, Resolvin Social Conflicts, (New York: Harper and Brothers, I948). Lipset, Seymour, The First New Nation, (New York: Basic Books, Inc., I963). Mayo, Elton, The Social Problems of an Industrial Civilization, (Boston: Harvard University Press, 19 5 . Mulhern, James, A Histor of Education, (2nd ed: New York: The Ronald Press Co., I959). -125- Olson, Ole, Schools for the Sixties (Washington, D.C.: National EducatiBn Association . Shartle, Carroll, Occupational Infgrmation, Its DeveIOpment and Application, (Englewood Cliffs, New Jersey: Prentice Hall Inc., I959). Super, Donald and Crites, John, Appraising Vocational Fitness, (New York: Harper and Row Inc., I962). Super, Donald E.,The Psychology of Careers: An Introduction to Vocational2QeveIopment, (New York: Harper and Bros., I957). Periodicals Barlow, Melvin L.,"The Rationale for Vocational Education", Vocational Education, The Sixty- Fourth Yearbook of The National Society for the Study of Education (Chicago: The University of Chicago Press, I965). Davis, Allison, "The Motivation of the Underprivileged Worker" Industry and Society, ed. w. F. Whyte (New York: McGraw-Hill Book CO., l946). Evans, Rupert, "Industry and the Content of Industrial Education", School Sho , Vol. XXI (April, 1962). Face, Wesley L.: Flug, Eugene R., and Swanson, Robert, "A Conceptual Approach to the Study of American Industry," American Vocational Journal, Vol. 40:3 (March I965). Ginzberg, Eli, "Social and Economic Trends", Vocational Education, The Sixty-Fourth Yearbook of the National Society for the Study of Education (Chicago: The University of Chicago.Press, I965). Greene, Theodore M.,"A Liberal Christian Idealist PhiIOSOphy of Education", Modern Philosophies and Education, Fifty-Fourth Yearbook of the National Society for the Study of Education, Part I (Chicago: The University of Chicago Press, I955). McQuitty, Louis, "Capabilities and Improvements of Linkage Analysis as a Clustering Method”, Educational and Psychological Measurement, 29:3 (Fall, I964). -126- Swanson, Chester and Kramer, John, ”Vocational Education Beyond High School”, Vocationalygducation The Sixty-Fourth Yearbook of the National Society for the Study of Education, (Chicago: The University of Chicago Press, I965). Taylor, Robert, "Off Farm Programs: Search for Solid Base", American Vocational Journal, 41:2 (February, I966)._ Unpublished Materials Conant, James, "Vocational Education and the National Need" Address delivered to American Vocational Association Convention, Chicago, December 7, I959. Willis, Benjamin, "Vocational Education in the Years Ahead", reprint of address delivered to A.V.A. Convention, Milwaukee, December 3, I962. APPENDICES and Mr. Mr. Mr. Mr. Mr. Mr. Mr. Mr. MF. Mr. APPENDIX A THE JURY OF EXPERTS Industry_§xperts Sub-Jury Representatives of major full-line farm machinery equipment manufacturers wholesale units in Michigan. Roscoe Melhorn, Branch and Sales Manager Allis Chalmers, Lansing, Michigan Clarence VanKIusterhouse, Service Manager Allis Chalmers, Lansing, Michigan A. 0. Hunt, District and Sales Manager Case, Lansing, Michigan L. C. Woodhams, Sales Manager Oliver, Lansing, Michigan John Shuey, Dealer Improvement Manager International Harvester, Lansing, Michigan Howard Fields, Sales Manager International Harvester, Lansing, Michigan Wayne Gillispie, Service Manager International Harvester, Lansing, Michigan Gene Bruhn, Service Manager John Deere, Lansing, Michigan Don Carl, Sales Manager John Deere, Lansing, Michigan James Murphy, Sales Manager Massey Fergusen, Lansing, Michigan -128- -129- Retail Manager Sub-Jury Managers of retail farm machinery dealerships c00perating with the Michigan State University Farm Equip- ment Sales and Service Training Program. Name of Dealership Manufacturer Represented Mr. Don Goostrey International Harvester Equip.Co. International Harvester Ithaca, Michigan Mr. Donald Jensen Jensen Farm Equipment Co. Case Millington, Michigan Mr. Harold Phillips Phillips Equipment Co. Allis Chalmers St. Johns, Michigan Mr. Bill Turner Turner Equipment Co. John Deere Williamston, Michigan Mr. Charles P. Dynes Dynes Equipment Co. Case Owosso, Michigan Mr. Dave Karbowski Karbowski Equipment Co. John Deere Crump, Michigan Mr. Paul Laethem Laethem Equipment Co. John Deere Fairgrove, Michigan Mr. Lloyd Wilson Wilson Equipment Co. John Deere Sheppardsville, Michigan Mr. Jim Hyde Hyde Equipment Co. International Harvester Caro, Michigan Mr. Lloyd Miller Miller Equipment Co. Ford Owosso, Michigan -130- _gucators Sub-Jury Educators engaged in researching, designing, or implementing training programs in Michigan to prepare workers for the farm machinery industry. Richard Bittner, Professor of Agriculture Engineering, and Director of the Farm Equipment Sales and Service Training Program, Michigan State University. Guy Timmons, Professor of Agriculture Education Michigan State University Carl Albrecht, Professor of Agriculture Engineering Michigan State University Raymond Clark, Professor of Agriculture Education Michigan State University Edwin St. John, Agricultural Education Consultant Michigan Department of Public Instruction Lansing, Michigan Clarence Hansen, Professor of Agriculture Engineering Michigan State University Howard McCoIly, Professor of Agriculture Engineering Michigan State University Robert White, Professor of Agriculture Engineering Michigan State University William Stout, Professor of Agriculture Engineering Michigan State University Chester Mackson, Professor of Agriculture Engineering Michigan State University APPENDIX 8 COVER LETTER TO RETAIL MANAGERS, MEMBERS OF SUB-JURY* February 18, I966 Miller Equipment Co. Owosso, Michigan Dear Mr. Miller: Mr. William Gleason, a doctoral student in Agricultural Education here at Michigan State University will be asking for your help to complete a study he is conducting to assist in clarifying the requirements for training employ- ees to enter the Farm Equipment Service and Sales Industry. He will be contacting you by telephone to request an inter- view at your convenience which will require approximately one and one-half hours. No specific information regarding your business will be requested, only your views as to the specific functions and activities performed by employees in the service and sales phase of the industry. The results of the study will be of assistance in planning future training programs. I have suggested that you would be able to provide valuable information to Mr. Gleason, and I hope that you will be able to cooperate with him. I know that he is looking forward to receiving your assistance. Thanks very much. Sincerely yours, Richard H. 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