mama LIBRARY 4 Michigan Mate University __._._..f w -__..——-—— This is to certify that the dissertation entitled Job Analysis as a Data Base for Selection and Training of Custodial/Maintenance Employees presented by Glenn R. Doran has been accepted towards fulfillment fth uirem f . . . o emq eut‘rlld’rfiimstr‘ation and Ph.D. (‘6ng Curricul um {ff-g MAM. Iflajor professor [hue January 28, 1983 MSUhuAfl'MnAcfinn/Eqdwm Institution 0-12771 IV1£3I_) RETURNING MATERIALS: Place in book drop to LIBRARJES remove this checkout from .JIauleasL. your record. FINES will be charged if book is returned after the date ' stamped below. 300 A284 JOB ANALYSIS AS A DATA BASE FOR SELECTION AND TRAINING OF CUSTODIAL/MAINTENANCE EMPLOYEES By Glenn R. Doran A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Administration and Curriculum 1983 6 \30553 ABSTRACT JOB ANALYSIS AS A DATA BASE FOR SELECTION AND TRAINING OF CUSTODIAL/MAINTENANCE EMPLOYEES By Glenn R. Doran The purpose of this study was to illustrate a basis for making decisions in selecting employees and in diagnosing training needs of employees. The study dealt specifically with the position of school custodian, but the model developed was intended to generalize to any of the various support personnel positions that may exist in a school district. The objective of the study was to present a model using job- analysis data to provide a basis for identifying training needs in the existing work force. Specifically, the following objectives were focused on in the study: T. To secure rankings from custodial supervisors of various custodial tasks on the basis of (a) task frequency, (b) task diffi- culty, and (c) task-error consequence. 2. To develop a hierarchy of training needs based on the rankings provided by custodial supervisors. A questionnaire was developed and mailed to custodial super- visors in 95 Michigan school districts having enrollments of 2,500 to 4,000 students. The supervisors were asked to complete the four-part Glenn R. Doran questionnaire providing data on facilities and staffing characteris- tics, selection and training information, evaluation of 60 job skills, and training-needs assessment for the same 60 job skills. The data regarding facilities and staffing as well as selection and training information were compiled and reported as background information for the study. Data from the evaluation of job skills and the training-needs assessment of job skills were compiled and processed to produce rank orderings on four job-skill criteria: (1) frequency, (2) difficulty, (3) error consequence, and (4) level of training need. These rank orderings were then used to construct matrices illustrating rank-order groupings of various job-skill categories. ACKNOWLEDGMENTS During the course of the doctoral program, I received guidance, support, and assistance from many individuals to whom I am deeply indebted. I am sincerely grateful to Dr. Stanley Hecker, chairman of the guidance committee, and to Drs. Glenn Cooper, John Suehr, and Daniel Kruger, who served as committee members. This study would not have been possible without the coopera- tion of the 55 custodial/maintenance supervisors who participated in the survey. Their cooperation is greatly appreciated. A special note of appreciation is extended to my secretary, Bonnie Howe, for her support and assistance in preparing this disser- tation and to my daughter Elizabeth for her help in compiling the survey data. ii TABLE OF CONTENTS LIST OF TABLES ......................... LIST OF FIGURES ......................... Chapter I. INTRODUCTION ...................... Statement of the Problem ............... Importance of the Study ................ Limitations of the Study ............... Definition of Terms .................. Overview ....................... 11. REVIEW OF THE LITERATURE REGARDING TRAINING AND/OR SELECTION OF CLASSIFIED SCHOOL EMPLOYEES ....... General Studies of Training Programs Provided for Classified Employees ................ The Sorsabal Study ................. Studies and Literature Pertaining to the Content of Custodial Training Programs ............. The Barbour Study .................. The Nargo Study ................... The Norrell Study .................. Literature and Materials Related to Training Needs Assessment and the Design of Employee Training Programs ..................... Job Analysis as a Data Base for Identifying Training Needs .................. Needs-Assessment Literature ............. The Peters Study .................. III. METHODS AND PROCEDURES ................. Design of the Study .................. Development of the Questionnaire ........... Method of Analyzing Data ............... —l Gouda-boo Page IV. ANALYSIS OF DATA .................... 52 Part 1: Plant Data; Enrollment; Employee Experience, Selection, and Training ............... 52 Part II: Respondent Ratings of Job Skill Frequency, Difficulty, and Error Consequence .......... 56 Part III: Analysis of Training-Needs-Assessment Data . 7l Part IV: Identification of Training Priorities . . . . 80 V. SUMMARY AND CONCLUSIONS ................. 88 Summary of the Study ................. 88 Conclusions ...................... 89 Recommendations for Further Study ........... 90 General Recommendations and Implications ....... 92 APPENDICES ........................... 96 A. LETTER TO SUPERINTENDENTS ................ 97 B. THE SURVEY QUESTIONNAIRE ................ 99 C. MICHIGAN PUBLIC SCHOOL DISTRICTS HAVING ENROLLMENTS 0F 2,500-4,000 STUDENTS: l98l-l982 .......... llO D. COMPARISON OF NUMBER AND TYPES OF BUILDINGS, ENROLLMENT, AND SQUARE FOOTAGE PER STUDENT ...... ll4 E. COMPARISON OF SQUARE FOOTAGE PER CUSTODIAN AND SQUARE FOOTAGE PER LABOR HOUR ................ ll8 BIBLIOGRAPHY .......................... 122 iv J) b-h-b-b boom bhbhh .4a .5a .6a LIST OF TABLES Selected School Systems in Michigan Using Certain Characteristics as Criteria in Selecting Custodians Items of Information Concerning Applicants for Custodial Work Obtained by Selected Michigan School Systems Number of Selected Schools in Michigan That Used Certain Methods of Instructing Custodians ........... Areas of Instruction Included in the Custodial Training Programs of the 56 Indiana School Corporations ..... Qualifications for School Custodial Employees as Specified in School Districts Identified as Having Exemplary Standards and Practices ........... Summary of Custodial Duties as Specified in School Districts Identified as Having Exemplary Standards and Practices ..................... Custodial Experience ................... Distribution of Custodial Training Methods ........ Distribution of Employee-Selection Activities ...... Respondent Ratings of Frequency of Performance of Job Skills ......................... Weighted Rank Order: Frequency of Performance of Job Skills ......................... Respondent Ratings of Difficulty of Job Skills ...... Weighted Rank Order: Difficulty of Job Skills ...... Respondent Ratings of Error Consequence ......... Weighted Rank Order: Error Consequence of Job Skills . . . Weighted Rank Order: Composite Frequency, Difficulty, and Error Consequence ................. Page l7 l8 l9 2T 24 3O 54 55 55 57 59 61 63 65 67 69 #4:- .l0 .l0a .ll .12 .13 Respondent Evaluations of Job-Skill Training Needs: Entry Skills ...................... Respondent Evaluations of Job—Skill Training: Type of Training ...................... Respondent Evaluations of Job-Skill Training: Need Level ......................... Weighted Rank Order: Job—Skill Training Need Level . . . . Matrix of Job-Skill Categories Versus Ranking on Skill Frequency, Difficulty, and Error Consequence ...... Matrix of Job-Skill Categories Versus Ranking on Level of Training Need .................... Job Skills Appearing in the Top 20 Ranking on Both the Matrix of Composite Frequency, Difficulty, and Error Consequence and the Matrix of Training-Need Level vi Page 72 74 76 78 82 84 85 LIST OF FIGURES Figure Page 2.1 KSA Requirements .................... 38 2.2 Peters'Mini-Model of Systematic Performance Analysis . . 43 2.3 Peters'Maxi-Model of Systematic Performance Analysis . . 45 3.l Weighting Factor Values ................. 5l vii CHAPTER I INTRODUCTION Support personnel in a local school district have an impor- tant effect on the quality of the educational experience of children. In many school districts, the first and last school employee the child encounters is a bus driver. At school, the physical environ- ment, cleanliness, temperature, and safety all depend on support personnel, not instructional personnel. The mental state of the child can be affected by the environment in which instruction occurs. The safety and physical comfort of the child are legitimate concerns of the school district, and it is imperative that competent personnel be employed in the support operations to insure the provision of an environment that is hospitable to the tasks of education. Beyond providing an environment compatible with learning, the level of ability existing within support personnel can affect the availability of monies to finance the instructional effort. The area of utility expenditure provides an excellent example of this influence. Utilities are generally viewed as "fixed" costs. Regard- less of other demands, the schools must be heated, hot water must be provided, and floors must be cleaned. Although the costs of these services are "fixed" in that they are an integral part of the operation of the school physical plant, these costs are also "variable" in that they can be increased or decreased through the actions of support personnel. The custodian who knows that heating-system filters must be periodically cleaned to maximize efficiency of the heating plant can have a significant effect on reducing the amount of heating fuel used to maintain a specified level of comfort. On the other hand, a custodian who is unaware that clogged filters greatly reduce heating-system efficiency will contribute to higher heating-fuel consumption. In an address presented at the 111th Convention of the Ameri- can Association of School Administrators, Brewin and Racich (1979) pointed out that a principal cause of wasted energy in the nation's schools is inadequate knowledge of operation and maintenance tech- niques on the part of building custodians and maintenance personnel. In addition to developing planned preventative maintenance programs and developing better systems of recording utility use, Brewin and Racich strongly recommended that more on-the-job training be provided for custodial personnel. The effect that well-trained custodians may have on opera— tional costs has been illustrated through the Annual Maintenance and Operations Cost Studies conducted by the American School and University publication. Its tenth annual study, published in March 1981, stated that the cost per pupil for plant maintenance and operation more than quadrupled during the period from 1970 to 1981, rising from $20.05 to $82 per student. During this period, the cost of heating utilities increased almost six-fold, whereas the cost of other utilities increased by a factor of 4.5. With these incredible increases in utility costs, the role the building custodian may play in cost containment is proportionately increased. The factor in the educational enterprise that can most accu- rately be described as "fixed" is financial resources. At least on an annual basis, the school district is confronted with the challenge of distributing a finite amount of money to the various facets of the school operation, which at the very minimum would be instruction, transportation, business operations, plant maintenance, plant opera- tion, administration, and food service. Obviously, monies budgeted for any one of these operations become unavailable to the other opera- tions. The school district's primary purpose and reason for existence is to provide for the instruction of children. Thus it follows that school districts should make every attempt to assure a maximum flow of educational dollars to the instructional program. This can best be accomplished through the development of effective and efficient support operations. A key to attaining that objective is to staff the support operations with a well-trained, competent work force. Statement of the Problem The problem addressed by this study was the improvement of the selection and the diagnosis of training needs for support personnel. The objective of the study was to present a model using job—analysis data to provide a basis for identifying training needs in the existing work force. Specifically, the following objectives were the focus of the study: 1. To secure rankings of various custodial tasks on the basis of (a) task frequency, (b) task difficulty, and (c) task error consequence. These rankings were secured from custodial supervisors. 2. To develop a hierarchy of training needs based on the rankings provided by custodial supervisors. Importance of the Study Support operations such as custodial services, maintenance, transportation, and food services are a part of the total school operation. It is important, however, to remember that these opera- tions compete with the primary operation, instruction, for available dollars. Three principal criteria for these support operations are that they provide an optimal environment for the instructional pro- gram, that they provide dependable service, and that they are con- ducted in an efficient manner so that they do not require a larger- than-necessary portion of the available financial resources. Increasing the quality of employees in the support operations, whether through improved selection techniques or through well-designed training pro- grams, offers a viable method for improving the general effectiveness and efficiency of the operation. School districts have three choices in improving the competency level of support-staff employees. First, selection methods can be developed to screen applicants so that those who are eventually employed possess the skills and knowledge to satisfy the job require- ments. Second, districts can rely on training programs to increase the competency level of new and existing employees. Third, districts can develop selection methods that increase the probability of hiring persons who have the necessary skills and can augment the selection process with a training program designed to increase employee com- petence. This study focuses on the third option, a combination of improved selection methods and training programs as an effective and realistic approach to developing and maintaining a competent work force. This focus was selected in consideration of several realities that influence school-district staffing decisions. The labor pool from which schools draw does not contain a great number of persons trained for the jobs available in school districts. To devise a selection procedure that would filter out all applicants except those who are experienced in custodial functions would be tantamount to devising a system that in most cases would yield no qualified appli- cants. The resources of most school districts do not permit the operation of a comprehensive custodial training program. Therefore, much of what is to be learned must be learned through trial and error or through a patchwork program of training often not aimed at the most serious training needs. The presence of organized training programs in school districts is not common. In May 1973, the Nation's Schools publication conducted a survey on the extent of organized training programs. The results of the survey indicated that approximately one-third of the districts provided some form of training for veteran employees. Only 14 percent of the districts offered training for newly hired employees. Training for custodial employees and many other support per- sonnel has been grossly neglected. Initial steps in developing worthwhile training programs for support personnel are the identi- fication of important job skills and improvements in employee-selection procedures. This study presents a process for accomplishing these tasks through analysis of the job skills required of custodial employees. Limitations of the Study The nature of this study was such that the interest of the participant was essential. Rather than attempting to represent a random sample, the study was specifically limited to school districts in a specific size range. Collective judgments of practicing super- visors of custodial personnel were used to develop a profile of entry-level skills that may be expected of custodians and to present data that will assist in anticipating training needs and in planning training programs. The panel-of-experts research technique appeared to be the most realistic research tool to employ in this study. A survey of the literature failed to uncover any data that correlated particular applicant skills with success in the custodial position. Such data can be developed only through a longitudinal study employing a thorough analysis of employee skills. The review of literature also failed to uncover any objective methods that have been employed to determine custodial training needs. The data gathered in this study have been consolidated and are reported as a compilation of responses regarding a particular evaluative determination for each job skill. Results are presented in terms of relative rankings rather than absolute determinations. Being so stated, the results are deficient because they do not give the reader direction as to what actions should be undertaken and what methods are currently sufficient. Instead, the results indicate what should be done first to achieve the maximum positive consequence. Definition of Terms The following terms are defined in the context in which they are used in this dissertation. Entryyskill: A job skill that the potential employee is expected to possess before placement in the job situation. Formal training: Training programs presented to employees; special training sessions presented to employees on a regularly scheduled basis. Independent training: New employees learn the job through their own resources and initiative; the employee contacts experienced employees or supervisor when he/she has a problem. Informal training: Employees learn through experience on the job; supervisory staff or experienced employees instruct new personnel as the job situations occur; in-service activities are conducted occasionally for all employees. Job analysis: The division of a job position into its com- ponent tasks and/or duties. Overview Presented in Chapter I were an introduction to the study, a statement of the problem, the importance and limitations of the research, and definitions of terms used in the dissertation. Chapter II is a review of literature in three areas: general studies of training programs provided for classified employees, writ- ings concerned with the content of training programs for school opera- tion and maintenance personnel, and studies related to training-needs assessment and the design of employee training programs. Chapter III contains an explanation of the design of the study, the development of the questionnaire, and the data-analysis methods used in the study. Results of the data analysis are discussed in Chapter IV. Chapter V contains the summary and conclusions of the study, recommendations, and implications of the research. CHAPTER II REVIEW OF THE LITERATURE REGARDING TRAINING AND/OR SELECTION OF CLASSIFIED SCHOOL EMPLOYEES The educational literature includes an abundance of studies and models relating to the pre-service and in-service education of instructional personnel. However, very little literature is available that specifically addresses the in-service training of classified employees. Galluzzo (1955) and Sorsobal (1970) reported that very little literature was available regarding the administration of clas- sified personnel. Unfortunately, since 1970 there has not been a significant increase in the availability of literature regarding the in-service training of classified employees. Sorsabal found that although the literature is relatively nonexistent on in-service train- ing for classified employees in the public schools, there appears to be an almostinexhaustiblesupply of references relating to training programs that operate in business and industry. The literature reviewed in the present research effort fell into three primary categories: 1. general studies of training programs provided for classi- fied employees, 2. literature and studies specifically concerned with the content of training programs for school operation and maintenance personnel, and lO 3. literature and studies related to training needs assess- ment and the design of employee training programs. General Studies of Training Programs Provided for Classified Employees The Sorsabal Study Sorsabal (1970) examined the in-service training programs for classified employees in 150 selected educational institutions and determined the critical training requirements. Data for the study were obtained by a preliminary questionnaire on training scope and content and by a critical-incident questionnaire. For the purpose of his study, Sorsabal defined in-service training as "the process which provides for the continuous, systematic development among all levels of employees of the knowledge, skills and attitudes which contribute to individual welfare and efficiency of the organization." He further outlined the organizational climate neces- sary for effective in-service training and offered pragmatic justifi- cation of in-service training programs. Citing Planty, McCord, and Efferson (1948), Sorsabal summarized those concepts that demonstrate a strong commitment to training and thus assist organizations in developing successful programs as being the following: 1. The program rests on the assumption that planned, organ- ized teaching is more profitable for management and results in greater satisfaction and advancement for employees than does the alternative of turning the worker loose to learn through his own unguided inex- perience. 11 2. Training is needed on all levels. 3. Training must be continuous. 4. To be effective under modern conditions, training must deal with employee knowledge and attitudes as fully and effectively as it does with skills. 5. To be effective, training must be prepared originally for a particular group and must be constantly adapted to their changing needs. 6. Training must be directed by persons especially prepared for this work. 7. Training requires full and persistent support from man- agement if it is to succeed. Sorsabal defined three types of training programs based on the function to be fulfilled. Induction programs are those designed to acquaint newly hired employees with those with whom they will be working, the purposes of their operation, and its relationship to the total organization. Skill-development training is those in-service training programs, both on and off premise, that are designed to familiarize the employee with his specific job assignment. Sorsabal noted that most skill-development training in public school organiza- tions consists of on-the-job training programs. Finally, he described staff-development programs as those designed, developed, and imple- mented to stress both the employee's improvement in his/her present assignment and his/her preparation for future responsibilities. In his study of the in-service training programs of 25 large California school systems, 75 large school systems throughout the 12 remaining 49 states, and 50 state departments of education, Sorsabal addressed three questions that are specifically relevant to this study: 1. To what extent are systematic and planned in-service training programs provided for classified school employees? 2. What types of activities constitute planned, systematic training programs? 3. What are the critical requirements of effective in-service training programs? Sorsabal listed 21 findings in his study. The findings that particularly address the questions posed above are as follows: 1. In-service training activities were extensively provided for classified employees by the respondent educational organizations selected for the study. 2. The training efforts reported by the respondents were varied in scope and content. 3. The greatest training effort was expended on skill- improvement activities for food service, clerical, and operations personnel. 4. Participation in training activities was usually voluntary. 5. Skill-improvement training was usually conducted in the work location. 6. Evaluation of training efforts was as frequent as it was infrequent. Training was most commonly evaluated through on—the-job performance. 13 7. Participants expressed a positive attitude toward in-service training. 8. The applicability of training activities was the most critical concern of the respondents. 9. The training needs of the employees varied with their age and tenure. The younger, less experienced and the older, more experi- enced employees were concerned more with skill-improvement than with job-advancement training. 10. The areas of critical concern identified by respondents were skill-improvement activities, instructional techniques, the instructor, interpersonal relations, environment, and scheduling of job-advancement activities. Sorsabal concluded that there was no best way to organize the training of classified personnel. However, he suggested that a decentralized training program has the most potential for satisfying the critical concerns identified by employees. The Sorsabal study provided the major resource in the publica- tion of a research bulletin for the Association of School Business Officials. The bulletin, entitled "A Handbook for In-Service Training of Classified Employees," was published in 1970 and has been made available to most school business officials in the United States and Canada. 14 Studies and Literature Pertaining to the Content of Custodial Training Programs The Barbour Study Barbour (1954) studied the methods and criteria for selection of school custodians and the methods and curricula used in the instruc- tion of custodians. He interviewed 100 Michigan school administrators about the following factors involved in the selection and training of custodial personnel: 1. The information solicited from candidates for custodial work. 2. The lists of characteristics upon which selection of cus- todians was based. 3. Employment practices used in employing custodians. 4. Methods for instruction of custodians. 5. Items included in instructional programs for custodians. Barbour found that school administrators sought common char- acteristics in the persons they recommended for employment as school custodians. More than 75 percent of the respondents indicated a preference for candidates judged to be temperate, industrious, trust- worthy, clean in personal habits, capable of learning building- maintenance procedures, and emotionally stable. In his recommenda- tions, Barbour cautioned school administrators to avoid hiring persons previously convicted as child molesters, sexual offenders, and sexual deviates. Only 5 of the 100 districts included in the Barbour study were found to use a written test on custodial work as a criterion 15 for the selection of custodians. However, 90 percent of the respond- ents indicated a desire for assistance in obtaining a test for such purposes. Barbour concluded that instruction for custodial personnel had increased in the 30-year period preceding his study. He found that, in 1924, Iowa was the only state offering instruction in cus- todial practices. By 1954, 24 states were providing custodial instruction through their state vocational departments. Michigan was not among those states providing such instruction. Less than one-half of the schools Barbour studied provided general instruction for custodial staff. When such instruction was provided, it included the use of consultants, printed materials, governmental employees such as boiler inspectors, sanitarians or fire inspectors, or class instruction provided by other school personnel. Barbour found that more than 84 percent of the custodians included in the study were taught the correct and economical use of cleaning supplies and equipment. Fifty-four percent of the districts provided instruction in proper floor maintenance and care. Very few of the districts provided training in grounds maintenance. The respondents tended to rely on the previous experience of custodial staff as a source of knowledge for this function. Barbour concluded that Michigan school officials would bene- fit from the development of a written testing instrument to be admin- istered as part of the selection process for school custodians. He suggested that time-and-motion studies of custodial work should be conducted to establish basic work standards. 16 The investigator cited five specific areas in which cus- todians' instruction could be improved: the objectives of education, boiler room operations, combustion efficiency, security checks, and emergency operations such as civil defense actions or severe weather situations. The findings of Barbour's study related to criteria for selection of custodians, information solicited from custodial appli- cants, and methods of instruction of school custodians are presented in Tables 2.1, 2.2, and 2.3, respectively. The Wargo Study Wargo (1969) conducted a survey of custodial training pro- grams in Indiana to determine the number of persons employed in custodial positions, to assess school administrators' attitudes toward training custodians, to identify those districts that had developed custodial handbooks, and to ascertain administrators' opinions regarding custodial services. After surveying 235 school districts, he determined that 56 of those districts had custodial training programs. Wargo found that a majority of schools used the apprenticeship method of training. Demonstrations by supply-company salesmen were commonly used to increase the job knowledge and skills of experienced custodians. Of the 56 districts that had custodial training programs, none offered training through college classes or correspondence courses. The primary areas of instruction were in housekeeping, employment practices, and benefits. Training in educational purposes, 17 Table 2.l.--Selected school systems in Michigan using certain characteristics as criteria in selecting custodians. Percent of Districts CharaCter‘St‘c Citing as Criterion Must be temperate, industrious, and trustworthy 99 Must have clean personal habits 97 Must be educable in building- maintenance methods 97 Must be emotionally stable 86 Must be 21 years of age or older 78 Must be interested in youths and their problems 75 Must be a citizen of the United States of America 65 Must have satisfactory home rela- tionships 62 Must pass a physical examination by a competent physician 59 Must never have been convicted of a felony 53 Must indicate by conditions of own living premises an interest in well-kept grounds 46 Must be able to pass a written examination on custodial work 5 Source: Julius E. Barbour, "The Selection and Instruction of Public School Systems" (Ph.D. dissertation, Michigan State Univer- sity, 1954). 18 Table 2.2.--Items of information concerning applicants for custodial work obtained by selected Michigan school systems. Items of Information Percent of Schools Seeking Information Name Address Phone number Years of residence in the community Marital status Names of two or more references Willingness to take training for work Length of time employed at each of last three jobs Educational grade completed Work operation performed at last three jobs Reasons for wanting custodial work List of last three places of employment Reasons for leaving last three places of employment Birthplace Hours of instruction in custodial work Home owner or renter Nationality Religious preference Licenses possessed 100 100 99 93 79 77 67 63 63 63 62 60 56 55 55 47 39 20 20 Source: Julius E. Barbour, "The Selection and Instruction of Public School Systems" (Ph.D. dissertation, Michigan State Univer~ sity, 1954). 19 Table 2.3.--Number of selected schools in Michigan that used certain methods of instructing custodians. Number of Schools Method of Instruction Using Method Individual conferences arranged 99 Small-group conferences held 92 Custodians enrolled in statewide institutes 82 Demonstrations given by sales personnel of supply houses 79 Meetings of all custodians in school system took place 66 All beginners apprenticed to work under direction of experienced custodian 64 Instruction given by nurses, fire inspectors, sanitarians, etc. 52 Magazine articles circulated among custodians 48 Consultant employed to work with custodians 45 Information mimeographed and distributed 42 Once-a-week classes conducted for custodians 13 A manual on custodial work compiled by a committee of custodians 5 Custodians studied to pass a licensing examination 5 Custodians enrolled in correspondence courses 2 Source: Julius E. Barbour, "The Selection and Instruction of Public School Systems" (Ph.D. dissertation, Michigan State Univer- sity, 1954). 20 aims, and objectives was neglected, as were custodial evaluation methods. Few school districts had custodial handbooks. Wargo asked respondents to indicate the areas of instruction included in their school districts' custodial training programs. The areas of instruction and the percentage of districts providing the specified instruction are shown in Table 2.4. Wargo found that persons in the field of school-plant manage- ment generally agreed that the position of school custodian is impor- tant to the overall welfare of the school district. At the same time, he found that 78 percent of Indiana school districts did not have custodial training programs. However, almost all of the school administrators in his study (96.8 percent) felt that custodians should be trained. Most school districts in the study employed a variety of training techniques, but the most frequently used method was to dupli- cate and distribute custodial literature to operational personnel. Wargo found that districts employing 30 or more custodians tended to offer more extensive training programs. In 80 percent of the dis- tricts in which training was provided, the authorities said they were satisfied with the custodial service. The Worrell Study_ In 1973, Worrell undertook a project to identify exemplary standards and practices of several school districts in terms of school custodial services. He examined various formulas for determining custodial workloads, reviewed various job descriptions for custodial 21 Table 2.4.--Areas of instruction included in the custodial training programs of the 56 Indiana school corporations. Area of Instruction Percent of DiStricts Including Area in Training Program The attitudes and ideals of the school custodian The attire and personal grooming of school custodian The work habits and initiative of school custodian The organization chart, lines of authority, and channels of communication The aims, objectives, and purposes of education The custodian's relationship to principal and supervisor The custodian's relationship to teachers and students The custodian's relationship to members of the community The nature of the cleaning and sanitation program The nature of custodial maintenance and repair service The physical-plant safety services and regulations The types of sewage-disposal services The custodian's responsibility to the lunchroom area The procedures in care of yard and playground The nature and kinds of extracurricular and community activities Methods of cleaning and maintaining the floors 82 82 95 78 38 93 93 57 84 84 79 34 86 86 61 98 22 Table 2.4.--Continued. Percent of Districts Area of Instruction Including Area in Training Program Methods of cleaning and servicing the sanitary facilities 96 Methods of cleaning the walls, ceilings, and trim 89 Methods of window cleaning 91 The care of erasers and chalkboards 80 The care and maintenance of school furniture 88 The care and maintenance of windowshades 71 The care and cleaning of lighting facilities 84 Methods of pest control in the school plant 64 The use of tools and supplies for repairs and replacement 73 The use of cleaning, sanitation, and main- tenance supplies 91 The importance of school-plant economics 61 The methods used in determining work loads and man-hour requirements 55 The importance of job analysis 57 The scheduling procedure used in custodial operations and services 57 Methods of evaluating custodial operations and services 43 The sick leave, absence, holiday, and vacation policies 93 Source: John G. Wargo, "An Analysis of the Custodial Training Programs of Indiana School Corporations" (Ph.D. dissertation, Indiana University, 1969). 23 staff, and delineated several systems used by school districts to present a schedule of daily responsibilities for the custodial posi- tion. He also sought information on recommended techniques, materials, equipment, and personnel training for effective and efficient school custodial services. Of particular concern in the Worrell study were the various descriptions for custodial positions. The collection of position descriptions provides a means of assembling expert consensus on the various duties entailed in plant operations. Table 2.5 summarizes job qualifications recommended by dis- tricts included in Worrell's study. Table 2.6 presents the state- ments of custodial duties from those school districts. Worrell stated that training school custodial employees is essential to the efficient operation of the school plant. He found that it is usually necessary to employ custodial personnel who have had no previous experience in the cleaning industry. Successful results of custodial in-service training efforts have shown that the relatively small cost of the training program is soon recaptured through increased employee effectiveness and efficiency. Literature and Materials Related to Training Needs Assessment and the Design of Employee Training Programs Job Analysis as a Data Base for Identifying Training Needs A basic objective of a training program is to increase the competency of employees in performing the tasks that are required by a certain job. To be effective, a training program's activities must 24 Table 2.5.--Qualifications for school custodial employees as specified in school districts identified as having exemplary stand- ards and practices. Organization: Oregon School Employees Association Custodian 1 and 2 Working knowledge of cleaning methods, materials, and equipment. Ability to make repairs and adjustments to structures and equipment. Ability to learn to properly tend furnaces and low-pressure boilers in small schools. Ability to follow oral and written instructions. Ability to exercise care in the use of cleaning materials for different types of building surfaces. Ability to make out reports that may be required by the school administration. Ability to take charge in receiving and caring for school supplies when principals are not on duty. Physical strength to withstand the strain in performing the tasks that may be required of a custodial worker. Personal cleanliness and freedom from communicable disease. High moral standards and character necessary for association with children. Minimum experience and training: Good personnel relations. Preferably six months of experience in work relating to the care and maintenance of school buildings and grounds. Organization: Los Angeles Unified School District, California Knowledge of: Simple cleaning materials such as soap, detergents, and solvents. Methods of cleaning floors, lavatories, and other areas of school buildings. Sterilization and sanitation methods used in custodial work. 25 Table 2.5.--Continued. Ability to: Make minor repairs to materials, fixtures, and equipment. Read water, gas, and electric meters. Use floor polishing and scrubbing machines and other types of power machines. Work harmoniously with school children, administrators, P.T.A. groups, teachers, and others. Lift and move heavy supplies and equipment. Education: Successful completion of the 60-hour Custodial Engineering I course in an accredited institution is desirable and may be required during the initial probationary period as part of assigned duties. Experience: Six months of recent janitorial or custodial experience is desirable. Special: A valid California driver's license may be required by the duties of some positions. Organization: Springfield Public Schools, Oregon Considerable knowledge of modern building service operations, techniques, equipment, materials, and supplies; ability to plan and assign work to a few subordinate custodial workers and ability to supervise their performance of work assigned; supply needs in advance; ability to perform minor maintenance and repair work; ability to work harmoniously with fellow employees and possess high moral standards. Organization: Hood River Public Schools, Oregon He should be of good moral character and able to take instruc- tions. He should be reliable and responsible. In addition, he should dress presentably. 26 Table 2.5.--Continued. He should have the ability to work with other school personnel and be able to make the learning environment a contributing factor to learning. He should have the ability to make oral reports and follow written and oral directions. A Custodian I must be in good health and possess the physical ability to do work associated with the position. A Custodian II should be of good moral character, able to direct and work with others as well as carry out the instructions of supervisory personnel. This includes making work schedules. He should have a thorough knowledge of the methods, materials, and equipment used in custodial work; he should be able to make written and oral reports. It is desirable that he also have several years' experience as a custodian preferably within the district, and have demonstrated reliability and responsibility. Organization: Boise Public Schools, Idaho Any combination of education and experience equivalent to comple- tion of the eighth grade and two years of experience in the cleaning of buildings. Knowledge of practices, tools, equipment, and materials used in custodial work, of safety practices as applied to custodial work, of building hardware, fixtures, and equipment, and of the prin- ciples and practices of supervision. Ability to operate tools and equipment used in custodial work. Ability to perform minor maintenance work. Ability to perform manual labor. Ability to follow and give oral and written instructions. 27 Table 2.5.--Continued. Organization: Salem Public Schools, Oregon A. Head Custodian I Knowledge of: Modern cleaning methods and the use and care of cleaning materials and equipment. Requirements for maintaining school buildings and grounds in a safe, clean, and orderly condition. Methods, materials, equipment, and tools used in routine building and grounds maintenance work. Operation of heating plant and equipment. Ability to: Lay out work, and to estimate time, tools, and materials needed. Perform minor repairs to electrical and plumbing fixtures. Operate power mowers, tractors, and trucks. Perform manual labor. Follow oral and written instructions. Maintain simple records. Supervise the work of others and maintain cooperative relation- ships with those contacted in the course of work. Experience: Two years of paid experience in building maintenance or public- works construction. Education: Equivalent to completion of the twelfth grade 8. Head Custodian II Knowledge of: Tools, materials and methods used in unskilled and semi-skilled buildings and grounds maintenance work. Custodial methods for cleaning and preserving of floors, walls, and fixtures. 28 Table 2.5.--Continued. Cleaning materials, disinfectants, and equipment used in custodial work. Methods, supplies, and tools used in watering and caring for lawns, shrubs, and trees. Ability to: Use tools utilized in custodial and grounds maintenance work. Use hand tools in the performance ofsemi-skilledtnfilding main- tenance tasks. Supervise custodial, groundskeeping, and maintenance personnel assigned to a school, to plan and organize their work, and to see that the work is done effectively. Prepare records and reports. Experience: Three years of paid experience in the cleaning and maintenance of a school plant or other large buildings and grounds areas. Education: Equivalent to completion of the twelfth grade. C. Head Custodian III Knowledge of: Tools, materials, and methods used in unskilled and semi-skilled buildings and grounds maintenance work. Custodial methods for the cleaning and preserving of floors, walls, and fixtures. Cleaning materials, disinfectants, and equipment used in custodial work. Methods, supplies, and tools used in watering and caring for lawns, shrubs, and trees. Ability to: Use tools utilized in custodial and grounds maintenance work. Use hand tools in the performance of semi-skilled building maintenance tasks. 29 Table 2.5.—-Continued. Supervise custodial, groundskeeping, and maintenance personnel assigned to a school, to plan and organize their work, and to see that the work is done effectively. Prepare records and reports. Experience: Four years of paid experience in the cleaning and maintenance of school plant or other large buildings and grounds areas. Education: Equivalent to completion of the twelfth grade. 0. School Custodian I Knowledge of: Modern cleaning methods and the use and care of cleaning materials and equipment. Ability to: Use cleaning materials and equipment with skill and efficiency. Perform heavy physical labor. Understand and carry out oral and written instructions. Maintain cooperative relationships with fellow employees and the general public. Obtain required health certificate. Experience: Some experience in janitorial work. Education: Equivalent to completion of the eighth grade. Source: William K. Worrell, School Custodial Services: Exemplary Standards and Practices, A Commissioned Study (Woodburn: Woodburn Oregon School District, 1973). 30 Table 2.6.--Summary of custodial duties as specified in school districts identified as having exemplary standards and practices. Organization: Oregon School Employees Association Examples of work: (Any one position may not include all of the duties listed, nor do the listed duties include all tasks that may be found in posi- tions of this class.) Wash windows, adjust window shades. Dust and clean classrooms and office furniture. Sweep, mop, scrub, seal, and wax floors. Wash toilet-room fixtures and replenish supplies. Fuse light circuits when needed. Organization: Los Angeles Unified School District, California Dusts, sweeps, cleans, scrubs, strips, seals, waxes, polishes, and mops floors in classrooms, dining halls, toilet rooms, offices, and similar facilities; operates floor polishing and scrubbing machines. Removes spots from floors, walls, woodwork, furniture, and fix- tures, and cleans chalkboards and erasers. Cleans, dusts, high dusts, and polishes woodwork, glass, hall lockers, furniture, fixtures, and other installations. Washes and scrubs walls, lavatory fixtures, inside glass, windows, painted surfaces, and drinking fountains. Services soap dispensers, towel boxes, and similar facilities. Sweeps and hoses blacktop, tennis courts, playgrounds, sidewalks, and parkways. Replaces electrical fuses, incandescent bulbs, and fluorescent tubes. Moves and adjusts chairs, desks, tables, furniture, and equipment. Receives, checks, and delivers supplies. Locks and unlocks doors, gates, windows, transoms, and storerooms. Gives information in regard to locations of various school facilities. Cleans, maintains, services, and makes minor adjustments to space heaters. 31 Table 2.6.--Continued. Gathers and disposes of rubbish, paper, leaves, and debris and empties and washes refuse containers. Waters grounds, lawns, and trees and may perform all necessary grounds maintenance during the summer in elementary-school gardens. May perform a variety of cleaning and other manual tasks in a cafeteria. May operate power sweepers and low-pressure heating plants. May receive, account for, store, issue to students, pick up, prepare for returning, and safeguard towels in a gymnasium. May raise, lower, and case flags. May make minor repairs to building hardware, plumbing, woodwork, building equipment and furniture, and change lock combinations on lockers. May check classroom, hot water, and fuel-oil temperatures. Keeps records relative to equipment and furniture. Performs a variety of unscheduled custodial duties as requested by the school office and teachers. Attends in-service training as directed. Performs related duties as assigned. Organization: Springfield Public Schools, Oregon Plans, assigns, and supervises work of a small custodial crew in the cleaning and related custodial operations of a large school building or a small group of buildings. Trains new custodial-work employees and helpers in all facets of custodial and building-maintenance services. Keeps an inventory of supplies and materials; estimates supply needs in advance; requisitions new supplies and materials. Reports needed repairs and prepares work orders for various tradesmen to make necessary repairs. Maintains necessary records with regard to personnel and equip- ment under his immediate supervision. Performs minor and uncomplicated repair work in the maintenance of an office building and its equipment. Prepares reports and confers with superiors on work progress and results. 32 Table 2.6.--Continued. Orders fuel and keeps weekly inventory of fuel. May be called for extra duties as required for holidays or emer- gencies. Organization: Hood River Public Schools, Oregon Sweep floors. Make minor repairs, wash windows, dust, clean lavatories, sinks, and basins. Replenish paper carriers in wash rooms. Immediately clean up emergency messes that may be in such a place as to cause distraction or offense. Empty wastebaskets, place waste containers in a position handy for the refuse collector to pick up. Put up and take down the flag. Oil motors. Lock and unlock doors as necessary. Turn on and off night lights. Aid in the performance of maintenance tasks by more specialized personnel. Maintain custodial equipment and otherwise assist in preserving the orderliness and cleanliness of buildings. Drain, clean, and fire boilers, oil motOrs, doors, and door checks, order supplies from Head Custodian, make minor repairs and adjust- ments to school furniture. Do other related tasks as requested. Organization: Boise Public Schools, Idaho Assists in planning and scheduling the work of custodians; directs custodians in the cleaning of public buildings, the preparation of rooms for meetings, and the making of minor building repairs; makes routine inspections to review work in progress and upon completion; inspects buildings and other equip- ment to determine the need for cleaning; reports the need for building repairs; has overall responsibility for the safeguard— ing of the area assigned. 33 Table 2.6.--Continued. Sweeps floors and vacuums rugs and carpets; dusts and polishes furniture and woodwork; empties and cleans waste receptacles, cleans restrooms, classrooms, shower and locker rooms, shops, cafetoriums, offices, gymnasiums, etc.; assists in moving and arranging furniture and equipment and setting up for special events or meetings; adjusts shades or blinds; may raise and lower flags and lock and unlock doors and gates; scrubs, mops, waxes, and polishes floors as assigned. Organization: Salem Public Schools, Oregon A. Head Custodian I Confers with principal and Custodial Services Supervisor, regarding care and cleaning programs at the school plant; prepares work schedules and sees that work is done in accord- ance with instructions; operates heating plant; sees that rooms are set up for special events and needs; reports the need for repair work to proper authorities; performs minor repairs and adjustments to building fixtures and equipment; supervises and personally performs the cleaning of walls, furniture, woodwork, and other equipment; assists subordinates in doing their work properly, giving instructions and training new personnel; requisitions custodial supplies and equipment; inspects build- ings for fire, sanitary, and safety hazards, and makes reports; directs visitors and safeguards school property; participates in the complete cleaning and routine maintenance of buildings and grounds during summer vacation; may perform routine grounds- keeping duties. B. Head Custodian II Confers with principal and Custodial Services Supervisor regard- ing care and cleaning programs at the school plant; prepares work schedules and sees that work is done in accordance with instructions; inspects buildings and grounds to determine maintenance and custodial needs; confers with administrative and teaching officials regarding future custodial and grounds- keeping activities; receives job requests for services and repairs, and takes lead in accomplishing same; lays out and assigns duties of custodial staff; inspects completed work; super- vises and performs minor maintenance work on school buildings, using plumbing, carpentry, and electrical tools; issues orders for night custodial work through the night crew supervision; orders, 34 Table 2.6.--Continued. receives, stores, issues, and accounts for necessary supplies and equipment; maintains records; and makes oral and written reports of work required and of work accomplished. C. Head Custodian III Confers with principal and the Custodial Services Supervisor regarding care and cleaning programs at the school plant; pre- pares work schedules and sees that work is done in accordance with instructions; inspects buildings and grounds to determine maintenance and custodial needs; confers with administrative and teaching officials regarding future custodial and grounds- keeping activities; receives job requests for services and repairs, and takes lead in accomplishing same; lays out and assigns duties of custodial staff; inspects completed work; supervises and performs minor maintenance work on school buildings, using plumbing, carpentry, and electrical tools; orders, receives, stores, issues, and accounts for necessary supplies and equipment; maintains records; and makes oral and written reports of work required and of work accomplished. 0. School Custodian I Working from a prepared work schedule, sweeps, scrubs, waxes, and polishes concrete, linoleum, tile and wood floors and vacuums rugs and carpets in school plant offices and rooms; cleans and dusts walls, furniture, woodwork, and other equip- ment; picks up paper and other refuse on grounds and sweeps walks and entrances; washes, scrubs, and disinfects rest rooms; cleans windows, door glass, and drinking fountains; cleans and polishes metal work such as floor panels and hand railings; empties and cleans waste containers; assists in moving or rearranging chairs, tables, desks, furniture, and other equip- ment; replaces light globes; maintains equipment used in the course of work; performs special custodial work upon request of faculty members; reports safety, sanitary, and fire hazards; assists in the complete cleaning and routine maintenance of buildings and grounds during summer vacation; may perform routine groundskeeping duties. Source: William K. Worrell, School Custodial Services: Exemplary Standards and Practices, A Commissioned Study (Woodburn: Woodburn Oregon School District, 1973). 35 be based on knowledge of a particular job. The tasks must be under— stood in terms of the knowledge, skills, and abilities that are necessary for their performance. Many training-program developers encounter difficulty because of a failure to understand fully the job for which training is being provided. The lack of a systematic process for analyzing job content results in misdirected training efforts that are not targeted on objective job data. Data must exist that define an expected or required performance and identify the areas in which performance does not meet acceptable levels. Another source of frustration for designers of training pro— grams is the failure to recognize that training is not the answer to every job-related problem (Cooke, 1969). Other performance problems are the result of lack of interest and motivation rather than lack of competency. When motivation problems are attacked by involving the workers in training programs, the gross losses in production are increased with a very small probability that post-training performance will show any improvement. It is entirely possible that production will be further depressed because of the alienation resulting from an unnecessary training program. In such a case, the solution may lie in a compensation program or in a change of work environment. The trick for managers is to differentiate between skill gaps and motivational deficiencies. The training program must be properly linked to the total organization's objectives in order to be most effective. Since its basic purpose is to improve performance, the training program most 36 logically has its roots firmly anchored in a system that provides valid data about the nature of jobs and the characteristics of the target group, defined as persons who fill those jobs (Gestrelius, 1972). The training program attempts to minimize the dissonance between individual knowledge, skills, and abilities (KSA's) and the KSA's required for effective job performance. Three basic steps in the development of a training program are (l) identification of training needs, (2) design of training content, and (3) evaluation of the training process and outcomes (DeCotiis, 1977). Job/task analysis provides the link for accomplish- ing each of these steps and serves as a general framework for adjust- ing to the changing organizational objectives. Training needs arise because people, jobs, and organizations change. New technology, the complexion of human resources, and economic influences place differing demands on the training mechanisms. These demands can be met only through a system that is sensitive to and descriptive of the chang- ing nature of the organization's jobs. The essential requirement is that job and task analysis be a continuous process that recognizes the dynamic nature of an organization and its jobs. The process of identifying training needs can be initiated by identifying all the tasks that are required by a job. The job description can be used as a general course for describing in behavioral terms the general activity areas relevant to a job. Task specification is the more specific enumeration of each task that must be performed. The particular KSA's required to perform the job then become apparent (Goldstein, 1974). The level of performance 37 compared with performance standards for each task serves as an indi- cator of training needs. Such a comparison exposes the performance discrepancies (Moore, 1978). The KSA's associated with a job exist on a continuum from entry level to full-performance level (USCSC, 1976). During the selection process, potential employees are assessed in terms of their possession of entry-level KSA's. In addition to providing for good selection, well-constructed and valid KSA requirements protect the employee from legal action under EEO legislation. The smooth imple- mentation of an AA program can have its base in the accurate assess- ment of the discrepancy between "qualifieds" and "qualifiables“ (Heenan, 1980). The very fact that the discrepancy is defined at the entry stage allows for development of training programs to move the new employee from "qualifiable" to "qualified" status. The task-analysis function may also be used to redesign jobs, thereby adjusting KSA requirements and making the job performable by a protected group. Fleishman (1979) examined the physical abilities required by jobs and found that many physically demanding jobs have been redesigned, thus allowing a larger proportion of women to be able to meet KSA expectations. The result has been a significant reduction of the adverse effect of job procedures. When jobs are redesigned, training is required to initiate both incumbents and new employees to the new procedures and task requirements. As an employee's experience in a job increases, the movement on the KSA-requirement continuum progresses toward the full-performance level. The gap between the employee's locus on that continuum and the 38 full-performance KSA level expected by the supervisor aids in the planning of appropriate training (Odiorne, 1970). Figure 2.1 illus— trates the relationship between entry-level KSA requirements, training, experience, and full-performance-level KSA requirements. entry-level experience f“11;g$::°Eggnce‘ KSA requirements training requirements Figure 2.1.--KSA requirements. It is evident that the experience component is primarily a function of time. The training component can be manipulated to increase the rate of development and thus reduce the time necessary to move to full-performance status. In addition to assessment of performance discrepancies, identification of training needs depends on such criteria as (l) task frequency, (2) consequence of error, (3) level of difficulty, and (4) time to perform (USCSC, 1976). The implications of competent performance on each task within a job role are not uniform. The consequence of error in performing a task may be so great that the employer cannot tolerate any error. Operation of school heating plants and use of acetylene torches are two examples of tasks having serious error consequence. The consequence dictates either full-performance KSA requirements at the entry level or par- ticipation in specific training and performance evaluation before the employee is allowed to perform the task independently. 39 The inefficient performance of a high-frequency task can result in significant productivity losses. In such cases, economic considerations make training a cost-effective method of attaining the organization's profitability objective. A very difficult task may require that almost all new employees be trained to meet job expectations. Each criterion must be applied to evaluating tasks, and priorities must be developed. The design and content of the training program will flow from this prioritization (Michaud, 1979). Training programs may be designed to address one or more typesw:: eeeem eemwcewz .eeweepeemmwe .o.;e =.mewewecw PewcpmeeeH \mmeewmem Lew Peeez mwmawee< meeez meweweew eweeseemxm e we eewpeewe>u new peeEQewe>eo mew: .mceeme .> xeweeee seedy .mwmawece eeeeELewcee ewueseumam we Fecesnwcwe_meeeeeun.m.m egamwm Amveeweepem we ueeeex geeseepm>eo :wowm acesemecez .\ :ewuepem we uueesm \e~wuwcewce eeeeeee Au _eweeeuee mueswumu eeeeemeeez new: meeeweesseu "eeeew mmeem weeEeeew>=u eee mew mLeELeweee mew emceemem a eeeeeeem eeeeseewcee meeceeeemeeu mseumxm xeeeeeeu eeceEgeweee e>eees~ eu Amveeweepem eueweeeeee< wwwuceem mceeeeeee m_mspae< »w_eeae~ T Ali e~3e=< All Amveewu:_em euewceeeee< xwweeee_\zecewewweo eeeeeLeweee we mwmxpec< ”ezw emeem weeee mwcu cw Am.m2mv meeeexe ceuuee-eeewe=m wee es: wemueeep meeseewgme ecu ween: wmceegeweee ecu wee es: .xeeepepwee a . . eeceELowcee new: ee>Fe>cw Amveen neg: mme4\u_weee eeceELeweee xecewewweo eugeEeeweme "wwwueeem m eeeeeeu we umeu mcweeeueo m aceeceu eewweo eee xwwuceeu :ewuwcwweo xeeewewweo-meceaceweee "eco mmeum 44 Phase Five: Identify Appropriate Solutions to Improve Performance Phase Six: Analyze Identified Solutions Stage III: Communicate With Management Phase Seven: Communicate With Corporate Management Phase Eight: Management Decision to Prioritize/ Implement Solution(s) Figure 2.3 presents a graphic description of the Peters maxi—model. The first three phases of the Peters maxi-model were the focus of concern in this research effort. Peters suggested the use of key informants, supervisors, and employee interviews as methods of veri- fying performance deficiencies. He suggested that once the perform- ance deficiencies are identified, the gap between acceptable performance and current performance be defined in objective-measurable terms. The Peters model then requires that the training planner gather extensive data about the tasks to be performed and use those data in developing recommendations for the training program. Managers of training programs at Chrysler Corporation, Ford Motor Company, and General Motors Corporation were asked to critique the Peters. model. The managers unanimously agreed that the model provides an excellent theoretical base for the development of employee training programs. However, the managers also pointed out that the model demands a high level of expertise on the part of the training manager and requires extensive data in arriving at training decisions. These two requirements place severe limitations on use of the model, given the present resources and educational levels of many job trainers (Peters, 1970). 45 A.owmw .zewmee>we: eeeem cemwgewz .ceweeeeemmwe .o.ee =.mewewecw weweumeeeH \mmeewmzm Lew weeez mwmxwec< meeez newcweew ewueEeemxm e we :ewueewe>m ece weeeee—e>eo mew: .meepee .> xewceee seedy meeweapem eaww_eeaee e~spee< ”xwm emcee Amvcewuapem acesepes~\e~_u_ce_ee ee cewmweeo Heeeemeeez acesemeeez eeeeeeeeu 4x sesame amass eeeeeceweee e>eees_ ea meewp=_em eueweeegee< xwwueeem ue>wu emcee mwmzpec< eeeeeeu ”geek omega ;e_z aeeu_e=eeoe ”cm>em emcee acesemeeez new: eueewe355eu .mwmzweee eeeeeLeweee ewaeseumam we Feeesuwxee.mgeeeeuu.m.~ eezmwd "eeczw emeem meeez meweweew awweeeem e» m eceeeeeee mwmzpee< ee—weeeo euewceecee< mewsceeeo fleecew omega mcewea—em wwwueeem\»ecewewweo meeeELeweee we mwmapec< xeeewewweo uezw emcee eeeeeceweee eewweo ./ nezw emeem xeeewewweo eeeeEceweee wwwee> ”eco ewes; :ewuwewweo xecewewweoueeceecewcee "ego emeem CHAPTER III METHODS AND PROCEDURES Design of the Study The data for this study were collected from 55 Michigan school districts having enrollments between 2,500 and 4,000 students. The districts were identified using the Michigan Education Directory and Buyers Guide: 1981-82 Edition. School districts in the 2,500- 4,000 size range were selected on the basis of the following assump- tions: 1. These districts usually have an individual designated as supervisor of custodial employees. 2. They have a sufficient number of custodial positions to justify the implementation of a custodial training program. 3. Hiring for the custodial operation is done by a central supervisory or administrative person. 4. Custodians in these districts are expected to perform many of the routine preventative maintenance functions associated with daily operation of the school plant. On February 1, 1982, surveys were mailed to the superintendents of 95 Michigan school districts that fell in the designated size range. The superintendent of each district was asked to cooperate by having the appropriate administrator or supervisor complete the survey instrument. In exchange for the district's cooperation, 46 47 each participant was promised a summary of the study conclu- sions. The survey instrument consisted of four distinct parts, as follows: Part I: Part II: Part III: Part IV: General information was collected, including the number of buildings, total square footage served, and available man-hours. Information was collected about the district's current selection and training procedures. Respondents were requested to evaluate job skills on the basis of frequency, difficulty, and conse- quence of error. Respondents were asked to evaluate the training need for each of the job skills listed in Part 111. Each skill was first ranked as being or not being an entry-level skill. The skills were then evalu- ated as to the appropriate type of training and the level of training need. Development of the Questionnaire One principal resource used in developing the questionnaire for this study was a list of job skills developed for the custodial training program offered by the Ingham Intermediate Career Center. The Career Center develops training modules for each occupational area included in its instructional program after surveying various institutions, businesses, and industries to determine which skills should be included in the training model. 48 Items 1 through 43 on the list of job skills included in the survey were selected from a list of 84 job skills included in the Career Center's custodial training programs. Although the survey contained 43 items relating to the Career Center's accepted job-skill list, those 43 items represented 61 of the accepted job skills. The 61 custodial job skills identified by the Career Center were condensed to 43 items on the questionnaire by combining closely related skills into a single questionnaire item. For example, the Career Center lists the separate job skills of "sealing a hard-surface floor" and "buffing a hard-surface floor." Since the items are very closely related, they were combined into one item on the questionnaire sent to custodial supervisors. Through this process, the questionnaire represented more job skills while limiting the number of responses required of those completing the questionnaire. Job skills 44 through 60 on the questionnaire dealt almost exclusively with knowledge and skill related to the operation of school heating plants. One of the primary justifications for the development of custodial training programs has been that such pro- grams will promote savings in plant operation. Therefore, it was felt that the questionnaire should include a relatively comprehensive evaluation of the training need for heating-plant-related job skills. These job skills were compiled from a list of heating-plant tasks outlined in a publication of the Illinois Association of School Boards (1979) and a survey of Minnesota school maintenance operations (1968). Although the 12 items in Parts I and II of the questionnaire required single responses, some of those responses required substantial 49 research, i.e., total building square footage and custodial experi- ence data. Therefore, it was considered important to limit the number of job skills included in the questionnaire. The questionnaire, in its final form, required from 265 to 385 individual responses. Respondent interest was crucial to proper completion and return of the questionnaire. Of the 57 questionnaires that were returned, 48 were completed in a manner that permitted the use of data from the entire questionnaire. When partially completed questionnaires were included, data were available to represent 55 expert opinions on the job-skill evaluations requested in Parts III and IV of the survey instrument. Ninety-five Michigan school districts fell into the enrollment range of 2,500-4,000; hence the response of 55 districts amounted to 57.9 percent of the total sample surveyed. Method of Analyzing Data One basic objective of the study was to demonstrate the use of job analysis in making decisions about training needs for cus- todial employees. The questionnaire was designed to elicit expert Opinions about 60 custodial job skills on the basis of frequency of performance, task difficulty, error consequence, and perceived train- ing need. The data represent the pooled opinions of 55 experts. The results of Parts I and II of the survey were intended to serve as indicators of current staffing practices, selection activi- ties, and training methods for a simple majority of school districts falling within the enrollment parameters of the study. Data presented in these sections were not processed in any manner than would lead to conclusions about training needs or selection methods. The principal 50 value of these data is their illustration of the variation in such factors as man-hours per square foot, number of buildings, and cus- todial experience among school districts included in the study. These data emphasize the fact that such factors must be considered in developing training programs. The data gathered from Parts III and IV of the questionnaire were used to establish a hierarchy based on the frequency, difficulty, error consequence, and training need factors. Statistical tests of significance were not used in analyzing the data. The collective judgment of the responding custodial supervisors was used to create individual and composite rankings of the factors. Weighted rank orders were created by assigning a factor of "l'I to the low end of a three-step ranking system, "2" to the middle category, and "3" to the top category. The weighting factors were applied as indicated in Figure 3.1. Chapter IV contains an analysis of data elicited by the questionnaire. 51 .me:_e> ceeeew mewpsmwezuu._.m eezmwu zmeeweem >ge> 292.. .6 Screw. .82.. .22.... m =eueceeeez eeceewwwemwmz zanwees= =Ezweee= N exew= =LeewE= exew= =3e~= w eeez eecwmwwweeu ze—zewwwwo zeeezeece mmmmmmwwz mewcweew CHAPTER IV ANALYSIS OF DATA Part I: Plant Data; Enrollment; Employee Experience, Selection, and Training Questionnaire Items 1-3 required identification of the school district, student enrollment, and number and type of buildings. When the questionnaires were returned, it was found that there was a con- siderable amount of disagreement between enrollment figures reported by the respondents and those reported in the 1982 edition of the Michigan Education Directory and Buyers Guide. The investigator decided to use the enrollment figures reported by the respondents when performing calculations related to the study. The number of buildings receiving daily custodial service ranged from 3 (Crestwood) to 12 (Grandville, Sault Ste. Marie, Tecumseh). The average number of buildings for the respondent dis— tricts was 7.5 (Appendix D). The total square footage receiving daily custodial services was divided by district enrollment to determine the square footage per student (Appendix D). The square footage per student ranged from a high of 233 square feet (Madison Heights-Lamphere) to a low of 81 square feet (Ionia). The very large variation in space per student creates speculation that one of the factors that may be increasing the per-student plant operation and maintenance costs is the failure 52 53 of districts to reduce the plant size as enrollments decline. One conclusion of the American School and University_(l98l) survey of plant maintenance and operation was that the number of square feet per student has increased by 100-130 square feet over the past few years. Political pressure resulting from efforts to close buildings has contributed to the rising square-footage allotment and its accom- panying influence on rising per-pupil costs. Custodial workload was examined in terms of square footage per custodian and square footage per labor hour (Appendix E). Square footage per custodian ranged from a high of 28,436 square feet (Saline) to a low of 12,654 square feet (Otisville-Lakeville). The average square footage per custodian was 24,365 square feet. When the total square footage was divided by available labor hours, the results ranged from a high of 4,597 square feet per labor hour to a low of 926 per labor hour. The average square footage per labor hour was 2,676. If this average is multiplied by the typical eight-hour work shift, the result is 21,408 square feet per full-time custodian. Analysis of the experience of the 1,173 custodians reported on in the survey showed that 14 percent were experienced when hired (Table 4.1). Of the existing composite custodial staff, 4 percent had less than one year of experience, whereas 65 percent had more than 5 years of experience (Table 4.1). The informal method of training was by far the most frequently reported method of training custodians. This type of training was indicated by 89 percent of the respondent districts, whereas the most 54 infrequently reported training method was the independent method (4 percent) (Table 4.2). Table 4.1.--Custodial experience. A. Years of Experience Number of Custodians Percent 0‘1 Year 43.5 4 2-3 years 192.0 16 4-5 years 181.0 15 More than 5 years 756.5 _gg;_ Total 1,173 100 B. Experienced When Hired Number Experienced Total Custodians Percent Exper. When Hired in Study When Hired 168 1,173 14 The most commonly reported activities involved in employee selection were personal interviews (100 percent) and reference checks (95 percent). Eighteen percent of the respondents mentioned job- knowledge tests, whereas 13 percent indicated the use of performance tests (Table 4.3). Survey responses indicated considerable confusion among respondents regarding the distinction between a job description and a job analysis. The questions should have been preceded by an 55 Table 4.2.--Distribution of custodial training methods (N = 55). Number of Training Method Responses Formal training program presented to all new cus- todians; special training sessions presented for 4 total custodial staff on regularly scheduled basis New employees learn through experience on the job; supervisory staff or experienced custodians instruct new personnel as the job situations occur; 49 in-service-type activities conducted on an irregu- lar basis for all custodians New employees learn the job independently; employee contacts experienced employees or supervisor when 2 he/she has a problem Other 0 Table 4.3.--Distribution of employee-selection activities (N = 55, multiple responses possible). A.....~.y 22238.2: Interview 55 Reference check 52 Test of reading ability 5 Test of writing ability 3 Job-knowledge test 10 Performance test 7 56 operational definition of the two terms. The tabulation of items dealing with the presence of job descriptions and/or analysis is therefore not reported in this study. Part II: Respondent Ratings of Job Skill Frequency, Difficulty, and Error Consequence Tables 4.4, 4.5, and 4.6 provide the raw-score data collected in Part III of the questionnaire. Respondents were asked to rate each of the 60 job skills on the basis of frequency of performance (low, medium, or high), difficulty of the task (low, medium, or high), and error consequence if the skill is not performed properly (minor, significant, or serious). The weighting factors depicted in Figure 3.1 were applied to the raw-score data presented in Tables 4.4, 4.5, and 4.6. The result- ing weighted scores for each criterion (frequency, difficulty, and error consequence) were constructed in rank order, as presented in Tables 4.4a, 4.5a, and 4.6a. To create a single evaluation of the combined weighted ratings of the frequency, difficulty, and error-consequence criteria, a table was created by averaging the weighted score for the three criteria and placing the resultant scores in a rank-order listing. Table 4.7 presents the average or composite weighted rank ordering for the three job-skill evaluation criteria. 57 Table 4.4.--Respondent ratings of frequency of performance of job skills (N = 55). figge Skill Description Low Medium High 1 Is able to sweep and dust-mop a hard-surface floor 2 18 35 2 Is able to scrub and damp-mop a hard-surface floor 6 34 15 3 Is able to disinfect a hard-surface floor 14 27 14 4 Is able to strip and wax a hard-surface floor 22 25 8 5 Is able to seal and buff a hard-surface floor 19 28 8 6 Is able to spray buff a hard-surface floor 24 24 7 7 Is able to operate a wet vacuum 16 28 ll 8 Is able to sweep and mop Stairways ll 20 24 9 Is able to clean a carpet using a rotary floor machine 29 22 4 10 Is able to clean a carpet using a dry foam machine method 35 18 2 11 Is able to clean a carpet using a steam cleaner method 36 16 3 12 Is able to clean a carpet using a water extractor method 35 16 4 13 Is able to clean a carpet using a dry cleaning method 35 17 3 14 Is able to fill soap dispenser, personal dispensers, and towel dispensers 7 18 30 15 Is able to clean lavatory sinks 0 16 39 16 Is able to clean mirrors 6 16 33 17 Is able to clean toilets and urinals 0 16 39 18 Is able to clean drains and traps 20 29 6 19 Is able to clean lamp fixtures and replace lamps 19 28 8 20 Is able to wash walls 25 23 7 21 Is able to clean windows 12 32 ll 22 Is able to polish and dust furniture and fixtures 12 25 18 23 Is able to clean desk tops 13 24 18 24 Is able to clean drinking fountains 3 18 34 25 Is able to clean ceilings 39 12 4 26 Is able to adjust doors 41 11 3 27 Is able to glaze windows 42 10 3 28 Is able to caulk windows 38 14 3 29 Is able to replace electrical switches and receptacles 36 18 l 30 Is able to replace fuses 34 21 0 31 Is able to replace ballasts 35 18 2 32 Is able to paint interiors and exteriors 26 26 3 33 Is able to replace floor tile 39 15 l 34 Is able to seed and fertilize lawns 38 16 l 35 Is able to fertilize and prune shrubs 43 11 l 58 Table 4.4.--Continued. $289 Skill Description Low Medium High 36 Is able to mow lawns 19 29 7 37 Is able to receive goods 24 20 ll 38 Is able to fill out shipping and receiving records 27 26 2 39 Is able to make security rounds and set door locks 9 21 25 40 Is able to activate alarm systems 29 16 10 41 Is able to call police and fire departments 43 9 3 42 Is able to telephone supervisors in emergency situations 35 16 4 43 Is able to use fire extinguisher for a particular fire 48 4 3 44 Is able to check steam boiler water treatment with PH test paper 31 16 8 45 Is able to blow down a steam boiler 26 20 9 46 Is able to read steam pressure gauges 18 20 17 47 Is able to determine operating status of boiler controls 22 18 15 48 Is able to check for vacuum in condensate line 32 18 5 49 Is able to check pneumatic controls for proper operation 25 26 4 50 Is able to service water conditioner 30 33 2 51 Is able to check air dryer for proper operation 25 24 6 52 Is able to drain water from compressor tanks 27 23 5 53 Is able to test low water cut-off valves 28 21 6 54 Is able to lubricate small electric motors 22 29 4 55 Is able to inspect and/or replace unit ventilator belts 32 21 2 56 Is able to clean unit ventilator filter 25 25 5 57 Is able to check heat valves for proper operation 26 25 4 58 Is able to check calibration of thermostats 26 26 3 59 Is able to drain and clean hot water heaters 44 10 l 60 Is able to repair or replace flush valves 38 16 1 Note: This table presents respondent ratings of the frequency of performance of each job skill. Respondents were asked to rate the skill as "low," "medium," or "high" in frequency of performance. 59 Table 4.4a.--Weighted rank order: Frequency of performance of job skills. _. §SVE Skill Description HE:SCEEd giggr 15 Is able to clean lavatory sinks 49.67 1.5 17 Is able to clean toilets and urinals 49.67 1.5 1 Is able to sweep and dust mop a hard-surface floor 47.67 3 24 Is able to clean drinking fountains 47.00 4 16 Is able to clean mirrors 45.67 5 14 Is able to fill soap dispenser, personal dispensers, and towel dispensers 44.33 6 39 Is able to make security rounds and set door locks 42.00 7 8 Is able to sweep and mop stairways 41.00 8 Is able to scrub and damp-mop a hard-surface floor 39.67 9 22 Is able to polish and dust furniture and fixtures 38.67 10 23 Is able to clean desk tops 38.33 11 3 Is able to disinfect a hard-surface floor 36.67 12 21 Is able to clean windows 36.33 13.5 46 Is able to read steam pressure gauges 36.33 13.5 7 Is able to operate a wet vacuum 35.00 15 47 Is able to determine operating status of boiler controls 34.33 16 50 Is able to service water conditioner 34.00 17 19 Is able to clean lamp fixtures and replace lamps 33.67 18 5 Is able to seal and buff a hard-surface floor 33.00 19 36 Is able to mow lawns 32.67 20 37 Is able to receive goods 32.33 21 4 Is able to strip and wax a hard-surface floor 32.00 22.5 18 Is able to clean drains and traps 32.00 22.5 6 Is able to spray buff a hard-surface floor 31.00 24.5 45 Is able to blow down a steam boiler 31.00 24.5 20 Is able to wash walls 30.67 26 54 Is able to lubricate small electric motors 30.67 27 40 Is able to activate alarm systems 30.33 28.5 51 Is able to check air dryer for proper operation 30.33 28.5 56 Is able to clean unit ventilator filters 30.00 30 49 Is able to check pneumatic controls for proper operation 29.67 31 52 Is able to drain water from compressor 29.33 33 53 Is able to test low water cut-off valves 29.33 33 60 Table 4.4a.--Continued. Weighted Rank figee Skill Description Score Order 57 Is able to check heat valves for proper operation 29 33 33 32 Is able to paint interiors and exteriors 29.00 36 44 Is able to check steam boiler water treatment with PM test paper 29.00 36 58 Is able to check calibration of thermostats 29.00 36 9 Is able to clean a carpet using a rotary floor machine 28.33 38.5 38 Is able to fill out shipping and receiving records 28.33 38.5 48 Is able to check for vacuum in condensate lines 27.67 40 55 Is able to inspect and/or replace unit ventilator belts 26.67 41 12 Is able to clean a carpet using a water extractor method 26.33 42.5 42 Is able to telephone supervisors in emergency situations 26.33 42.5 13 Is able to clean a carpet using a dry cleaning method 26.00 44 10 Is able to clean a carpet using a dry foam machine method 25.67 45 31 Is able to replace ballasts 25.67 45 30 Is able to replace fuses 25.33 47 25 Is able to clean ceilings 25.00 49 28 Is able to caulk windows 2 .00 49 29 Is able to replace electrical switches and receptacles 25.00 49 34 Is able to seed and fertilize lawns 24.33 51.5 60 Is able to repair or replace flush valves 24.33 51.5 26 Is able to adjust doors 24.00 53.5 33 Is able to replace floor tile 24.00 53.5 27 Is able to glaze windows 23.67 55 41 Is able to call police and fire departments 23.33 56 35 Is able to fertilize and prune shrubs 22.67 57 11 Is able to clean a carpet using a steam cleaner method 22.33 58.5 59 Is able to drain and clean hot water heaters 22.33 58.5 43 Is able to use fire extinguisher for a particular fire 21.67 60 Note: This table presents the weighted score and the rank order of each job skill, based on frequency of performance. Weighted scores were produced by applying weighting factors (see Chapter III, p. 61) to the data presented in Table 4.4. Table 4.5.--Respondent ratings of difficulty of job skills (N = 55). 61 figfe Skill Description Low Medium High 1 Is able to sweep and dust-mop a hard-surface floor 42 ll 2 2 Is able to scrub and damp-mop a hard-surface floor 28 22 5 3 Is able to disinfect a hard-surface floor 26 24 5 4 Is able to strip and wax a hard-surface floor 12 28 15 5 Is able to seal and buff a hard-surface floor 13 32 10 6 Is able to spray buff a hard-surface floor 13 37 5 7 Is able to operate a wet vacuum 36 18 l 8 Is able to sweep and mop stairways 40 14 l 9 Is able to clean a carpet using a rotary floor machine 10 34 ll 10 Is able to clean a carpet using a dry foam machine method 14 36 5 11 Is able to clean a carpet using a steam cleaner method 11 22 22 12 Is able to clean a carpet using a water extractor method 10 27 18 13 Is able to clean a carpet using a dry cleaning method 13 34 8 14 Is able to fill soap dispenser, personal dispensers, and towel dispensers 46 6 3 15 Is able to clean lavatory sinks 37 16 2 16 Is able to clean mirrors 43 10 2 17 Is able to clean toilets and urinals 30 24 l 18 Is able to clean drains and traps 20 29 6 19 Is able to clean lamp fixtures and replace lamps 28 24 3 20 Is able to wash walls 32 22 l 21 Is able to clean windows 34 20 1 22 Is able to polish and dust furniture and fixtures 36 16 3 23 Is able to clean desk tops 36 19 0 24 Is able to clean drinking fountains 38 17 0 25 Is able to clean ceilings 24 24 7 26 Is able to adjust doors 6 25 24 27 Is able to glaze windows 4 28 23 28 Is able to caulk windows 6 29 20 29 Is able to replace electrical switches and receptacles 3 33 19 30 Is able to replace fuses 12 27 16 31 Is able to replace ballasts 3 29 23 32 Is able to paint interiors and exteriors 8 34 13 33 Is able to replace floor tile 9 32 14 62 Table 4.5.—-Continued. $879 Skill Description Low Medium High 34 Is able to seed and fertilize lawns 14 37 4 35 Is able to fertilize and prune shrubs 12 28 15 36 Is able to mow lawns 25 26 4 37 Is able to receive goods 23 25 7 38 Is able to fill out shipping and receiving records 13 33 9 39 Is able to make security rounds and set door locks 22 28 5 40 Is able to activate alarm systems 18 30 7 41 Is able to call police and fire department 45 2 42 Is able to telephone supervisors in emergency situations 46 7 2 43 Is able to use fire extinguisher for a particular fire 20 29 6 44 Is able to check steam boiler water treatment with PH test paper 8 3O 17 45 Is able to blow down a steam boiler 7 35 13 46 Is able to read steam pressure gauges 13 36 6 47 Is able to determine operating status of boiler controls 3 33 19 48 Is able to check for vacuum in condensate line 6 25 24 49 Is able to check pneumatic controls for proper operation 3 28 24 50 Is able to service water conditioner 9 32 14 51 Is able to check air dryer for proper operation 16 29 10 52 Is able to drain water from compressor tanks 29 20 6 53 Is able to test low water cut-off valves 18 31 6 54 Is able to lubricate small electric motors 16 36 3 55 Is able to inspect and/or replace unit ventilator belts 12 37 6 56 Is able to clean unit ventilator filter 18 35 2 57 Is able to check heat valves for proper operation 8 36 ll 58 Is able to check calibration of thermostats 3 26 26 59 Is able to drain and clean hot water heaters 9 23 23 60 Is able to repair or replace flush valves 6 28 21 Note: This table contains respondent ratings of the level of difficulty of each job skill. Respondents were asked to rate the skill as "low," "medium," or "high" in difficulty of performance. Table 4.5a.--Weighted Code 63 rank order: Difficulty of job skills. NO. Skill Description “$23229d giggr 26 Is able to adjust doors 46.67 1 31 Is able to replace ballasts 45.33 2 58 Is able to check calibration of thermostats 44.33 3 49 Is able to check pneumatic controls for proper operation 43.67 4 27 Is able to glaze windows 43.00 5 48 Is able to check for vacuum in condensate lines 42.67 6 29 Is able to replace electrical switches and receptacles 42.00 7. 47 Is able to determine operating status of boiler controls 42 00 7. 60 Is able to repair or replace flush valves 41.67 9 28 Is able to caulk windows 41.33 10.5 59 Is able to drain and clean hot water heaters 41.33 10.5 11 Is able to clean a carpet using a steam cleaner method 40.33 12 44 Is able to check steam boiler water treatment with PH test paper 39.67 13 12 Is able to clean a carpet using a water extractor method 39.33 14 45 Is able to blow down a steam boiler 38.67 15 50 Is able to service water conditioner 38.33 17 32 Is able to paint interiors and exteriors 38.33 17 33 Is able to replace floor tile 38.33 17 30 Is able to replace fuses 38.00 19 4 Is able to strip and wax a hard-surface floor 37.67 21 35 Is able to fertilize and prune shrubs 37.67 21 57 Is able to check heat valves for proper operation 37.67 21 Is able to clean a carpet using a rotary floor machine 37.00 23 Is able to seal and buff a hard-surface floor 35.67 24 38 Is able to fill out shipping and receiving records 35.33 25 13 Is able to clean a carpet using a dry cleaning method 35.00 26 51 Is able to check air dryer for proper operation 34.67 27.5 55 Is able to inspect and/or replace unit ventilator belts 34.67 27.5 46 Is able to read steam pressure gauges 34.33 29 6 Is able to spray buff a hard-surface floor 34.00 30 10 Is able to clean a carpet using a dry foam machine method 33.67 31 34 Is able to seed and fertilize lawns 33.33 32 40 Is able to activate alarm systems 33.00 33 64 Table 4.5a.--Continued. -- -w..___.—-__._._.”—___.—-_ _ --.._._~ _, _.._ -._..._h___ fig“ Skill Description ”gig???“ 8:3; 53 Is able to test low water cut-off valves 32.67 34 54 Is able to lubricate small electric motors 32.33 35 18 Is able to clean drains and traps 32.00 36.5 43 Is able to use fire extinguisher for a particular fire 32.00 36.5 37 Is able to receive goods 31.33 38.5 56 Is able to clean unit ventilator filters 31.33 38.5 25 Is able to clean ceilings 31.00 40.5 39 Is able to make security rounds and set door locks 31.00 40.5 3 Is able to disinfect a hard-surface floor 29.67 42.5 36 Is able to mow lawns 29.67 42.5 2 Is able to scrub and damp-mop a hard-surface floor 29.00 44.5 52 Is able to drain water from compressor tanks 29.00 44.5 19 Is able to clean lamp fixtures and replace lamps 28.33 46 17 Is able to clean toilets and urinals 27.00 47 20 Is able to wash walls 26.33 48 21 Is able to clean windows 25.67 49.5 22 Is able to polish and dust furniture and fixtures 25.67 49.5 14 Is able to fill soap dispenser, personal dispensers, and towel dispensers 25.33 51 7 Is able to operate a wet vacuum 25.00 52.5 15 Is able to clean lavatory sinks 25.00 52.5 23 Is able to clean desk tops 24.67 54 24 Is able to clean drinking fountains 24.00 55 8 Is able to sweep and mop stairways 23.67 56 1 Is able to sweep and dust mop a hard-surface floor 23.33 57 16 Is able to clean mirrors 23.00 58 41 Is able to call police and fire department 22.33 59 42 Is able to telephone supervisors in emergency situations 22.00 60 Note: This table presents the weighted score and rank order of each job skill, based on the difficulty of performance. Weighted scores were produced by applying weighting factors (see Chapter III, p. 51) to the data presented in Table 4.5. 65 Table 4.6.--Respondent ratings of error consequence. ggde Skill Description Minor 5132;:1- Serious 1 Is able to sweep and dust-mop a hard-surface floor 35 13 7 2 Is able to scrub and damp-mop a hard-surface floor 28 15 12 3 Is able to disinfect a hard-surface floor 23 18 14 4 Is able to strip and wax a hard—surface floor 14 22 19 5 Is able to seal and buff a hard-surface floor 23 17 15 6 Is able to spray buff a hard-surface floor 23 26 6 7 Is able to operate a wet vacuum 33 15 7 8 Is able to sweep and mop stairways 33 18 4 9 Is able to clean a carpet using a rotary floor machine 17 27 11 10 Is able to clean a carpet using a dry foam machine method 18 29 8 11 Is able to clean a carpet using a steam cleaner method 18 26 ll 12 Is able to clean a carpet using a water extractor method 15 28 12 13 Is able to clean a carpet using a dry cleaning method 28 18 9 14 Is able to fill soap dispenser, personal dispensers, and towel dispensers 35 13 7 15 Is able to clean lavatory sinks 22 24 9 16 Is able to clean mirrors 25 18 2 17 Is able to clean toilets and urinals 2O 23 12 18 Is able to clean drains and traps 14 26 15 19 Is able to clean lamp fixtures and replace lamps 27 25 3 20 Is able to wash walls 35 18 2 21 Is able to clean windows 36 18 l 22 Is able to polish and dust furniture and fixtures 39 13 3 23 Is able to clean desk tops 28 15 2 24 Is able to clean drinking fountains 22 20 13 25 Is able to clean ceilings 31 21 3 26 Is able to adjust doors 14 25 16 27 Is able to glaze windows 13 25 17 28 Is able to caulk windows 17 23 15 29 Is able to replace electrical switches and receptacles ll 15 29 30 Is able to replace fuses 16 20 19 31 Is able to replace ballasts 10 18 27 32 Is able to paint interiors and exteriors 13 31 ll 33 Is able to replace floor tile 18 26 ll 66 Table 4.6.--Continued. £879 Skill Description Minor 5122;:1' Serious 34 Is able to seed and fertilize lawns 20 25 10 35 Is able to fertilize and prune shrubs 15 27 13 36 Is able to mow lawns 26 20 9 37 Is able to receive goods 20 16 19 38 Is able to fill out shipping and receiving records 12 25 18 39 Is able to make security rounds and set door locks 12 7 36 40 Is able to activate alarm systems 17 30 41 Is able to call police and fire departments 15 36 42 Is able to telephone supervisors in emergency situations 14 12 29 43 Is able to use fire extinguisher for a particular fire 11 10 34 44 Is able to check steam boiler water treatment with PH test paper 4 20 31 45 Is able to blow down a steam boiler 7 13 35 46 Is able to read steam pressure gauges 8 13 34 47 Is able to determine operating status of boiler controls 3 14 38 48 Is able to check for vacuum in condensate line 1 20 34 49 Is able to check pneumatic controls for proper operation 2 19 34 50 Is able to service water conditioner 5 25 25 51 Is able to check air dryer for proper operation 6 25 24 52 Is able to drain water from compressor tanks 9 23 23 53 Is able to test low water cut-off valves 6 25 24 54 Is able to lubricate small electric motors 8 26 21 55 Is able to inspect and/or replace unit ventilator belts 6 32 17 56 Is able to clean unit ventilator filter 13 3O 12 57 Is able to check heat valves for proper operation 8 23 24 58 Is able to check calibration of thermostats S 26 24 59 Is able to drain and clean hot water heaters 2 32 21 60 Is able to repair or replace flush valves 7 30 18 Note: This table presents respondent ratings of the error consequence associated with each job skill. cant," or "serious" error consequence if not performed properly. Respondents were asked to rate the skill as having a "minor," "signifi- 67 Table 4.6a.-~Weighted rank order: Error consequence of job skill. figie Skill Description “3:22:9d Sigér 47 Is able to determine operating status of boiler controls 41.55 1 48 Is able to check for vacuum in condensate lines 40.22 2 49 Is able to check pneumatic controls for proper operation 39.34 3 45 Is able to blow down a steam boiler 39.22 4 44 Is able to check steam boiler water treatment with PH test paper 38.78 5 46 Is able to read steam pressure gauges 38.66 6 39 Is able to make security rounds and set door locks 38.56 7 43 Is able to use fire extinguisher for a particular fire 38.55 8 41 Is able to call police and fire departments 38.11 9 50 Is able to service water conditioner 37.78 10 58 Is able to check calibration of thermostats 36.89 11.5 59 Is able to drain and clean hot water heaters 36.89 11.5 29 Is able to replace electrical switches and receptacles 36.56 14 51 Is able to check air dryer for proper operation 36.56 14 53 Is able to test low water cut-off valves 36.56 14 31 Is able to replace ballasts 36.33 16 57 Is able to check heat valves for proper operation 36.00 17 42 Is able to telephone supervisors in emergency situations 35.89 18 52 Is able to drain water from compressor tanks 35.67 19 40 Is able to activate alarm systems 35.55 20.5 54 Is able to lubricate small electric motors 35.55 20.5 55 Is able to inspect and/or replace unit ventilator belts 35.44 22 60 Is able to repair or replace flush valves 35.44 23 38 Is able to fill out shipping and receiving records 34.89 24 4 Is able to strip and wax a hard-surface floor 34.78 25 27 Is able to glaze windows 34.67 26 30 Is able to replace fuses 34.44 27 26 Is able to adjust doors 34.22 28 18 Is able to clean drains and traps 34.11 29 33 Is able to replace floor tile 33.89 30.5 37 Is able to receive goods 33.89 30.5 28 Is able to caulk windows 33.78 32 32 Is able to paint interiors and exteriors 33.78 33 68 Table 4.6a.--Continued. figde Skill Description *‘glgfléed 3‘:ng 35 Is able to fertilize and prune shrubs 33 78 34 12 Is able to clean a carpet using a water extractor method 33 67 35 9 Is able to clean a carpet using a rotary floor machine 33.34 36 11 Is able to clean a carpet using a steam cleaner method 33.33 37.5 33 Is able to replace floor tile 33.3 37.5 5 Is able to seal and buff a hard-surface floor 33.22 39.5 17 Is able to clean toilets and urinals 33.22 39.5 3 Is able to disinfect a hard-surface floor 32.78 41.5 24 Is able to clean drinking fountains 32.78 41.5 34 Is able to seed and fertilize lawns 32.67 43.5 10 Is able to clean a carpet using a dry foam machine method 32 67 43.5 16 Is able to clean lavatory sinks 32.55 45 2 Is able to scrub and damp-mop a hard-surface floor 32.33 46 6 Is able to spray buff a hard-surface floor 32.22 47.5 36 Is able to mow lawns 32.22 47.5 13 Is able to clean a carpet using a dry cleaning method 32.11 49 19 Is able to clean lamp fixtures and replace lamps 32.00 50 7 Is able to operate a wet vacuum 31.11 51 1 Is able to sweep and dust-mop a hard-surface floor 30.89 53 14 Is able to fill soap dispenser, personal dispensers, and towel dispensers 30.89 53 25 Is able to clean ceilings 30.89 53 8 Is able to sweep and mop stairways 30.56 55 20 Is able to wash walls 30.44 56 21 Is able to clean windows 30.33 57 22 Is able to polish and dust furniture 30.22 58 16 Is able to clean mirrors 30.00 59 23 Is able to clean desk tops 29.78 60 Note: This table presents the weighted score and the rank order of each job skill, based on the level of error consequence. Weighted scores were produced by applying weighting factors (see Chapter III, p. 51) to the data presented in Table 4.6. 69 Table 4.7.--Weighted rank order: Composite frequency, difficulty, and error consequence. figde Skill Description ”$322“ 333; 47 Is able to determine operating status of boiler controls 41.55 1 49 Is able to check pneumatic controls for proper operation 40.22 2 48 Is able to check for vacuum in condensate lines 39.34 3 39 Is able to make security rounds and set door locks 39.22 4 58 Is able to check calibration of thermostats 38.78 5 46 Is able to read steam pressure gauges 38.66 6 45 Is able to blow down a steam boiler 38.56 7 50 Is able to service water conditioner 38.55 8 44 Is able to check steam boiler water treatment with PH test paper 38.11 9 31 Is able to replace ballasts 37.78 10 17 Is able to clean toilets and urinals 36.89 11 29 Is able to replace electrical switches and receptacles 36.56 12 57 Is able to check heat valves for proper operation 36.33 13 4 Is able to strip and wax a hard-surface floor 36.00 14.5 26 Is able to adjust doors 36.00 14.5 51 Is able to check air dryer for proper operation 35.89 16 15 Is able to clean lavatory sinks 35.67 17 59 Is able to drain and clean hot water heaters 35.55 18 60 Is able to repair or replace flush valves 35.44 19 24 Is able to clean drinking fountains 34.89 21 27 Is able to glaze windows 34.89 21 53 Is able to test low water cut-off valves 34.89 21 40 Is able to activate alarm systems 34.78 23 54 Is able to lubricate small electric motors 34.67 24 32 Is able to paint interiors and exteriors 34.44 25 5 Is able to seal and buff a hard-surface floor 34.22 26 28 Is able to caulk windows 34.11 27.5 38 Is able to fill out shipping and receiving records 34.11 27.5 55 Is able to inspect and/or replace unit ventilator belts 33.89 29 12 Is able to clean a carpet using a water extractor method 33.22 30 18 Is able to clean drains and traps 33.67 31.5 30 Is able to replace fuses 33.67 31.5 3 Is able to disinfect a hard—surface floor 33.34 33 70 Table 4.7.--Continued. Rank figde Skill Description ”33:29“ Order 2 Is able to scrub and damp-mop a hard-surface floor 33.33 35 Is able to clean a carpet using a rotary floor machine 33.33 35 37 Is able to receive goods 33.33 35 52 Is able to drain water from compressor tanks 33.22 37 1 Is able to sweep and dust-mop a hard-surface floor 32.78 38 43 Is able to use fire extinguisher for a particular fire 32.67 39 56 Is able to clean unit ventilator filters 32.55 40 11 Is able to clean a carpet using a steam cleaner method 32.33 41.5 14 Is able to fill soap dispenser, personal dispensers, and towel dispensers 32.33 41.5 33 Is able to replace floor tile 32.22 43 35 Is able to fertilize and prune shrubs 32.11 44 6 Is able to spray buff a hard-surface floor 32.00 45 36 Is able to mow lawns 31.11 46 10 Is able to clean a carpet using a dry foam machine method 30.89 47 8 Is able to sweep and mop stairways 30.56 48 13 Is able to clean a carpet using a dry cleaning method 30.44 49 16 Is able to clean mirrors 30.33 50.5 34 Is able to seed and fertilize lawns 30.33 50.5 19 Is able to clean lamp fixtures and replace lamps 30.22 52 42 Is able to telephone supervisors in emergency situations 30.00 53 41 Is able to call police and fire departments 29.78 54 22 Is able to polish and dust furniture and fixtures 29.67 55 7 Is able to operate a wet vacuum 29.33 56 21 Is able to clean windows 29.00 57 23 Is able to clean desk tops 28.11 58 25 Is able to clean ceilings 27.78 59 20 Is able to wash walls 27.66 60 Note: This table presents the composite weighted scores from Tables 4.4a, 4.5a, and 4.6a. The weighted scores for frequency, difficulty, and error consequence for each job skill were averaged and presented in rank order to produce this table. 71 Part III: Analysis of Training—Needs-Assessment Data In Part IV of the questionnaire, supervisors were asked to evaluate which of the 60 given job skills they would consider as being entry skills, i.e., skills that should be possessed by the applicant before hiring. Table 4.8 presents the composite results of the entry-skill-level evaluation. None of the skills was rated as an entry skill by a majority of the respondents. However, the ratings of those items involving routine custodial duties indicated that the custodial supervisors were more inclined to expect such skills to be entry level than they were to expect skills involving maintenance and heating-plant opera- tion to be entry-level skills. The lowest number of "yes" responses consistently went to items involving heating-plant operation. This part of the questionnaire also asked supervisors to indicate the type of training they considered most appropriate for each job skill. Very few of the respondents selected independent training for any of the job skills. Informal training was most fre- quently selected for skills involving routine custodial functions and building repair and maintenance. A majority of the respondents designated formal training for 9 of the 13 skills related to opera- tion of the heating plant (Table 4.9). Finally, Part IV of the questionnaire asked respondents to rate the level of need for training in each of the 60 job skills. Table 4.10 presents the raw-score data. In Table 4.10a, the data are weighted as described in Chapter III and presented in rank order. 72 Table 4.8.--Respondent evaluation of job-skill training needs: Entry skills. Code No. Skill Description "Yes" Responses 1 Is able to sweep and dust-mop a hard-surface floor 22 2 Is able to scrub and damp-mop a hard-surface floor 10 3 Is able to disinfect a hard-surface floor 0 4 Is able to strip and wax a hard-surface floor 3 5 Is able to seal and buff a hardesurface floor 3 6 Is able to spray buff a hard-surface floor 2 7 Is able to operate a wet vacuum 8 8 Is able to sweep and mop stairways 18 9 Is able to clean a carpet using a rotary floor machine 3 10 Is able to clean a carpet using a dry foam machine method 5 11 Is able to clean a carpet using a steam cleaner method 5 12 Is able to clean a carpet using a water extractor method 4 13 Is able to clean a carpet using a dry cleaning method 5 14 Is able to fill soap dispenser, personal dispensers, and towel dispensers 14 15 Is able to clean lavatory sinks 19 16 Is able to clean mirrors 22 17 Is able to clean toilets and urinals 14 18 Is able to clean drains and traps 8 19 Is able to clean lamp fixtures and replace lamps 13 20 Is able to wash walls 20 21 Is able to clean windows 20 22 Is able to polish and dust furniture and fixtures 20 23 Is able to clean desk tops 21 24 Is able to clean drinking fountains 18 25 Is able to clean ceilings 16 26 Is able to adjust doors 7 27 Is able to glaze windows 6 28 Is able to caulk windows 6 29 Is able to replace electrical switches and receptacles 5 30 Is able to replace fuses 12 31 Is able to replace ballasts 5 32 Is able to paint interiors and exteriors 11 33 Is able to replace floor tile 8 73 Table 4.8.--Continued. Code No. Skill Description "Yes" Responses 34 Is able to seed and fertilize lawns 9 35 Is able to fertilize and prune shrubs 36 Is able to mow lawns 24 37 Is able to receive goods 5 38 Is able to fill out shipping and receiving records 2 39 Is able to make security rounds and set door locks 8 40 Is able to activate alarm systems 3 41 Is able to call police and fire departments 17 42 Is able to telephone supervisors in emergency situations 14 43 Is able to use fire extinguisher for a particular fire 5 44 Is able to check steam boiler water treatment with PH test paper 4 45 Is able to blow down a steam boiler 4 46 Is able to read steam pressure gauges 5 47 Is able to determine operating status of boiler controls 5 48 Is able to check for vacuum in condensate line 5 49 Is able to check pneumatic controls for proper operation 5 50 Is able to service water conditioner 4 51 Is able to check air dryer for proper operation 4 52 Is able to drain water from compressor tanks 3 53 Is able to test low water cut-off valves 3 54 Is able to lubricate small electric motors 9 55 Is able to inspect and/or replace unit ventilator belts 3 56 Is able to clean unit ventilator filter 4 57 Is able to check heat valves for proper operation 4 58 Is able to check calibration of thermostats 6 59 Is able to drain and clean hot water heaters 4 60 Is able to repair or replace flush valves 2 Note: This table presents respondent evaluations of whether each job skill was a skill the employee was expected to possess upon being employed (entry skill). Table 4.9.--Respondent evaluations of job-skill training: Type of training. 74 Code Inde- No. Skill Description pendent Informal Formal 1 Is able to sweep and dust-mop a hard-surface floor 0 29 4 2 Is able to scrub and damp-mop a hard-surface floor 1 37 8 3 Is able to disinfect a hard-surface floor 2 40 4 Is able to strip and wax a hard-surface floor 0 29 23 5 Is able to seal and buff a hard-surface floor 2 28 22 6 Is able to spray buff a hard-surface floor 3 43 7 Is able to operate a wet vacuum 4 39 8 Is able to sweep and mop stairways 5 30 9 Is able to clean a carpet using a rotary floor machine 0 32 20 10 Is able to clean a carpet using a dry foam machine method 1 32 17 11 Is able to clean a carpet using a steam cleaner method 1 25 24 12 Is able to clean a carpet using a water extractor method 0 28 23 13 Is able to clean a carpet using a dry cleaning method 4 31 15 14 Is able to fill soap dispenser, personal dispensers, and towel dispensers 10 27 4 15 Is able to clean lavatory sinks 4 25 7 16 Is able to clean mirrors 9 23 1 17 Is able to clean toilets and urinals 4 29 8 18 Is able to clean drains and traps 3 38 ll 19 Is able to clean lamp fixtures and replace lamps 6 32 4 20 Is able to wash walls 6 26 3 21 Is able to clean windows 9 25 l 22 Is able to polish and dust furniture and fixtures 6 28 l 23 Is able to clean desk tops 8 25 l 24 Is able to clean drinking fountains 5 26 6 25 Is able to clean ceilings 7 29 3 26 Is able to adjust doors 3 28 17 27 Is able to glaze windows ‘ 4 26 19 28 Is able to caulk windows 4 30 15 29 Is able to replace electrical switches and receptacles l 27 22 30 Is able to replace fuses 4 27 12 31 Is able to replace ballasts 2 33 15 32 Is able to paint interiors and exteriors 3 26 15 33 Is able to replace floor tile 3 31 13 75 Table 4.9.--Continued. Code Inde- No. Skill Description pendent Informal Formal 34 Is able to seed and fertilize lawns 8 29 9 35 Is able to fertilize and prune shrubs 6 30 12 36 Is able to mow lawns 4 22 5 37 Is able to receive goods 11 27 12 38 Is able to fill out shipping and receiving records 3 35 15 39 Is able to make security rounds and set door locks 6 32 9 40 Is able to activate alarm systems 3 34 15 41 Is able to call police and fire departments 5 27 6 42 Is able to telephone supervisors in emergency situations 7 27 7 43 Is able to use fire extinguisher for a particular fire 2 31 17 44 Is able to check steam boiler water treatment with PM test paper 0 22 29 45 Is able to blow down a steam boiler 1 20 30 46 Is able to read steam pressure gauges 1 24 25 47 Is able to determine operating status of boiler controls 0 16 34 48 Is able to check for vacuum in condensate line 2 16 32 49 Is able to check pneumatic controls for proper operation 1 17 32 50 Is able to service water conditioner 0 19 32 51 Is able to check air dryer for proper operation 1 19 31 52 Is able to drain water from compressor tanks 2 26 24 53 Is able to test low water cut-off valves 0 23 29 54 Is able to lubricate small electric motors 3 25 18 55 Is able to inspect and/or replace unit ventilator belts 0 30 22 56 Is able to clean unit ventilator filter 5 28 18 57 Is able to check heat valves for proper operation 1 26 24 58 Is able to check calibration of thermostats 0 19 30 59 Is able to drain and clean hot water heaters 1 30 20 60 Is able to repair or replace flush valves 1 28 24 Note: This table presents respondent evaluations of the type of training most appropriate fo p. 7 r each job skill. Definitions for training types are presented in Chapter I, Table 4.lO.--Respondent evaluations of job-skill training: Need level. 76 $389 Skill Description Low Moderate Hi9h 1 Is able to sweep and dust-mop a hard-surface floor 26 4 3 2 Is able to scrub and damp-mop a hard-surface floor 22 18 6 3 Is able to disinfect a hard—surface floor 22 17 7 4 Is able to strip and wax a hard-surface floor 12 23 17 5 Is able to seal and buff a hard-surface floor 11 28 13 6 Is able to spray buff a hard-surface floor 19 31 3 7 Is able to operate a wet vacuum 13 31 3 8 Is able to sweep and mop stairways 18 19 0 9 Is able to clean a carpet using a rotary floor machine 13 32 7 10 Is able to clean a carpet using a dry foam machine method 14 29 7 11 Is able to clean a carpet using a steam cleaner method 11 28 ll 12 Is able to clean a carpet using a water extractor method 14 29 8 13 Is able to clean a carpet using a dry cleaning method 21 24 5 14 Is able to fill soap dispenser, personal dispensers, and towel dispensers 18 15 8 15 Is able to clean lavatory sinks 14 12 10 16 Is able to clean mirrors 18 11 4 17 Is able to clean toilets and urinals 12 16 13 18 Is able to clean drains and traps 19 27 6 19 Is able to clean lamp fixtures and replace lamps 24 16 2 20 Is able to wash walls 21 12 2 21 Is able to clean windows 18 16 l 22 Is able to polish and dust furniture and fixtures 17 16 2 23 Is able to clean desk tops 19 13 2 24 Is able to clean drinking fountains 15 15 7 25 Is able to clean ceilings 23 14 2 26 Is able to adjust doors 12 28 8 27 Is able to glaze windows 12 32 5 28 Is able to caulk windows 17 28 4 29 Is able to replace electrical switches and receptacles 12 28 10 30 Is able to replace fuses 17 20 6 31 Is able to replace ballasts 14 28 8 32 Is able to paint interiors and exteriors 14 23 7 33 Is able to replace floor tile 16 25 6 :4). 1i. 77 Table 4.10.--Continued. -‘ $878 Skill Description Low Moderate High 34 Is able to seed and fertilize lawns 23 20 3 35 Is able to fertilize and prune shrubs 17 26 3 36 Is able to mow lawns 18 ll 2 37 Is able to receive goods 21 25 4 38 Is able to fill out shipping and receiving records 18 26 9 39 Is able to make security rounds and set door locks 11 21 15 40 Is able to activate alarm systems 14 21 17 41 Is able to call police and fire departments 14 10 14 42 Is able to telephone supervisors in emergency situations 16 16 9 43 Is able to use fire extinguisher for a particular fire 15 19 16 44 Is able to check steam boiler water treatment with PH test paper 14 20 17 45 Is able to blow down a steam boiler 19 25 17 46 Is able to read steam pressure gauges 8 25 17 47 Is able to determine operating status of boiler controls 8 21 21 48 Is able to check for vacuum in condensate line 9 25 16 49 Is able to check pneumatic controls for proper operation 9 30 ll 50 Is able to service water conditioner 15 31 5 51 Is able to check air dryer for proper operation 16 29 6 52 Is able to drain water from compressor tanks 18 27 7 53 Is able to test low water cut-off valves 12 3O 10 54 Is able to lubricate small electric motors 11 27 8 55 Is able to inspect and/or replace unit ventilator belts 15 29 8 56 Is able to clean unit ventilator filter 19 23 9 57 Is able to check heat valves for proper operation 15 26 10 58 Is able to check calibration of thermostats 9 24 16 59 Is able to drain and clean hot water heaters 9 34 5 60 Is able to repair or replace flush valves 12 33 8 Note: This table presents respondent evaluations of the level of need for training--"low," "moderate," or "high"--for each job skill. 78 Table 4.10a.—-Weighted rank order: Job-skill training need level. figde Skill Description nggpéed Sigzr 47 Is able to determine operating status of boiler controls 37.67 1 45 Is able to blow down a steam boiler 37.00 2 46 Is able to read steam pressure gauges 36.33 3.5 Is able to strip and wax a hard-surface floor 36.33 3.5 Is able to spray buff a hard-surface floor 36.00 5 40 Is able to activate alarm systems 35.67 6.5 48 Is able to check for vacuum in condensate lines 35 67 6.5 5 Is able to seal and buff a hard-surface floor 35.33 8 44 Is able to check steam boiler water treatment with PH test paper 35 00 9.5 58 Is able to check calibration of thermostats 35.00 9.5 43 Is able to use fire extinguisher for a particular fire 34.67 11 49 Is able to check pneumatic controls for proper operation 34.00 13 53 Is able to test low water cut-off valves 34.00 13 60 Is able to repair or replace flush valves 34.00 13 9 Is able to clean a carpet using a rotary floor machine 33.67 15 11 Is able to clean a carpet using a steam cleaner method 33.33 16 29 Is able to replace electrical switches and receptacles 32.67 17.5 39 Is able to make security rounds and set door locks 32.67 17.5 12 Is able to clean a carpet using a water extractor method 32.00 19 38 Is able to fill out shipping and receiving records 32.33 21 55 Is able to inspect and/or replace unit ventilator belts 32.33 21 57 Is able to check heat valves for proper operation 32.33 21 10 Is able to clean a carpet using a dry foam machine method 31.67 23.5 26 Is able to adjust doors 31.67 23.5 31 Is able to replace ballasts 31.33 25 50 Is able to service water conditioner 30.67 28 51 Is able to check air dryer for proper operation 30.67 28 52 Is able to drain water from compressor tanks 30.67 28 56 Is able to clean unit ventilator filters 30.67 28 59 Is able to drain and clean hot water heaters 30.67 28 18 Is able to clean drains and traps 30.33 31 27 Is able to glaze windows 30.00 32 54 Is able to lubricate small electric motors 29.67 33 79 Table 4.10a.--Continued. Code Weighted Rank No. Skill Description Score Order 7 Is able to operate a wet vacuum 28.67 34.5 13 Is able to clean a carpet using a dry cleaning method 28.67 34.5 17 Is able to clean toilets and urinals 28.33 36.5 28 Is able to caulk windows 28.33 36.5 33 Is able to replace floor tile 28.00 38 37 Is able to receive goods 27.67 39 32 Is able to paint interiors and exteriors 27.00 40 3 Is able to disinfect a hard-surface floor 26.67 41 35 Is able to fertilize and prune shrubs 26.00 42 2 Is able to scrub and damp-mop a hard-surface floor 25.33 43.5 30 Is able to replace fuses 25.33 43.5 41 Is able to call police and fire departments 25.00 45.5 42 Is able to telephone supervisors in emergency situations 25.00 45.5 14 Is able to fill soap dispensers, personal dispensers, and towel dispensers 24.00 47.5 34 Is able to seed and fertilize lawns 24.00 47.5 15 Is able to clean lavatory sinks 22.67 49 24 Is able to clean drinking fountains 22.00 50 19 Is able to clean lamp fixtures and replace lamps 20.67 51 8 Is able to sweep and mop stairways 18.67 52 25 Is able to clean ceilings 18.33 53 21 Is able to clean windows 18.00 54.5 22 Is able to polish and dust furniture and fixtures 18.00 54.5 16 Is able to clean mirrors 17.33 56 20 Is able to wash walls 17.00 57.5 23 Is able to clean desk tops 17.00 57.5 36 Is able to mow lawns 15.33 59 1 Is able to sweep and dust mop a hard-surface floor 14.33 60 Note: This table presents the weighted score and rank order of each job skill, based on level of training need. Weighted scores were produced by applying weighting factors (see Chapter III, p. 51) to the data presented in Table 4.10. Part IV: 80 Identification of Trainipg Priorities The final stage of data analysis involved dividing the 60 job- skill items into three general categories: (1) routine custodial functions, (2) building maintenance and repair, and (3) heating-plant operation. The job- skill items in each category are as follows: Routine Custodial Functions (33 items) Code No. 1 Is able 2 Is able 3 Is able 4 Is able 5 Is able 6 Is able 7 Is able 8 Is able 9 Is able 10 Is able 11 Is able 12 Is able 13 Is able 14 Is able towel 15 Is able 16 Is able 17 Is able 18 Is able 19 Is able 20 Is able 21 Is able 22 Is able 23 Is able 24 Is able 25 Is able 36 Is able 37 Is able 38 Is able 39 Is able 40 Is able 41 Is able 42 Is able 43 Is able Skill Description to treat a dust mop to sweep and dust—mop a hard-surface floor to disinfect a hard-surface floor to strip and wax a hard-surface floor to seal and buff a hard-surface floor to spray buff a hard-surface floor to operate a wet vacuum to sweep and mop stairways to clean a carpet using a rotary floor machine to clean a carpet using a dry foam machine method to clean a carpet using a steam cleaner method to clean a carpet using a water extractor method to clean a carpet using a dry cleaning method to fill soap dispenser, personal dispensers, and dispensers to clean lavatory sinks to clean mirrors to clean toilets and urinals to clean drains and traps to clean lamp fixtures and replace lamps to wash walls to clean windows to polish and dust furniture to clean desk tops to clean drinking fountains to clean ceilings to mow lawns to receive goods to fill out shipping and receiving records to make security rounds and set door locks to activate alarm system to call police and fire departments to telephone supervisors in emergency situations to use fire extinguisher for a particular fire Code No. 26 27 28 29 30 Code . No 81 Building Maintenance and Repair (14 items) Is Is Is 15 Is Is Is Is Is Is Is Is Is Is able able able able able able able able able able able able able able to to to to to to to to to to to to to to Skill Description adjust doors glaze windows caulk windows replace electrical switches and receptacles replace fuses replace ballasts paint interiors and exteriors replace floor tile seed and fertilize lawns fertilize and prune shrubs service water conditioner lubricate small electric motors drain and clean hot water heaters repair or replace flush valves Heating-Plant Operation (13 items) Skill Description Is able to check steam boiler water treatment with PH Is Is Is Is Is Is Is Is Is Is Is Is able able able able able able able able able able able able to to to to to to to to to to to to test paper blow down a steam boiler read steam pressure gauges determine operating status of boiler controls check for vacuum in condensate lines check pneumatic controls for proper operation check air dryer for proper operation drain water from compressor tanks test low water cut-off valves inspect and/or replace unit ventilator belts clean unit ventilator filters check heat valves for proper operation check calibration of thermostats The job-skill items were then placed on a matrix, based on their position on the composite skill-evaluation ranking presented in Table 4.7. The rank-ordered job skills were divided into three equal categories identified as the top 20, middle 20, and bottom 20 on the matrix. The matrix is presented in Table 4.11. 82 Table 4.11.--Matrix of job-skill categories versus ranking on skill frequency, difficulty, and error consequence. Rank Grouping Skill Category Top Middle Bottom 20 20 20 (l) (2) (3) Routine custodial functions 5a 11d 179 Building repair and maintenance 6b 5e 3h Heating-plant operation 9C 4f 01 Note: This table presents a division of the 60 job skills into three skill categories. The skills in each category were then placed in three ranking groups derived from the composite rank-order list presented in Table 4.11. aItems 39, 17, 4, 15, 24. bItems so, 31, 29, 26, 59, 60. CItems 47, 49, 48, 58, 46, 45, 44, 57, 51. dItems 4o, 5, 38, 12, 18, 3, 2, 9, 37, 1, 43. eItems 27, 54, 32, 28, 3o. fItems 53, 55, 52, 56. 9Items 11, 14, 6, 36,10,8, 13,16,19, 42, 41,22, 7.21.23, 25, 20. hItems 33, 35, 34. 1No items. Using the composite rank ordering of frequency, difficulty, and error consequence, the 20 most highly ranked skills are those listed in footnotes a, b, and c of Table 4.11. The top 20 skills include 5 of the 33 (15%) routine custodial-function skills, 6 of the 83 14 (43%) building repair and maintenance skills, and 9 of the 13 (69%) heating-plant operation skills. The process outlined above was repeated using the rank order- ings of level of training needs, as presented in Table 4.10a. Using the training-need rank order, the 20 most highly ranked skills are those listed in footnotes a, b, and c of Table 4.12. The top 20 skills include 10 of 33 (30%) routine custodial-function skills, 2 of 14 (15%) building repair and maintenance skills, and 8 of 13 (62%) heating-plant operation skills. The two matrices presented in Tables 4.11 and 4.12 provide steps in identifying training priorities. Table 4.11, Column 1, identifies those job skills with a high composite ranking on the basis of frequency of performance, skill difficulty, and error conse- quence. Using this information in isolation for designing a training program would mean assuming that the high-ranking skills merit train- ing solely on the basis of the three job—evaluation criteria. However, it is possible that even though particular skills rank high on the three-criteria evaluation, the level of training need may be relatively low. The second step in identifying training needs from job-analysis data is represented in Table 4.12. Table 4.12, Column 1, identifies those job skills with high training-need rankings on the basis of the combined perceptions of the custodial supervisors. 84 Table 4.12.--Matrix of job-skill categories versus ranking on level of training need. Rank Grouping Skill Category Top Middle Bottom 20 20 20 (l) (2) (3) Routine custodial functions 10a 6d 179 Building repair and maintenance 2b 9e 3h Heating-plant operation 8c 5f 01 Note: This table presents a division of the 60 job skills in three skill categories. The skills in each category were then placed in three ranking groups derived from the composite rank-order list presented in Table 4.10a. aItems 4, 6, 40, 5, 43, 9, 11, 39, 12, 38. bItems 60, 29. CItems 47, 45, 46, 48, 44, 58, 49, 53. dItems 10, 18, 7, 13, 17, 37. eItems 26, 31, 50, 59, 27, 54, 28, 33, 32. fItems 55, 57, 51, 52, 56. 9Items 3, 2, 41, 42,14,16, 24,19, 8, 25, 21, 22,16, 20, 23, 36,1. hItems 35, 30, 34. i . No items. Table 4.13 presents the job skills that were ranked in the top 20 both in job-skill evaluation and level of training need. The job skills by category are as follows: 85 Routine Custodial Function Code No. Skill Description 4 Is able to strip and wax a hard-surface floor 39 Is able to make security rounds and set door locks Building Repair and Maintenance Code No. Skill Description 29 Is able to replace electrical switches and receptacles 60 Is able to repair or replace flush valves HeatingePlant Operation Code No. Skill Description 44 Is able to check steam boiler water treatment with PH test paper 45 Is able to blow down a steam boiler 46 Is able to read steam pressure gauges 47 Is able to determine operating status of boiler controls 48 Is able to check for vacuum in condensate lines 49 Is able to check pneumatic controls for proper operation 58 Is able to check calibration of thermostats Table 4.13.--Job skills appearing in the top 20 ranking on both the matrix of composite frequency, difficulty, and error consequence and the matrix of training-need level. Skill Category Job-Skill Item Numbers Routine custodial functions 4, 39 Building repair and maintenance 29, 60 Heating-plant operation 44, 45, 46, 47, 48, 49, 58 Note: This table presents a combination of data from Tables 4.11 and 4.12. The table specifies the items ranked in the top 20 cate- gory both on the basis of skill evaluation and training-need assessment. 86 The combination of data from the job-skill evaluation and the supervisors' assessment of training needs provides a method for increasing the precision for selecting the content of job-training programs. The training-program content is selected through two independent procedures: (1) evaluation of job skills on the basis of frequency, difficulty, and error consequence; and (2) assessment of training needs on the basis of the subjective judgments of custodial/ maintenance supervisors. If the items finally selected for inclusion in the training program are those that were ranked high through both procedures, the probability of selecting items that are truly high- training-need job skills is greatly increased. The problem addressed in this study was the development of training programs for support personnel. One major criterion for developing training programs is that the program be targeted on sig- nificant training needs. The dual approach followed in this study results in a greater assurance that the training-program content will be meaningful to employees and will result in improved efficiency of the support operation. The procedure followed in the study also provides a long-range guidance element for deciding on the content of future training programs. The creation of the rank-order list of job skills allows the training-program manager to move on to lower-level training needs as time and resources permit. However, it would appear prudent for school officials to conduct a periodic reevaluation of training needs. This reevaluation would serve as an assessment of the effectiveness 87 of the training program and as a method of adjusting training pro- grams to changes in technology, the aging of buildings, and changes in the membership of the custodial/maintenance staff. CHAPTER V SUMMARY AND CONCLUSIONS Summary of the Study The purpose of the study was to demonstrate a method of using job analysis as a basis for identifying training needs and improving selection of employees. The position of school custodian was selected for use in the study. A job analysis for the position was constructed by combining skill analyses from a career center training program for custodians and skill descriptions from two state education depart- ments. A questionnaire was developed and mailed to custodial super- visors in 95 Michigan school districts having enrollments of 2,500 to 4,000 students. The supervisors were asked to complete the four-part questionnaire providing data on facilities and staffing characteris- tics, selection and training information, evaluation of 60 job skills, and training—needs assessment for the same 60 job skills. The data regarding facilities and staffing and selection and training were compiled and reported as background information for the study. Data from the evaluation of job skills and the training-needs assessment of job skills were compiled and processed to produce rank orderings on four job-skill criteria: (1) frequency, (2) difficulty, (3) error consequence, and (4) level of training need. These data were then placed in a cross-matrix of three categories of job skills 88 89 with three ranking groups. The following conclusions and recommenda- tions are based on the data provided by the questionnaires. Conclusions 1. A wide variety of staffing levels and facility factors exist in the schools included in the survey. 2. Methods of selecting custodians have changed very little over the past 30 years. In 1954, Barbour found the personal interview and reference check to Ina the most common activities used in employee selection. This investigator also found a heavy reliance on the inter- view and reference check. 3. Custodial/maintenance supervisors had low expectations that job applicants would possess the necessary job skills. Of the 60 job skills listed on the questionnaire, not one skill was listed as an entry skill by a majority of the supervisors. The expectations of the supervisors appeared to be consistent with the fact that 86 percent of the custodial group represented in this study had not had custodial experience before being hired by the school districts. 4. The custodial supervisors' opinions were not consistent with practice in the matter of providing training programs. Four supervisors cited the existence of formal training programs, yet a majority of the respondents specified formal training programs as being most appropriate for job skills related to heating-plant operations. 5. The greatest need for employee training exists in job skills involving heating-plant operation. Heating-plant job skills 90 generally ranked high in both difficulty and error consequence. The matrix tables 4.11 and 4.12 showed a majority of these job skills in the top one-third of the rank-order listings. 6. Evaluating job skills on the basis of frequency, diffi— culty, and error consequence appears to yield priority rankings that are useful in identifying training priorities. The composite rank ordering developed through the use of the frequency, difficulty, and error-consequence factors had a rather high level of agreement with the ranking obtained by directly asking the supervisors to rate the level of need for training. 7. Supervisors relied heavily on informal training as a method of teaching job skills. Informal training was defined as on-the-job learning, with the supervisor or experienced employees instructing the new employee as the new job skills become necessary. In addition, informal training included irregularly scheduled in-service activities. The supervisors saw this method as being appropriate for all job skills except those related to heating-plant operation. Recommendations for Further Study The results of this study indicate that training of custodial employees is a very important management function. Although this study provided data on only one group of support employees, it is suspected that studies of other support employee groups would yield similar results: (1) low experience levels upon entering the job and (2) heavy reliance on informal training. 91 Recommendation: Study selection and training methods currently practiced by other support groups in school districts of the size studied in this research project. The current study focused on job skills. Job performance is related to three factors: (1) skills, (2) knowledge, and (3) abili- ties. Successful performance in school support jobs also requires a variety of abilities, many of which are in the area of communications and human relations. Recommendation: Replicate the current study using another support position in which job abilities would be the focus, i.e., secretarial position, with focus on communica- tion and human-relations abilities. The existence of support-staff training programs is related to top management's attitudes toward the value of such programs. The tremendous rise in utility costs and the corresponding effect on plant-operation costs have caused many school administrators to become more conscious of the value of competent employees in support-staff positions. Recommendation: Conduct an in-depth study of a school district that has implemented training programs for classified personnel. Trace training activities that may be related to cost control. Training programs are often developed on the basis of availa- bility of training material or perceived need of supervisors or 92 employees. Many times these training programs are not targeted at the job skills that are in greatest need for training. Recommendation: Select a school district that has developed support- staff training programs. Develop a job analysis for the appropriate support personnel and evaluate the job skills in the manner employed in this study. Compare the resulting priority training areas with those actually being pursued through the district's train- ing program. General Recommendations and Implications Assuming that the methodology presented in this study is a reasonable approach for identifying high-priority training needs, school administrators are still confronted with the task of marshaling resources to conduct training programs. It is reasonable to expect that increasing financial restrictions affecting Michigan school districts will create a significant barrier to developing support- staff training programs. These restrictions, however, need not mean that school districts have no avenue through which in—service training might be provided. School officials must consider the possibility of developing consortium training programs coordinated through intermediate school districts. Consortium arrangements for providing support-personnel training programs would be appropriate for approximately 500 of Michigan's 574 school districts. Each of these districts has an enrollment of fewer than 5,000 students, yet combined they serve 93 45 percent of the state's public school students. The intermediate school district becomes the logical organizational vehicle through which these medium- to small-enrollment districts may provide quality training programs. As the consortium approach to training is developed, school districts might consider better ways of using local resources in staffing the training programs. Individual districts may have person- nel who have developed a high level of expertise in a particular area. These persons can be "loaned" to neighboring school districts to conduct training programs or can serve as the instructional agents in multi-district training efforts. Such reciprocal uses of exceptionally able support personnel can result in a higher quality training program with a minimal commitment of extra expenditures on the part of local school districts. Another source of training expertise is available through community resource people. Usually, there are citizens in the commu- nity who are involved in various trades directly related to school support operations. Many of these individuals are quite civic-minded and more than willing to devote some of their time and experience to improving the level of competence of school employees. In the event that training programs cannot be staffed either through use of in-house personnel or community resource people, school districts can pool their resources to obtain consultant services. In some cases, the services of outside consultants can be obtained for a reasonably modest fee. Consultants may be provided by governmental agencies, by universities or colleges, or by local industry. Regardless 94 of the size of the consultant fee, sharing the cost would allow the local school district to provide a higher quality training program at a cost lower than would be possible without the consortium arrangement. Training programs for custodial/maintenance personnel should be directed toward increasing the confidence of these workers in the area of preventative and routine maintenance. Most school districts are staffed at a level that provides only the necessary man-hours to carry out daily operating tasks. The training program should not be directed at major maintenance items such as roof repair or replacement of boilers. These major maintenance tasks and major building renova- tions should be provided on a subcontract basis. To involve regular staff members in extensive, major maintenance projects would result in a fragmentation and interruption of scheduling for preventative maintenance. The dilution of the preventative maintenance effort would, in turn, lead to a steady decline in the overall operating efficiency of the school's physical plant. This study identified 11 items as having high training pri- ority. Those items were as follows: 1. Stripping and waxing hard-surface floors 2. Making building security checks 3. Replacing electrical switches and receptacles 4. Repairing and/or replacing flush valves 5. Checking steam boiler water treatment 6. Blowing down steam boilers 7. Reading steam pressure gauges 8. Determining operating status of boiler controls 95 9. Checking for vacuum 'hi condensate lines 10. Checking pneumatic controls for proper operation 11. Checking calibration of thermostats A review of these items provides ample evidence that training programs should be directed toward routine custodial duties and pre- ventative maintenance tasks. The skills embodied in carrying out these tasks are the core of a well-managed custodial/maintenance program. APPENDICES 96 APPENDIX A LETTER TO SUPERINTENDENTS 97 98 February 11, 1982 This is a request for your participation in a project designed to illustrate how job analysis may be used in the selection and training of custodial personnel. I am undertaking this project as the topic of my doctoral dissertation at Michigan State University. My committee has allowed me the flexibility to deal with this rather specific pro- ject because of the practical outcomes which may result. Although the use of job analysis as a tool for selection and training is the major focus of the study, it is the underlying premise of the study that I feel provides its most meaningful justification. That premise is that through improved selection and training of support personnel we will be able to reduce costs of the support operations. I chose the school custodian position as the specific case because of the significant effect this person can have on plant operating costs, especially utility costs. Your participation in this project will be greatly appreciated. Please have the survey instrument completed by the person responsible for hir- ing and supervising your custodial employees. In return for your par- ticipation, I will provide you with the results and recommendations of the study. Thank you for your assistance. A self-addressed, postage-paid envelope is provided for your convenience in returning the questionnaire. Your efforts to promptly complete and return this survey are greatly appre- ciated. Sincerely, Glenn R. Doran, Superintendent I would sincerely appreciate your assistance in this project. Glenn, as a former business manager and now as superintendent, has worked with me in this area for several years. I feel the project's methodology and finding will be of value to districts which are attempting to improve the quality of their support operations. Stanley Hecker, Professor Michigan State University APPENDIX B THE SURVEY QUESTIONNAIRE 99 100 PART I: General Information SCHOOL DISTRICT ENROLLMENT NUMBER OF BUILDINGS Elementary Middle/Junior High High School Other SQUARE FOOTAGE REQUIRING DAILY CUSTODIAL SERVICES: sq.ft. TOTAL CUSTODIAL LABOR HOURS PER DAY: PART II: Custodial Selection/Training Information 1. 01-50.) How many custodians currently employed? How many were experienced custodians when hired? Do you have job descriptions for custodial positions? ___Yes No Do you have a job analysis for the custodial position? _Yes _No How many custodians have total experience of: 0-1 year 2-3 years 4—5 years more than 5 years Which description best describes your method of training custodians? (a) formal training program presented to all new custodians, special training sessions presented for total custodial staff on a regularly scheduled basis (b) new employees learn through experience on the job, supervisory staff or experienced custodians instruct new personnel as the job situations occur, in-service type activities conducted on an irregular basis for all custodians ‘101 msemeeemwe —ezeu eee .mcemeeemwe —eeemcee .eemeeemwe eeem waw ea e—ee mm «P eczema meweeewe age e meme: peeeee e gee—e ea e_ee mm m. .859: Leeeebxe e32. e 3.5: umeeee e :83 3 eSe mm 2 eczema eeeeepe semen e mewme umeeee a coupe e» e_ee m~ —F eefiee eeEees Snow .56 e 9:3 333 e compo 3 2% 2 S eeweeee eeepw xceeee e mcwme aeecee e eeepe e» e—ee mm m exexcweum gee ecu eeezm on open mm m Eeeee> am: e eeeeeee ea open mm A eeepw eeewcemiece: e wwee xecem ea epee mm e ceepw eeeweemiece; e wwee ecu ween ea epee ma m seepw eueweemiece; e xez eee eweum ea open mm e seepw eoewcemieee: e uuewewmwe e» ewes ma m .8er eoewgemiege; e egiesee eee ensue on See 2 N Leepw eoewgemieee; e nee amen ecu eeezm ea epee mm _ x x x nee «use e «mega ea open mu ewesem m> m uHm z z z 4 z z A meewcem zge> n m> maeecam n m ewe: u I ems: u z eeaoeweeeem a gem saved: a 2 saved: a z eecwz n z "eeeu see u 4 ”eeeu see n A "eeeu meceeeemeeu ceeeu xupeewwwwo xeeeeeeeu eewueweemeo wwwxm .ez eeeu .eeeeFeEee we ee wee meeuw we» so; mcwueeem:_—w Eeuw eweEem e m_ Eeew umeww och .mexe omega cweuceu epeeem eewp seem .3epee eeemwp wwwxm new gene Lew Aeeeeeeemeeu ceceu .aeweewwwwo .xeceeeecuv xsemeeee gaspee some euepesee emeepe "meewueeewo zo~w<=e<>m eeuxm ”_HH wmep eeepe eu e—ee mm mp m> m o_m z z z A I z e meewemm age> n m> m=o_com n m ea_= n I eo_: u : eeaoeceeaem n eem sated: u z sawed: n z Leewz n 2 ”once see u e ”eeeu see u e fleece eeeeeeemeeu ceeeu Auweewwwwo aeeeeeeee :eweewgemeo p—wxm .ez eeeu 1(33 It 1 Lepwee Eeeem a ezee zepe ea epee ma me Leeee umeu In sew: aceEueeeu Lees: ee—wee Eeeem geese e» open mm ee eeww cepeewecee e Lew Legmwemewexe eeww mm: o» e_ee mu me meewaezuwm heeeoeeEe cw mcemw>ceeem eeegeepeu e» open m~ we maeesuceeee eeww eee eewpee ppee e» open mm we meeumxm scope eee>wuee eu open we on mxeep eeee gem eee mewepwee e cw menses xuweeeem exee eu ewee mm mm museum; mew>weeee ecu meweewgm uee p_ww ea epee mm mm meeem e>weeee ea e—ee mm um mcze— res e» open mm on meecgm eeeee eee e~wpwueew on open mm mm were, e~wpwugew use even eu ewes mm em ewwu Lee—w eee_eec ea e—ee m— mm mcewceexe ece mgewceuew aewee e» open mm mm mumeppee eeepeee e» e—ee mu Fm m> m eHm z I I e I z A meewcem xge> n m> mseweem n m now: u I Im_I n I eeao_weeeem u eem setup: a z sawed: n z eeewz n z "eeeu 3e; n e "eeeu zed n e ”meeu weeeeeemceu eecem xupaewwwwo xeeeeeecd eewuewcemeo —wwxm .ez eeeu 104 me>we> smeww eeeweec ce cweees ea ewee mm oe mceueee seen: He; eeewe eee ewece ea ewee aw mm mueumeEceeu we :ewuecewwee xeege on open m~ mm eeweeseee ceeeee sew me>—e> gee; geese e» ewee mm wm mceuwww ceuewwuee> ewe: cue—e e» ewee mu em me—ee eeeewwuce> ewe: eeeweec Le\eee uueemew ea e—ee mw mm meeuee eweueewe wweEm eueowceew ea e—ee m_ cm me>we> wweiuee seem: zew ewe» e» e—ee mm mm mxeeu Lemmeeeeee secw Lopez ewece ea ewee m~ mm eewueeeee Leeeee Lew Lexge ewe geese e» ewee mm pm eeeewuweeee gene: euw>cem e» epee ma om eewueeeee eeeeee sew mweeueee eweeeeeee xeeee e» ewee mu me meeww eeemeeeeee cw Eeeee> sew geese e» open mm we mwecucee cewwee we magnum mewueeeee eewELeuee ea ewee m“ we memeem eeemmece Eeeum ewes ea ewee mm we maeweem xee> n m> meewcem n m :men.I eowI n I 28.5.5.5 a 8m 538:": 5:82 n : ceewz n z "eeeu see "A "eeee 2e; n e "eeee eeeeeeemeeu ceccm xuweewwwwo zeeeeeecd :ewueweemeo wwwxm .ez meeu 105 PARV IV: TRAINING NEEDS ASSESSMENT Directions: You are now requested to evaluate the job skills identified in Part III in terms of training needs. If you feel a particular skill should be possessed by the applicant when hired, check the column marked "Entry Skill." If you feel the skill is not an "Entry Skill," please indicate whether you feel the skill can be learned independently, with informal training,cn~with formal train- ing using the following definitions: independent training: The employee is able to develop acceptable skill level simply through the experience of performing a task several times without the aid of an instruction manual or coaching from other personnel. informal training: The employee is able to develop acceptable job skills through reading an instruction manual, asking questions, and/or through coaching from other personnel. formal training: The employee is able to develop acceptable job skills after participating in a training session which was scheduled to teach a specific skill. These training sessions may be in a classroom or on the job but in either case are prearranged and are operated on the assumption that the employee will not be learning the skill through independent or informal training. Finally, please indicate the level of need for job skill training among your custodial staff (low, moderate, high). Note: If you mark a skill as "Entry Skill," you are finished with that item. If an item is pgt_marked as "Entry Skill," you should complete the other two categories: Type of Training and Need Level. 1(16 mxewm aceee>ew eeewe e» ewee m~ mp mcemeeemwe were» ece .meemceemwe weeemgee .eemeeemwe eeem wwww eu ewee m~ cw eesuee mewceewe age e mewme eeeeee a coupe on open mm mp geueeeuxe seem: e mewme ueeeee a ceewu ea ewmuumfi Nw eenuee eeeeewe Eeeum e mewme umecee e eeewu e» e—ee ma FF eoeeoe ecwzeee Eeew wee e mewme ueecee e eemwu e» open mH ow eeweeee ceeww agave; e oewme umeeee e :eewe ea ewee mm e exezcweum ees ecu eeezm ea ewes m~ w Eeeee> we: e eeeceee on open m” w Leeww eeeweemieee; e wwee Aegem ea ewee m_ e Leeww weewcemieee; e wwee eee poem eu open mm m eeeww eeeweemieee; e xe: eee eweum ea ewee m_ e eeeww eeeweem-eeeg e ueewewmwe e» ewee m_ m eeeww eeeweemuece; e eeeiesee eee eecum e» open mu N Leeww euewcemuege; e ees umee eee eeezm e» open mu w x x nee “use e wees» eu ewes mm eweEem Ime eueceeez 3e; Passed weasewcw ueeeeeeee:~ wwwxm :ewuewcumeo wwwxm .ez meeu mcwcwegh we wexh Luau we>ee eeez 107 memew eeeweee e» e—ee mw om meweeueeeec eee megeewzm weeweueewe eueweec ea e—ee we mN mzeecw: xweee ea ewee mm NN mzeeewx oNepm ea wwee mm wN meeee umenee ea ewee mm eN mmewwwee scope on open mw mN meweuceew mewxewee see—u eu ewes mw eN wee» xmee ceewe ea ewee mu mN meceexww ece eceuwecew umee eee emwwee ea ewee mm NN mzeeewz eeewo ea open mm wN wwwez emu; e» open m~ ON. mazew eeeweec ece meeeuxww esew eeewe eu ewes mm mp meme“ eee mewece eeewo eu ewee mu NF mweewce eee muewweu eeepe e» ewee mm NP mceccwe eeewe ea ewes mm up new: eueceeez 3e; _eEceI weELewcH eeeeeeeeecw wwwmw cewueweumeo wwwxm .ez eeeu ~w>w.._ Ummz eeweweew we eezw 108 cewwee Eueum u cxee sewn on eweu m_ me ceeue amen I; saw: ucmEeuecu Luau: cewwoe Eueum xeece ea eweu m~ cc ecww cuweewucue u cow cecmwamcwexe ecww um: ea eweu me me mcewuucewm aucemceEe cw mcemw>ceeem ececeewea e» e—eu mm Ne maceaecueee ecww ecu mew—en wwue ea eweu mm we mseumxm Ecu—u euu>wueu ea eweu m“ oe wxeew ceee eem ecu mcwewwze u cw meceec xuwceeem exec eu eweu mw om mecoeec mcw>weeec ecu mcweewcm use wwww ea eweu mm mm meeea e>weeec ea eweu MH wm wczuw zes eu eweu mm on meeccw ecece ecu euwwwucew ea eweu m_ mm mczu— uuwwwucew ecu euem ea eweu ma em ewwu ceeww eeu—cec ea eweu mw mm mcewceuxe ecu mcewceucw ecwue ou eweu mw Nm memuF—ue eeuwcec e» eweu mH pm cow: muuceeez see quLeI _uELewcH ucweceeeecfi ”WWW“ cewuewcumeo wwwxm .ez ween ww>e4 eewz wcwcwucw we eezw 109 me>wu> cmeww ueuweec Le queec eu e—nu mH oe mcuuuwc Luau: uec cuuwe ecu cwuce ea eweu m_ mm muuumescecu we cewuucewwue xeece ea eweu ma mm cewpuceee ceeece Lew me>wu> uuec xuecu eu eweu mm wm meme—ww ceuuwwuce> uwce cuewe ea e—eu mm mm newee ceuu—wuce> uwc: euuweec ce\ecu uueemcw eu eweu mw mm mceues ewcuee—e wqum euuUwceew ea eweu m_ «m me>wu> wwe1uee Luau: zew “may on upeu m_ mm mxcuu Lemmeceeeu Eecw ceuuz cwuce eu eweu mw Nm cewuuceee ceeece cew cease cwu xeece ea ewnu m_ Fm cecewuwecee ceuuz eew>cem eu eweu m_ cm cewuuceee cueecc cew mwocucee ewqu=ece xuece ea eweu mH me mecww euumceecee cw E:=eu> cow xeece e» wweu mw we mwecucee cewwee we meuuam mcweuceee ecwECeuee ea eweu m_ we memzum eczmmece Eueum euec eu eweu an we cme uuuceeez see wuscem wuecewcw eceeceeeecw ”hwxm coweewcemeo wwwxm .ez oeeu 5 we>ee euez wcwcwucw we eezw APPENDIX C MICHIGAN PUBLIC SCHOOL DISTRICTS HAVING ENROLLMENTS OF 2,500-4,000 STUDENTS: 1981-1982 110 wwwwNNNNNNNNNN-‘d—J-fl-fl-fi—l—J-fi—d wN—‘OSOQNO‘U'l-DwN—‘OKDCDVO‘UT-wa-‘O toooumuibwm—a District . Algonac . Allegan . Allen Park* . A1ma* . Auburn Heights Battle Creek-Harper Creek Battle Creek-Lakeview Bay City-Bangor Birch Run . Cadillac* . Carleton . Caro* . Cedar Springs* . Centerline* . Charlotte . Cheboygan . Chesaning* . Clawson . Coldwater* . Comstock . Corunna* . Dearborn Heights* . Dearborn Heights-Crestwood* . Dowagiac* . Durand* . Eaton Rapids* . Ecorse . Fenton* . Fruitport* . Gaylord* . Grand Rapids-Kenowa Hills . Grand Rapids-Northview* . Grandville* County St. Clair Allegan Wayne Gratiot/Montcalm Oakland Calhoun Calhoun Bay Saginaw Wexford Monroe Tuscola Kent Macomb Eaton Cheboygan Saginaw Oakland Branch Kalamazoo Shiawassee Wayne Wayne Cass Shiawassee Eaton/Ingham Wayne Genesee Muskegon Otsego Kent Kent Kent Enrollment 3,165 2,736 2,819 3,036 2,781 2,913 3,602 3,783 2,540 3,608 2,943 2,559 2,550 3,685 3,648 2,598 3,343 2,500 3,600 2,721 2,879 3,200 2,573 3,550 2,960 3,150 2,561 3,087 2,875 2,650 2,672 2,888 3,849 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50. 51. 52. 53. 54. 55. 56. 57. 58. 59. 60. 61. 62. 63. 64. 65. 66. District Greenville* Gwinn* Hartland* Hastings Hudsonville* Inkster Inkster-Cherry Hill Inkster-Westwood Ionia* Jackson Northwest* Lake Odessa-Lakewood* Lansing-Waverly Linden* Lowell Ludington* Madison Heights Madison Heights-Lamphere* Marshall* Marysvi11e* Mason Melvindale-Northern Allen Milan* Monroe-Jefferson* Mt. Morris* Muskegon-Mona Shores Muskegon-Reeths-Puffer Muskegon Heights Northvi11e* Novi Oak Park* 0kemos* Ortonville-Brandon Oscoda County Montcalm/Ionia/Kent Marquette Livingston Barry Ottawa Wayne Wayne Wayne Ionia Jackson Ionia Ingham/Eaton/Clinton Genesee Kent Mason Oakland Oakland Calhoun St. Clair Ingham Wayne Washtenaw Monroe Genesee Muskegon Muskegon Muskegon Oakland Oakland Oakland Ingham Oakland Iosco Enrollment 3,410 3,215 3,511 3,745 2,540 3,774 2,350 3,185 3,000 3,700 2,810 3,796 2,647 2,850 2,736 3,100 3,273 2,682 2,500 3,434 3,014 2,600 2,950 3,210 3,975 3,825 3,130 3,551 3,187 3,550 3,287 3,064 3,500 67. 68. 69. 70. 71. 72. 73. 74. 75. 76. 77. 78. 79. 80. 81. 82. 83. 84. 85. 86. 87. 88. 89. 90. 91. 92. 93. 94. 95. District Otisville-LakeVille* Oxford* Pinckney* Pinconning Plainwe11* Redford-South Redford* Remus—Chippewa Hills* Richland-Gull Lake* River Rouge* Riverview* Rockford Rockwood-Gibralter* Saginaw-Buena Vista St. Clair Shores-Lakeview* St. Johns* St. Joseph* Saline* Sault Ste. Marie* South Haven* South Lyon Stevensville-Lakeshore* Sturgis Tecumseh* Three Rivers Vicksburg* Warren-Fitzgerald West Branch-Rose City* Ypsilanti-Lincoln Ypsilanti-Willow Run 113 County Genesee Oakland Livingston/Washtenaw Bay/Gladwin Allegan Wayne Mecosta Kalamazoo Wayne Wayne Kent Wayne Saginaw Macomb Clinton/Gratiot Berrien Washtenaw Chippewa VanBuren Oakland Berrien St. Joseph Lenawee St. Joseph Kalamazoo Macomb Ogenaw Washtenaw Washtenaw Enrollment 3,074 3,040 3,550 2,900 2,591 3,191 2,600 2,690 2,924 2,900 3,896 3,998 2,450 3,730 3,761 2,983 3,046 3,800 3,000 4,000 3,194 2,808 3,435 3,391 2,620 3,415 2,544 3,004 3,935 APPENDIX D COMPARISON OF NUMBER AND TYPES OF BUILDINGS, ENROLLMENT, AND SQUARE FOOTAGE PER STUDENT 114 115 mww NNF mm on mew NmP Fm ww wow mww mNF www mmw mew mow mm nmw mwe.m mem.m emu.N nom.N cow.m Nm_.m oom.m Nwm.N «Ne.m mom.N oom.N omo.N oom.m oew.m mwm.m omm.N oou.N mwm.m Nwo.m m—m.N eceeepm Lee emupeed ecueem aces—weccm PF NF LOP—(DONQLDLO \DkDOWQ’LOONO‘QM r— _aeow m P e F m P o F o — P F m — F — m P o P o F F P N — P P m P P N o m N P o P P p 000 Lmsuo —:m¢:m mmcwewwem we conga: ecu meexw P f-f—NF-F-l—l—F' f-‘F'l—LOf—Nf-f-l— cue: cowesu co o_eewz FMLOLOQ‘MCOMMOQ’ MQ'LDMF-Q'Q'LDM xcuu iceEe—m ewww>ceecw awceseeecu zmw>cpcez tweweum ecucw ecewzuw “Leeuwecw ceecec meweum ceuum ecuceo euwmuzeo mucmweI cceecuee eeezumecu -mecmweI cceecueo ucceceu ceuuzewee mcwcumecu ecwwceecee mmcwcem cueeo ecuu euwwweuu uew< Icue ceww< eowcemwo 116 er NNP Nm omw mow mm mo— mow mew mew mmm NNF mm mow mmw Fm NP— amp oww eceeeem Lee emueeec ecueem .Eil. moo.m N—w.m mmo.m oww.m wwo.m _mm.m oem.m wom.N mmm.N omm.N cow.N ooo.m me~.N omm.m mum.N ewm.m ooo.m mom.N mme.m emm.m aceswweccm c _ F m o F N _ w a m _ OF N _ a N _ u o F m _ P m o P m P w u o w m m _ w o _ u w P N o F c _ _ u o _ u o _ w o _ u o _ Pooeom _eeow emcee cow: mmcwewwem we geesez ecu meeaw w e w m w e w e w e N e N m P N w w F N w e w e w e w m N e N m w e w e w m w e cme cewcee xcuu ce eweewz icesewm xecxecwc ecewxo ewww>exuetewww>mwuo mesexo xcuc xuo ewww>cucez mwccez .ez cemcewweeieeccez cuwwz ewww>mxcuz wwucmcuz ececeEue -mpcmwez cemweuz cepmcweee ceecwu eeezexuu tummeeo exue emezcucez cemxeue uwceH ewww>ceme=I ecu—ecu: eewze eowcemwe 117 Fww ups onw uceeeem see emueeew ecueem eoe.N NN©.N ooe.m PmN.m mo_.m mmn.m meo.m mow.N Nnm.m m~w.m NFP.e mmN.N oom.N mwo.N mem.N _np.m oom.N pceewweccm u N N e o P N_ m w m o N N N P N_ N N m e N u o _ ON N w u o N o_ N _ m o N m o m. e o N e o N N N w NN m w Noeeom Fueew emcee cow: mmcwewwem we geesez ecu meezw ewe: cowese co ewuewz [\OMNLOMNQ'N QQ'Q'MQOEO e Nee» icesewm Newe pace icecucm ewe: mcsemxew> cemseeew ececmexue -ewpw>mce>mum ce>uI cpeem owcuz .oem ewsum aewwum caomou .em mecca .em zew>exue -macecm cwuce .em ceuwucewoieeezxeem zew>ce>wm emeem ce>wm exue wwzwiecuwcewm wwwwI uzeeewcunmesea eceweom ceaam-ecowuae NNozewaNa powcemwo APPENDIX E COMPARISON OF SQUARE FOOTAGE PER CUSTODIAN AND SQUARE FOOTAGE PER LABOR HOUR 118 119 Ome.N NON.N mm©.N emN.N mwm.N NOO.N mNm.N mum.w eme.N mmn.N mem.m OPN.N NON.N NFO.N ONO mmo.N mmm.¢ ceeI ceeue cue eOueeec ecueem cow Nwm.Ow ONF ... 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OmN.ON Ow OOO.NN¢ ... ON ... OOO.—N _N OO0.000 cuweeemeu sec mcuweeumeo. emueeeu eOuueeI ecueem we .ez ecuzem aewu ememucecucm ewe: Oczemxew> cemseeew ececmexueiewww>mce>eum ce>uI cpeem ewcuz .eum eweum ecwwum ceemee .pm mccee .um zew>exueumececm cwuwu .em cop—ucewwneeezxeem eOOeI ce>wm ecu; wweuiecuwcewm wwwwI u3eeewcutmesem eceweem cueemieceweem _wezcwuwe eoeceawo BIBLIOGRAPHY 122 BIBLIOGRAPHY American School and University. "1981 Annual Report of Maintenance and Operations Costs." American School and University (March 1982 : 62. Barbour, Julius E. "The Selection and Instruction of Public School Systems." Ph.D. dissertation, Michigan State University, 1954. Bass, Bernard M., and Vaughan, James A. Training in Industry: The Management of Learning, Belmont, Calif.: Wadsworth Publishing Company, 1969. Bienvenu, Bernard J. New Priorities in Training, New York: American Management Association, 1969. Brewin, C., and Racich, Matthew J. 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